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S. BOJANIN, I. MILACIC, M. SELAKOVIC: “AUTISM”
Natasha CHICHEVSKA-JOVANOVA
Journal of Special Education and Rehabilitation , 1998,
Abstract:
EDUCATION-PROFESSIONAL VISIT OF THE UNIVERSITY “LA SAPIENZA” IN ROME, ITALY
Natasha Chichevska-Jovanova
Journal of Special Education and Rehabilitation , 2005,
Abstract:
ESTIMATION OF MOTOR AND COGNITIVE FUNCTIONING IN PERSONS WITH CEREBRAL PALSY AND PERSONS WITH MILD MENTAL RETARDATION
Natasha CHICHEVSKA-JOVANOVA
Journal of Special Education and Rehabilitation , 2008,
Abstract:
PARENTS OF CHILDREN WITH DEVELOPMENTAL DISABILITIES: STRESS AND SUPPORT
Natasha CHICHEVSKA JOVANOVA,Daniela DIMITROVA RADOJICHIKJ
Journal of Special Education and Rehabilitation , 2013, DOI: doi: 10.2478/v10215-011-0029-z
Abstract: Parents’ reactions, in the moment when they find out that their child is with developmental disabilities, are absolutely individual. A lot of parents need months, while some of them need years to face the fact that their child is with developmental disabilities. The state and the crises that arise are very hard to be prevented, however they could be overcomed by a good professional help and support. The aim of this research is to examine the stress level that the parents of these children experience as well as the support that they receive by the family and the local community. Thirty one parents of children with intellectual disabilities, cerebral paralysis and visual impairment have been inquired. The questionnaire referred to the way of communication between professionals and parents, the stress level that they experienced because of their child and the support they received from their close family and other family members, their friends and the local community. For parents, the most stressful thing is the moment of finding out their child’s developmental disabilities. The biggest support they receive from their partners and parents.
ASSESSMENT OF VISUAL PERCEPTION IN STUDENTS WITH SPECIAL EDUCATIONAL NEEDS
Natasha CHICHEVSKA-JOVANOVA,Daniela DIMITROVA-RADOJICHIKJ
Journal of Special Education and Rehabilitation , 2007,
Abstract: This article presents the results acquired from the assessment of the visual perception in students with special educational needs. The research cov-ered in total 85 students, out of which 20 with vis-ual impairment, 45 with mild mental retardation and 20 with cerebral palsy. To assess the visual perception we have used the MVPT-R (Motor-free visual perception test-revised). The research data shows that the students have statistically lower visual perceptive age than their chronological age indicates.
SELF EVALUATION OF COMPETENCES OF THE SPECIAL EDUCATORS AND REHABILITATORS IN THE SPECIAL INSTITUTION
Natasha M. CHICHEVSKA-JOVANOVA,Daniela B. DIMITROVA-RADOJICHIKJ
Journal of Special Education and Rehabilitation , 2009,
Abstract: The primary goal of this empirical research was to determinate how much has current education helped special educators and rehabilitators in forming separate competences, and if those competencies correspond to the desired ones, which are necessary for the work of the special educators and rehabilitators.The results have shown that one type of the competences in the program had been neglected up to now. Therefore, it is necessary for this fact to be taken into consideration when designing the new study programs.
EARLY INTERVENTION OF CHILDREN WITH DISABILITIES
Zora JACHOVA,Daniela DIMITROVA-RADOJICHIKJ,Natasha CHICHEVSKA-JOVANOVA
Journal of Special Education and Rehabilitation , 2004,
Abstract: The aim of this paper is to give survey of previous experiences of early intervention system worldwide and in the Republic of Macedonia.The experiences show that good early intervention systems function in many countries; others, started much later in realization of this process. But there are some countries where the organization of services for early intervention is in initial stage.The Republic of Macedonia possesses modest experiences considering the way of organization of early intervention of children with disabilities. In the context, we locate the problem in lack of established mechanisms for coordination between relevant institutions, based on legislation.
INCLUSIVE CULTURE IN PRE-SCHOOL INSTITUTIONS
Irena NOVACHEVSKA,Ilinka DIMCHEVSKA,Sashka PAVLOVSKA,Natasha CHICHEVSKA-JOVANOVA
Journal of Special Education and Rehabilitation , 2011,
Abstract: Inclusive education is a rational concept that refers to the overall and long-term transformation of institutional systems in society, especially in education. Along with the transformation, a number of important and unresolved issues still appear in both theory and practice, as the duty of pre-school institutions and schools is to educate every student in the mainstream education system. One of the most important aspects of inclusion is the inclusive culture. Regardless of the good inclusive policy and practice, one cannot talk about successful inclusion without a properly developed inclusive institutional culture.This paper is a contribution to the research considering the development of inclusive culture in three preschool institutions. It is based on the thinking and attitudes of the pre-school staff toward the necessity of developing and nurturing an inclusive culture. Successful inclusion of pupils with special needs in the mainstream school system cannot be conceived without an inclusive culture.
IMPLEMENTATION OF THE BOLOGNA PROCESS AT THE INSTITUTE OF SPECIAL EDUCATION AND REHABILITATION
Daniela DIMITROVA-RADOJICHIKJ,Natasha CHICHEVSKA-JOVANOVA
Journal of Special Education and Rehabilitation , 2007,
Abstract: This paper presents the changes of the studies in special education and rehabilitation at the Faculty of Philosophy due to the Bologna process. The aim is to give a comparative review of the old and the new study program.
Inclusive Culture In Pre-School Institutions
Irena Novachevska, Ilinka Dimchevska, Sashka Pavlovska, Natasha Chichevska-Jovanova , Daniela Dimitrova-Radojichikj
Journal of Special Education and Rehabilitation , 2011, DOI: 10.2478/v10215-011-0001-y
Abstract: Inclusive education is a rational concept that refers to the overall and long-term transformation of institutional systems in society, especially in education. Along with the transformation, a number of important and unresolved issues still appear in both theory and practice, as the duty of pre-school institutions and schools is to educate every student in the mainstream education system. One of the most important aspects of inclusion is the inclusive culture. Regardless of the good inclusive policy and practice, one cannot talk about successful inclusion without a properly developed inclusive institutional culture. This paper is a contribution to the research considering the development of inclusive culture in three preschool institutions. It is based on the thinking and attitudes of the preschool staff toward the necessity of developing and nurturing an inclusive culture. Successful inclusion of pupils with special needs in the mainstream school system cannot be conceived without an inclusive culture.
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