Introduction. Technology has the potential to reduce isolation, increase independence, provide educational, financial and social opportunities for users, but there may still be barriers, especially for people with disabilities or sensory deficits. Therefore, it is very important to determine what science has been dealing with in this area, more precisely in the area of the deaf. The main aim of this paper was to map the progress and trends of scientific literature in the field of technology for the deaf (children and adults). Methods. A bibliometric analysis in VosViewer was performed to determine the set goals. The Dimensions database was chosen for literature analysis. The unit of analysis consisted of 1242 publications and VosViewer was applied. Results. The results show that this topic in science has experienced exponential growth in the last decade. Also, the most productive authors, journals, institutions and countries, as well as their collaboration network, were identified through a visual analysis of co-citations. Based on the analysis of co-words, we can draw a conclusion that the words: student, sign language, cochlear implant, classroom, parent, outcome are the most frequently repeated words, which would mean that the topics covered in this domain are mainly focused on children and their functioning in the environment and school system. Conclusion. Providing the main lines of research generated in this field allows scientists to follow the trends themselves. Also, therapists can use our analysis to identify sources that can indicate how and in what context deaf children can use technology.

Specifične teškoće u učenju (STU) predstavlja krovni termin, koji obuhvata određene kategorije u odnosu na specifični aspekt učenja koji je zahvaćen. Definicije specifičnih teškoća u učenju su se mijenjale tokom vremena, što za posledicu ima neusklađenost istraživačkih i zakonodavnih okvira. Međutim, prema novom priručniku Američke psihijatrijske organizacije (DSM-5) koja daje široko prihvatljivu definiciju koja se sve više primjenjuje u istraživačkom radu, a prihvaćena je i od strane udruženja važnih za ostvarivanje prava osoba sa specifičnim teškoćama učenja u ovu kategoriju se ubrajaju disleksija, disgrafija, diskalkulija. STU se mogu dijagnostikovati ako je prisutna jedna teškoća u jednom domenu ili u sva tri uprkos konvencionalnom školovanju, urednom sluhu i vidu, normalnoj inteligenciji, adekvatnoj motivaciji i adekvatnim socio-kulturnim mogućnostima. Istraživači decenijama pokušavaju da daju adekvatnu definiciju, operacionalizuju dijagnostičke kriterijume, kako bi kreirali instrumente i istražili tačnu prevalenciju, te rasvjetlili etiološke faktore ovih teškoća. Sveobuhvatni model specifičnih teškoća u učenju mora uzeti u obzir oboje; izolovane poremećaje učenja, kao i komorbiditet između njih. Međutim, ipak specifične teškoće u učenju iako se mogu javiti zajedno, karakterišu različiti osnovni deficiti i zato svaki domen zahtjeva poseban pristup. S obzirom na to, cilj našeg rada je uraditi pregled dosadašnjih postignuća na ovom polju, kako bismo imali jasnu polaznu osnovu za dalji istraživački rad.

Područje jezičkog razvoja i jezičkih poremećaja kod djece sa bilingvizmom zaokuplja posebnu pažnju istraživača poslednjih godina. U ovom radu su sistematski prikazani razvoj jezičke strukture i jezički poremećaji kod djece sa bilingvizmom. Cilj nam je bio da na osnovu analize dostupne literature doprinesemo boljem razumjevanju mogućih smetnji u jezičkom razvoju kod djece koja odrastaju u bilingvalnoj sredini. Na osnovu pregleda većeg broja empirijskih i preglednih radova, možemo da kažemo da se jezički razvoj kod bilingvalne djece razmatra u poređenju sa monolingvalnim vršnjacima. Pokazano je da bilingvalna kao i monolingvalna djeca tipičnog jezičkog razvoja postepeno usvajaju sve elelmente jezičke strukture, s tim što se kod bilingvizma otkrivaju određene specifičnosti u tom razvoju. Zaključeno je da je nedostatak pouzdanog instrumentarija koji bi ravnopravno procjenjivao oba jezika, s tim da se u obzir moraju uzeti mnogi drugi faktori, tip bilingvizma, sredina, kognitivni faktori i njihova reperkusija na jezički razvoj.

Introduction. During smoking, specific morphological changes occur within the larynx, which results in changes in voice quality. Given that voice is related to quality of life, it is necessary to identify the impact of smoking on voice quality. Methods. A group of 85 respondents, aged 22 to 70 years (AS = 35.61; SD = 11.36), both sexes, categorized into two groups, smokers and non-smokers, were selected for this study. A recording of extended vocal A phonation was analyzed in the program for acoustic voice analysis - PRAAT. The research was realized at the Faculty of Medicine in Foca, during 2021. Results. A statistically significant difference was found in four out of the five examined voice parameters. Namely, a statistically significant difference was observed in the mean value of the fundamental frequency (Fo) (p = 0.042), jitter (p = 0.007), shimmer (p = 0.026) and in the noise-to-harmonic ratio (p = 0.018) between smokers and non-smokers. Also, a statistically significant difference was found between two subgroups of subjects (those who smoked less than 10 years and those who smoked longer than 10 years) in the fundamental voice frequency Fo (p = 0.011), standard deviation of the fundamental frequency STD (p = 0.047) and amplitude perturbation expressed through shimmer in percentage (Shim) (p = 0.017). For other examined voice parameters, no statistically significant difference was noticed between these two subgroups of respondents. Conclusion. Smoking affects most of the acoustic parameters of the voice, resulting in poorer voice quality. Also, the quality of the voice decreases as the smoking experience increases.