Faculty of Philosophy

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    Cancer prevention and screening for people with intellectual disabilities in Europe: a systematic review and recommendations for policy and practice
    (Frontiers Media SA, 2026-08-20)
    Vukovic, Vladimir
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    Knapp, Peter
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    Sykes, Kate
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    Denny, Margaret
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    Kowalczyk, Oliwia
    Introduction People with intellectual disability experience inequalities across the cancer care continuum, including lower screening participation, later-stage diagnosis, and higher cancer related mortality. Whether European cancer prevention and screening policies explicitly address this population has not been systematically mapped. Methods This review aimed to identify and synthesise European national and international policy frameworks, guidelines, and recommendations for cancer prevention and screening that address this population. A systematic search of policy, recommendation and guideline documents across academic databases, grey literature portals, and organisational sources, to August 2025 was under taken. The Population, Concept, Context (PCC) framework guided eligibility. Two reviewers per country screened, extracted, and appraised documents indepen dently using the Authority, Accuracy, Coverage, Objectivity, Date, Significance (AACODS) checklist. Synthesis was narrative, stratified by cancer site and cancer control focus. Results Sixteen documents met the inclusion criteria, originating from five jurisdictions: the United Kingdom, the Netherlands, Belgium, Denmark, and the European Union more broadly. Fifteen of the sixteen addressed cancer screen ing, one also addressed prevention, and two addressed clinical monitoring. Adjustments for people with intellectual disability were concentrated on breast, cervical, and bowel screening and grouped into accessible information, appoint ment adaptations, carer involvement, consent and capacity support, and work force training. Most documents originated from higher expenditure healthcare systems, and no eligible documents were retrieved from the majority of European Union member states. Discussion Policy guidance for cancer prevention and screening for people with intellectual disability is unevenly distributed across Europe and con centrated in a small group of countries. Existing guidance should be extended beyond screening to encompass prevention, treatment, and survivorship, and EU coordination may help address this gap.
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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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    TEACHERS' READINESS TO DEVELOP AN INDIVIDUAL EDUCATIONAL PLAN FOR VISUALLY IMPAIRED STUDENTS
    (University of Tetova, 2026-06-08)
    ALILI, Blerta
    ;
    DIMITROVA RADOJIQIQ, Daniela
    The importance of vision in human life is known to everyone. We can think of our eyes as the window to the outside world. With the ability to see, we can perceive light, color, shape, movement, size, distance, the position and relationships of objects in space, or their totality. Many tasks depend on normal vision. Therefore, visual ability is used. Many interesting things about the world can be learned through educational written and visual materials. Regarding the environment, we use visual cues when going from one place to another. Socially, visual cues help us decide whether our behavior is appropriate by looking at people's faces and body language. People use visual information to identify their friends, their jobs, and the sports they will play. Therefore, when there is any visual impairment, each individual must make changes in their learning methods depending on the amount of residual vision they possess, and find new ways to compensate for the lost information in social life, entertainment, and career choices. The research included a sample of 110 respondents, which consists of 110 teachers from regular schools, which are included in inclusive education, in regular primary schools in the municipality of Tetovo. 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 colegues for achieving success in inclusive schooling. As we could notice by the results, the primary schools in Tetovo had five blind students, wich leads us to belive that the awareness of people upon the education and inclusion of blind people in public and inclusive schools is still very low.
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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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    INCLUSIVE EDUCATION IN PRACTICE: TEACHERS’ OPINIONS ON THE ROLE OF EDUCATIONAL ASSISTANTS
    (Faculty for Special Education and Rehabilitation, University of Tuzla, 2025)
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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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    ROLE OF EDUCATIONAL ASSISTANTS IN INCLUSIVE EDUCATION: PERCEPTIONS, CHALLENGES, AND OPPORTUNITIES
    (Udruženje za podršku i kreativni razvoj djece i mladih, 2025)
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