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Puknuće prednjeg križnog ligamenta može biti vrlo iscrpljujuće i bolno te dovodi do gubitka opsega pokreta koljena, poteškoća pri hodanju i nestabilnosti zgloba. U ovom završnom radu raspravljat ćemo o anatomiji i funkciji koljena, uzrocima i simptomima pucanja prednjeg križnog ligamenta i mogućnostima liječenja istog. Ruptura prednjeg križnog ligamenta (ACL) uobičajena je ozljeda koljena, osobito kod sportaša koji se bave sportovima visokog intenziteta koji uključuju nagle promjene smjera ili zakretne pokrete. Rekonstrukcija ACL-a kirurški je zahvat koji uključuje zamjenu pokidanog ACL-a novim graftom ligamenta. Međutim, još uvijek je u tijeku rasprava u medicinskoj zajednici o optimalnom vremenu i tehnici za rekonstrukciju ACL-a, kao i učinkovitosti različitih rehabilitacijskih protokola. Osim toga, postoji rizik od ponovnog kidanja rekonstruiranog ACL-a, što može zahtijevati daljnju operaciju i odgoditi oporavak. Sveukupno, ponovna ruptura i rekonstrukcija ACL-a složena je tema koja zahtijeva pažljivo razmatranje i individualizirano planiranje liječenja. Rehabilitacija nakon rekonstrukcije ACL kritičan je aspekt procesa oporavka i prilagođena je individualnim potrebama i ciljevima svakog pacijenta. Postoje različiti rehabilitacijski programi koji imaju za cilj optimizirati cijeljenje transplantata, poboljšati raspon pokreta, snagu i stabilnost te omogućiti siguran povratak sportu i drugim aktivnostima. Ovi programi obično uključuju kombinaciju vježbi, manualne terapije, neuromuskularnog treninga i funkcionalnih vježbi. Vrijeme i intenzitet svake faze procesa rehabilitacije varira ovisno o dobi pacijenta, razini tjelesne aktivnosti i vrsta transplantata koji se uzima za rekonstrukciju. Neophodno je blisko surađivati s fizikalnim terapeutom ili sportskim trenerom koji ima iskustva s rehabilitacijom ACL-a kako bi se osigurali najbolji mogući ishodi. Bitno je istaknuti da je proces rehabilitacije specifičan i često dugotrajan proces koji zahtijeva strpljenje i predanost pacijenta kako bi došlo do optimalnih rezultata. An anterior cruciate ligament tear can be very debilitating and painful, leading to loss of knee range of motion, difficulty walking, and joint instability. In this final paper, we will discuss the anatomy and function of the knee, the causes and symptoms of an anterior cruciate ligament tear, and treatment options for the same. Anterior cruciate ligament (ACL) tears are a common knee injury, especially in athletes who play high-intensity sports that involve sudden changes of direction or pivoting movements. ACL reconstruction is a surgical procedure that involves replacing the torn ACL with a new ligament graft. However, there is still an ongoing debate in the medical community regarding the optimal timing and technique for ACL reconstruction, as well as the effectiveness of different rehabilitation protocols. In addition, there is a risk of re-tearing the reconstructed ACL, which may require further surgery and delay recovery. Overall, ACL re-rupture and reconstruction is a complex topic that requires careful consideration and individualized treatment planning. Rehabilitation after ACL reconstruction is a critical aspect of the recovery process and is tailored to each patient's individual needs and goals. There are various rehabilitation programs that aim to optimize graft healing, improve range of motion, strength and stability, and enable a safe return to sports and other activities. These programs usually include a combination of exercises, manual therapy, neuromuscular training and functional exercises. The time and intensity of each phase of the rehabilitation process can vary depending on factors such as the age of the patient, the level of physical activity and the type of graft used in the reconstruction. It is essential to work closely with a physical therapist or athletic trainer experienced in ACL rehabilitation to ensure the best possible outcomes. It is important to note that the rehabilitation process is a specific and often long-term process that requires patience and engagement of the patient in order to achieve optimal results.

В статье рассмотрены основные понятия семьи, её функции, семья как важнейший социальный институт, оказывающий влияние на индивид и на процессы, связанные с общественной жизнью. В работе отмечается, что на неблагополучие в семье воздействуют различного рода причины, например связанные с невыполнением родительских обязательств, воспитательной функции. Неблагополучие в семье может оказать прямое влияние на ребенка, вызывать деформацию личности, в дальнейшем может привести к девиантному поведению, в связи с чем имеет важное значение раннее выявление семейного неблагополучия. В работе выявлена суть, этапы и значение ранней профилактики семейного неблагополучия. Также в данном исследовании была проведена диагностика семей с целью раннего выявления социального неблагополучия на базе отделения социального приюта для детей и подростков в г.Дюртюли Республики Башкортостан и проанализированы ее результаты., The article discusses the basic concepts of the family, its functions, the family as the most important social institution that influences the individual and the processes associated with social life. The paper notes that various kinds of reasons affect the troubles in the family, for example, those related to the failure to fulfill parental obligations and educational functions. Trouble in the family can have a direct impact on the child, cause deformation of the personality, and in the future can lead to deviant behavior, in connection with which early detection of family trouble is important. The work reveals the essence, stages and significance of early prevention of family troubles. Also in this study, diagnostics of families was carried out with the aim of early detection of social ill-being on the basis of a department of a social shelter for children and adolescents in the city of Dyurtyuli, the Republic of Bashkortostan, and its results were analyzed., Социально-гуманитарные знания, Выпуск 2 2023, Pages 31-34

U ovome radu impliciramo ulogu i utjecaj stručnih suradnika na razvoj i primjenu obrazovnih programa za djecu sa smetnjama spektra autizma. Istraživanjem smo htjeli ustvrditi u kojoj mjeri profesionalci poznaju osobine autizma kao smetnje u razvoju, koriste odgovarajuće metode rada i na temelju toga predlažu razvojne i programske ciljeve, mjere i područja za rad i praćenje postignuća djeteta sa smetnjama spektra autizma. Koristili smo metodu fokus-grupe kao polustrukturirani instrument. Fokus-grupe provedene su po regijima. Ukupno je bilo 43 ispitanika: specijalni edukatori i rehabilitatori, psiholozi i pedagozi. Rad govori o tome da stručni suradnici s djecom sa smetnjama spektra autizma primjenjuju pristupe zasnovane na vizualizaciji, organiziranosti, osmišljenosti, usmjerenosti, svrhovitosti i funkcionalnosti. Osnova je rada Individualni razvojno-obrazovni program (IROP) koji za svako dijete postavlja obrazovne i razvojne ciljeve. Rezultati istraživanja pokazali su da u Crnoj Gori među profesionalcima varira stupanj znanja u odnosu na metode rada s djetetom sa smetnjama spektra autizma. Rezultati pokazuju da su logopedi u školama nešto više u stanju prepoznati potrebe i organizirati primjeren pristup, a defektolozi koji dolaze iz resursnih centara su na prijelazu od paradigme specijalnoga k inkluzivnomu obrazovanju, psiholozi, pedagozi ne poznaju karakteristike i postupke rada s djecom sa smetnjama spektra autizma. U nedovoljnu obimu identificiraju važne razvojne i programske ciljeve, fokus je na ulozi logopeda, a manja je orijentiranost na resursne stručnjake. Na osnovi dobivenih rezultata predlaže razvijanje općega okvira rada za djecu sa smetnjama spektra autizma. Konceptualna rješenja orijentirana su na rano učenje, osnovno obrazovanje i profesionalno osposobljavanje. Individualni program usredotočuje se na razvojna područja: komunikacija, interakcija, ponašanje i neovisnost. Rezultati upućuju na preporuke da se u pogledu evaluiranja rada s djecom sa smetnjama spektra autizma ono provodi po postavljenim indikatorima u odnosu na to radi li se s djetetom na osnovi prilagodbe, vizualnih uputa, strukture i pozitivnih pristupa, stupnja razvoja komunikacije..., In this paper, we imply the role and influence of expert associates on the development and application of educational programs for children with autism spectrum disorders. The research sought to determine the extent to which professionals know the characteristics of autism, use appropriate methods of work and on this basis propose developmental and program goals, measures and areas for work and monitoring the achievements of a child with autism. We used the focus group method as a semi-structured instrument conducted by regions. There were a total of 43 respondents: special educators and rehabilitators, psychologists and pedagogues. The paper deals with the fact that school associates work on approaches based on visualization, organization, design, focus, purposefulness, and functionality are applied to children with autism. The basis of the work is the Individual Developmental-Educational Program (IDEP), which sets educational and developmental goals for each child. We found that in Montenegro the level of knowledge among professionals varies in relation to the methods of working with a child with autism spectrum disorders. Speech therapists are somewhat more able to recognize the needs and organize an appropriate approach, special educators are in transition from the paradigm of special to inclusive education, psychologists, pedagogues are not familiar with the characteristics and procedures of working with children with autism spectrum disorders. They identify important development and program goals insufficiently, the focus is on the role of speech therapists and less attention is given to resource experts. Based on the findings it is reccommended that a general framework for autism be developed. Conceptual solutions are oriented towards early learning, primary education and vocational training. Individual program focuses on developmental areas: communication, interaction, behavior, and independence. Then, evaluation indicators should monitor whether the child is being worked with on the basis of adjustments, visual instructions, structure and positive approach, level of communication development...

Implementation of the individual punishment execution program represents an essential motivation for the resocialization and reeducation of the convicted person. Analyzing the legislative-normative framework and the practices registered by the domestic penitenciary system and the experiences existing at European level, we can conclude that the penitenciary system and the Moldovian society have elaborated several initatives aimed at implementing an individual program of the execution of the sentence for the convicted persons and expressing an increased interest for the introduction a system based on the individualization of the execution of the sentence.

Рассмотрены конституционные принципы социального государства РФ в контексте норм ст. 7 Конституции РФ и задачи, решаемые для обеспечения социального характера Российского государства. Раскрыто содержание социального обслуживания с точки зрения положений Федерального закона от 28 декабря 2013 г. № 442-ФЗ. Проанализирована трансформация законодательства РФ в части существующих ранее Федеральных законов от 10 декабря 1995 г. № 195-ФЗ и от 2 августа 1995 г. № 122-ФЗ. Приведены некоторые изменения, появившиеся в результате принятия нормативно - правового акта от 28 декабря 2013 г. № 442-ФЗ, регламентирующего функционирование института социального обслуживания в РФ.

I studien undersöks hur några lärare på gymnasiesärskolans individuella program uppfattar och beskriver sin undervisning för elever med flera och omfattande funktionsnedsättningar i ämnesområdet natur och miljö. Anledningen till att jag intresserar mig för detta är det dilemma som ofta uppstår på min arbetsplats då ämnesområdesplanerna och kunskapskraven kommer på tal. Frågor som kommer upp handlar om vad lärare ska lära eleverna och vad de har nytta av i framtiden. För att placera undersökningen i ett större sammanhang har jag fördjupat mig i tidigare forskning om arbetet med elever med flera och omfattande funktionsnedsättningar och om hur lärare förhåller sig till läroplanerna. Studien har utgått från ett fenomenografiskt förhållningssätt och innefattar semistrukturerade intervjuer och icke deltagande observationer. För att analysera resultatet har jag använt mig av relationen mellan fenomenografi och pragmatism. I huvuddrag visar resultatet det komplexa med att vara lärare på gymnasiesärskolans individuella program. Framför allt genom den krock som uppstår mellan vad lärarna bedömer att eleverna ska lära sig och hur de tolkar kursplanerna och de värdeord som står i dem. Det uppstår en känsla av att eleverna inte finns, då kunskapskraven är allt för höga för elever med flera och omfattande funktionsnedsättningar, samtidigt som tolkningen av framför allt ordet delta gör att lärarna känner en frustration över vad eleverna behöver lära sig. Det framgår också av resultatet att målet med undervisningen för elever med flera och omfattande funktionsnedsättningar är att eleverna ska bli så självständiga som möjligt och att undervisningen fokuserar på vad eleverna har nytta av i livet efter skolan., In this thesis I have examined how some teachers in the upper secondary school's individual program perceive and describe their teaching in the subject area of nature and environment for students with multiple and extensive disabilities. The reason why I am interested in this is the dilemma that often arises in my workplace when the subject area plans and knowledge requirements come up. Such questions are about what teachers should teach students and what they will benefit from it in the future. In order to place the study in a larger context, I have delved deeper into previous research on the work with students with multiple and extensive disabilities and on how teachers relate to the curricula. The study has been based on a phenomenographic approach and includes semi-structured interviews and non-participant observations. To analyze the results, I have used the relationship between phenomenography and pragmatism. In essence, the result is about the complexity of being a teacher on the upper secondary school´s individual programs. Especially because of the conflict that arises between what the teachers consider the students schould learn and how they interpret the syllabuses and the value words in them. The feeling is that the students do not exist, as the knowledge requirements are far too high for students with severe disabilities. Above all, the interpretation of the word "participate" in the syllabus makes the teachers feel frustrated with what the students really need to learn. It is also evident from the result that the goal of teaching students with multiple and extensive disabilities is that the students should become as independent as possible and that the teaching focuses on what the students benefit from it in their life after school.

В статье представлены материалы исследования социального развития учащихся в муниципальном учреждении дополнительного образования «Ярославский городской Дворец пионеров». Целью статьи является предъявление ряда результатов опытно-экспериментальной работы по социальному развитию детей в дополнительном образовании на основе ключевых идей субъектно-деятельностного, средового и интегративного подходов, а также обоснование сущности и содержания социального развития детей в дополнительном образовании. Автором выявлены основные положения, которые отражают возможности и особенности дополнительного образования для социального развития учащихся; установлен ряд положений, характеризующих специфику социального развития личности с точки зрения развития индивидуальности и субъектности обучающегося; аргументирована актуальность социального развития для учащихся; представлены его основные характеристики; обозначены эффективные средства социального развития детей и оценивания его эффективности. В статье представлен разработанный педагогами «Ярославского городского Дворца пионеров» алгоритм педагогического сопровождения социального развития учащихся и этапы тьюторского сопровождения индивидуальной программы социального развития ребенка в организации дополнительного образования. Для изучения эффективности процесса социального развития выпускников организации дополнительного образования детей разработано и представлено в тексте статьи содержание четырех его уровней: низкого, ситуативного, базового и высокого. В статье перечислены выявленные условия, при которых социальное развитие учащихся в системе дополнительного образования будет эффективным. Предложенные ключевые идеи социального развития учащихся в дополнительном образовании способствуют разработке эффективных средств развития социальности детей в организациях дополнительного образования., This article presents the materials of the study of social development of students in the municipal institution of additional education «Yaroslavl city Palace of pioneers». The purpose of the article is to present a number of results of experimental work on the social development of children in additional education on the basis of key ideas of subject-activity, environmental and integrative approaches, as well as substantiation of the essence, content and features of social development of children in additional education. The author identified the main provisions that reflect the opportunities and features of additional education for the social development of students; established a number of provisions characterizing the specifics of social development of the individual in terms of the development of individuality and subjectivity of the student; argued the relevance of social development for students; presented its main characteristics; identified effective means of social development of children and evaluation of its effectiveness. This article presents the algorithm of pedagogical support of students' social development and stages of tutor support of individual programs of the child's social development in the organization of additional education developed by teachers of Yaroslavl city Palace of pioneers. To study the effectiveness of the process of social development of graduates of the children's additional education organization in the text of the article here is developed and presented the content of its four levels: low, situational, basic and high. The article lists the identified conditions under which the students' social development will be effective in the additional education system. The proposed key ideas of students' social development in additional education contribute to the development of effective means of children's social development in additional education institutions.

Background: High-intensity smoking cessation programs generally lead to more continuous abstinence, however, lower rates of success have been reported among heavy smokers. The aim was to evaluate continuous abstinence among heavy smokers during the intensive 6-week Gold Standard Program (GSP) and to identify modifiable factors associated with continuous abstinence. Methods: In this nationwide clinical study based on 36,550 smokers attending an intensive cessation program in Denmark. Heavy smoking was defined as ≥7 points in the Fagerström Nicotine Dependency Test, smoking ≥20 cigarettes daily or ≥20 pack-years. Results: Overall, 28% had a Fagerström score ≥7 points, 58% smoked ≥20 cigarettes daily and 68% smoked ≥20 pack-years. Continuous abstinence was 33% in responders (6-months response rate: 78%); however, abstinence was approximately 1-6% lower in the heavy smokers than the overall population. Attending GSP with an individual format (vs. group/other, OR 1.23-1.44); in a hospital setting (vs. pharmacy/municipality services, OR 1.05-1.11); and being compliant (attending the planned meetings OR 4.36-4.89) were associated with abstinence. Abstinence decreased in a dose-dependent manner with increasing smoking severity. Conclusions: Abstinence after GSP was 1-6% lower in the heavy smokers than in the overall study population. Modifiable factors may be used for small improvements in continued abstinence. However attempts to improve compliance seemed especially promising.

Увод: Становништво Републике Србије је међу најстаријом популацијом на свету. Старење отежава остваривање животних навика и доводи особу у „ситуацију хендикепа”, коју по Квебешком моделу дефинишемо мерењем нивоа остваривања животних навика, врсту потребне помоћи и нивоа задовољства. Процена утицаја животних навика и интересовања на квалитет живота старих значајан је део рехабилитацијоног поступака и подршке активном стрењу. Циљ: Циљ рада је био утврђивање чинилаца настајања ситуације хендикепа код старих особа и израда индивидуалног програма превенције као подршке активном старењу. Методе: Узорак је формиран од 100 испитаника, старости од 65-95 година, подељених у две групе. Прву групу је чинило 50 старих особа које живе у породичном окружењу и које су обухваћене ванинституционалним обликом збрињавања. Другу групу је чинило 50 старих особа, смештених у Геронтолошком центру, које су обухваћене институционалним обликом збрињавања. Примењен је стандардизован упитник „Assessment of life habits - Life-H“ (Fougeurollas et al. 1998), за мерење ниво остваривања, врсте потребне помоћи и нивоа задовољства 12 категорија животних навика и Упитник за процену стања и интересовања старих особа конструисан за потребе овог истраживања. Резултати: Резултати нашег рада показују да биолошки процес старења утиче на потешкоће у остваривању животних навика што доводи до ситуације хендикепа. Отежавајући чиниоци у остваривању свакодневних животних навика старе особе су број болести, ниво образовања, материјално стање и место становања. Упоређујући резултате можемо закључити да постоје разлике у погледу задовољстава старих у односу на место где живе. Испитаници у породичном окружењу имају статистички значајно виши ниво задовољства у остваривању свих животних навика осим у остваривању одговорности, и забаве-рекреације у односу на испитанике који живе у Геронтолошком центру. Старе особе у Геронтолошком центру имају статистички значајно више интересовање за доживотно образовање у односу на испитанике који живе у породичном окружењу, док испитаници у породичном окружењу имају статистички значајно више интересовање за стицање нових вештина самопомоћи. Није утврђена статистички значајна разлика у инересовању за променом штетних утицаја по здравље у односу на место становања. Закључак: На основу резултата истраживања можемо закључити да се идентификацијом личних и срединских чинилаца који утичу на ниво остваривања животних навика, нивоа остваривања животних навика, нивоа задовољства у остваривању животних навика и интересовања ствара могућност израде индивидуалног програма. Индивидуални рад са старом особом планиран је као утицај на личне чиниоце који су значајни за одржавање функционалне способности и квалитета живота. Дефектолошка процена, утицај на промене животних навика, као и развијање адаптивних капацитета у складу са могућностима и интересовањима старих, основ су дефектолошког третмана. Укључивање дефектолога у тим за подршку старима, потребно је како би се програмима едукације подржало активно старење на нивоу друштвене заједнице и побољшао квалитет живота старих у институционалним и ванинституционалним облицима збрињавања. Примена програма на преостале очуване потенцијале старе особе, уважавање објективних и субјективних индикатора квалитета живота, едукацијом и рехабилитацијом обезбеђује се могућа социјална партиципација старих. Background: The population of the Republic of Serbia is among the oldest ones in the world. Aging hinders the performance of life habits and leads a person to "a handicap situation," which, according to the Quebec model, is defined by measuring the level of life habits performance, the type of assistance required and the level of satisfaction. The assessment of the impact of life habits and interests on the quality of life of the elderly is an important part of rehabilitation procedures and support to active aging. Objective: The aim of this study was to determine the factors of the handicap creation with the elderly and the development of individual prevention programs as support to active aging. Methods: The sample of 100 respondents aged 65-95 years divided into two groups, was formed. The first group consisted of 50 elderly people who live in a family environment and who are covered by non-institutional forms of care. The second group consisted of 50 elderly people, placed in Gerontology Center, covered by a form of institutional care. A standardized questionnaire "Assessment of life habits - Life-H" (Fougeurollas, et al., 1998) was applied, for measuring the level of performance, the type of assistance required and the level of satisfaction in 12 life habits categories, as well as the Questionnaire for assessing the status and interests of the elderly constructed for the purpose of this research. Results: The results of our study show that the biological aging process influences the difficulties in performing life habits which lead to a handicap situation. Aggravating factors in everyday performance of social habits of an elderly person are the number of diseases, level of education, financial status and the place of residence. Comparing the results, we can conclude that there are differences in terms of elderly people’s satisfaction in relation to where they live. Respondents in a family environment had a significantly higher level of satisfaction with the performance of life habits, except in exercising responsibility and entertainment-recreation compared to those living in the Gerontology Center. The elderly in Gerontology Center have significantly higher interest in lifelong learning compared to those living in a family environment, whereas the latter ones have significantly higher interest in acquiring new skills of self-help. There was no statistically significant difference in the interest to change the factors harmful to health in relation to the place of residence. Conclusion: Based on these results we can conclude that the identification of personal and environmental factors that affect the level of performance of life habits, the level of satisfaction with social participation and interests creates the possibility of developing individual programs. Individual work with an elderly person is planned as an influence on personal factors that are important for the maintenance of functional ability and quality of life. Special education and rehabilitation assessment, the impact on life habits change, as well as developing adaptive capacity in accordance with the capabilities and interests of the elderly, are the basis of special education and rehabilitation treatment. It is necessary to involve special educator in the teams for support to the elderly, in order to support active aging through the education programs at the level of the community and improve the quality of life of the elderly in institutional and non-institutional forms of care. Possible social participation of the elderly can be ensured by the implementation of programs for the remaining preserved potential of the elderly, respect of the objective and subjective indicators of quality of life, education and rehabilitation.

Uvod: Stanovništvo Republike Srbije je među najstarijom populacijom na svetu. Starenje otežava ostvarivanje životnih navika i dovodi osobu u „situaciju hendikepa”, koju po Kvebeškom modelu definišemo merenjem nivoa ostvarivanja životnih navika, vrstu potrebne pomoći i nivoa zadovoljstva. Procena uticaja životnih navika i interesovanja na kvalitet života starih značajan je deo rehabilitacijonog postupaka i podrške aktivnom strenju.Cilj: Cilj rada je bio utvrđivanje činilaca nastajanja situacije hendikepa kod starih osoba i izrada individualnog programa prevencije kao podrške aktivnom starenju.Metode: Uzorak je formiran od 100 ispitanika, starosti od 65-95 godina, podeljenih u dve grupe. Prvu grupu je činilo 50 starih osoba koje žive u porodičnom okruženju i koje su obuhvaćene vaninstitucionalnim oblikom zbrinjavanja. Drugu grupu je činilo 50 starih osoba, smeštenih u Gerontološkom centru, koje su obuhvaćene institucionalnim oblikom zbrinjavanja. Primenjen je standardizovan upitnik „Assessment of life habits - Life-H“ (Fougeurollas et al. 1998), za merenje nivo ostvarivanja, vrste potrebne pomoći i nivoa zadovoljstva 12 kategorija životnih navika i Upitnik za procenu stanja i interesovanja starih osoba konstruisan za potrebe ovog istraživanja.Rezultati: Rezultati našeg rada pokazuju da biološki proces starenja utiče na poteškoće u ostvarivanju životnih navika što dovodi do situacije hendikepa. Otežavajući činioci u ostvarivanju svakodnevnih životnih navika stare osobe su broj bolesti, nivo obrazovanja, materijalno stanje i mesto stanovanja. Upoređujući rezultate možemo zaključiti da postoje razlike u pogledu zadovoljstava starih u odnosu na mesto gde žive. Ispitanici u porodičnom okruženju imaju statističkiznačajno viši nivo zadovoljstva u ostvarivanju svih životnih navika osim u ostvarivanju odgovornosti, i zabave-rekreacije u odnosu na ispitanike koji žive u Gerontološkom centru. Stare osobe u Gerontološkom centru imaju statistički značajno više interesovanje za doživotno obrazovanje u odnosu na ispitanike koji žive u porodičnom okruženju, dok ispitanici u porodičnom okruženju imaju statistički značajno više interesovanje za sticanje novih veština samopomoći. Nije utvrđena statistički značajna razlika u ineresovanju za promenom štetnih uticaja po zdravlje u odnosu na mesto stanovanja.Zaključak: Na osnovu rezultata istraživanja možemo zaključiti da se identifikacijom ličnih i sredinskih činilaca koji utiču na nivo ostvarivanja životnih navika, nivoa ostvarivanja životnih navika, nivoa zadovoljstva u ostvarivanju životnih navika i interesovanja stvara mogućnost izrade individualnog programa. Individualni rad sa starom osobom planiran je kao uticaj na lične činioce koji su značajni za održavanje funkcionalne sposobnosti i kvaliteta života. Defektološka procena, uticaj na promene životnih navika, kao i razvijanje adaptivnih kapaciteta u skladu sa mogućnostima i interesovanjima starih, osnov su defektološkog tretmana. Uključivanje defektologa u tim za podršku starima, potrebno je kako bi se programima edukacije podržalo aktivno starenje na nivou društvene zajednice i poboljšao kvalitet života starih u institucionalnim i vaninstitucionalnim oblicima zbrinjavanja. Primena programa na preostale očuvane potencijale stare osobe, uvažavanje objektivnih i subjektivnih indikatora kvaliteta života, edukacijom i rehabilitacijom obezbeđuje se moguća socijalna participacija starih. Background: The population of the Republic of Serbia is among the oldest ones in the world. Aging hinders the performance of life habits and leads a person to "a handicap situation," which, according to the Quebec model, is defined by measuring the level of life habits performance, the type of assistance required and the level of satisfaction. The assessment of the impact of life habits and interests on the quality of life of the elderly is an important part of rehabilitation procedures and support to active aging.Objective: The aim of this study was to determine the factors of the handicap creation with the elderly and the development of individual prevention programs as support to active aging.Methods: The sample of 100 respondents aged 65-95 years divided into two groups, was formed. The first group consisted of 50 elderly people who live in a family environment and who are covered by non-institutional forms of care. The second group consisted of 50 elderly people, placed in Gerontology Center, covered by a form of institutional care. A standardized questionnaire "Assessment of life habits - Life-H" (Fougeurollas, et al., 1998) was applied, for measuring the level of performance, the type of assistance required and the level of satisfaction in 12 life habits categories, as well as the Questionnaire for assessing the status and interests of the elderly constructed for the purpose of this research.Results: The results of our study show that the biological aging process influences the difficulties in performing life habits which lead to a handicap situation. Aggravating factors in everyday performance of social habits of an elderly person are the number of diseases, level of education, financial status and the place of residence. Comparing the results, we can conclude that there are differences in terms of elderly people’s satisfaction in relation to where they live. Respondents in a family environment had a significantly higher level of satisfaction with the performance of life habits, except in exercisingresponsibility and entertainment-recreation compared to those living in the Gerontology Center. The elderly in Gerontology Center have significantly higher interest in lifelong learning compared to those living in a family environment, whereas the latter ones have significantly higher interest in acquiring new skills of self-help. There was no statistically significant difference in the interest to change the factors harmful to health in relation to the place of residence.Conclusion: Based on these results we can conclude that the identification of personal and environmental factors that affect the level of performance of life habits, the level of satisfaction with social participation and interests creates the possibility of developing individual programs. Individual work with an elderly person is planned as an influence on personal factors that are important for the maintenance of functional ability and quality of life. Special education and rehabilitation assessment, the impact on life habits change, as well as developing adaptive capacity in accordance with the capabilities and interests of the elderly, are the basis of special education and rehabilitation treatment. It is necessary to involve special educator in the teams for support to the elderly, in order to support active aging through the education programs at the level of the community and improve the quality of life of the elderly in institutional and non-institutional forms of care. Possible social participation of the elderly can be ensured by the implementation of programs for the remaining preserved potential of the elderly, respect of the objective and subjective indicators of quality of life, education and rehabilitation.

Priprava učiteljev na delo z učenci s posebnimi potrebami v osnovni šoli je postala vedno bolj zahtevna, saj je vedno več učencev z različnimi potrebami vključenih v redne osnovne šole. Potrebno je več priprav na delo, sodelovanja s starši in več dodatnega strokovnega izpopolnjevanja učiteljev. Glede na raznolikost posebnih potreb učencev, ki so vključeni v redne osnovne šole, so se spremenile tudi metode poučevanja, didaktični pripomočki in organizacija pouka. V veliko pomoč učiteljem in učencem s posebnimi potrebami sta individualiziran program in dodatna strokovna pomoč, ki pospešita in hkrati olajšata učenčev napredek. Različnost, drugačnost, izvirnost, individualnost učencev predstavlja osnovno izhodišče učiteljevega dela v šoli. The preparation of teachers for working with students with special needs in elementary school has become ever more difficult since there is an increasing number of students with different needs who attend the regular elementary school programs. It requires more preparation for work, co-operation with parents, and additional professional training of teachers. Considering the various special needs of students who are attending regular elementary school programs, the teaching methods, teaching accessories and the organization of the course have also changed. Of great help to teachers and students with special needs are the individualized program and additional professional help which encourage and, at the same time, facilitate the students’ progress. Diversity, differentness, originality, and individuality of students are the cornerstone of the teacher’s work in school.

Individuella programmet är ett program inom gymnasieskolan avsett för elever som inte läser något av de nationella programmen. Syftet med vår studie är att belysa det pedagogiska arbete som bedrivs inom det individuella programmet och dess betydelse för elever som inte kommer in på något av gymnasieskolans nationella program. För att få svar på syftet kommer kulturen på utvald skola att belysas, vilken påverkan har denna på elevernas skolgång? Vi vill även undersöka hur eleverna upplever sin skolgång på den studerade skolan, samt jämföra dessa upplevelser mot tidigare skolor eleverna studerat på. Baserat i ett antagande att eleverna kan uppfatta sig själva som avvikare på grund av individuella svårigheter i skolan kommer vi att undersöka hur eleverna definierar sig själv på skolan i fråga, samt tidigare skolor de studerat på. De sociala banden mellan skolledning och elever kommer även att belysas, och undersökas. Studien är baserad på kvalitativa intervjuer med rektorn, två lärare, fem elever på skolan i studien samt på två stycken deltagande observationer på skolan. Resultatets utfall visar att skolan i studien är bättre lämpad för de elever som studerar där tack vare den stödjande kulturen, förekomsten av vänner samt en trygghet på skolan till skillnad mot elevernas tidigare erfarenheter från skolor de studerat på. På grund av sina speciella karaktärer (samtliga elever i studien har koncentrationssvårigheter eller har en problematisk bakgrund av något slag) kräver eleverna mer uppmärksamhet av och nära relationer till lärarna på skolan, vilket, som resultatet visar, existerar på skolan i studien - till skillnad från tidigare skolor eleverna studerat på. The individual program is a program in high schools, or secondary schools, intended for students who do not study any of the national programs. The purpose of this study is to illustrate the pedagogical work of the Individual Action Plan and its importance for students who can not get into any of the secondary school national programs. In order to find an answer to the purpose, the culture of the selected school will be illuminated, what impact has the culture on pupils' schooling? We also want to investigate how students perceive their education at the studied school and compare the experiences of the student’s experiences at previous schools. Based on an assumption that students may perceive themselves as deviants based on individual difficulties in school, we will examine how students define themselves at the school in question and previous schools they studied. The social bonds between school administration and students will also be discussed, and examined. The study is based on qualitative interviews with the principal, two teachers, five students and two participant observations at the school. The result shows that the school in the study is better suited for the students who study there, thanks to a supportive, supportive culture and the presence of friends, in comparison to their previous school experience. Because of the students' special characters, (most students in the research have difficulty concentrating or have a problematic background of some kind), they require more attention and close relationships with teachers at the school. This kind of relationship does, according to the results, exist at the school in the study compared to any previous schools that the student’s have attended.

Darbe atlikta teorinė žemesniųjų lavinamųjų klasių mokinių psichosocialinės raidos, veiklos ypatumų, veiklos priemonių – žaislų bei elektronikos ugdymo svarbos ir turinio parinkimo ypatumų analizė. Iškelta hipotezė, kad mokinių gebėjimas saugiai eksploatuoti jų aplinkoje sutinkamus elektroninius prietaisus bei prietaisus su elektronikos elementais sudaro optimalias prielaidas vaikų psichosocialinei raidai, o dažniausiai vaikų aplinkoje sutinkami elektroniniai daiktai yra žaislai bei buitiniai prietaisai. Anketinės apklausos metodu buvo atliktas tyrimas, kurio tikslas - ištirti ko ir kaip pedagogai moko ketvirtų lavinamųjų klasių mokinius ugdydami jų elektronikos pradmenų gebėjimus. Parengtos darbų programos plėtotei rekomendacinės elektronikos pradmenų ugdymo temos, pravestas eksperimentinis mokymas, įvertinti mokinių gebėjimai tinkamai eksploatuoti elektronikos prietaisus iki eksperimentinio mokymo ir po jo. Tyrime dalyvavo 30 specialiosios mokyklos žemesniųjų lavinamųjų klasių mokinių technologijų mokytojų ir 50 ketvirtų lavinamųjų klasių mokinių. Empirinėje dalyje nagrinėjamas mokytojų suvokimas apie lavinamųjų klasių mokinių gebėjimą tinkamai eksploatuoti elektronikos prietaisus, nustatomi trys mokinių gebėjimų lygiai: gebančių naudoti elektronikos prietaisus savarankiškai, gebančių naudoti su pagalba ir negebančių naudoti. Nustatomi gebėjimų skirtumai tarp berniukų ir mergaičių. Svarbiausios empirinio tyrimo išvados: 1. Pedagogai nurodo ugdantys mokinių... [toliau žr. visą tekstą] Analysis of scientific literature reveals that scientists actively discuss issues, regarding what electronic means and devices should children be familiar with, teach how to use them, so that there would be optimal possibilities for their adaptation in society. This motivates to change task program for schoolchildren with extensive and extremely extensive educational needs of fourth grade by including topics, regarding formation of this skills in this field. It is possible to hypothesize that ability to safely behave with electronic toys and house appliances could increase children motivation to play social roles’ games and the suggested topics for development of a program, regarding involvement of basics of electronics into the program, will not only meet children needs, wishes and interests, but will also allow for adequate communication with social environment. Research participants constituted of 30 crafts teachers of lower training grades in special schools and 50 schoolchildren with extensive and extremely extensive educational needs in specials schools. Most significant conclusions from empirical research are: ● Data from teachers’ questionnaire reveal that all of them follow the task program prepared by Kaukenaite for children with extensive and extremely extensive educational needs and two thirds of respondents indicate that they introduce these students to electronic devices and methods, even though these topics are not included into the program. ● Research on... [to full text]

Syftet med studien är att undersöka några elevers uppfattning av sin studiegång på det individuella programmet (IV). Samt belysa i vilken utsträckning utbildningen individanpassas. En kvalitativ forskningsmetod användes. Sju elever intervjuades som går sitt första år på det individuella programmet. Undersökningen belyser hur eleverna trivs på IV och vad de tycker om sin utbildning. En annan aspekt var att ta reda på hur eleverna tänker kring sin egen insats beträffande utbildningen. Resultatet visar att eleverna trivs och de har mål med sin utbildning. Samtidigt har eleverna åsikter om förbättringar när det gäller klassrumssituationen, lärare och individuella samtal. Undersökningen visar att elevens påverkan av sin studiegång är begränsad. Vår slutsats är att eleverna inte får den individuella utbildning de har rätt till.

The purpose of this study is to examine the view of knowledge and the view of learner which are prominent in the ministry memorandum Specific programs and access to vocational programs (U2009/5552/G) and thereby understand the potential impact of the new transformation of the current individual program and what it brings to the students who do not achieve the objectives in grade 9. We have used a qualitative text analysis method. The background to the study describes in particular today's individual program, view of knowledge and view of learner. The result shows that the most prominent in the memorandum is that knowledge is divided into theory and practice, that individualization is the focus and the text shows freedom for interpretation.

Syftet med studien är att undersöka några elevers uppfattning av sin studiegång på det individuella programmet (IV). Samt belysa i vilken utsträckning utbildningen individanpassas. En kvalitativ forskningsmetod användes. Sju elever intervjuades som går sitt första år på det individuella programmet. Undersökningen belyser hur eleverna trivs på IV och vad de tycker om sin utbildning. En annan aspekt var att ta reda på hur eleverna tänker kring sin egen insats beträffande utbildningen. Resultatet visar att eleverna trivs och de har mål med sin utbildning. Samtidigt har eleverna åsikter om förbättringar när det gäller klassrumssituationen, lärare och individuella samtal. Undersökningen visar att elevens påverkan av sin studiegång är begränsad. Vår slutsats är att eleverna inte får den individuella utbildning de har rätt till.