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 it comes to sexuality education, people with disabilities are often left out of the conversation. Many believe that these people are asexual, sexually inactive, that they do not need sexual education, that they cannot and should not have sexual relations and cannot/should not have love relationships and start a family. The main purpose of the research is to determinate thoughts, attitudes, knowledge and personal experience of the parents of children with disabilities regarding comprehensive sexuality education of their children. The data were collected through a survey of 54 respondents, parents of persons/children with disabilities from different regions in the Republic of N. Macedonia. Data were analyzed using the SPSS program and Chi square and Fisher exact test. From the data, it can be concluded that the majority of parents covered by this research are not familiar with the most appropriate age at which sexual education should begin. Around 57% of parents completely agreed with the statement that sex education should be part of the educational program in schools and only 38.9% of parents believe that their child should study all subjects. Children with disabilities need developmentally appropriate sex education to stay safe and healthy and to achieve self-determination.
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.
People with multiple sclerosis are faced with numerous challenges which in turn may affect the things they want to do or have a need to do. Very often, constraints caused by the disease reduce their ability to cope with and meet their responsibilities at home, at work and within a broader community transforming simple daily activities into daily frustrations.The main goal of the research process was to present the life of persons with multiple sclerosis in the Republic of Macedonia, the problems they face every day, and the way they exceed them. We used the methods of structural, descriptive and functional analysis, as well as the method of generalization. We applied data (document) analysis, scaling and inquiry, and as a basic instrument we used a questionnaire composed of a combination of several scaling and index assessments. There was a convenient sample of the research composed of 32 persons with multiple sclerosis over the age of 18, and the results were obtained by a statistical analysis of the data and application of the combination of chi square tests, with a p<0.05 level of significance.According to the results of the Index of disability, 47% of the people with multiple sclerosis have limited independence in providing daily activities leading up to 31% of the examinees with rare participation in the everyday social activities, the result obtained by the Frenchay Index of activities. We can conclude that the Index of disability is higher with older respondents and it is often followed by a drop of the daily activity frequency.
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