Journal of Special Education and Rehabilitation

28-39

Authors: Ljubica PRIBANIKJ, Marina MILKOIVKJ

Early diagnosis and intervention are now recognized as undeniable rights of deaf and hard-of-hearing children and their families. The deaf child’s family must have the opportunity to socialize with deaf children and deaf adults. The deaf child’s family must also have access to all the information on the general development of their child, and to special information on hearing impairment, communication options and linguistic development of the deaf child. The critical period hypothesis for language acquisition proposes that the outcome of language acquisition is not uniform over the lifespan but rather is best during early childhood. Individuals who learned sign language from birth performed better on linguistic and memory tasks than individuals who did not start learning sign language until after puberty. The old prejudice that the deaf child must learn the spoken language at a very young age, and that sign language can wait because it can be easily learned by any person at any age, cannot be maintained anymore. The cultural approach to deafness emphasizes three necessary components in the development of a deaf child: 1. stimulating early communication using natural sign language within the family and interacting with the Deaf community; 2. bilingual / bicultural education and 3. ensuring deaf persons’ rights to enjoy the services of high quality interpreters throughout their education from kindergarten to university. This new view of the phenomenology of deafness means that the environment needs to be changed in order to meet the deaf person’s needs, not the contrary.

52-65

Authors: Vesela MILANKOV, Aleksandra MIKOV

Speech and language development is a good indicator of child’s cognitive development. The risk factors influencing development and functioning of prematurely born children are multiple. In addition to articulation disorder, there are motoric, conginitive and social aspects of delayed development. Premature babies are born before they physically ready to leave the womb. However, most babies born after about 26 weeks of gestational age have chances for survival, but they are at a greater risk of medical complications, since the earlier children are born, the less developed their organs are. Aim: To demonstrate basic parameters, establish differences, determine characteristics of disorder of sound articulation in fullterm and preterm children. Methodology: Research was conducted at the Clinics of Child’s Habilitation and Rehabilitation in Novi Sad. The prospective research study was carried out comprising 61 children with mean age of 4 years. The study inclusion criteria were gestational age and birth weight. Regarding these parameters, the children without major neurlologic or system disabilities were included, and they were Serbian speaking. The sample comprised 31 children with GS≥38 weeks and body weight of ≥3000 g, while the preterm group comprised 30 children with GS≤32 weeks and body weight of ≤1500 g. Results of the study indicate to a difference between fullterm children and preterm children with regard to articulation disorders, of which the statistically significant was a sound distortion. The overall sample showed that the substitution with distortion was most frequent disorder, while the interdental sigmatism was the most represented one. Conclusion: The obtained results lead to conclusion that preterm children, being a high-risk group, need to be followed up by age two, and provided timely proffesional help at pre-school age, since numerous adverse factors affect their overall development.

89-101

Authors: Vesna KOSTIKJ-IVANOVIKJ

Educational process for children with mild intellectual disability in special primary schools in the Republic of Macedonia is realized by special Curriculum for students with difficulties in psychological development, prepared by the Bureau for Development of Education from the Ministry of Education and Science. These programs are developmental, and specially adapted to the abilities and capabilities of students with intellectual disabilities. The special educator observing the individual characteristics of his students should maximally respond to their specific needs and aspirations. The aim of the research was to determine the educational abilities of first-grade students with mild intellectual disability for following the teaching contents of the subjects Macedonian language, Math and Introduction to environment, provided by the Curriculum. Educational abilities of the examinees were especially weak in Math, while in the Introduction to environment they had average abilities and a little better ability they showed in the area of the Macedonian language. Regarding the variables gender and age, educational abilities of the examinees did not differ, while regarding the variable level of general abilities there were significant differences in their educational abilities. Special educators said that most of the examinees were completely or partially able to follow the Curriculum. Curriculum for the first grade students with intellectual disabilities generally corresponds to the educational abilities of these children.

110-121

Authors: Aneta T. HRISTOVA, Silvana FILIPOVA

Mental retardation is a very complex and specific society problem that appears in the earliest period of the child development. Speech represents one of the most important human qualities and undoubtedly a need for each individual, therefore, the logical conclusion is that it is essential for everyone, even for the mentally retarded individual as well. It is a fact that the speech deficit is one of the general and serious problems with mentally retarded children, which results in damaged, underdeveloped and late development of their speech. Therefore, these conditions also lower success in orthography level of handwriting. That is why we decided to use instruments which the special rehabilitation diagnostic offers, to evaluate the orthography level of handwriting of the mildly mentally retarded pupils in special primary schools, and to compare the obtained results with the success in Macedonian language, gender and the age of the pupil, in order to view their connection and continuance in their developing period. Many researches, as well as this one, have shown that the disorthography in a huge percentage is found in children with mild mental retardation. The results of the research have shown a low orthography level of the handwriting in children with mild mental retardation, which is dependant on the class-age, sex and the success in Macedonian language.

129-131

Authors: Ana POPOSKA

Getting closer to the articulation segment of SLI is important for diagnosis of children in early school age. Phonologic and articulation status of this population is specific, and acknowledging it, will secure adequate rehabilitation. The theory offers wide analysis of physiology of all speech-language aspects of the developmental period, as well as its pathology. The emphasis is put on the articulation segment in children with SLI. The goal of this study was to establish direct relation between speech-language development delay and the process of sound forming in children with SLI, and in the same time comparing it with the normal speech-language development. In this study a group of 35 children with SLI, and a group of 35 children without this problem were included. The examination was performed with four relevant tests: Global articulation test, Test for examining articulation, Articulation test for analytic estimation of phonologic and articulation disorders and Test for understanding speech. For processing data from empiric frequencies for specific categories in both tested groups, c2 test was used. In the same time, establishing correlation level between groups of different characteristics in examinees, quotient of contingency was included. Since the necessary confirmation of results correlation among different test results scored in both groups, Pearson test of correlation was also used. The results showed some important characteristics of phonologic-articulation disorders. Children suffering from SLI have approximately 20 well pronounced sounds. The biggest problem is pronunciation of sounds from fricative and affricate group, medial position of sound in a word, and the most frequent sound disorder is substitution. Detailed analysis resulted with dominant problem with the place of sound production, except in cases of sound mispronunciation of vowels and nasals. When estimating sound quality in word and sentence order, deviation of pronunciation for more than one degree occurred. This deviation happens as a result of bad hearing memory, bad hearing discrimination, bad phonology awareness and inelasticity of peripheral speaking organs. Interaction between articulation status and speech understanding is a direct consequence of the problem of sound successiveness in words. By the influence of oral dyspraxia, it is impossible a word well pronounced in isolated situation, to be well pronounced in word complex. As a conclusion, it should be stressed out that poor phoneme structure, phoneme capacity, as well as bad speech understanding in children with SLI have specifies and instability up to the level of terminal inadequacy, shown by pronunciation determined by instable and yet variable mechanisms, which do not obey to hierarchy built phoneme structure of a standard language. In fact, the guideline is to start phoneme correction, after achieving the stage of specific level in receptive speech, as well as expressive speech after achieving simple sentence construction.

135-138

Authors: Olivera RASHIKJ

At social community level there are still myths and stereotypes, which refer to sexuality of the persons with disabilities. The most common wrong assumptions are those stating that persons with disabilities are asexual – long life children and the opposite ideas which state that persons with disabilities are sexually impulsive. The truth is that sexuality is an integral part of each life starting in the childhood and stretching throughout the whole life. The main goal of this master thesis, presented on 190 sheets, was to elaborate the characteristics of sexual development of persons with disabilities, more exactly of persons with mental retardation, vision impairments, auditive impairments and persons with physical impairments. Furthermore, to determine the degree and manner of acquired sex education and to make comparison in terms of prevalence and reasons for sexual abuse of persons with different types and degrees of disabilities, as well as to stress the possibilities for prevention. The sample of the research was consisted of 317 examinees separated in 6 groups and one control group. The first group included 98 examinees with mental retardation, out of which 36 at the age between 10 and 15 years from the Special Primary Schools “Idnina” and “Dr. Zlatan Sremac”, 29 examinees with mild mental retardation older than 15 years from the State Secondary School for Rehabilitation and Education “St. Naum Ohridski”, 33 examinees with moderate mental retardation no older than 10 years of age, from Institution for Rehabilitation of the Children and Youth – Topansko Pole. The second group included 25 persons with visual impairments from the Institution for Rehabilitation of Children and Youth with Visual Impairments “Dimitar Vlahov”, out of which 8 were at the age between 10 and 15 years and 17 examinees were older than 15 years. The third group included 19 examinees with auditive impairments at the age between 10 and 15 years from the Institution for Rehabilitation of Children and Youth with Auditive Impairments “Kocho Racin” – Bitola and 16 examinees with auditive impairments older than 15 years from the Center for Education and Rehabilitation “Partenija Zografski” – Skopje. In the forth group there were 25 persons with physical impairment, from the Institution for Prevention and Rehabilitation of the Persons with Physical Impairments “Banja Bansko” – Strumica, 21 examinees no older than 12 years of age and 4 examinees from the Center for Cerebral Palsy at the age between 10 and 15 years. 72 special educators and rehabilitators and professional staff from the institutions, primary and secondary special schools were included in the fifth group, and in the sixth group were included 30 parents of the persons with disabilities. In the last group 32 pupils from the Primary School “Petar Zdravkovski – Penko” at the age between 10 and 15 years were included. In the third part of the master thesis the analysis of results and discussion were presented. The information presented in this part are nominal data, which after collecting, were numbered, grouped and tabled, and after that processed with standard statistical program SPSS 11 for WindowsXP, applying c2 test, which at the 2 x 2 tables was applied together with Fisher exact test R x C tables of contingency, in order to obtain more precise results and determine existence of the possible concession. In order to determinate correlation between two or more variables related to some of the questions, coefficient of contingency (C) was applied and for the questions where the examinees gave more than one answer, the test for evaluation of the equality of the percentage (z) was applied in order to estimate if the percentage of some answers was equal or different for two or more groups of examinees. Statistical important difference was at the level of p<0,05. As important we can point out the folowing conclusions: the persons with disabilities follow the same developmental cycle as other population with possible small concessions in relation with the type and degree of disability; all persons with disabilities are sexual creatures; they acquire information for sexual development from media or friends, and the knowledge about unwanted pregnancy and contracepcion is at lowest level. We determined that the most common method for presenting the contents of sexual development and education is the classical method with certain application of illustrations, while there is insufficient sexual education within the family. It was concluded that there was significant number of persons with disabilities which had been forced to watch different pornografic matherials or do different sexual actions. The most affected population in relation to this problem are persons with mental retardation, and the lowest education get persons with hearing impairments at the age between 10 and 15 years. One of the conclusions was also the need of professional education about sex education, prevention and early detection of the sexual abuse of this category of people for the special educators and rehabilitators, the other special staff and parents of the persons with disabilities.

25-32

Authors: Natasha M. CHICHEVSKA-JOVANOVA, Daniela B. DIMITROVA-RADOJICHIKJ

The primary goal of this empirical research was to determinate how much has current education helped special educators and rehabilitators in forming separate competences, and if those competencies correspond to the desired ones, which are necessary for the work of the special educators and rehabilitators. The results have shown that one type of the competences in the program had been neglected up to now. Therefore, it is necessary for this fact to be taken into consideration when designing the new study programs.

49-62

Authors: Vesna KOSTIKJ-IVANOVIKJ

Large number of children with intellectual disabilities encounters behavioral problems or show disharmonic behavior within the family, at school and in the community. Researches show that 30-50% of persons with intellectual disabilities have some behavioral problems. The behavior of children with intellectual disabilities depends on many factors: age of the child, level of intellectual disability, cognitive potentials, level of psycho-physical development, differentiation of emotions, communicative skills, social status and conditions of the environment (in the family and the wider community) where the child lives. The influence of some of these factors has been analyzed by this research. There are many ins truments (questionnaires, scales) that evaluate behavior of persons with intellectual disabilities, and reveal problems that these persons have in their psychosocial development and social life. This research used the AAMD Adaptive behavior Scale (part II) and Scale for evaluating behavior of the child in school by authors Bojanin, Savanovikj.

73-83

Authors: Zoran Kitkanj

The aim of this paper is to present, from penological aspect, the involvement and structure of recidivism at minors with mental deficiency within the whole area of juvenile criminality in Macedonia. The research covers 62 subjects who pay the penalty in juvenile penitentiary or institutional measure directing to correctional institution for minors. Of the total number of minors who hold one of the above-mentioned sanctions, minors with lower average IQ are presented with 56.4%. The shown involvement is in penological terms (refers to minors who hold institutional measure correctional institution for minors or penalty - juvenile penitentiary) which does not mean that this category of juvenile delinquents participate in such percent in the total number of reported, accused and convicted minors. According to the research results it can be concluded that falling behind in intellectual development is an indicator for delinquent behavior but in no case it can be crucial or the most important factor for criminality. Of the total number of juvenile delinquents with intellectual deficit, 80% are repeat offenders in criminal legal sense. It is of great concern that 56% of the under average juvenile delinquents defied the law for the first time before the age of 14 years that is as children.

99-101

Authors: Olivera RASHIKJ

Considering April 2nd as the World Autism Day, the association Autism-Europe promoted its activities that had been realised during the previous period, primarily assessing the needs of persons with autism in the field of health care, education and employment. Guided by the fact that such needs are not sufficiently taken into account, as well as daily violations of human rights against people with autism across EU countries, Autism-Europe particularly recommends the 10 following measures: 1. Improving the existing indicators on specific health care services in order to be able to measure the proportion of persons with autism or a complex dependency needs disability benefiting from adequate rehabilitation programmes. 2. Reinforcing the initial and continuous training of health professionals on the internationally accepted diagnostic systems and evidence based treatments and ensuring an appropriate training of professionals in charge of the education of persons with autism. 3. Ensuring a partnership between parents and professionals in order to determine appropriate educational or other programmes. 4. Ensuring equal enrolment and access for all to the education systems, and ensuring equal opportunities to develop individual potential in every kind and level of education, regardless of the nature or severity of disability. 5. Integrating the specific behavioural and communication features and needs of persons with autism or a complex dependency needs disability into the standard education systems by means of the continuous training of parents and professionals. 6. Reinforcing life-long education and training of persons with autism. 7. Strengthening and adapting support at the workplace to the needs of persons with autism. 8. Having an environment that fosters communication and is adapted to the problems of behaviour faced by persons with autism. 9. Choosing a way of living either at home or in a residential setting with adequate support from health and education services. 10. Having access to a good quality of life in terms of physical, emotional, social and material well-being.

105-108

Authors: Aleksandra KAROVSKA

The master thesis is presented on 167 pages. The paper consists of the following parts: introduction, theoretical approach towards the research problem, research methodology, analyses and interpretation of the results, conclusions with recommendations, bibliography and supplements. The introduction emphasizes the necessity of conducting a longitudinal study in order to describe the life and events of a child with a cochlear implant within the inclusive classroom. The main aim of the master thesis is to determine the social implications of impairment and the individual differences in the teachers’ approaches regarding the abilities of the examinee.

23-37

Authors: Miodrag L. STOSHLJEVIKJ, Fadilj N. EMINOVIKJ, Radmila M. NIKIKJ, Gordana I. ACHIKJ, Sanela R. PACIKJ

Pupils with cerebral palsy attend elementary education accordind to a regular and special teaching plan and program. Regular school curriculum was reformed in 1992, while special plan and program has not been changed and adapted according to pupil’s needs and capacities. Music is one of the best means of expressing oneself and plays a very important role in the development of every child, the child with cerebral palsy in particular. In order to test the possibility of pupils with cerebral palsy, with and without mental retardation, to apprehend the actual program content, we have conducted research on musical achievement of children with cerebral palsy. During 2007 a research was carried out, on the sample of 27 pupils with cerebral palsy and mild mental retardation who attended classes in the school “Miodrag Matikj”, and a sample of16 students with cerebral palsy without mental retardation who attended the school “Dr. Dragan Hercog” in Belgrade. Results of the research, as well as analysis of music curriculum content, indicated that the capacities of students with cerebral palsy to carry out the curriculum tasks require special approach and methodology. Therefore, we introduced some proposals to overcome the difficulties in fulfilling music curriculum demands of those pupils. We made special emphasis on the use of computer based Assistive technology which facilitates the whole process to a large extent.

51-61

Authors: Patrizia VELOTTI

Social networks often provide an important source of support for new parents. General, parent support programs sustain social-emotional development of children. Different aspects could impact both the quantity and quality of the sources of social support and the perception that parents would had. This study examines the role of social support in the couples of new-parents and assesses the influence of attachment models on it. The Adult Attachment Interview (AAI) and the Multidimensional Scale of Perceived Social Support (MSPSS) were administered to a sample of 100 participants. Results indicated a perception of social support more pronounced in women, mainly on the dimension of social support derived from the partner. Furthermore, for women and not for men, an association between attachment models to the AAI and the different perceptions of social support was revealed. Data seems support the opportunity to assess parents during early rehabilitation interventions. Support groups could be used with insecure parents and has positive effects in reducing stress and promoting adjustment to the disability for children and their families.

73-83

Authors: Nergis RAMO, Risto PETROV

The ICDP approach is based on the idea that the best way to help children is first to provide help for the children’s caregivers.1 At the centre of basic human psycho-social needs is the need for establishing a long-term, stable, and caring relationship with the primary caregiver, without which children cannot develop properly. The objective, therefore, must be to sensitise care­givers, in order to enhance their ability to pro­vide good quality care and to release empathic feelings towards the children. The most feasible strategy for helping children on a large scale is to support and educate children’s network of stable caregivers, which in practice means sen­sitising families and communities to enhance their own ability to sustain the social, cultural and environmental conditions necessary for the growth and development of children.

97

Authors: Olivera RASHIKJ

According to the example from many European countries, lead by the wish for improving the way and the conditions for living of the persons with disability, Government of Republic of Macedonia initiated the process of deinstitu­tionalization. In the framework of this process on the 04 of December 2008 in Skopje, the first group home in community for people with intellectual disability was opened by the President of the Government of the Republic of Macedonia, M-r Nikola Gruevski and the Minister for labour and social politics, M-r Dzelal Bajrami. The financial help for realization of this project was enabled by the Ministry for labour and social politics of the Republic of Macedonia and the Open Society Mental Health Initiative from Budapest and the home will be lead by Polio Plus-movement against disability. The group home is a family house with around 100 m2, and it is located behind the Special Primary School “D-r Zlatan Sremac” in the Municipality of Kisela Voda. For the beginning of the project, in the group home are accommodated four people, previous dependants of the Special Institute in Demir Kapija, which will have 24 hours supervision by the professionally trained persons, educators and medical team. The plan of the Government of the Republic of Macedonia is to open additional 48 homes and to include about 190 children, dependants of the Special Institute in Demir Kapija in the near future.

100-102

Authors: Vasilka GALEVSKA

Following the invitation of the National Society for Autism from Poland – Krakow Branch, four members of the Macedonian Scientific Society for Autism (Prof. d-r Vladimir Trajkovski, d-r Emilija Lazarova - Trajkovska, Zhivka Dimitrovska and Vasilka Galevska) in the period 24th –30th November 2008 realized a visit in Krakow, Poland. The respective visit was realized within the framework of the project “Ecological Support Systems for Autistic People” and it included participation at the international scientific conference “The Rain Man is Among Us”, a study visit and workshops for NGO repre­sen­ta­tives working in the field of autism in Central-East Europe. MSSA members had the opportunity to visit few institutions for autistic persons in Krakow as are the Special School No.13 and the Special School No.4 where they were introduced with the schools’ organization and activities and were given the opportunity to observe and directly participate in the class work with the pupils. MSSA members also visited the Non-Public Health Care Centre for Autistic Persons where the organization and the activities of the institution were presented. International conference “The Rain Man is among us” took place at the Faculty of Pedagogy at the Krakow University from 27th until 29th of November 2008.On the first conference day right after the opening ceremony and the ceremonial welcomes by the University professors and the representative of the local authorities followed the inaugural lecture by Prof. Paul Shattock – one of the most famous names in the field of autism. Following the plenary session, the discussions continued, organized in four thematic sessions. Within the framework of the session III entitled “A Person with Autism and Exo-systematic Solution”, Vasilka Galevska presented the paper “Comparative Analysis of the Attitudes of parents of Children With and Without Autism towards the Organization of the System of Protection, Education and Rehabilitation of Persons with Autism in the Republic of Macedonia”. Within the framework of the fourth session “A Person with Autism in the Macro system”, Emilija Lazarova-Trajkovska made presentation of the Macedonian Scientific Society for Autism and its activities. The second Conference day continued with the presentations grouped in two plenary sessions, from which we can underline the presentation of Rita Jordan – another worldwide famous name in the field of autism. Also, there was a special workshop organized dedicated to the music education of autistic children as well as poster-session. The last Conference day, within the framework of the last plenary session, Prof. d-r Vladimir Trakovski had a presentation of its paper “Genetic Evaluation and Genetic Counseling for Autistic Spectrum Disorders”. At the end of the Conference, two workshops dedicated to the micro system support of the autistic persons took place. MSSA members as well had the opportunity to attend two special events organized as a part of the Conference: the art exhibition of autistic persons “Welcome to My World” at the Krakow Gallery, and the concert of autistic people which took place at the “Radio Krakow” Concert Hall.

18-28

Authors: Jasmina KOVACHEVIKJ

The reform of the special education is directed to­wards creating preconditions for a more massive inclusion of children with developmental difficul­ties in the mainstream educational system (inclu­sive process), but also towards improvement and change of the concept of work of the special schools, especially the change in the internal or­ganization of the educational work through intro­ducing contemporary models and methods of learning. The modernization of the educational process asks for a modernization of the curriculum, but also of the modus which they are realized with, so therefore the goal of this research was to con­firm the educational effects of the innovative mod­els and methods of working in the educational process with the hearing impaired children. In this article we showed the experimental check up of the efficiency from the application of the project cur­riculum in relation to the traditional teaching, re­garding the level of the gained knowledge of the hearing impaired pupil. The sample is consisted of 49 hearing impaired pupils, from the fifth to eighth grade from primary schools for children with im­paired hearing. The results that we got show sta­tistically significant difference between the ac­complishments confirmed in the subjects with an applied traditional model of work and the applica­tion of the project curriculum. Key words: project teaching, traditional teaching, hearing impaired children, cooperative learning, frontal work

41-54

Authors: Zora JACHOVA, Olivera KOVACHEVA, Aleksandra KAROVSKA

In the communication of deaf people between them­selves and hearing people there are three ba­sic as­pects of interaction: gesture, finger signs and writing. The gesture is a conditionally agreed manner of communication with the help of the hands followed by face and body mimic. The ges­ture and the move­ments pre-exist the speech and they had the purpose to mark something, and later to emphasize the speech expression. Stokoe was the first linguist that realised that the signs are not a whole that can not be analysed. He analysed signs in insignificant parts that he called “chemeres”, and many linguists today call them pho­nemes. He created three main phoneme catego­ries: hand position, location and movement. Sign languages as spoken languages have back­ground from the distant past. They developed par­allel with the development of spoken language and undertook many historical changes. Therefore, to­day they do not represent a replacement of the spoken language, but are languages themselves in the real sense of the word. Although the structures of the English language used in USA and in Great Britain is the same, still their sign languages-ASL and BSL are different. Key words: communication, gesture, ASL, BSL, sign language, speech

67-75

Authors: Joanna KOSSEWSKA

The purpose of this study was to investigate the factors influencing the identity deaf adolescents. The study involved 67 deaf adolescents (38 boys and 29 girls aged 16 to 19 students of secondary school). Ninety-three hearing children constituted a comparison group. The structure of identity was explored on the basis of identification references given by the subjects who were to reply in writing, 20 times running, to the question: „Who Am I?” the test, adapted from M. H. Kuhn and T. S. McPartland by Martines and Silvestre (1995) given in written and signed mode. Results showed that the hearing status as well as mode of communication influence the description of personal identity. It was found that deaf adoles­cents used more descriptions especially in the fol­lowing categories: Civil Status, Body and Physical Appearance, Tastes and Activities, Friendship and Relationships, Personal and Social Situation, Negative Personal Traits, and Neutral Personality Traits. Although this study could demonstrate im­pact independent variables on identity, the data raise the need for further, preferably longitudinal, research. This complex phenomenon has to be examined more closely. Combined self-descriptive processes lead to the development of an organized, learned and dynamic identity, and subjective description of an individ­ual has strong emotional consequences for the in­dividual in question.

86-92

Authors: Suzana KRAJNC JOLDIKJ

Drama activity presents a great challenge for ado­lescents with physical disabilities, and at the same time it provides them with much experience for life. Adolescents are educated through theatrical activ­ity; they test numerous new roles, develop their attitude towards the art culture, and most of all they get the insight into different life situations, which have not been known to many of them so far. By experiencing different roles, an adolescent gets personal recognition, undergoes a process of personal changing and thus tests his or her per­sonal perceptions of life. As regards drama activity we follow the presump­tion saying that being different is also an advan­tage. The main purpose of the drama activity is gradu­ally realized through the programme: getting to know yourself and the theatre medium in general. Adolescents meet the multilayered communication and public appearance, which helps them in their personal life. Key words: adolescent with physical disabilities, drama activity, expression

100-106

Authors: Simona R. OZHEK

The article deals with the effects of overprotection on the care and development of children with physical disabilities. The focus is on the profes­sional work of carers caring for young people with physical disabilities. Children with physical dis­abilities are less mobile and need more protection. As long as this is objective protection against real dangers, which the child in a certain stage of de­velopment cannot overcome himself, the reaction is suitable, but in cases where the situation is un­real danger and the child is capable of dealing with it himself but parents or other protect the child by prohibiting a certain activity or perform it them­selves instead of him, the reaction is unsuitable. Such unsuitable reactions are called overprotec­tion. Overprotection is very important in the de­velopment process of separation and individuali­sation. Because of overprotection the separation and individualisation will be thwarted and with this the building of identity, independency and autonomy. It was found that young people with physical disabilities are more overprotected than healthy young people. In caring for young people with physical disabilities independence and auton­omy are made the central goals, so professional carers in care institutions must be protective but not overprotective, if they want to achieve these goals. Key words: overprotective care, child with physi­cal disabilities, process of separation and indi­vidualisation, independence and autonomy, carers, care institution

109

Authors: Olivera RASHIKJ

In organization of the Association of Special Educators and Rehabilitators of the Republic of Serbia, in the period from 11th January to 15th January 2008 “Special Educators and Rehabili­tators Days 2008”, were held in the place of Vrnjachka Banja. Besides the wide area and extensive issues which were of interest to the special educators and reha­bilitators, advantage of this assignation was given to the questions for: · Models of education and rehabilitation of per­sons with special needs for society support-from vision to realization; · Communities of habitation with support for persons with intellectual disability-innovative methodological approach. The work was organized in topic areas, where current problems were discussed with proposals for their solving and conclusions, and work in sections where papers from special educators and rehabilitators practice were presented. At the meeting about 700 guests participated from the territories of former Republics of Yugo­slavia. Overviews on the situation of scientific and practice achievements in the area of special education and rehabilitation in the Republic of Macedonia in their papers gave: · Laura Gjurchinovska (member of the PHO Integrin) and Risto Petrov (professor at the “Ss Cyril and Methodius” University-Skopje, Faculty of Philosophy-Institute of Special Education and Rehabilitation) with the topic: Living with other families-New quality of life for children with severe mental disability, pointing out the rights and needs of children with special educational needs to have family life, outside of the institutions, even-though they live with a foster family, and · Vladimir Trajkovski (associate professor at the “Ss Cyril and Methodius” University-Skopje, Faculty of Philosophy-Institute of Special Education and Rehabilitation) with the topic: Autism and genes, presenting the new detected genes and mechanisms which are in the base of the etiopatogenesis of the autism.

111-112

Authors: Aleksandra KAROVSKA

The First Congress with an international participation of the surdology students was held in Belgrade, the Republic of Serbia, in the period between 22-24-th of March. This Congress was organized by the students of the Faculty for Special Education and Rehabilitation at the University in Belgrade. At the Congress there were participants from Macedonia, Croatia, Bosnia and Herzegovina, Slovenia and Serbia. The goal of the Congress was to exchange experiences in the area of education and rehabilitation of the persons with hearing impairments. The students had the opportunity to presents their papers in some of the following areas: Prevention of the hearing impairments, Detection of the hearing impairments, Diagnosis of the hearing impairments, Audio prosthetics, Rehabilitation of the persons with hearing impairments, A child with a hearing impairment in education; Deaf culture, Development of the language expression in children with a hearing impairment, Sign language, Psychology of deaf persons, Professional qualification of persons with impaired hearing. Our country was represented by eight under-graduate students (third and fourth year of studies) and one postgraduate student. The presentations of the students were mentored by Professor Zora Jachova. Monika Efremova and Bisera Mladenovska presented the results from the research Employment of the persons with impaired hearing. The under-graduate students from third year of studies – Anita Ristovska and Ivana Vasilevska presented the theme Attitudes of the teachers of a child with a cochlear implant within the inclusive classroom. Blagica Stanoevska and Aleksandra Simonovska presented the results of the qualitative research in the area The culture of persons with impaired hearing in the Republic of Macedonia. The third year students Hristina Mitreva and Ivana Petrovska conducted a research on the topic Specifics in the vocabulary of the hearing impaired pupils. Aleksandra Karovska as a postgraduate student presented her paper on Comparative analysis of the British and American Sign Language. The students at the Institute for Special Education and Rehabilitation, Faculty of Philosophy in Skopje participated in a large number of sessions and demonstrated a high level of professionalism and competence. Our recommendation for the students is to enforce their participation at student congresses that will take place in different countries in the world, with the purpose to exchange valuable experiences and to implement the positive experiences of Macedonian grounds.

15-24

Authors: Goran AJDINSKI Vladimir TRAJKOVSKI

This paper considers the issue of the study pro­gram intended for postgraduate students at the In­stitute of Special Education and Rehabilitation and the realization of the provisions of the Bologna Declaration which signifier is the Republic of Ma­cedonia as well. The Institute of Special Education and Rehabilita­tion at the Faculty of Philosophy in Skopje organ­izes postgraduate studies of scientific research and acquiring scientific titles master and doctor of sci­ence in the field of special education and rehabili­tation. The postgraduate studies offer scientific method­ologies from various scientific areas which enable postgraduates to direct their activities toward fur­ther scientific work. Key words:postgraduate studies, Institute for Spe­cial Education and Rehabilitation, Master thesis

33-40

Authors: Gabriela KOPACHEVA-BARSOVA, Marina DAVCHEVA-CHAKAR, Irena DUMA-VASOVSKA

The human respiratory system is extremely com­plicated and it has been extensively investigated, yet the system has not been fully recognized. De­viation of the nasal septum, which changes the airflow in this part of the res­piratory tract, can af­fect the state of the paranasal sinuses as well as the functions of the auditory tube. It can also cause hypertrophy of adenoids. In the available literature on skeletal deviations of the nasal septum and their influ­ence on the state of hearing and, particularly, on the state of the auditory tube and middle ear, there are no uniform views.

49-58

Authors: Slobodanka LAZOVA-ZDRAVKOVSKA

This paper presents national and international documents, as well as the current situation of the institutionalized and deinstitutionalized care, prin­ciples and aims in the process of the deinstitution­alization of people with disabilities and children with developmental disabilities and their problems in the Republic of Macedonia. Recommendations and activities were presented to enhance the level of psycho-social support of the biological families for taking care of children with developmental disabilities and increase the compensation, as preconditions for decrease of the need for stay in institutions for social care. Strategic directions and activities for the process of deinstitutionalization of people with disabilities, participants in carrying out this process in the Re­public of Macedonia were presented. The acti­vi­ties and the dynamic of carrying out the process of deinstitutionalization of people with disabilities in the Republic of Macedonia, planned in three phases for the period from 2008 to 2018, were also given.

67-70

Authors: Ljupcho EFREMOV

This paper presents the employment condition of people with disabilities in the Republic of Mace­donia as well as the legal solutions for financial assistance at employing people with disabilities and some other issues related to that. The lack of job choice is also pointed out and the appropriate sug­gestions for introduction of more sophisticated vo­cations are given to improve the employment con­ditions.

80-88

Authors: Silvana FILIPOVA, Ana POPOSKA, Biljana LOZANOVSKA, Laura GJURCHINOVSKA

Stuttering is a type of supra-segmental structure speech disorder. Supra-segmental structure of speech is consisted of quantitative features as: flu­ency, rhythm, duration, intensity, voice power, word accentuation and melodic expression. Stut­tering is manifested as disordered fluency. Physio­lo­gical fluency is characterized by five time-di­men­­sions. First dimension is sequence. Sounds have specific sequence in words. Sounds order determines word meaning. Some sounds in reverse word- order have different meaning. Second dimension is duration. Every speech mani­festation or even a word has its own duration. Du­ration deficiency may cause problems in under­standing speech, and only because of the differen­tial sign accentuation and duration own. Third dimension is speed. Speed measures the pro­nunciation of phonetic elements and words. Too slow or too fast pronunciation influences under­standing speech (such is the case of tachyphemia). Fourth dimension is rhythm. It presents the way of speaking process. If the speech is too fast, tensed, interrupted, not equable then it is difficult for lis­tening to and even tiresome. Fifth dimension is fluency, which is realized by flowing sounds and words into sentences.

98-104

Authors: Ljupcho AJDINSKI

The philosophy and the concept of social secu­rity in the Republic of Macedonia as well as the national and international documents according to which social security is realized in the country were presented at the Conference of Southeast­ern Europe on Experience from carrying out the National strategies for equal rights of people with disabilities and comments on their realiza­tion. Social security is a social condition in which a range of social and legal measures successfully act. Its basic aim is in favour of the citizens and their community to create a certain kind of guar­antee against certain “risks” which each citizen faces with within the community, such as illness, disability, elder age, unemployment, accident at work etc. In every society there is a part of the population or social groups that are not able to realize their social security on the basis of their current or past labor. Therefore special aspects of solidarity develop in relation to the equality and provision of essential conditions for development of child and social care. Social care covers the activities that are under­taken in order to protect people unable to work, without means for life, as well as to protect citi­zen that according to their work and on the basis of their work, on the basis of their legal support, on the basis of their property and property rights or any other way cannot provide enough means, conditions and possibilities to satisfy their es­sential needs for living.

109-111

Authors: Borislav BATIKJ

The Conference of the countries of South-Eastern Europe on Experience from carrying out the Na­tional strategies for equal rights of people with disabilities and comments on their realization was held from 17 to 18 December 2008 at the Assembly of the Republic of Macedonia. The following countries participatedat the Confer­ence: the Republic of Macedonia, Republic of Albania, Republic of Bulgaria, Republic of Montenegro, Republic of Slovenia and the Re­public of Serbia. Due to objective reasons, the Republic of Croatia and the Republic of Romania could not participate at the Conference, even though they had announced their participation. Representatives of the National Council of all People with Disabilities Organizations partici­pated at the Conference as well as the Minister of Labor and Social Policy, Mr. Ljupcho Meshkov, the president of the Inter-parliamentary Group of the Assembly of the Republic of Macedonia, Mr. Ratko Dimitrovski and the ambassador of the European Commission in the Republic of Mace­donia, Mr. Ervan Fuere. The introductory presentation at The Conference on the experiences of the realization of the Na­tional Strategy for equal rights of people with disabilities with comments on its realization was given by Boge Chadinovski, a member of the National Coordinative Body for equal rights of people with disabilities of the Republic of Mace­donia.

129-130

Authors: Biljana NAUMOVSKA

Biljana Naumovska defended her doctoral thesis on 8 January 2008 at the Institute of Special Education and Rehabilitation at the Faculty of Phylosophy-Ss Cyril and Methodius University in Skopje, before the Commission consisted of Prof. Dr. Zora Jachova, Prof. Dr. Dragoslav Kopachev, Prof. Dr. Goran Ajdinski, Prof. Dr. Risto Petrov and Prof. Dr. Ljubomir Ajdinski.