Faculty of Philosophy

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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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    A MULTIDIMENSIONAL FRAMEWORK FOR PSYCHOMOTOR REHABILITATION AND INCLUSIVE EDUCATION IN CHILDREN WITH CEREBRAL PALSY
    (University St. Kliment Ohridski - Bitola, 2026-05-07)
    Arsovski, Denis
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    ;
    ;
    Zhivkovikj, Gabriel
    This research used an interdisciplinary model that integrates psychomotor rehabilitation with inclusive education for students with cerebral palsy. The research revealed the need for individualized, specific rehabilitation that supports functional independence and active participation in learning environments. A case study design was used including a nine-year-old girl with spastic diplegic cerebral palsy attending a regular school. Standardized instruments such as the Gross motor function classification system, Manual ability classification system, Modified Ashworth scale, and Pediatric evaluation of disability inventory were used. Cognitive, communicative, social and emotional functioning were assessed through classroom observations, evaluations, and interviews. The results showed moderate motor limitations and dysarthric speech but preserved visual perception, motivation, and symbolic understanding. Environmental and systemic barriers such as fragmented rehabilitation services and insufficient interprofessional collaboration limited her progress. The results clarify the relevance of coordinated, family-centered intervention integrating rehabilitation, education, and social support to improve inclusion and general development in children with cerebral palsy.