Faculty of Philosophy

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ADAPTIVE LEARNING AND ASSISTIVE TECHNOLOGY FOR STUDENTS WITH CEREBRAL PALSY
(University "St. Kliment Ohridski" - Bitola, 2026)
Arsovski, Denis
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The Evolution of Disability Perspective Models and Their Impact on Inclusive Education
(Faculty of Philosophy, Skopje, Republic of N. Macedonia, 2025-12)
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Examining the different disability perspective models provides insight to the conceptions and attitudes towards the disabled community. When we talk about the connection between disability persoective models and inclusive education, generically there seems connection. It is essential to understand the differences between the various models of disability, as well as their separate histories, in order to fully appreciate the concepts of exclusion and inclusion. The objective of the paper was to explore the ideas of models of disability and its connection to educational system for students with disabilities, or more precisely its connection to inclusive education. To explore the connection between models of dis ability and education system, different literatures were collected from search engines, reviewed and analyzed from the angle of disability perspective models. The literature resources were analyzed from the perspectives interlinking to the role of disability mod els to the inclusive education. This paper analyzes the four main disability perspective models – the medical, social, biopsychosocial, and human rights models – and their application in inclusive education. It is explored that there seems strong connection of given disability models to inclusive education. The conclusion of the paper is that no single model fully addresses the complex needs of students with disabilities. Understanding the nuances of these models and their effects on special needs students is crucial for policymakers, educators, and stakeholders in the field of education.
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Innovative and Handcrafted Low-Tech Assistive Tools: The Experiences of Kindergarten Educators and Their Role in Early Childhood Development
(Multidisciplinarni pristupi u edukaciji i rehabilitaciji, 2025-11-02)
Jakovchevska, Aleksandra
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This study aims to explore how kindergarten educators manually develop and use low-tech assistive technology (AT). Low-tech AT refers to simple, inexpensive devices designed to help children who have certain developmental disabilities. The research uses a combined approach of quantitative and qualitative research techniques. Through surveys of educators we collected quantitative data related to hand-designed ATs, while interviews provided qualitative insights into the motivations, challenges and experiences of teachers with these tools, we also analyzed the content of hand-created low-tech ATs through a checklist. The results show that handmade low-tech ATs significantly impact and benefit children's engagement, development and progress, especially in communication and motor skills. Educators also emphasized the importance of applying these tools in the early intervention process, noting improvements in more developmental aspects of children. The discussion highlights the need for additional resources and training to help educators create and implement effective AT devices, as well as the role of creativity in emphasizing the individual needs of students.
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Enhancing Knowledge Acquisition in Visually Impaired Students through 3D Printed Models: A Quasi-Experimental Study
(ELTE Bárczi Gusztáv Faculty of Special Needs Education, Eötvös Loránd University, 2025-07)
Jakovchevska, Aleksandra
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Purpose: The study was aimed at exploring the educational effects of 3D printing objects to illustrate history learning capabilities both towards visually impaired and sighted students. The study focuses on the efficacy of these tactile models in comparison to a traditional teaching approach for comprehension and retention of historical information. Methods: Experimental group of blind students to whom the 3D printed models for historical buildings (Eiffel Tower, Leaning Tower of Pisa; Colosseum; Taj Mahal and Pyramids) used as a demonstrative resource were presented; Control group represented by sightless who did not access these resources. They completed pre and post-tests of history knowledge related to the 3D models which were used during the experiment. Results: There were significant differences within and between groups, for all analyses such as paired t test, ANOVA respectively. Results indicate that there is a statistically significant difference between the total scores of the control group and the experimental group after the intervention, In fact, students with visual disabilities scored much higher in terms of recall and understanding on historical facts if they had access to the 3D models. The progress was less pronounced in the control group but sighted students over time increased their level of knowledge as well. Conclusions: 3D printed replicas of cultural heritage artifact can be useful teaching aids to assist students with visual impairments in improving learning history. These tactile models are visual and hands-on learning experiences, adding an extra resource for blind or partially sighted students as well. These results indicate that by addressing these models in the curriculum, learning outcomes of students with visual impairments can be improved considerably.
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Demographic influences on sustainable mobility adoption in rehabilitation
(Surabaya Physical Medicine and Rehabilitation Journal, 2025-08)
Arsovski, Denis
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Prodanovska Stojchevska, Viktorija
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Jovanovska, Tanja
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Filov, Izabela
Background: The integration of sustainable mobility within rehabilitation combines environmental and health-focused strategies to reduce the carbon footprint of healthcare and improve the results of the patients. This approach shows the need for environmentally friendly transport options such as walking, cycling, public transport, and carpooling within various rehabilitation programs. Aim(s) (including purpose setting): This study aimed to explore the influence of demographic factors such as age, gender, and mobility restrictions on the willingness of patients to adopt sustainable mobility options during rehabilitation treatment. Material and methods: A cross-sectional survey design was used, with 85 participants receiving rehabilitation. Data were collected with a structured electronic questionnaire consisting of demographic data and attitudes toward different sustainable transport methods. Statistical analyses included Chi-Square tests, analysis of variance with post-hoc Tukey, independent samples t-tests, Mann-Whitney tests, and two-way analysis of variance to assess the main and interaction effects. Result: Younger participants within 18-30 years and female participants showed a higher willingness to use public transport compared to older age groups and male participants (analysis of variance p = 0.008, η² = 0.13; t-test p < 0.01, d = 0.72). No significant interaction between age and gender was found, suggesting additive effects. Conclusions: Demographic factors can affect sustainable mobility preferences in rehabilitation, necessitating individualized interventions to improve the adoption. Programs should consider age, gender, and mobility limitations to promote sustainable transport. Defining these factors can improve rehabilitation outcomes and support environmental sustainability goals. Future research should investigate long-term impacts and the role of additional variables such as socioeconomic status and infrastructure.
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Student Perceptions of Online Learning in Physiotherapy
(Medical Rehabilitation, 2025-07)
Arsovski, Denis
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Introduction: The COVID-19 pandemic increased the scope for online lessons in physiotherapy, a profession with hands-on practice and direct interaction. While digital platforms provide accessibility and flexibility, they also introduce some challenges, affecting the quality of education. Objectives: Objectives: The aim of this study is to investigate the perceptions of physiotherapy students for online learning, with focus on its advantages, challenges and preferred future directions in the education of physiotherapy students. Methods: Methods: In the present study, 122 physiotherapy students from educational institutions in North Macedonia and Bulgaria were included in this research. Data were collected via an online questionnaire that allows to assess demographics, the perceived benefits, challenges and preferences regarding blended learning. Quantitative data were analysed with descriptive statistics, chi-square tests and analysis of variance with post-hoc comparisons. Qualitative responses showed further information about the experience of the students with online learning. Results: Results: Students showed a preference for blended learning models with combination of online and in-person education. On line learning was valued for its flexibility and accessibility, but the challenges such as limited personal training, technical difficulties and reduced teacher-student interaction were noted. Satisfaction levels varied across academic years (p<0.001) with younger students reporting higher satisfaction than advanced students, who required more practical training. Key barriers were insufficient digital tools and digital literacy. Conclusion: Conclusion: While online learning improves accessibility, it must be integrated with in-person training for competency in clinical skills. Future research should be focused on digital literacy, technical support and interactive content for optimising blend ed education in physiotherapy
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Advancing forward: The role of functional electrical stimulation in enhancing lower limb function in children with cerebral palsy
(Futurity Medicine, 2025-06)
Arsovski, Denis
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Jovanovska T.
Purpose: This systematic review explores the effectiveness of functional electrical stimulation in improving lower limb motor function, gait dynamics, and related physical outcomes in individuals diagnosed with cerebral palsy. It addresses inconsistencies across intervention protocols while identifying the clinical value of functional electrical stimulation in modern rehabilitation. Methodology: An extensive literature search was conducted using PubMed, Scopus, Web of Science, Cochrane Library, and Google Scholar for research papers published between 2005 and 2025. After screening 128 initial records, five studies met the inclusion criteria after screening and full-text review. Included studies involved participants with cerebral palsy who received lower limb functional electrical stimulation compared to conventional therapy or no intervention. A qualitative synthesis was performed based on key outcome domains such as gait, muscle strength, spasticity, and postural control. Results: Functional electrical stimulation interventions were associated with improvements in gait speed (12–20%), stride length (up to 15%), and gross motor function scores (by 8–10 points). Protocols included 30–60 minute sessions, 3–5 times per week over 8–12 weeks. Outcomes varied depending on the subtype of cerebral palsy, age, stimulation type, and adherence. Studies using functional electrical stimulation during walking or cycling showed the highest gains in functional mobility and satisfaction. However, limitations included small sample sizes, heterogeneity in study design, and short follow-up durations. Scientific novelty: This review synthesizes updated evidence regarding lower limb functional electrical stimulation parameters and patient characteristics. It also discusses emerging trends in individualized and home-based applications Conclusion: Functional electrical stimulation presents valuable strategy for improving motor performance in cerebral palsy, particularly for lower limb function. Future research should prioritize protocol standardization, large-scale trials, and long-term effects to support clinical integration of functional electrical stimulation into personalized rehabilitation plans.
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Homeopatic treatments in cerebral palsy – Fact or fiction?
(Timişoara Physical Education and Rehabilitation Journal, 2025-07)
Denis Arsovski
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Introduction. Cerebral palsy is a non-progressive neurological disorder that impacts motor and functional development of the affected children. While physiotherapy and pharmacologic interventions remain standard, families explore homeopathy as a complementary option. This review examines the current evidence supporting the use of homeopathy in pediatric cerebral palsy rehabilitation. Aims. To assess the quality, safety, and reported effects of homeopathic treatments in children with cerebral palsy and determine whether such approaches can be integrated into rehabilitative practice. Material and method. A systematic literature review was conducted following preferred reporting items for systematic reviews and meta-analysis. Databases searched included PubMed, Scopus, Cochrane, Google Scholar, and ScienceDirect. Eligibility criteria were specified using the PICOS framework, with particular emphasis on pediatric populations diagnosed with cerebral palsy who received either personalized or complex homeopathic interventions. Out of 257 initial records, 46 studies met inclusion criteria for narrative synthesis. Due to methodological heterogeneity, no meta-analysis was performed. Results. Frequent reports cited improvements in muscle tone, sleep, appetite, emotional regulation, and behavioral outcomes. Common remedies included Calcarea phosphorica, Belladonna, Stramonium, and Zincum metallicum. However, most findings originated from case reports and observational studies with limited methodological rigor. Risks include delayed access to evidence-based treatment and variable remedy quality. Conclusion. While some families and clinicians notice benefits from homeopathy, the current evidence base lacks the rigor necessary to recommend it as proven alternative therapy for cerebral palsy. High-quality randomized controlled trials are urgently needed. Until then, homeopathy should be approached with caution and only within integrative care models under clinical supervision.
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Feeding challenges, dietary adaptations, and nutritional support in individuals with cerebral palsy
(Hrvatska revija za rehabilitacijska istraživanja, 61(1), 65–75, 2025-06-20)
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Arsovski, Denis
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Joldeska, Elizabeta
Abstract: Background: Cerebral palsy is a neurodevelopmental disorder that affects movement, muscle tone, and motor skills, often causing feeding difficulties. Individuals with cerebral palsy experience dysphagia, prolonged meal durations, and increased dependency on caregivers for feeding assistance. It is important to understand the relationship between mobility impairments, feeding dependency, and dietary adaptations for optimising nutritional intake and quality of life. Objective: This research aims to analyse the feeding difficulties faced by individuals with cerebral palsy, assess the influence of mobility limitations on feeding dependency, and examine dietary adaptations required to ensure adequate nutrition. Methods: A cross-sectional study, involving 37 participants with cerebral palsy, was conducted using caregiver-reported questionnaires. Variables examined include mobility status, feeding dependency, meal duration, dietary preferences, and feeding methods. Statistical analyses (χ² tests, Mann-Whitney U tests, and Kruskal-Wallis tests) were used to determine the relationship between feeding dependency, nutritional intake, and mobility impairments. Results: The results showed correlation between mobility limitations and feeding dependency (χ² = 42.83, p < 0.001). Participants with greater mobility impairments were more likely to consume blended or liquid diets and experience prolonged meal durations (H = 20.03, p < 0.001). Caregiver support played an important role in feeding adaptation and efficiency. Conclusion: Feeding difficulties in individuals with cerebral palsy are influenced by mobility impairments and dietary adaptations. The study focuses on the need for individualised nutritional plans, assistive feeding tools, and structured meal environments. Multidisciplinary approaches with speech therapists, dietitians, and occupational therapists are important for feeding independence and improving general health outcomes in individuals with cerebral palsy
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National Situation Analysis on Early Childhood Intervention in N. Macedonia: Perspectives of parents and caregivers
(Faculty of Philosophy, Skopje, Republic of N. Macedonia, 2025-05-26)
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Filipovska, Maja
This paper explores the findings of the National Situation Analysis on Early Childhood Intervention (ECI) in North Macedonia, focusing on the experiences and perspectives of parents and caregivers of children with developmental delays and disabilities. The study aimed to assess the current state of ECI services, examine the needs of children and families, and identify service provision gaps, particularly among marginalized groups such as the Roma community. Using a mixed-methods approach, surveys and focus groups were conducted to gather both quantitative and qualitative data from parents, caregivers, and ECI professionals. The analysis revealed that only 58% of eligible children receive ECI services, with geographical coverage being a significant challenge, especially in rural and underserved areas. 81% of parents reported no waiting lists, while 19% experienced waiting times, with 68% waiting less than three months. Barriers such as long waiting periods, financial constraints, and transportation issues were more pronounced among low-income and minority families. Additionally, 23% of parents indicated that they did not face any barriers, but 12% lacked information on ECI services. Family participation in ECI services varied, with 24% of parents involved in comprehensive developmental assessments and 22% participating in parent-child interaction assessments. Lower engagement was noted in transition plans (9%) and home safety assessments (4%), suggesting opportunities to improve family involvement in long-term planning and safety evaluations. The study highlights the urgent need to expand ECI services, especially in rural areas, and recommends developing a comprehensive national ECI strategy. This strategy should prioritize equitable access, improve service delivery, and enhance ECI personnel's capacity through specialized training, ultimately fostering more inclusive and effective services for children and their families.

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