In children, balance develops in everyday activities through play and exercise. It is essential for learning, and participation in educational work and physical activities. The aim of the study was to evaluate the balance abilities of younger children with typical development and children with moderate intellectual disability. The survey was conducted on a sample of 38 male children (23 with typical development and 15 with moderate intellectual disability). To assess the balance we used Bruininks - Oseretsky Test of Motor Proficiency, 2nd edition - BOT 2 (Bruininks & Bruininks, 2005), subtest 5. Results show that total average achievement of children with typical development at all the tasks was 31.07, and 11.34 for children with intellectual disability. Statistically significant difference was achieved on 6 of 9 tasks (p <0.05). Compared to the norms, children with typical development are within the average, while respondents with moderate intellectual disabilities are below average on balance test. Obtained results of this study, can be used as a basis for further research in the field of (special) education and rehabilitation. They can be used to create programs of preventive and corrective work in order to support and assist students in school activities, also.

The aim of this study was to determine the level of motor development of children with visual impairment and comparison with peers of typical development. The research sample consisted of a total of 135 children with visual impairment and children with typical development, 7-10 years old, of both sexes. The Bruininks-Oseretsky Test of Motor Proficiency, 2nd edition was used to estimate motor development. The methods of descriptive statistics, as well as the T-test of independent samples, and the Hi square test were used in statistical processing of the obtained data. The results of the study had shown that the level of motor development of the subjects with visual impairment was below and well below the average for their age. Typical development subjects are mostly within the average norms

The Balance Error Scoring System (BESS) is a common balance test relying on assessment tools such as the SwayTM Balance application for IOS mobile, encompassing the tri-axial accelerometers and movement sensors to measure bodily sway. Given that age and gender are important factors when using this methodology, suitable normative score sets were determined. The main aim of this study was a quantitative analysis of the ability of healthy, 21-year-old participants of both genders to maintain postural balance using the aforementioned normative values. The postural balance scoring was done by the co-application of the modified BESS test and SwayTM Balance software during a protocol organized in three-week double-scoring sessions. In order to assess the participants’ age- and gender-dependent abilities, the average balance score medians were contextualized with the appropriate normative values. All of the participants showed average results, with scores ameliorating during the procedure, and the female participants showed generally better results than the males. Focusing solely on the first-session scores revealed, however, that men had scored at the low average cut-off point, while women scored below average age- and sex-dependent cut-off points. However, in the last session both genders scored deeply within the average. This study showed average abilities of the studied participants according to the normative values, as well as a generally better performance of the women compared to the men, but it has also pointed out that, due to subject adaptation, the chosen combination of protocol and technology is of limited usefulness for balance assessment in the general population, indicating the need for protocol adjustments in future studies.

Понашањем свака особа остварује своје присуство и контакт са другима. Оно интегрише све способности особе које су усмерене ка непосредном циљу. Основни циљ овог истраживања је била процена понашања ученика са коморбидитетом церебралне парализе и интелектуалне ометености у школском окружењу. Узорак истраживања формиран је од 31 ученика оба пола (54,8% ученика мушког и 45,2% ученика женског пола), који су поред церебралне парализе имали и снижено интелектуално функционисање. Просечан узраст испитаника је од 9 до 14 година (AS = 10,9, SD = 1,189). Истраживање је спроведено у основној школи "Миодраг Матић", а за потребе прикупљања података коришћен је Упитник за процену понашања ученика. Резултати истраживања показују да између испитаника мушког и женског пола нема разлике која је статистички значајна, када је у питању понашање ученика на часу и на одмору. Када је у питању домен понашање у односу на ауторитет, добијена је разлика на варијабли "похвале" (p = ,034). Познавање индивидуалних карактеристика сваког детета је изузетно важно, јер се на тај начин могу унапредити стратегије за решавање проблема понашања деце са коморбидитетом церебралне парализе и интелектуалне ометености.