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The global COVID-19 pandemic has affected every aspect of life, including advertising and the media business. Brands have reduced their advertising budgets. Some media, such as television and the Internet, have increased their audiences, while others, such as print and out-of-home media, have experienced a negative trend. Adapting media content and flexibility to advertisers is the key to the survival of traditional media. New media platforms attract a significant audience and have a chance for sustainable development. The short-term and long-term perspectives for the media can be analyzed from different points of view. The dynamics of this process is obvious and the media business needs to be more flexible than ever before.
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The article aims to introduce to the readers the features of fake news, basing itself on theoretical observation. Another goal is to determine if there are grounds to claim that there is creation, broadcasting and distribution of fake content. Some methods for spotting, detecting, recognizing and neutralizing fake news are presented briefly. The relation between fake news and post-truth are described as well. The article also presents examples of fake news regarding the Coronavirus crisis (COVID-19) selected from media, online media and social networks in Bulgaria. Lastly, the article highlights the arguments used while presenting information regarding the plan to overcome the crisis and the prevention of spreading fake news.
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The article presents the results of a study conducted during the state of emergency in Bulgaria in connection with the Covid-19 pandemic (March 13 – May 13, 2020). The object of research are the comments sections of the Dnevnik, Sega and Trud websites where people discuss the topic of ‘journalism’. The maintenance of user forums on news sites is an important indicator of the chosen mode of work and thequality of journalistic activity of the media; it is an indicator of the readiness of the media organization to offer a platform for public discussions. The survey of the users’ comments highlights the attitude towards journalism and the media in Bulgaria as a whole.
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Adaptive behavior is defined as a set of conceptual, social and practical skills that people learn and use in everyday life. A relatively small number of studies have examined the influence of gender on adaptive functioning, mainly in subjects with autism spectrum disorders (PSA), with opposite data regarding gender differences. The aim of this study was to examine the differences in adaptive functioning between boys and girls of typical developmental (TD), school age. The sample included 76 children, 50 boys and 26 girls. The age of the subjects ranged from 6 to 14 years (9.72 ± 0.30). The Adaptive Behavior Diagnostic Scale (ABDS; Pearson, Patton & Mruzek, 2016) was used to assess adaptive skills. The research was conducted in two primary schools in Foča, school year 2020/2021. Although the descriptive analysis indicated that boys achieved higher average values than girls, this difference did not reach statistical significance for any of the examined adaptive domains (conceptual, social, practical), nor for the overall score achieved on the ABDS scale. Given that the sample in this study included a relatively small number of respondents, it is necessary to conduct a study regarding gender differences in adaptive functioning in a much larger number of boys and girls TD, school age.
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Studies indicate that adults with mild intellectual disability generally have a limited range of choices about the different domains of life that people of the typical population decide for themselves. Low availability of choices in this population is less pronounced in everyday activities, and is more pronounced in relation to more complex life issues. The aim of the research was to determine the level of availability of choices for people with mild intellectual disability in different areas of life, as well as to examine the existence of differences in the availability of choices in relation to gender, age and housing type. The sample consisted of 36 adult respondents with mild intellectual disability, both genders, aged 22 to 49 years. The Choice Questionnaire (Stancliffe & Parmenter, 1999) was used for data collection, which was applied in the form of interviews with respondents. The results showed that respondents have the most opportunities to make choices in the field of social activities, while they have the least choice in regarding money management. Statistically significant differences in the availability of choices were found in relation to the type of housing (t = -3.682; p = 0.001), so that respondents who live with support have more opportunities to choose the desired option in different domains of life, compared to respondents who live in family home. A statistically significant correlation was found between the availability of choices to respondents and their age (r = 0.371; p = 0.026), in a way that with the age of respondents increases the number of activities in which they get the opportunity to choose what they want. Statistically significant differences in the availability of opportunities for making choices in everyday life between male and female respondents were not found (t = -0.417; p = 0.679). The obtained results give practical implications related to the need to increase the availability of choices regarding daily activities and more complex life issues for people with mild intellectual disability, in accordance with their abilities, with special emphasis on people living in family homes and younger adults.
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The term inclusion is a word of Latin origin inclusio, meaning inclusion, inclusion, coverage, and implication. By definition and according to most authors, it represents the most complete concept or process of including parts as a whole. In education, inclusion provides each child with equal opportunities to develop potential and is a humane process. However, inclusion is a process that does not only apply to the inclusion of children with disabilities in regular schools and preschools. Inclusion means breaking down barriers in everyday life and the active and equal participation of children and adults with disabilities in all fields of living and functioning, whether a child or an adult. Inclusion and the inclusive education process takes place over the days. During this period, have we learned what it means to be different, how to accept differences as positive characteristics of another person and whether we have taught our children how to build an equal relationship with people who have some difficulty in developing? We tried to answer these questions by questioning primary school students in Sarajevo. The main goal of the research was to examine, analyze and determine whether primary school children have a developed awareness of the existence of diversity as a positive characteristic of a person, and determine whether the children talk to the parents about the differences and how much the parents inform them about it, whether they are informed about the categories of developmental difficulties as well as whether after so many years since the introduction of inclusion the question remains whether inclusion is an illusion. Based on the obtained research results, we can conclude that the inclusion of children with disabilities is positively accepted by peers, but that it is necessary to continue working on information, socializing together as well as educating parents about raising a child without prejudice in order to build an ideally inclusive society.
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The modern approach in early intervention implies coordinated and interactive work of all members of the transdisciplinary team through the active participation of experts and parents/guardians. Therefore, this model enables the provision of services that are aimed at children and families. The aim of this paper is to point out the mistakes of team members that lead to uncoordinated and integrated services, so it is difficult to respond to the needs of children with disabilities and their families, which directly affects the quality of early child development. The sample included 100 respondents from Serbia, 97% of mothers of children with disabilities and 3% of guardian / adoptive parents. Data were collected using the online survey technique. The statistical processing of the data showed that from the first suspicion that something was wrong with the child to reporting to a professional, the largest number of respondents 44% waited from one month to 6 months, and as many as 13% that they waited longer than 6 months . It was necessary to wait from one month to 4.5 years to establish the diagnosis. As the main reasons for the late report to the special educator, they state the omissions of experts, ignorance in which cases the special educator can help and the advice of experts (child psychologist, kindergarten teacher) “to wait some more time”. When it comes to parent’s mistakes, one of the most important data is that 69% of children had contact with any smart device in the first year. Almost 30% of children aged 1,5 to 3 consume exclusively soft pureed food. The results of the research speak in favor of the fact that for the best treatment in special education and rehabilitation programs, for children up to 6 years of age, it is extremely important to network institutions that provide services in the field of health, education and social protection. Provide a transdisciplinary approach, provide services in line with the individual needs of the child, educate professionals and evaluate services.
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Learning to swim is a specific work model in the teaching of physical education, which is especially true for children who have certain difficulties in psychomotor development. Experience has shown that children with Down Syndrome can be involved in this type of movement education, of course with adapted dynamics and methodology of learning basic movement activities in the water. One of the methods is the Halliwick concept of learning the basic elements of movement in water for people with disabilities (McMillan, 1997 - revised 2010). This method involves mental and physical adaptation to being in the water, relaxation, control of breathing, balance and ultimately independent movement in the water. The aim of this paper was to analyze the effectiveness of the Halliwick concept of training in swimming motor skills in water for children with Down Syndrome.The study was conducted on a sample of 10 subjects (5 girls and 5 boys), aged 9 ± 0.5years (children with Down Syndrome). The swimming program (Halliwick) lasted 12weeks (60 minutes per week). A set of 8 tests was used in the study to assess the level of mobility in water. T-test for dependent samples was used to analyze the results of initial and final testing. The results of the t-test indicate that after the implementation of the program there were statistically significant changes in all applied variables: SUV - independent entry into the water (p <.001); GRO- diving under water (p <.002); TRO - transverse rotation(p <.001); LRO - longitudinal rotation (p <.002); SLO - sagittal rotation (p <.001); PNS- floating on the abdomen (p <.002); SNG - jump into the water on his feet (p <.001); SKKV - independent movement on the water surface (p <.003). Based on the comparison of the results of the initial and final testing of the respondents, it is evident that the applied swimming model proved to be effective for all participants in the program. This confirms the allegations of similar research and concludes that the basic orientation of educational procedures in this area is changes in various characteristics of psychosomatic status, especially morphological, functional and motor abilities and traits and cognitive and conative functions involved in motor expression (Selimović et al. 2013). Based on the obtained research results,it can be concluded that the Halliwick model of swimming learning for children with Down Syndrome is very effective. Accordingly, there is a need for additional education of swimming coaches and physical education teachers for such and similar programs that are adapted to work with children who have certain difficulties in psychomotor development.
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Autistic spectrum disorder (ASD) is a pervasive development disorder which affects practically all areas of psycho-social and physical development. ASD is mostly characterized by lower IQ, sensory integration disorder (clumsiness, stereotypic movements, limited spectrum of interests, behavioral disorders, resistances to changes, etc.), speech development disorders, etc. The basic problem of this research consists of subjective obstacles to inclusion, manifested mostly through the attitudes of the teachers toward these children. The aim of this research was to examine the attitudes of regular primary schools’ teachers of the Sarajevo Canton toward the children with the ASD. Empirical research is of quantitative type, with descriptive (frequencies of the phenomena) and inferential statistics (exploring the relationships among the variables with Chi-Square test and the reference p value less than 0,05). The research concluded that the majority of these teachers supports the inclusion, that the majority of them knows the legislative of this area well, and that the majority of them thinks that the adequate institutions must invest more efforts in solving status of inclusion of these children. Sex of the teachers has no significant influence on these attitudes, whereas the work experience and the age do, whereby younger teachers with lesser work experience more agree with the statement that children with ASD can be efficiently included in the regular primary school environment and programs.
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Social development is the ability of an individual to establish and form close, intimate and safe relationships with peers and other individuals. The development of social skills such as empathy, responsibility, making friends and conflict resolving attitude affect the quality of individual’s life and one’s needs. People learn and develop social skills in a similar way as a child learns to walk or speak. This, of course, requires direct social contacts with parents, children and adults through whom we exchange opinions, experiences, thoughts and emotions. The melody of the voice, facial expressions, and movements during that exchange allow us to identify the emotions of our interlocutor, who may be protective to anticipate danger. In the process of developing social skills, children gain self-confidence and competencies that help them to solve problems more efficiently and form quality interpersonal relationships. Studies have shown that real social contacts affect the development of the ‘’social brain’’, i.e., the brain structures and neural networks that participate in social interactions and form the basis for social cognition. The frontal cortex, for example, allows for joint attention, and the amygdala recognizes and integrates emotions. Modern technology has changed communication, attitudes and values greatly for today’s children, which is reflected in the present world in which children grow up. The technology we use today is not merely a tool, but an essential part of becoming and acting. According to research, social networks have been proven to reduce real social contacts as well as to negatively affect social competence when used intensively. Modern technology and social networks are widely used today by young people to the extent that they prevent real social connections, leading to loneliness. Medical and psychological science has made great strides in explaining the causes, mechanisms, and consequences of loneliness, however, this knowledge remains little known to the general public. Considering that loneliness is a threat to every young person today, more attention should be given to this issue.
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Quality of life is the ability to self-perceive an individual’s position in the context of the culture and value system in which he lives in relation to his goals, standards and concerns. In modern research, speech disorders have been recognized as indicators of impaired quality of life in children. The aim of this research is to provide primary data on the quality of life in children with speech disorders, with special emphasis on the emotional and social domain of quality of life. In this review study, electronic databases of Google Scholar Advanced Search and the Consortium of Libraries of Serbia for Unified Procurement - KoBSON were searched. The findings are summarized using a systematic and narrative approach. By analyzing the found papers, five research studies suitable for inclusion in the audit were singled out. Review and original research papers were taken into account. Research papers differed methodologically in terms of sample size, research procedures, quality of life aspects assessment, and outcomes. From reviewed studies and research, evidence emerges that the social domain is most affected in children with speech disorders and that children with speech disorders are at risk of social-emotional behavioral problems. Also, the findings of these studies show that higher levels of stress in the family are an additional indicator of impaired quality of life of children with speech disorders. These findings suggest that in addition to the degree of speech impairment, there are additional factors that may affect the way parents report on their children’s quality of life. Taking these results into consideration, we can conclude that speech therapists should adjust their course of speech assessment and applied interventions during speech rehabilitation to the general well-being of a child with speech disorders.
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Behavioral problems, among which the most extreme is physical aggression, have been the subject of research by many authors. This behavior interferes with the daily functioning of people with intellectual disabilities (ID), making it difficult for them to access treatment, support and significantly increasing the cost of providing support. Although many other types of aggression can be very disturbing, this type of problematic behavior is not only a significant challenge for those who provide daily care to these people, but also affects the physical safety of people working with people with ID and all people who may be in the environment of such an aggressive person. One of the first steps towards solving this problem is to clearly define the function that such behavior has, in order for people to receive adequate treatment. In this paper, from a theoretical point of view, we deal with the most common functions of physical aggression in people with severe forms of ID, as specific differences in the functions of this behavior in relation to the sex of a person belonging to the population affected. In analyzing this problem, we relied on the results of available research published from 1973 to 2014. During the literature review, papers were used from Internet sources, namely the Consortium of Libraries of Serbia for Unified Procurement (KoBSON) and Google Scholar. When searching internet sources, the following keywords were used: Physical Aggression, Intellectual Disability, Function of Physical Aggression. Based on the results of the research included in this paper, we can conclude that physical aggression in people with more severe forms of ID usually has some social functions such as attracting attention and avoiding requests.
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The cooperation between the parents and the schools, namely. the teachers, is key to establishing more favorable conditions in the school, but also within the family, to ensure that the child’s overall development and progress is unhindered. As parents have a very important role in a child’s life, they must be involved in the educational process, in order to adequately and timely respond to all challenges that children face. This type of cooperation strengthens parenting skills and competencies, which aims to train parents to help and support their children. The aim of the research is to determine how and in what ways parents/guardians are involved in the educational process of their children. Furthermore, this research examined how often parents communicate with teachers, and whether that communication is adequate. The parents’ opinions about their involvement in the development and implementation of Individualized Educational Programs were also examined. The research sample consisted of 168 parents/guardians whose children are of primary school age. Of the total number of respondents, 43 parents have children with disabilities. In terms of gender, the research sample consisted of 155 women and 13 men. The instrument used in the research was an online survey, which consisted of 15 open-ended and closed-ended questions. The results of the research showed that 155 parents actively participate in their child’s school activities. Of the total number of parents, 87 stated that teachers contact them only when learning and/or behavioral problems arise. Parents of children with disabilities reported that 27 children have an Individualized Educational Program developed for them. This paper will explain in more detail the importance of parents’ involvement in children’s school life and encourages the cooperation between parents and schools, specifically teachers.
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Children with intellectual disabilities, due to the specificity of their development, have some difficulties in adopting the body scheme and appointing body parts. The more complex the degree of intellectual difficulty – the greater the difficulties in adopting the body scheme and naming body parts. The experience of physical integrity is important due to the awareness of person’s own body and its position in space. When a child adopts physical integrity through movement, it then masters subjective and objective space, and its motor organization and performance become more mature. Psychomotor reeducation helps the child to detect body parts as a whole through carefully and individually selected exercises while adopting concepts through appointment. Psychomotor reeducation increases the focus of attention, activates sensomotor media and allows communication through physicality. Through psychomotor reeducation exercises, the child gains experience about himself and his environment. By knowing his own body, the child takes the first step towards cognitive development. The aim of this work is to point to the importance of applying psychomotor reeducation in mastering the body scheme in students with intellectual disabilities and assist parents, teachers and experts in recognizing it. In working with three students with intellectual disabilities, ages 6 and 7, a set of psychomotor reeducation exercises has been applied to adopt physical integrity, body schemes and adopt concepts for appointing body parts. The results of the application of a set of psychomotor reeducation exercises in three students with intellectual disabilities, ages 6 and 7, show the full adoption of the body scheme as well as the adoption of most concepts for appointing body parts. We believe that the application of psychomotor reeducation contributes to the experience of children, which will also affect their cognitive development.
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Specific Learning Disabilities (SLD) is an umbrella term, encompassing certain categories in relation to a specific aspect of learning that is affected. Definitions of specific learning difficulties have changed over time, resulting in inconsistencies in research and legislative frameworks. However, according to the new The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5), which provides a widely accepted definition that is increasingly used in research and it is accepted by important parties which are in charge for rights of associations of people with specific learning disabilities, in this category are include dyslexia, dysgraphia as well as dyscalculia. SLD can be diagnosed if one difficulty is present in one or all three domains despite conventional schooling, normal hearing and vision, normal intelligence, adequate motivation, and adequate socio-cultural opportunities. For decades, researchers have been trying to provide an adequate definition, operationalize diagnostic criteria, in order to create instruments and investigate the exact prevalence, and shed light on the etiological factors of these difficulties. A comprehensive model of specific learning difficulties must take both into account; isolated learning disorders as well as comorbidities between them. However, specific learning difficulties, although they may occur together, are characterized by different underlying deficits and therefore each domain requires a separate approach. Given this, the aim of our work is to review previous achievements in this field, so that we have a clear starting point for further research work.
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Sleep is a very important factor that directly affects the mental and physical development of a child. Elementary school “Vinko Bek” in Zagreb is attended by blind and visually impaired students who often have associated influential difficulties. It is especially important for them to get enough quality sleep during childhood so that they can develop and progress to the maximum of their abilities. Following the psychophysical development and progress of students in our school, we noticed very specific sleep patterns and the presence of certain difficulties or disorders in sleep. Professors and professional associates of various professions who work with students daily noticed in their work the negative impact of lack of quality sleep on their daily functioning in the school environment. To be able to accurately identify students who have difficulty sleeping and to be able to provide them with adequate assistance, we created a questionnaire that collected all relevant information. The questionnaire is intended for parents and includes medical data of the student, data on sleep habits (sleep hygiene), spatial conditions in which the student sleeps, and data on current life circumstances in which the student finds himself, which may affect the quality and quantity of sleep. To raise awareness and inform parents about the importance of sleep for the child and the child’s overall development, we have created a leaflet that provides general information about sleep. Given that these are children with visual impairment, and often additional influential difficulties, a multidisciplinary approach to this problem is very important. It is important to do more research because there is currently a lack of scientific data on this topic.
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Inclusive teaching in the Republic of Serbia was introduced abruptly, without sufficient knowledge, resources and without respecting the positive previous experiences in working with students with disabilities. Teachers in the regular system could not replace special educators in their work, and the support of pedagogical assistants was lacking. Inclusion, instead of improving the situation for students with disabilities, often led to their isolation in the regular system, loss of opportunities for socialization, individual treatment, life skills training and more. Creating a pilot program in the Secondary Vocational School, we started from the hypothesis that it is possible to introduce an inclusive and integrative model of teaching that will provide a level of educational outcomes that meets different abilities of students and provides further development (progress) through the teaching process. Pilot thematic classes were organized and the hypothesis was confirmed through research methods of experiments, analysis of achieved results and survey. Some teachers and professional associates at the Secondary Vocational School for Students with Developmental Disabilities agreed on the competencies that students should acquire during the thematic classes in the field of ecology and made an agreement on joint activities. Inclusive, integrative and thematic classes in the field of ecology were conducted during the first two weeks of May 2018/2019. with 11 departments. Extensive survey included all teachers and assistants who participated in the survey and companions, quantitative and qualitative analysis of data, establishing the initial test, final test and control group test, we obtained accurate data whose analysis we could confirm that the above classes have greatly raised the level of achievement for all students, they harmonized the relationship between students of unequal abilities, and made work in a school with disabilities more efficient and adapted to each student. We have proven that this type of teaching is not only useful in schools for students with disabilities, but also of great help in the regular system.
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Alternative and Augmentative Communication (AAC) is an area of clinical practice that addresses the needs of individuals with significant and complex communication impairments characterized by impaired production and/or comprehension of spoken language, including spoken and written modes of communication. Augmentative communication is used to supplement existing speech, and alternative communication is used instead of speech that is not functional or not present at all. Communication is a very important factor for shaping society. It is one of the basic human rights. The essence of communication is the ability to convey our thoughts, feelings and desires. Every child and adult have the right to communicate. Children and people with disabilities mostly have communication difficulties. That is why they need help to be included in the activities of daily living. Modern technology enables an easier and better life for children and people with disabilities. In schools, children with disabilities use AAC to facilitate participation in the teaching process, which enables them better interaction with other students and their teachers and makes it easier for them to understand and adopt the material. AAC enables adults’ better involvement in everyday life activities, giving them equal employment opportunities. The aim of our paper is to show what alternative and augmentative communication is and to explain the importance of AAC for children and adults with disabilities.
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