Radovanović, Vesna

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  • Radovanović, Vesna (2)
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Author's Bibliography

Parents’ perception about the role of personal assistants for children with developmental disabilities

Glavinić, Svetlana; Kovačević, Jasmina; Drobac, Ana; Radovanović, Vesna

(Beograd : Univerzitet, Fakultet za specijalnu edukaciju i rehabilitaciju, 2023)

TY  - CONF
AU  - Glavinić, Svetlana
AU  - Kovačević, Jasmina
AU  - Drobac, Ana
AU  - Radovanović, Vesna
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/1017
AB  - Introduction: By exercising the right to a personal assistant, direct support
is provided to the child, enabling him or her to be as autonomous as
possible in fulfilling his or her personal needs, activities, and obligations.
Aim: The aim of this descriptive study was to examine parents’ perception
on the role of personal assistants, the areas in which the service of
personal assistants is most prevalent, as well as areas that are important
for the development of children with disabilities, for which there is no
support in our educational system.
Method: The sample consisted of parents of 104 elementary and high
school pupils aged 7 to 15 from the territory of southeastern Serbia.
The adapted questionnaire consisted of 28 questions related to the
satisfaction of parents of children with developmental disabilities with
the participation of personal assistants was used.
Results: The results of this study showed that the support of a personal
assistant is most prevalent in the area of movement, 88.4%, maintaining
personal hygiene, 58.7%, while 52.9% of pupils needed support in
communicating with the teacher and peers. According to the parents’
perception, the largest number of pupils with developmental disabilities
with the support of personal assistants achieved better socialization,
76.9%. Furthermore, they corrected undesirable forms of behavior, 40.4%.
All the parents stated that support is necessary in learning and solving
everyday tasks in class, as well as help with homework. In addition, 82,7%
of the parents stated that they need daily help in studying after classes
and help in learning at home.
Conclusion: Parents expressed their satisfaction with the support of
personal assistants, however, they also indicate the need to expand the
competences of personal assistants, so therefore, attention should be
focused on their education and permanent engagement in the school.
PB  - Beograd : Univerzitet, Fakultet za specijalnu edukaciju i rehabilitaciju
C3  - 12th international scientific conference “Special education and rehabilitation today"
T1  - Parents’ perception about the role of personal assistants for children with developmental disabilities
EP  - 182
SP  - 182
UR  - https://hdl.handle.net/21.15107/rcub_ipir_1017
ER  - 
@conference{
author = "Glavinić, Svetlana and Kovačević, Jasmina and Drobac, Ana and Radovanović, Vesna",
year = "2023",
abstract = "Introduction: By exercising the right to a personal assistant, direct support
is provided to the child, enabling him or her to be as autonomous as
possible in fulfilling his or her personal needs, activities, and obligations.
Aim: The aim of this descriptive study was to examine parents’ perception
on the role of personal assistants, the areas in which the service of
personal assistants is most prevalent, as well as areas that are important
for the development of children with disabilities, for which there is no
support in our educational system.
Method: The sample consisted of parents of 104 elementary and high
school pupils aged 7 to 15 from the territory of southeastern Serbia.
The adapted questionnaire consisted of 28 questions related to the
satisfaction of parents of children with developmental disabilities with
the participation of personal assistants was used.
Results: The results of this study showed that the support of a personal
assistant is most prevalent in the area of movement, 88.4%, maintaining
personal hygiene, 58.7%, while 52.9% of pupils needed support in
communicating with the teacher and peers. According to the parents’
perception, the largest number of pupils with developmental disabilities
with the support of personal assistants achieved better socialization,
76.9%. Furthermore, they corrected undesirable forms of behavior, 40.4%.
All the parents stated that support is necessary in learning and solving
everyday tasks in class, as well as help with homework. In addition, 82,7%
of the parents stated that they need daily help in studying after classes
and help in learning at home.
Conclusion: Parents expressed their satisfaction with the support of
personal assistants, however, they also indicate the need to expand the
competences of personal assistants, so therefore, attention should be
focused on their education and permanent engagement in the school.",
publisher = "Beograd : Univerzitet, Fakultet za specijalnu edukaciju i rehabilitaciju",
journal = "12th international scientific conference “Special education and rehabilitation today"",
title = "Parents’ perception about the role of personal assistants for children with developmental disabilities",
pages = "182-182",
url = "https://hdl.handle.net/21.15107/rcub_ipir_1017"
}
Glavinić, S., Kovačević, J., Drobac, A.,& Radovanović, V.. (2023). Parents’ perception about the role of personal assistants for children with developmental disabilities. in 12th international scientific conference “Special education and rehabilitation today"
Beograd : Univerzitet, Fakultet za specijalnu edukaciju i rehabilitaciju., 182-182.
https://hdl.handle.net/21.15107/rcub_ipir_1017
Glavinić S, Kovačević J, Drobac A, Radovanović V. Parents’ perception about the role of personal assistants for children with developmental disabilities. in 12th international scientific conference “Special education and rehabilitation today". 2023;:182-182.
https://hdl.handle.net/21.15107/rcub_ipir_1017 .
Glavinić, Svetlana, Kovačević, Jasmina, Drobac, Ana, Radovanović, Vesna, "Parents’ perception about the role of personal assistants for children with developmental disabilities" in 12th international scientific conference “Special education and rehabilitation today" (2023):182-182,
https://hdl.handle.net/21.15107/rcub_ipir_1017 .

Sensory processing features in children with cochlear implants

Drobac, Ana; Radovanović, Vesna; Kovačević, Jasmina

(University of Zagreb, Faculty of Education and Rehabilitation Sciences, 2023)

TY  - CONF
AU  - Drobac, Ana
AU  - Radovanović, Vesna
AU  - Kovačević, Jasmina
PY  - 2023
UR  - https://urn.nsk.hr/urn:nbn:hr:158:614290
UR  - http://ipir.ipisr.org.rs/handle/123456789/979
AB  - Sensory processing represents a neurological process that involves sensory perception, organisation,
and reaction to sensory stimuli. It is a broad mechanism that refers to how our
central and peripheral nervous systems regulate sensory information from our seven (peripheral)
sensory systems. The aim of this paper was to examine the sensory processing features
in children with cochlear implants and to determine the correlation between the processing
of sensory information with emotional and social responses, as well as behavioural
outcomes. Parents of 24 children with cochlear implants, ranging in age from 1 to 10 years old,
completed the Sensory Profile questionnaire. The results show that children with cochlear
implants had lower sensory processing performance in several domains of the Sensory Profile.
Pearson’s r correlation revealed that there were significant relationships between social/
emotional responses and behavioural outcomes with almost all sensory inputs, except the
vestibular. Based on these results, it can be concluded that the respondents from this convenient
sample had significant difficulties in adjusting their levels of activity to the requirements
of everyday life and daily tasks. These research findings can contribute to improving
the effective implementation of sensory integration therapy, as well as highlighting the need
to adjust a child’s environment based on their profile of sensory needs.
PB  - University of Zagreb, Faculty of Education and Rehabilitation Sciences
C3  - 10th International Conference: Research in Education and Rehabilitation Sciences ERFCON
T1  - Sensory processing features in children with cochlear implants
EP  - 90
IS  - 26
SP  - 90
UR  - https://hdl.handle.net/21.15107/rcub_ipir_979
ER  - 
@conference{
author = "Drobac, Ana and Radovanović, Vesna and Kovačević, Jasmina",
year = "2023",
abstract = "Sensory processing represents a neurological process that involves sensory perception, organisation,
and reaction to sensory stimuli. It is a broad mechanism that refers to how our
central and peripheral nervous systems regulate sensory information from our seven (peripheral)
sensory systems. The aim of this paper was to examine the sensory processing features
in children with cochlear implants and to determine the correlation between the processing
of sensory information with emotional and social responses, as well as behavioural
outcomes. Parents of 24 children with cochlear implants, ranging in age from 1 to 10 years old,
completed the Sensory Profile questionnaire. The results show that children with cochlear
implants had lower sensory processing performance in several domains of the Sensory Profile.
Pearson’s r correlation revealed that there were significant relationships between social/
emotional responses and behavioural outcomes with almost all sensory inputs, except the
vestibular. Based on these results, it can be concluded that the respondents from this convenient
sample had significant difficulties in adjusting their levels of activity to the requirements
of everyday life and daily tasks. These research findings can contribute to improving
the effective implementation of sensory integration therapy, as well as highlighting the need
to adjust a child’s environment based on their profile of sensory needs.",
publisher = "University of Zagreb, Faculty of Education and Rehabilitation Sciences",
journal = "10th International Conference: Research in Education and Rehabilitation Sciences ERFCON",
title = "Sensory processing features in children with cochlear implants",
pages = "90-90",
number = "26",
url = "https://hdl.handle.net/21.15107/rcub_ipir_979"
}
Drobac, A., Radovanović, V.,& Kovačević, J.. (2023). Sensory processing features in children with cochlear implants. in 10th International Conference: Research in Education and Rehabilitation Sciences ERFCON
University of Zagreb, Faculty of Education and Rehabilitation Sciences.(26), 90-90.
https://hdl.handle.net/21.15107/rcub_ipir_979
Drobac A, Radovanović V, Kovačević J. Sensory processing features in children with cochlear implants. in 10th International Conference: Research in Education and Rehabilitation Sciences ERFCON. 2023;(26):90-90.
https://hdl.handle.net/21.15107/rcub_ipir_979 .
Drobac, Ana, Radovanović, Vesna, Kovačević, Jasmina, "Sensory processing features in children with cochlear implants" in 10th International Conference: Research in Education and Rehabilitation Sciences ERFCON, no. 26 (2023):90-90,
https://hdl.handle.net/21.15107/rcub_ipir_979 .