Chichevska Jovanova, Natasha
Preferred name
Chichevska Jovanova, Natasha
Official Name
Chichevska-Jovanova, Natasha
Translated Name
Чичевска Јованова, Наташа
Alternative Name
Chichevska-Jovanova, N.
Чичевска Јованова, Н.
Chichevska, N.
Чичевска, Н.
Chichevska-Jovanova, Natasha Mitre
Main Affiliation
Institute of Special Education and Rehabilitation
Email
natasac@fzf.ukim.edu.mk
ORCID
Scopus Author ID
42761071800
Researcher ID
Web of Science Researcher ID: AFL-2339-2022
95 results
Now showing 1 - 10 of 95
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Item type:Publication, Assessment of visual perception in students with special educational needs(Faculty of Philosophy, Skopje, 2007); This article presents the results acquired from the assessment of the visual perception in students with special educational needs. The research covered in total 85 students, out of which 20 with visual impairment, 45 with mild mental retardation and 20 with cerebral palsy. To assess the visual perception we have used the MVPT-R (Motor-free visual perception test-revised). The research data shows that the students have statistically lower visual perceptive age than their chronological age indicates. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, The quality of inclusive education for students with disabilities in the primary school and the secondary school(Udruženje za podršku i kreativni razvoj djece i mladih, Tuzla, 2018); ; Mladenovska, NatashaThe inclusive education, which actually presents complex determination, whose essence is equality and equal opportunities, and smaller exclusion within the educational system, is a challenge that the Republic of Macedonia strives to overcome. This determination, by itself, offers opportunities for the children with special educational needs to obtain education of equal quality as the other children, reasonable adaptation, support in satisfying specific needs and overcoming every obstacle. The subject of this research is an analysis of the quality of education of students with developmental disabilities included in Primary and High schools in the territory of the city of Skopje. The research included 102 respondents in total, divided into two groups. The first group consists of 51 teachers and members of professional associates from elementary schools, and second of the same number of teachers and members of professional associates from high schools. The results of this research clearly express the teachers’ attitude towards inclusive education (55,9% from total respondents confirmed their positive attitude). In primary schools, 80,4% of the respondents have declared that there are prejudices towards people with developmental disabilities, while in high schools, this percentage is 47,1%. The teachers from primary schools and those from high schools have different attitudes towards the inclusion of students with autism and intellectual disabilities in the same schools as the students without developmental disabilities. By analyzing the results of the research, we can conclude that while both groups strive towards positive attitudes about inclusion, a greater number of high school teachers have more favorable attitudes compared to teachers in elementary schools, despite the fact that they did not have training on inclusion (100%) and did not have experience in working with students with developmental disabilities (19,6%). - 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, Early intervention: needs and satisfaction of parents(2017); Cilj je identifikovati potrebe i zadovoljstvo roditelja od usluga rane intervencije (RI) u našoj zemlji. Metodologija U on-line istraživanju učestvovao je 61 roditelj. Učesnici su popunjavali posebni upitnik za roditelje (Parent Survey-Form, 2012). Rezultati Roditelji su naveli nekoliko najbitnijih potreba: informicije o razvoju deteta (84,5%) strategija za spravljanja sa problemtičnim ponašanjem njihovog deteta (97,9%). finansijska podrška (91,5%). Zaključak Roditelji nisu zadovoljni uslugama RI u Republici Makedoniji. Potrebna im je veća podrška iz različitih izvora, kao što su neformalna (porodica i prijatelji) i formalna podrška (zakonski sektor). - Some of the metrics are blocked by yourconsent settings
Item type:Publication, The attitudes of primary school teachers on inclusive education in the Republic of Macedonia(Faculty of Education and Rehabilitation Sciences, 2013); Cilj je ovog istraživanja utvrditi kakvi su stavovi nastavnika/ca razredne i predmetne nastave u 25 redovnih osnovnih škola prema uključivanju učenika s posebnim odgojno-obrazobnim potrebama (POOP) u njihove razrede. Korišten je upitnik koji je posebno napravljen za ovo istraživanje. Podatci su dobiveni od ukupno 879 nastavnika/ca. Ovim smo istraživanjem htjeli utvrditi broj učenika s POOP uključenih u redovnim školama, stavove nastavnika/ca o inkluzivnom obrazovanju kao i njihovo mišljenje o ulozi defektologa u redovitoj nastavi. Dobiveni rezultati pokazuju da veliki broj učenika s POOP u redovnim školama nemaju adekvatnu dokumentaciju, to jest nalaz i mišljenje i da nastavnici deklarativno prihvaćaju inkluzivno obrazovanje u svojim školama, ali ne i u svom razredu. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Preschool children: attitudes toward children with disabilities(2018); Preschool children’s attitudes toward peers with disabilities are highly important because positive attitudes promote acceptance and inclusion of the child with a disability within the classroom and in society. The purpose of this study is to assess preschool children’s attitudes toward children with disabilities by comparing attitudes toward children in three groups: those with a physical disability, those with intellectually disability, and those without a disability. The Understanding Disability Scale (UDS) was used to ask the preschool children what they meant by the term disabled. In addition, the Behavioral Intentions Scale (BIS) was used to determine the willingness of the preschool children to interact with a child with a disability. The participants for this study consisted of a total of 56 typically developing children, 24 boys and 32 girls, aged 4 to 6 (M = 5.8) from two preschool classes in Macedonia. In this study, the majority of children’s (81.1%) did not believe disability was contagious. Also, 50.9% of children believed a child with a disability was not different from themselves. Results have shown that preschool children’s more prefer to play with children without disabilities (M=26.9). According to the results, we can conclude that preschool children involved in this study did have more positive attitudes toward typically developing peers than toward peers with a disability. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Социјална инклузија на децата со интелектуална попреченост и децата со церебрална парализа(Филозофски факултет, Скопје, 2015); Интегритетот на личноста на човекот е основа на неговиот општествен статус, па поради тоа без обѕир на развиеноста на општеството, поединецот води перманентна битка за негова афирмација и егзистенција. Битката на социјализација, процес на интеракција во која новиот член во општествената заедница усвојува знаења, вештини, навики, норми, вредности и други сознанија што се неопходни за успешно интегрирање во општествената група или во пошироката заедница е многу потешка и подолготрајна за лицата со различен степен и вид на инвалидност. Целта на нашето истражување беше да се утврдат взаемните односи во семејството како и во средината, со врсниците, наставниците и некои лични особини како: дружељубивост, доминантност и љубопитност на децата со интелектуална попреченост и децата со церебрална парализа. Применувајќи ги каузалниот и методот на дескриптивна анализа, техниката на тестирање и тестот на Рене Жил за испитување на социјални и семејни односи, беа собрани податоците од примерок составен од 12 деца со церебрална парализа на возраст од 5 до 20 години и 28 деца со лесна интелекутална попреченост на возраст од 7 до 20 години. Податоците беа табелирани и статистички обработени со примена на хи- квадрат тестот. Анализата на резултатите посочи дека двете групи на испитаници на помала возраст се повеќе приврзани за мајката, но во подоцнежниот период преовладува поврзаноста на момчињата со таткото и копирањето како модел, од останатите групи се забележува поголема приврзаност кон наставникот. Разлика помеѓу групите се забележува во дистанцираноста и адекватното социјално однесување, кај момчињата со интелектуална попреченост и девојчињата со церебрална парализа се забележува поголема дистанцираност и адекватно социјално однесување. Можеме да заклучиме дека двете групи не се приспособени во целост кон луѓето и средината која ги опкружува. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Inclusive education: a question of attitudes of people with disabilities(2016); This study investigated the attitudes of 57 peoples with disability towards including students with disabilities in the regular school. The findings revealed that, in general, peoples with disability showed less positive attitudes towards inclusion, and peoples with physical disability showed more positive attitudes than those with visual or hearing impairment did. Furthermore, participants’ attitudes become negative because of their view of education placement for students with intellectual disabilities, behavioral and emotional disorders to be in the special school. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Some Determinants of the Quality of Life in Patients Suffering from Multiple Sclerosis(Faculty of Philosophy, Skopje, 2015); People with multiple sclerosis are faced with numerous challenges which in turn may affect the things they want to do or have a need to do. Very often, constraints caused by the disease reduce their ability to cope with and meet their responsibilities at home, at work and within a broader community transforming simple daily activities into daily frustrations. The main goal of the research process was to present the life of persons with multiple sclerosis in the Republic of Macedonia, the problems they face every day, and the way they exceed them. We used the methods of structural, descriptive and functional analysis, as well as the method of generalization. We applied data (document) analysis, scaling and inquiry, and as a basic instrument we used a questionnaire composed of a combination of several scaling and index assessments. There was a convenient sample of the research composed of 32 persons with multiple sclerosis over the age of 18, and the results were obtained by a statistical analysis of the data and application of the combination of chi square tests, with a p<0.05 level of significance.According to the results of the Index of disability, 47% of the people with multiple sclerosis have limited independence in providing daily activities leading up to 31% of the examinees with rare participation in the everyday social activities, the result obtained by the Frenchay Index of activities. We can conclude that the Index of disability is higher with older respondents and it is often followed by a drop of the daily activity frequency. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Инклузивната култура во редовните училишта(Faculty of Philosophy, Skopje, 2009); Inclusive education is a rational concept which means wholeness and long transformation of institutional systems in society, especial in education. There are a number of important and unresolved issues relating to inclusive education in theory and practice. With this article we like to consider the important of continued development of inclusive cultures in mainstream schools. There are many arguments that inclusive culture is most influential aspect of inclusion. If the culture and the climate are not inclusion-friendly then the outcome, irrespective of polices or indeed practices, may not be successful. Results from analyse of attitude of educational staff and parents, and analyse of low, implicated a need of more attend on this aspects, in further. Inclusive cultures, police and practices are important aspects for successful inclusion of students with special needs in regular school.