Research in Education and Rehabilitation

TRANSFORMING HEALTHCARE: THE ROLE OF NGOS IN PROMOTING AND BUILDING A P4 MEDICINE HEALTH SYSTEM

Sanja Selimović — 2023-12-27

P4 medicine, with its focus on predictive, personalized, preventive, and participatory healthcare, has potential to transform traditional model of medicine. This article examines the principles and potential impact of P4 medicine, emphasizing role of non-governmental organizations (NGOs) in promoting and building a P4 medicine health system. The analysis explores two Erasmus+ projects, Train4inclusive and SNATCH, which involve NGOs and highlight their significant contributions to the implementation of P4 medicine. NGOs can contribute to P4 medicine through advocacy, awareness, research, innovation, policy development, collaboration and partnerships. By raising awareness about P4 medicine, advocating for its principles, and collaborating with stakeholders, NGOs can drive positive change in healthcare systems. The Train4inclusive project focuses on educating trainers working with people with disabilities to monitor their progress in organized sports activities. This project contributes to personalized monitoring, data collection, analysis, collaboration, and knowledge exchange within the context of P4 medicine. The SNATCH project educates swimming trainers and teachers about healthy lifestyle factors, aligning with the principles of P4 medicine, including a holistic approach, prevention, wellness, personalized education, behavioral changes, and collaboration. The implementation of P4 medicine requires active participation of all stakeholders, including NGOs, small businesses, healthcare providers, researchers, technology developers, and general population. Timely education and preparation are crucial for a successful transition to P4 medicine.

AWARENESS OF EDUCATION WORKERS ABOUT DOWN SYNDROME

Milena Nikolić — 2023-12-27

Inclusive education of children with Down syndrome is the ubiquitous form of education in the world, and educators are expected to be sufficiently informed about the general characteristics of these children to meet their needs in a regular class. The research aims to examine the information level of educators about Down syndrome. The sub-goals are to determine differences in the general information level of educators^[1] about Down syndrome concerning socio-demographic variables (age, gender, length of service, experience working with children with disabilities, occupation). The sample was convenient and consisted of 100 educators who gave informed consent to participate in the research. The information level about Down syndrome was examined by a survey compiled for research purposes. Due to the unevenness of the subsample concerning the socio-demographic variables Mann-Whitney U test and Kruskal Wallis H test were used to process the obtained data. The results showed that educators are well informed about Down syndrome. There are no differences concerning gender, occupation (kindergarten teachers/ elementary school teachers), length of service, and experience in working with children with disabilities. Differences were found concerning age, and educators of the youngest age group (from 20 to 30 years old) are the best informed about Down syndrome. The results should be analyzed concerning the limitations of the research related to the sample and the survey, and therefore there is a need to repeat it in the future.

[1] The term “educators” will be used in the paper because the sample included kindergarten teachers and teachers from regular elementary schools.

A CRITICAL PERSPECTIVE ON EDUCATION ACROSS CULTURAL DIFFERENCES

Samar M. Elemam — 2023-12-27

This paper examines the topic of education across cultural differences and explores the concept of multicultural education (ME) to address the challenges and benefits of cultural diversity in educational institutions. The paper begins by acknowledging the increasing diversity in societies due to factors such as globalization, immigration, and intermarriage, emphasizing the need for cooperation and understanding among nations, peoples, and education; in addition, to highlighting the understandings and contributions of multicultural education, including instilling cultural sensitivity, embracing diversity, and nurturing appreciation of diverse ethnocultural heritage among students. It discusses how multicultural education helps develop a positive mindset, cultural navigation skills, and a global mindset, reducing discrimination, racial abuse, and culture shock while increasing opportunities for employment, education, and settlement in other countries. However, the paper also acknowledges critiques of multicultural education. These include concerns about it being a barrier to quality education for students from minority groups, the potential loss of students' cultural identities, and the argument that it overly emphasizes culture at the expense of intellectual development. The paper discusses the role of critical multiculturalism, intersectionality, critical literacy, and critical race theory in addressing education inequality. These theories advocate for equal resource distribution, recognition of intersecting identities, cultural inclusion, and challenging structural racism. The paper concludes that while multicultural education has its advantages and critiques, these theories offer valuable perspectives for creating a more inclusive and equitable educational system. By incorporating a multicultural perspective, education can better cater to diverse students and foster a more just society.

IMPULSIVITY IN CHILDREN WITH DYSLEXIA

Mirela Duranović — 2023-12-27

The objective of this research was to investigate impulsivity among children with dyslexia and comorbid dyslexia/ADHD. Children with these disorders, along with a non-ADHD/dyslexia sample, completed a self-report on impulsivity. Additionally, a specific impulsivity scale was completed by the children's parents and teachers. The analysis revealed a main effect for groups, indicating that children with dyslexia and comorbid dyslexia/ADHD reported more symptoms of impulsivity than normally achieving children. Furthermore, differences were identified between children with dyslexia and those in the comorbid dyslexia/ADHD group. Specifically, children with comorbid dyslexia/ADHD exhibited more impulsive behavior than children with dyslexia alone. Notably, there was a high level of consensus in ratings of impulsivity between children and their teachers and parents.

CLASSIFICATION OF PATIENTS WITH VISUAL DISABILITY FOR THE BASIC FUNCTIONAL REHABILITATION PROGRAM

Casas Contreras Elladira — 2023-12-27

The rehabilitation needs of people with visual disabilities vary due to different factors: congenital or acquired eye diseases, new social interaction, adaptation to productive, academic, or similar life, among others, meaning a continuous readjustment of the treatment plan of the patient and increasing rehabilitation costs. The care history of the Rehabilitation Center for Blind Adults (CRAC) has followed the basic functional rehabilitation route of the Rehabilitation Manual of the Latin American Union of the Blind (FOAL-ULAC, 1999) and contains the variables that can efficiently classify these patients with the use of machine learning tools. The patient's demographic (gender, age group) and clinical data (visual condition, admission ophthalmological diagnosis, emotional state), along with the number of visits, were collected through non-probabilistic sampling; The multiple correspondence analysis resulted in inverse associations between the quantitative and categorical variables, there was also a positive correlation between the quantitative variables according to Pearson's coefficient. To define the classification target variable, the similar characteristics between the variables were grouped into two clusters, using the scikit-learn library in Python and the k-prototype algorithm; After having the objective-labeled variable, the supervised Decision Tree, Random Forest, Gradient Boosting and Logistic Regression models were trained and tested. These models gave an accuracy between 82% and 84%, the most effective being the Gradient Boosting model, whose class prediction was: of 516 True Positives, 11 are False Positives, of 94 True Negatives and 15 are False Negatives (recall 98%), and accuracy of 83%.

COMMUNICATION SKILLS OF THREE-YEARS-OLD: ENVIRONMENTAL AND DEMOGRAPHIC INFLUENCES

Dijana Vučković — 2023-12-27

The paper presents a quantitative research whose goal was to identify the communication skills of three-year-olds using the Gunzberg II test. The purposive sample consists of 312 children aged three years. The main assumption of the research was that the communication skills of three-year-olds are influenced by their gender, birth order, parents' level of education, length of stay in kindergarten and age within the same age group. None of the mentioned variables had a consistent impact on the communication skills of the examined children. Some variables did not affect the emergence of differences at all (e.g. the mother's level of education), and some influenced the realization of at most two tasks (gender, birth order and age within the same age group). This was insufficient to accept the auxiliary, and thus the main hypothesis. In general, three-year-olds did not demonstrate sufficient communication skills in accordance with expectations based on developmental characteristics, which points to the need to intensify, enrich and encourage work on the development of communication.

STRABISMUS IN THE PERIOD OF EARLY GROWTH AND DEVELOPMENT

Saša Krasnić — 2023-12-27

A sensorimotor disorder characterized by a deviation from the parallel position of the eyes is called strabismus, strabismus or strabismus. Strabismus can be non-paralytic, then paralytic (they appear at any age), and concomitant strabismus, the peculiarity of which is that they appear in childhood and are found in 4-6% of the total population. Long-term treatment is required, and it consists of pleoptic methods that include occlusion and exercises for amblyopia, which treat low vision and other sensory complications, and orthoptic methods that refer to: glasses, occlusions, prisms, which establish and maintain the parallelism of the visual axes. After exhaustive conservative treatment, the operative procedure is started. Experience thus far indicates that it is necessary to change and introduce new methods appropriate to the age of a child and the stage to which the treatment has progressed.

DIFFICULTIES IN THE TREATMENT OF ADDICTS WITH THE COMPULSORY TREATMENTS

Nizama Šukurović — 2023-12-27

Aim of this study was to present data on addicts with the imposed protective measure of compulsory treatment of addition that were sent to the Institute for Addiction Diseases for the period 2014-2020. The study compares arts of law violation, art of addiction as well as duration of the protective measure of compulsory treatment. Out of 61 patients, 59 (96 %) were males and 2 (4%) females. The only reason for compulsory treatment for all of them was domestic violence. Out of 61 patients 41 (67%) underwent compulsory treatment due to use of psycho-active compounds (PAS) and 20 (33%) due to use of alcohol. Incidence of alcohol or PAS was statistically significant higher in males than in females (19 vs 1, p<0.001; 40 vs 1, p<0.001, respectively). Duration of the treatment was significantly longer in patients who used PAS than in those who used alcohol (10.29 vs 7.4 months; p<0.05). There was not statistically difference between duration of the treatment in males and females (9.36 vs 9.00 months; p>0.05). Incidence of the compulsory measures was significantly higher in 2018, 2019 and 2020 than in 2014, 2015 and 2016 (p<0.001). In all analyzed years, except 2015, incidence of the mandatory measures was significantly higher in patients who misused PAS than who misused alcohol. The most common difficulties are: low motivational capacity, inadequate way of thinking, inadequate way of behaving with the adoption of new models and, ultimately, inadequate independent functioning.

CONSTRUCTIVISM LEARNING THEORY IN EDUCATION: CHARACTERISTICS, STEPS AND LEARNING MODELS

Abid Nurhuda — 2023-12-27

Education seeks to build the best quality human resources for the future. One way to make this happen is by knowing the various forms of learning theories that function so that the process of errors in learning can be minimized. Apart from that, to increase students' enthusiasm for learning, teachers must innovate, including by using a constructivist approach to learning. So this research aims to describe the Constructivist Learning Theory in Education. The method used is a literature study with a qualitative descriptive approach, collecting data from primary and secondary sources, then analyzing the content of relevant discussions and drawing conclusions. The results of the research show that constructivist learning theory is an approach to the individual learning process in which it has principles and characteristics to answer various relevant problems, adapts to the current curriculum, focuses on student activity, and participates in assessing students' opinions when they express their opinions. The steps must include apperception, exploration, consolidation, attitude formation, and assessment using a format. Meanwhile, several learning models that are currently running are based on constructivism, including Problem-Based Learning, Authentic Learning, Inquiry-Based Learning, and Cooperative Learning.

DIAGNOSTIC AND INTERVENTION PROGRAM FOR THE PREVENTION OF BEHAVIORAL DISORDERS IN CHILDREN AND ADOLESCENTS IN THE AREA OF FBIH

Lejla Kuralić-Čišić — 2023-12-27

Educational institutions record an increase in behavioral disorders in children and adolescents every day, with severe symptoms that result in hospitalization or the imposition of criminal sanctions for juvenile delinquents. Behavioral disorders of children and young people stand out as one of the primary problems of today's society. The purpose of this paper is to give a detailed insight into the state of emotional and behavioral disorders, from those that are hidden such as withdrawal, apprehension, fear, anxiety to behavior that children and young people come into conflict with others, even committing acts that are legally recordable as punishable. It has been proven in various studies that early diagnosis and preventive interventions in working with children give the best results. The hypothesis that behavioral disorders and emotional problems among children and young people in primary and secondary schools are present and require the application of appropriate preventive and treatment programs has been confirmed. Through the presentation of modern approaches to the detection, prevention and diagnosis of behavioral problems, this work shows the relationship between biological factors, parental qualities, education, the influence of peers, school and social norms, and the way in which they become risky for the development of problematic behavior. Detecting risk factors and stopping the action of risk processes, which have been proven to have a positive correlation with the occurrence of aggressive behavior in children, leads to a decrease in the rate of its occurrence. It has been observed that there are several successful ways of working with children that result in a reduction in the rate of behavioral disorders, even in provoking situations. Communication and problem-solving skills training can successfully reduce inappropriate child behaviors.

SIGNIFICANCE AND FREQUENCY OF WORKS OF ART AND REPRODUCTIONS USE IN DEVELOPMENT OF ARTISTIC-AESTHETIC ASSESSMENT OF CHILDREN OF LOWER PRIMARY SCHOOL AGE

Emina Begović — 2023-12-27

The aim of this paper is to examine a teacher’s role in the development of artistic-aesthetic communication, based on the representation of the use of works of art and their reproductions in art education. The research was conducted on a sample of 220 respondents, of which 200 of them were students and 20 were homeroom teachers. The research part presents the results and interpretation of surveys conducted among teachers and students. The t-test was calculated to determine whether there are significant differences between the obtained results on certain variables, that is, those related to demographic data. The results indicate that homeroom teachers are insufficiently involved in the development of art-aesthetic communication, that is, child's communication with a work of art. Regardless of the fact that 70% of teachers believe that it is important for students from the first to fifth grade of primary school to learn about and analyze valuable works of art, 35% of teachers and more than half of the students (55%) claim that they never use art textbooks. Also, 54% of students declare that they never or rarely discuss art problems with the teacher, even though art problems form the backbone of a lesson, and are found in works of art or their reproductions. When it comes to visiting a gallery, museum or other exhibitions, 51% of students and 54% of teachers claim that they never visit these institutions, while 40% of teachers said that they visit them once a year. The t-test determined that there are no significant differences between the responses of respondents (a sub-sample of teachers) in relation to demographic data.