TY  - CONF
AU  - Nestorov, Stevan
AU  - Nestorov, Violeta
PY  - 2020
UR  - http://www.icf.fasper.bg.ac.rs/zbornici/20200914_1-Tematski-zbornik-Surdo-2020.pdf
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3483
AB  - The family plays the most important role in the life of each individual,
and especially in the life of a person who needs additional support due to
developmental disabilities. In a situation when the child is deaf, the family
faces painful and traumatic knowledge and numerous internal and external
problems, and the family’s support will last a long time, usually permanently.
The aim of the research was to assess the quality of life of the family of deaf
children through the analysis of free time, communication, socio-economic
status, as well as self-assessment of the quality of life.
The research included families of deaf and hard of hearing children (N –
68) who made up our sample.
The paper presents the results of the research in tables and graphs. The
general conclusion is, although the sample is relatively small, that there
is a fairly high unemployment rate of parents of deaf and hard of hearing
children, mostly mothers. On the other hand, those who are employed spend
most of their time at work. Interactions of parents of deaf children in society
are limited to a narrow circle of friends, neighbors, and family, while wider
social engagement is lacking. A small percentage of parents sometimes have
the opportunity to do the things they want.
AB  - Porodica igra najvažniju ulogu u životu svakog pojedinca, a posebno u životu osobe kojoj je usled smetnji u razvoju ili invalidnosti potreb- na dodatna podrška. U situaciji kada je dete gluvo, porodica se suočava sa bolnim i traumatičnim saznanjima i brojnim unutrašnjim i spolj- nim problemima, a podrška porodice će trajati dugo, najčešće trajno. Cilj istraživanja bio je da se izvrši procena kvaliteta života porodice gluve dece kroz analizu slobodnog vremena, komunikacije, so- cioekonomskog statusa, kao i samoprocenu o kvalitetu života. Istraživanjem su bile obuhvaćene porodice gluve i nagluve dece (N – 68) koje su činile naš uzorak. U radu su tabelarno i grafički predstavljeni rezultati istraži- vanja. Opšti zaključak je, iako je uzorak relativno mali, da postoji dosta visok stepen nezaposlenosti roditelja gluve i nagluve dece i to najviše majki. Sa druge strane, oni koji su zaposleni najveći deo svog vremena provode na poslu. Interakcije roditelja gluve dece u društvu su ograničene na uži krug prijatelja, komšija i i porodice, dok širi društveni angažman izostaje. Mali procenat roditelja ponekad ima priliku da se bavi stvarima koje želi.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju
C3  - Specifičnost oštećenja sluha – nove tendencije tematski zbornik radova
T1  - Kvalitet života porodice gluve dece
T1  - Quality of life of families with hearing impaired child
EP  - 333
SP  - 315
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3483
ER  - 

@conference{
author = "Nestorov, Stevan and Nestorov, Violeta",
year = "2020",
abstract = "The family plays the most important role in the life of each individual,
and especially in the life of a person who needs additional support due to
developmental disabilities. In a situation when the child is deaf, the family
faces painful and traumatic knowledge and numerous internal and external
problems, and the family’s support will last a long time, usually permanently.
The aim of the research was to assess the quality of life of the family of deaf
children through the analysis of free time, communication, socio-economic
status, as well as self-assessment of the quality of life.
The research included families of deaf and hard of hearing children (N –
68) who made up our sample.
The paper presents the results of the research in tables and graphs. The
general conclusion is, although the sample is relatively small, that there
is a fairly high unemployment rate of parents of deaf and hard of hearing
children, mostly mothers. On the other hand, those who are employed spend
most of their time at work. Interactions of parents of deaf children in society
are limited to a narrow circle of friends, neighbors, and family, while wider
social engagement is lacking. A small percentage of parents sometimes have
the opportunity to do the things they want., Porodica igra najvažniju ulogu u životu svakog pojedinca, a posebno u životu osobe kojoj je usled smetnji u razvoju ili invalidnosti potreb- na dodatna podrška. U situaciji kada je dete gluvo, porodica se suočava sa bolnim i traumatičnim saznanjima i brojnim unutrašnjim i spolj- nim problemima, a podrška porodice će trajati dugo, najčešće trajno. Cilj istraživanja bio je da se izvrši procena kvaliteta života porodice gluve dece kroz analizu slobodnog vremena, komunikacije, so- cioekonomskog statusa, kao i samoprocenu o kvalitetu života. Istraživanjem su bile obuhvaćene porodice gluve i nagluve dece (N – 68) koje su činile naš uzorak. U radu su tabelarno i grafički predstavljeni rezultati istraži- vanja. Opšti zaključak je, iako je uzorak relativno mali, da postoji dosta visok stepen nezaposlenosti roditelja gluve i nagluve dece i to najviše majki. Sa druge strane, oni koji su zaposleni najveći deo svog vremena provode na poslu. Interakcije roditelja gluve dece u društvu su ograničene na uži krug prijatelja, komšija i i porodice, dok širi društveni angažman izostaje. Mali procenat roditelja ponekad ima priliku da se bavi stvarima koje želi.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju",
journal = "Specifičnost oštećenja sluha – nove tendencije tematski zbornik radova",
title = "Kvalitet života porodice gluve dece, Quality of life of families with hearing impaired child",
pages = "333-315",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3483"
}

Nestorov, S.,& Nestorov, V.. (2020). Kvalitet života porodice gluve dece. in Specifičnost oštećenja sluha – nove tendencije tematski zbornik radova
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju., 315-333.
https://hdl.handle.net/21.15107/rcub_rfasper_3483

Nestorov S, Nestorov V. Kvalitet života porodice gluve dece. in Specifičnost oštećenja sluha – nove tendencije tematski zbornik radova. 2020;:315-333.
https://hdl.handle.net/21.15107/rcub_rfasper_3483 .

Nestorov, Stevan, Nestorov, Violeta, "Kvalitet života porodice gluve dece" in Specifičnost oštećenja sluha – nove tendencije tematski zbornik radova (2020):315-333,
https://hdl.handle.net/21.15107/rcub_rfasper_3483 .

TY  - CONF
AU  - Nestorov, Stevan
AU  - Glumbić, Nenad
AU  - Nestorov, Violeta
AU  - Vukić, Jelena
AU  - Abramović-Savić, Ljiljana
PY  - 2019
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3234
AB  - Educational systems in Europe are reforming from year to year. When we talk
about the education of children with disabilities, the changes are even more visible. In all
areas of science, even in special education and rehabilitation, there are changes, both
because of new knowledge, as well as because of changes in society and the new demands
of the society. On the one hand, in accordance with the inclusive concept of social
development, children with disabilities attend "regular" schools, and, in such an
educational environment, special education and rehabilitation has a different role. On the
other hand, according to research, we have an increasing number of children with autism
spectrum disorders and an increasing number of children with multiple disabilities. The
majority of children with these disabilities are in special schools. These children need
education that will focus on functional knowledge and functional skills, and it is therefore
necessary to provide evidence-based support systems and evidence-based interventions.
Within the framework of the EU-funded Erasmus+ program, Serbian NGO
"Family Care" is implementing a project titled "Let's make our special education schools
more European". The aim of this project is to improve special education and
rehabilitation of children with disabilities in Serbia. The project name symbolically depicts
our idea of a European dimension of changes in the education of children with disabilities
in "special" schools in Serbia. The project team is working on it.
This paper provides an overview of domestic and foreign practices, as well as
guidelines for reforming schools for the education of children with disabilities. The
presentation is illustrated with adequate videos.
AB  - Educational systems in Europe are reforming from year to year. When we talk
about the education of children with disabilities, the changes are even more visible. In all
areas of science, even in special education and rehabilitation, there are changes, both
because of new knowledge, as well as because of changes in society and the new demands
of the society. On the one hand, in accordance with the inclusive concept of social
development, children with disabilities attend "regular" schools, and, in such an
educational environment, special education and rehabilitation has a different role. On the
other hand, according to research, we have an increasing number of children with autism
spectrum disorders and an increasing number of children with multiple disabilities. The
majority of children with these disabilities are in special schools. These children need
education that will focus on functional knowledge and functional skills, and it is therefore
necessary to provide evidence-based support systems and evidence-based interventions.
Within the framework of the EU-funded Erasmus+ program, Serbian NGO
"Family Care" is implementing a project titled "Let's make our special education schools
more European". The aim of this project is to improve special education and
rehabilitation of children with disabilities in Serbia. The project name symbolically depicts
our idea of a European dimension of changes in the education of children with disabilities
in "special" schools in Serbia. The project team is working on it.
This paper provides an overview of domestic and foreign practices, as well as
guidelines for reforming schools for the education of children with disabilities. The
presentation is illustrated with adequate videos
PB  - Društvo defektologa Srbije
C3  - Zbornik rezimea stručno-naučne konferencije sa međunarodnim učešćem
C3  - Zbornik rezimea stručno-naučne konferencije sa međunarodnim učešćem
T1  - Da naše specijalne škole budu kao evropske: promena paradigme
T1  - Let's make our special education schools more european –
Changing special education paradigms
T1  - Let's make our special education schools more european –
changing special education paradigms
EP  - 42
SP  - 41
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3234
ER  - 

@conference{
author = "Nestorov, Stevan and Glumbić, Nenad and Nestorov, Violeta and Vukić, Jelena and Abramović-Savić, Ljiljana",
year = "2019",
abstract = "Educational systems in Europe are reforming from year to year. When we talk
about the education of children with disabilities, the changes are even more visible. In all
areas of science, even in special education and rehabilitation, there are changes, both
because of new knowledge, as well as because of changes in society and the new demands
of the society. On the one hand, in accordance with the inclusive concept of social
development, children with disabilities attend "regular" schools, and, in such an
educational environment, special education and rehabilitation has a different role. On the
other hand, according to research, we have an increasing number of children with autism
spectrum disorders and an increasing number of children with multiple disabilities. The
majority of children with these disabilities are in special schools. These children need
education that will focus on functional knowledge and functional skills, and it is therefore
necessary to provide evidence-based support systems and evidence-based interventions.
Within the framework of the EU-funded Erasmus+ program, Serbian NGO
"Family Care" is implementing a project titled "Let's make our special education schools
more European". The aim of this project is to improve special education and
rehabilitation of children with disabilities in Serbia. The project name symbolically depicts
our idea of a European dimension of changes in the education of children with disabilities
in "special" schools in Serbia. The project team is working on it.
This paper provides an overview of domestic and foreign practices, as well as
guidelines for reforming schools for the education of children with disabilities. The
presentation is illustrated with adequate videos., Educational systems in Europe are reforming from year to year. When we talk
about the education of children with disabilities, the changes are even more visible. In all
areas of science, even in special education and rehabilitation, there are changes, both
because of new knowledge, as well as because of changes in society and the new demands
of the society. On the one hand, in accordance with the inclusive concept of social
development, children with disabilities attend "regular" schools, and, in such an
educational environment, special education and rehabilitation has a different role. On the
other hand, according to research, we have an increasing number of children with autism
spectrum disorders and an increasing number of children with multiple disabilities. The
majority of children with these disabilities are in special schools. These children need
education that will focus on functional knowledge and functional skills, and it is therefore
necessary to provide evidence-based support systems and evidence-based interventions.
Within the framework of the EU-funded Erasmus+ program, Serbian NGO
"Family Care" is implementing a project titled "Let's make our special education schools
more European". The aim of this project is to improve special education and
rehabilitation of children with disabilities in Serbia. The project name symbolically depicts
our idea of a European dimension of changes in the education of children with disabilities
in "special" schools in Serbia. The project team is working on it.
This paper provides an overview of domestic and foreign practices, as well as
guidelines for reforming schools for the education of children with disabilities. The
presentation is illustrated with adequate videos",
publisher = "Društvo defektologa Srbije",
journal = "Zbornik rezimea stručno-naučne konferencije sa međunarodnim učešćem, Zbornik rezimea stručno-naučne konferencije sa međunarodnim učešćem",
title = "Da naše specijalne škole budu kao evropske: promena paradigme, Let's make our special education schools more european –
Changing special education paradigms, Let's make our special education schools more european –
changing special education paradigms",
pages = "42-41",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3234"
}

Nestorov, S., Glumbić, N., Nestorov, V., Vukić, J.,& Abramović-Savić, L.. (2019). Da naše specijalne škole budu kao evropske: promena paradigme. in Zbornik rezimea stručno-naučne konferencije sa međunarodnim učešćem
Društvo defektologa Srbije., 41-42.
https://hdl.handle.net/21.15107/rcub_rfasper_3234

Nestorov S, Glumbić N, Nestorov V, Vukić J, Abramović-Savić L. Da naše specijalne škole budu kao evropske: promena paradigme. in Zbornik rezimea stručno-naučne konferencije sa međunarodnim učešćem. 2019;:41-42.
https://hdl.handle.net/21.15107/rcub_rfasper_3234 .

Nestorov, Stevan, Glumbić, Nenad, Nestorov, Violeta, Vukić, Jelena, Abramović-Savić, Ljiljana, "Da naše specijalne škole budu kao evropske: promena paradigme" in Zbornik rezimea stručno-naučne konferencije sa međunarodnim učešćem (2019):41-42,
https://hdl.handle.net/21.15107/rcub_rfasper_3234 .

TY  - CONF
AU  - Nestorov, Stevan
AU  - Glumbić, Nenad
AU  - Nestorov, Violeta
AU  - Vukić, Jelena
AU  - Abramović-Savić, Ljiljana
PY  - 2019
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3136
AB  - Educational systems in Europe are reforming from year to year. When we talk
about the education of children with disabilities, the changes are even more
visible. In all areas of science, even in special education and rehabilitation, there
are changes, both because of new knowledge, as well as because of changes in
society and the new demands of the society. On the one hand, in accordance
with the inclusive concept of social development, children with disabilities attend
"regular" schools, and, in such an educational environment, special education
and rehabilitation has a different role. On the other hand, according
to research, we have an increasing number of children with autism spectrum
disorders and an increasing number of children with multiple disabilities. The
majority of children with these disabilities are in special schools. These children
need education that will focus on functional knowledge and functional skills,
and it is therefore necessary to provide evidence-based support systems and
evidence-based interventions.
Within the framework of the EU-funded Erasmus+ program, Serbian NGO
"Family Care" is implementing a project titled "Let's make our special education
schools more European". The aim of this project is to improve special education
and rehabilitation of children with disabilities in Serbia. The project name symbolically
represents our idea of a European dimension of changes in the education
of children with disabilities in "special" schools in Serbia. The project team
is working on it.
This paper provides an overview of domestic and foreign practices, as well as
guidelines for reforming schools for the education of children with disabilities.
The presentation is illustrated in the form of a documentary video.
AB  - U Evropi se obrazovni sistemi iz godine u godinu reformišu, a kada je u pitanju
obrazovanje dece sa smetnjama u razvoju, promene su još vidljivije. Kao i
u svakoj naučnoj i stručnoj oblasti i u specijalnoj edukaciji i rehabilitaciji dolazi
do promena, kako zbog novih saznanja, tako i zbog promena u društvu i novih
zahteva koje društvo postavlja. S jedne strane, u skladu sa inkluzivnim konceptom
razvoja društva, deca sa smetnjama u razvoju pohađaju „redovne“ škole,
a u ovakvom obrazovnom okruženju specijalna edukacija i rehabilitacija dobija
drugačiju ulogu. S druge strane, kako istraživanja pokazuju, sve veći je broj dece
sa poremećajem iz spektra autizma i dece sa višestrukom ometenošću koja pohađaju
škole za obrazovanje dece sa smetnjama u razvoju i invaliditetom. Ova
deca zahtevaju obrazovanje koje će staviti fokus na funkcionalna znanja i funkcionalne
veštine i zato je neophodno obezbediti sistem podrške i intervencije
koje su zasnovane na dokazima.
Projekat “Da naše specijalne škole budu kao evropske” sprovodi organizacija
„Pomoć porodici“ u okviru Erasmus+ programa koji finansira Evropska Unija.
Cilj ovog projekta je unapređivanje specijalne edukacije i rehabilitacije dece sa
smetnjama u razvoju i invaliditetom u Srbiji. Naziv projekta simbolično oslikava
našu ideju evropske dimenzije promena u oblasti obrazovanja dece sa smetnjama
u razvoju u „specijalnim“ školama u Srbiji na čemu radi projektni tim.
U radu je dat pregled domaće i inostrane prakse, kao i smernice za reformu
škola za obrazovanje dece sa smetnjama u razvoju i invaliditetom. Izlaganje je
ilustrovanio adekvatnim video zapisima.
PB  - Pedagoški fakultet Univerziteta u Sarajevu
C3  - II konferencija sa međunarodnim učešćem 'Multidisciplinarni pristupi edukaciji i rehabilitaciji“
T1  - Transformacija škola za decu sa smetnjama u razvoju i invaliditetom – promena paradigme
T1  - Transformation of schools for education of children with
disabilities - changing special education paradigms
EP  - 133
SP  - 132
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3136
ER  - 

@conference{
author = "Nestorov, Stevan and Glumbić, Nenad and Nestorov, Violeta and Vukić, Jelena and Abramović-Savić, Ljiljana",
year = "2019",
abstract = "Educational systems in Europe are reforming from year to year. When we talk
about the education of children with disabilities, the changes are even more
visible. In all areas of science, even in special education and rehabilitation, there
are changes, both because of new knowledge, as well as because of changes in
society and the new demands of the society. On the one hand, in accordance
with the inclusive concept of social development, children with disabilities attend
"regular" schools, and, in such an educational environment, special education
and rehabilitation has a different role. On the other hand, according
to research, we have an increasing number of children with autism spectrum
disorders and an increasing number of children with multiple disabilities. The
majority of children with these disabilities are in special schools. These children
need education that will focus on functional knowledge and functional skills,
and it is therefore necessary to provide evidence-based support systems and
evidence-based interventions.
Within the framework of the EU-funded Erasmus+ program, Serbian NGO
"Family Care" is implementing a project titled "Let's make our special education
schools more European". The aim of this project is to improve special education
and rehabilitation of children with disabilities in Serbia. The project name symbolically
represents our idea of a European dimension of changes in the education
of children with disabilities in "special" schools in Serbia. The project team
is working on it.
This paper provides an overview of domestic and foreign practices, as well as
guidelines for reforming schools for the education of children with disabilities.
The presentation is illustrated in the form of a documentary video., U Evropi se obrazovni sistemi iz godine u godinu reformišu, a kada je u pitanju
obrazovanje dece sa smetnjama u razvoju, promene su još vidljivije. Kao i
u svakoj naučnoj i stručnoj oblasti i u specijalnoj edukaciji i rehabilitaciji dolazi
do promena, kako zbog novih saznanja, tako i zbog promena u društvu i novih
zahteva koje društvo postavlja. S jedne strane, u skladu sa inkluzivnim konceptom
razvoja društva, deca sa smetnjama u razvoju pohađaju „redovne“ škole,
a u ovakvom obrazovnom okruženju specijalna edukacija i rehabilitacija dobija
drugačiju ulogu. S druge strane, kako istraživanja pokazuju, sve veći je broj dece
sa poremećajem iz spektra autizma i dece sa višestrukom ometenošću koja pohađaju
škole za obrazovanje dece sa smetnjama u razvoju i invaliditetom. Ova
deca zahtevaju obrazovanje koje će staviti fokus na funkcionalna znanja i funkcionalne
veštine i zato je neophodno obezbediti sistem podrške i intervencije
koje su zasnovane na dokazima.
Projekat “Da naše specijalne škole budu kao evropske” sprovodi organizacija
„Pomoć porodici“ u okviru Erasmus+ programa koji finansira Evropska Unija.
Cilj ovog projekta je unapređivanje specijalne edukacije i rehabilitacije dece sa
smetnjama u razvoju i invaliditetom u Srbiji. Naziv projekta simbolično oslikava
našu ideju evropske dimenzije promena u oblasti obrazovanja dece sa smetnjama
u razvoju u „specijalnim“ školama u Srbiji na čemu radi projektni tim.
U radu je dat pregled domaće i inostrane prakse, kao i smernice za reformu
škola za obrazovanje dece sa smetnjama u razvoju i invaliditetom. Izlaganje je
ilustrovanio adekvatnim video zapisima.",
publisher = "Pedagoški fakultet Univerziteta u Sarajevu",
journal = "II konferencija sa međunarodnim učešćem 'Multidisciplinarni pristupi edukaciji i rehabilitaciji“",
title = "Transformacija škola za decu sa smetnjama u razvoju i invaliditetom – promena paradigme, Transformation of schools for education of children with
disabilities - changing special education paradigms",
pages = "133-132",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3136"
}

Nestorov, S., Glumbić, N., Nestorov, V., Vukić, J.,& Abramović-Savić, L.. (2019). Transformacija škola za decu sa smetnjama u razvoju i invaliditetom – promena paradigme. in II konferencija sa međunarodnim učešćem 'Multidisciplinarni pristupi edukaciji i rehabilitaciji“
Pedagoški fakultet Univerziteta u Sarajevu., 132-133.
https://hdl.handle.net/21.15107/rcub_rfasper_3136

Nestorov S, Glumbić N, Nestorov V, Vukić J, Abramović-Savić L. Transformacija škola za decu sa smetnjama u razvoju i invaliditetom – promena paradigme. in II konferencija sa međunarodnim učešćem 'Multidisciplinarni pristupi edukaciji i rehabilitaciji“. 2019;:132-133.
https://hdl.handle.net/21.15107/rcub_rfasper_3136 .

Nestorov, Stevan, Glumbić, Nenad, Nestorov, Violeta, Vukić, Jelena, Abramović-Savić, Ljiljana, "Transformacija škola za decu sa smetnjama u razvoju i invaliditetom – promena paradigme" in II konferencija sa međunarodnim učešćem 'Multidisciplinarni pristupi edukaciji i rehabilitaciji“ (2019):132-133,
https://hdl.handle.net/21.15107/rcub_rfasper_3136 .

TY  - CONF
AU  - Nestorov, Stevan
AU  - Glumbić, Nenad
AU  - Nestorov, Violeta
AU  - Vukić, Jelena
AU  - Abramović-Savić, Ljiljana
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2921
AB  - Projekat “Da naše specijalne škole budu kao evropske” sprovodi
organizacija „Pomoć porodici“ u okviru Erasmus+ programa koji
finansira Evropska Unija. Cilj ovog projekta je unapređivanje specijalne
edukacije i rehabilitacije dece sa smetnjama u razvoju u Srbiji. Naziv
projekta simbolično oslikava našu ideju evropske dimenzije promena u
oblasti obrazovanja dece sa smetnjama u razvoju u specijalnim školama u
Srbiji na čemu radi projektni tim.
Projekat će doprineti unapređenju i promociji implementacije
relevantnih zakonskih i strateških okvira koji se odnose na decu sa
smetnjama u razvoju i invaliditetom kroz dodatno usaglašavanje sa
evropskim standardima.
Važan element projekta čini promocija primene znanja koja se
odnose na savremene metode rada sa decom sa smetnjama u razvoju u
specijalnim školama i specijalnim trening školama sa čim se naš tim
upoznao kroz program učenja u Švedskoj, što ćemo u ovom radu
predstaviti.
Projektom je planirano da se izrade preporuke za unapređivanje
rada škola za decu sa smetnjama u razvoju u Srbiji. U toku pripremne
procedure za izradu dokumenta preporuka posetili smo ustanove koje su
izabrane kao primeri dobre prakse u Srbiji, a to su: Škola sa domom
učenika "Bubanj" u Nišu, Škola "Radivoj Popović" u Zemunu i Škola za
osnovno i srednje obrazovanje “Milan Petrović” u Novom Sadu. Poseban
fokus stavljen je na analizu postojećih dobrih kapaciteta i na
inovativna rešenja u radu sa decom sa smetnjama u razvoju u Srbiji, na
osnovu čega su izrađene preporuke koje su u radu prikazane.
PB  - Društvo defektologa Srbije
C3  - Zbornik rezimea sa stručno-naučne konferencije Dani defektologa Srbije
T1  - Da naše specijalne škole budu kao evropske – izazovi problemi rešenja
EP  - 39
SP  - 39
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2921
ER  - 

@conference{
author = "Nestorov, Stevan and Glumbić, Nenad and Nestorov, Violeta and Vukić, Jelena and Abramović-Savić, Ljiljana",
year = "2018",
abstract = "Projekat “Da naše specijalne škole budu kao evropske” sprovodi
organizacija „Pomoć porodici“ u okviru Erasmus+ programa koji
finansira Evropska Unija. Cilj ovog projekta je unapređivanje specijalne
edukacije i rehabilitacije dece sa smetnjama u razvoju u Srbiji. Naziv
projekta simbolično oslikava našu ideju evropske dimenzije promena u
oblasti obrazovanja dece sa smetnjama u razvoju u specijalnim školama u
Srbiji na čemu radi projektni tim.
Projekat će doprineti unapređenju i promociji implementacije
relevantnih zakonskih i strateških okvira koji se odnose na decu sa
smetnjama u razvoju i invaliditetom kroz dodatno usaglašavanje sa
evropskim standardima.
Važan element projekta čini promocija primene znanja koja se
odnose na savremene metode rada sa decom sa smetnjama u razvoju u
specijalnim školama i specijalnim trening školama sa čim se naš tim
upoznao kroz program učenja u Švedskoj, što ćemo u ovom radu
predstaviti.
Projektom je planirano da se izrade preporuke za unapređivanje
rada škola za decu sa smetnjama u razvoju u Srbiji. U toku pripremne
procedure za izradu dokumenta preporuka posetili smo ustanove koje su
izabrane kao primeri dobre prakse u Srbiji, a to su: Škola sa domom
učenika "Bubanj" u Nišu, Škola "Radivoj Popović" u Zemunu i Škola za
osnovno i srednje obrazovanje “Milan Petrović” u Novom Sadu. Poseban
fokus stavljen je na analizu postojećih dobrih kapaciteta i na
inovativna rešenja u radu sa decom sa smetnjama u razvoju u Srbiji, na
osnovu čega su izrađene preporuke koje su u radu prikazane.",
publisher = "Društvo defektologa Srbije",
journal = "Zbornik rezimea sa stručno-naučne konferencije Dani defektologa Srbije",
title = "Da naše specijalne škole budu kao evropske – izazovi problemi rešenja",
pages = "39-39",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2921"
}

Nestorov, S., Glumbić, N., Nestorov, V., Vukić, J.,& Abramović-Savić, L.. (2018). Da naše specijalne škole budu kao evropske – izazovi problemi rešenja. in Zbornik rezimea sa stručno-naučne konferencije Dani defektologa Srbije
Društvo defektologa Srbije., 39-39.
https://hdl.handle.net/21.15107/rcub_rfasper_2921

Nestorov S, Glumbić N, Nestorov V, Vukić J, Abramović-Savić L. Da naše specijalne škole budu kao evropske – izazovi problemi rešenja. in Zbornik rezimea sa stručno-naučne konferencije Dani defektologa Srbije. 2018;:39-39.
https://hdl.handle.net/21.15107/rcub_rfasper_2921 .

Nestorov, Stevan, Glumbić, Nenad, Nestorov, Violeta, Vukić, Jelena, Abramović-Savić, Ljiljana, "Da naše specijalne škole budu kao evropske – izazovi problemi rešenja" in Zbornik rezimea sa stručno-naučne konferencije Dani defektologa Srbije (2018):39-39,
https://hdl.handle.net/21.15107/rcub_rfasper_2921 .

TY  - BOOK
AU  - Nestorov, Stevan
AU  - Glumbić, Nenad
AU  - Nestorov, Violeta
AU  - Abramović-Savić, Ljiljana
AU  - Vukić, Jelena
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2889
PB  - Pomoć porodici
T1  - Da naše specijalne škole budu kao evropske : preporuke za unapređivanje rada škola za decu sa smetnjama u razvoju u Srbiji
SP  - 18
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2889
ER  - 

@book{
author = "Nestorov, Stevan and Glumbić, Nenad and Nestorov, Violeta and Abramović-Savić, Ljiljana and Vukić, Jelena",
year = "2018",
publisher = "Pomoć porodici",
title = "Da naše specijalne škole budu kao evropske : preporuke za unapređivanje rada škola za decu sa smetnjama u razvoju u Srbiji",
pages = "18",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2889"
}

Nestorov, S., Glumbić, N., Nestorov, V., Abramović-Savić, L.,& Vukić, J.. (2018). Da naše specijalne škole budu kao evropske : preporuke za unapređivanje rada škola za decu sa smetnjama u razvoju u Srbiji. 
Pomoć porodici., 18.
https://hdl.handle.net/21.15107/rcub_rfasper_2889

Nestorov S, Glumbić N, Nestorov V, Abramović-Savić L, Vukić J. Da naše specijalne škole budu kao evropske : preporuke za unapređivanje rada škola za decu sa smetnjama u razvoju u Srbiji. 2018;:18.
https://hdl.handle.net/21.15107/rcub_rfasper_2889 .

Nestorov, Stevan, Glumbić, Nenad, Nestorov, Violeta, Abramović-Savić, Ljiljana, Vukić, Jelena, "Da naše specijalne škole budu kao evropske : preporuke za unapređivanje rada škola za decu sa smetnjama u razvoju u Srbiji" (2018):18,
https://hdl.handle.net/21.15107/rcub_rfasper_2889 .

TY  - CONF
AU  - Nestorov, Stevan
AU  - Kovačević, Jasmina
AU  - Nestorov, Violeta
PY  - 2016
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2419
T1  - Porodice dece sa smetnjama u razvoju i problemi sa kojima se suočavaju
EP  - 261
SP  - 245
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2419
ER  - 

@conference{
author = "Nestorov, Stevan and Kovačević, Jasmina and Nestorov, Violeta",
year = "2016",
title = "Porodice dece sa smetnjama u razvoju i problemi sa kojima se suočavaju",
pages = "261-245",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2419"
}

Nestorov, S., Kovačević, J.,& Nestorov, V.. (2016). Porodice dece sa smetnjama u razvoju i problemi sa kojima se suočavaju. , 245-261.
https://hdl.handle.net/21.15107/rcub_rfasper_2419

Nestorov S, Kovačević J, Nestorov V. Porodice dece sa smetnjama u razvoju i problemi sa kojima se suočavaju. 2016;:245-261.
https://hdl.handle.net/21.15107/rcub_rfasper_2419 .

Nestorov, Stevan, Kovačević, Jasmina, Nestorov, Violeta, "Porodice dece sa smetnjama u razvoju i problemi sa kojima se suočavaju" (2016):245-261,
https://hdl.handle.net/21.15107/rcub_rfasper_2419 .

TY  - JOUR
AU  - Nestorov, Stevan
AU  - Nestorov, Violeta
PY  - 2016
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3633
PB  - Drustvo defektologa Srbije
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju (ICF)
T2  - Beogradska defektološka škola
T1  - Svetomir Bojanin: Tretman pokretom i savetovanje
EP  - 109
IS  - 1
SP  - 105
VL  - 22
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3633
ER  - 

@article{
author = "Nestorov, Stevan and Nestorov, Violeta",
year = "2016",
publisher = "Drustvo defektologa Srbije, Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju (ICF)",
journal = "Beogradska defektološka škola",
title = "Svetomir Bojanin: Tretman pokretom i savetovanje",
pages = "109-105",
number = "1",
volume = "22",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3633"
}

Nestorov, S.,& Nestorov, V.. (2016). Svetomir Bojanin: Tretman pokretom i savetovanje. in Beogradska defektološka škola
Drustvo defektologa Srbije., 22(1), 105-109.
https://hdl.handle.net/21.15107/rcub_rfasper_3633

Nestorov S, Nestorov V. Svetomir Bojanin: Tretman pokretom i savetovanje. in Beogradska defektološka škola. 2016;22(1):105-109.
https://hdl.handle.net/21.15107/rcub_rfasper_3633 .

Nestorov, Stevan, Nestorov, Violeta, "Svetomir Bojanin: Tretman pokretom i savetovanje" in Beogradska defektološka škola, 22, no. 1 (2016):105-109,
https://hdl.handle.net/21.15107/rcub_rfasper_3633 .

TY  - JOUR
AU  - Nestorov, Violeta
AU  - Golubović, Slavica
AU  - Kašić, Zorka
PY  - 2014
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/827
AB  - Disorders accompanying speech and language development of Gypsy children limit the child’s educational development and require a special treatment and support. In practice, we find Gypsy children whose spoken language is extremely limited, difficult to analyze and examine, because of semilingualism. The research we made aimed at determining influence of semilingualism to syntactic development of Gypsy children. The research was conducted in the City of Belgrade in two elementary schools. Two sample groups of subjects, students of second and third grade of elementary school were examined:: an experimental group consisted of children Gypsy nationality (N = 42) and control group consisted of children do not Gypsy nationality (N = 37). The survey instrument used: Language corpus for assessing competence in achieving communicative sentence (Kašić). Based on the analysis of the gathered data we have concluded that the subjects from experimental and control groups differ very much in their achievements, mostly due to the presence of semilingualism. Given the stated differences and the results obtained after data processing, we may confirm superiority of the subjects in the control group over the subjects in the experimental group. Children of Gypsy ethnicity have significantly lower achievement compared to the control group. Gypsy children have the problem of syntactic structure in which the secondary parts of communicative sentence expressing through dependent clause. Serious difficulties for the children of Gypsy ethnicity represents the understanding of syntactic constructions of meaning and understanding of grammatical structures.
AB  - Teškoće koje prate govorno-jezički razvoj kod dece romske nacionalnosti u velikoj meri limitiraju dete u obrazovanju i vaspitanju i zahtevaju poseban tretman i podršku. Tako u praksi srećemo decu romske nacionalnosti kojoj je zbog semilingvizma govorno-jezički razvoj ograničen. Sprovedeno istraživanje je imalo za cilj da utvrdi uticaj semilingvizma na sintaksički razvoj romske dece mlađeg školskog uzrasta. Istraživanje je sprovedeno na teritoriji Beograda, u dve osnovne škole. Uzorak su činile dve grupe dece drugog i trećeg razreda osnovne škole: eksperimentalnu grupu koju su činila deca romske nacionalnosti (N=42) i kontrolnu grupu koju su činila deca neromske nacionalnosti (N=37). U istraživanju je korišćen instrument Jezički korpus za procenu kompetencije u ostvarivanju komunikativne rečenice (Kašić, 1999). Na osnovu analize dobijenih rezultata zaključili smo da postoje velike razlike u postignuću između dece eksperimentalne i kontrolne grupe, štose može objasniti, pre svega, prisustvom semilingvizma. Deca romske nacionalnosti imaju statistički značajno manje postignuće u odnosu na decu kontrolne grupe. Sintaksička konstrukcija u kojoj se sekundarni delovi komunikativne rečenice izražavaju zavisnom klauzom, razumevanje sintaksičkih konstrukcija i razumevanje značenja gramatičkih struktura je za decu romske nacionalnosti predstavljalo poseban problem.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd
PB  - Društvo defektologa Srbije
T2  - Beogradska defektološka škola
T1  - Role of semilingualism in syntactic development of younger school age gypsy children
T1  - Uticaj semilingvizma na sintaksički razvoj romske dece mlađeg školskog uzrasta
EP  - 650
IS  - 3
SP  - 639
VL  - 20
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_827
ER  - 

@article{
author = "Nestorov, Violeta and Golubović, Slavica and Kašić, Zorka",
year = "2014",
abstract = "Disorders accompanying speech and language development of Gypsy children limit the child’s educational development and require a special treatment and support. In practice, we find Gypsy children whose spoken language is extremely limited, difficult to analyze and examine, because of semilingualism. The research we made aimed at determining influence of semilingualism to syntactic development of Gypsy children. The research was conducted in the City of Belgrade in two elementary schools. Two sample groups of subjects, students of second and third grade of elementary school were examined:: an experimental group consisted of children Gypsy nationality (N = 42) and control group consisted of children do not Gypsy nationality (N = 37). The survey instrument used: Language corpus for assessing competence in achieving communicative sentence (Kašić). Based on the analysis of the gathered data we have concluded that the subjects from experimental and control groups differ very much in their achievements, mostly due to the presence of semilingualism. Given the stated differences and the results obtained after data processing, we may confirm superiority of the subjects in the control group over the subjects in the experimental group. Children of Gypsy ethnicity have significantly lower achievement compared to the control group. Gypsy children have the problem of syntactic structure in which the secondary parts of communicative sentence expressing through dependent clause. Serious difficulties for the children of Gypsy ethnicity represents the understanding of syntactic constructions of meaning and understanding of grammatical structures., Teškoće koje prate govorno-jezički razvoj kod dece romske nacionalnosti u velikoj meri limitiraju dete u obrazovanju i vaspitanju i zahtevaju poseban tretman i podršku. Tako u praksi srećemo decu romske nacionalnosti kojoj je zbog semilingvizma govorno-jezički razvoj ograničen. Sprovedeno istraživanje je imalo za cilj da utvrdi uticaj semilingvizma na sintaksički razvoj romske dece mlađeg školskog uzrasta. Istraživanje je sprovedeno na teritoriji Beograda, u dve osnovne škole. Uzorak su činile dve grupe dece drugog i trećeg razreda osnovne škole: eksperimentalnu grupu koju su činila deca romske nacionalnosti (N=42) i kontrolnu grupu koju su činila deca neromske nacionalnosti (N=37). U istraživanju je korišćen instrument Jezički korpus za procenu kompetencije u ostvarivanju komunikativne rečenice (Kašić, 1999). Na osnovu analize dobijenih rezultata zaključili smo da postoje velike razlike u postignuću između dece eksperimentalne i kontrolne grupe, štose može objasniti, pre svega, prisustvom semilingvizma. Deca romske nacionalnosti imaju statistički značajno manje postignuće u odnosu na decu kontrolne grupe. Sintaksička konstrukcija u kojoj se sekundarni delovi komunikativne rečenice izražavaju zavisnom klauzom, razumevanje sintaksičkih konstrukcija i razumevanje značenja gramatičkih struktura je za decu romske nacionalnosti predstavljalo poseban problem.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd, Društvo defektologa Srbije",
journal = "Beogradska defektološka škola",
title = "Role of semilingualism in syntactic development of younger school age gypsy children, Uticaj semilingvizma na sintaksički razvoj romske dece mlađeg školskog uzrasta",
pages = "650-639",
number = "3",
volume = "20",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_827"
}

Nestorov, V., Golubović, S.,& Kašić, Z.. (2014). Role of semilingualism in syntactic development of younger school age gypsy children. in Beogradska defektološka škola
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd., 20(3), 639-650.
https://hdl.handle.net/21.15107/rcub_rfasper_827

Nestorov V, Golubović S, Kašić Z. Role of semilingualism in syntactic development of younger school age gypsy children. in Beogradska defektološka škola. 2014;20(3):639-650.
https://hdl.handle.net/21.15107/rcub_rfasper_827 .

Nestorov, Violeta, Golubović, Slavica, Kašić, Zorka, "Role of semilingualism in syntactic development of younger school age gypsy children" in Beogradska defektološka škola, 20, no. 3 (2014):639-650,
https://hdl.handle.net/21.15107/rcub_rfasper_827 .

TY  - JOUR
AU  - Nestorov, Violeta
PY  - 2012
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3720
AB  - U radu su prikazani rezultati koji se odnose na komparaciju
semantičkog razvoja kod romske i neromske dece mlađeg školskog uzrasta u
Srbiji. Ispitanici su podeljeni u dve grupe, eksperimentalnu grupu koju su
činila deca romske nacionalnosti (N=42) i kontrolnu grupu koju su činila
deca neromske nacionalnosti (N=39). Na osnovu dobijenih rezultata do-
šli smo do zaključka da je kod dece romske nacionalnosti niže postignuće
na testovima koji ispituju semantički razvoj, u odnosu na ispitanike
kontrolne grupe. Takođe, utvrđeno je da se lošiji rezultati na ovim zada-
cima dovode u vezu sa semilingvizmom. Semilingvizam ima negativan uticaj
na tok jezičkog razvoja romske dece, što se odražava na njihovo lošije kog-
nitivno postignuće, emocionalni razvoj i na lošiji društveni položaj
čime je otežana građanska emancipacija ove etničke zajednice.
AB  - The paper presents the results which pertain to a comparison of the
semantic development of Roma and non-Roma children of young school-age
in Serbia. The study sample was divided into two groups, an experimental
group: that included children of Roma nationality (N=42), and a control
group that included children of non-Roma nationality (N=39). On the
basis of the results obtained, we reached the conclusion that the children
of Roma nationality have lower test results when tested on their semantic
development, in comparison to the children in the control group. Also, it
was concluded that lower grades on these tests are in direct relationship with
semi-lingualism. Semi-lingualism has a negative impact on the linguistic
development of Roma children, which is reflected on their lower cognitive
achievement; emotional development and degraded social position, which
makes the civil emancipation of this ethnic community very difficult.
PB  - Drustvo defektologa Srbije
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju (ICF)
T2  - Beogradska defektološka škola
T1  - Uticaj semilingvizma na semantički razvoj Romske dece mlađeg školskog uzrasta
T1  - The influence of semi-lingualism on the semantic development of roma children of young school-aged children
EP  - 534
IS  - 3
SP  - 515
VL  - 18
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3720
ER  - 

@article{
author = "Nestorov, Violeta",
year = "2012",
abstract = "U radu su prikazani rezultati koji se odnose na komparaciju
semantičkog razvoja kod romske i neromske dece mlađeg školskog uzrasta u
Srbiji. Ispitanici su podeljeni u dve grupe, eksperimentalnu grupu koju su
činila deca romske nacionalnosti (N=42) i kontrolnu grupu koju su činila
deca neromske nacionalnosti (N=39). Na osnovu dobijenih rezultata do-
šli smo do zaključka da je kod dece romske nacionalnosti niže postignuće
na testovima koji ispituju semantički razvoj, u odnosu na ispitanike
kontrolne grupe. Takođe, utvrđeno je da se lošiji rezultati na ovim zada-
cima dovode u vezu sa semilingvizmom. Semilingvizam ima negativan uticaj
na tok jezičkog razvoja romske dece, što se odražava na njihovo lošije kog-
nitivno postignuće, emocionalni razvoj i na lošiji društveni položaj
čime je otežana građanska emancipacija ove etničke zajednice., The paper presents the results which pertain to a comparison of the
semantic development of Roma and non-Roma children of young school-age
in Serbia. The study sample was divided into two groups, an experimental
group: that included children of Roma nationality (N=42), and a control
group that included children of non-Roma nationality (N=39). On the
basis of the results obtained, we reached the conclusion that the children
of Roma nationality have lower test results when tested on their semantic
development, in comparison to the children in the control group. Also, it
was concluded that lower grades on these tests are in direct relationship with
semi-lingualism. Semi-lingualism has a negative impact on the linguistic
development of Roma children, which is reflected on their lower cognitive
achievement; emotional development and degraded social position, which
makes the civil emancipation of this ethnic community very difficult.",
publisher = "Drustvo defektologa Srbije, Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju (ICF)",
journal = "Beogradska defektološka škola",
title = "Uticaj semilingvizma na semantički razvoj Romske dece mlađeg školskog uzrasta, The influence of semi-lingualism on the semantic development of roma children of young school-aged children",
pages = "534-515",
number = "3",
volume = "18",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3720"
}

Nestorov, V.. (2012). Uticaj semilingvizma na semantički razvoj Romske dece mlađeg školskog uzrasta. in Beogradska defektološka škola
Drustvo defektologa Srbije., 18(3), 515-534.
https://hdl.handle.net/21.15107/rcub_rfasper_3720

Nestorov V. Uticaj semilingvizma na semantički razvoj Romske dece mlađeg školskog uzrasta. in Beogradska defektološka škola. 2012;18(3):515-534.
https://hdl.handle.net/21.15107/rcub_rfasper_3720 .

Nestorov, Violeta, "Uticaj semilingvizma na semantički razvoj Romske dece mlađeg školskog uzrasta" in Beogradska defektološka škola, 18, no. 3 (2012):515-534,
https://hdl.handle.net/21.15107/rcub_rfasper_3720 .

TY  - CONF
AU  - Golubović, Slavica
AU  - Nestorov, Violeta
PY  - 2012
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/678
PB  - Lippincott Williams & Wilkins, Philadelphia
C3  - Journal of Head Trauma Rehabilitation
T1  - Dysgraphic Handwriting in Gypsy and Non-Gypsy Children
EP  - E31
IS  - 5
SP  - E31
VL  - 27
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_678
ER  - 

@conference{
author = "Golubović, Slavica and Nestorov, Violeta",
year = "2012",
publisher = "Lippincott Williams & Wilkins, Philadelphia",
journal = "Journal of Head Trauma Rehabilitation",
title = "Dysgraphic Handwriting in Gypsy and Non-Gypsy Children",
pages = "E31-E31",
number = "5",
volume = "27",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_678"
}

Golubović, S.,& Nestorov, V.. (2012). Dysgraphic Handwriting in Gypsy and Non-Gypsy Children. in Journal of Head Trauma Rehabilitation
Lippincott Williams & Wilkins, Philadelphia., 27(5), E31-E31.
https://hdl.handle.net/21.15107/rcub_rfasper_678

Golubović S, Nestorov V. Dysgraphic Handwriting in Gypsy and Non-Gypsy Children. in Journal of Head Trauma Rehabilitation. 2012;27(5):E31-E31.
https://hdl.handle.net/21.15107/rcub_rfasper_678 .

Golubović, Slavica, Nestorov, Violeta, "Dysgraphic Handwriting in Gypsy and Non-Gypsy Children" in Journal of Head Trauma Rehabilitation, 27, no. 5 (2012):E31-E31,
https://hdl.handle.net/21.15107/rcub_rfasper_678 .

TY  - CONF
AU  - Dimić, Nadežda
AU  - Nestorov, Stevan
AU  - Nestorov, Violeta
AU  - Kovačević, Tamara
AU  - Isaković, Ljubica
PY  - 2010
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1844
C3  - Book of abstracts, 2nd International Congress on Deafness: Communication and Learning Advances in the Oral Modality, Barcelona, Spain
T1  - Understanding of spoken and sign language commands in deaf and hard of hearing children with multiple disabilities
EP  - 56
SP  - 56
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_1844
ER  - 

@conference{
author = "Dimić, Nadežda and Nestorov, Stevan and Nestorov, Violeta and Kovačević, Tamara and Isaković, Ljubica",
year = "2010",
journal = "Book of abstracts, 2nd International Congress on Deafness: Communication and Learning Advances in the Oral Modality, Barcelona, Spain",
title = "Understanding of spoken and sign language commands in deaf and hard of hearing children with multiple disabilities",
pages = "56-56",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_1844"
}

Dimić, N., Nestorov, S., Nestorov, V., Kovačević, T.,& Isaković, L.. (2010). Understanding of spoken and sign language commands in deaf and hard of hearing children with multiple disabilities. in Book of abstracts, 2nd International Congress on Deafness: Communication and Learning Advances in the Oral Modality, Barcelona, Spain, 56-56.
https://hdl.handle.net/21.15107/rcub_rfasper_1844

Dimić N, Nestorov S, Nestorov V, Kovačević T, Isaković L. Understanding of spoken and sign language commands in deaf and hard of hearing children with multiple disabilities. in Book of abstracts, 2nd International Congress on Deafness: Communication and Learning Advances in the Oral Modality, Barcelona, Spain. 2010;:56-56.
https://hdl.handle.net/21.15107/rcub_rfasper_1844 .

Dimić, Nadežda, Nestorov, Stevan, Nestorov, Violeta, Kovačević, Tamara, Isaković, Ljubica, "Understanding of spoken and sign language commands in deaf and hard of hearing children with multiple disabilities" in Book of abstracts, 2nd International Congress on Deafness: Communication and Learning Advances in the Oral Modality, Barcelona, Spain (2010):56-56,
https://hdl.handle.net/21.15107/rcub_rfasper_1844 .

TY  - JOUR
AU  - Nestorov, Stevan J.
AU  - Dimić, Nadežda
AU  - Nestorov, Violeta
PY  - 2009
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/236
AB  - Recently, there has been an impression that in schools for children with impaired hearing there are more and more children who, besides hearing impairment, have one or more additional disabilities. This paper discusses the concept of multiple disabilities in children with impaired hearing and the criteria for classifying these children. Goal of the paper was to study how many multiply disabled children with impaired hearing there are in schools for children with impaired hearing in Serbia and what are the kinds of additional disabilities present in this population. Research was performed in all schools for children with impaired hearing in Serbia. We established that there are 76 pupils in those schools who, besides impaired hearing, have one or more additional disabilities. The paper presents in form of tables and charts the structure of the group of multiply disabled pupils with impaired hearing with respect to demographic variables and type of disability.
AB  - Poslednjih godina stiče se utisak da je u školama za decu oštećenog sluha sve više dece koja pored oštećenja sluha imaju jednu ili više dodatnih ometenosti. U radu smo razmotrili pojam višestruke ometenosti kod dece oštećenog sluha i kriterijume za razvrstavanje ove dece. Cilj rada je bio da se ispita koliko u školama za decu oštećenog sluha u Srbiji ima višestruko ometene dece oštećenog sluha i koje su vrste dodatnih ometenosti zastupljene u ovoj populaciji. Istraživanje je obavljeno u svim školama za decu oštećenog sluha u Srbiji. Utvrdili smo da se u pomenutim školama nalazi 76 učenika koji pored oštećenja sluha imaju jedno ili više dodatnih oštećenja. U radu je tabelarno i grafički prikazana struktura grupe učenika oštećenog sluha sa višestrukom ometenošću, s obzirom na demografske varijable i tip oštećenja.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd
T2  - Beogradska defektološka škola
T1  - Multiply disabled children with impaired hearing in schools in Serbia
T1  - Višestruko ometena deca oštećenog sluha u školama u Srbiji
EP  - 63
IS  - 3
SP  - 53
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_236
ER  - 

@article{
author = "Nestorov, Stevan J. and Dimić, Nadežda and Nestorov, Violeta",
year = "2009",
abstract = "Recently, there has been an impression that in schools for children with impaired hearing there are more and more children who, besides hearing impairment, have one or more additional disabilities. This paper discusses the concept of multiple disabilities in children with impaired hearing and the criteria for classifying these children. Goal of the paper was to study how many multiply disabled children with impaired hearing there are in schools for children with impaired hearing in Serbia and what are the kinds of additional disabilities present in this population. Research was performed in all schools for children with impaired hearing in Serbia. We established that there are 76 pupils in those schools who, besides impaired hearing, have one or more additional disabilities. The paper presents in form of tables and charts the structure of the group of multiply disabled pupils with impaired hearing with respect to demographic variables and type of disability., Poslednjih godina stiče se utisak da je u školama za decu oštećenog sluha sve više dece koja pored oštećenja sluha imaju jednu ili više dodatnih ometenosti. U radu smo razmotrili pojam višestruke ometenosti kod dece oštećenog sluha i kriterijume za razvrstavanje ove dece. Cilj rada je bio da se ispita koliko u školama za decu oštećenog sluha u Srbiji ima višestruko ometene dece oštećenog sluha i koje su vrste dodatnih ometenosti zastupljene u ovoj populaciji. Istraživanje je obavljeno u svim školama za decu oštećenog sluha u Srbiji. Utvrdili smo da se u pomenutim školama nalazi 76 učenika koji pored oštećenja sluha imaju jedno ili više dodatnih oštećenja. U radu je tabelarno i grafički prikazana struktura grupe učenika oštećenog sluha sa višestrukom ometenošću, s obzirom na demografske varijable i tip oštećenja.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd",
journal = "Beogradska defektološka škola",
title = "Multiply disabled children with impaired hearing in schools in Serbia, Višestruko ometena deca oštećenog sluha u školama u Srbiji",
pages = "63-53",
number = "3",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_236"
}

Nestorov, S. J., Dimić, N.,& Nestorov, V.. (2009). Multiply disabled children with impaired hearing in schools in Serbia. in Beogradska defektološka škola
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd.(3), 53-63.
https://hdl.handle.net/21.15107/rcub_rfasper_236

Nestorov SJ, Dimić N, Nestorov V. Multiply disabled children with impaired hearing in schools in Serbia. in Beogradska defektološka škola. 2009;(3):53-63.
https://hdl.handle.net/21.15107/rcub_rfasper_236 .

Nestorov, Stevan J., Dimić, Nadežda, Nestorov, Violeta, "Multiply disabled children with impaired hearing in schools in Serbia" in Beogradska defektološka škola, no. 3 (2009):53-63,
https://hdl.handle.net/21.15107/rcub_rfasper_236 .