Jachova, Zora
Preferred name
Jachova, Zora
Official Name
Jachova, Zora
Translated Name
Зора Јачова
Alternative Name
Јачова, Зора
Jachova, Z.
Јачова, З.
Main Affiliation
Email
zora@fzf.ukim.edu.mk
35 results
Now showing 1 - 10 of 35
- Some of the metrics are blocked by yourconsent settings
Item type:Publication, Early detection of developmental disorders in primary health care(2014); The aim of this paper is to analyze the ways of detecting developmental disorders in children in primary health care. We processed data from medical records of 2 634 children examined at Pediatric Dispensary, Military Hospital, Skopje, Republic of Macedonia, during the 2000-2009 period. Children were born between 1990 and 2009. In this retrospective study, we analyzed the High Risk Registry and collected data on 211 588 visits. We also conducted unstructured interview with pediatricians. For statistical data analysis, we used chi-square test with the level of signifi cance of p<0.05. During the 2000-2009 period, developmental disorders were detected in 172 (6.5%) children, 112 male and 60 female. Most children (81.9%) had specifi c developmental disorders of speech and language. From all children, 272 (10.3%) had perinatal biological risk factors. Fifty-seven (21%) children with risk factors had developmental disorders. Our study showed that in most children, developmental disorders were detected after 24 months of age. Most children with developmental disorders were males. Because of the more intensive follow up, developmental disorders in children born with perinatal biological risk factors were detected earlier than in children born without these risk factors. Further studies could focus on the prevention of risk factors and developmental disorders. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Epidemiological aspects of developmental disorders in school aged children(2013); Multiple factors infl uence the discrepancy between the prevalence rates of developmental disorders worldwide. In addition to different prevalence rates of developmental disorders, there are differences in terminology and their classifi cation. The purpose of the research was to estimate the prevalence and gender distribution of developmental disorders and to calculate the number of children with developmental disorders and special educational needs in a convenience sample of school-age children. We also calculated the number of children with congenital malformations and diseases that affect vision and hearing. We processed the data from medical records of 1750 children (835 males and 915 females) who were examined in the Pediatric Dispensary, Military Hospital, Skopje, Republic of Macedonia during the period of June 30 1992 to June 30 2011. A descriptive method was used. For statistical data analysis we used Chi-square test and Fisher exact test with level of signifi cance p<0.05. A total of 153 out of 1750 (8.7%) children had developmental disorders and special educational needs. Gender distribution shows that 97 children (11.6%) were males and 56 children (6.1%) were females. Specifi c developmental disorders of speech and language were most frequent (82.3%) from all developmental disorders. Prevalence rates of some diseases and developmental disorders were lower in comparison to other studies, e.g., specific developmental disorders of scholastic skills, hyperkinetic disorders, refractive errors and conductive hearing loss. Low prevalence rate of certain disorders could indicate their underdetection. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, IV International conference: Modern aspects of special education and rehabilitation of persons with disabilities(Faculty of Philosophy, 2014); ; - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Creation of Inclusive Culture in “Dimo Hadzi Dimov” - Skopje(Faculty of Philosophy, Skopje, 2015); ; Filipovska, Maja - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Methodology in the Study of a Child with a Cochlea Implant within the Inclusive Classroom(Cappelen Damm Akkademisk, Oslo, 2014); ; - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Transitions of the children with disabilities from the early intervention services in the regular schools(Faculty of Philosophy, Skopje, 2006); Early children intervention as it is defined by Schonkoff and Meisels is consisted by a “multidisciplinary service for developmentally disabled children or incompetent children from their birth until the age of three and their families” (Meisels & Shonkoff, 1990). Early intervention as a support service for the children born with a high risk factor, and for the children with different type and degree of disability is perceived, organized and conducted differently in different countries. The conceptualization, design and implementation of the early intervention processes is dependent on the state structures (of course by the one relevant for the early intervention process), the degree of the development of the community members conciseness, the status of the health protection system, the financial power of the state etc. but the manner in which the early intervention is conducted primarily depends on the law regulations, that regulates the obligations and services that are offered by the institutions in which the early intervention is conducted. On the other hand there are law regulations for the legal rights of the users of the early intervention. The early intervention models differ in different countries, but there are differences in there positioning and functioning of the centers in a single country. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Визуелната перцепција на гласовите на македонскиот стандарден јазик и нејзиното значење за едукацијата на слушно оштетените лица(Филозофски факултет, Скопје, 2001) - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Предучилишното воспитание на децата со пречки во развојот – предуслов за успешно интегративно образование(Филозофски факултет, Скопје, 1997); ; Георгиева, НаташаPre-school upbringing of children with developmental difficulties is the first link in the system of education and upbrining and at the same time the utmost segment in the system of integrational rehabilitation. Initiating the process of pre-school upbringing and adequate organized treatment at early age, permits support of the development and maximum usage of the remained capabilities of children with developmental difficulties. The newest world experiences show that the upbringing and educational integration of children with developmental difficulties as asegment of the social integration, should set the main conditions in the frames of upbringing education and rehabilitational continuity and support the minimal restrictive environment for their development. In the pre-school institutions that function on the territory of the Republic of Macedonia, an indifferent attitude towards the children with developmental difficulties is present, due to the uninformed educators for the characteristics and capabilities of these children and their believes for the negative influence of the children with developmental difficulties on the children without impairments, that implicates involvement of subsidery defectological education of present employed staff in the mainstream pre-school institutions, also including defectologists in kindergartens for work with children with special difficulties in their development. Also, the data about the educator’s attitude in the mainstream preschool institutions is disturbing, so that they put the accent on the obligation for reducing of the program for work with handicapped children, not taking into consideration that subsidery, special forms and methods are needed beside the programs that are for the main stream group. The goal of our paper is to point out the need of involving of children with light developmental difficulties; the existence of special team in the pre-school institutions when involving children with developmental difficulties in integrational conditions, will follow the child for a longer period and will enable interdisciplinary approach in diagnostics, work and evaluation of the capabilities of the child, like a base in planning of the upbringing and educational work with children at pre-school age. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Quality of life of deaf adolescents(Faculty of Philosophy, Skopje, 2015); ; - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Општествено-економските аспекти на образованието и воспитанието на децата и младината со пречки во развојот во сегашните услови на транзиција(Филозофски факултет, Скопје, 1998); ;