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

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.

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.

Sensory integration is the organization of the senses for their use. It is a neuro-biological activity that allows the reception and processing of sensory information, which in large quantities from the senses come to the brain, at all times. The aim of the study is to examine the prevalence of sensory integration difficulties of the tactile sensory system of children with developmental disabilities, and to establish the statistical significance of differences in relation to the type of difficulty. The total sample of respondents (N=60) consisted of four subsamples of 15 respondents, namely; children with autism, children with Down syndrome, children with hearing impairment and children with sight impairment. The Mann-Whitney U test and the Wilcoxon W test at the level of statistical significance of p<0.05 were used to test the statistical significance of the differences between the subsamples of the subjects. The results of the study show that 86.67% of children with autism, 66.67% of children with Down syndrome, 20% of children with hearing impairment and 40% of children with sight impairment have difficulties with sensory integration of the tactile system. Children with hearing impairment (Rank M 43.97), children with sight impairment (Rank M 35.03), children with Down syndrome, and children with autism (Rank M 14.93) show the least difficulty in sensory integration of the tactile sensory system. There is a statistically significant difference in the difficulties of sensory integration of the tactile sensory system between children with autism, children with Down syndrome, children with hearing impairment and children with sight impairment at the level of statistical significance of p<0.05.

Sensory integration is the organization of the sense for their use. It is a neuro-biological activity that allows the reception and processing of sensory information, which in large quantity arrive to the brain, at all times. The brain's ability to successfully process tactile information allows the child to feel safe and develop a connection with those around they. Children with Down syndrome may have difficulties of sensory integration. Decreased awareness and attention to tactile stimulation is possible, which leads to a reduction in tactile discrimination and difficult manipulation of objects, or to an increased response to sensory stimuli in the form of tactile defense. The aim of the study is to examine the prevalence of sensory integration of the tactile sensory system of children with Down syndrome, and to determine the statistical significance of differences in relation to children without developmental disabilities. The total sample of respondents (N=30) consisted of two subsamples. The first subsample of respondents (N=15) consisted of children with Down syndrome, and the second subsample of respondents (N=15) consisted of children without developmental disabilities. The measurement instrument „Questionnaire for testing tactile sensory sensitivity“ with 11 variables and offered answers of possible sensory response was applied. The Mann-Whitney U test and the Wilcoxon W test at the level of statistical significance of p<0.05 were used to test the statistical significance of the differences between the subsamples of the respondents. The results of the study showed that 66.67% of children with Down syndrome have difficulties with sensory integration of the tactile sensory system. 26.67% of children are hypersensitive and 6.67% are hyposensitive. 33.33% of children with Down syndrome have a mixed type of tactile sensory response. Children with Down syndrome compared to children without developmental disabilities show better results of sensory integration of the tactile sensory system on two variables; „Walking barefoot“ and „Certain types of fabric, seams, labels, belts, cuffs, etc.“. There is a statistically significant difference at the level of p<0.05 between children with Down syndrome and children without developmental disabilities on 5 variables.

Sensory integration represents the organization of the senses for their use. It is a neuro-biological activity that allows the reception and processing of sensory information, which in arrive from the senses in huge quantities into the brain, at any time. The ability of the brain to successfully process tactile information allows the child to feel safe and develop a connection with those around it. An autistic child is not able to register many stimuli from their environment, so insufficient or poor sensory processing can contribute to the image of autism. Children with autism spectrum difficulties have specific difficulties in touch perception. The aim of the study was to examine the prevalence of sensory integration difficulties of the tactile sensory system of children with autism spectrum disorders, and to establish the statistical significance of differences in relation to children without developmental difficulties. The total sample of subjects (N=30) consisted of two subsamples. The first subsample of subjects (N=15) consisted of children with difficulties from the autism spectrum, and the second subsample of subjects (N=15) consisted of children without developmental difficulties. The measurement instrument was the „Questionnaire for testing tactile sensory sensitivity“ with 11 variables and the offered answers of possible sensory response was applied. The Mann-Whitney U test and the Wilcoxon W test at the level of statistical significance of p<0.05 were used to examine the statistical significance of the differences between the subsamples of the subjects. The results of the study showed that 86.67 % of children with autism have difficulties in sensory integration of the tactile sensory system. The hypersensitive type of sensory response has 26.67 %, and the hyposensitive sensory response 20 % of children with autism. 40.00 % of children with autism have a mixed type of tactile sensory. There is a statistically significant difference between children with autism and children without developmental difficulties on 4 variables.