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

Respected readers,

Here is new citation into one Ph.D. study.

[PDF] Self-Perception as a Predictor of Academic Performance in Adolescents With Learning Disabilities

KL Rhodes - 2015

Abstract Adolescents often suffer with negative feelings and low self-esteem, leading to an
overall negative self-perception. Prior researchers have linked adolescent self-perception,
academic performance, and learning disabilities, but more research is required. 

JSER article which is cited:

Torte- Chiche, D. (2011). The quality of life of the families-success and behavior of the students with intellectual disabilities. Journal of Special Education & Rehabilitation, 12(3/4): 107-110.

JSER editor-in-chief

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

Dear readers,
Here is one more citation of JSER papers. It is cited in one PhD study.

[PDF] Elementary and Secondary Special Education Teachers Experiences of Inclusion for Students with Moderate to Severe Disabilities: A Phenomenolgical Study

S Anders - 2015

Abstract The purpose of this transcendental phenomenological study was to describe the
experiences of special education teachers regarding inclusive practices with students with
moderate and severe disabilities in a rural North Carolina school district.

JSER Editor-in-chief

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

Neli VASILEVA
Sofia University "Ss. Kliment Ohridski"
Sofia, Bulgaria

Recived: 26.08.2015
Accepted: 11.10.2015
Original article

Citation: Vasileva N. Dynamics of the complex forms of visual perception in children of pre-school age (a neuropsychological analysis). J Spec Educ Rehab 2015; 16(3-4):52-70. doi: 10.1515/JSER-2015-0011

Abstract

Introduction: Experimental data in preschool aged children proves the determining role of the auditory and visual processes for future reading skills, therefore the investigation of complex forms of visual perception in this age period is diagnostically important.

Objectives: Basic aim of the research is assessment of the sensitive period for the non-verbal perceptive operations in pre-school aged children, and determination of subgroup with low results for non-verbal perception.

Methods: The dynamics of the visual per-ception (visual gnosis) in typically develop¬ing children were tested with an adapted version of the Poppelreuter-Ghent Test for figure-ground segregation. The total number of overlapping objects is 33, grouped accor¬ding to the level of difficulty. The children are given a group of objects separately in a following sequence and they should segregate and name the objects.

Results: A number of 365 typically developing children without diagnosis of visual disorders and without corrected visus took part in the research. All children, aged 4, 5, and 6 from three different settlements attend state nursery schools and have Bulgarian as a mother tongue. A three-factor dispersion analysis was held to define the statistical significance of the independent factors age, gender and settlement. The research’s data define the 5 year olds as sensitive about the dynamics of the complex forms of visual perception, compared to the four year old children (p<0.000009) and the six year old children (p<0.001650). The influence of the demographic factor is engaged with the significantly better results of the children from the big town compared to the capital (p<0.000926) and small town (p<0.000700). The influence of the gender as a factor is due to the better functioning of the non-verbal perceptive operations in the females (F = 1,346, p<0.019). According to the additional analysis, 25% of the children at the age of six demonstrate a low rating of the complex forms of non-verbal visual gnosis that could be reviewed as risk for developing dyslexia.

Conclusion: In the age period 4 – 6, there is a process of dynamic maturation of the right-hemispheric structures of the ventral visual system, leading to substantial improvement of the abilities for discrimination of objects in visual crowding. Poppelreuter’s test allows an objective assessment of the state of the non-verbal perceptive abilities in pre-school age and could be used in the diagnostics of predictors for dyslexia.

Keywords: visual gnosis in complex environment, Poppelreuter-Ghent Test, figure-ground segregation, dorsal and ventral visual path¬ways, preschool age, developmental dyslexia

Full Text Article

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

Damjana KOGOVSEK

Faculty of Education, Department of Special
Education and Rehabilitation
University of Ljubljana, Slovenia

Recived: 05.06.2015
Accepted: 31.07.2015
Scientific article

Citation: Kogovsek D. Self-esteem of deaf and hard of hearing compared with hearing adolescents in Slovenia – the context of social and communication factors. J Spec Educ Rehab 2015; 16(3-4):30-51. doi: 10.1515/JSER-2015-0010

Abstract

Objective: The study focuses on the self-esteem of deaf and hard of hearing (D/HH) and hearing adolescents (HA) in Slovenia. The aim of this study is a comparison of self-esteem between D/HH and HA regarding the hearing status, age, gender, and the comparison among D/HH adolescents regarding communication and education settings. It is hypothesized that deaf and hard of hearing adolescents have lower self-esteem than their hearing peers.

Methods: The final sample included 130 adolescents who were split into two groups with the method of equal pairs: 65 D/HH adolescents and 65 HA, which were established on the basis of gender, age, nationality, and educational programme of schooling. The phenomenon of self-esteem was measured with the Rosenberg Self-Esteem Scale, which was translated and adapted into the Slovenian Sign Language (SSL).

Results: The results show significant differrences in self-esteem between D/HH and HA adolescents. D/HH adolescents have, on average, lower self-esteem than HA. There are differences in self-esteem regarding gender and also regarding ages of 16 and of 20.

D/HH adolescents who use speech or sign language in their communication have higher self-esteem than those who use mostly sign language. D/HH adolescents in mainstream schools have higher self-esteem than those included into a segregated form of schooling.

Discussion: There are differences among adolescents in how they view themselves. Self-esteem can be a significant predictor of life satisfaction.

Conclusion: D/HH adolescents experience lower self-esteem when compared with HA peers.

Keywords: self-esteem, deaf and hard of hearing adolescents, hearing adolescents

Full Text Article

CLINICAL SIGNIFICANCE OF IMMUNE IMBALANCE AND AUTOIMMUNITY IN NERVOUS SYSTEM DISORDERS (NSDs)

Vijendra K. SINGH
Neuro-Immune Biotechnology Solutions (NIBS)
Bellingam, USA

Recived: 24.07.2015
Accepted: 14.09.2015
Mini-review article

Citation: Singh VK. Clinical significance of immune imbalance and autoimmunity in nervous system disorders (NSDs). J Spec Educ Rehab 2015; 16(3-4):101-112. doi: 10.1515/JSER-2015-0014

Abstract

In recent years, the role of immune imbalance and autoimmunity has been experimentally demonstrated in nervous system disorders (NSDs) that include Alzheimer’s disease, autism, obsessive-compulsive disorder (OCD), tics and Tourette’s syndrome, schizophrenia, and some other NSDs. And yet, these NSDs are never counted as autoimmune diseases. Deriving from the rapidly expanding knowledge of neuro-immunology and auto-immune diseases, for example multiple scle-rosis (MS), the author of this mini-review strongly recommends that these NSDs should be included while tallying the number of autoimmune diseases. This effort will help create an updated global database of all autoimmune diseases as well as it should help treat millions of patients who are suffering from debilitating NSDs for which there is no known cure or treatment currently. Keywords: CNS disorders; autoimmune diseases; neuro-immune diseases Full Text Article

EXPLORATORY STUDY: STRESS, COPING AND SUPPORT AMONG PARENTS OF CHILDREN WITH AUTISM SPECTRUM DISORDERS

Meri NOLCHEVA1
Vladimir TRAJKOVSKI2

1Unemploded special educator, Skopje, Macedonia
2University “Ss. Cyril and Methodius”, Faculty of Philosophy, Institute of Special Education and Rehabilitation, Skopje, Macedonia

Recived: 08.07.2015
Accepted: 24.07.2015
Original article

Citation: Nolcheva M, Trajkovski V. Exploratory study: stress, coping and support among parents of children with autism spectrum disorders. J Spec Educ Rehab 2015; 16(3-4):84-100. doi: 10.1515/JSER-2015-0013

Abstract

Introduction:Each year more families are confronted with unique challenges related to raising a child with ASD. Parenting stress is a significant aspect of fulfilling the role as a parent, and having a child with ASD greatly influences the experienced stress. The literature review indicates that parenting stress is inversely proportional to family support and coping mechanisms.

Aim:Appraising the stress level among parents of children with ASD, the coping mechanisms and the level of family support, in comparison with parents of children diagnosed with ID.

Method:A group of parents of children with ASD (N=35) and a second group of children with ID (N=35) completed four questionnnaires: PSI-SF, Brief COPE, FSS and demographic questionnaire. The data was analyzed using t-test for comparison, Chi-square test for comparing frequency distributions and Pearson coefficient for correlation, with p<r;0.05 level of significance

Results:Parenting stress did not differ between the two groups. The coping mechanisms used by the parents of children with ASD showed that increased usage of distraction (r=0.469) and disengagement (r=0.567) increased the level of parenting stress. Family support (r=-0.415) is a key buffer and coping mechanism for managing the stress in parents of children with ASD.

Conclusion:There are no differences in the level of stress, coping mechanisms and the level of support comparing parents of children with ASD and ID.

Keywords: autism spectrum disorder, intellectual disability, parenting stress, coping mechanisms, family support

Full Text Article

SELF-REGULATION IN CHILDREN WITH INTELLECTUAL DISABILITY

Haris MEMISEVIC1,2

1Herzegovina University, Mostar, Bosnia and Herzegovina
2 Center for education and rehabilitation Mjedenica, Sarajevo, Bosnia and Herzegovina

Recived: 11.06.2015
Accepted: 30.06.2015
Original paper

Citation: Memisevic H. Self-regulation in children with intellectual disability. J Spec Educ Rehab 2015; 16(3-4):71-83. doi: 10.1515/JSER-2015-0012

Abstract

Background:Self-regulation is an important executive function responsible for the control of emotions, behaviors and inner processes. It is related to the academic success of the children as well as to their cognitive and social development. Children with intellectual disability are reported to have significant deficits in self-regulation skills.

Objective:The goal of this study was to examine self-regulation skills in children with mild intellectual disability. The additional goals were to examine selfregulation in relation to the child’s gender and to examine the relationship between age and self-regulation.

Method:The sample for this study comprised 42 children with mild intellectual disability, aged 7 to 15. There were 22 boys and 20 girls. Self-regulation was assessed with the Behavior Rating Inventory of Executive Function (BRIEF).

Results:The results indicated that 10 children or 23.8% had clinically significant deficit in self-regulation skills. Self-regulation skills in this sample were significantly lower as compared to the normative sample. Boys had better self-regulation skills than the girls in this sample. Self-regulation skills were improving with age for this sample of participants.

Conclusion: Given the fact that these skills can be improved, it is suggested that educational institutions should give more attention to the development of executive functions at school age. Educational institutions should consider incorporating the training of executive functions into their curriculums.

Keywords: self-regulation, executive function, mild intellectual disability

Full Text Article

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

Saneeya QURESHI

Institute for Social Innovation and Impact,
The University of Northampton,
United Kingdom

Recived: 17.08.2015
Accepted: 08.09.2015
Scientific article

Citation: Qureshi S. Key drivers of optimal special education needs provision: an English study. J Spec Educ Rehab 2015; 16(3-4):13-29. doi: 10.1515/JSER-2015-0009

Abstract

Background: The aim of this paper is to argue that there are a number of key drivers for Special Educational Needs (SEN) provision that have to be met by Special Educational Needs Coordinators (SENCOs) and teaching professionals so as to ensure optimal provision and inclusion for children with SEN in mainstream primary schools. Although the research has been carried out in England, there is a significant European Dimension to the issue, as a similar role to that of SENCOs in respect of SEN management already exists in countries such as Finland and Ireland, and is being considered in Italy.

Methods: This paper focuses on the data gathered for the purpose of the author’s doctoral research in England, through questionnaires and interviews with SENCOs, head teachers and teachers. Thematic analysis was used to explore key drivers of SEN provision by practitioners who support children with SEN.

Results: Data illustrate that the key drivers of SEN provision include time; teacher openness to change; target setting; evidence of tried interventions; empowerment; decision-making and approachability. The implementation of such drivers depend largely on practitioner skills and competencies.

Conclusion: The main conclusion within this paper is to develop points of reference for planning and practice, with illustrations of optimal provision by all practitioners who work with children with SEN.

Keywords: Special Education Needs; SEN; inclusion; mainstream; primary school; UK

Full Text Article

7 new citations of JSER articles

Dear readers,
In the newest issue JSER has 7 new citation articles. Here are they:

[CITATION] JOURNAL OF SPECIAL EDUCATION AND REHABILITATION FROM SCIENTIFIC PERIPHERY TO RELEVANT SCIENTIFIC JOURNAL

V Trajkovski - Journal of Special Education and Rehabilitation, 2015

[CITATION] KEY DRIVERS OF OPTIMAL SPECIAL EDUCATION NEEDS PROVISION: AN ENGLISH STUDY

S QURESHI - Journal of Special Education and Rehabilitation, 2015

[CITATION] SELF-ESTEEM OF DEAF AND HARD OF HEARING COMPARED WITH HEARING ADOLESCENTS IN SLOVENIA – THE CONTEXT OF SOCIAL AND COMMUNICATION FACTORS

D KOGOVSEK - Journal of Special Education and Rehabilitation, 2015

[CITATION] DYNAMICS OF THE COMPELEX FORMS OF VISUAL PERCEPTION IN CHILDREN OF PRE-SCHOOL AGE (A NEUROPSYCHOLOGICAL ANALYSIS)

N VASILEVA - Journal of Special Education and Rehabilitation, 2015

[CITATION] SELF-REGULATION IN CHILDREN WITH INTELLECTUAL DISABILITY

H MEMISEVIC - Journal of Special Education and Rehabilitation, 2015

[CITATION] EXPLORATORY STUDY: STRESS, COPING AND SUPPORT AMONG PARENTS OF CHILDREN WITH AUTISM SPECTRUM DISORDERS

M NOLCHEVA, V TRAJKOVSKI - Journal of Special Education and Rehabilitation, 2015

[CITATION] CLINICAL SIGNIFICANCE OF IMMUNE IMBALANCE AND AUTOIMMUNITY IN NERVOUS SYSTEM DISORDERS (NSDs)

V SINGH - Journal of Special Education and Rehabilitation, 2015

JSER editor-in-chief

Call for papers Vol.17, issue 1-2, 2016

Respected readers,

We want to announce you that we are preparing next number 1-2, vol. 17 of Journal of Special Education and Rehabilitation 2016. You are kindly invited to submit an article in our Journal. The articles are bilingual (Macedonian and English). Authors abroad Macedonia can submit only in English. Please type them in Word 2003 version, or up. Please use Times New Roman font with Font size 12. The manuscript can not exceed 30.000 characters with no spaces A4 format on English including Abstract, Tables and Figures in English. The margins should be 2 cm from every side, and also paragraph should be 1.5 lines.
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You can send the articles via our electronic system, or electronically (CD, DVD) on the following address:

Institute of Special Education and Rehabilitation,
Faculty of Philosophy
Blvd. Goce Delchev 9A
1000 Skopje, Republic of Macedonia
with subject for Journal of Special Education and Rehabilitation
or you can send them by e-mail: jser@fzf.ukim.edu.mk

The dead line for sending the manuscripts is 30.11.2015.
Please send the manuscripts on time. Manuscripts which will not come on time, or authors who will not follow the instructions will not be published.

With respect
JSER Editor-in-Chief