Suchergebnisse

The aim of this study was to investigate the frequency of their usage in an
inclusive teaching environment. The sample consisted of 16 elementary
schools on the territory of the Republic of Serbia, which pupils with
sensory impairments attend [visual and auditory impairments: N=69].
Systematic observation has been used as a method on 382 classes of sixth and
seventh grade to collect data on the usage of social forms of work. Results
have shown that in the two-thirds of observed classes the frontal work form
was predominantly used [67.7%], following the individual work form [22.6%]
present in a much lower degree, while the group work form [1.7%] and working
in pairs [1.3%] were the least frequently used. Teacher-centered class is
still a constant in schools, and the dominant usage of the frontal work form
as well, by that very fact. This form has its advantages among which the
efficiency in using the available class time stands out. However, this form
by itself does not consider the social nature of learning which full
understanding is mandatory for effective teaching. Therefore, it is
necessary to use it in balance with individual and group forms in all phases
of class.

Resilience is the ability of an individual to successfully adapt to stressful and challenging situations. However, resilience encompasses not only the way we react to a specific stressful situation but also how we cope with accompanying physical, psychological, and social challenges. A resilient person is not immune to failures, losses, and the effects of stress. It is the way a person responds after the initial shock that stands out and distinguishes resilient individuals from others. The aim of this study is to examine differences in resilience and quality of life among early and middle-aged participants, as well as the relationship between these variables. We aim to determine the importance of self-efficacy, perseverance, social support, internal locus of control, and coping and adaptation strategies for preserving the physical and mental health of individuals under the impact of stressful life events.

Being a parent of a child who exhibits atypical developmental patterns and encounters numerous difficulties necessitates parents to assume the roles of advocates and coordinators for their child's services, thereby limiting the scope for personal fulfillment. This research endeavors to ascertain whether disparities exist in the quality of life between parents of typically developing children and parents of children with autism. Additionally, it aims to explore parental satisfaction with parenthood and the experience of parental stress. The study encompassed a cohort of 90 families, comprising 45 families with typically developing children and 45 families with children diagnosed with autism. To facilitate data collection, a comprehensive questionnaire was devised, capturing fundamental information. Furthermore, two scales, namely the Parental Satisfaction Scale and the Parental Stress Scale, were employed to assess parental perspectives. The results, obtained through nonparametric group comparison techniques, substantiate a significantly heightened level of parental stress among parents of children with autism. Moreover, noteworthy discrepancies were observed across essential domains of parental satisfaction. An unprecedented finding arising from this investigation, not documented in extant literature, pertains to the prevalent inclination of parents whose firstborn and solitary child has autism to conceive another child, motivated by apprehensions of autism recurrence and concerns surrounding their capacity to devote sufficient attention to a child with autism.