Faculty of Philosophy

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MACEDONIAN EARLY CHILDHOOD INTERVENTION: CHALLENGES AND OPPORTUNITIES
(Armenian State Pedagogical University after Khacatur Abovyan, 2025-09-29)
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Dukovska, Valentina
Early childhood intervention is vital in supporting the development of children with disabilities or those at risk of developmental delays. Despite its well-known benefits, Macedonian Early Childhood Intervention services still encounter significant challenges. This study included 33 ECI professionals nationwide, who participated in six focus group discussions. The focus groups addressed the daily obstacles these professionals encounter - from screening procedures to parental involvement in Early childhood intervention services. Participants highlighted the lack of standardized Early childhood intervention protocols, the need for ongoing training, and greater financial support from the state.
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REFRACTIVE ERRORS AND BRUSHFIELD SPOTS IN DOWN SYNDROME WITH AUTISM SPECTRUM DISORDER: A CASE REPORT
(University of Tetova, 2026-06-08)
TATESHI, Ermirsha
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Down syndrome is the most common chromosomal aneuploidy and is associated with an increased risk of various medical conditions, among which ophthalmological disorders are particularly significant. Their high prevalence, especially when co-occurring with autism spectrum disorder (ASD), complicates clinical assessment and necessitates a coordinated multidisciplinary approach. This paper presents the case of a six-year-old female patient with Down syndrome and ASD, in whom myopic astigmatism was diagnosed and pronounced Brushfield spots were observed along the entire limbus. The findings emphasize the importance of timely diagnosis, individualized strategies for the correction of refractive errors, and consistent parental involvement, which in synergy contribute to optimizing visual function and improving quality of life.
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Concept formation in students with visual impairments: evidence from a free association study
(Faculty of Education and Rehabilitation Sciences, University of Zagreb, 2026-06-29)
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Ognenova, Emilija
Concept formation in children with visual impairments develops under conditions of reduced visual access, often resulting in greater reliance on linguistic, auditory, and tactile sources of information. Understanding how these students construct meaning is important for the development of effective inclusive educational practices. The present study examined conceptual understanding and language associations in students with visual impairments, with particular attention to symbolic and sensorybased representations across different semantic domains. The sample included 31 students, aged 9 to 19 years, from North Macedonia. Participants completed a free association task involving 25 concepts grouped into four categories: colours, natural phenomena, living organisms, and physical processes. Responses were analysed using quantitative and qualitative approaches in order to identify dominant association patterns. The results indicate a strong tendency toward symbolic and descriptive associations. Natural phenomena frequently served as central reference points, whereas associations related to animals and direct experiential knowledge were less common. Participants generated an average of 0.99 associations per stimulus concept in the domain of living organisms and 0.89 associations in the domain of physical processes. Overall, the results suggest a predominance of linguistically-mediated conceptualisation, rather than direct experience-based conceptualisation. The study further indicates that students with visual impairments tend to construct conceptual knowledge primarily through language and multisensory experience. Although conceptual organisation abilities appeared more developed in older participants, difficulties remained more noticeable in abstract semantic domains. The results highlight the importance of structured multisensory instruction and enriched experiential learning in supporting concept development among students with visual impairments.
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Artificial Intelligence in Inclusive Instruction for Braille-Using Students
(University of Belgrade, Teacher Education Faculty, 2026)
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Ermira Tateshi
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Macedonian Early Childhood Intervention: Challenges and Opportunities
(Armenian State Pedagogical University after Khacatur Abovyan, 2025-09-29)
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Dukovska, Valentina
Early childhood intervention is vital in supporting the development of children with disabilities or those at risk of developmental delays. Despite its well-known benefits, Macedonian Early Childhood Intervention services still encounter significant challenges. This study included 33 ECI professionals nationwide, who participated in six focus group discussions. The focus groups addressed the daily obstacles these professionals encounter - from screening procedures to parental involvement in Early childhood intervention services. Participants highlighted the lack of standardized Early childhood intervention protocols, the need for ongoing training, and greater financial support from the state.
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Visual Impairment in School-Aged Children
(2024)
Tateshi, E.
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Ameti, M.
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Illazi, A.
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Tateshi, B.
Purpose: Many eye disorders develop during childhood but are often not diagnosed early enough, which can negatively impact a child’s academic performance and lead to serious visionproblems later in life. This study aims to identify the primary causes of vision impairment in children and emphasize the importance of early intervention.Methodology: The study is retrospective and includes an analysis of data on children up to 12 yearsold who were examined at the University Clinic of Ophthalmology in Skopje in 2023. A total of 15,039 children were diagnosed with some form of eye condition during this period.Results: In 2023, strabismus was identified as the most common cause of visionimpairment among the examined children, accounting for 56.9% of cases (8,555 children), followed by refractive errors, which affected 41.6% (6,258 cases). A smaller number of children were diagnosed with infantile and juvenile cataract, representing 0.7% of cases (111 children), and congenital malformations of the lens of the eye, found in 0.5% (69 cases).Conclusion: The findings highlight the importance of targeted screening programs to detect vision impairments early in childhood, as conditions like strabismus and refractive errors account for most cases. Although less common, conditions such as amblyopia and congenital cataracts also require attention due to their potential long-term impact on visual development if left untreated. Implementing timely interventions and improving access to eye care services are essential steps toward enhancing visual health outcomes for children and supporting their academic and social development.
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Family Quality of Life: Parents of Children With Disabilities
(University Ss. Cyril and Methodius in Skopje, 2024)
In recent years, there has been a growing emphasis on researching quality of life,particularly within families that include members with disabilities. Family Quality ofLife (FQOL) has gained prominence in special education as researchers seek to understandand improve the well-being of these families. This study aims to present findingson the quality of life of parents raising children with disabilities.Using a quantitative research approach and the validated BCFQOL tool, wesurveyed 205 parents. The results were unexpectedly positive, showing generally higherlevels of quality of life among participants. However, challenges were identified in specificdimensions such as “Emotional well-being,” and “Material well-being”.
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Common Causes of Visual Impairment in Children: Literature View
(University of Tetova, 2025-09-22)
Tateshi, Ermira
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Objective: This review aims to identify and analyze the most prevalent causes of vision impairment in children, focusing on the prevalence of each condition and recommended strategies for prevention and early intervention to mitigate developmental impacts. Methodology: A PRISMA-based systematic review was conducted, analyzing data from eight studies published over the last 10 years. The review involved searches in databases such as PubMed, Web of Science, and Scopus, using the search algorithm (“low vision” OR “visual impairment”) AND cause AND child. Results: Refractive errors were the most common cause of visual impairment in children, accounting for 38.6% to 86.6% of cases. The second most prevalent cause was congenital cataracts, contributing to 39.1% of cases. Other region-specific causes included albinism and neonatal conditions, as well as cortical visual impairment and retinopathy of prematurity. Conclusion: The literature indicates that refractive errors and cataracts are the leading causes of childhood visual impairment, with distinct regional differences underscoring the need for both universal and targeted strategies, including regular screenings, public health education, and enhanced access to treatment.
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Readiness of Teachers to Prepare Individualized Education Programs (IEP) for Visually Impaired Students
(University of Tetova, 2024-09-11)
Alili, Blerta
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Most people believe that they know the answer to that question. Maybe because this damage can be simulated. We close our eyes and think that this is exactly what it looks like to be blind. In reality, blindness is very different. Most people who are blind have some kind of residual vision, distinguishing light from dark, only about 10% are completely or almost completely blind. Blindness is not synonymous with complete visual impairment. Visually impaired children have the same educational needs as their peers. These students exude a heterogeneous group that has one thing in common, the degree of visual impairment. In the first special schools that opened in Western Europe in the late 18th century, the goal of education differed in many ways from the goal of mastering elementary general knowledge and vocational training. Today, the educational goals are the same as for other students. Subject of research: determining the concerns, the readiness of teachers in regular elementary schools for the inclusive education of blind students. Methods: The research included a sample of 100 respondents, which consists of 100 teachers from regular schools, which are included in inclusive education, in regular primary schools in the municipality of Tetovo. Calculation of frequency and estimation of the structure of the obtained results. The χ² test was applied. The statistical analysis was done using the computer program Excel and the statistical software SSPS. The difference at the level of significance of p<0.05 will be considered a statistically significant difference. Result: The results of this research show that educators of regular primary schools are willing to work with people with damaged vision, also to cooperate with colleagues for achieving success in inclusive schooling. As we could notice by the results, the primary schools in Tetovo only had three blind students, which lead us to believe that the awareness of people upon the education and inclusion of blind people in public and inclusive schools is still very low. Conclusion: The results of this paper show us that teachers from regular elementary schools are ready to work with visually impaired people, as well as to cooperate with their colleagues to achieve progress in inclusive education.
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Presbyopia: Difference in Quality of Life According to Gender and Education
(University of Tetova, 2024-09-11)
Tateshi, Ermira
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Tateshi, Bekim
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Presbyopia develops gradually, affecting the eye's ability to focus on nearby objects. In general, visual impairments can reduce an individual's quality of life by limiting learning opportunities and independence. This study aims to gather empirical evidence on how quality of life varies among people with presbyopia, taking into account factors such as gender and level of education. Seventy-eight adults completed the National Eye Institute 39-Question Visual Function Questionnaire (NEI VFQ-39). Analysis based on gender shows that in most aspects the differences between male and female respondents are not statistically significant. However, an exception was found in the subscale measuring dependence on help from others, which showed a significant difference (p<0.05). Specifically, in this sample, men with presbyopia perceived their quality of life as significantly lower in terms of independence in daily life. Using the ANOVA test, it was determined that the level of education of the respondents significantly affects their responses to five subscales: general health (F=5.265, df=2, p<0.007), distance activities (F=7.025, df=2, p<0.002), social functioning (F=4.011, df=2, p<0.05), role difficulties (F=3.131, df=2, p <0.05), and dependency (F=5.029, df=2, p<0.009). In conclusion, our research showed that the gender of presbyopic patients is not correlated with quality of life, while the level of education significantly affects different aspects of their quality of life.

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