U ovom radu biće analizirani uslovi rada stručnih radnika koji su u neposrednom kontaktu sa decom sa smetnjama u razvoju tokom pandemije koronavirusa (COVID-19), ali i potencijalna rešenja za prevazilaženje izazova sa kojima su se susretali u proteklom periodu. Strategije javnog zdravlja poput mera socijalnog distanciranja i prestanka rada određenih institucija, koje su mnoge zemlje uključujući i Republiku Srbiju donele tokom 2020. i 2021. godine u cilju sprečavanja širenja pandemije koronavirusa (COVID-19), uticale su na promene u svakodnevnoj rutini ljudi širom sveta. Zbog ovih mera dolazi do ograničenog pristupa resursima koje su u redovnim okolnostima deca sa smetnjama u razvoju koristila – vaspitno-obrazovnom sistemu i sistemu zdravstvene i socijalne zaštite. Sistematskim pregledom aktuelne literature u ovom radu ističemo specifičnu poziciju stručnjaka koji rade sa decom tokom pandemije koronavirusa (COVID-19), uz poseban osvrt na lično zadovoljstvo poslom i samoefikasnost pre i u toku pandemije, te nivo stresa i izazove sa kojima se susreću defektolozi, kao i načine prevazilaženja novonastalih uslova rada. Pandemija preusmerava fokus rada stručnjaka sa direktnog rada sa detetom na procese i postupke saradnje sa roditeljima i/ili starateljima u većoj meri nego što je to bio slučaj u periodu pre pandemije.

Reading consists of processing written data which are transmitted by text and thus reading is seen as a complex language skill. A prerequisite for the development of reading skills is developing phonological awareness and forming verbal representations. Success in solving tasks of phonological awareness is a predictor of reading abilities. For those reasons, this research attempts to determine the connection and mutual influence between these abilities. The research is designed as a cross-sectional study and it was conducted at Primary School "Dušan Radović" in Novi Sad from February to March 2020. The research sample consisted of 31 students (19 boys and 12 girls) whose average age was 8 years and 8 month. The included assessment instruments were the Three-dimensional Reading Test - "Samo jedan snežni dan" and the "FONT" test used for assessing phonological awareness. The findings of this research confirm the correlation between phonological awareness and reading errors in second-grade students. On the basis of this research, it can be concluded that there is a significant correlation between phonological awareness and reading ability and that their mutual influence is reciprocal, i.e. the development of one ability is a prerequisite for the development of the second one.

Serbian and Slovak are related languages and both languages belong to the group of Slavic languages. It is important to point out that bilingualism can have a negative impact on children's education, especially when they are not equally exposed to the use of both languages, as is the case with Slovaks in the Republic of Serbia. The aim of this paper is to determine the complexity of the syntactic structure in the non - mother tongue in bilingual children whose mother tongue is Slovak. The sample of children included forty children aged 7 years. The research was conducted at the Elementary School "Ljudovit Stur" in Kisac, and at the Elementary School "Jozef Marchok Dragutin" in Glozan. The assessment instruments used were: "Speech-language production test" and a bilingual questionnaire. The results obtained in this research speak in favor of a more complex syntactic sentence structure in bilingual children in their mother tongue compared to their non-mother tongue. We can conclude that bilingualism as a phenomenon has a great influence on the development of language, and thus on syntactic development. Slow language development can often occur due to the complexity of acquiring two languages at the same time.

Introduction. Writing is the most complex human ability and the most direct form of communication. Auditory discrimination is the ability to distinguish different sounds of language. After the age of seven, difficulties in auditory discrimination, even of similar sounds, are considered a pathological phenomenon. The aim of the research was to determine whether difficulties in auditory discrimination of phonemes are related to the manifestation of dysgraphia in children of younger school age. Methods. The research was conducted at the Elementary School "Vuk Karadzić" in Priboj, during 2020, with the previous consent of the school principal, as well as the students' parents. The research sample included fifty children of the third and fourth grade, aged 9 and 10. For the purpose of this research, two tests were used: the Phonemic Discrimination Test (Kostić, Vladisavljević, Popović, 1983) and the Dysgraphic Handwriting Assessment Test (Ajuriaguerra, Auzias. 1971). Results. There was no significant difference in achievement in the Phonemic Discrimination Test between boys and girls. Half of the tested students achieved the maximum score in the Phonemic Discrimination Test and they were fairly equal in their achievement in the Phonemic Discrimination Test. Girls generally had harmoniously developed handwriting, while more than half of the boys in the categories had inconsistent handwriting or dysgraphic handwriting when it came to the forms of dictation, free topic and transcription. No statistically significant correlations were found between the results in the Phonemic Discrimination Test and the Dysgraphic Handwriting Assessment Test, p > 0.05. Conclusion. Based on the assessment of writing ability and auditory discrimination in young school children, no statistically significant association was found between auditory discrimination of sounds and manifestations of dysgraphic handwriting in all three forms of written expression (dictation, free topic, transcription).