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Naim Salkić

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Naim Salkić, Meliha Povlakić Hadžiefendić

The primary objective of this study is to examine the statistically homogeneous clustering in the hierarchical arrangement of the use of adverbial clauses for location, recognition, and comprehension of words presented in three-dimensional, rebus, and distorted forms. The study was conducted on a sample of 140 participants. The first subset of participants constituted the experimental group, consisting of 70 deaf students, while the second subset formed the control group, comprising 70 hearing students of the same chronological age. A battery of tests was utilized as a measurement instrument, including the “Test of Writing and Comprehending Adverbial Clauses for Location,” “Test of Reading, Writing, and Comprehending Words Presented in Three-Dimensional Form,” “Test of Reading, Writing, and Comprehending Words Presented in Rebus Form,” and “Test of Reading, Writing, and Comprehending Words Presented in Distorted Form.” In the descriptive analysis, frequencies of the total words achieved by both deaf and hearing participants were computed for the different types of measurement instruments employed. To identify the most robust homogeneity of participants concerning the applied variables, non-hierarchical and hierarchical Cluster Analyses were employed. The research results indicate a significant lag in the use of adverbial clauses for location, writing, reading, and understanding words presented in three-dimensional, rebus, and distorted forms among deaf children in comparison to their hearing peers. The Cluster Analysis revealed the most significant linkage between the variable “Number of used adverbial clauses for location” and the variable “Number of recognized words presented in three-dimensional form.” This link was clustered with the variable “Number of written words presented in rebus form” and the variable “Number of written words presented in three-dimensional form.” An analysis of variance for isolated clusters identified a statistically significant difference in the entire measurement space of adverbial clauses for location, three-dimensional, rebus, and distorted forms of words, with a level of statistical significance at p=0.00.

Naim Salkić, Meliha Povlakić Hadžiefendić

In deaf students, there is no contextual understanding and recognition of word types through linguistic competence testing compared to the hearing population, because 67.10% do not understand, and 10.00% of deaf children partially understand the contextual application of word types in a written text task. The aim of the study is to determine the distance of language discourse between deaf and hearing respondents and to establish a discrimination factor that can be used for practical purposes in a classification sense, with the aim of determining the priority of linguistic education and language elements of deaf children in relation to their lagging behind hearing children. The study was conducted on a sample of 140 respondents. The first subsample of respondents, the experimental group consisted of 70 deaf students, and the second subsample, the control group of 70 hearing students, of the same chronological age and gender. The measuring instrument “Test of comprehension of the written form of expression” was applied. The collected data were processed using the discriminant analysis method. The results of the study showed that the discrimination factor is in the sequence of the use of words, adjectives, exclamations and adverbs. Nouns and prepositions have a negative correlation, which points to the fact that these four types of words are in direct implication with nouns and prepositions, and represents information that these four types of words must be more represented in the educational materials of written expression of deaf children. The results of the study also open up a series of questions focused on the quality of the educational processes of deaf children, as well as the level of lag in written communication compared to hearing children. The results of the study can influence the raising of general rehabilitation procedures to a higher level of responsibility in education centers where deaf children are educated.

Naim Salkić, Meliha Povlakić Hadžiefendić

In deaf students, there is no contextual understanding and recognition of word types through linguistic competence testing compared to the hearing population, because 67.10% do not understand, and 10.00% of deaf respondents partially understand the contextual application of word types in a written text task. In written communication, deaf students use nouns (65.70%), pronouns (34.30%), verbs (45.7%), adjectives (28.60%), adverbs (22.90%), prepositions (54.30%), exclamations (15.70%), particles (12.90%) and numbers (32.90%). The aim of the study was to examine the factor solutions of quantitative indicators of contextual understanding of the word’s types used and the relation of isolated factors of the words types words in the written text task of deaf students. The study was conducted on a sample of 140 respondents. The first subsample of respondents, the experimental group consisted of 70 deaf students, and the second subsample, the control group of 70 hearing students, of the same chronological age and gender. The measurement instrument “Test of comprehension of the written form of expression” was applied. The collected data were processed using the method of oblique rotation and the method of factor analysis. The results of the study showed that the language discourse of the deaf in the quantitative use of word types in the written form of expression is organized significantly differently compared to the hearing population. By factor analysis, three main factors were isolated in the deaf population, and four main factors were isolated in the hearing population. Considering the saturation of variability, it is possible to accurately determine in practice the direction of teaching deaf children the types of words in their native language. Isolated factors are part of separate, statistically unrelated entities in both deaf and hearing respondents and confirm the justification of successive teaching of the deaf respondents according to the types of words that are present in the comparative analysis of hearing respondents.

Anka Vukićević, Emira Švraka, Amra Mačak Hadžiomerović, Naim Salkić

Introduction: The most general definition of quality of life states that “quality of life is the degree of what makes life good.” Contemporary disability research increasingly relies on examining the quality of life of the whole family. Health and developmental outcomes are affected by the health of children and their environment. The objective of this study is to determine the difference in quality of life between families with children with disabilities and families with children without disabilities in the area of family health. Methods: The Family Quality of Life Questionnaire was used to assess quality of life. The test group consisted of 41 families of children with intellectual disabilities and developmental disabilities who use day care centers. The control group consisted of 69 families of children without disabilities whose members are employed in day care centers. Results: A statistically significant difference was found in the quality of life of families of children with disabilities and families of children without disabilities in the area of family health within the concept of satisfaction with family health (p = 0.0001), with respondents in the test group reporting a lower mean score of 3.1 ± 0.86 compared to subjects in the control group 3.94 ± 0.62. None of the respondents in the test group reported being very satisfied with family health, while for most respondents in both groups, 38 (92.8%) in the test group and 66 (95.7%) in the control group, family health was very important for quality of life. Conclusion: A statistically significant difference was found in the quality of life of families of children with disabilities and families of children without disabilities within the concept of achievement, the concept of satisfaction with family health and the determination is a statistically significant difference in relation to the existence of health services in the place of residence.

Introduction: The use of the Internet is becoming increasingly important in enabling children and adults to fully participate in society, whether it is learning new skills or connecting with friends and family. Consequently, children's opportunities are increasingly dependent on the Internet. The advance of technological innovations has resulted in more and more ICT devices being available to children, contributing to the deterioration of children and adolescents' health. Methods: The study was designed as an epidemiological, cross-sectional, descriptive-analytical, comparative study. The study was conducted from October 18, 2021, to January 16, 2022, using an online questionnaire accessible through the Microsoft Forms platform. Respondents were able to access the questionnaire via a link or QR code located on the child's consent form for participation in the study, which was previously signed by a parent/guardian. Results: The results of the study showed that school-age children were the most frequent users of smartphones and watches TV, with male respondents spending more time using almost all ICT devices, with the exception of tablets, which were used more frequently by female respondents. The analysis of pain intensity in the use of information and communication technologies revealed that respondents most frequently experienced mild pain, especially in the neck/shoulders and lower extremities. The frequency of eye problems after using ICT devices was found to be occasional, with the most pronounced symptoms being fatigue, tearing, and eyestrain, as well as headaches in one in five respondents. Conclusion: Increasing frequency of ICT device use was associated with higher pain intensity in all anatomic regions. A 1-hour increase in weekly ICT device use also increased the likelihood of pain intensity in all anatomic regions, including eye symptoms and headaches. High exposure to ICT is of concern because it leads to adverse health outcomes for children.

Deaf children, due to the impossibility of transforming the internal speech scheme into expressive speech in mutual written communication, make maximum use of abbreviated speech schemes that determine the ability to communicate. The aim of the study is to examine the content comprehensibility and semantic level of written communication of deaf children through the number of used types oaf words in written communication, and to determine the existence of statistical significaance of differences between deaf and hearing respondents in the use of word types at the level of statistical significance p=0.001. The study was conducted on a sample of 140 respondents. The first subsample of respondents, the experimental group consisted of 70 deaf students, and the second subsample, a control group of 70 hearing students, of the same chronological age and gender. The measurement instrument “Test of understanding the written form of expression” was applied. The frequencies and percentages of responses to each of the variables used were calculated. The t-test and the F (Fisher) test were used to determine the statistical significance of the differences between deaf and hearing subjects. The results of the study showed that deaf students do not have contextual understanding and recognition of word types through testing of linguistic competence in relation to the hearing population, because 67.10% do not understand, and 10.00% of deaf students partially understand the contextual application of word types in writing textual task. Deaf students in the written form of communication use nouns (65.70%), pronouns (34.30%), verbs (45.7%), adjectives (28.60%), adverbs (22.90), prepositions (54.30%), exclamations (15.70%), particles (12.90%) and numbers (32.90%). There is a statistically significant difference between hearing and deaf respondents, in favor of hearing, in all applied types of words, except the use of verbs.

Introduction: Lumbar pain syndrome (LPS) is defined as pain or discomfort localized between the edge of the twelfth rib and the lower gluteal region, with or without spread to the lower extremities, and, depending on the etiology and degree of symptomatology, can have negative consequences and be one of the main reasons for work disability and absenteeism worldwide. The aim of this study was to determine the impact of exercise therapy on the activities of daily living of a person with LPS. Methods: This prospective, longitudinal, and randomized controlled trial was conducted from June 2014 to June 2016. It included 200 subjects with symptoms of LPS, both sexes, aged 30 to 50 years, sedentary and standing occupations, randomized and equally divided into two groups: Examined (n = 100) and the control group (n = 100). In this study, the Oswestry Low Back Pain Disability Questionnaire was used after clinical examination. Results: The percentage of disability according to the Oswestry disability index at the first examination was 31.78 ± 14.11% in the participants of the test group and 38.74 ± 17.48% in the participants of the control group (p = 0.002). After the second examination, the percentage of disability was 6.64 ± 3.15% in the test group and 23.92 ± 14.84% in the control group (p = 0.001). At the end of the examination, the percentage of disability was 2.36 ± 0.78% in the subjects of the test group and 13.82 ± 11.25% in the subjects of the control group (p = 0.001). A statistically significant difference was found in all three examinations, and the reduction in the percentage of disability was greater in the study group, p < 0.05. Conclusion: The research conducted showed that motion therapy procedures focused on achieving natural spinal mobility and improving trunk muscle strength are effective in reducing

Naim Salkić, Meliha Povlakić Hadžiefendić

Writing is an integral part of linguistic education of deaf persons which, due to the lack of auditorysensors, has an insurmountable difficulty achieving, so this shortcoming is directly reflected in the general literacyof deaf children. Many detailed studies in the world suggest that in order to become literate, a deaf child must learnthe language of the community. Je/she must first learn the letters and learn to write. About 50% of young deafpeople after high school read and write worse than a ten-year-old hearing child. The aim of this research is toexamine the usage, reading, writing, and comprehension in deaf children of the adverbial clause of place in writtenform and to determine the statistical significance of differences between deaf and hearing children. The study wasconducted on a sample of 140 respondents. The first subsample of subjects, the experimental group consisted of 70deaf students, and the second subsample, a control group of 70 hearing students, of the same chronological age. Themeasurement instrument “Test of writing, and comprehension of an adverbial clause of place” was applied. Thefrequencies and percentages of respondents' responses to the variables were calculated. The F (Fisher) test was usedto determine the statistical significance of the differences between deaf and hearing subjects. The results showed that1.40 % of deaf children are completely successful in reading and writing priloske odredbe, and thaat 90 % of deafchildren use prislocke odredbe partially successfully. The percentage of children that do not use priloske odredbe inany form in their written communication is 8.60%. The order of use of adverbial clause of place by frequency is asfollows: "in", "on", "below", "behind", "next to", and "between". The largest number of deaf children use theadverbial clause of place "in" in their written expression, 65.70% of them. Then, the adverbial clause of place "on"51.14%, the adverbial clause of place "below" 47.14%, the adverbial clause of place "behind" 31.43%, the adverbialclause of place "beside" 30%, and the adverbial clause of place "between" 22.85%.There is a statistically significant difference between deaf and hearing children in the use of the adverbial clause ofplace at the level of statistical significance of p=0.000.

Introduction: The education system of Federation of Bosnia and Herzegovina includes 60% of people with cerebral palsy (CP), hearing impairment and other associated difficulties, of which 37.50% in regular schools and 22.50% in special schools. From the total number of students, 44.44% attending schools according to the regular curriculum, and 55.56% according to the adjusted curriculum (1). Methods: The study is retrospective and analytical-descriptive. The study was conducted on a sample of 120 respondents from four cantons of the Federation of Bosnia and Herzegovina. Each Canton was used as one subsample of respondents. The data are presented in tabular form using classical descriptive statistics methods. The parametric statistics, analysis of variance (ANOVA) at the level of statistical significance of 0.05 was used to examine the statistical significance of differences between the sub-samples of the respondents. Results: The results of the study showed that persons with cerebral palsy, hearing impairment and other associated difficulties do not have adequate support in educational inclusion. Defectological support at school is provided for 17.50% of persons with cerebral palsy, hearing impairment and other associated difficulties, and only 6.66% of persons have the support of a teaching assistant. Conclusion: Persons with cerebral palsy, hearing impairment and other associated difficulties do not have adequate support in educational inclusion. There is no statistically significant difference between the subsamples of respondents when it comes to special education support and assistant support in the educational inclusion.

Naim Salkić, Meliha Povlakić-Hadžiefendić, Nihada Čolić

The study was conducted on a sample of 70 deaf children, chronologically aged from 10 to 18 years. Letters of deaf respondents on topics of their choice were used as a measurement instrument. The goals of the research are: To examine the homogeneity of variance of content understanding of written form of expression based on measurements of applied language constructions and content within language discourse, and to determine the statistical significance of content understanding of written form of expression using language constructions within language discourse. The second goal of the study was to examine the connection of language constructions in the applied measurement space of the number of used written expressions in the content understanding of written communication, and to determine the statistical significance of the connection of language constructions in the number of used written expressions in content understanding of written communication. The results of the research showed that the deaf population is characteristic and homogeneous in the way, style of writing and content understanding of the written text observed through linguistic discourse in written dialogue. In the written form of exchange of communication content, a significant degree of communication competence has been achieved, or the comprehensibility of the written form of expression in terms of content understanding. Deaf persons achieve very modest linguistic competence. The reduced ability of deaf children to achieve linguistic competence is reflected through the simplicity of statements in the substantive sense of preferring statements, as one of the characteristics of the linguistic competence of the deaf population.

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