Dimitrova Radojichikj, Daniela

Preferred name

Official Name

Dimitrova Radojichikj, Daniela

Translated Name

Даниела Димитрова Радојичиќ

Alternative Name

Dimitrova, D.

Димитрова, Д.

Dimitrova Radojichikj, D.

Димитрова Радојичиќ, Д.

Димитрова Радојичиќ, Даниела

Main Affiliation

daniela@fzf.ukim.edu.mk

ORCID

0000-0001-9888-223X

Scopus Author ID

42761242700

Researcher ID

A-8997-2015

Now showing 1 - 10 of 84

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Reading skills in individuals with macular degeneration
(2019)
Macular degeneration (MD) involves a whole range of progressive and degenerative changes in the macula. Though central vision is affected, peripheral vision usually remains preserved in MD. Unfortunately, there is a lack of effective medical treatment for most MD, therefore it is important to focus efforts on the development of visual compensatory mechanisms. People with macular degeneration experience difficulties in reading due to central-field loss. Reading skills is the primary difficulty and at the same time the primary goal for individuals with macular degeneration seeking vision rehabilitation. The current prevalent methods for reading skills training are magnification— large print size and scotoma awareness training. Also, more recent studies showed that specific oculomotor training, avoiding visual crowding and special fonts are all beneficial to reading skills rehabilitation. The focus of this article is to review and discuss the methods and adaptations available today that we can use in rehabilitation of reading skills in individuals with MD.
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Assessment of visual perception in students with special educational needs
(Faculty of Philosophy, Skopje, 2007)
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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.
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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)
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Mladenovska, Natasha
The 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%).
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Визуелната ефикасност кај лицата со оштетен вид
(2011)
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IV International conference: Modern aspects of special education and rehabilitation of persons with disabilities
(Faculty of Philosophy, 2014)
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Early intervention: needs and satisfaction of parents
(2017)
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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).
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The attitudes of primary school teachers on inclusive education in the Republic of Macedonia
(Faculty of Education and Rehabilitation Sciences, 2013)
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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.
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Preschool children: attitudes toward children with disabilities
(2018)
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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.
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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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Attitudes and knowledge about inclusive education of students with visual impairment: elementary and high school teachers
(ICEVI European Newsletter, 2020)
The success of inclusive education (IE) largely depends on teachers' attitudes and knowledge toward students with disabilities (Dapudong, 2014). А great deal of scholarly research focuses on the attitudes of teachers regarding educating students with disabilities.Unfortunately, a small number of studies refer to teachers' attitudes and knowledge toward students with visual impairment (VI).This research focuses on elementary and high school teachers’ attitudes and knowledge regarding the inclusive education of students with visual impairment. This study brings up the following research questions: 1) Do elementary and high school teachers have positive attitudes towards IE of students with VI? 2) Do thеseteachers consider that they have enough knowledge toward inclusion of students with VI?A total of 135 teachers, working in elementary and high schools,returned the completed survey. A two-part questionnaire was used in this study. Part one gathered information relating to personal and professional characteristics of the teachers. Part two was a 14-item Likert scaletitled, Attitudes, Knowledge and Previous Experience about Inclusive Education Questionnaire (AKPEIEQ).The major ﬁnding of the study was that the elementary and high teachers had positive attitudes towards the inclusion of students with VI. Almost all of participants (90,4%) considered the presence of support professionals (special educators) in the classroom an indispensable element for an efficient IE.In addition, 39.3% of them have the ability to provide guidance to students with VI about their future professional opportunities and felt qualified to do their job according to the requirements of IE

Dimitrova Radojichikj, Daniela

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