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Uvod: Teorija senzorne integracije koju je predložila Džin Ers predstavlja kamen temeljac raznovrsnim i, u današnje vreme, sve mnogobrojnijim intervencijama usmerenim na decu sa teškoćama senzornog procesiranja. Počevši od sedamdesetih godina kada je teorija postavljena, senzorna integrativna disfunkcija sve se češće uočava kod dece tipične populacije i dece sa smetnjama u razvoju, pri čemu je najuočljivija i najčešće opisivana kod dece sa poremećajem iz spektra autizma. Ove teškoće značajno negativno utiču na neurološki, motorni i govorno-jezički razvoj dece, na mogućnost komunikacije, socijalizacije i usvajanja adaptivnih veština. To je uslovilo razvoj različitih intervencija koje se sprovode u cilju ublažavanja ili eliminisanja teškoća senzornog procesiranja. Međutim, nisu sve intervencije usklađene sa principima teorije Džin Ers i njihova efikasnost nije u adekvatnoj meri ispitana. Cilj: Cilj ovog rada je da se analiziraju i opišu rezultati istraživanja koja se bave evaluacijom efikasnosti različitih intervencija zasnovanih na senzornom pristupu. Metode: Pretraživanje literature u skladu sa odabranim ključnim rečima izvršeno je uz pomoć servisa Konzorcijuma biblioteka Srbije za objedinjenu nabavku i pretraživača Google Scholar. Rezultati: Nastojali smo da u izbor uključimo istraživanja koja se bave novijim i nedovoljno istraženim senzornim intervencijama za decu tipičnog razvoja i decu sa poremećajem iz spektra autizma. Istraživanja koja su ušla u konačan izbor pružaju interesantne i relevantne informacije o efikasnosti senzornog pristupa u intervencijama usmerenim na probleme hranjenja i ishrane, spavanja, emocionalno-bihevioralnih i kognitivnih teškoća dece sa teškoćama senzornog procesiranja. Zaključak: Na osnovu pregleda dosadašnje literature možemo zaključiti da intervencije zasnovane na senzornom pristupu imaju pozitivne efekte na različite domene funkcionisanja dece TR i dece sa PSA. Takođe, da nisu sve intervencije podjednako efikasne, niti imaju pozitiv, Introduction: The theory of Sensory Integration proposed by Jean Ayres represents the cornerstone of various and, nowadays, more and more numerous interventions aimed at children with sensory processing difficulties. Beginning in the 1970s, when the theory was established, sensory integrative dysfunction is increasingly observed in children of the typical population and children with developmental disabilities, and is more noticeable and most often described in children with autism spectrum disorders. These difficulties significantly negatively affect the neurological, motor and speech-language development of children, the ability to communicate, socialize and adopt adaptive skills. This has led to the development of various interventions that are carried out with the aim of mitigating or eliminating the difficulties of sensory processing. However, not all interventions are in line with the principles of Jean Ayres theory and their effectiveness has not been adequately evaluated. Aim: The aim of this paper is to analyze and describe the results of research that evaluates the effectiveness of various interventions based on the sensory approach. Methods: The literature search in accordance with the selected keywords was performed with the help of the service of the Serbian Library Consortium for Unified Procurement (KOBSON) and the Google Scholar search engine. Results: We tried to include research that deals with newer and insufficiently researched sensory interventions for children with typical development and children with autism spectrum disorder. The final research provides interesting and relevant information on the effectiveness of sensory access in interventions focused on the problems of feeding and nutrition, sleep, emotional-behavioral and cognitive difficulties of children with sensory processing difficulties. Conclusion: Based on the review of previous literature, we can conclude that interventions based on the sensory approach have positive effects on di

Aims: The scientific study deals with the problem of bilingualism in the population of the children with mild intellectual disabilities on educational treatment. The study is based upon Lajos Genc and Tove Skutnab Kangas theory of bilingualism. We try to assess the differences between reading and writing in different categories of bilingual children with intellectual disabilities, such general school achievement in monolingual and bilingual children. Methodology: The research included the 124 children with mild intellectual disabilities, who are attending primary schools in Belgrade, Serbia. The research was done by trained experts in special education and psychologists who used clinical, development scales of writing and reading of the neuropsychological battery Luria-Nebrasca for children. Results: The results of the research point up to the conclusion about the existence of significant relationship between balanced bilingualism and reading and also the relationship between dominant bilingualism and writing in the population of children with intellectual disabilities. Conclusions: The study points up to the significance of application of rehabilitation procedures upon the standard school treatment of this population of children.

U okviru savremenog obrazovnog sistema na Univerzitetu u Beogradu značajno mesto trebalo bi da pripada infarmacionim tehnologijama u službi sticanja i prezentacije znanja, kako studenata tako i nastavnog osoblja na Univerzitetu. Ovaj značaj ogleda se u različitim domenima i segmentima visokoškolske nastave i kreće se od upotrebe informacionih tehnologija ( u daljem tekstu IT) u sticanju, proveri i komunikaciji znanja izmedju studenata do pripreme, prezentacije i provere nastavnih sadržaja od strane nastavnog osoblja na Univerzitetu – nastavnici i saradnici Univerziteta. U tom smislu u radu je tretiran i obrađen segment značaja i koristi pojedinih sistema IT u studijama koncipiranim prema Bolonjskom sistemu, kao sitemu definisanom akreditacijom državnih fakulteta Univerziteta u Beogradu, a prema zahtevima modernog obrazovanja i inovacijama 21.veka u domenu svih naučnih disciplina pa i društveno-humaničkih nauka. Cilj studije bio je ispitati stavove i mišljenje studenata Fakulteta za specijallnu edukaciju i rehabilitaciju Univerziteta u Beogradu o značaju primene različitih segmenata IT okruženja u visokoškolskoj nastavi ove obrazovne ustanove. Uzorkom su obuhvaćena 204 respodenta, studenta Fakulteta za specijalnu edukaciju i rehabilitaciju, svih nivoa studija izuzev doktorskih studija, koji su online popunjavanjem ankete pruzili podatke za realizaciju ove studije istraživačkog tipa. Za ispitivanje stavova i mišljenja studenata o postavljenom istraživačkom problemu korišćen je merni instrument procene stavova studenata- Set upitnik 2103, Univerziteta Glazgov ( Honeychurch, S., McCluckie, B., 2014). Preliminarni rezultati istraživanja ukazuju na visok procenat ispitanika (preko polovina ispitanog uzorka) koja se izjasnila za visoko značajno učešće tehničkih rešenja u svim ispitanim domenima izuzev u domenu kreiranja i prezentiranja video materijala u ispitanim segmentima nastave. Takođe je ukazano na visok značaj komunikacije tehničko-tehnoloških i društveno-humanistič, Within the modern education system at the University of Belgrade, an important place should belong to information technology in the service of acquiring and presenting knowledge of both students and teaching staff at the University. This importance is reflected in different domains and segments of higher education and ranges from the use of information technology (hereinafter referred to as IT) in the acquisition, assessment and communication of knowledge between students; to the preparation, presentation and validation of teaching content by teaching staff at the University. In this sense, this paper deals with and elaborates the segment of the importance and benefits of individual IT systems in studies designed according to the Bologna system, as a system defined by the accreditation of the state faculties of the University of Belgrade, and according to the requirements of modern education and innovations of the 21st century in the field of all scientific disciplines, including social sciences and humanities. The aim of the study was to examine the attitudes and opinions of the students of the Faculty of Special Education and Rehabilitation, University of Belgrade on the importance of applying different segments of the IT environment in the higher education teaching of this educational institution. The sample included 204 respondents, students of the Faculty of Special Education and Rehabilitation, all levels of study except doctoral studies, who provided online data for completing this research-type study by completing the survey. To measure students 'attitudes and opinions about the research problem posed, a measurement instrument was used to assess students' attitudes - Set Questionnaire 2103, Glasgow University (Honeychurch, S., McCluckie, B., 2014). Preliminary research results indicate a high percentage of respondents (over half of the sample surveyed) who declared themselves to have a high participation of technical solutions in all tested domains except in

Predmet studije odnosio se na brzu procenu-skrining, moguće učestalosti poremećaja ponašanja u dece mlađeg školskog uzrasta na teritoriji Srbije, s ciljem prevencije i tretmana mogućih pojavnih oblika različitih poremećaja kao i ADHD-a, koji mogu biti uvod u predelikventne i delikventne oblike ponašanja. Cilj istraživalja odnosio se na distribuciju ispitanih poremećaja (poremećaji ponašanja sa i bez hiperaktivnosti (ADHD-W , ADHD WH) kod dece mlađeg školskog uzrasta na teritoriji Srbije. Uzorak je obuhvatio 53 ispitanika, od prvog do četvrtog razreda osnovnih škola u Beogradu i okolnih gradova (Lazarevac, Mladenovac, Kraljevo, Čačak, Niš). Uzorak je ujednačene polne strukture, a prema kalndarskom uzrastu i razredu uzorak sadrži prirodnu distribuciju jer je obuhvaćen slučajan uzorak istraživanja. Ponašanje je procenjeno Ajova Koners Skalom Procene ( IOWA Conners Rating Scale, Waschbusch, Willoughby, 2008.). Dobijeni rezltati istraživanja tumačeni su i analizirani prema normama procene i skorovanja priloženim uz skalu. Preliminarni rezultati istraživanja upućuju na indicije pojave poremećaja ponašanja, među kojima su zastupljeni i poremećaji pažnje sa i bez hiperaktivnosti. U skladu sa podacima dosadašnjih istraživanja, rezultati ukazuju da se pojedini oblici poremećaja u ponašanju pojavljuju sa učestalošću do 30% u ispitanom uzorku. Najveća frekvencija poremećaja prisutna je kod mlađe dece i da opada sa porastom kalemdarskog uzrasta i razreda. Ovim je ukazano na značajne pravce prevencije i tretmana kod školske dece, ciljno usmerenih ka grupi mlađe dece kao bitne okosnice trenutne situacije u Srbiji. Studija takođe ukazuje na značajnu ulogu specijalnog pedagoga u škoslkom timu kao i na pravce budućih istraživanja usmerenih ka polnim različitostima poremećaja ponašanja, kako prema frekvenciji tako i prema tipu smetnji.

Studija deskriptivnog tipa izvedena je s ciljem utvrđivanja potrebe uvođenja inoviranih softverskih rešenja u visokoškolsku nastavu. Rezultatima je ukazano da većina ispitanika smatra da je neophodno uvesti različite forme softverskih rešenja koje bi se koristile u svrhu evaluacije i samoevaluacije studenata i profesora u nastavi. Time je ukazano na značaj interdisplinarne saradnje brojnih naučnih disciplina., The research deals up with the scientific problem which containes the question how can IT’s reflect to the high education studies at the Faculty for Special Education and Rehabilitation University of Belgrade. The research study has been realised on the sample of 204 students, all levels and moduls at ths Faculty. The results of the study point up the conclusion about the neccessity to coordinate the teaching proccesses and silabuses with the technologiest and human sciences to the modern University education at the 21st century.

It is necessary to teach children with autism spectrum disorders (ASD) delayed reinforcement skills. The aim of the present case study was to examine the effectiveness of shaping procedure application in order to increase appropriate wait time with a six year old boy diagnosed with ASD. In this study we applied delayed reinforcement protocol, which is based on the shaping procedure. The procedure was applied during discrete trial training, natural environment teaching and in home environment by parents. Baseline data was collected regarding adequate wait time exhibited by a participant in three different sessions, where it was established that average wait time duration was four seconds. In eleven sessions, the child mastered the desired skill. A significant progress was related to the application of the protocol in home environment by the parents and the autonomous use of behavior self-regulation strategies. It is relevant to mention that the alternative activities delivered during the time delay were considered as neutral stimuli and after the application of this protocol, they have become preferred items. We believe that this case studies’ biggest limitation is the need for applying this procedure at all in the context of preparing the child for taking on the desired passive role at school.

The diagnosis of autism spectrum disorders (ASD) itself can include problems with hyper responsiveness to different sensory stimuli. These difficulties can lead to different maladaptive behavioral manifestations and prevent children diagnosed with ASD from participating in certain activities. The aim of the present case study was to examine the effectiveness of shaping procedure application in order to increase compliance with haircutting with a six year old boy diagnosed with ASD. The procedure used for increasing compliance while getting a haircut was shaping and we divided the intervention into two phases. Phase one involved teaching the participant to tolerate the presence of the hair clipper on his head, while phase two consisted of increasing participant’s toleration of the sound emitted by the hair clipper. Generalization probe involved taking the participant into a hair salon, where he would receive hair grooming performed by a professional hair stylist. The child mastered phase one in 54 trials that were conducted during five sessions and mastered the goal time in phase two in 89 trials that were conducted during four sessions. In conclusion, shaping procedure appears to be an effective and efficient training procedure for teaching skills that are important for future everyday functioning in society of children with ASD, as well as basic hygiene skills, such as hair cutting. Study limitations and future research implications are discussed.

Developing creativity and thinking outside the box is key in modern education. When students are able to combine ideas, techniques, approaches that enable them to solve problems in different ways we can assert that they were taught creativity in their mathematical instructions. Most tests for evaluation of mathematical creativity measure the flexibility, fluency, and originality of student responses. Creativity tends to be hindered in the case of studentswith mild intellectual disabilities. Studies on the application of creativity in the teaching of mathematics to students with intellectual disabilities are limited. The article analyzed the academic achievement in mathematics and development of students'creativity.

The aim of this review was to systematically identify, analyze, and summarize research involving interventions based on sensory integration and activities that promote sensory integration in children with ASD. Based on the selection criteria ten out of thirty studies were selected and described in terms of: a) participant characteristics, b) assessments used in the studies, c) intervention procedures, d) study goals, e) intervention outcomes and whether or not there was improvement in behavior or clinical conditions. The results of the analyzed studies indicate a remarkable heterogeneity profile of sensory function in children with ASD, which affect the applicability of different forms of treatment. Based on the results of these studies, we can conclude that treatments based on SI theory can reduce stereotypical, aggressive, auto-aggressive, irritable, and hyperactive behavior, as well as improve self-regulation of behavior

People with intellectual disabilities often have to cope with movement and body awareness disorders. Special educators’ assess movement and body awareness in order to determine the level and quality of movement performance, body conception, as well as the lateralization of movement and body. Movement and dance therapy are new rehabilitation methods and treatment to aid with these disorders. This article discusses the differences between the concepts of movement, body schema, body image, and body awareness in order to highlight the importance of these concepts in the physical and mental development of the child, and adulthood. The article pays special attention to the impact of the Covid 19 pandemic on movement and body awareness therapy and rehabilitation methods., Pessoas com deficiência intelectual frequentemente precisam lidar com distúrbios de movimento e consciência corporal. Os educadores especiais avaliam o movimento e a consciência corporal para determinar o nível e a qualidade do desempenho do movimento, a concepção corporal, bem como a lateralização do movimento e do corpo. A terapia de movimento e dança são novos métodos de reabilitação e tratamento para ajudar com esses distúrbios. Este artigo discute as diferenças entre os conceitos de movimento, esquema corporal, imagem corporal e consciência corporal, a fim de evidenciar a importância desses conceitos no desenvolvimento físico e mental da criança e na vida adulta. O artigo dá atenção especial ao impacto da pandemia de Covid 19 nos métodos de reabilitação e terapia de consciência corporal e de movimento.

The impairments that are present in children with autism spectrum disorders (ASD) may lead to deficits in the development of daily activities, such as personal care and personal hygiene skills that are essential for independence. We used shaping procedure to teach three children with ASD nose blowing skills and this is the first ever research addressing this procedure application in children with ASD. We divided the skill into five steps and we used modeling prompt. All three participants mastered the nose blowing skill in 17 or 21 sessions. The first participant had the most difficulty with steps three and five, because of the transition from exhaling through the mouth to forceful exhaling from the nose. Shaping procedure was proven to be a successful as a teaching tool with children with ASD. These results are significant because the participants will be able to use the acquired skill every day and it will prevent possible future health issues. We believe it is necessary that both special educators and parents or caregivers of children with ASD implement personal hygiene teaching procedures in school or home environments., As deficiências que estão presentes em crianças com distúrbios do espectro do autismo (ASD) podem levar a déficits no desenvolvimento de atividades diárias, como cuidados pessoais e habilidades de higiene pessoal que são essenciais para a independência. Usamos o procedimento de modelagem para ensinar três filhos com habilidades de sopro do Nariz ASD e esta é a primeira pesquisa que aborda esta aplicação de procedimento em crianças com ASD. Nós dividimos a habilidade em cinco etapas e usamos o prompt de modelagem. Todos os três participantes dominaram a habilidade de sopro nas 17 ou 21 sessões. O primeiro participante tinha a maior dificuldade com os passos de três e cinco, por causa da transição de exalar através da boca para expiração vigorosa do nariz. O procedimento de modelagem foi comprovado para ser um sucesso como uma ferramenta de ensino com crianças com ASD. Esses resultados são significativos porque os participantes poderão usar a habilidade adquirida todos os dias e evitarão possíveis problemas futuros de saúde. Acreditamos que é necessário que ambos os educadores especiais quanto os pais ou cuidadores de crianças com ASD implementem procedimentos de ensino de higiene pessoal em ambientes escolares ou domésticos.

There is a large number of treatment types offered to parents of children diagnosed with autism spectrum disorders (ASD), but they are particularly vulnerable to the promoters of pseudoscience, which can lead to the use of ineffective types of treatment. This study represents an attempt to document the types of treatments used by parents of children with ASD in the Republic of Serbia. Secondary aim was to determine if certain parent or child characteristics influenced the types of treatments used. Modified version of survey constructed and conducted by Green, et al. (2006) was used. Nearly all (n=85) of the 86 treatments listed in our survey were being currently used or used in the past by at least one parent and the most commonly used treatment is speech and language therapy. The treatments were grouped into ten categories and the most commonly used is other treatments (80.6%), followed by standard therapies (79.2%) and vitamin supplements (65.3%).  It is also of great importance to educate the parents of children with ASD about evidence-based treatments and on how to distinguish them from treatments that do not have empirical

U radu je tretiran i obrađen pojam mogućnosti primene savremenih informacionih tehnologija i sredstava u nastavi studenata Fakulteta za specijalnu edukaciju i rehabilitaciju Univerziteta u Beogradu. Problem istraživanja otvara pitanje kako se dostupnost informacionoj tehmologiji i zasnovanost nastave na ovoj tehnologiji odražava na sposobnosti učenja i uspeh u studiranju studenata različitih studijskih grpa i različitih nivoa studija na ovom fakultetu Univerziteta u Beogradu. Pilot studijom obuhvaćen je uzorak od 204 ispitanika, svih studenata ovog fakulteta izuzev studenata doktorskih studija. U istraživanju je primenjen instrument procene stavova studenata- Set upitnik 2103, Univerziteta Glazgov ( Honeychurch, S., McCluckie, B., 2014). U ispitivanju smo pošli od pretpostavke da će ispitanici u uzorku ukazati na osnovne pravce razumevanja mogućnosti primene informacionih tehnologija i učenju i visokoškolskoj nastavi u trenutnim uslovima njihovog školovanja i mogućnosti izmene i poboljšanja primene IT-a nastavi na državnim visokoškolskim ustanovama u oblasti društveno-humenaističkih nauka. Takođe smo hteli da ukažemo na mogućnosti povezivanja društvenohumanističkih nauka tehničko-tehnoloških nauka u domenu informacionih tehnologija, a u skladu sa multidisciplinarnim obrazovanjem profesionalaca obe naučne oblasti u skladu sa obrazovnim zahtevima 21.veka. Preliminarni rezultati ukazuju pilot studije ukazuju na pravac povezanosti uspeha u učenju i uspešnosti studija sa primenom informacionih tehnologija, makar i u ograničenom obimu teorijske i praktične nastave pomenutog fakulteta. Rezultati su diskutovani u skladu sa novijim istraživanjima u svetu i kod nas u ovoj oblasti i mogućnostima osavremenjavanja sadašnje visokoškolske nastave i sadašnjih silabusa u pravcu veće primene informacionih tehnologija prema potrebama studentske i nastavničke populacije na ispitanom fakultetu Univerziteta u Beogradu. Time je ukazano na znatne i značajne izmene profesionalnog obrazovanj

This paper focuses on the identification of software and information technology programs in the education of high school students with visual impairment. The sample included 32 respondents, 17 females and 15 males, all categories of visual impairment. The aim of the research is to determine which software and programs the high school students with visual impairments commonly use, whether they prefer tactile or voice outputs, as well as the dependence of computer competencies of the schools they attend and their success at school. The obtained results will be discussed in the paper, and it would point out the possibilities of practical implication of the results through the use of information technologies in improving the participation of high school students with visual impairment in educational activities.

Osnovni cilj ovog deskriptivnog istraživanja odnosi se na okvirni prikaz me- toda i tehnika procene u specijalnoj edukaciji i rehabilitaciji. Prikaz je ba- ziran na izboru tehnika procene neophodnih u svakodnevnom radu defektologa. Navedene tehnike procene primarno su fokusirane na razvojne oblasti govora i jezika, kognitivnih i saznajnih aspekata razvoja kao i postignuća u edukaciji. Finalnim pregledom predloženog dijagnostičkog instrumentarijuma, usmere- nog ka metodama procene u specijalnoj edukaciji i rehabilitaciji, ukazano je na intenciju autora da na jednom mestu pokuša da objedini ovu raznorodnu i široku oblast., The aim of research was to determine the methods and technics of evaluation neuropsychological proccesses and functions, necessery for achievement in special education and rehabiltation. We assessed the technics of evaluation of the spech, language, cognitive and educational capacites. Final concederation point out the intention of authors to bring up these rich area into the one consist aspect of diagnostical procedures.

Inclusive education and the usage of technology are one of the pillars of modern education, but what happens when an unforeseeable pandemic shifts the traditional education setting to homeschooling via distance learning? This happened in the majority of the countries around the world when the COVID-19 pandemic started and on March 16th, 2020 all schools in Republic of Serbia were closed, because of the risk of spreading COVID-19 virus. The government decided to move the education process to television lessons and via internet lessons provided by teachers individually. All these strategies are adequate for most students, but what about children with special needs? With this in mind, we decided to conduct an online survey among parents with school children with special needs to determine if their child has any type of education during this pandemic, and if so, is the mode of education sufficient and adapted to the individual education plan their child holds. Results show that the majority of children attend some sort of online education (83.3%), but 72.7% believe that these lessons are not suitable for their child. Taking in consideration that the shift from the classroom to distance learning was sudden, and that there was no time to adapt the materials for students with special needs, their education process was left to the good will of their teachers and family members., Inkluzivno obrazovanje i upotreba tehnologije jedan su od stubova savreme- nog obrazovanja, ali šta se dešava kada pandemija tradicionalno obrazovno okruženje preusmeri na obrazovanje putem učenja na daljinu? To se dogodilo ši- rom sveta kada je započela pandemija virusa COVID-19, a u Republici Srbiji 16. marta 2020. godine zatvorene su sve škole usled rizika od transmisije virusa. Vlada Republike Srbije (RS) odlučila je da obrazovni proces izmesti na nasta- vu putem televizijskog programa i lekcija putem interneta. Ove strategije Vlade bile su adekvatne za većinu učenika, međutim šta je sa decom sa posebnim obrazovnom podrškom? Imajući ovo na umu, odlučili smo da sprovedemo onlajn anketu sa roditeljima dece koja imaju potrebu za posebnom obrazovnom pod- rškom školskog uzrasta u RS, kako bismo utvrdili da li njihovo dete pohađa nastavu tokom pandemije i ukoliko pohađa, da li je nastava prilagođena in- dividualnom obrazovnom planu njihovog deteta. Rezultati ukazuju da većina dece pohađa neku vrstu onlajn obrazovanja (83,3%), ali 72,7% roditelja smatra da sadržaji nisu prilagođeni potrebama njihove dece. Obzirom da je prelazak sa učionice na učenje na daljinu bio iznenadan i da nije bilo vremena nastavne materijale prilagoditi ovim učenicima, njihov obrazovni proces prepušten je dobroj volji nastavnika i članova porodice.