Journal of Special Education and Rehabilitation

7-24

Authors: Bisera MLADENOVSKA, Vladimir TRAJKOVSKI

Persons with autism can experience severe issues during the puberty and adolescence resulting from the changes that occur in their body. People with autism are sexual beings. They have sexual needs and desires as other people. Sexual development is part of the overall development of their personality. The main objective of this research was to present sexual development, sexual behavior, and sexual identity among persons with autism. Furthermore, we determined the views and opinions of the parents and students, special educators and rehabilitators, about children with autism. Basic tasks of this research were: to determine whether persons with autism have a clear picture and concept of their sexuality, whether the parents discuss this topic with their children, whether and how persons with autism know what sex is, what is contraception, unwanted pregnancy, sexually transmitted diseases or intimate parts of the body, whether they show some kind of sexual behavior, and whether the parents and students should be educated regarding the sexual development, behavior, and sexual identity of persons with autism. The survey was conducted over a period of almost 3 months, which included 94 respondents. Obtained data was collected, grouped, tabled, and processed with the standard statistical program Microsoft Office Excel 2003, applying χ2 tests and Fisher's Еxact test. Statistical important difference was at the level of p<0.05. From the analysis and interpretation of the results, we can conclude that in Macedonian families and schools there is a very small extent or no existence of communication between the parents and professionals with persons with autism about sexual development, sexual behavior, and sexual identity. Persons with autism have very little or no general knowledge about sexuality.

39-52

Authors: Jelena TADIKJ, Darinka SHOSTER, Nada DOBROTA DAVIDOVIKJ, Nadica JOVANOVIKJ SIMIKJ

Stuttering is a disorder that represents multifunctional problem. It probably exists since the beginning of mankind. Its’ frequency and severity are influenced by different factors. Among the most significant ones are the complexity of statement, speaking speed, and speakers’ emotional reaction to the whole speech situation and other co-speakers. Goal: To present the results of two-weeks intensive group stationary treatment of adults who stutter, especially stuttering severity and level of subjective distress caused by co-speakers’ reactions in the beginning and at the end of the treatment. Subjects: A group of 25 adults who stutter. Methodology: At the beginning and at the end of the group stationary treatment speech status was taken, consisting of counting, enumerating, repeating the sentences, reading a 100-word tale, retelling the read text, and conversation on a free subject. In the same time, subjective distress caused by 13 different co-speakers reactions was estimated. Results show that very positive results are achieved in the reduction of speech disfluences, as well as moderate reduction of subjective distress caused by co-speakers’ reactions. In the paper the results are shown in more details, and, subsequently, implications for further research and treatment.

67-86

Authors: Ognen SPASOVSKI

According to the Salamanca Declaration, inclusive education is understood as a developmental approach aiming to meet the educational needs of all children, youth, and adults, emphasizing those who are subjected to marginalization and exclusion. The approach provides equal opportunities for all to reach their maximum potential and achievement. Through a qualitative approach, the practice of inclusive education is explored in Macedonia: the attainment of universal standards, an analysis of the perception and understanding of inclusive education in relation to teachers, in-school professional staff, teacher educators and student teachers, and teachers’ perceptions in regard to the possession of competencies needed for inclusive education. Lastly, the existing role and responsibilities of teachers and professional staff is discussed and reconsidered. It was found that there is no consensus in the understanding of inclusive education in the circles of academics and practitioners. Further, teachers often perceive themselves as inadequately prepared to teach children with special needs. Namely, many competencies important for efficient practice are not systematically developed. The conclusion considers ways to ensure support for teachers and students. The role and responsibilities of in-school professional staff should be redefined in a way that allows for their on-going presence, availability, and active participation in the classroom teaching process.

103-113

Authors: Pavel SÝKORA, Vanda REPISKÁ, Mária SHUSTROVÁ, Lukách HALCHÁK

Human serum paraoxonase 1 is a calcium-dependent esterase located on high density lipoproteins (HDL). It inhibits LDL peroxidation and hydrolysis of oxide forms of phospholipides and therefore significantly affects the development of ateroscletosis. The aim of this study was to establish the paraoxonase and arylesterase activity of PON1 in adult people with Down syndrome (DS). Adults with DS (10 men and 10 women ages 16 to 37 years) participated and were compared to a control group (10 men and 10 women age ranging from 17 to 45 years). The 55(L/M) and 192(Q/R) DNA polymorphism (PCR-RFLP method) and paraoxonase and arylesterase activity was investigated in every patient. The results showed the reduction of PON1 activity in people with DS, in contrast to the decreased development of atherosclerosis in DS. Therefore it can be concluded, that PON1 does not have a direct effect on the lower prevalence of atherosclerosis in people with DS.

131-132

Authors: Olivera RASHIKJ

On November 12 and 13, 2009, a conference was held in Dublin by the EASPD (European Association of Service Providers for Persons with Disabilities) to mark the occasion of “Salamanca – 15 years of Inclusion – Schools For All.” This conference promoted the adoption of EASPD’s Manifesto for Inclusive Education, guided by the basic idea that all children and adults are entitled to equal rights and access to an appropriate and high quality education in an inclusive environment. One of the basic goals of the manifesto is to promote positive attitudes toward an inclusive education by pursuing the answer to concerns posed by the 300 participants. That is, “how to include all children in mainstream schools, without loosing the expertise in the special schools.” Therefore, EASPD promotes commitments, rules and principles for all stakeholders which contribute to inclusive education in their Manifesto:

134-135

Authors: Angelka VELKOSKA

On December 4th and 5th, 2009, the Faculty of Philosophy held a vocational meeting devoted to the five-year experience of learning exchanges and mobility between Psychology and Pedagogy and Faculty of Psychology at the University "Sapieza" in Rome, in organization with the Institute for Special Education and Rehabilitation in Skopje. The honorary guests were Prof. Dr. Velimir Stojkovski, the rector of Ss. Cyril and Methodius University, and the Dean of the Faculty of Philosophy Prof. Dr. Goran Ajdinski, who was one of the first to initiate this international exchange of university studies in 2003. Participants of the vocational meeting were both professors and students from universities out of Macedonia, Italy, and Serbia. The first day was dedicated to the presentation of works by professors who participated in this process of internationalization and mobility of university studies in the previous period. Representatives from the Faculty of Philosophy were: Dr. Zoran Kitkanj, Dr. Daniela Dimitrova-Radojichikj, Dr. Natasha Chichevska-Jovanova, Prof. Dr. Lena Damovski, Prof. Dr. Mihajlo Popovski, and Prof. Dr. Trajan Gocevski. Throughout the second day of the event students presented reports on their experience studying abroad, gave lectures, workshops, and showed their research in practice. For this there were interpreters from the Republic of Macedonia who studied abroad as part of the student exchange project at the University "Sapienza" in Rome. This vocational meeting summarized the successful cooperation between these two universities from the past. The focus was on the positive effects of international education, involving the international movement of staff, students, education materials, and research. Acceptance of internationalization is part of a global trend that plays a necessary role in the enrichment of university education on one hand, and the development of science on the other.

140-142

Authors: Blagoja GESHOSKI

Blagoja Geshoski defended his master's thesis on 26/12/2009 at the Institute for Special Education and Rehabilitation, Faculty of Philosophy, “St. Kiril and Metodij"- Skopje, the committee consisted of: Prof. Dr. Risto Petrov, Prof. Dr. Vladimir Trajkovski and Assist. Prof. Dr. Natasha Chichevska Jovanova.