This paper reflects on the features of current fonts created for persons with dyslexia. First, it addresses the explanation of reading, as an affected ability in the persons with dyslexia, then it suggests a description of dyslexia as the most common learning difficulty and points out the key theories for its origin, as well as the basic deficits that occur in these persons and put a strain on the reading process. This interpretation of the basic terminology is followed by a comparative analysis of the researches related to the fonts for dyslexia, as an introduction to the essential features of these fonts. The font features are explained in the third part of the paper. In it, general features of fonts are clarified, and afterwards it is stated how these features vary in the fonts for dyslexic readers, in order for them to be adjusted to their needs. Though a comparison between the best known Latin fonts is made, there is a description of a font created with the same purpose, but for the Cyrillic script.
Learning Management System (LMS) is a type of an e-learning system is one of the main infrastructural requirements that improves access to higher education for persons with disabilities. The primary aim of the research study[1] was to explore perceptions of students with disabilities regarding the use and accessibility of learning management systems and benefits and/or barriers in e-learning. Students mainly have negative experiences while attempting to enter university web-sites/libraries/LMSs because of the inadequate adaptation to the specific needs of students with disabilities. In countries that do not have a developed LMS, the prevalent mean of communication with professors is via e-mail, in those where there is a LMS, there is not a fully accessibility of entire content and services for students with special needs. This research defined the need for creation of an accessible LMS or adjusted already existing LMS with accessibility solutions such as: a text-to-speech engine for blind students, a mode with sign language support for deaf students and a mode which supports dyslexic.
When discussing transitions of deaf and hard of hearing adolescents, we have to perceive them holistically, and to recognize the nature and complexity of the relationships between traditional transitions. Measures of 'successful' or 'unsuccessful' transitions, do not necessarily align with the traditional events-based and institutional transitions. We need to broaden our understandings of transitionary processes and desirable outcomes. Successful transition begins with trusting deaf and hard of hearing students to lead their own transition planning.Autonomy of deaf adolescents is linked to better employment with more opportunities for advancement and higher income. Autonomous beliefs, capacities, and actions are associated with improved outcomes for students with disabilities. When we are discussing employment opportunities, it is evident that there has been a shift of the traditional parameters of the industrial society. The old traditional occupations are replaced by the necessity for individuals to adapt to new standards of work and changing labour market conditions, by for example, re-training or switching occupations. To support development of autonomy, environments must facilitate opportunities for the individual to take control over their own lives, to make choices and decisions freely.When we discuss independence and autonomy, we must also relate it to new and uprising technologies. Technology can mean increased access, independence, and reliance of oneself. With high expectations from parents and teachers and using technology for meaningful education, these deaf and hard of hearing adolescents will be ready for college and careers.
The first three years of life (zero to three) are a period of great importance when discovering the congenital, as well as the acquired disorders and developmental delays. Recognizing milestones and manifestations of certain behaviors helps us identify developmental delays and disruptions. With this research we intended to determine the segments of developmental achievements and developmental discrepancies of psycho-motor development (general development achievements, motor functions, surrounding motor functions and communication) in infancy and early childhood (zero to three years old) in three groups of respondents. The research sample included 104 respondents. Sixty-three of them had been diagnosed with cerebral palsy (thirty-three were without comorbidity convulsions, and thirty were with comorbidity convulsions-epilepsy), and forty-one respondents were born with a risk factor for a developmental delay. The research was conducted using the standardized developmental instrument Chuturic Developmental Scale for evaluation of the psycho-motor development, which encompasses oculomotorics, emotional development, speech, hearing-motor reactions, communication, socialization and verbalization, of infants and small children. The analysis of results concluded that there is a discrepancy in the developmental achievements of the three groups of respondents. Based on analysis of the values of the Global Development Coefficient (GDC), we have determined that the most affected group is the group of children with cerebral palsy and comorbidity convulsions where the average value of GDC is 47.77. Early and precision diagnostics, as well as knowledge of the developmental characteristics of different categories of developmental delays will improve the prognosis and contribute to better utilization of the brain plasticity in children with cerebral damage and children born at risk. Early intervention and stimulation are more than necessary to maximize the child's full potential, reduce the primary effects of the damage or prevent secondary damages and difficulties.
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