Due to COVID-19 pandemic faculties were closed and online educational platforms were used, which caused the process of transferring from conventional learning to online learning at majority of higher educational institutions across the world. The aim of this research was to examine types of technology students of Faculty for special education and rehabilitation own, types of technology their faculty owns, self-perceived level of proficiency in using certain programs, students’ satisfaction with certain services or spaces provided to them by their faculty, students’ belief in usefulness of certain aspects of technology use at their faculty, perception of usefulness of particular technologies at their faculty, as well as their opinions about technology use during lectures. The sample included 156 students and the survey distributed to respondents was a survey designed by Honeychurch & McCluckie (2007).Almost all respondents own smartphone (97.4%) and a computer, while only 26.3% of the sample owns tablet device. The programs that students believe their level of proficiency in using is excellent are internet (53.2%) and email (41%). The students are not satisfied with faculty spaces and services. Majority of the sample believes that usingtechnology can help them in all aspects of their studies and that technology is the most useful in making them feel more connected to their peers.We recommend replicating this research again now, since the study was conducted when the COVID-19 pandemic started. We believe it is important for students, as well as teaching staff to be properly trained on how to use technology. Key words: technology, faculty, satisfaction, students.

There is an increasing number of people with autism spectrum disorders (ASD) and therefore different software and hardware solutions are made for them. The effectiveness of any type of treatment is connected to its intensity and interventions based on the use of technology can allow that. The aim of this literature review is to examine the effectiveness of interventions focused on teaching people with ASD with the use of Nao robots. For the literature search, we used Google Scholar, SciIndex and ProQuest search engines. The articles were searched by using keywords: autism, autism spectrum disorders, Nao robots, and humanoid robots. We included articles published in the last 10 years that were original research articles focused on teaching people with ASD certain skills. In the review section, we included eight research. The average effectiveness of these interventions was 40.3%. The reasons for insufficient success are a subjective measurement of intervention success and a low number of sessions. Having in mind that parents of people with ASD often choose interventions that are not scientifically based, we believe it is of great importance to implement research focused on the effectiveness of different treatment modalities, which is also the main significance of this article. Suggestions for future research in this area are discussed, as well as the limitations of this paper.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0937/a.php" alt="Hit counter" /></p>

Practical skills involve activities that enable independent functioning. People with intellectual disability (ID) and autism spectrum disorders (ASD) require systematic teaching in order to acquire them which excludes barriers. The aim is to determine correlation between the level of self-help skills and the presence of teaching barriers. The secondary aim is to determine the predictors for acquisition of both. The sample comprised of 53 participants of different age and gender, diagnosed with ID or ASD. The level of self-help skills was determined with the use of Checklist for self-help skills assessment (Verbal Behavior Milestones and Assessment protocol - VB Mapp Self Care Checklist Supplement - Sundberg, 2008), while the presence of teaching barriers was assessed by using the Barriers Assessment Scale (VB-Mapp Barriers Assessment - Sundberg, 2008). The results show that gender and diagnosis are not significant predictors of either self-help skills or teaching barriers. The participants from the youngest age group have lower level of self-help skills than the participants from the middle and oldest age group and they have more teaching barriers than both other age groups. The participants with more teaching barriers have lower level of self-help skills. The results indicate the need for removing barriers during the treatment of these children from an early age, in order to enable acquiring self-help skills, but other skills as well. It is important to determine the most prevalent barriers in both groups, as well as self-help domains in which they have deficits.

Stimulus-stimulus (ss) pairing procedure can be used in a variety of ways in treatment of people with autism spectrum disorders (ASD), however it is mostly used in inducing vocal speech in nonverbal children. Research shows that using this procedure is more efficient for increasing the number of emitted words when compared to other procedures. Therefore, the aim of this case study is to examine the effectiveness of the use of ss pairing procedure in order to induce vocal speech with a nonverbal child diagnosed with ASD. At the very first session of the procedure implementation, the child spoke clear words, while in the last session, the number of spoken words per session was 192. Having in mind the effectiveness of the implemented procedure, as well as data that parents of children with ASD can be successfully trained to use this procedure in their home environment, it is important to train them to implement it correctly. This is of great importance because the majority of the children with ASD are nonverbal, and lack of communication correlates with problem behavior.

Od velike je važnosti da se pre tretiranja problematičnog ponašanja, utvrdi njegova funkcija. Intervencije za redukciju problematičnih ponašanja koja deca ispoljavaju zbog želje da izbegnu zadatak se mogu podeliti na one koje menjaju prethodnika ponašanja, samog ponašanja i posledice koju ponašanje izaziva. Intervencija fokusirana na izmenu samog problematičnog ponašanja podrazumeva podučavanje deteta da na socijalno prihvatljiv način dobije priliku da izbegne zadatak i naziva se funkcionalni komunikacioni trening (FKT). Cilj ove studije slučaja je bio ispitati efikasnost FKT procedure u cilju redukcije problematičnog ponašanja kod sedmogodišnjeg ispitanika sa poremećajem iz spektra autizma (PSA). Primena FKT je dovela do potpune redukcije problematičnog ponašanja (100%) kod ispitanika za 39 tretmana. Značaj ove studije se ogleda u tome što prisustvo problematičnih ponašanja u funkciji izbegavanja zadatka onemogućava decu sa PSA pri usvajanju novih veština i znanja, a redukcijom i potpunom eliminacijom problematičnog ponašanja u navedenoj situaciji ispitanik može da usvoji nova znanja i veštine od značaja. Iako je identifikovano koje su naučno zasnovane intervencije u radu sa decom sa PSA pokazalo se da ih defektolozi ne primenjuju u dovoljnoj meri, što implicira potrebu za obučavanjem defektologa u primeni navedenih procedura.