Contents of new JSER issue 2015; 3-4

Dear readers,
Here are the contents of newest JSER issue 2015; vol. 16, 3-4

Vladimir TRAJKOVSKI
JOURNAL OF SPECIAL EDUCATION AND REHABILITATION FROM SCIENTIFIC PERIPHERY
TO RELEVANT SCIENTIFIC JOURNAL

Saneeya QURESHI
KEY DRIVERS OF OPTIMAL SPECIAL EDUCATION NEEDS PROVISION: AN ENGLISH STUDY

Damjana KOGOVSEK
SELF-ESTEEM OF DEAF AND HARD OF HEARING COMPARED WITH HEARING ADOLESCENTS IN SLOVENIA. THE CONTEXT OF SOCIAL AND COMMUNICATION FACTORS

Neli VASILEVA
DYNAMICS OF THE COMPELEX FORMS OF VISUAL PERCEPTION IN CHILDREN OF PRE-SCHOOL AGE (A NEUROPSYCHOLOGICAL ANALYSIS)

Haris MEMISEVIC
SELF-REGULATION IN CHILDREN WITH INTELLECTUAL DISABILITY

Meri NOLCHEVA; Vladimir TRAJKOVSKI
EXPLORATORY STUDY: STRESS, COPING AND SUPPORT AMONG PARENTS OF CHILDREN WITH AUTISM SPECTRUM DISORDERS

Vijendra K. SINGH
CLINICAL SIGNIFICANCE OF IMMUNE IMBALANCE AND AUTOIMMUNITY IN NERVOUS SYSTEM DISORDERS (NSDs)

Philip JURTOSKI
15 YEARS FROM THE FORMING OF THE MACEDONIAN SCIENTIFIC SOCIETY FOR
AUTISM

Philip JURTOSKI
LECTURE FOR REATTACH: INTRODUCTION OF A NEW SCHEMA THERAPY BY PAULA WEERKAMP – BARTHOLOMEUS

Jasmina TROSHANSKA
THE MACEDONIAN SCIENTIFIC SOCIETY FOR AUTISM ON FIRST MEETING AT THE UNIVERSITY OF NORTHAMPTON IN ENGLAND, AS PART OF THE PROJECT "EQUALITY AND SOCIAL INCLUSION THROUGH POSITIVE PARENTING"

Ajay SINGH
VALIDITY, RELIABILITY AND UTILITY OF THE 6-YEAR AGES AND STAGES QUESTIONNAIRE

Sanja ATANASOVSKA
EVALUATION OF THE INDEPENDENCE OF CHILDREN WITH CEREBRAL PALSY AND HYDROCEPHALUS FOR PERFORMING EVERYDAY ACTIVITIES

Cheers,

JSER editor-in-chief

JOURNAL OF SPECIAL EDUCATION AND REHABILITATION FROM SCIENTIFIC PERIPHERY TO RELEVANT SCIENTIFIC JOURNAL

Vladimir TRAJKOVSKI

Journal of Special Education and Rehabilitation
Institute of Special Education and Rehabilitation, Faculty of Philosophy,
Skopje, Republic of Macedonia

Abstract

This editorial describes the growth of the Journal of Special Education and Rehabilitation in the last 18 years since it began to be published. Although it began as a local and specialized, it managed to develop into an international and scientific and to attract a large number of authors from over 30 countries around the world. Currently, the journal is indexed in 65 databases worldwide. 

Macedonia is a tough periphery in the world of science. But, this does not prevent the journal to become more visible and significant in scientific areas that the field of special education and rehabilitation covers. In our country there are many factors that hinder the way for the creation of high quality scientific journal. These are discussed in detail in the paper. 

To reach higher relevance of the journal, a great dedication of the people working in the publishing offices is necessary.

The editors of small journals of the region need to exchange their experiences. The editorial teams of smaller journals have to gather experience from major journals. They need to put more effort into increasing the visibility of the journal online, and they can do this by sharing the labor of the social media. The competent Ministry of Education and Science should allocate a greater percentage of the gross domestic product for publishing as small journals could become more relevant in the world of science.

The conclusion is that small journals may contribute in the world of science with relevant scientific information.

Key words: Journal of Special Education and Rehabilitation, scientific periphery, scientific journal, quality of journal

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New citations to articles in Journal of Special Education and Rehabilitation's profile

Dear readers,
Here is new citation of articles in Journal of Special Education and Rehabilitation.

Developing a limb repositioning robotic interface for persons with severe physical disabilities

K Krishnaswamy, R Kuber, T Oates - Universal Access in the Information Society, 2015

Abstract Limb repositioning is necessary for individuals with severe physical disabilities to
sustain muscle strength and prevent pressure sores. As robotic technologies become
ubiquitous, these tools offer promise to support the repositioning process.

Abstract

Limb repositioning is necessary for individuals with severe physical disabilities to sustain muscle strength and prevent pressure sores. As robotic technologies become ubiquitous, these tools offer promise to support the repositioning process. However, research has yet to focus on ways in which individuals with severe physical disabilities can control robots for these tasks. This paper presents a study that examines the needs and attitudes of potential users with physical disabilities to control a robotic aid for limb repositioning. Subjects expressed interest in using brain–computer interface (BCI) and speech recognition technologies for purposes of executing robotic tasks. The performance of four subjects controlling arm movements on an avatar through the keyboard, mouse, BCI, and Dragon NaturallySpeaking speech recognition was evaluated. Although BCI and speech technologies may limit physical fatigue, more challenges were faced using BCI and speech conditions compared to the keyboard and mouse. This research promotes accessibility into mainstream robotic technologies and represents the first step in the development of a robotic prototype using a BCI and speech recognition technologies for limb repositioning.

Keywords

BCI Robotics Accessibility Limb repositioning Severe physical disabilities

Universal Access in the Information Society Impact factor 0.475

JSER paper cited in Research in Developmental Disabilities

Dear readers,
I want to share newest citation of JSER paper. One of our papers
Janicki MP. Aging Adults with Intellectual Disabilities: Perspectives on Emerging Service Concerns. Journal of Special Education and Rehabilitation 11 (1-2)
is cited in:
Measuring happiness in individuals with profound multiple disabilities
JA Darling, DK Circo - Research in developmental disabilities, 2015
Abstract This quantitative study assessed whether presentation of preferred items and
activities during multiple periods of the day (and over multiple days) increased indices of
happiness (over time/sustained) in individuals with PMD. A multiple baseline design ...
Journal metrics of this relevant journal is: SNIP: 1.183, SJR: 0.986, Impact Factor: 1.887, 5 year Impact Factor: 2.399.
JSER editor-in-chief

PEER TUTORING INTERVENTIONS FOR STUDENT WITH AUTISM SPECTRUM DISORDERS: A META – SYNTHESIS

Brittany L. HOTT1
Fahad M. ALRESHEED2
Harvetta R. HENRY1

1Texas A&M University - Commerce
2University of Oregon, USA

Recived: 17.12.2013
Accepted: 13.12.2014
Review article

Citation: Hott LB, Alsresheed MF, Henry RH. Peer Tutoring Interventions for Student with Autism Spectrum Disorders: a Meta – Synthesis. J Spec Educ Rehab 2014; 15(1-2):109-121. doi: 10.2478/JSER-2014-0007

Abstract

A limitation in social interaction is a critical defining characteristic of Autism Spectrum Disorders (ASD). Peer tutoring is one of the most widely utilized interventions for improvement of social interaction and academic performance. This synthesis examines the effectiveness of peer tutoring interventions in the United States using percentage of nonoverlapping data (PND). Results suggest that peer tutoring is a viable intervention for supporting social and academic development. Limitations, implycations for practice, and future research directions are reported.

Keywords: Peer tutoring, ASD, Social Interaction,Academic Performance, PND

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THE EFFECTIVENESS OF THEORY OF MIND TRAINING ON THE ADAPTIVE BEHAVIOR OF STUDENTS WITH INTELLECTUAL DISABILITY

Narges ADIBSERESHKI
Mehdi Abdolahzadeh RAFI
Masood KARMILO
Maryam Hasanzadeh AVAL

Faculty of University of Welfare and
rehabilitation Sciences, Iran

Recived: 03.08.2013
Accepted: 09.09.2013
Best practice article

Citation: Adibsereshki N, Rafi AM, Karmilo M, Aval HM. The Effectiveness of Theory of Mind Training on the Adaptive Behavior of Students with Intellectual Disability. J Spec Educ Rehab 2014; 15(1-2):91-107. doi: 10.2478/JSER-2014-0006

Abstract

Students with intellectual disabilities have difficulties establishing and sustaining relationships with their friends. Some professionals believe that deficit in theory of mind tasks causes these difficulties for the children. The purpose of this study is to investigate the effectiveness of theory of mind training in terms of improving the sociability of students with intellectual disability.

The method used for this study was an experimental one, consisted of pre-test and a post-test with a control group. Thirty male and thirty female students with intellectual disabilities from two different primary schools were considered in this study. The participants were chosen by the multi-stage cluster sampling method.

Two experimental and two control groups were randomly selected from these students; one experimental and one control group for girls and the same for boys. Nine training sessions were designed for the experimental groups while the control groups took part in their daily school program. The results of this study showed that the scores for socialization in the experimental groups were significantly higher than the ones in the control groups (p<0.05).

In this study, training theory of mind tasks led to the improvement of socialization skills in students with intellectual disabilities.

Keywords: theory of mind, students with intellectual disabilities,socialization

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TO BE OR NOT TO BE: AN INFORMATIVE NON-SYMBOLIC NUMERICAL MAGNITUDE PROCESSING STUDY ABOUT SMALL VERSUS LARGE NUMBERS IN INFANTS

Annelies CEULEMANS1
Tom LOEYS2
Karel HOPPENBROUWERS3
Annemie DESOETE4

1Department of Experimental Clinical and Health Psychology, Developmental Disorders, Ghent University
2Department of Data-analysis, Ghent University,
3Centre for Youth Health Care, Catholic University of Louvain,
4Department of Experimental Clinical and Health Psychology, Developmental Disorders, Ghent University and Artevelde University College Ghent, Belgium

Citation: Ceulemans A, Loeys T, Hoppenbrouwers K, Desoete A. To be or not to be: an Informative Non-Symbolic Numerical Magnitude Processing Study about Small Versus Large Numbers in Infants. J Spec Educ Rehab 2014; 15(1-2):75-90. doi: 10.2478/JSER-2014-0005

Abstract

Many studies tested the association between numerical magnitude processing and mathematical achievement with conflicting findings reported for individuals with mathematical learning disorders. Some of the inconsistencies might be explained by the number of non-symbolic stimuli or dot collections used in studies. It has been hypothesized that there is an object-file system for ‘small’ and an analogue magnitude system for ‘large’ numbers. This two-system account has been supported by the set size limit of the object-file system (three items).

A boundary was defined, accordingly, categorizing numbers below four as ‘small’ and from four and above as ‘large’. However, data on ‘small’ number processing and on the ‘boundary’ between small and large numbers are missing. In this contribution we provide data from infants discriminating between the number sets 4 vs. 8 and 1 vs. 4, both containing the number four combined with a small and a large number respectively. Participants were 25 and 26 full term 9-month-old for 4 vs. 8 and 1 vs. 4 respectively. The stimuli (dots) were controlled for continuous variables. Eye-tracking was combined with the habituation paradigm. The results showed that the infants were successful in discriminating 1 from 4, but failed to discriminate 4 from 8 dots. This finding supports the assumption of the number four as a ‘small’ number and enlarges the object-file system’s limit. This study might help to explain inconsistencies in studies. Moreover, the information may be useful in answering parent’s questions about challenges that vulnerable children with number processing problems, such as children with mathematical learning disorders, might encounter. In addition, the study might give some information on the stimuli that can be used to effectively foster children’s magnitude processing skills.

Keywords: infants, number discrimination, eye-tracking, non-symbolic, magnitude processing

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DEVELOPMENT OF PHONOLOGICAL AWARENESS OF STUTTERING CHILDREN AND CHILDREN WITH FLUENT SPEECH

Leila BEGIC
Zamir MRKONJIC
Nevzeta SALIHOVIC

University of Tuzla,
Faculty of Education and Rehabilitation
Bosnia and Herzegovina

Recived: 17.07.2013
Accepted: 27.11.2013
Original article

Citation: Begic L, Mrkonjic Z, Salihovic N. Development of Phonological Awareness of Stuttering Children and Children with Fluent Speech. J Spec Educ Rehab 2014; 15(1-2):59-74. doi: 10.2478/JSER-2014-0004

Abstract

The aim of this study was to determine characteristics of phonological awareness of stuttering children and children with fluent speech. The sample consisted of 64 children, between 56 and 83 months old (4 years and 8 months to 6 years and 11 months). Examinees were divided in two groups. The first group consisted of 32 stuttering children, 19 males, and 13 females. The control group consisted of 32 children with fluent speech, whose age and sex were equal to the age and sex of the children in the experimental group. The research was conducted in preschools and primary schools in Tuzla and Una-Sana Canton in Bosnia and Herzegovina. The subjects were examined with 7 subtests (syllable and phoneme blending abilities, ability to rhyme, phoneme segmentation, phoneme deletion, phoneme transposition and spoonerisms). Each of the subtest scores, which index a variety of phonological awareness abilities, was examined separately. Phonological awareness score is the total score which relates to a common result that the subjects achieved on these 7 individual subtests. The results showed that there were no statistically significant differences between stuttering children and their peers with fluent speech in relation to Phonological awareness score. The examination of differences between stuttering and non-stuttering children in individual variables, which describe phonological awareness, showed that there was statistically significant difference in the ability to rhyme between these two subjects groups. T-test was used for examination of the differences between the male stuttering children and their fluent peers, and also female stuttering children and their fluent peers for the phonological awareness variables. The results exhibited statistically significant differences in the variable Rhyme between the male stuttering children and their fluent peers. In addition, we examined the ability of phonemic analysis of children who stutter and children with fluent speech. The results showed that there were not statistically significant differences between stuttering and non-stuttering children related to phonemic analysis abilities.

Keywords: stuttering children, children with fluent speech, phonological awareness development

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DIAGNOSTIC AND TREATMENT OPTIONS IN AUTISTIC SPECTRUM DIDORDERS – AN OVERVIEW

Sheffali GULATI
Biswaroop CHAKRABARTY
All India Institute of Medical Sciences,
New Delhi, India

Recived: 29.08.2013
Accepted: 25.11.2013
Review article

Citation: Gulati S, Chakrabarty B. Diagnostic and Treatment Options in Autistic Spectrum Didorders – an Overview. J Spec Educ Rehab 2014; 15(1-2):43-58. doi: 10.2478/JSER-2014-0003

Abstract
Goal: To highlight the recent recommendations and future trends in diagnosing and managing autistic spectrum disorder.
Methodology: Comprehensive search was done in the electronic database, journals, reference lists and dissertation related to the field.
Results and conclusion: Autistic spectrum disorder is characterized by onset before the age of 3 years, qualitative impairment in social and communication skills along with repetitive behavioural pattern and restricted interests. Multiple pathways involving genetic, structural and environmental factors have been implicated in the etiopathogenesis. Diagnosis is primarily clinical, based on caregiver interview and observing the patient. However, certain biochemical, radiological and electrophysiological investigations are indicated in relevant scenarios. The mainstay of therapy is behavioural intervention with pharmacotherapy indicated for certain behavioural issues. Complementary and alternate treatment, dietary and stem cell therapies are still investigational with some benefits.Various newer therapeutic options are currently being investigated, exploring the molecular and genetic basis of causation.

Keywords: Autistic spectrum disorder, DSM-V, Psychosocial interventions, Pharmacotherapy, Complementary and alternate treatment, mTOR inhibitors

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INCLUSIVE EDUCATION SUPPORTING CHILDREN WITH BEHAVIORAL PROBLEMS AND THEIR REFERENCE PERSONS IN LOWER PRIMARY SCHOOL (GRADES 1-3)

Ulrike BECKER
University of Potsdam,
Faculty of Human Sciences
Germany

Recived: 16.12.2013
Accepted: 25.01.2014
Original article

Citation: Becker U. Inclusive Education Supporting Children with Behavioral Problems and Their Reference Persons in Lower Primary School (Grades 1-3). J Spec Educ Rehab 2014; 15(1-2):24-42. doi: 10.2478/JSER-2014-0002

Abstract
Background: in Germany we may state that despite all efforts of inclusive education there is a tendency towards segregated education as far as “Emotional and Social Development” is concerned. In Berlin, the “Transition” project could be developed. By the help of this support approach it was possible all participating children to stay at their primary schools.
Aims: the survey was meant to find out in which way the support, in context of the “Transition” project, has contributed to successful inclusive learning of students with considerable problems in their social behaviour.
Methods: a semi-standardized questionnaire for interviewing class teachers of regular school classes was used, and furthermore school certificates were assessed concerning regular school attendance as well as performance in Mathematics and German. Nine Berlin schools took part in the survey. The response rate was 96%.
Results: the current survey shows that inclusive education in case of considerable problems in social behaviour may be successful by counselling parents and teachers, by cooperation with school and by youth aid, as well as by way of a temporary learning group relieving both students with difficult behaviour as well as the overall group and the teachers, one succeeds with practicing recognition and acceptance, even despite serious behavioural problems at school.
Conclusion: the results clearly show that the teacher - student interaction and the student - student interaction improves significantly in the subjective perception of class teachers. For this relationship to work, all those participating in it need “a specific environment”.

Keywords: counseling, inclusive education, behavioral disorder

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Newest JSER article citation

Dear readeds,
I want to announce newest JSER citation article.
JSER article:
Reichenberg, M. (2014). The importance of structured text talks for students´reading
comprehension. An intervention study in special schools. Journal of Special Education
and Rehabilitation, 15(3-4), 77-94.
is cited here:

[PDF] Metakognitiva perspektiv på läsförståelseprocessen-en studie av skolans textsamtal kring skönlitteratur

A Varga - Nordisk Tidskrift för Allmän Didaktik, 2015

Offering tuition to help pupils enhance their reading proficiency is one of the most important
tasks of education. Within research into reading processes the impact of metacognitive
aspects on reading-comprehension has been emphasised. Research has been able to ...

JSER Editor-in-chief