Teachers are often mentioned among the key factors in the quality of the teaching process. This research aims to adapt to Serbian the Teacher Efficacy for Inclusive Practice (TEIP) Scale, and identify factors that correlate with high levels of perceived efficacy. A total of 288 teachers participated in the research. We conducted a factor analysis and reliability analysis and obtained satisfactory results similar to those of the authors of the scale. We were able to reproduce the three-factor structure that was shown by the authors when the three items were excluded. Correlation analysis results showed that training that contributes to competencies related to the education of children with disabilities and experience in the implementation of inclusive practice is connected with teachers’ self-efficacy. Teachers believe in their professional abilities, knowledge, and skills to work with students with disabilities, but it is necessary to support them in cooperation with experts and parents, as well as to upgrade their skills in behaviour management.

Teachers are often mentioned among the key factors of the quality of the teaching process, and it is considered that teachers with experience in working with children with disabilities are more confident in their professional knowledge and skills and have high expectations of their students, despite the fact that some of them may have severe degree of developmental disability. The successful implementation of inclusive education in the sense of placing students with disabilities in classrooms within the regular system of education could contribute to the competence of teachers in this area, but also to their motivation to provide appropriate instructions and assistance. The goal of the research is to determine what type of developmental disabilities teachers most often encountered within the framework of direct work in education. The sample consisted of 288 teachers, and a questionnaire created for the purposes of this research was used. Based on the results of the research, it was determined the presence of differences in the type of disabilities among students included in the regular education system, compared to schools for the education of children with developmental disabilities, as well as a greater presence of children with developmental disabilities in the older grades of elementary school. There are also differences in the experience of teachers employed in urban areas compared to those employed in rural areas.

Introduction. Presbycusis or age-related hearing loss is a physiological elevation of hearing threshold and is one of the leading chronic health problems. A growing number of studies show a correlation between hearing loss in old age and decline in cognitive function. Material and Methods. The Serbian version of the Montreal Cognitive Assessment test was used, and the study included 56 subjects with a confirmed diagnosis of presbycusis of which 29 (51.8%) were hearing aid users. Results. The score of cognitive function in the respondents was lower compared to the results of previous research (mean = 19.07; standard deviation = 5.03). Also, there were significant differences between the scores of cognitive function in persons who used amplification and persons who did not. There was no significant correlation between gender, employment status, and the degree of hearing impairment, while the correlation was significant between the level of education, age, the length of hearing aid use, and the number of hours per day a person used a hearing aid. Regression analysis showed that about 88% of the variance of the dependent variable could be explained by four variables: age, level of education, length of hearing aid use, and daily level of hearing aid use. Conclusion. Persons with presbycusis from the territory of the Autonomous Province of Vojvodina showed poor performance scores on the cognitive ability test compared to the results of other researchers. The results showed that the length of hearing aid use and the daily level of hearing aid use significantly affect the cognitive functions in persons with presbycusis.

The development and education of children with autism are influenced by numerous factors, and all participants in the educational process are of great importance. The attitudes and beliefs of peers towards children with autism have an impact on the success of inclusive education, specifically on achieving the maximum potential of the child with autism involved in that process. In line with this, this research aimed to determine the attitudes and behavioral intentions of typically developing children towards children with autism, and to determine which variables influence the acceptance of children with autism by their peers. The Shared Activities Questionnaire (SAQ, Morgan, Walker, Bieberich, Bell, 1996) was used in the research. The study included 206 students of both genders, attending primary schools in grades five to eight. The results of the research indicate the existence of a slightly positive attitude of typically developing children toward children with autism. Other results indicate more positive attitudes within the Academic domain, and more positive attitudes among girls, as well as among students who had no prior experience with children with autism. Based on the results, it can be concluded that there is still a need to implement educational and preventive programs aimed at destigmatising children with autism and promoting their acceptance, both in the school environment and other social contexts.

Introduction. Presbycusis can have numerous consequences, particularly hearing impairment and impairment in oral communication, which can severely affect the psychological, emotional and social lives of older people. Numerous factors related to age-related hearing loss (time of onset, degree of hearing loss), as well as the wide range of socioeconomic factors, may contribute to the subjective perception of hearing impairment in individuals with presbycusis. In line with previous research on this topic, the question arises whether there is a difference between hearing aid users and non-users in the perception of hearing loss. Objective. To find out whether there is a difference in the subjective perception of hearing loss between people with presbycusis who use hearing AIDS and those who do not. Method. The sample consisted of 56 people diagnosed with presbycusis. Questionnaires for general demographic data, the Hearing Handicap Inventory for the Elderly Screening Version (HHIE-S) and the International Outcome Inventory -Hearing AIDS (IOI-HA) were used. Results. All individuals without amplification in this study had higher scores on the HHIE-S and confirmed hearing impairment, while 62.1% of those with amplification considered themselves disabled due to presbycusis. Hearing aid users generally had high scores on the IOI-HA, which leads us to conclude that hearing AIDS are extremely useful for the daily living and functioning of individuals with presbycusis. Conclusion. The results of the study emphasize the importance of using hearing AIDS in people with presbycusis, regardless of the degree of hearing loss and the age of the user.