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Dedicated to the 180th anniversary of the birth of Vassil Levski, this collection gathers in one place the research efforts of literary writers and historians. The aim is tracing the way of the narrative about the historical personality to the sacred status of the national icon of the Apostle. The achieving of this scientific task intertwines the poetry of the "canonization strategist" (Hristo Botev), the words of today's lyricists, the memory of the associates, the "written by the hand of the Apostle", the results of an Olympiad in Taraklia (Moldova), the English press, the today’s children book and even the name of a mystical regiment The research efforts face the mystery of Apostle’s path into and out of monasticism, the words of veterans and philosophers, the ode and the rhapsody, the camera and the paint brush, the sound and the letter... To draw a never-ending journey, that will forever - and everywhere, accompany the Bulgarian spirit.
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The 1st International Conference on Environmental Protection and Disaster RISKs (http://envirorisk.bas.bg/), organized by the National Geoinformation Center (NGIC) of the Republic of Bulgaria, took place on 29-30 September, 2020, in Sofia, Bulgaria. The main areas of environmental management covered by the conference are: Natural Hazards and Risks, Air Pollution, Climate and Health, Water Resources, Human Activities and Management, Biodiversity, Biotechnology for Environmental Management, Informatics, Remote Sensing, High Performance Computing and GIS for Environmental Monitoring. The Conference is based on the scientific topics covered by the National Scientific Program “Environmental Protection and Reduction of the Risk of Adverse Events and Natural Disasters” (https://nnpos.wordpress.com/). The program is approved by the Bulgarian Council of Ministers (Decision No 577 / 17.08.2018) and funded by the Ministry of Education and Science (Agreement No D01-230/06-12-2018).
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Konferencija pod nazivom Prozor u svijet obrazovanja, nauke i mladih održana je 12-13. aprila 2019. godine u Sarajevu u organizaciji Pedagoškog fakulteta Univerziteta u Sarajevu. Konferenciji je prisustvovao veliki broj učesnika iz Bosne i Hercegovine, Hrvatske, Srbije i Crne Gore, a cilj Konferencije bio je okupljanje naučnika i stručnjaka koji se bave odgojem i obrazovanjem, njihovim perspektivama i tendencijama, trenutnim poteškoćama i primjerima dobre prakse, kao i razmjena iskustava i saznanja iz ovih oblasti te razvijanje i jačanje bosanskohercegovačke nauke i struke.
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The activities oriented towards ananalytic approach, with special emphasis on rhythmand rhythmic patterns which have a strong influence on the whole some development of a child, can also be used successfully when working with children with various kinds of149difficulties. When working with children, this is primarily achieved throug hintegratedactivities, the effects of which can be seen in the development of self-expression, establishment of social contact, improvement of communicative skills and interpersonalrelationships, development of a psychologically optimal personality, improvement of personal autonomy and creativity, of rhythm of speech, voice perception and the alleviationof pathological behavioural patterns. Music has always been considered an integral part ofevery individual's life as well as a key link between various cultures. The results of recentresearch indicate great efficacy and beneficial effects of the music therapy on thedevelopment of children with developmental difficulties. Music therapy encourageschildren's development in many different aspects of life (physiological, intellectual, socialand emotional etc.). Based on these discoveries the purpose of this research is defined: to determine how listening to music affects the abilities of children with difficulties. Based on systematic observations that the educators of a small group of children with difficulties made, two hypotheses were tested. Results of the research indicate that children with developmentaldifficulties of ten react to music with motor activities, which confirms first hypothesis(„Listening to music encourages children to engagein motor activities“), whilst the secondhypothesis („Listening to music encourages children to achieve social contact (eye contact, touch etc.)“) is still not confirmed. These results are discussed bearing in mind the aim ofachieving the greatest possible well-being of the children with special needs, throught heeducational use of music, and guidelines are offered for future research in this field.
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We don't speak a lot about the sexual education of children with disabilities, although there are numerous studies suggesting the importance of a proper approach and raising awareness of the needs of this population. In a research conducted at the level of the Federation of BiH, it has been noticed that sexual education is a taboo both for parents and for teachers involved in that survey. The survey covers 49 parents of children with disabilities from the three associations in the territory of the Federation of Bosnia and Herzegovina (Mostar, Bugojno, Žepče), 22 parent and 20 teachers/special education teachers/educators/ rehabilitators from the Centre "Vladimir Nazor" in Sarajevo. The results of the research show 568that teachers/educators/special educators-rehabilitators and parents believe that the children with disabilities pass through the same development stages as the children without developmental difficulties do and that they have sexual urges needed to be satisfied.According to this study, both parents and teachers face the problems in sexual behavior with the children having developmental difficulties, most often in the period of puberty, but such conduct is not excluded even with children of the younger ages. Although there is a need for communication and conversations on this topic from an early age, parents usually avoid these kinds of conversations to the period when the child starts to manifest sexual urges. The reason for this is the fact that sexual education is a subject which is very little talk about, both in the family and in educational institutions.
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The basic aim of the paper was to determine whether there are any significant differences among pupils for whom their classteachers detect the behavioral difficulties. Differences are observed in the estimated symptoms of impulsivity / hyperactivity, inattention, emotional problems and antisociality considering the classteacher's view on the need for additional learning assistance and behavioral correction. In the conducted survey, the primary school teachers of all regions of Croatia voluntarily and anonymously detected 1087 pupils from the first to the eighth grade with behavioral difficulties. They estimated them on the Vanderbilt scale of the student's behavioral symptoms. Factor analysis confirmed four dimensions of student behavior: impulsivity / hyperactivity, emotional problems, inattention and antisociality. The hypothesis have been tested by two analyzes of the differences in behavioral symptoms among students, considering the assesed need for additional help in (i) learning assistance (ii) behavioral correction.Educators estimate that additional learning assistance is needed for students who exhibit more inattention, emotional problems, and impulsivity / hyperactivity. They also estimate that additional help in correcting behavior is needed for students who exhibit more antisociality, impulsivity / hyperactivity and inattention.The results of this research can help to better understand preventive and early intervention strategies to protect the educational rights of students' with behavioral difficulties. It is necessary to empower teachers in their competence to work with those students. It is also necessary to plan organized and systematic forms of professional assistance for those students in school.
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In the modern educational system, teachers are expected to enable each student to be successful. For students whose achievements are significantly behind the expected level, individual approaches and customized programs are provided. Children with disabilities can and want to contribute to society, and not depend on it.The upbrining and education of students with disabilities in lectures of technical culture is based on the principles of accepting different characteristics of pupils' development, ensuring conditions for work in the technical culture cabinet and support from teachers of technical culture. The goal isto achieve the maximum development potential of each student and to equalize the opportunities for achieving the greatest possible level of education, as well as providing conditions for quality fulfillment of the requirements of teaching for all pupils.Who are actually teaching assistants, what is their role in the education of children with disabilities, and what conditions have to be fulfilled by them in order to even become teaching assistants, are just some of the questions that we were trying to answer in this paper.Survey questionnaires for teachers of technical culture and teaching assistants were used as a method of data collection.Based on the experiences of teachers and assistants working with students with disabilities, important recommendations are given to all teachers in this paper, and therefore teachers of technical culture who work with students with disabilities and who have an assistant in the class. The importance of the assistant in the teaching of technical culture, who represents the bridge between pupils and teachers as well as the complete society is accentuated in order to implement inclusion in the full sense of the word.The results of the research show that the views and experiences of teachers on the contribution of assistants to inclusion / inclusive teaching of children with disabilities are generally positive. From their answers it is evident that they respect the work of teaching assistants and believe that they have made positive changes in teaching and that children with disabilities make progress with the help of an assistant.
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One of the big contemporary issues and challenges of social system transformation from institutional to community care is finding the way of supporting and working with primary social environment of child with the disability. A number of studies highlights that one of the long-term neglected groups are siblings of children with a disability (Naylor & Prescott, 2004). This is a significant drawback of the current social care system, because these children express the desire to obtain information and understand the brother´s/sister´s disability (Dyson, 1998), and they often care for the sibling on a daily basis. Moreover the presence of the disease in family system can have a number of negative impacts such as difficulties in adaptation, problem behaviour and decrease in overall quality of life (Sharpe, 2002). One of the intervention possibilities focusing on siblings of children with disabilities are group therapeutic-educational programs successfully proved abroad, however, these are almost non-existent in Czech Republic (e.g. Lobato & Kao, 2005). The aim of this contribution is to present forms of organization, content and outputs of such programs, as published in scholarly journals and applied in foreign practice (especially in Great Britain).
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Academic freedom is a fundamental principle of higher education, essential for the advancement of knowledge and the preparation of students for the challenges of the 21st century. It is important to protect academic freedom and to ensure that academic and administrative personnel, as well as students, are able to exercise their freedom without fear of reprisal. Academic freedom is guaranteed by the Constitution of Georgia, the Law of Georgia on Higher Education, accreditation and authorization standards. However, university community and organizations have different understandings of academic freedom. This can make it difficult to assess whether or not academic freedom is being protected or limited in a particular case. Accordingly, the research aims to clarify the meaning of academic freedom based on the Law of Georgia on Higher Education and identifies some of the challenges that need to be addressed to ensure that academic freedom is protected or limited in practice. The paper argues that academic freedom should be understood as the right of academic and administrative personnel, as well as students, to teach, research, and publish without fear of censorship or reprisal. The author suggests that more needs to be done to educate academic community and administrators about the meaning of academic freedom and how it can be protected. The paper concludes that academic freedom is a guarantor of innovation in educational institutions, which ensures that ideas dictated by freedom of thought are implemented by universities, academic, scientific personnel, and students and creates new knowledge.
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The paper highlights the educational journey of visually challenged learners as they navigate the path from school to higher education. The policies and provisions of the Indian education system designed to enable the inclusion of learners with special needs constitute the theoretical foundation of the study. In this context, the Rights of Persons with Disabilities Act, 2016 is especially relevant since it presents a revised version of the 1995 Act and incorporates contemporary concerns from the field of disability research and practice. The methodology includes an exploration of the experiences of visually challenged learners with the help of personal narratives and group discussions. The findings bring forth the challenges that learners face in their pursuit of career advancement. The critical role of enabling provisions in facilitating their educational progress and helping them realize their aspirations is another important aspect which emerges from the interpretive analysis.
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This interpretive phenomenological qualitative research study explored the psychological and emotional experiences of parents with children having specific learning disabilities in Pakistan. Focus group discussions with five parents were conducted on Zoom. After the data collection from each of the participants was assessed, a cross-case analysis of the data was completed to develop a list of the themes common among the participants. The sub-themes and the themes originated from the codes are: (1) Parents’ Challenges, with the sub-themes of Parenting Style, Emotional Responses and Sufferings; and (2) Support from Academia with the sub-themes of Relationship with the teachers, Financial Stress and Modifications in Assessments/ Examinations. The themes originated after the focus group discussion with the five parents contain the struggle of the parents of LD children in preparing them to do better academically and socially. The findings revealed that parents of children with learning disabilities have a very challenging and demanding role. Their struggles and challenges are more exhausting emotionally, physically, and financially. Parents struggle to identify academic problems faced by children due to lack of awareness, which adds to their struggle as well as the children. Parents are the primary caretakers and guardians and are responsible for the upbringing of their children. It is not easy being a parent, but the situation gets difficult when children are identified with learning disabilities.
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The purpose of this paper is to bring forth the importance of parents’ implication in the educational process of children with special needs by emphasizing the need of a family–school partnership. Educational and vocational counseling for students in special education imposes the need for efficient inclusion, which requires a commitment to integrating persons with disabilities both in school and society. In other words, the family of a child with special needs is involved in the role of mediator between the child—who may have difficulty adapting to interpersonal relationships—and the social environment, including the community to which they belong and sometimes even strangers. The role of parents as educational partners represents direct implications in the educational environment in which they can influence certain decisions that follow along the progress of the child’s education, collaborating with the school in a concrete way and taking managerial functions within the school.
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Effective inclusion means following a path of integration of people with disabilities both in school and in society. Counseling families of children with special educational needs with a view to integration becomes a mandatory step in combating school drop out and facilitating social integration. This study examines certain aspects of education for children and young people with special educational needs, trying at the same time to clarify the theoretical context of inclusion and integration in school. It presents examples of good practices and shares insights gained from accumulated experiences to promote the participation of children with special educational needs in learning activities, thereby preventing school drop out. The objective of this study is to emphasize the important role of the teacher counselor, who must develop targeted strategies to address indecision by fostering the child’s ability to choose, make decisions, and seek information. The counseling process focuses on the preventive aspect of affective and behavioral disorders, as well as on problem-solving, personal development, and optimization. By fostering an inclusive environment, this approach aims to support the individual development of children with special educational needs and help them feel welcomed and connected to society.
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