Search

The study aimed to identify the effectiveness of cognitive play in developing the self-confidence of the mentally handicapped who are able to learn, and verify the effectiveness of the program, and the study sample consisted of (20) children with intellectual disabilities who are able to learn who are attached to the House of Hanan for Intellectual Education in Alexandria Governorate. The study sample was divided into two groups. : The experimental group (10) children, and the control group (10) children, of the mentally handicapped children who are able to learn, their ages ranged between (9-12), and their IQs ranged between (50-70), and the researcher used in the study the quasi-experimental approach The researcher applied the following tools to the study sample: the Stanford Binet Scale (fifth image), citation and preparation (Muhammad Taha, Abdel Mawgid Abdel Sami, review and supervision / Mahmoud Abu Al-Nile (2011). The self-confidence scale (prepared by Amr Shaaban 2017), and the existing training program. On the cognitive play used in the current research, the researcher numbers, and the results of the study revealed:There are statistically significant differences between the average scores of children in the post-measurement on the scale of self-confidence,There are statistically significant differences between the mean scores of the control group and the experimental group on the self-confidence scale in the post-measurement in favor of the experimental group.Predicting the effectiveness of the training program based on cognitive play in developing self-confidence in mentally handicapped children who are able to learn.

Amac: Ozel bakim gereksinimi olan cocuklarda agiz sagligi problemleri, genel saglik sorunlarina ek olarak ortaya cikan buyuk bir saglik sorunudur. Bu calismanin amaci, Istanbul ilinde ozel egitim veren okullarda muayene edilen ozel bakim gereksinimi olan bireylerin agiz-dis sagligi verilerinin degerlendirilmesidir. Gerec ve Yontemler: Bu kesitsel calisma Istanbul Universitesi Dis Hekimligi Fakultesi Pedodonti Anabilim Dali ile Istanbul Universitesi Dis hekimligi Fakultesi Engelsiz Gulusler Ogrenci Kulubu sosyal sorumluluk projesi olarak Istanbul ili icerisinde ozel egitim veren okullarda gerceklestirildi. Agiz ve dis sagligi taramalari icin her bir tarama oncesi ozel olarak izin alindi. Agiz muayenesi gun isiginda tek kullanimlik ayna, sond ve presel yardimi ile yapildi. Muayenede cocuklarin yaslari, engel durumlari, ilac kullanip kullanmadiklari, dis curugu varligi, dental travma varligi, dis sikma ve malokluzyon durumlari kaydedildi. Verilerin degerlendirilmesinde uygun istatistiksel testler/analizler kullanildi ve anlamlilik duzeyi 0,05 olarak belirlendi. Bulgular: 42’sinde otizm, 111’inde mental retardasyon ve 10’unda Down sendromu olmak uzere 163 ozel bakim gereksinimi olan bireyin agiz ici muayenesi yapildi. Her uc grubun DMFT ve dft ortalamalari arasinda istatistiksel olarak anlamli bir fark bulunmadi (p>0,05). Down sendromlu bireylerde notral okluzyon gorulme orani, otizmli bireylerden daha dusuk bulundu (p

Having a mentally handicapped child has many difficulties in terms of psycho-logical, economic and social aspects, that are encountered families and especially by mothers. In most cases, these difficulties cannot be seen with all the clarity. The objective of this study is to be able to make the difficulties experienced in growing such children obvious and to offer suggestions for mitigating these difficulties through the example of mothers with mentally handicapped children in Istanbul-Pendik province. The sample of the research consists of 7 mothers with mentally disabled children living in Istanbul-Pendik county. In-depth interviews were conducted using semi-structured interview form. The data obtained are classified into five categories: economic problems, psychological problems, social problems, educational problems and problems arising in family rela-tions. In order to explain the data, the descriptive analysis method was carried out using the thematic framework. It has been found that families with mantally handicapped children and especially mothers, are exposed to more stress, have more time to care for their children, need more financial resources, and are more cautious and limited in their social relations. At the same time, the existing stresses also influence the interpersonal relations at a high level. At the end of the study, it was understood that the support of families of children with mental disabilities would not be enough to mitigate the difficulties being encountered, and that the regulation of the social functioning and social awareness was important at the same time when the reasons behind these difficulties were analyzed.

Der Autor unternimmt einen Versuch der Sichtbarmachung von Gehirnfunktionen, und zwar mittels sogenannter Schriftproben. Zunächst wird ein kurzer Überblick zur Geschichte der Produktion von Wissen in der Psychiatrie gegeben. Hierbei liegt der Fokus auf der Entwicklung der Disziplin Psychiatrie im 19. Jahrhundert im deutschsprachigen Raum, die insbesondere mit der Anerkennung als empirische Wissenschaft und dem Problem der Sichtbarmachung von pathologischen Zuständen des Gehirns rang (2). Im Anschluss wird eine der um die Jahrhundertwende diskutierten Lösungen dieses Problems vorgestellt und auf ihre epistemologischen Effekte hin näher beleuchtet. Als Beispiel dienen hierfür Schriftproben von „schwachsinnigen Kindern“, die der Erziehungsinspektor der Idiotenanstalt Dalldorf bei Berlin, Hermann Piper, Ende des 19. Jahrhunderts erhob und auswertete (3). Den Abschluss bildet ein knapper Ausblick darauf, wie Hilfsschulen und Hilfsschullehrer*innen sich von der Möglichkeit der Generierung von Testwissen abwandten und sich auf ihre Kompetenz der pädagogischen Beobachtung zurückzogen (4). (DIPF/Orig.)

Voor de ondersteuning van personen met een visuele en (zeer) ernstige verstandelijke beperking (VEVB) is specifieke expertise nodig, welke overgedragen kan worden door cursussen of directe samenwerking in dagelijkse werksituaties. Dit onderzoek heeft in kaart gebracht wat kenmerken van expertise zijn in de ondersteuning van personen met VEVB, gericht op benadering en inrichting van de fysieke omgeving, en in hoeverre professionals deze expertise expliciet kunnen benoemen. 25 Kenmerken van expertise zijn bepaald door cursuscompetenties aan te vullen met bevindingen uit de literatuur en interviews met acht begeleiders. Het merendeel van de expertisekenmerken op het gebied van benadering en fysieke omgeving wordt genoemd door vijf of minder professionals. Drie van de 25 kenmerken worden niet benoemd. Het expliciet benoemen van de specifieke expertise blijkt lastig. Met de bevindingen en aanbevelingen van dit onderzoek kunnen praktijk en onderzoek verbeteringen aanbrengen aan bewustwording en implementatie van expertise waardoor de kwaliteit van ondersteuning kan verbeteren.

Danışman: PROF. DR. ORHAN İŞCAN Yer Bilgisi: İstanbul Gelişim Üniversitesi / Sosyal Bilimler Enstitüsü / İşletme Anabilim Dalı / İşletme Bilim Dalı Konu: İşletme = Business Administration Dizin: Zihinsel engelli çocuklar = Mentally retarded children ; Zihinsel engelliler = Mentally retardation, Yapılan bu çalışma ile Hafif Zihinsel Yetersizliği olan bireylerin sorunları ortaya konmaya çalışılmış , özellikle Mesleki Eğitimlerinin mevcut durumu, içeriği, yeterliliği ve İstihdam sorunları ve çözüm önerileri üzerinde durulmuştur. Zihinsel engelli birey-lerin aldıkları mesleki eğitim ile iş yaşamına katılabilecekleri gerçeği ile sürece dahil olan tüm paydaşların görüş ve önerileri üzerinden hareket edilmiştir. Araştırma ile engellilerin mesleki eğitimleri , yasal düzenlemeleri tespit edilip , sürecin doğal tüm paydaşlarının memnuniyet ve beklentilerinin saptanmasına çalışılmıştır. Araştırma da sadece Hafif Zihinsel Engelli ve Özel Eğitim Meslek Okulu Öğrenci, veli, idareci, öğretmenleri ve bu öğrencilerin staj yaptıkları işverenlerle görüşülmüştür. Bu yönüyle çalışma genel olarak yetersizlikleri bulunan tüm bireylerin sorunları içerisinde Hafif Zihinsel Engelli Bireylerin sorunlarını inceleyen özel bir araştırma olarak alanyazındaki sınırlı sayıda yapılan bir çalışma olma özelliği taşımaktadır. Yarı yapılandırılmış görüşme yoluyla araştırma verileri elde edilmiştir. Araştırma Silivri Abdullah Bilgin Güllüoğlu Özel Eğitim Meslek Okulundan 10 veli, 10 öğretmen 5 iş veren ve 5 Öğrenci olmak üzere toplamda 30 kişi ile İstanbul da gerçekleştirilmiştir. Hafif zihinsel engelli bireylerin, doğru ve sektörel bazda mesleki eğitim aldıklarında , fırsat verildiği taktirde iş yaşamına dahil olabileceklerine inanmaktadırlar. Sürece dahil tüm paydaşlarda bunu dile getirmekte özellikle işverenler Hafif Zihinsel Engelli Bireylerin iş yaşamına başladıktan sonra başarıları ile kendirlinde mevcut önyargı ve tereddütleri ortadan kaldırdıklarını belirtmişlerdir., Through this study the problems of mild mental disabled indivuduals have been tried to put forward. Especially their current status of vocational training of which content competence and employment problems and solutions have been emphasized.The opinions and suggestions of all stakeholders who were involved in the process have been taken into consideration with the fact that disabled indivuals' education and vocational training in business life. In this research vocational tendencies of disabled and its regulations were determi-ned and tried to be stated in this process of all the natural stakeholders' satisfaction and expectations.With this research not only the disabled students but also their parents,administors, teachers, the employers of these students were inter-viewed. From this point of view this research generally has a different feature of all the limited researches on disabled people which have been studied before as its a study of mental disabled indivuduals in literatures. Researchs' data were gained from semi structured interview.This study was carried out with students who are in 12 th grade in Abdullah Bilgin Güllüoğlu Special and Education Vocational School, 5 students, 10 parents, 10 teachers, 5 employers and in total of 30 people in İstanbul. Mild Mental Disabled believe that ıf they are given the oppurtunity they can take part of in business life.All the stakeholders which are involved in the process agree on this point besides this the employers think that after the mild mental disabled started to work with their sucesses they eliminated the existing prejudices and hesitations.

„Menschen mit geistiger Behinderung sind auch heute noch überproportional vom allgemeinen Arbeitsmarkt ausgeschlossen. Der Freistaat Bayern hat daher im Schuljahr 2006/2007 das Projekt ‚Übergang Förderschule-Beruf‘ gestartet, um durch Einbezug der Integrationsfachdienste (IFD) die Handlungsmöglichkeiten von Schülern der Berufsschulstufe im Förderschwerpunkt Geistige Entwicklung zu stärken und sie im Übergang von der Förderschule in ein Beschäftigungsverhältnis auf dem ersten Arbeitsmarkt zu unterstützen. In dreijähriger Begleitung durch die Universität Würzburg, Lehrstuhl für Pädagogik bei Geistiger Behinderung, wurde dabei evaluiert, ob und wie durch eine frühzeitige Vernetzung aller beteiligten Akteure und Institutionen sowie durch eine gezielte Berufsvorbereitung der Übergang in den allgemeinen Arbeitsmarkt ermöglicht werden kann. Weiterhin sollten durch eine qualitativ ausgerichtete Forschung die Situation und Bedürfnisse der teilnehmenden Schüler selbst erkundet werden. Der vorliegende Abschlussbericht informiert kurz über Grundlagen der beruflichen Rehabilitation sowie über das Projekt ‚Übergang Förderschule-Beruf‘ und stellt ausführlich die Konzeption und Methodik der wissenschaftlichen Begleitung und deren Ergebnisse vor.“ Die Untersuchung enthält quantitative Daten. Forschungsmethode: Evaluation; anwendungsorientiert; empirisch; Befragung. Die Untersuchung bezieht sich auf den Zeitraum 2007 bis 2010. (Autorenreferat, IAB-Doku).

Die Förderung der selbständigen Handlungsfähigkeit Geistigbehinderter gerät als pädagogische Aufgabe zunehmend stärker in das Bewußtsein der pädagogischen Öffentlichkeit. Bemühungen zu solcher Förderung bedürfen jedoch einer Orientierung, die bislang nur eingeschränkt zur Verfügung stand. In vorliegendem Band werden die Unterrichts- und Vermittlungsmethoden der Schule für Geistigbehinderte in vier Gruppen auf ihre Beiträge zur Förderung einzelner Komponenten der Handlungsfähigkeit hin untersucht: Methoden zur Förderung einer grundlegenden Orientierung auf Handeln hin, Methoden zur Förderung der manipulativen Tätigkeit bis zur Gebrauchsfähigkeit der Hände als Werkzeug, Methoden zur Förderung des Umgangs mit den Dingen und den Menschen und Methoden zur Förderung der zunehmenden Selbständigkeit im Wählen, Entscheiden, Planen und Handeln, getrennt nach Methoden der direkten Beeinflussung durch Lehrer und solchen der indirekten Beeinflussung durch die Gestaltung der Umwelt. Auch werden Effektivität und Effizienz von Vermittlungsverfahren bewertet, ungeeignete Verfahren ausgeschieden und in Ziel und Inhalt ähnliche zusammengefasst. Die Analyse der methodeninhärenten Interaktionsstrukturen erlaubt den Aufweis von Abfolgelinien im Methodeneinsatz. Neben einer lehrerzentrierten Hauptlinie, die wesentlich dem lehrergesteuerten Neulernen dient, lassen sich drei weitere Hauptlinien mit zunehmender Schülerzentrierung aufweisen, die selbstgesteuertes Lernen, Üben und Anwenden, eigenes Entscheiden und die Kooperation der Schüler fördern können. Zusammen mit sieben Nebenlinien kann der Methodenraum der Schule für Geistigbehinderte ähnlich einer Sanduhr modelliert werden, deren Engstelle durch den Erwerb elementarer Handlungsschemata gebildet wird. Damit wird Lehrern und Erziehern eine Orientierungshilfe zur Auswahl jeweils angemessener Verfahren angeboten. (DIPF/Orig.)

Amaç: Bu çalışmanın amacı hafif derecedeki zihinsel engelli adölesanlarda uygulanan düzenli egzersiz programının bireyin motor becerilerine etkisini incelemektir.Yöntem: Çalışmaya bir özel eğitim merkezinde eğitim gören ve yaşları 10- 18 arasında değişen 40 hafif zihinsel engelli adölesan dahil edildi. Çalışmaya katılan bireyler randomize olarak düzenli egzersiz programının uygulandığı grup (Grup 1, n= 20) ve kontrol grubu (Grup 2, n= 20) olmak üzere iki gruba ayrıldı. Grup 1’deki katılımcılara haftada 2 kez 20’şer dakikalık seanslar ile 12 hafta boyunca düzenli egzersiz programı uygulandı. Kontrol grubu sonra programa alınmak üzere bekletildi. Katılımcılar çalışmanın başında ve sonunda Bruininks-Oseretsky Motor Yeterlilik Testi Kısa Formu (BOMYT), Uluslararası Fiziksel Aktivite Anketi Kısa Formu (UFAA), 6 Dakika Yürüme Testi (6DYT) ve Pediatrik Yaşam Kalitesi Envanteri (PYKE) ile değerlendirildi.Bulgular: Gruplar arasında BOMYT, UFAA ve 6DYT skorları test skorlarında istatistiksel olarak anlamlı farklılık bulundu (p0.05).Sonuç: Düzenli fiziksel aktivite hafif zihinsel engelli adölesanlarda motor becerileri geliştirmiştir. Bunun yanı sıra fiziksel aktivite seviyesinin ve fiziksel uygunluğun istatistiksel olarak anlamlı derecede arttığı gözlemlenmiştir. Katılımcıların yaşam kalitelerinde istatistiksel olarak anlamlı fark meydana gelmemesinin egzersiz programının kısa olması ile ilgili olabileceğini düşünüyoruz. Zihinsel engelli bireylerde daha uzun süreli çalışmalara ihtiyaç duyulduğunu düşünmekteyiz., Purpose: The purpose of this study is to investigate the effect of regular exercise program applied on motor skills in adolescents with mild mental retardation.Methods: Forty mild mentally retarded adolescents aged between 10 and 18 years were involved in the study. The individuals were randomly divided into two groups (Group 1, n= 20) which is applied regular execise program and control group (Group 2, n= 20). Regular exercise program was applied on the individuals in Group 1 20-minute sessions twice a week over 12 weeks. The control group was awaited to be taken after the program. All individuals were evaluated with Bruininks-Oseretsky Motor Proficiency Test Short Form (BOTMP), International Physical Activity Questionnaire Short Form (IPAQ-SF), 6 Minute Walk Test (6MWT) and Pediatric Quality of Life Inventory (PedsQL) at the beginning and the end of the study.Results: Statistically significant difference were found on BOTMP, IPAQ-SF and 6MWT scores between the groups (p0.05).Conclusion: Regular physical activity developed motor skills in adolescents with mild mental retardation. In addition, it was observed that physical activity level and physical fitness increased statistically significantly. We think that no statistically significant difference on quality of life of individuals might be related to the short duration of exercise program. We suggest longer-term studies are needed in individuals with mental retardation.

Özel Eğitim Mesleki Eğitim Merkezine devam eden yaşları 17-23 arasında değişen öğrencilerin yiyecek hazırlama ve pişirme becerilerini geliştirmek amacıyla gerçekleştirilen araştırma 10 öğrenci ile yürütülmüştür. Deneysel desen ile gerçekleştirilen araştırmada yiyecek içecek hizmetleri bölümüne devam eden 5 öğrenci deney, el sanatları bölümüne devam eden 5 öğrenci kontrol grubuna dâhil edilmiştir. Araştırmanın verileri araştırmacı tarafından hazırlanan form ile toplanmıştır. Deney grubuna uygulanan yiyecek hazırlama ve pişirme becerisini içeren 14 haftalık eğitim programı da araştırmacı tarafından oluşturulmuştur. Deney ve kontrol grubuna ilişkin ön test sonuçlarına göre iki grubun yiyecek hazırlama ve pişirme becerileri arasında anlamlı bir fark bulunamamıştır. Deney ve kontrol gruplarının öntest sontest ortalamaları incelendiğinde deney grubu lehine anlamlı bir fark gözlenmiştir. Bu farkın deney grubundaki izleme sonuçları incelendiğinde eğitim programının etkililiğinin devam ettiği görülmüştür. Öğrencilerin yiyecek hazırlama ve pişirme becerilerinin kazanımında uygulanan eğitim programının etkili olması özellikle öğrencilerin kendi yaşamlarını sürdürebilmesi ve istihdamlarını kolaylaştırması bakımından önem arz etmektedir., The research was carried out with 10 students in order to improve the food preparation and cooking skills of the students aged between 17-23 attending Special Education Vocational Training Center. In the research which was conducted with experimental design, 5 students attending food and beverage services department were included in the experimental group and 5 students attending crafts department were included in the control group. The data of the study was collected with the form prepared by the researcher. The 14-week training program which includes food preparation and cooking skills applied to the experimental group was also developed by the researcher. According to the preliminary test results of the experimental and control groups, no significant difference was found between the food preparation and cooking skills of the two groups. When the pretest and posttest means of the experimental and control groups were examined, a significant difference was observed in favor of the experimental group. When the monitoring results of this difference in the experimental group were examined, it was seen that the effectiveness of the training program continued. The effectiveness of the education program in gaining students' food preparation and cooking skills is especially important in terms of sustaining their own lives and facilitating their employment.

Pojem pismenosti se je spreminjal in se še spreminja glede na potrebe in zahteve časa, v katerem živimo. Pismenost predstavlja kompleksno zmožnost, saj združuje več znanj in spretnosti, ki jih posameznik potrebuje, da se lahko uspešno vključi v svoje okolje. Ker po rezultatih mednarodnih raziskav slovenski mladostniki in odrasli dosegajo nižje rezultate pri testih pismenosti kot prebivalci drugih razvitih držav (Švedska, Norveška, Finska, Nizozemska, Kanada, Avstralija, Nova Zelandija, Danska, ZDA in Belgija), je izboljšanje funkcionalne pismenosti zelo pomembno. V ta namen je bila oblikovana Nacionalna strategija za razvoj pismenosti. Med socialno ranljive skupine spadajo tudi osebe z lažjimi motnjami v duševnem razvoju. Obe raziskavi, ki sta bili do danes izvedeni v Sloveniji (Mednarodna raziskava o pismenosti odraslih - IALS in Program za mednarodno ocenjevanje kompetenc odraslih - PIAAC), vključujeta zgolj odrasle osebe brez motenj v duševnem razvoju. O tem, kakšna je pismenost posameznikov s posebnimi potrebami, predvsem tistih z lažjimi motnjami v duševnem razvoju, ki so kljub svojim razvojnim posebnostim uspešno zaključili osnovnošolsko in nekateri tudi nižje poklicno izobraževanje, pa v Sloveniji še nimamo podatkov. V magistrskem delu smo v teoretičnem delu predstavili različne definicije in vrste pismenosti. Posebej smo izpostavili funkcionalno pismenost. Predstavili smo raziskave pismenosti šolarjev in odraslih v Sloveniji ter izpostavili obstoječe raziskave funkcionalne pismenosti odraslih s posebnimi potrebami po svetu. V nadaljevanju smo v sklopu posebnih potreb opredelili motnje v duševnem razvoju. Predstavili smo značilnosti oseb z lažjimi motnjami v duševnem razvoju ter šolanje in zaposlovanje omenjene populacije. Empirični del je namenjen predstavitvi rezultatov raziskave o funkcionalni pismenosti oseb z lažjimi motnjami v duševnem razvoju, ki so zaključile prilagojen program vzgoje in izobraževanja z nižjim izobrazbenim standardom. V raziskavo smo vključili 51 srednješolcev z lažjimi motnjami v duševnem razvoju in 20 odraslih oseb z lažjimi motnjami v duševnem razvoju, ki so zaključile prilagojen program vzgoje in izobraževanja z nižjim izobrazbenim standardom. Vzorec odraslih oseb sestavlja 9 odraslih oseb z lažjimi motnjami v duševnem razvoju, ki so bile vsaj enkrat zaposlene, in 11 tistih, ki se do danes niso nikoli zaposlile. Podatke smo pridobili s testom, ki je preverjal besedilno in dokumentacijsko pismenost na treh ravneh. Rezultati raziskave so pokazali pomembno nižje dosežke odraslih oseb z lažjimi motnjami v duševnem razvoju tako na področju splošne funkcionalne pismenosti kot stopnje funkcionalne pismenosti v primerjavi s srednješolci z lažjimi motnjami v duševnem razvoju. Statistično pomembne razlike med omenjenima skupinama oseb se izražajo predvsem na najvišji, tretji ravni pismenosti, medtem ko razlike med zaposlenimi odraslimi z lažjimi motnjami v duševnem razvoju in srednješolci z lažjimi motnjami v duševnem razvoju niso prisotne. The notion of literacy has changed constantly and is still changing according to the needs and requirements of the time we live in. Literacy represents a complex ability, combining different knowledge and skills that individuals need to be able to successfully integrate into their environment. Since the results of international research show that Slovene adolescents and adults achieve lower results in literacy tests than residents of other developed countries (Sweden, Norway, Finland, the Netherlands, Canada, Australia, New Zealand, Denmark, the United States and Belgium), improving functional literacy seems very important. For this purpose, the National strategy for promoting literacy has been formed. Among the socially vulnerable groups are also people with mild mental disorders. Both studies carried out to date in Slovenia (the International Literacy Survey - IALS and the International Adult Competence Program - PIAAC) only include adults with no mental disorders. Consequently, in Slovenia, we do not have any data about the literacy of individuals with special needs, especially those with minor mental disorders who, despite their developmental shortages, have successfully completed elementary education and some also lower vocational education. In the theoretical part of the thesis, we present various definitions and types of literacy. We specifically highlight functional literacy. In addition, we present the literacy studies of schoolchildren and adults in Slovenia and describe the existing research of functional literacy of adults with special needs around the world. In the following, we identify mental disorders in the context of special needs. We present the characteristics of people with minor mental disorders as well as education and employment of the mentioned population. The empirical part exhibits the results of the research on the functional literacy of people with minor mental disorders who completed a program with adapted curriculum at a lower educational standard. The survey included 51 high school students with mild mental disorders and 20 adults with mild mental disorders who completed such an educational programme. Of the latter, 9 were employed and 11 were never employed. The data was obtained through a test that verified textual and document literacy at three levels. The results of the study showed significantly lower achievements of adults with mild mental disorders, both in terms of general functional literacy and the level of functional literacy compared to secondary-school students with mild mental disorders who completed an educational programme with adapted curriculum at a lower educational standard. Statistically significant differences between secondary-school students and adults with mild mental disorders are expressed primarily at the highest, third level of literacy, while there are no differences between employed adults and secondary-school students with mild mental development disorders.

Magistrsko delo predstavi kakovost življenja odraslih z motnjami v duševnem razvoju, ki bivajo doma, in tistih, ki bivajo v instituciji. Kakovost življenja je analizirana z vidika oseb z motnjo v duševnem razvoju (v nadaljevanju MDR), ki se vsakodnevno aktivno vključujejo v varstveno-delovni center. Z raziskavo smo želeli ugotoviti, ali obstaja razlika v kakovosti življenja med obema skupinama in na katerih področjih bo ta razlika najbolj izstopala. V teoretičnem delu smo preučevali področja, ki vplivajo na kakovost življenja posameznika, in zakaj je kakovost življenja pomemben dejavnik v življenju. Izpostavili smo področje izobraževanja odraslih z motnjami v duševnem razvoju, kakor tudi možnosti zaposlitve in bivanja. V empiričnem delu smo izvedli kvantitativno analizo podatkov s pomočjo anketnega vprašalnika zaprtega tipa. V raziskavo je bilo vključenih oseminpetdeset oseb, od tega osemindvajset uporabnikov, ki živijo v instituciji, in devetindvajset uporabnikov, ki živijo doma. Schalock (1997) je opredeli osem področij kakovosti življenja: dobro emocionalno počutje, medsebojni odnosi, materialna blaginja, osebnostni razvoj, dobro fizično počutje, samoodločanje, vključevanje v okolje in pravice. Vsa ta področja smo analizirali s pomočjo anketnega vprašalnika, sestavljenega iz 24 vprašanj. Analiza rezultatov pri večini področij ni pokazala statistično pomembnih razlik v kakovosti življenja med skupino odraslih oseb z motnjami v duševnem razvoju, ki bivajo v instituciji, in tistimi, ki bivajo doma. Pomembna razlika se je pokazala le na področju socialne vključenosti. Osebe z MDR, ki živijo doma, se manj socialno vključujejo v okolje kot uporabniki, ki živijo v instituciji. Na osnovi dobljenih rezultatov smo pripravili smernice za večje vključevanje v okolje za osebe z MDR, ki živijo doma in se vsakodnevno vključujejo v aktivnosti varstveno-delovnega centra. The master's thesis presents the quality of life of adults with intellectual disabilities who live at home and those who stay in institutions. The quality of life is analyzed from the point of view of persons with intellectual disabilities who are actively involved in an occupational activity centre on a daily basis. The research tried to establish whether there was a difference in the quality of life between the two groups and in which areas this difference was most pronounced. In the theoretical part, the areas that influence the quality of life of an individual are studied, as well as the reasons why the quality of life is an important factor in life. The field of adult education with intellectual disabilities was highlighted, as well as the possibilities of employment and living. In the empirical part, a quantitative analysis of data was carried out using a closed-type questionnaire. Fifty-eight people were included in the study, of whom twenty-eight people lived in the institution and twenty-nine people lived at home. The questionnaire consisted of twenty-four questions that covered the eight areas according to Schalock: emotional well-being, relationships, material well-being, personal development, physical well-being, self-determination, integration into the environment and rights. The analysis of results in most areas did not show statistically significant differences in the quality of life among the group of adults with intellectual disabilities living in the institution and those who live at home. An important difference was found only in the field of social inclusion. Persons with intellectual disabilities who live at home are less socially involved than those that live in an institution. On the basis of the obtained results, we prepared guidelines for greater social involvement of persons with intellectual disabilities who live at home and are involved in the activities of an occupational activity centre on a daily basis.

Osebe z zmernimi motnjami v duševnem razvoju zaradi primanjkljajev na področju intelektualnih sposobnosti in prilagoditvenih spretnosti razvijejo nižjo stopnjo samostojnosti pri številnih praktičnih spretnostih. Vendar pa to ni edini razlog, ki znižuje njihovo stopnjo samostojnosti. Za razvoj samostojnosti pri praktičnih spretnostih je pomembno predvsem spodbujanje samostojnosti v domačem okolju. Zaradi različnih razlogov starši pri spodbujanju samostojnosti pogosto niso dovolj dosledni in vztrajni. Vendar pa je vseživljenjsko spodbujanje in ohranjanje samostojnosti pri praktičnih spretnostih za osebe z ZMDR zelo pomembno, saj ima pozitiven vpliv na njihovo delovanje v vsakodnevnem življenju, prispeva k zviševanju njihove samozavesti in (samo)spoštovanja. Poleg tega omogoča manjšo obremenjenost staršev. Zato je pomembno, da starši celo življenje spodbujajo svoje otroke z ZMDR pri doseganju in ohranjanju optimalne stopnje samostojnosti pri praktičnih spretnostih, saj bodo s tem prispevali k višji kakovosti njihovega življenja. Namen raziskave je ugotoviti stopnjo samostojnosti oseb z ZMDR pri praktičnih spretnostih, ocenjeno s strani njihovih staršev, in identificirati področja praktičnih spretnosti, na katerih so osebe z ZMDR po mnenju staršev najbolj in najmanj samostojne. Namen raziskave je tudi ugotoviti, kakšna je stopnja zadovoljstva staršev s samostojnostjo oseb z ZMDR, kaj so razlogi za nižjo stopnjo zadovoljstva in kaj bi po mnenju staršev najbolj učinkovito pripomoglo k izboljšanju njihove samostojnost. Vse to raziskujem s ciljem oblikovati smernice za učinkovito spodbujanje samostojnosti oseb z ZMDR pri praktičnih spretnostih. V raziskavo je bilo vključenih 42 staršev oseb z ZMDR, osebe z ZMDR so stare 18–40 let. Rezultati raziskave kažejo, da stopnja samostojnosti oseb z ZMDR pri praktičnih spretnostih, ki je ocenjena s strani staršev, statistično pomembno vpliva na stopnjo zadovoljstva staršev. Bolj kot so osebe z ZMDR samostojne pri praktičnih spretnostih, bolj so tudi starši zadovoljni z njihovo samostojnostjo. Osebe z ZMDR so po mnenju njihovih staršev najbolj samostojne na področju skrbi za samega sebe, najmanj pa na področju opravil izven hiše, mobilnosti in hišnih opravil ter gospodinjskih opravil v kuhinji. Starši večinoma menijo, da je razlog, da niso popolnoma zadovoljni s samostojnostjo svojega otroka z ZMDR pri praktičnih spretnostih otrokova nezmožnost opraviti določene naloge in pomanjkanje potrpežljivosti ter vztrajnosti staršev za navajanje na samostojnost. Po mnenju staršev bi večja motivacija otroka za samostojno opravljanje nalog in več zaupanja staršev v otrokove zmožnosti najbolj prispevalo k zvišanju samostojnosti oseb z ZMDR pri praktičnih spretnostih. Na osnovi rezultatov so izdelane smernice, namenjene vsem, ki se ukvarjajo z osebami z ZMDR in želijo pridobiti nekaj idej, znanja in nasvetov, kako čim bolj učinkovito spodbujati samostojnost. Persons with moderate intellectual disorders develop a lower level of independence in various practical skills due to the deficiencies in the field of intellectual abilities and adjustment skills. However, this is not the only reason which reduces their level of independence. For the development of independence in practical skills, it is important to encourage independence in the domestic environment above all. Parents are often not enough consistent and persistent in encouraging independence because of various reasons. However, lifelong encouraging and preserving independence in practical skills is very important for the persons with the moderate mental disorder (MMD) because it has a positive influence on their functioning in everyday life and it contributes to raising their self-confidence and (self)respect. In addition, it enables a lesser strain on the parents. Therefore, it is important that the parents encourage their children with MMD for their entire lives in achieving and preserving the optimal level of independence in practical skills, as thus they will contribute to the higher level of quality of their lives. The purpose of the research is to ascertain the level of independence of the persons with MMD in practical skills, evaluated by their parents and identifying the fields of practical skills in which the persons with MMD are the least and the most independent according to the opinion of the parents. The purpose of the research was also to ascertain what the level of satisfaction of the parents with the independence of the persons with MMD is, what the reasons for the lower level of satisfaction are, and what most efficiently assists to improving their independence according to the opinion of the parents. We research all this with the goal to form the directives for the efficient encouraging independence of persons with MMD in practical skills. 42 parents of persons with MMD were included in the research. The persons with MMD are from 18 to 40 years old. The results of the research show that the level of independence of the persons with MMD in practical skills which is evaluated by the parents, influences statistically significantly the level of satisfaction of the parents. More the persons with MMD are satisfied in practical skills more the parents are satisfied with their independence. According to their parents, the persons with MMD are the most independent in the field of caring for themselves, and the least, they are independent in the fields of tasks outside of the household, mobility, housework, and household tasks in the kitchen. The parents mostly believe that the reason for them not being entirely satisfied with the independence of their child with MMD in practical skills is child’s inability to perform certain tasks and the lack of patience and persistence of the parents to getting accustomed to independence. According to the opinion of the parents, greater motivation of a child for independent performing tasks and more confidence of parents in child’s abilities contribute to raising independence of persons with MMD in practical skills the most. On the basis of the results, the directives are produced. They are intended for all that are involved in dealing with the MMD and wish to gain some ideas, knowledge, and advice on how to encourage independence as efficiently as possible.

Pravica do zaposlitve in delovnih aktivnosti je ena pomembnejših človekovih pravic, kar velja tudi za osebe z motnjami v duševnem razvoju (v nadaljevanju MDR). Osebe z zmernimi, težjimi in težkimi MDR se največkrat vključijo v delovne aktivnosti, ki potekajo v varovanem okolju, v katerem imajo malo stika z lokalno skupnostjo in osebami brez MDR, medtem ko raziskave kažejo, da ima za te posameznike boljši učinek zaposlitev, ki omogoča vključenost v okolje in je čim bolj podobna običajnemu delu. Zaposlitev v običajnem okolju ima v primerjavi z zaposlitvijo v varovanem okolju tudi boljši vpliv na kvaliteto življenja oseb z MDR, predvsem na področjih socialnega vključevanja, razvoja socialnega kapitala ter materialne dobrobiti. V empiričnem delu magistrskega dela sem ugotavljala, kako posamezna od omenjenih dveh oblik zaposlitve vpliva na kvaliteto življenja ter kakšne so glavne razlike med njima v slovenskem prostoru. Uporabljen je bil kvalitativen raziskovalni pristop, zbiranje podatkov pa je potekalo na dva načina, in sicer preko opazovanja z udeležbo ter preko polstrukturiranih intervjujev z uporabniki. Vzorec je obsegal 11 intervjuvancev z zmernimi ali težjimi MDR, ki so vključeni v štiri različna delovna okolja (dve obliki zaposlitve v varovanem okolju ter dve v običajnem okolju), pridobljene podatke pa sem kodirala in interpretirala na podlagi teoretičnih izhodišč. Rezultati raziskave so pokazali, da med zaposlitvijo v varovanem okolju in zaposlitvijo v običajnem okolju obstaja nekaj razlik, še posebej v glavnih značilnostih delovnega mesta, zadovoljstvu uporabnikov, medosebnih odnosih ter plačilu. Nakazala se je tudi povezanost med obliko zaposlitve in kvaliteto življenja, pri čemer oblika zaposlitve na nekatere dejavnike kvalitete življenja vpliva bolj, na nekatere pa manj. Na podlagi rezultatov ugotavljam, da zaposlitev v običajnem okolju, v primerjavi z zaposlitvijo v varovanem okolju, pozitivneje vpliva na večino dejavnikov kvalitete življenja, predvsem na kategorijo socialne vključenosti ter materialne dobrobiti. The right to work is one of the more important human rights, which also holds true for people with intellectual disabilities. People with moderate, severe and profound intellectual disabilities are most often involved in work activities that take place in a sheltered environment (sheltered workshops) in which they have little contact with the local community and people without intellectual disabilities. Meanwhile, research shows that integrated employment, which enables them to be more involved in their local communities, has better impact on individuals with intellectual disabilities then sheltered workshops. Integrated employment also positively impacts their quality of life, especially aspects like social inclusion, social capital and material welfare. This research examines how each of the two forms of employment affects the quality of life for persons with intellectual disabilities, and also what the main differences between them are in Slovenia. A qualitative research approach was used, and data collection was carried out in two ways: by observation with participation and by semi-structured interviews with service users. The sample consisted of 11 interviewees with moderate or severe intellectual disabilities involved in four different working environments, two forms of employment in sheltered environment and two in integrated employment. Data was later codified and interpreted on the basis of theoretical starting points. Results of the research show that there are some differences between sheltered workshops and integrated employment, namely in areas of working environment, satisfaction with the employment, relationships and wage. Based on the results, I have found that integrated employment, compared to sheltered workshops, positively influences most of the quality of life aspects. This is true especially in the categories of social inclusion and material wellbeing of persons with intellectual disabilities.

Motnje v duševnem razvoju (v nadaljevanju MDR) so motnje, za katere je značilno podpovprečno intelektualno delovanje in znižane prilagoditvene funkcije. MDR vplivajo na posameznikovo zaznavanje, dojemanje, mišljenje, interakcijo, čustvovanje in vedenje. Skupine oseb z MDR se delijo glede na stopnjo primanjkljaja na lažje, zmerne, težje in težke MDR. Osebe z MDR se lahko vključijo v prilagojene ali posebne programe vzgoje in izobraževanja. Večina oseb z MDR nima dostopa do trga dela in je vključena v različne delovne aktivnosti v sklopu centrov. Za svoje delo dobivajo simbolično plačilo. Živijo s starši ali v posebnih domovih za osebe z MDR, bivalnih enotah, stanovanjskih skupnostih ali v domovih za ostarele. Pri osebah z MDR se pogosto pojavljajo čustveno-vedenjske težave (v nadaljevanju ČVT). Za ČVT je značilno agresivno, avtoagresivno in delinkventno vedenje. Na pojav ČVT vplivajo različni biološki, ekološki, socialni in osebnostni dejavniki. Pomoč z likovno umetnostjo (v nadaljevanju PZLU), kot podvrst likovne terapije, se je pokazala kot ''delujoča'' pri obravnavi oseb z MDR s pridruženimi ČVT. Cilj PZLU je izboljšanje kakovosti življenja oseb, kar vključuje številna področja življenja posameznika. Pri osebah z MDR je posebej učinkovita, saj ponuja komunikacijo po drugi poti in ponuja možnost razvoja lastne identitete skozi razvoj slikarskega stila. Za PZLU je značilen triangularni odnos, ki vključuje udeleženca, likovni izdelek in terapevta. Njihov medsebojni odnos je zelo pomemben. PZLU ima določene faze in strukturo likovnoterapevtskih srečanj. Lahko poteka individualno ali skupinsko oz. kombinirano. Različne likovnoterapevtske tehnike in aktivnosti uporabimo glede na udeleženčeve značilnosti in cilje, ki jih želimo doseči. Poznavanje likovnih materialov in njihovo prilagajanje je pomembno, posebej pri delu z osebami z MDR. Zelo pomembno je poznavanje razvoja likovnega izražanja ter specifičnosti razvoja likovnega izražanja pri osebah z MDR. V empiričnem delu smo na tri študije primera ugotavljali vpliv pomoči z likovno umetnostjo pri obravnavi oseb z MDR s pridruženimi ČVT. Vpliv pomoči z umetnostjo smo opazovali na področjih samopodobe, samostojnosti, samoiniciativnosti in vztrajnosti, komunikacije, socialne interakcije ter na specifičnih področjih vedenja, značilnih za posamezne ČVT. V študijo so vključene 3 osebe z zmernimi MDR s pridruženimi ČVT, med 18. in 37. letom starosti. Pri ugotavljanju začetnega in končnega stanja smo uporabili standardizirano AAMD (The American Association for Mental Deficiency) lestvico adaptivnega vedenja (Igrić in Fulgosi-Masnjak, 1991) in vprašalnik, prilagojen po Evalvacijskem listu Pomoči z umetnostjo avtorice E. Bizjak (2007). Lestvico in vprašalnik je reševala strokovna oseba, ki dobro pozna obravnavano osebo. Izkazalo se, da ima PZLU pozitivne vplive na udeležence, predvsem na področja nezaželenega vedenja, samostojnosti in samopodobe. PZLU je pozitivno vplivala tudi na področja samoiniciativnosti in vztrajnosti, socialnih odnosov ter komunikacije. Ugotavljamo, da bi za večje spremembe pri tej populaciji bilo treba PZLU izvajati dlje časa, vsaj 2 leti ali več. Intellectual disabilities (ID) are disorders characterised by under-average intellectual functioning and reduced adaptive functions. ID are affecting individual perceptions, ways of thinking, interactions, emotions and behaviour. According to a level of deficit persons with ID are categorised at mild, moderate, severe and profound intellectual disability. People with ID can be included in personalised or special education programs. Most people with ID have no access to the labour market and are involved in various work activities within the centres. They receive a symbolic payment for their work. They live with their parents or in special homes for people with ID, accommodation units, housing communities, or in homes for the elderly. Emotional and behavioural disorders often occur in people with ID. Emotional and behavioural disorders (EBD) are characterised by aggressive, auto-aggressive and delinquent behaviour. The occurrence of EBD is influenced by various biological, ecological, social and personality factors. Arts therapies, as a subtype of art therapy, turned out to be useful in dealing with people with ID associated with EBD. The goal of arts therapies is to improve the quality of people's lives, which includes many areas of life for an individual. For people with ID, it is particularly effective, because it offers communication along the other path and offers the possibility of developing its own identity through the development of the painting style. Arts therapies is characterised by the triangular relationship which includes a participant, an art product, and a therapist. Their mutual relationship is significant. Arts therapies has certain phases and structure of therapeutic meetings. It can be individually, collectively or combined. Different art therapy techniques and activities are used according to the participant's characteristics and goals that we want to achieve. Knowing and adapting art materials is essential, primarily when working with people with ID. It is crucial to know the development of artistic expression and the specificity of the development of artistic expression in persons with ID. In the empirical part, we used three case studies to determine the impact of arts therapies in the treatment of people with ID associated with EBD. The influence of arts therapies was observed in the areas of self-image, autonomy, self-initiative and perseverance, communication, social interaction and specific behavioural areas specific to individual EBD. In the study were involved three people with moderate ID associated with mild EBD, with between 18 and 37 years of age. In determining the initial and final condition, we used the standardized Adaptive Behavior Scale form The American Association for Mental Deficiency (AAMD) (Igrić in Fulgosi-Masnjak, 1991) and questionnaire customised by 'Evaluation List of Aid with Art' (Evalvacijski list Pomoči z umetnostjo) from the author E. Bizjak (2007). The scales and the questionnaires were filled by a professional who personally knows participants. The research showed that arts therapies has positive effects on participants, especially in the areas of challenging behaviour, autonomy and self-image. Arts therapies also had a positive impact on the areas of self-initiative and perseverance, social relations and communication. It has been concluded that for significant changes in this population, it would be necessary to carry out arts therapies for a more extended period, at least two years or more.