Univerzitet u Beogradu Fakultet za specijalnu edukaciju i rehabilitacijuKohlearni implant je uređaj koji osobama sa teškim oštećenjem sluha i praktičnom gluvoćom, koje nemaju značajne koristi od slušnih aparata, omogućava prijem auditivnih senzacija. Roditelji imaju suštinski značaj za negu i podršku deteta sa kohlearnom implantacijom i njihovo učešće u procesu rehabilitacije utiče na bolje ishode rehabilitacije deteta.U ovom radu ispitivali smo koji činioci utiču na proces donošenja odluke roditelja o implantaciji deteta, kao i njihovo zadovoljstvo roditelja ishodima implantacije. Ispitivanje je izvršeno na uzorku od 40 ispitanika, po 20 očeva i 20 majki dece sa kohlearnom implantacijom. Sprovedeno je u "Dečijoj kući", KBC Zvezdara u Beogradu. Za potrebe istraživanja korišćena je skala pod nazivom "Deca sa kohlearnim implantom: perspektive roditelja" (Children with Cochlear Implants: Parental Perspectives -CCIPP, Archbold et al., 2002).
Introduction. Music in the Deaf community is a socio-cultural phenomenon that depicts a specific identity and way of experiencing the world, which is just as diverse, rich and meaningful as that of members of any other culture. Objective. The aim of this paper was to point out the historical and socio-cultural frameworks, complexity, richness, specific elements, types and forms of musical expression of members of the Deaf community. Methods. The applied methods included comparative analysis, evaluation, and deduction and induction system. Results. Due to limitations or a lack of auditive component, the members of Deaf culture use different communication tools, such as speech, pantomime, facial expressions and sign language. Signed music, as a phenomenon, is the artistic form which does not have long history. However, since the nineties of the past century and with technological development, it has been gaining greater interest and acknowledgement within the Deaf community and among the hearing audience. Signed music uses specific visuo-spatial-kinaesthetic and auditive elements in expression, such as rhythm, dynamism, rhyme, expressiveness, iconicity, intensity of the musical perception and the combination of the role of the performer. Conclusion. Signed music as a phenomenon is an art form that incorporates sign poetic characteristics (lyrical contents), visual musical elements and dance.
Introduction. Apart from developing physical skills, a characteristic of sport is that it also helps the socialization of the persons who do it. Thus, it is a rather significant system of activities in the lives of people who are deaf or hard of hearing. Considering the fact that these persons are often marginalized by the typical population, participating in sports activities may contribute to their visibility to a great extent and thus to their inclusion in the social community. It is important to underline that an individual's deafness or being hard of hearing does not represent a limiting factor for their doing sports if the function of the center of gravity is preserved. Objective. The aim of this work was to provide a systematic insight into the possibilities of the deaf to participate in sports activities through the analysis of the available literature, as well as to indicate the importance that sports can have in their lives. Methods. The descriptive method, analysis, synthesis, and content evaluation were used. Results. Sports are an important component in the lives of many deaf and hard-of-hearing people. Deaf and hard-of-hearing persons may do sports as part of organized activities, independently, for recreational purposes, but also professionally. Professional deaf and hard-of-hearing athletes have the possibility of taking part in specialized competitions which are intended for persons with disabilities or only for deaf and hard-of-hearing persons, as well as in competitions in which predominantly typical athletes participate. Conclusion. In order to achieve the inclusion of the deaf, it is important to use the potential of sports activities as equally accessible to deaf people and members of the typical population.
The existence of persons with disabilities in human society has created an objective need to create a special pedagogy as a discipline that, after centuries of isolation and marginalization of persons with disabilities, as well as their exclusion from all social movements, will equally accept them as members of society.Special pedagogy studies the upbringing of those categories of persons in need of special educational work due to mental deficiencies or lack of somatic organs and their functions, or functional disorders caused by improper social contact or social environment deficiency.The practice and theory of special pedagogy in Serbia has lasted from the beginning of the Serbian state in the Middle Ages until today. In the last few years, a third phase has begun, and principles-based education reforms have been launched to promote an inclusive approach in which children have the opportunity to choose according to their potentials, abilities and talents, while avoiding discrimination based on prejudice and stereotypes.
Универзитет у Београду-Факултет за специјалну едукацију и рехабилитацију ОБЛИЦИ НЕВЕРБАЛНЕ И ВЕРБАЛНЕ КОМУНИКАЦИЈЕ ГЛУВЕ И НАГЛУВЕ ДЕЦЕ ПРЕДШКОЛСКОГ УЗРАСТА*** Апстракт: Основни циљ рада је да се прегледом доступне литературе укаже на основне облике невербалне и вербалне комуникације глуве и наглуве деце предшколског узраста. Примерена и ефикасна рана комуникација без обзира у оквиру ког језичког модалитета се одвија (знаковни или говорни), заједно са прихватањем детета и његовог оштећења је основа успешног когнитивног развоја и развоја личности детета, што представља основу комуникације и изградње језичких вештина. Оштећење слуха и говора доводи до одређених специфичности и тешкоћа у развоју ове деце, што захтева адекватне методе и поступке у процесу рехабилитације и едукације, велику подршку и подстицај породице, предшколске установе и околине. Код глуве и наглуве деце предшколског узраста, кроз игру и разне спонтане и усмерене активности, неопходно је развијати све функције вербалне и невербалне комуникације. Који облик комуникације ће глува и наглува деца користити и развити у великој мери зависи од тога да ли потичу из породице глувих или родитеља који чују. Кључне речи: невербална и вербална комуникација, глува и наглува деца, предшколски узраст УВОД Свака друштвена интеракција је остварљива захваљујући развијености симболичке функције човека, односно способностима комуникације. Слањем и примањем вербалних и невербалних знакова, ми смо способни * доцент,
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