Fokus ovog rada je na konceptu siromaštva i njegovom prevođenju u propise, politike i prakse zaštite siromašnih tokom perioda u kojem je socijalizam bio zvanična vladajuća doktrina u Jugoslaviji (1945-1991). Uvodni deo propraćen je marksističkim objašnjenjem pojma siromaštva, a zatim ukratko i njegovim adaptiranjem u socijalističkoj Jugoslaviji. Slede opis i analiza kontekstualizovanja siromaštva u periodu socijalizma u Jugoslaviji, kao i njegovih ideoloških i administrativnih konstrukcija i rekonstrukcija kroz sistem socijalne zaštite. Cilj rada je da istraži interpretacije, tj. uokviravanje koncepta siromaštva u politici te njegovu implementaciju u svrhu garantovanja “slobode od nužnosti” u društvu u posleratnoj Jugoslaviji. Metodološki pristup koji je korišćen u radu jeste kvalitativna analiza.

The authors explore the discourses around the exclusion of the Roma in Serbia in two dimensions: social welfare sector and media reports. The paper is structured around the presentation of dimensions contributing to multiple deprivation of Roma in society (from education to labor market participation, social welfare and health care, as well as housing); a review of public policies directed toward the improvement of their position; and analysis of the discourses on Roma within the contexts of the social welfare sector and media reporting. A review of related literature and public policy documents was followed by a qualitative analysis of media reports as well as a review of the secondary sources regarding media discourses on the Roma. This was followed by evidence gathered from semi-structured interviews and discussions with stakeholders in the social welfare sector. The main conclusions of the paper point to the mutual reinforcement of the discourses on the Roma in the social welfare sector and media reports, with their subsequent mutual contribution to social exclusion.

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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.

Speech is a way of communication formed by rhythmic units of syllables, words and sentences, and as such is inherent in man, the only being whose organs and psyche are trained for this process. Delayed speech is defined as a phenomenon in which a child does not start speaking on time, or there are errors in the speech pattern that are not appropriate in relation to a given age. It is known that significant risk factors for the development of delayed speech in preschool children are physical, and most often social and emotional in nature. For the normal development of speech, it is necessary that the child is in a human environment, and therefore the circle of people with whom children come into contact should always be expanded. The aim of this study is to review the existing literature on studies examining the impact of social isolation during the COVID-19 pandemic on preschool children, as well as the speech and language development in preschool children. The recent pandemic of corona virus infection (COVID-19) has led to a state of emergency, quarantine, closure of public institutions, and preschools, kindergartens and schools in 172 countries. These epidemiological measures have led to social isolation and the need for children to learn from home, which has manifested itself in the emergence of difficulties in the development of speech and language. Research has shown that during the pandemic, children spent significantly more time watching television and computer screens than before pandemic, and less in play and physical activity.