Изминатиов викенд во Белград се одржа 8-от меѓународен научен собир „Специјална едукација и рехабилитација ДЕНЕС„. За жал не можев да присуствувам од веќе објаснети причини на мојот блог. Зборникот на апстракти е веќе излезен, па јас сакам да дадам скромен придонес со апстрактите во кои авторки или коавторки се две мои колешки-дипломки. Доколку ги користите за цитирање, ве молам правилно да бидат цитирани.
Авторот
На страница 103 е објавен следниот апстракт:
INCLUSION OF CHILDREN WITH AUTISM SPECTRUM DISORDERS IN
MAINSTREAM SCHOOLS IN SOUTHWESTERN MACEDONIA
Vladimir
Trajkovskia, Tamara Cickovskab
aUniversity “Ss. Cyril and Methodius”, Faculty of Philosophy, Institute of Special
Education and Rehabilitation, Skopje, Republic
of Macedonia
b unemployed special educator
Introduction: The state of educational system in Macedonia, and the quality of
inclusion of persons with autism spectrum disorders ASD, daily encourage
countless debates and dilemmas that tend to determine the best shape and form
of the inclusive model which is quite necessary for improving the quality of
life.
Objective: The purpose of this research is to determine the attitudes of regular
teachers for inclusion of people with autism and the views of parents who have
a child with autism in the mainstream education system.
Methodology: Parents and teachers of 31 children with ASD were surveyed. Respondents
were from 11 different primary schools from 3 cities in the southwestern region
of Macedonia.
This research is conducted by filling two survey questionnaires for both groups
of respondents, which included open and closed type questions. The difference
between the two groups was tested using a test that compared the differences in
the frequencies of the given answers. Significant difference was taken on the
significance level of p<0.05.
Results: The teachers to a significantly
greater extent consider the curriculum as not appropriate for children with
ASD, while parents to a significantly greater extent had the opposite attitude
(Х2=37.01;
df = 2; p <0.001). There is no statistically significant difference between the teachers
and parents in terms of their views on the success of the work and education of
children with ASD (Х2=0.485; df = 2; p = 0.785). Teachers
in significantly greater extent don’t believe that the child should be included
in regular classes, while parents in significantly greater extent considered
that their child is ready for inclusion in regular classes (Х2=29.145;
df = 2; p<0.001).
Conclusion: The expert team shows a higher degree of knowledge and positive attitudes
about inclusion. Parents are closed and afraid to answer questions and
therefore, were often aggressive and reluctant to cooperate and communicate.
Teachers still have lack of knowledge about ASN. They are not well educated
about methods of teaching of these pupils which is far from real inclusion.
Keywords: autism spectrum disorders (ASD), inclusion, mainstream schools, southwestern Macedonia.
How to cite this abstract?
Trajkovski V, Cickovska T. Inclusion of children with autism spectrum disorders in
mainstream schools in southwestern Macedonia. Book of abstracts ‡ 8th International Scintific
Conference – „Special education and rehabilitation today“. Belgrade, November
7-9, 2014; 103.
На страница 136 е објавен следниот апстракт:
THE
GRADE OF DEPENDENCE IN DAILY FUNCTIONING OF CHILDREN WITH AUTISM COMPARED TO
CHILDREN WITH MILD INTELLECTUAL DISABILITY
Katerina
MITEVSKAa, Prof. Dr. Vladimir TRAJKOVSKIb
aunemployed
special educator
bUniversity
“Ss. Cyril and Methodius”,
Faculty of Philosophy, Institute of Special
Education and Rehabilitation, Skopje, Republic of Macedonia
Abstract
Introduction: The
mission of every educator is to teach the child with special needs of basic
life skills, so it can function independently in frames of their possibilities
and abilities. Children with autism, because of its specific characteristics,
have significant difficulties in daily functioning. The purpose of this
research was to perceive the grade of dependence in daily functioning of
children with autism compared to children with mild intellectual disability.
Methodology: The entire sample includes 64 respondents, of
which 32 parents of children with autism and 32 parents of children with mild
intellectual disability. During the research we used questionnaire intended for
both groups of participants which contains open and closed type questions,
related to the independent execution of daily activities of children. For
comparison of the results from both groups Chi square test and Fisher Exact test were used. The differences
on a level of significance p < 0.05 were taken as significant.
Results: The results were processed with
descriptive and comparative analysis. The children with autism execute
partially independently most of the daily activities, while children with mild
intellectual disability execute them fully independently. Based on the
comparative analysis, it is determined that there is a significant statistical
difference in the answers of parents on the question can their child function
independently (Х2=35.18;
df = 4; p<0.001), which confirms that the children with autism in much
lesser extent can function independently compared to the children with mild
intellectual disability. According to the comparative analysis, no significant
statistical difference is found in the answers of parents whether the day
centers and the schools which the children with autism and mild intellectual
disability visit implement methods and strategies for improvement of their
daily functioning (Х2=0.336; df = 1; p=0.562).
Conclusion: An
intense work with special educators and more involvement by the family is
needed for improvement of the quality of life of children with autism.
Keywords:
autism, daily functioning, mild intellectual disability
How to cite this abstract?
How to cite this abstract?
Mitevska K,
Trajkovski V. The grade of dependence in daily functioning of children with
autism compared to children with mild intellectual disability. Book of
abstracts ‡ 8th International
Scintific Conference – „Special education and rehabilitation today“. Belgrade,
November 7-9, 2014; 136.
