Research in Education and Rehabilitation

GRAPHOMOTOR SKILLS IN CHILDREN WITH HEARING IMPAIRMENT

Alma Huremović — 2026-07-16

The introductory section defines the concepts of graphomotor skills and hearing impairment. The aim of this study was to examine the characteristics of graphomotor skills in children with hearing impairments compared to hearing children. Additionally, one of the objectives was to investigate whether there are differences in graphomotor skills depending on the quality of hearing, as well as to identify the factors that influence these skills. For assessment purposes, the Diagnostic Set for Testing Speech, La nguage, Reading, and Writing Abilities in Children – Diagnostic Material for Identifying Specific Difficulties in Reading and Writing w as used, focusing on variables related to graphomotor skills. Descriptive statistics, optimal scaling regression analysis , and linear regression analysis were employed for statistical data processing. The study revealed that hearing participants achieved statistically significantly better results in graphomotor skills compared to participants with hearing impairments. The degree of hearing impairment affects the graphomotor skills of children with hearing impairment, while educational conditions and gender did not show any influence on these skills. Age also impacts the graphomotor skills of children with hearing impairment. These findings provide insight into the specific needs of children with hearing impairments and emphasize the importance of individualized education, taking into account the unique characteristics of each child with hearing impairment.

SELF-DETERMINED BEHAVIOR AMONG INDIVIDUALS WITH INTELLECTUAL DISABILITIES: PERSPECTIVES OF THEIR PARENTS AND PROFESSIONALS

Andrea Gašpar — 2026-07-16

Self-determination is the core prerequisite for the realization of dignity, autonomy, independent living, equal participation, and one of the key determinants of individual's quality of life. Accordingly, it is essential to understand how it develops and i s expressed in the everyday behavior of adults with intellectual disabilities (ID), particularly from the perspective of those who provide them ongoing support. Considering the lack of research in this topic, especially in local context, the aim of this pa per as part of a broader study conducted in Croatia was to investigate how parents/guardians (N = 104) and professionals/supporting staff (N = 31) estimate different aspects of self-determining behavior in adults with ID. An adapted version of the Scale for the Assessment of Self -Determination of Persons with Intellectual Disabilities was applied; the parent and professional versions demonstrated high reliability. The collected data were analyzed using descriptive and inferential statistical methods, and three hypotheses were tested. The findings indicate that a generally l ow level of self -determination among the assessed individuals prevailed, no significant differences in the results were found between parental and professional perspective. The hypothesis of a significantly higher level of self -determination in persons with mild, compared to those with moderate ID was confirmed, but not regarding the level of education of their parents. In conclusion, the need for further research into the covered topic was emphasized to understand more fully the individual and contextual f actors that shape the subjective potential, as well as the objective prerequisites for the development of self - determination of persons with ID.

INCLUSIVE RELIGIOUS EDUCATION FOR LEARNERS WITH AUTISM: CURRICULUM DESIGN AND EMPIRICAL EVALUATION IN FAITH-BASED SETTINGS

Muvombo Moono — 2026-07-16

Learners with Autism Spectrum Disorder (ASD) frequently encounter exclusion in Religious Education within faith-based schools due to curricula and pedagogies grounded in normative assumptions about communication, cognition, social interaction, and sensory regulation. This marginalisation limits access to religious content, communal worship, and spiritual engagement, despite the central role of Religious Education in moral formation and school identity in African contexts. Drawing on Universal Design for Lea rning (UDL) and African inclusive education scholarship, this study addresses the limited empirical attention given to Religious Education as a site of inclusion for autistic learners in Zambian faith-based schooling. A convergent mixed-methods design was employed across three faith -based primary schools in Zambia. Participants included forty -eight learners formally identified with ASD, twelve Religious Education teachers, and nine caregivers over a twelve -week intervention period. Quantitative data were co llected through pre - and post -intervention teacher -reported questionnaires and analysed using descriptive statistics and the Wilcoxon signed -rank test. Qualitative data were generated via classroom observations, semi -structured interviews, and analysis of learner artefacts, and analysed thematically following Braun and Clarke’s framework. Quantitative findings indicated improved teacher -reported learner engagement, participation, and curriculum accessibility following implementation of the inclusive curricu lum. Wilcoxon signed-rank tests revealed that these gains were unlikely to be attributable to chance alone. * Correspondence author: Owen Mulima, South West University, Chongqing, China E-mail: owenmulima@mails.ccnu.edu.cn Muvombo Moono, Owen Mulima Research in Education and Rehabilitation 2026; 9 (1): 27-47 DOI: 10.51558/2744-1555.2026.9.1.27 28 Qualitative findings pointed to enhanced participation, improved emotional regulation, increased learner confidence, and a stronger sense of belongi ng. Teachers reported greater pedagogical confidence and more deliberate curriculum planning. The study suggests that sensory -aware, multimodal, and intentionally designed Religious Education curricula can enhance access and participation for learners with ASD without diluting religious content, positioning inclusive Religious Education as both a curriculum priority and an ethical responsibility in faith-based schooling.

DIFFERENCES IN THE WORK READINESS OF PEOPLE WITH INTELLECTUAL DISABILITIES: THE ROLE OF SOCIO-DEMOGRAPHIC AND DIAGNOSTIC FACTORS

Milena Nikolić — 2026-07-16

Work readiness is a key prerequisite for the successful integration of people with intellectual disabilities (ID). However, there is a lack of research that systematically examines how readiness varies in relation to the combination of key factors. This re search aimed to investigate whether there are statistically significant differences in the work of adults with ID with respect to selected socio-demographic elements (gender, age, education, family status, work experience) and a diagnostic factor (degree o f ID). A convenience sample of unemployed individuals with ID in Bosnia and Herzegovina (N = 72) was assessed using the Work Readiness Scale. The results of the applied non -parametric tests show that there are no statistically significant differences betwe en socio-demographic elements and work readiness. In contrast, the degree of ID proved to be highly important : people with mild ID achieve statistically significantly higher results compared to people with moderate ID (U = 294.00, p = 0.003, r = -0.35). These findings indicate that basic functional capacities play a primary role in shaping readiness, going beyond the influence of standard demographic characteristics. The analysis also uncovers critical systemic issues: a severe lack of early work experience , insufficient functional family support, and education misaligned with labour market needs. The practical implications emphasise the need for differentiation of support programs according to functional profiles that best reflect the degree of ID, urgent implementation of a system for gaining work experience , and strengthening the quality of support in the family * Correspondence author: Milena Nikoli ć, Faculty for Special Education and Rehabilitation, University of Tuzla, Tuzla, Bosnia and Herzegovina E-mail: milena.nikolic@untz.ba Milena Nikolić, Aida Demirović Research in Education and Rehabilitation 2026; 9 (1): 48-60 DOI: 10.51558/2744-1555.2026.9.1.48 49 and community while simultaneously removing structural barriers on the labour market. The findings should be viewed in light of the study's limita tions, including the convenience sample, cross-sectional design, and the question of the comprehensiveness of the scale, which suggest the need for future longitudinal research with more representative samples.

EXPERIENCES IN PRACTICE OF THE APPLICATION OF INFORMED CONSENT IN THE CLINICAL CENTER OF THE UNIVERSITY OF SARAJEVO

Emina Nikšić — 2026-07-16

Informed consent in medicine is a fundamental institute of modern health care, the essence of which is to preserve patients' autonomy and ensure their active role in making decisions about their own treatment. It implies that the patient, before agreeing to any diagnostic or therapeutic procedure, is thoroughly, clearly and comprehensibly informed about the nature of the disease, possible treatment options, expected benefits, risks and possible complications. In practice, informed consent is seen as a complex process of communication that requires a high level of ethical responsibility and professional dedication of healthcare workers. In the clinical environment, especially in large te rtiary institutions such as the Clinical Center of the University of Sarajevo, this process is fully regulated, but often faced with numerous challenges. Lack of time, administrative burden, differences in the level of understanding between patients and th e use of professional terminology represent obstacles that make it difficult to consistently apply informed consent. At the same time, experience from practice confirms that a well -conducted information process significantly reduces the risk of misunderstandings, complaints and legal consequences. Therefore, informed consent should be viewed as an important indicator of the quality of medical practice, professional integrity and respect for human rights in the modern health system.

WHEN A STORY CHANGES THE CLASSROOM: DIGITAL NARRATIVES AS A TOOL FOR FOSTERING EMPATHY AND INCLUSION

Vesna Bratovčić — 2026-07-16

Digital narratives, particularly animated films, are increasingly recognized as powerful educational tools capable of fostering empathy and promoting inclusive values among school - age children. This study examined how viewing the animated film Jonathan fro m Seagull Mountain contributes to the development of empathy and understanding of diversity among primary school students in Bosnia and Herzegovina. A mixed -methods design was employed, integrating quantitative and qualitative data collection and analysis. The sample comprised 214 students aged 9 to 15 years from four cities (Tuzla, Sarajevo, Zenica, and Mostar), while a purposive subsample of 32 students participated in four focus groups. Data were collected through a structured post -viewing questionnaire and semi-structured focus group discussions. Quantitative data were analyzed using descriptive statistics, while qualitative data from focus group transcripts were analyzed through thematic analysis. Results indicate that the film elicited positive emotional responses in the majority of participants, with 78.6% expressing a desire to help the protagonist and 78.0% reporting increased motivation to support peers who are different from them. Girls demonstrated markedly higher levels of affective empathy than boys, with the most pronounced difference recorded on the item relating to sadness over the protagonist's exclusion (86.5% vs. 53.6%). Thematic analysis identified five main themes: emotional experience of the narrative, development of empathy and acceptan ce of diversity, peer support and moral responsibility, symbolic elements, and student recommendations for more inclusive school practices. The findings confirm the potential of digital narratives as a pedagogical tool for developing empathy and inclusive attitudes among primary school students. *Correspondence author: Bratov čić Vesna, Faculty of Education and Rehabilitation, University of Tuzla, Bosnia and Herzegovina E-mail: vesna.bratovcic@untz.ba Bratovčić Vesna, Avdić Benjamin, Šarić Edina Research in Education and Rehabilitation 2026; 9 (1): 70-85 DOI: 10.51558/2744-1555.2026.9.1.70 71

PREDICTING FACTORS OF ACADEMIC PERFORMANCE OF INDONESIAN ELEMENTARY SCHOOL STUDENTS

Basilius Redan Werang — 2026-07-16

Along the way, the learning process will inevitably encounter various complex issues, including morale and motivation. This research investigates the effect of teacher morale and student learning motivation on academic performance. The method used a quanti tative approach through two independent survey questionnaires and examining academic transcripts. The research participants were 219 elementary students chosen purposefully. The statistical data obtained were processed using SPSS version 21. Based on the d ata analysis focusing on the effect partially and simultaneously, it shows that teacher morale and learning motivation significantly affect student academic performance. The results demonstrate the influence of teacher morale and student learning motivatio n on academic performance. Recognizing the two -fold influence of these factors, both partially and simultaneously, provides a more sophisticated approach to educational programs. Teachers should modify their teaching approaches to boost teacher morale and student learning motivation, recognizing the potential for long -term positive effects on student academic achievement. This study contributes to a deeper understanding of how teacher morale and student learning motivation influence students‘ academic perfo rmance among fifth -graders in primary *Correspondence author: Basilius Redan Werang, Ganesha University of Education, Singaraja, Bali, Indonesia E-mail: werang267@undiksha.ac.id Basilius Redan Werang, I Gede Margunayasa, I Made Suarjana 1 et.al. Research in Education and Rehabilitation 2026; 9 (1): 86-102 DOI: 10.51558/2744-1555.2026.9.1.86 87 schools of Buleleng Sub -District, Bali, Indonesia. Recognizing the two -fold influence of teacher morale and student learning motivation, both partially and simultaneously, provides a more sophisticated approach to educ ational programs. Teachers should modify their teaching approaches to boost teacher morale and student learning motivation, recognizing the potential for long-term positive effects on student academic achievement.

IMPACT OF STRESS LEVELS ON ANXIETY AND DEPRESSION AMONG PARENTS OF CHILDREN WITH DISABILITIES

Senad Mehmedinović — 2026-07-16

The aim of this study was to examine the impact of perceived stress levels on anxiety and depression among parents of children with disabilities. The study included a sample of 104 parents of children with different types of disabilities, of whom 85.6% were mothers and 14.4% were fathers. The Perceived Stress Scale (PSS -10) was used to assess the level of perceived stress, the Generalized Anxiety Disorder Scale (GAD-7) was used to assess anxiety, and the Patient Health Questio nnaire (PHQ -9) was used to assess depression. Data were analyzed using descriptive statistics and linear regression analysis. The results indicated the presence of a moderate level of anxiety (M = 11.17; SD = 4.53), a moderately severe level of depression (M = 15.92; SD = 6.60), and a high level of perceived stress (M = 28.73; SD = 5.11) among parents of children with disabilities. Linear regression analysis showed that the level of perceived stress was a statistically significant predictor of anxiety (R² = 0.25; p < 0.001) and depression (R² = 0.27; p < 0.001). The obtained findings indicate that higher levels of perceived stress contribute to higher levels of anxiety and depression among parents of children with disabilities. The study results highlight th e need for the development of systematic psychological and social support for parents of children with disabilities in order to preserve their mental health.

ASSISTIVE TECHNOLOGY IN THE PRACTICE OF EDUCATIONAL REHABILITATORS IN CROATIA

Martina Celizić — 2026-07-16

Assistive technology (AT) is considered a comprehensive ecosystem of experts, products, and services necessary for safe and effective implementation. Educational rehabilitators acquire basic competencies for the use of AT in everyday practice during their higher education, with the goal of achieving individual educational and rehabilitation objectives. However, in the Republic of Croatia, there are still no clear or uniform guidelines in the field of AT, which is often addressed in a fragmented manner. This paper presents part of the results of a study conducted at the beginning of 2025 by the Working Group for Assistive Technology at the Croatian Chamber of Educational Rehabilitators, involving a sample of 60 educational rehabilitators from various systems (education, social care, healthcare, etc.). The study was conducted using an online questionnaire designed specifically for this research. The results show that professionals most often face a lack of time to work with AT, insufficient professional support and mentoring, and limited resources and equipment. AT is frequently implemented as part -time work, with preparation and planning oft en taking place outside working hours. Key areas highlighted include the need for continuous professional development, digital literacy, quality assessment of user needs, teamwork, creativity, thorough knowledge of users’ functional abilities, expert motiv ation, and adequate organisational conditions. Experts with less experience in using AT gave significantly lower evaluations of their readiness to use AT, readiness to carry out AT assessment, expertise in * Correspondence author: Renata Pinjatela, University of Zagreb, Faculty of Education and Rehabilitation Sciences, Department of Motor Disorders, Chronic Diseases and Art Therapies, Assistive Technology Laboratory, Zagreb, Croatia. E-mail: renata.pinjatela@erf.unizg.hr Martina Celizić, Renata Pinjatela, Ivana Vinceković Research in Education and Rehabilitation 2026; 9 (1): 110-128 DOI: 10.51558/2744-1555.2026.9.1.110 111 working with AT, and competence to adapt technolog y to the specific needs of users than experts with over 20 years of experience. The findings clearly indicate the need for systematic investment in developing the competencies of educational rehabilitators, improving access to equipment and AT offices, and strengthening institutional and financial support.

CONSTRUCTING WHAT CAN BE SAID: CONCOURSE DEVELOPMENT IN Q-METHODOLOGICAL AUTISM RESEARCH

Melika Ahmetović — 2026-07-16

Q methodology is a systematic procedure for studying subjective viewpoints: participants sort a set of statements according to their personal perspective, and the resulting patterns reveal distinct shared viewpoints within a group. The quality of this proc edure depends entirely on the quality of its central instrument. A statement pool that fails to represent the full range of relevant perspectives constrains what participants can express before a single sort has taken place. Despite this, the process of Q -set development in autism research is rarely documented with sufficient transparency to permit validity assessment, replication, or adaptation: sources are named, final instruments are presented, and the decisions in between remain opaque. This paper docum ents that process in full. Drawing on semi -structured interviews with 11 purposively sampled stakeholders in the Bavarian school system , an initial concourse of 173 statements was generated and reduced through four explicit criteria to a final instrument o f 39 statements, piloted with three autistic individuals before finalisation. The piloting phase identified perspectives entirely absent from eleven professional stakeholder interviews, illustrating how structured autistic involvement can surface viewpoint s that professionally generated concourses may not capture . Full traceability from coded interview segments to final statements is provided in the supplementary materials. The procedural model offered here does not exist in the published Q -autism literature and is offered as a replicable template for the field.

EFFECTS OF VOICE THERAPY ON ACOUSTIC VOICE PARAMETERS IN CHILDREN WITH VOCAL FOLD NODULES

Karolina Zečević — 2026-07-16

V ocal fold nodules (VFNs) are the main cause of paediatric dysphonia. V oice therapy is regarded as the preferred treatment approach for VFNs in children. The aim of this study was to evaluate voice characteristics before and after voice therapy using acoustic analysis. Thirty female patients with VFNs were enroll ed in this study. Each patient underwent voice therapy conducted by an experienced voice therapist twice a week. Acoustic voice assessments were performed before and after the therapeutic intervention. Acoustic analyses were performed using computerized ac oustic voice analysis. Post -therapy findings demonstrated a consistent and statistically significant improvement across multiple acoustic parameters. Significant reductions were observed in jitter and shimmer measures, as well as in noise -related acoustic parameters such as the noise -to-harmonics ratio, suggesting improved stability and efficiency of vocal fold vibration. Fundamental frequency showed a slight decrease following therapy. Overall, these findings indicate a more stable, less perturbed, and aco ustically improved voice signal after intervention. The findings of this study suggest the effectiveness of voice therapy in improving acoustic voice parameters in children with VFNs. The observed improvements highlight the importance of early and structured behavioral intervention in pediatric dysphonia and reinforce the role of acoustic analysis as a valuable tool for objective assessment of therapeutic outcomes.

MORE THAN A QUIET PLACE: MAPPING THE STRUCTURE AND INTERCONNECTIONS OF STUDY SKILLS AMONG TANZANIAN UNIVERSITY STUDENTS

Mustapha Almasi — 2026-07-16

Effective study skills are closely associated with improved academic achievement and higher grades. However, research indicates that the majority of students lack adequate study skills, which negatively affect their academic performance and lifelong learni ng. This study investigates patterns, interrelationships, and demographic variations of study skills among university students in Tanzania. Data were collected from 126 participants using a cross - sectional design, drawn from randomly selected universities in three regions in Tanzania. The data were gathered through a study skills assessment survey and analyzed using descriptive statistics, Mann-Whitney U test, Kruskal Wallis H test, and correlation analyses. The findings reveal that commonly used study skil ls include completing and submitting assignments on time (85%), identifying main ideas while reading (80%), studying in quiet environments (75%), taking notes from textbooks (70%), and taking notes during lectures (65%). Conversely, extended study time and peer comparison of notes were among the least utilized strategies. A strong correlation was observed between textbook and lecture note -taking (ρ = .52, p < .001), indicating consistency in note -taking behaviours. Overall study skills differed significantly across age groups, whereas no statistically significant differences were observed by gender or institutional affiliation . These results underscore the interconnected nature of certain study skills and highlight the need to promote underutilized skills.

OVERESTIMATING OR OVERLOOKING? TEACHERS’ BIASED ASSESSMENT ON DIFFERENTIATED READING GROUPS

Judith Zellner — 2026-07-16

In heterogeneous classrooms, teachers frequently make diagnostic decisions about how to differentiate instruction and allocate learning materials. However, research suggests that adaptive teaching decisions should be guided by data -based decision -making ra ther than social comparisons or personal traits. This study examines how N = 350 primary school students (grades 2 and 3) were assigned to differentiated reading materials – either intuitively by teachers or based on standardized reading assessments. Group ing patterns, decision factors, and biases were analyzed. Teachers matched the assessments in 52 % of cases, underestimated 34 %, and overestimated 14 %. They also tended to create comparable sized groups (24 % – 41 %), whereas standardized assessments identified 51 % of students as high-, 44 % moderate-and 5 % low -performing. Providing teachers with standardized results led to minor adjustments – 82 % of students remained in the intuitively assigned group. Multinomial logistic regressions indicated that i ntuitive group assignments and discrepancies between intuitive and standardized assignments were associated with selected student -related characteristics, including individual performance relative to the class mean, documented migration background, and doc umented behavioral or work -related issues. The findings highlight challenges in implementing data -based decision -making in everyday classroom practice and underline the importance of strengthening the systematic use of assessment data in teacher education.

CARDIOMETABOLIC PROFILE AND VO2MAX PREDICTORS: AN INTEGRATIVE STUDY COMPARING ANTHROPOMETRIC AND PHYSIOLOGICAL PARAMETERS IN FEMALE ADOLESCENTS WITH AND WITHOUT INTELLECTUAL DISABILITY

Bofosa Teddy — 2026-07-16

Female adolescents with intellectual disability (ID) are at increased risk of adiposity and cardiometabolic disorders. However, the determinants of cardiorespiratory fitness (VO ₂max) remain insufficiently documented in the Democratic Republic of the Congo. This study aimed to compare the anthropometric and physiological cha racteristics of female adolescents with and without ID and to identify the predictors of VO ₂max using a multiple linear regression model. This analytical cross-sectional study included 252 female adolescents, comprising 129 with ID and 123 without ID. Anth ropometric and physiological measurements included body weight, height, body mass index (BMI), heart rate (HR), respiratory rate (RR), systolic and diastolic blood pressure (SBP and DBP), and VO₂max. * Correspondence author: Bofosa Teddy , Department of Physical Medicine and Rehabilitation, University Clinics of Kinshasa, Faculty of Medicine https://orcid.org/0000-0002-9878-4995 E-mail: bofosa.linkoko@unikin.ac.cd Bofosa Teddy, Bunga Paolo, Malgo Klass et.al. Research in Education and Rehabilitation 2026; 9 (1): 200-213 DOI: 10.51558/2744-1555.2026.9.1.200 201 Group comparisons were performed using the independent Student's t-test. Pearson correlation and multiple linear regression analyses were conducted to identify the determinants of VO ₂max. Female adolescents with ID had significantly higher body weight and BMI, lower height, and markedly lower VO ₂max than thos e without ID (all p < .001). Multiple linear regression analysis showed that VO ₂max was positively associated with respiratory rate (β = 0.336, p < .001) and heart rate (β = 0.189, p = .002), whereas BMI was negatively associated with VO ₂max (β = -0.123, p = .046). The regression model explained approximately 28% of the variance in VO ₂max (adjusted R ² = 0.28). Age and the combined influence of cardiovascular and ventilatory parameters also appeared to contribute to cardiorespiratory fitness. Female adolesce nts with ID exhibited an unfavorable cardiometabolic profile characterized by increased adiposity and reduced cardiorespiratory fitness. Respiratory rate, heart rate, and BMI were significant independent predictors of VO₂max. These findings underscore the importance of multidimensional interventions, including adapted physical activity programs and regular cardiovascular monitoring, to improve the health and physical fitness of this vulnerable population.

OUTDOOR ACTIVITIES AND EXPERIENTIAL LEARNING WITH CHILDREN AND YOUTH FROM INSTITUTIONAL CARE

Danijel Vasilj — 2026-07-16

Children and youth in institutional care settings face compounded developmental risks, including trauma histories, attachment disruptions, and limited access to protective factors supporting resilience. Outdoor activities and experiential learning represent potentially accessible, cost -effective interventions addressing these gaps, yet evidence specific to institutionalized populations remains fragmented. This review synthesizes peer -reviewed literature from academic databases (2000–2026) examining outdoor activities and experiential learning interventions for institution alized youth, encompassing adventure therapy, care farms, forest school models, and place -based learning approaches across North American, European, and international contexts. A comprehensive narrative review identified and synthesized qualitative and qua ntitative research examining outdoor interventions with children and youth in residential care, foster care, alternative educational placements, and related institutional settings. Meta-analytic evidence demonstrates moderate to large effect sizes for adve nture therapy interventions (d = 0.47 –0.65), with strongest effects on self - concept and resilience. Short -term outcomes show 23 –36% improvements in well -being and resilience, largely sustained at one -month follow -up. Benefits span mental health, social - emotional development, physical health, and environmental connection. Critical implementation factors include trauma -informed facilitation, culturally responsive design, facilitator competence, and systematic attention to equity and access. Significant resear ch gaps persist regarding long -term outcomes, cross -cultural effectiveness, cost -effectiveness, and mechanisms of change specific to institutionalized youth. Evidence supports expansion of outdoor activities and experiential learning as complements to trad itional institutional care. With appropriate design, facilitation, and trauma -informed practice, outdoor programs hold promises for supporting institutionalized youth in developing resilience, belonging, and competence essential for healthy development and community engagement.

THE ROLE OF REHABILITATION GUIDANCE SPECIALISTS IN CONTINUITY OF STROKE REHABILITATION: ADDRESSING PATIENT INACTIVITY AND GAPS IN NON-TREATMENT PERIOD CARE

Yu-Cong Zou — 2026-07-16

Stroke rehabilitation is a prolonged and systematic process essential for optimizing patient recovery and quality of life. However, current clinical practice often faces challenges such as patients’ weak awareness and engagement in active rehabilitation, a s well as a lack of rehabilitation activities during non -treatment periods. Patients frequently remain in passive states due to insufficient professional guidance, while healthcare providers, burdened by heavy workloads, struggle to deliver continuous and individualized rehabilitation education and training. This review explores the critical role of rehabilitation guidance specialists throughout the entire stroke rehabilitation cycle. By analyzing the current deficiencies in patient-driven rehabilitation an d the consequences of absent interventions during non - treatment times, the article highlights the positioning and operational models of rehabilitation guidance specialists. It further discusses their potential impact on improving rehabilitation outcomes. T he integration of rehabilitation guidance specialists into stroke rehabilitation teams is proposed as a promising and conceptually feasible strategy to address existing gaps; however, direct empirical evidence for this specific role remains unavailable and rigorous clinical validation is needed. Theoretically, these specialists could enhance patient compliance and initiative, optimize rehabilitation resource utilization, and promote continuity in whole - cycle stroke rehabilitation, but these potential benefi ts have yet to be demonstrated in controlled studies. This review aims to provide a comprehensive understanding of how a Correspondence author: Yu-Cong Zou , Department of Rehabilitation, Zhuhai Hospital of Integrated Traditional Chinese & Western Medicine E-mail: zyc0118@smu.edu.cn Yu-Cong Zou Research in Education and Rehabilitation 2026; 9 (1): 233-253 DOI: 10.51558/2744-1555.2026.9.1.233 234 rehabilitation guidance specialists can transform stroke recovery paradigms and improve long-term patient prognosis.

KNOWLEDGE AND COMPETENCIES OF HEALTHCARE PROFESSIONALS IN THE RECOGNITION AND DIAGNOSIS OF FEEDING, SUCKING, AND SWALLOWING DISORDERS

Ajla Mahmutović Babić — 2026-07-16

The aim of the study was to examine the level of knowledge and awareness of healthcare professionals regarding feeding, sucking, and swallowing disorders, as well as their understanding of the role of speech and language therapists in the diagnosis and tre atment of these disorders. The study was conducted on a sample of 51 healthcare professionals from public and private healthcare institutions in the Una -Sana Canton, using a questionnaire specifically designed for the purposes of this research. According t o the results, 56.9% of respondents had received formal education on dysphagia, while only 27.5% had undergone training in the field of pediatric feeding disorders. Clinical experience with dysphagia was reported by 64.7% of respondents, whereas experience with pediatric feeding disorders was reported by 25.5%. Although 68.6% of respondents reported being familiar with the distinction between the terms “dysphagia” and “feeding disorders,” only 29.4% demonstrated a professionally grounded understanding of th ese concepts. Participation in diagnostic procedures related to pediatric feeding disorders was reported by 9.8% of respondents, while 7.8% reported participation in therapeutic interventions. In cases of dysphagia, 35.3% of respondents reported involvemen t in diagnostic procedures, whereas 17.6% participated in therapeutic treatment. Only 7.8% of respondents identified the speech and language therapist as a key member of the multidisciplinary team. Respondents also assessed the strengthening of knowledge o n pediatric feeding disorders and dysphagia as being of high professional importance. The results indicate significant gaps in knowledge, education, and clinical * Correspondence author: Ajla Mahmutović Babić , Public Center for Social Work Cazin, Bosnia and Herzegovina E-mail: ajla_mahmutovic@outlook.com Ajla Mahmutović Babić, Mirela Duranović, Ana Madžar Čančar, Karolina Zečević Research in Education and Rehabilitation 2026; 9 (1): 254-266 DOI: 10.51558/2744-1555.2026.9.1.254 255 involvement among healthcare professionals, particularly regarding the recognition of the role of speech and language therapists, while respondents simultaneously express a high level of readiness for further professional development. These findings highlight the need for continuous and systematic education, as well as for strengthening interprofes sional collaboration.

PARENTAL KNOWLEDGE, ATTITUDES, AND PRACTICES REGARDING CHILDHOOD VACCINATION: A CROSS-SECTIONAL STUDY IN BOSNIA AND HERZEGOVINA

Emina Bajrić Čusto — 2026-07-16

V accination is one of the most effective public health interventions, yet vaccine hesitancy continues to threaten high childhood immunization coverage. Parental attitudes, knowledge, and information sources play a critical role in shaping vaccination decis ions, influencing both individual and community protection. A cross-sectional study was conducted between October and December 2024, including 120 parents of children covered by the national vaccination schedule. Data were collected via a self -administered 25-item questionnaire distributed through Google Forms, assessing demographics, knowledge, attitudes, and sources of vaccination-related information. Associations between participant characteristics and vaccination attitudes, knowledge, and compliance wer e analyzed using chi -square tests. Among participants, 95% reported compliance with the mandatory vaccination schedule, and 84.2% expressed a positive attitude toward childhood vaccination. The majority recognized * Correspondence author: Emina Bajrić Čusto, Health Center Lukavac, Bosnia and Herzegovina E-mail: emina_bajric3@hotmail.com Emina Bajrić Čusto, Danijel Gajić, Sabina Ćemalović et.al. Research in Education and Rehabilitation 2026; 9 (1): 267-279 DOI: 10.51558/2744-1555.2026.9.1.269 268 vaccination as primarily benefiting the ch ild (75%) and providing protection against severe disease (72.5%). Healthcare professionals were the main source of vaccination information (71.7%), while media and social networks were less frequently used. A wareness of the anti - vaccination movement was r eported by 58.3%, and 43.3% of participants expressed trust in available vaccine information. Compliance was significantly associated with marital status and number of children, while knowledge correlated with educational level. Younger parents and urban r esidents relied more on media sources, whereas older and rural parents primarily consulted healthcare professionals. The findings indicate that parents in the studied region demonstrate positive attitudes toward childhood vaccination, with high compliance and a strong reliance on healthcare professionals as sources of information. V accine hesitancy persists in a minority, often influenced by misinformation and uncertainty. Targeted, prevention-oriented interventions focusing on health communication and supp ort from healthcare professionals are essential to sustain high vaccination coverage and protect children and communities from vaccine-preventable diseases.

ORGANIZATIONAL PSYCHOLOGY IN CRIMINAL JUSTICE CONTEXTS: PATHWAYS TO BUILDING SAFER AND MORE EFFECTIVE CORRECTIONAL WORK ENVIRONMENTS

Chibani Hadjira — 2026-07-16

This paper examines how organizational psychology can strengthen safety and rehabilitation within correctional institutions by integrating psychological safety climate, moral distress, transformational leadership, micro -organizational skills, and organizational intelligence. A psychologically safe climate enables staff to report concerns, learn from errors, and coordinate under pressure, supporting professional judgment and reducing occu pational strain (Edmondson, 1999). Moral distress experienced when ethical convictions conflict with institutional constraints can undermine staff well -being and the quality of staff -inmate interactions (Jameton, 1984; Epstein & Hamric, 2009) . Transformational leadership helps buffer these effects by reinforcing ethical norms, motivation, and professional development (Bass & Riggio, 2006). Micro -organizational skills (emotion regulation, rapid decision - making, and field communication) improve operational ef fectiveness in high -risk situations, while organizational intelligence supports evidence -informed anticipation of behavioral escalation and systemic risks. Using a staff inmate system interaction lens, the paper argues that coordinated organizational strategies can reduce staff burnout and improve rehabilitation-oriented practices by promoting constructive engagement, procedural learning, and therapeutic environmental design. Practical implications include targeted training, structured psychological support , ethical leadership development, and adaptive work -environment redesign aligned with contemporary correctional management.

RECOGNITION OF SPECIFIC VISUAL BEHAVIORS ASSOCIATED WITH THE RISK OF CEREBRAL VISUAL IMPAIRMENT BY PARENTS AND TEACHERS

Amela Teskeredžić — 2026-07-16

Cerebral visual impairment (CVI) is a complex neurological disorder that significantly affects the visual functioning of school -age children, often unrecognized within educational settings. The aim of this study was to determine the presence and frequency of specific visual behaviors associated with the risk of CVI in lower primary school students, and to examine differences in their recognition between parents and teachers. The study included 112 students from grades three through five, with data collected using an abbreviated version of the Screening for Cerebral Visual Impairment questionnaire. The results indicated that parents recognize specific visual behaviors considerably more often than teachers. Although this difference did not reach statistical significance, a borderline trend was observed. The findings suggest a need for enhanced teacher training, strengthened collaboration with parents, and the introduction of systematic screening procedures to enable timely identification of children at risk for CVI.