TY  - CONF
AU  - Pažin, Stojan
AU  - Isaković, Ljubica
AU  - Slavnić, Svetlana
AU  - Srzić, Maja
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/123456789/3427
AB  - Iako se gluvi i nagluvi učenici uglavnom koncentrišu na vid i vi-
zuelnu komponentu govora, vizuelnim putem možemo percipirati samo
mesto izgovora glasova. Međutim, glasove koji se grade na istom mestu
možemo razlikovati prema načinu izgovora, jer među glasovima postoje
razlike koje su bitne za značenje reči. Ove razlike bazirane su na zvučno-
sti, bezvučnosti, prisustvu i odsustvu nazalnosti.
Cilj našeg istraživanja bio je utvrditi povezanost između uzrasta
učenika i sposobnosti čitanja govora sa usana, kao i uočiti specifično-
sti čitanja govora sa usana kod gluvih i nagluvih učenika. Istraživanje
je sprovedeno u pet škola u Republici Srbiji. Uzorak je činilo 60 gluvih
i nagluvih učenika od četvrtog do osmog razreda. Instrument je bila
Podražajna lista reči ІІ (D. Dimić, N. Dimić, 2003).
Zaključeno je da gluvi i nagluvi učenici uspešnije čitaju govor sa
usana u složenijim jezičkim strukturama. Ovo je posledica boljeg po-
znavanja pojmova i njihovog značenja koje gluvi i nagluvi učenici poseduju
u svom rečniku, kao i sposobnosti korišćenja informacija iz konte-
ksta. Sposobnost čitanja govora, na većini testova, se poboljšava sa
uzrastom. Učenici viših razreda uspešnije čitaju govor sa usana od
učenika nižih razreda.
AB  - Although deaf and hard of hearing students tend to concentrate on the
visible component of speech, visually we can only perceive the place of
pronunciation of visible voices. However, we can distinguish the voices
formed in the same place by the way of pronunciation, because there are
differences among the voices that are important for the meaning of the word.
These differences are based on sonority, soundlessness, presence and absence
of nasality.
The aim of our study was to determine the relationship between students
age and lip reading ability and to examine the specificity of lip reading in
deaf and hard of hearing students. The research was conducted in 5 schools
in the Republic of Serbia. The sample consisted of 60 deaf and hard of hearing
students from fourth through eighth grade. The instrument was the Stimulus
list of words II (D. Dimić, N. Dimić, 2003).
It was concluded that deaf and hard of hearing students were better in
lip -reading in more complex linguistic structures. This is due to a better
knowledge of the terms and their meanings that deaf and hard of hearing
students have in their vocabulary, as well as the ability to use contextual
information. The ability to read speech, on most tests, improves with age.
Upper-grade students are better in lip - reading than lower-grade students.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju
C3  - Specifičnost oštećenja sluha – nove tendencije tematski zbornik radova
T1  - Specifičnost čitanja govora sa usana Kod gluvih i nagluvih učenika Različitog uzrasta
T1  - Specificity of lip reading in deaf and hard of hearing Students of different age
EP  - 233
SP  - 219
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3427
ER  - 

@conference{
author = "Pažin, Stojan and Isaković, Ljubica and Slavnić, Svetlana and Srzić, Maja",
year = "2020",
abstract = "Iako se gluvi i nagluvi učenici uglavnom koncentrišu na vid i vi-
zuelnu komponentu govora, vizuelnim putem možemo percipirati samo
mesto izgovora glasova. Međutim, glasove koji se grade na istom mestu
možemo razlikovati prema načinu izgovora, jer među glasovima postoje
razlike koje su bitne za značenje reči. Ove razlike bazirane su na zvučno-
sti, bezvučnosti, prisustvu i odsustvu nazalnosti.
Cilj našeg istraživanja bio je utvrditi povezanost između uzrasta
učenika i sposobnosti čitanja govora sa usana, kao i uočiti specifično-
sti čitanja govora sa usana kod gluvih i nagluvih učenika. Istraživanje
je sprovedeno u pet škola u Republici Srbiji. Uzorak je činilo 60 gluvih
i nagluvih učenika od četvrtog do osmog razreda. Instrument je bila
Podražajna lista reči ІІ (D. Dimić, N. Dimić, 2003).
Zaključeno je da gluvi i nagluvi učenici uspešnije čitaju govor sa
usana u složenijim jezičkim strukturama. Ovo je posledica boljeg po-
znavanja pojmova i njihovog značenja koje gluvi i nagluvi učenici poseduju
u svom rečniku, kao i sposobnosti korišćenja informacija iz konte-
ksta. Sposobnost čitanja govora, na većini testova, se poboljšava sa
uzrastom. Učenici viših razreda uspešnije čitaju govor sa usana od
učenika nižih razreda., Although deaf and hard of hearing students tend to concentrate on the
visible component of speech, visually we can only perceive the place of
pronunciation of visible voices. However, we can distinguish the voices
formed in the same place by the way of pronunciation, because there are
differences among the voices that are important for the meaning of the word.
These differences are based on sonority, soundlessness, presence and absence
of nasality.
The aim of our study was to determine the relationship between students
age and lip reading ability and to examine the specificity of lip reading in
deaf and hard of hearing students. The research was conducted in 5 schools
in the Republic of Serbia. The sample consisted of 60 deaf and hard of hearing
students from fourth through eighth grade. The instrument was the Stimulus
list of words II (D. Dimić, N. Dimić, 2003).
It was concluded that deaf and hard of hearing students were better in
lip -reading in more complex linguistic structures. This is due to a better
knowledge of the terms and their meanings that deaf and hard of hearing
students have in their vocabulary, as well as the ability to use contextual
information. The ability to read speech, on most tests, improves with age.
Upper-grade students are better in lip - reading than lower-grade students.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju",
journal = "Specifičnost oštećenja sluha – nove tendencije tematski zbornik radova",
title = "Specifičnost čitanja govora sa usana Kod gluvih i nagluvih učenika Različitog uzrasta, Specificity of lip reading in deaf and hard of hearing Students of different age",
pages = "233-219",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3427"
}

Pažin, S., Isaković, L., Slavnić, S.,& Srzić, M.. (2020). Specifičnost čitanja govora sa usana Kod gluvih i nagluvih učenika Različitog uzrasta. in Specifičnost oštećenja sluha – nove tendencije tematski zbornik radova
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju., 219-233.
https://hdl.handle.net/21.15107/rcub_rfasper_3427

Pažin S, Isaković L, Slavnić S, Srzić M. Specifičnost čitanja govora sa usana Kod gluvih i nagluvih učenika Različitog uzrasta. in Specifičnost oštećenja sluha – nove tendencije tematski zbornik radova. 2020;:219-233.
https://hdl.handle.net/21.15107/rcub_rfasper_3427 .

Pažin, Stojan, Isaković, Ljubica, Slavnić, Svetlana, Srzić, Maja, "Specifičnost čitanja govora sa usana Kod gluvih i nagluvih učenika Različitog uzrasta" in Specifičnost oštećenja sluha – nove tendencije tematski zbornik radova (2020):219-233,
https://hdl.handle.net/21.15107/rcub_rfasper_3427 .

TY  - CONF
AU  - Veselinović, Ivana
AU  - Slavnić, Svetlana
AU  - Jeličić, Ljiljana
PY  - 2019
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4102
AB  - U verbalnom izražavanju gluve i nagluve dece pravi pridevi se nedovoljno upotrebljavaju, a i koriste se u drugačijoj funkciji u rečenici, u odnosu na rečenične konstrukcije dece tipičnog jezičkog razvoja. Cilj rada bio je da se utvrdi,
uporedi i razjasni upotreba i funkcije pravih prideva u formiranju iskaza kod
gluve i nagluve dece i dece tipičnog razvoja. Istraživanjem je obuhvaćeno 130
učenika starijih razreda osnovne škole, oba pola, prosečnih intelektualnih sposobnosti, bez dodatnih oštećenja. Eksperimentalnu grupu je činilo 50 učenika
čije je oštećenje sluha preko 70 dB. Ovi učenici pohađali su škole za gluvu i
nagluvu decu u Srbiji (40 učenika) i škole za decu tipičnog razvoja (10 učenika).
Kontrolna grupa obuhvatila je 80 učenika tipičnog razvoja. Za potrebe istraživanja koristili smo i unapred definisane teme za pisanje četiri sastava različitih žanrova: narativ, deskripcija, ekspozicija i argumentativ, kao i poseban
protokol za prikupljanje podataka koji je konstruisan za potrebe ovog istraživanja. Prikupljeni podaci obrađivani su pomoću statističkog paketa SAS 9.3.
Pored kvantitativne analize, prikupljeni materijal analizirali smo i kvalitativno.
Rezultate istraživanja prikazali smo tabelarno, a najznačajnije rezultate smo
i posebno diskutovali. Rezultati istraživanja govore da su deca koja pohađaju
škole za gluve i nagluve prilikom formiranja iskaza upotrebila značajno manje
pravih prideva od dece tipičnog jezičkog razvoja. Upotreba i funkcije pravih
prideva kod dece tipičnog razvoja zavise od pola i razreda koji dete pohađa,
a kod gluve i nagluve dece od razreda koji dete pohađa, dominantnog načina komunikacije i dužine primenjenog re/habilitacionog tretmana. Na osnovu
rezultata istraživanja zaključili smo da se upotreba pravih prideva u formiranju iskaza povećava sa sazrevanjem i bogaćenjem govorno-jezičkog i vaspitno-obrazovnog iskustva kod gluve i nagluve dece, kao i povećanjem dužine
trajanja njihove re/habilitacije na predškolskom uzrastu.
AB  - During verbal expression, partially and completely deaf children do not use descriptive
adjectives sufficiently compared to sentence constructions in children with typical language
development. The research aim was to estimate, compare and explain the use and function
of descriptive adjectives during statement formation in partially and completely deaf
children and typically developing children. The study included 130 children of both sexes,
with average intellectual abilities and without additional impairments. All children attended
higher classes of elementary school. The sample was divided into three groups: the first
experimental group (E) consisted of 40 children whose hearing loss was more than 70 dB
and who attended schools for hearing impaired children; the second experimental group (E1)
consisted of 10 children whose hearing loss was more than 70 dB and who attended schools
for typically developing children. The control group (K) consisted of 80 typically developing
children. A special protocol for data collection was constructed. In addition to this protocol,
predefined topics for writing four compositions of different genres were used: narrative,
descriptive, exposition and argumentative. The research results suggest that partially and
completely deaf children who attend schools for hearing impaired children used significantly
fewer descriptive adjectives in sentence constructions compared to typically developing
children. The use and functions of descriptive adjectives in typical children depend on the sex
and the class while in the group of partially and completely deaf children they depend on sex,
dominant mode of communication and the length of applied re/habilitation treatment. Based
on the obtained results, it may be concluded that, in the group of partially and completely
deaf children, the use of descriptive adjectives during statement formation increases with
maturation and richness of speech and language and educational experience
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Zbornik radova - 10. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija,
T1  - Upotreba pravih prideva kod gluve i nagluve dece
T1  - The use of descriptive adjectives in partially and completely deaf children
EP  - 423
SP  - 417
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4102
ER  - 

@conference{
author = "Veselinović, Ivana and Slavnić, Svetlana and Jeličić, Ljiljana",
year = "2019",
abstract = "U verbalnom izražavanju gluve i nagluve dece pravi pridevi se nedovoljno upotrebljavaju, a i koriste se u drugačijoj funkciji u rečenici, u odnosu na rečenične konstrukcije dece tipičnog jezičkog razvoja. Cilj rada bio je da se utvrdi,
uporedi i razjasni upotreba i funkcije pravih prideva u formiranju iskaza kod
gluve i nagluve dece i dece tipičnog razvoja. Istraživanjem je obuhvaćeno 130
učenika starijih razreda osnovne škole, oba pola, prosečnih intelektualnih sposobnosti, bez dodatnih oštećenja. Eksperimentalnu grupu je činilo 50 učenika
čije je oštećenje sluha preko 70 dB. Ovi učenici pohađali su škole za gluvu i
nagluvu decu u Srbiji (40 učenika) i škole za decu tipičnog razvoja (10 učenika).
Kontrolna grupa obuhvatila je 80 učenika tipičnog razvoja. Za potrebe istraživanja koristili smo i unapred definisane teme za pisanje četiri sastava različitih žanrova: narativ, deskripcija, ekspozicija i argumentativ, kao i poseban
protokol za prikupljanje podataka koji je konstruisan za potrebe ovog istraživanja. Prikupljeni podaci obrađivani su pomoću statističkog paketa SAS 9.3.
Pored kvantitativne analize, prikupljeni materijal analizirali smo i kvalitativno.
Rezultate istraživanja prikazali smo tabelarno, a najznačajnije rezultate smo
i posebno diskutovali. Rezultati istraživanja govore da su deca koja pohađaju
škole za gluve i nagluve prilikom formiranja iskaza upotrebila značajno manje
pravih prideva od dece tipičnog jezičkog razvoja. Upotreba i funkcije pravih
prideva kod dece tipičnog razvoja zavise od pola i razreda koji dete pohađa,
a kod gluve i nagluve dece od razreda koji dete pohađa, dominantnog načina komunikacije i dužine primenjenog re/habilitacionog tretmana. Na osnovu
rezultata istraživanja zaključili smo da se upotreba pravih prideva u formiranju iskaza povećava sa sazrevanjem i bogaćenjem govorno-jezičkog i vaspitno-obrazovnog iskustva kod gluve i nagluve dece, kao i povećanjem dužine
trajanja njihove re/habilitacije na predškolskom uzrastu., During verbal expression, partially and completely deaf children do not use descriptive
adjectives sufficiently compared to sentence constructions in children with typical language
development. The research aim was to estimate, compare and explain the use and function
of descriptive adjectives during statement formation in partially and completely deaf
children and typically developing children. The study included 130 children of both sexes,
with average intellectual abilities and without additional impairments. All children attended
higher classes of elementary school. The sample was divided into three groups: the first
experimental group (E) consisted of 40 children whose hearing loss was more than 70 dB
and who attended schools for hearing impaired children; the second experimental group (E1)
consisted of 10 children whose hearing loss was more than 70 dB and who attended schools
for typically developing children. The control group (K) consisted of 80 typically developing
children. A special protocol for data collection was constructed. In addition to this protocol,
predefined topics for writing four compositions of different genres were used: narrative,
descriptive, exposition and argumentative. The research results suggest that partially and
completely deaf children who attend schools for hearing impaired children used significantly
fewer descriptive adjectives in sentence constructions compared to typically developing
children. The use and functions of descriptive adjectives in typical children depend on the sex
and the class while in the group of partially and completely deaf children they depend on sex,
dominant mode of communication and the length of applied re/habilitation treatment. Based
on the obtained results, it may be concluded that, in the group of partially and completely
deaf children, the use of descriptive adjectives during statement formation increases with
maturation and richness of speech and language and educational experience",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik radova - 10. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija,",
title = "Upotreba pravih prideva kod gluve i nagluve dece, The use of descriptive adjectives in partially and completely deaf children",
pages = "423-417",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4102"
}

Veselinović, I., Slavnić, S.,& Jeličić, L.. (2019). Upotreba pravih prideva kod gluve i nagluve dece. in Zbornik radova - 10. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija,
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 417-423.
https://hdl.handle.net/21.15107/rcub_rfasper_4102

Veselinović I, Slavnić S, Jeličić L. Upotreba pravih prideva kod gluve i nagluve dece. in Zbornik radova - 10. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija,. 2019;:417-423.
https://hdl.handle.net/21.15107/rcub_rfasper_4102 .

Veselinović, Ivana, Slavnić, Svetlana, Jeličić, Ljiljana, "Upotreba pravih prideva kod gluve i nagluve dece" in Zbornik radova - 10. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, (2019):417-423,
https://hdl.handle.net/21.15107/rcub_rfasper_4102 .

TY  - CONF
AU  - Ostojić-Zeljković, Sanja
AU  - Slavnić, Svetlana
AU  - Đoković, Sanja
AU  - Nikolić, Mina
AU  - Veselinović, Ivana
AU  - Juhas, Čila
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2912
AB  - Značajan pomak auditivnih i ukupnih komunikacijskih sposobnosti
gluve i nagluve dece desio se zahvaljujući: 1) primeni programa rane in-
tervencije (Early Hearing Detection and Intervention programs), 2) inova-
tivnim tehnikama procene stanja sluha i 3) naprednim tehnološkim
pomagalima za sluh. Auditivni kapacitet se definiše kao sposobnost
kortikalnih i subkortikalnih auditivnih struktura (uz upotre-
bu kohlearnog implanta i slušnih aparata) da šalju konzistetnu i
preciznu informaciju do viših kortikalnih centara. Za auditivni
kapacitet važni su auditivna osetljivost i auditivna rezolucija.
Predmet ovog istraživanja su faktori koji utiču na početnu fazu
razvoja auditivnog kapaciteta kohlearno implantirane dece. Za po-
trebe ovog istraživanja ispitivan je početni nivo senzorne percep-
cije iz modela auditornog senzornog razvoja kao početne faze u razvoju
ukupnog auditivnog kapaciteta. U uzorku je ispitano 45 gluve i nagluve
dece sa različitim modelima amplifikacije, uzrasta od 2 do 7 godina.
Instrument u ovom istraživanju je bio test za Procenu dečjih sluš-
nih sposobnosti – Infant Listening Skills Assessment (ILIP), jedan od testo-
va baterije testova za ranu procenu auditivnih i komunikacijskih
sposobnosti korisnika kohlearnog implanta. Kao značajan faktor u
početnoj fazi razvoja auditivnog kapaciteta ustanovljena je stati-
stička značajnost hronološkog i slušnog uzrasta.
AB  - Successful implementation of Early Hearing Detection and Intervention
programs contributed to effective communication skill development in young
children with hearing loss. This breakthrough is possible because of innovative
techniques in hearing assessment combined with advances in sensory device
technology. Auditory capacity is defined as an ability of cortical and subcortical
auditory systems (plus cochlear implants or hearing aids, if used)
to send consistent and differentiable information to higher brain centers.
Auditory capacity involves auditory sensitivity and auditory resolution.
The object of this study was determination of factors of auditory perceptual
development (level I) in infants and toddlers. In this study we examinee sound
awareness. The sample consisted of 45 children with hearing loss age 2 to 7,
with cochlear implants and hearing aids. Instrument used in this research was
Infant Listening Skills Assessment (ILIP) that belongs to Nottingham Early
Assessment Package (NEAP), The Ear Foundation 2004. Results shows that
main factors in early phase of auditory capacity development is chronological
and hearing age in the group of cochlear implanted and children with hearing
aids.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Tematski zbornik radova - 
„Specifičnost oštećenja
sluha – koraci i iskoraci,” Beograd, 2018.
T1  - Faktori razvoja auditivnog kapaciteta kod kohlearno implantirane dece
T1  - Factors cobntributing to auditory capacity of cochlerar
implanted children
EP  - 83
SP  - 73
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2912
ER  - 

@conference{
author = "Ostojić-Zeljković, Sanja and Slavnić, Svetlana and Đoković, Sanja and Nikolić, Mina and Veselinović, Ivana and Juhas, Čila",
year = "2018",
abstract = "Značajan pomak auditivnih i ukupnih komunikacijskih sposobnosti
gluve i nagluve dece desio se zahvaljujući: 1) primeni programa rane in-
tervencije (Early Hearing Detection and Intervention programs), 2) inova-
tivnim tehnikama procene stanja sluha i 3) naprednim tehnološkim
pomagalima za sluh. Auditivni kapacitet se definiše kao sposobnost
kortikalnih i subkortikalnih auditivnih struktura (uz upotre-
bu kohlearnog implanta i slušnih aparata) da šalju konzistetnu i
preciznu informaciju do viših kortikalnih centara. Za auditivni
kapacitet važni su auditivna osetljivost i auditivna rezolucija.
Predmet ovog istraživanja su faktori koji utiču na početnu fazu
razvoja auditivnog kapaciteta kohlearno implantirane dece. Za po-
trebe ovog istraživanja ispitivan je početni nivo senzorne percep-
cije iz modela auditornog senzornog razvoja kao početne faze u razvoju
ukupnog auditivnog kapaciteta. U uzorku je ispitano 45 gluve i nagluve
dece sa različitim modelima amplifikacije, uzrasta od 2 do 7 godina.
Instrument u ovom istraživanju je bio test za Procenu dečjih sluš-
nih sposobnosti – Infant Listening Skills Assessment (ILIP), jedan od testo-
va baterije testova za ranu procenu auditivnih i komunikacijskih
sposobnosti korisnika kohlearnog implanta. Kao značajan faktor u
početnoj fazi razvoja auditivnog kapaciteta ustanovljena je stati-
stička značajnost hronološkog i slušnog uzrasta., Successful implementation of Early Hearing Detection and Intervention
programs contributed to effective communication skill development in young
children with hearing loss. This breakthrough is possible because of innovative
techniques in hearing assessment combined with advances in sensory device
technology. Auditory capacity is defined as an ability of cortical and subcortical
auditory systems (plus cochlear implants or hearing aids, if used)
to send consistent and differentiable information to higher brain centers.
Auditory capacity involves auditory sensitivity and auditory resolution.
The object of this study was determination of factors of auditory perceptual
development (level I) in infants and toddlers. In this study we examinee sound
awareness. The sample consisted of 45 children with hearing loss age 2 to 7,
with cochlear implants and hearing aids. Instrument used in this research was
Infant Listening Skills Assessment (ILIP) that belongs to Nottingham Early
Assessment Package (NEAP), The Ear Foundation 2004. Results shows that
main factors in early phase of auditory capacity development is chronological
and hearing age in the group of cochlear implanted and children with hearing
aids.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Tematski zbornik radova - 
„Specifičnost oštećenja
sluha – koraci i iskoraci,” Beograd, 2018.",
title = "Faktori razvoja auditivnog kapaciteta kod kohlearno implantirane dece, Factors cobntributing to auditory capacity of cochlerar
implanted children",
pages = "83-73",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2912"
}

Ostojić-Zeljković, S., Slavnić, S., Đoković, S., Nikolić, M., Veselinović, I.,& Juhas, Č.. (2018). Faktori razvoja auditivnog kapaciteta kod kohlearno implantirane dece. in Tematski zbornik radova - 
„Specifičnost oštećenja
sluha – koraci i iskoraci,” Beograd, 2018.
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 73-83.
https://hdl.handle.net/21.15107/rcub_rfasper_2912

Ostojić-Zeljković S, Slavnić S, Đoković S, Nikolić M, Veselinović I, Juhas Č. Faktori razvoja auditivnog kapaciteta kod kohlearno implantirane dece. in Tematski zbornik radova - 
„Specifičnost oštećenja
sluha – koraci i iskoraci,” Beograd, 2018.. 2018;:73-83.
https://hdl.handle.net/21.15107/rcub_rfasper_2912 .

Ostojić-Zeljković, Sanja, Slavnić, Svetlana, Đoković, Sanja, Nikolić, Mina, Veselinović, Ivana, Juhas, Čila, "Faktori razvoja auditivnog kapaciteta kod kohlearno implantirane dece" in Tematski zbornik radova - 
„Specifičnost oštećenja
sluha – koraci i iskoraci,” Beograd, 2018. (2018):73-83,
https://hdl.handle.net/21.15107/rcub_rfasper_2912 .

TY  - CONF
AU  - Veselinović, Ivana
AU  - Slavnić, Svetlana
AU  - Jeličić, Ljiljana
AU  - Ostojić Zeljković, Sanja
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4547
AB  - Dijagnostikovanje oštećenja sluha kod deteta predstavlja
ogroman šok za roditelje. Pred roditeljima se odjednom nalaze ozbiljni
problemi i potreba za pronalaženjem drugačijih načina za ostvarivanje
kvalitetne komunikacije sa detetom. Ovo zahteva ogromno vreme,
strpljenje i trud, To fizički i emocionalno iscrpljuje kapacitete
roditelja i utiče na povećanje nivoa stresa.
Cilj našeg istraživanja bio je da se ispita i objasni uticaj prisustva
oštećenja sluha kod dece na podizanje nivoa stresa kod roditelja.
Uzorak je obuhvatio 160 ispitanika starosti 23-53 godine. Svi
ispitanici su roditelji dece predškolskog uzrasta (0-7 godina).
Eksperimentalnu grupu sačinjavalo je 80 roditelja dece oštećenog
sluha. Kao kontrolna grupa ispitano je 80 roditelja dece tipičnog
razvoja. Ispitanici ženskog i muškog pola (očevi i majke) bili su za-
stupljeni u istom broju.
U istraživanju je korišćena Roditeljska stres skala (Parental
Stress Scale; PSS; Berry & Jones, 1995) i Upitnik za procenu kvaliteta
komunikacije roditelj-dete, osmišljen za potrebe našeg istraživanja.
Statistička analiza dobijenih rezultata istraživanja rađena je
programom SPSS v. 23zaWIDOWS.
Rezultati istraživanja prikazani su tabelarno, a zatim su i
diskutovani
AB  - It is a huge stress for parents when child’s hearing impairment is diagnosed.
Suddenly there are serious problems and need for parents to find different
ways to achieve quality communication with the child. This requires a lot of
time, patience and effort, physically and emotionally exhausting the parents
capacities and increases the level of parenting stress.
Research aim was to examine and explain the effects of hearing loss in
children on raising the level of parenting stress in parents who have hearing
impaireџцd children.
The sample included N=160 subjects aged 23–53 years. All subjects are
parents of pre-school children (0-7 years). The experimental group consisted
of N=80 parents who have hearing impaired children, while Control group
consisted of N=80 parents whose children have typical development. Female
and male respondents (fathers and mothers) were represented in the same
number.
Methodological procedures included the application of Parental Stress
Scale (PSS, Berry, Jones, 1995), and the questionnaire for parents – child
comuunication assessment which was designed for the needs of our research.
The statistical analysis of the obtained results was done by SPSS v. 23 for
WINDOWS.
Research results are presented in tables and discussed in paper
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Tematski zbornik radova -  „Specifičnost oštećenja sluha – koraci i iskoraci,” Beograd, 2018.
T1  - Stres roditelja dece oštećenog sluha
T1  - Parenting stress in hearing impaired children
EP  - 297
SP  - 283
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4547
ER  - 

@conference{
author = "Veselinović, Ivana and Slavnić, Svetlana and Jeličić, Ljiljana and Ostojić Zeljković, Sanja",
year = "2018",
abstract = "Dijagnostikovanje oštećenja sluha kod deteta predstavlja
ogroman šok za roditelje. Pred roditeljima se odjednom nalaze ozbiljni
problemi i potreba za pronalaženjem drugačijih načina za ostvarivanje
kvalitetne komunikacije sa detetom. Ovo zahteva ogromno vreme,
strpljenje i trud, To fizički i emocionalno iscrpljuje kapacitete
roditelja i utiče na povećanje nivoa stresa.
Cilj našeg istraživanja bio je da se ispita i objasni uticaj prisustva
oštećenja sluha kod dece na podizanje nivoa stresa kod roditelja.
Uzorak je obuhvatio 160 ispitanika starosti 23-53 godine. Svi
ispitanici su roditelji dece predškolskog uzrasta (0-7 godina).
Eksperimentalnu grupu sačinjavalo je 80 roditelja dece oštećenog
sluha. Kao kontrolna grupa ispitano je 80 roditelja dece tipičnog
razvoja. Ispitanici ženskog i muškog pola (očevi i majke) bili su za-
stupljeni u istom broju.
U istraživanju je korišćena Roditeljska stres skala (Parental
Stress Scale; PSS; Berry & Jones, 1995) i Upitnik za procenu kvaliteta
komunikacije roditelj-dete, osmišljen za potrebe našeg istraživanja.
Statistička analiza dobijenih rezultata istraživanja rađena je
programom SPSS v. 23zaWIDOWS.
Rezultati istraživanja prikazani su tabelarno, a zatim su i
diskutovani, It is a huge stress for parents when child’s hearing impairment is diagnosed.
Suddenly there are serious problems and need for parents to find different
ways to achieve quality communication with the child. This requires a lot of
time, patience and effort, physically and emotionally exhausting the parents
capacities and increases the level of parenting stress.
Research aim was to examine and explain the effects of hearing loss in
children on raising the level of parenting stress in parents who have hearing
impaireџцd children.
The sample included N=160 subjects aged 23–53 years. All subjects are
parents of pre-school children (0-7 years). The experimental group consisted
of N=80 parents who have hearing impaired children, while Control group
consisted of N=80 parents whose children have typical development. Female
and male respondents (fathers and mothers) were represented in the same
number.
Methodological procedures included the application of Parental Stress
Scale (PSS, Berry, Jones, 1995), and the questionnaire for parents – child
comuunication assessment which was designed for the needs of our research.
The statistical analysis of the obtained results was done by SPSS v. 23 for
WINDOWS.
Research results are presented in tables and discussed in paper",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Tematski zbornik radova -  „Specifičnost oštećenja sluha – koraci i iskoraci,” Beograd, 2018.",
title = "Stres roditelja dece oštećenog sluha, Parenting stress in hearing impaired children",
pages = "297-283",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4547"
}

Veselinović, I., Slavnić, S., Jeličić, L.,& Ostojić Zeljković, S.. (2018). Stres roditelja dece oštećenog sluha. in Tematski zbornik radova -  „Specifičnost oštećenja sluha – koraci i iskoraci,” Beograd, 2018.
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 283-297.
https://hdl.handle.net/21.15107/rcub_rfasper_4547

Veselinović I, Slavnić S, Jeličić L, Ostojić Zeljković S. Stres roditelja dece oštećenog sluha. in Tematski zbornik radova -  „Specifičnost oštećenja sluha – koraci i iskoraci,” Beograd, 2018.. 2018;:283-297.
https://hdl.handle.net/21.15107/rcub_rfasper_4547 .

Veselinović, Ivana, Slavnić, Svetlana, Jeličić, Ljiljana, Ostojić Zeljković, Sanja, "Stres roditelja dece oštećenog sluha" in Tematski zbornik radova -  „Specifičnost oštećenja sluha – koraci i iskoraci,” Beograd, 2018. (2018):283-297,
https://hdl.handle.net/21.15107/rcub_rfasper_4547 .

TY  - CONF
AU  - Nikolić, Mina
AU  - Slavnić, Svetlana
AU  - Ostojić-Zeljković, Sanja
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3021
AB  - The incidence of hearing loss in population of prematurely born babies is twenty times higher (2-4 per 1000) than in well babies population (1-3 per 1000) due to numeorus risk factors. Although early birth is not a risk factor for hearing loss per se, the number of risk factors is in strong correlation with gestational age (Nikolić, 2016). Hearing loss is not allways present at birth, but it could be developed over first years of life as well. Progressive hearing loss could be missed through neonatal hearing screening, so that further monitoring of auditory function is mandatory in population of preterm babies (JCIH, 2007). The goal of this study was to establish the impact of gestational age on auditory development in preterm babies. The study has been conducted in Institute for neonatology in Belgrade, which is the referent hospital for treatment and follow-up of prematurely born babies. The group consisted of 150 prematurely born babies of both genders, 85 girls (56.7%) and 65 boys (43.3%)., which made gender neutral sample (χ2 = 2.67, df = 1, p = .12). The babies were born between 25. and 37. gestational week, with average gestational age of 31.87 weeks (Mdn = 32.5, SD = 2.67). The instrument for auditory assessment was LittlEars® Auditory Questionnaire (Tsiakpini et al, 2004), which is widely implemented for assessment of auditory development in preverbal phase. Previous studies have proven high correlation between scores and age, which implies that it is a good instrument for measurement of age related auditory behavior (Coninx et al., 2009; Nikolić, 2016; Tsiakpini et al., 2004; Weichbold, Tsiakpini, Coninx, & D`Haese, 2005). The data on auditory behavior of babies were summoned from parents at corrected age of 3, 6, 9 and 12 months for each baby. The data were analyzed using descriptive analysis, inferrential statistics and hyerachy multivariatt linear modelling. The influence of gestational age on LittlEars® scale score have shown moderate positive correlation Statistically significant correlation was found at 3 and 12 months corrected age (3 months - rs = .21, p = .01; 12 months - rs = .22, p = .01), which implies possibility of slower auditory development in babies with lower gestational age. The scores obtained at 6 and 9 months corrected age have shown positive correlation without statistical significance (6 months - rs = .16, p = .05; 9 months - rs = .15, p = .07). Further analysis have shown the impact of gestational age on auditory development, taking both calendary and corrected age of preterm babies into consideration. The results have shown considerable effect of gestational age on initial auditory achievement (χ2(128) = 199.94, p < .001), as well as on the pace of subsequent auditory developmentt (χ2(128) = 156.11, p = .046). The results have shown that each week of gestation adds 0.39 points to the initial auditory achievement and 0.41 points to the dynamics of auditory development, during the first year of life in preterm babies (corrected age). It is of utmost importance to determine criteria for follow-up of infants with risk factors for early or progressive hearing loss to develop quality early hearing detection and intervention (EHDI) program. Our study has shown that gestational age could significantly affect auditory development and help define precise criteria for typical auditory achievements of prematurely born babies.
C3  - Book of abstracts HeAL 2018
T1  - The influence of gestational age on auditory development in preterm babies
EP  - 124
EP  - M34
SP  - 124
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3021
ER  - 

@conference{
author = "Nikolić, Mina and Slavnić, Svetlana and Ostojić-Zeljković, Sanja",
year = "2018",
abstract = "The incidence of hearing loss in population of prematurely born babies is twenty times higher (2-4 per 1000) than in well babies population (1-3 per 1000) due to numeorus risk factors. Although early birth is not a risk factor for hearing loss per se, the number of risk factors is in strong correlation with gestational age (Nikolić, 2016). Hearing loss is not allways present at birth, but it could be developed over first years of life as well. Progressive hearing loss could be missed through neonatal hearing screening, so that further monitoring of auditory function is mandatory in population of preterm babies (JCIH, 2007). The goal of this study was to establish the impact of gestational age on auditory development in preterm babies. The study has been conducted in Institute for neonatology in Belgrade, which is the referent hospital for treatment and follow-up of prematurely born babies. The group consisted of 150 prematurely born babies of both genders, 85 girls (56.7%) and 65 boys (43.3%)., which made gender neutral sample (χ2 = 2.67, df = 1, p = .12). The babies were born between 25. and 37. gestational week, with average gestational age of 31.87 weeks (Mdn = 32.5, SD = 2.67). The instrument for auditory assessment was LittlEars® Auditory Questionnaire (Tsiakpini et al, 2004), which is widely implemented for assessment of auditory development in preverbal phase. Previous studies have proven high correlation between scores and age, which implies that it is a good instrument for measurement of age related auditory behavior (Coninx et al., 2009; Nikolić, 2016; Tsiakpini et al., 2004; Weichbold, Tsiakpini, Coninx, & D`Haese, 2005). The data on auditory behavior of babies were summoned from parents at corrected age of 3, 6, 9 and 12 months for each baby. The data were analyzed using descriptive analysis, inferrential statistics and hyerachy multivariatt linear modelling. The influence of gestational age on LittlEars® scale score have shown moderate positive correlation Statistically significant correlation was found at 3 and 12 months corrected age (3 months - rs = .21, p = .01; 12 months - rs = .22, p = .01), which implies possibility of slower auditory development in babies with lower gestational age. The scores obtained at 6 and 9 months corrected age have shown positive correlation without statistical significance (6 months - rs = .16, p = .05; 9 months - rs = .15, p = .07). Further analysis have shown the impact of gestational age on auditory development, taking both calendary and corrected age of preterm babies into consideration. The results have shown considerable effect of gestational age on initial auditory achievement (χ2(128) = 199.94, p < .001), as well as on the pace of subsequent auditory developmentt (χ2(128) = 156.11, p = .046). The results have shown that each week of gestation adds 0.39 points to the initial auditory achievement and 0.41 points to the dynamics of auditory development, during the first year of life in preterm babies (corrected age). It is of utmost importance to determine criteria for follow-up of infants with risk factors for early or progressive hearing loss to develop quality early hearing detection and intervention (EHDI) program. Our study has shown that gestational age could significantly affect auditory development and help define precise criteria for typical auditory achievements of prematurely born babies.",
journal = "Book of abstracts HeAL 2018",
title = "The influence of gestational age on auditory development in preterm babies",
pages = "124-M34-124",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3021"
}

Nikolić, M., Slavnić, S.,& Ostojić-Zeljković, S.. (2018). The influence of gestational age on auditory development in preterm babies. in Book of abstracts HeAL 2018, 124-124.
https://hdl.handle.net/21.15107/rcub_rfasper_3021

Nikolić M, Slavnić S, Ostojić-Zeljković S. The influence of gestational age on auditory development in preterm babies. in Book of abstracts HeAL 2018. 2018;:124-124.
https://hdl.handle.net/21.15107/rcub_rfasper_3021 .

Nikolić, Mina, Slavnić, Svetlana, Ostojić-Zeljković, Sanja, "The influence of gestational age on auditory development in preterm babies" in Book of abstracts HeAL 2018 (2018):124-124,
https://hdl.handle.net/21.15107/rcub_rfasper_3021 .

TY  - CONF
AU  - Ostojić-Zeljković, Sanja
AU  - Đoković, Sanja
AU  - Slavnić, Svetlana
AU  - Dimić, Nadežda
AU  - Nikolić, Mina
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2967
AB  - This study is observing both natural and learned gestures as a part of communication in hearing impaired children with cochlear implant and/or hearing aids, accompaning certain action or verbal statement. The objective of the study was to observe the frequency of gesture use in deaf and hard of hearing children with different types of amplification Various impact factors affecting frequency of gesture use, such as gender, chronological age,onset of rehabiliation and educational settings were taken into consideartion as well. The sample consisted of 40 children with severe to profound sensorineural hearing loss divided in two groups according to amplification type. Younger group consisted of children aged 5 to 10 years and older group 11 to 15 years. The cochlear implant group consisted of 18 children and hearing aid group of 22. The pairs of children with adjusted age and type of amplification have been filmed during play in the ‖ shop „with ten objects or age appropriate toys.The videos were analyzed afterwards and communication has been classified as verbal, total or gestual. Word list has been based on video records. The results have shown statistically significant advantage of boys regarding oral use of verbs (t(14) = 2,569, p<0,0) and early rehabilitated children (oral use of verbs t(14) = 2,575, p<0,05 and pronouns t(14) = 2,763, p<0,05). Gesture use is more frequent in older children with conventional hearing aids. Younger children tend to use more words than gestures. Cochlear implanted children use considerably less gestures. Overall number of words and gestures used in communication increases over time.. Key words: cochlear implant, gesture, hearing aid, children *Part of the project of Ministry of science and technological development of Serbia ―Influence of cochlear implantation on education of deaf and hard of hearing children ―.
C3  - Book of abstracts HeAL 2018
T1  - Gesture frequency in communication of cochlear implanted children
EP  - 194
SP  - 194
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2967
ER  - 

@conference{
author = "Ostojić-Zeljković, Sanja and Đoković, Sanja and Slavnić, Svetlana and Dimić, Nadežda and Nikolić, Mina",
year = "2018",
abstract = "This study is observing both natural and learned gestures as a part of communication in hearing impaired children with cochlear implant and/or hearing aids, accompaning certain action or verbal statement. The objective of the study was to observe the frequency of gesture use in deaf and hard of hearing children with different types of amplification Various impact factors affecting frequency of gesture use, such as gender, chronological age,onset of rehabiliation and educational settings were taken into consideartion as well. The sample consisted of 40 children with severe to profound sensorineural hearing loss divided in two groups according to amplification type. Younger group consisted of children aged 5 to 10 years and older group 11 to 15 years. The cochlear implant group consisted of 18 children and hearing aid group of 22. The pairs of children with adjusted age and type of amplification have been filmed during play in the ‖ shop „with ten objects or age appropriate toys.The videos were analyzed afterwards and communication has been classified as verbal, total or gestual. Word list has been based on video records. The results have shown statistically significant advantage of boys regarding oral use of verbs (t(14) = 2,569, p<0,0) and early rehabilitated children (oral use of verbs t(14) = 2,575, p<0,05 and pronouns t(14) = 2,763, p<0,05). Gesture use is more frequent in older children with conventional hearing aids. Younger children tend to use more words than gestures. Cochlear implanted children use considerably less gestures. Overall number of words and gestures used in communication increases over time.. Key words: cochlear implant, gesture, hearing aid, children *Part of the project of Ministry of science and technological development of Serbia ―Influence of cochlear implantation on education of deaf and hard of hearing children ―.",
journal = "Book of abstracts HeAL 2018",
title = "Gesture frequency in communication of cochlear implanted children",
pages = "194-194",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2967"
}

Ostojić-Zeljković, S., Đoković, S., Slavnić, S., Dimić, N.,& Nikolić, M.. (2018). Gesture frequency in communication of cochlear implanted children. in Book of abstracts HeAL 2018, 194-194.
https://hdl.handle.net/21.15107/rcub_rfasper_2967

Ostojić-Zeljković S, Đoković S, Slavnić S, Dimić N, Nikolić M. Gesture frequency in communication of cochlear implanted children. in Book of abstracts HeAL 2018. 2018;:194-194.
https://hdl.handle.net/21.15107/rcub_rfasper_2967 .

Ostojić-Zeljković, Sanja, Đoković, Sanja, Slavnić, Svetlana, Dimić, Nadežda, Nikolić, Mina, "Gesture frequency in communication of cochlear implanted children" in Book of abstracts HeAL 2018 (2018):194-194,
https://hdl.handle.net/21.15107/rcub_rfasper_2967 .

TY  - CONF
AU  - Slavnić, Svetlana
AU  - Mirić, Danica
AU  - Ostojić-Zeljković, Sanja
AU  - Mirić, Maja
AU  - Đoković, Sanja
AU  - Nikolić, Mina
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2985
AB  - Speech audiometry, as one of the methods for hearing examination has been applied in our country. Compared to tonal audiometry, it provides us with the information how an individual hears and understand speech. It is practiced with adults and children. In our practical work, this method has proved useful for following results of re/habilitation of hearing and speech in children. The aim of this work is to examine speech perception of children with cochlear implant in free hearing field. Work method: the sample consisted of twenty children with cochlear implant, they were of average intellectual abilities, without other impairments, of both sexes, of chronological age between 5 to 9 and they were included into re/habilitation treatment for at least a year. With speech audiometry in free hearing field we estimated the ability to perceive one syllable and two syllable words. The word list was taken from Triage Articulation Test (Vladisavljevic, Kostic)which was standardized for our speech - language area, and consists of 30 words. The examiner presented a list of words presented by the microphone without the ability to read and see words from face and lips. Results present that two thirds of examined children had more than 80% correctly repeated words, that they perceived two syllable words and to those that had high tone sounds. Understanding one syllable words greatly lowered no matter what the sound structure is.
C3  - Book of abstracts HeAL 2018
T1  - Speech perception assesment in children with cochler implant in free hearing field
EP  - 195
SP  - 195
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2985
ER  - 

@conference{
author = "Slavnić, Svetlana and Mirić, Danica and Ostojić-Zeljković, Sanja and Mirić, Maja and Đoković, Sanja and Nikolić, Mina",
year = "2018",
abstract = "Speech audiometry, as one of the methods for hearing examination has been applied in our country. Compared to tonal audiometry, it provides us with the information how an individual hears and understand speech. It is practiced with adults and children. In our practical work, this method has proved useful for following results of re/habilitation of hearing and speech in children. The aim of this work is to examine speech perception of children with cochlear implant in free hearing field. Work method: the sample consisted of twenty children with cochlear implant, they were of average intellectual abilities, without other impairments, of both sexes, of chronological age between 5 to 9 and they were included into re/habilitation treatment for at least a year. With speech audiometry in free hearing field we estimated the ability to perceive one syllable and two syllable words. The word list was taken from Triage Articulation Test (Vladisavljevic, Kostic)which was standardized for our speech - language area, and consists of 30 words. The examiner presented a list of words presented by the microphone without the ability to read and see words from face and lips. Results present that two thirds of examined children had more than 80% correctly repeated words, that they perceived two syllable words and to those that had high tone sounds. Understanding one syllable words greatly lowered no matter what the sound structure is.",
journal = "Book of abstracts HeAL 2018",
title = "Speech perception assesment in children with cochler implant in free hearing field",
pages = "195-195",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2985"
}

Slavnić, S., Mirić, D., Ostojić-Zeljković, S., Mirić, M., Đoković, S.,& Nikolić, M.. (2018). Speech perception assesment in children with cochler implant in free hearing field. in Book of abstracts HeAL 2018, 195-195.
https://hdl.handle.net/21.15107/rcub_rfasper_2985

Slavnić S, Mirić D, Ostojić-Zeljković S, Mirić M, Đoković S, Nikolić M. Speech perception assesment in children with cochler implant in free hearing field. in Book of abstracts HeAL 2018. 2018;:195-195.
https://hdl.handle.net/21.15107/rcub_rfasper_2985 .

Slavnić, Svetlana, Mirić, Danica, Ostojić-Zeljković, Sanja, Mirić, Maja, Đoković, Sanja, Nikolić, Mina, "Speech perception assesment in children with cochler implant in free hearing field" in Book of abstracts HeAL 2018 (2018):195-195,
https://hdl.handle.net/21.15107/rcub_rfasper_2985 .

TY  - CONF
AU  - Kovačević, Jasmina
AU  - Jacova, Zora
AU  - Slavnić, Svetlana
AU  - Radovanović, Vesna
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2975
T1  - Inclusion-the basis of educational reforms
EP  - 197
SP  - 185
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2975
ER  - 

@conference{
author = "Kovačević, Jasmina and Jacova, Zora and Slavnić, Svetlana and Radovanović, Vesna",
year = "2018",
title = "Inclusion-the basis of educational reforms",
pages = "197-185",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2975"
}

Kovačević, J., Jacova, Z., Slavnić, S.,& Radovanović, V.. (2018). Inclusion-the basis of educational reforms. , 185-197.
https://hdl.handle.net/21.15107/rcub_rfasper_2975

Kovačević J, Jacova Z, Slavnić S, Radovanović V. Inclusion-the basis of educational reforms. 2018;:185-197.
https://hdl.handle.net/21.15107/rcub_rfasper_2975 .

Kovačević, Jasmina, Jacova, Zora, Slavnić, Svetlana, Radovanović, Vesna, "Inclusion-the basis of educational reforms" (2018):185-197,
https://hdl.handle.net/21.15107/rcub_rfasper_2975 .

TY  - CONF
AU  - Đoković, Sanja
AU  - Ostojić-Zeljković, Sanja
AU  - Slavnić, Svetlana
AU  - Kovačević, Tamara
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2933
C3  - Book of abstracts HeAL 2018, Lake Como, Italy
T1  - Assesment of ability to define meanings of words in children with cochlear implants
EP  - 194
SP  - 193
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2933
ER  - 

@conference{
author = "Đoković, Sanja and Ostojić-Zeljković, Sanja and Slavnić, Svetlana and Kovačević, Tamara",
year = "2018",
journal = "Book of abstracts HeAL 2018, Lake Como, Italy",
title = "Assesment of ability to define meanings of words in children with cochlear implants",
pages = "194-193",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2933"
}

Đoković, S., Ostojić-Zeljković, S., Slavnić, S.,& Kovačević, T.. (2018). Assesment of ability to define meanings of words in children with cochlear implants. in Book of abstracts HeAL 2018, Lake Como, Italy, 193-194.
https://hdl.handle.net/21.15107/rcub_rfasper_2933

Đoković S, Ostojić-Zeljković S, Slavnić S, Kovačević T. Assesment of ability to define meanings of words in children with cochlear implants. in Book of abstracts HeAL 2018, Lake Como, Italy. 2018;:193-194.
https://hdl.handle.net/21.15107/rcub_rfasper_2933 .

Đoković, Sanja, Ostojić-Zeljković, Sanja, Slavnić, Svetlana, Kovačević, Tamara, "Assesment of ability to define meanings of words in children with cochlear implants" in Book of abstracts HeAL 2018, Lake Como, Italy (2018):193-194,
https://hdl.handle.net/21.15107/rcub_rfasper_2933 .

TY  - JOUR
AU  - Đoković, Sanja
AU  - Šolaja, Siniša
AU  - Slavnić, Svetlana
AU  - Vuković, Bojana
AU  - Račić, Maja
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1129
AB  - The aim of this research was to determine the prevalence of hearing impairments in younger schoolchildren in the eastern part of Republika Srpska. The sample included 408 children of both genders (49% of boys and 51% of girls), 6-10 years of age (age in years M=7.72; SD=1.20). The participants were divided in five groups with regard to age. Prior to audiometry, all children underwent otoscopy. The hearing test was performed in quiet rooms, by means of Sibelmed AC50-B audiometer using supra aural closed-back headphones. The hearing threshold was assessed at the frequencies of 0.5, 1, 2, 3, and 4 kHz. The prevalence of hearing impairments on one or both ears with a threshold over 25dBHL was 11.7%, 3.2% of a bilateral hearing impairment, and 8.5% of an unilateral hearing impairment. With regard to the degree of hearing impairments, 11% were mild, and 0.7% moderate. Conductive hearing impairments were the most frequent - 10%, followed by sensorineural 1.5%, while mixed hearing impairments had the lowest incidence - 0.2%. No difference was determined in the prevalence, configuration and the degree of hearing impairments with regard to gender and age.
AB  - Istraživanje je sprovedeno sa ciljem da se utvrdi prevalenca oštećenja sluha kod dece mlađeg školskog uzrasta na teritoriji Istočnog dela Republike Srpske. Uzorak je činilo 408 dece oba pola (49% dečaka i 51% devojčica), uzrasta od 6 do 10 godina (starost u godinama AS=7,72; SD=1,20). Ispitanici su prema uzrastu bili podeljeni u pet grupa. Pre audiometrijskog skrininga sva deca prošla su otoskopski pregled. Ispitivanje sluha rađeno je u tihim sobama, audiometrom Sibelmed AC50-B, uz korišćenje supra-auralnih slušalica zatvorenog tipa. Prag sluha je procenjivan na frekvencijama od 0,5, 1, 2, 3 i 4 kHz. Prevalenca oštećenja sluha na jednom ili oba uva, sa pragom većim od 25 dBHL, iznosila je 11,7%, bilateralnog oštećenja sluha bilo je 3,2%, a unilateralnog 8,5%. Prema stepenu oštećenja, 11% su bila laka i 0,7% umerena oštećenja sluha. Najviše je bilo konduktivnih oštećenja sluha - 10%, zatim senzorineuralnih - 1,5% a najmanje mešovitih - 0,2%. Nije utvrđena razlika u prevalenci, konfiguraciji i stepenu oštećenja sluha u odnosu na pol i uzrast dece.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd
T2  - Specijalna edukacija i rehabilitacija
T1  - prevalence of hearing impairments in children from the Eastern part of Republika Srpska
T1  - Prevalenca oštećenja sluha kod dece u Istočnom delu Republike Srpske
EP  - 458
IS  - 4
SP  - 439
VL  - 17
DO  - 10.5937/specedreh17-17681
ER  - 

@article{
author = "Đoković, Sanja and Šolaja, Siniša and Slavnić, Svetlana and Vuković, Bojana and Račić, Maja",
year = "2018",
abstract = "The aim of this research was to determine the prevalence of hearing impairments in younger schoolchildren in the eastern part of Republika Srpska. The sample included 408 children of both genders (49% of boys and 51% of girls), 6-10 years of age (age in years M=7.72; SD=1.20). The participants were divided in five groups with regard to age. Prior to audiometry, all children underwent otoscopy. The hearing test was performed in quiet rooms, by means of Sibelmed AC50-B audiometer using supra aural closed-back headphones. The hearing threshold was assessed at the frequencies of 0.5, 1, 2, 3, and 4 kHz. The prevalence of hearing impairments on one or both ears with a threshold over 25dBHL was 11.7%, 3.2% of a bilateral hearing impairment, and 8.5% of an unilateral hearing impairment. With regard to the degree of hearing impairments, 11% were mild, and 0.7% moderate. Conductive hearing impairments were the most frequent - 10%, followed by sensorineural 1.5%, while mixed hearing impairments had the lowest incidence - 0.2%. No difference was determined in the prevalence, configuration and the degree of hearing impairments with regard to gender and age., Istraživanje je sprovedeno sa ciljem da se utvrdi prevalenca oštećenja sluha kod dece mlađeg školskog uzrasta na teritoriji Istočnog dela Republike Srpske. Uzorak je činilo 408 dece oba pola (49% dečaka i 51% devojčica), uzrasta od 6 do 10 godina (starost u godinama AS=7,72; SD=1,20). Ispitanici su prema uzrastu bili podeljeni u pet grupa. Pre audiometrijskog skrininga sva deca prošla su otoskopski pregled. Ispitivanje sluha rađeno je u tihim sobama, audiometrom Sibelmed AC50-B, uz korišćenje supra-auralnih slušalica zatvorenog tipa. Prag sluha je procenjivan na frekvencijama od 0,5, 1, 2, 3 i 4 kHz. Prevalenca oštećenja sluha na jednom ili oba uva, sa pragom većim od 25 dBHL, iznosila je 11,7%, bilateralnog oštećenja sluha bilo je 3,2%, a unilateralnog 8,5%. Prema stepenu oštećenja, 11% su bila laka i 0,7% umerena oštećenja sluha. Najviše je bilo konduktivnih oštećenja sluha - 10%, zatim senzorineuralnih - 1,5% a najmanje mešovitih - 0,2%. Nije utvrđena razlika u prevalenci, konfiguraciji i stepenu oštećenja sluha u odnosu na pol i uzrast dece.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd",
journal = "Specijalna edukacija i rehabilitacija",
title = "prevalence of hearing impairments in children from the Eastern part of Republika Srpska, Prevalenca oštećenja sluha kod dece u Istočnom delu Republike Srpske",
pages = "458-439",
number = "4",
volume = "17",
doi = "10.5937/specedreh17-17681"
}

Đoković, S., Šolaja, S., Slavnić, S., Vuković, B.,& Račić, M.. (2018). prevalence of hearing impairments in children from the Eastern part of Republika Srpska. in Specijalna edukacija i rehabilitacija
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd., 17(4), 439-458.
https://doi.org/10.5937/specedreh17-17681

Đoković S, Šolaja S, Slavnić S, Vuković B, Račić M. prevalence of hearing impairments in children from the Eastern part of Republika Srpska. in Specijalna edukacija i rehabilitacija. 2018;17(4):439-458.
doi:10.5937/specedreh17-17681 .

Đoković, Sanja, Šolaja, Siniša, Slavnić, Svetlana, Vuković, Bojana, Račić, Maja, "prevalence of hearing impairments in children from the Eastern part of Republika Srpska" in Specijalna edukacija i rehabilitacija, 17, no. 4 (2018):439-458,
https://doi.org/10.5937/specedreh17-17681 . .

TY  - CONF
AU  - Nikolić, Mina
AU  - Ostojić-Zeljković, Sanja
AU  - Slavnić, Svetlana
PY  - 2017
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4107
AB  - Poslednjih decenija ostvaren je značajan napredak u neonatalnoj nezi
prevremeno rođene dece, koji je doveo do povećane stope preživljavanja ekstremno
i
značajno
prevremeno
rođene
dece.
Sa
druge
strane,
povećanje
stope
preživljavanja
u
ovoj
populaciji
za
posledicu
ima
veću
učestalosti
smetnji

i
poremećaja
koje
se
registruju
već
tokom
ranog
detinjstva.

Predmet
istraživanja
bio
je
da
se
utvrde
kriterijumi
procene
auditivnog
razvoja
prevremeno
rođene
dece
na
ranom
uzrastu.
Istraživanje
je
sprovedeno

u
okviru
longitudinalne
studije
koja
se
bavila
praćenjem
auditivnog
razvoja

prevremeno
rođene
dece
tokom
prve
godine
razvoja.
Korišćena
je
LittlEars®

skala

auditivnog ponašanja, namenjena proceni tokom preverbalne faze
razvoja. Uzorak istraživanja činilo je 150 prevremeno rođene dece, čiji je
razvoj praćen pri Institutu za neonatologiju u Beogradu.
Rezultati istraživanja ukazuju na značajan uticaj gestacione starosti pri rođenju
na
karakteristike
auditivnog
razvoja.
Deca
koja
su
kasnije
prevremeno

rođena
imala
su
više
auditivno
postignuće
na
svim
ispitivanim
uzrastima
u

odnosu
na
ranije
prevremeno
rođenu
decu.
Analizom
funkcija
auditivnog
razvoja,
deinisanih
u
odnosu
na
korigovani
i
hronološki
uzrast
deteta,
dobili

smo
da
je
za
svaku
nedelju
veće
gestacione
starosti
pri
rođenju
moguće
računati
na
0.39
poena
viši
početni
nivo,
odnosno
0.41
poen
brži
tempo
auditivnog

razvoja
tokom
prve
godine
života
prevremeno
rođenog
deteta.

U
skladu
sa
prikazanim
rezultatima,
može
se
očekivati
da
tokom
druge
godine
dolazi
do
sustizanja
normativa
razvoja
deinisanih
u
odnosu
na
hronološki
uzrast
deteta.
Shodno
tome,
nakon
12.
meseca
razvoja
potrebno
je
uvažavati
delimičnu
korekciju
uzrasta
prevremeno
rođenog
deteta,
a
između
15.

i
18.
meseca
očekivati
potpuno
dostizanje
normativa
dece
rođene
u
terminu.

Deinisanje
kriterijuma
procene
auditivnog
razvoja
kod
prevremeno
rođene

dece

veoma je značajno kako ne bi došlo do odložene detekcije značajnih
odstupanja od tipičnog auditivnog razvoja na najranijem uzrastu.
AB  - Research subject: A signiicant progress in neonatal care for preterm babies in
recent decades has tremendously improved the survival rate of extremely and 
considerably premature babies. On the other hand, it has increased the rate 
of sensory deicits and developmental disorders that can be observed in early
childhood. 
Method: he objective of the study was to establish evaluation criteria for auditory
development of preterm babies at an early age. Investigation was conducted
longitudinally in order to follow-up auditory development of preterm babies
during the irst year of life. he LittlEars
®
 auditory questionnaire was used for
evaluation of auditory behavior in babies in pre-verbal phase. he sample in
the study consisted of 150 preterm babies, whose auditory development was
monitored at the Institute for Neonatology in Belgrade.
Results: he results of the study have shown a signiicant impact of gestational
age at birth on auditory development of preterm babies. Babies born in later
pregnancy have shown better auditory performance at all ages as compared to
earlier preterm newborns. he analysis of auditory development in function of
corrected and chronological age has shown that correction factor of + 0.39 points
for starting point should be applied for each week of gestation and +0.41 points
should be added to the timeline during the irst year of life of premature babies. 
Conclusion: According to the obtained results, preterm babies could be expected
to achieve age appropriate auditory performance during the second year of life.
he expected trend of auditory development becomes stable ater 12 months of
age, so only partial correction should be applied. Between 15 and 18 months of age
prematurely born babies should achieve milestones of the term babies. Deining
evaluation criteria for auditory development of preterm babies is extremely
important in order to avoid delayed diagnosis of deviation from typical auditory
development.
PB  - University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia /
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju
C3  - Proceedings- Eurlyaid
Conference 2017 „ Early Childhood Intervention:
For meeting sustainable
development goals of the
new millennium “, Beograd, Srbija, 06–08. 10.2017.
T1  - Auditivni razvoj prevremeno rođenih beba:  kriterijumi za procenu na ranom uzrastu
T1  - Auditory development of preterm babies:  early age evaluation criteria
EP  - 182
SP  - 175
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4107
ER  - 

@conference{
author = "Nikolić, Mina and Ostojić-Zeljković, Sanja and Slavnić, Svetlana",
year = "2017",
abstract = "Poslednjih decenija ostvaren je značajan napredak u neonatalnoj nezi
prevremeno rođene dece, koji je doveo do povećane stope preživljavanja ekstremno
i
značajno
prevremeno
rođene
dece.
Sa
druge
strane,
povećanje
stope
preživljavanja
u
ovoj
populaciji
za
posledicu
ima
veću
učestalosti
smetnji

i
poremećaja
koje
se
registruju
već
tokom
ranog
detinjstva.

Predmet
istraživanja
bio
je
da
se
utvrde
kriterijumi
procene
auditivnog
razvoja
prevremeno
rođene
dece
na
ranom
uzrastu.
Istraživanje
je
sprovedeno

u
okviru
longitudinalne
studije
koja
se
bavila
praćenjem
auditivnog
razvoja

prevremeno
rođene
dece
tokom
prve
godine
razvoja.
Korišćena
je
LittlEars®

skala

auditivnog ponašanja, namenjena proceni tokom preverbalne faze
razvoja. Uzorak istraživanja činilo je 150 prevremeno rođene dece, čiji je
razvoj praćen pri Institutu za neonatologiju u Beogradu.
Rezultati istraživanja ukazuju na značajan uticaj gestacione starosti pri rođenju
na
karakteristike
auditivnog
razvoja.
Deca
koja
su
kasnije
prevremeno

rođena
imala
su
više
auditivno
postignuće
na
svim
ispitivanim
uzrastima
u

odnosu
na
ranije
prevremeno
rođenu
decu.
Analizom
funkcija
auditivnog
razvoja,
deinisanih
u
odnosu
na
korigovani
i
hronološki
uzrast
deteta,
dobili

smo
da
je
za
svaku
nedelju
veće
gestacione
starosti
pri
rođenju
moguće
računati
na
0.39
poena
viši
početni
nivo,
odnosno
0.41
poen
brži
tempo
auditivnog

razvoja
tokom
prve
godine
života
prevremeno
rođenog
deteta.

U
skladu
sa
prikazanim
rezultatima,
može
se
očekivati
da
tokom
druge
godine
dolazi
do
sustizanja
normativa
razvoja
deinisanih
u
odnosu
na
hronološki
uzrast
deteta.
Shodno
tome,
nakon
12.
meseca
razvoja
potrebno
je
uvažavati
delimičnu
korekciju
uzrasta
prevremeno
rođenog
deteta,
a
između
15.

i
18.
meseca
očekivati
potpuno
dostizanje
normativa
dece
rođene
u
terminu.

Deinisanje
kriterijuma
procene
auditivnog
razvoja
kod
prevremeno
rođene

dece

veoma je značajno kako ne bi došlo do odložene detekcije značajnih
odstupanja od tipičnog auditivnog razvoja na najranijem uzrastu., Research subject: A signiicant progress in neonatal care for preterm babies in
recent decades has tremendously improved the survival rate of extremely and 
considerably premature babies. On the other hand, it has increased the rate 
of sensory deicits and developmental disorders that can be observed in early
childhood. 
Method: he objective of the study was to establish evaluation criteria for auditory
development of preterm babies at an early age. Investigation was conducted
longitudinally in order to follow-up auditory development of preterm babies
during the irst year of life. he LittlEars
®
 auditory questionnaire was used for
evaluation of auditory behavior in babies in pre-verbal phase. he sample in
the study consisted of 150 preterm babies, whose auditory development was
monitored at the Institute for Neonatology in Belgrade.
Results: he results of the study have shown a signiicant impact of gestational
age at birth on auditory development of preterm babies. Babies born in later
pregnancy have shown better auditory performance at all ages as compared to
earlier preterm newborns. he analysis of auditory development in function of
corrected and chronological age has shown that correction factor of + 0.39 points
for starting point should be applied for each week of gestation and +0.41 points
should be added to the timeline during the irst year of life of premature babies. 
Conclusion: According to the obtained results, preterm babies could be expected
to achieve age appropriate auditory performance during the second year of life.
he expected trend of auditory development becomes stable ater 12 months of
age, so only partial correction should be applied. Between 15 and 18 months of age
prematurely born babies should achieve milestones of the term babies. Deining
evaluation criteria for auditory development of preterm babies is extremely
important in order to avoid delayed diagnosis of deviation from typical auditory
development.",
publisher = "University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia /
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju",
journal = "Proceedings- Eurlyaid
Conference 2017 „ Early Childhood Intervention:
For meeting sustainable
development goals of the
new millennium “, Beograd, Srbija, 06–08. 10.2017.",
title = "Auditivni razvoj prevremeno rođenih beba:  kriterijumi za procenu na ranom uzrastu, Auditory development of preterm babies:  early age evaluation criteria",
pages = "182-175",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4107"
}

Nikolić, M., Ostojić-Zeljković, S.,& Slavnić, S.. (2017). Auditivni razvoj prevremeno rođenih beba:  kriterijumi za procenu na ranom uzrastu. in Proceedings- Eurlyaid
Conference 2017 „ Early Childhood Intervention:
For meeting sustainable
development goals of the
new millennium “, Beograd, Srbija, 06–08. 10.2017.
University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia /
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju., 175-182.
https://hdl.handle.net/21.15107/rcub_rfasper_4107

Nikolić M, Ostojić-Zeljković S, Slavnić S. Auditivni razvoj prevremeno rođenih beba:  kriterijumi za procenu na ranom uzrastu. in Proceedings- Eurlyaid
Conference 2017 „ Early Childhood Intervention:
For meeting sustainable
development goals of the
new millennium “, Beograd, Srbija, 06–08. 10.2017.. 2017;:175-182.
https://hdl.handle.net/21.15107/rcub_rfasper_4107 .

Nikolić, Mina, Ostojić-Zeljković, Sanja, Slavnić, Svetlana, "Auditivni razvoj prevremeno rođenih beba:  kriterijumi za procenu na ranom uzrastu" in Proceedings- Eurlyaid
Conference 2017 „ Early Childhood Intervention:
For meeting sustainable
development goals of the
new millennium “, Beograd, Srbija, 06–08. 10.2017. (2017):175-182,
https://hdl.handle.net/21.15107/rcub_rfasper_4107 .

TY  - CONF
AU  - Nikolić, Mina
AU  - Ostojić-Zeljković, Sanja
AU  - Slavnić, Svetlana
PY  - 2017
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2742
C3  - Early Childhood Intervention: For meeting sustainable development goals of the new millennium
T1  - Auditory development of preterm babies: early age evaluation criteria
EP  - 185
SP  - 175
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2742
ER  - 

@conference{
author = "Nikolić, Mina and Ostojić-Zeljković, Sanja and Slavnić, Svetlana",
year = "2017",
journal = "Early Childhood Intervention: For meeting sustainable development goals of the new millennium",
title = "Auditory development of preterm babies: early age evaluation criteria",
pages = "185-175",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2742"
}

Nikolić, M., Ostojić-Zeljković, S.,& Slavnić, S.. (2017). Auditory development of preterm babies: early age evaluation criteria. in Early Childhood Intervention: For meeting sustainable development goals of the new millennium, 175-185.
https://hdl.handle.net/21.15107/rcub_rfasper_2742

Nikolić M, Ostojić-Zeljković S, Slavnić S. Auditory development of preterm babies: early age evaluation criteria. in Early Childhood Intervention: For meeting sustainable development goals of the new millennium. 2017;:175-185.
https://hdl.handle.net/21.15107/rcub_rfasper_2742 .

Nikolić, Mina, Ostojić-Zeljković, Sanja, Slavnić, Svetlana, "Auditory development of preterm babies: early age evaluation criteria" in Early Childhood Intervention: For meeting sustainable development goals of the new millennium (2017):175-185,
https://hdl.handle.net/21.15107/rcub_rfasper_2742 .

TY  - JOUR
AU  - Sokolovac, Ivana
AU  - Slavnić, Svetlana
AU  - Škrbić, Renata
AU  - Lemajić - Komazec, Slobodanka
PY  - 2016
UR  - https://www.casopis.fasper.bg.ac.rs/
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3378
AB  - Produkcija osnovnih glagolskih vremena dovodi do kvalitetnijeg
razvoja jezika dece sa kohlearnim implantom. Cilj rada je da se ispita
usvojenost glagolskih vremena kod ove grupe dece. Uzorak je činilo 60
ispitanika uzrasta od 9 do 15 godina, prosečnih intelektualnih sposobnosti.
Ispitivana grupa je bila sačinjena od 30 ispitanika sa kohlearnim
implantom, bez dodatnih smetnji u razvoju. Kontrolna grupa je obuhvatala
30 ispitanika tipičnog govorno-jezičkog razvoja i očuvanog sluha.
Za procenu produkcije osnovnih glagolskih vremena korišćen je test
„Korpus za procenu upotrebe osnovnih glagolskih vremena” (Dimić,
2003). Između dece sa kohlearnim implantom i čujuće dece dobijena je
signifikantna razlika u upotrebi prezenta (t=-4,385; p<0,001), perfekta
(t=-4,650; p<0,001), i futura I (t=-4,269; p<0,001). Takođe, postojala je
statistički značajna razlika u upotrebi nepravilnog glagola „ići” za perfekat
i futur I (t=3,958; p<0,001), kao i u upotrebi osnovnih glagolskih
vremena u rečenicama sa dva ili tri različita glagolska oblika (prezent
i perfekat, t=-5,806; p<0,001). Pravilna upotreba prezenta dobijena je
kod 70% dece sa kohlearnim implantom, perfekta kod 53%, a futura I
kod 23%. Deca sa kohlearnim implantom i posle višegodišnje re/habilitacije
ne dostižu gramatički razvoj čujuće dece.
AB  - The production of verb tenses leads to better language development
of children with cochlear implants. The aim of this study was to assess
the acquisition of verb tenses in children with cochlear implants. The
sample included 60 children, aged from 9 to 15, with average intellectual
abilities. The study group consisted of 30 patients with cochlear
implants, with no additional disabilities. The control group consisted of
30 subjects with typical speech – language development and preserved
hearing. The acquisition of basic tenses was assessed by “Corpus for the
Assessment of the Use of Tenses” (Dimić, 2003). Significant statistical
differences were found in the use of the present tense in children with
cochlear implants and hearing children (t=-4.385; p<0.001) as well as
in the use of the past tense (t=-4.650; p<0.001), and the future tense
(t=-4.269; p<0.001). There was also a significant difference in the use of
irregular verb “go” (t=-3.958; p<0.001), as well as in the combination of
the present and the past tense (t=-5.806; p<0.001). The present tense was
used correctly by most children with cochlear implants (70%), followed
by the past tense (53%), and finally the future tense (23%). Children with
cochlear implants, even after several years of re/habilitation, do not
reach the grammatical development of children with normal hearing.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju
T2  - Specijalna edukacija i rehabilitacija
T1  - Produkcija osnovnih glagolskih vremena kod dece sa kohlearnim implantom
T1  - Production of verb tenses in children with cochlear implants
EP  - 458
IS  - 4
SP  - 437
VL  - 15
DO  - 10.5937/specedreh15-11309
ER  - 

@article{
author = "Sokolovac, Ivana and Slavnić, Svetlana and Škrbić, Renata and Lemajić - Komazec, Slobodanka",
year = "2016",
abstract = "Produkcija osnovnih glagolskih vremena dovodi do kvalitetnijeg
razvoja jezika dece sa kohlearnim implantom. Cilj rada je da se ispita
usvojenost glagolskih vremena kod ove grupe dece. Uzorak je činilo 60
ispitanika uzrasta od 9 do 15 godina, prosečnih intelektualnih sposobnosti.
Ispitivana grupa je bila sačinjena od 30 ispitanika sa kohlearnim
implantom, bez dodatnih smetnji u razvoju. Kontrolna grupa je obuhvatala
30 ispitanika tipičnog govorno-jezičkog razvoja i očuvanog sluha.
Za procenu produkcije osnovnih glagolskih vremena korišćen je test
„Korpus za procenu upotrebe osnovnih glagolskih vremena” (Dimić,
2003). Između dece sa kohlearnim implantom i čujuće dece dobijena je
signifikantna razlika u upotrebi prezenta (t=-4,385; p<0,001), perfekta
(t=-4,650; p<0,001), i futura I (t=-4,269; p<0,001). Takođe, postojala je
statistički značajna razlika u upotrebi nepravilnog glagola „ići” za perfekat
i futur I (t=3,958; p<0,001), kao i u upotrebi osnovnih glagolskih
vremena u rečenicama sa dva ili tri različita glagolska oblika (prezent
i perfekat, t=-5,806; p<0,001). Pravilna upotreba prezenta dobijena je
kod 70% dece sa kohlearnim implantom, perfekta kod 53%, a futura I
kod 23%. Deca sa kohlearnim implantom i posle višegodišnje re/habilitacije
ne dostižu gramatički razvoj čujuće dece., The production of verb tenses leads to better language development
of children with cochlear implants. The aim of this study was to assess
the acquisition of verb tenses in children with cochlear implants. The
sample included 60 children, aged from 9 to 15, with average intellectual
abilities. The study group consisted of 30 patients with cochlear
implants, with no additional disabilities. The control group consisted of
30 subjects with typical speech – language development and preserved
hearing. The acquisition of basic tenses was assessed by “Corpus for the
Assessment of the Use of Tenses” (Dimić, 2003). Significant statistical
differences were found in the use of the present tense in children with
cochlear implants and hearing children (t=-4.385; p<0.001) as well as
in the use of the past tense (t=-4.650; p<0.001), and the future tense
(t=-4.269; p<0.001). There was also a significant difference in the use of
irregular verb “go” (t=-3.958; p<0.001), as well as in the combination of
the present and the past tense (t=-5.806; p<0.001). The present tense was
used correctly by most children with cochlear implants (70%), followed
by the past tense (53%), and finally the future tense (23%). Children with
cochlear implants, even after several years of re/habilitation, do not
reach the grammatical development of children with normal hearing.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju",
journal = "Specijalna edukacija i rehabilitacija",
title = "Produkcija osnovnih glagolskih vremena kod dece sa kohlearnim implantom, Production of verb tenses in children with cochlear implants",
pages = "458-437",
number = "4",
volume = "15",
doi = "10.5937/specedreh15-11309"
}

Sokolovac, I., Slavnić, S., Škrbić, R.,& Lemajić - Komazec, S.. (2016). Produkcija osnovnih glagolskih vremena kod dece sa kohlearnim implantom. in Specijalna edukacija i rehabilitacija
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju., 15(4), 437-458.
https://doi.org/10.5937/specedreh15-11309

Sokolovac I, Slavnić S, Škrbić R, Lemajić - Komazec S. Produkcija osnovnih glagolskih vremena kod dece sa kohlearnim implantom. in Specijalna edukacija i rehabilitacija. 2016;15(4):437-458.
doi:10.5937/specedreh15-11309 .

Sokolovac, Ivana, Slavnić, Svetlana, Škrbić, Renata, Lemajić - Komazec, Slobodanka, "Produkcija osnovnih glagolskih vremena kod dece sa kohlearnim implantom" in Specijalna edukacija i rehabilitacija, 15, no. 4 (2016):437-458,
https://doi.org/10.5937/specedreh15-11309 . .

TY  - JOUR
AU  - Karić, Aleksandar
AU  - Đoković, Sanja
AU  - Dimić, Nadežda
AU  - Slavnić, Svetlana
AU  - Savić, Radomir
PY  - 2016
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1020
AB  - The aim of this study was to assess the effects of pressure compensation in the middle ear on the size of the response of distortion product otoacoustic emissions (DPOAEs) at frequencies from 1 to 6 kHz. The testing was performed on 150 patients, within three age groups (2­15; 16-40; 41-71 years of age). The pressure in the middle ear varied from negative to positive (-329 to 195 daPa). Increasing the pressure in the compensation for 1 daPa led to an increase in amplitude at frequencies of 1.0, 1.3 and 1.6 kHz to 0.02, 0.03 and 0.02 dB SPL (decibel of sound pressure level), and the noise level at frequencies from 1.0 to 2.0 kHz, causing an increase of 0.02 to 0.03 dB SPL. Compensatory treatment led to an increase in DPOAE response (amplitude and noise level). The largest amplitude was determined at frequencies lower than 2 kHz within the levels of both examined influences. Pressure compensation had a stimulating influence on the detectability of DPOAE, which increases the reliability of this method when testing the functionality of the middle ear.
AB  - Cilj ovog rada bio je utvrđivanje uticaja kompenzacije pritiska u srednjem uvu na veličinu odgovora distorzionih otoakustičkih emisija (DPOAE) na frekvencijama od 1 do 6 kHz. Ispitivanje je obavljeno na 150 pacijenata, unutar pola i tri starosne grupe (2-15; 16-40; 41-71 godine). Pritisak u srednjem uvu je varirao od negativnog do pozitivnog (-329 do 195 daPa). Povećanje pritiska pri kompenzaciji za 1 daPa dovelo je do povećanja amplituda pri frekvencijama od 1.0, 1.3 i 1.6 kHz za 0,02, 0,03 i 0,02 dB SPL (decibel nivoa zvučnog pritiska), a nivoa buke pri frekvencijama od 1.0 do 2.0 kHz, uslovljavajući povećanje od 0,02 do 0,03 dB SPL. Kompenzacioni tretman je doveo do povećanja odgovora DPOAE (amplitude i nivoa buke). Povećanje amplituda je bilo najveće na frekvencijama manjim od 2 kHz unutar nivoa oba ispitivana uticaja. Kompenzacija pritiska uticala je stimulativno na detektabilnost DPOAE, čime se povećava pouzdanost primene ove metode prilikom ispitivanja funkcionalnosti srednjeg uva.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd
T2  - Specijalna edukacija i rehabilitacija
T1  - The influence of pressure compensation in the middle ear on the detection of distortion product otoacoustic emissions
T1  - Uticaj kompenzacije pritiska u srednjem uvu na registrovanje distorzionih otoakustičkih emisija
EP  - 62
IS  - 1
SP  - 43
VL  - 15
DO  - 10.5937/specedreh15-10090
ER  - 

@article{
author = "Karić, Aleksandar and Đoković, Sanja and Dimić, Nadežda and Slavnić, Svetlana and Savić, Radomir",
year = "2016",
abstract = "The aim of this study was to assess the effects of pressure compensation in the middle ear on the size of the response of distortion product otoacoustic emissions (DPOAEs) at frequencies from 1 to 6 kHz. The testing was performed on 150 patients, within three age groups (2­15; 16-40; 41-71 years of age). The pressure in the middle ear varied from negative to positive (-329 to 195 daPa). Increasing the pressure in the compensation for 1 daPa led to an increase in amplitude at frequencies of 1.0, 1.3 and 1.6 kHz to 0.02, 0.03 and 0.02 dB SPL (decibel of sound pressure level), and the noise level at frequencies from 1.0 to 2.0 kHz, causing an increase of 0.02 to 0.03 dB SPL. Compensatory treatment led to an increase in DPOAE response (amplitude and noise level). The largest amplitude was determined at frequencies lower than 2 kHz within the levels of both examined influences. Pressure compensation had a stimulating influence on the detectability of DPOAE, which increases the reliability of this method when testing the functionality of the middle ear., Cilj ovog rada bio je utvrđivanje uticaja kompenzacije pritiska u srednjem uvu na veličinu odgovora distorzionih otoakustičkih emisija (DPOAE) na frekvencijama od 1 do 6 kHz. Ispitivanje je obavljeno na 150 pacijenata, unutar pola i tri starosne grupe (2-15; 16-40; 41-71 godine). Pritisak u srednjem uvu je varirao od negativnog do pozitivnog (-329 do 195 daPa). Povećanje pritiska pri kompenzaciji za 1 daPa dovelo je do povećanja amplituda pri frekvencijama od 1.0, 1.3 i 1.6 kHz za 0,02, 0,03 i 0,02 dB SPL (decibel nivoa zvučnog pritiska), a nivoa buke pri frekvencijama od 1.0 do 2.0 kHz, uslovljavajući povećanje od 0,02 do 0,03 dB SPL. Kompenzacioni tretman je doveo do povećanja odgovora DPOAE (amplitude i nivoa buke). Povećanje amplituda je bilo najveće na frekvencijama manjim od 2 kHz unutar nivoa oba ispitivana uticaja. Kompenzacija pritiska uticala je stimulativno na detektabilnost DPOAE, čime se povećava pouzdanost primene ove metode prilikom ispitivanja funkcionalnosti srednjeg uva.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd",
journal = "Specijalna edukacija i rehabilitacija",
title = "The influence of pressure compensation in the middle ear on the detection of distortion product otoacoustic emissions, Uticaj kompenzacije pritiska u srednjem uvu na registrovanje distorzionih otoakustičkih emisija",
pages = "62-43",
number = "1",
volume = "15",
doi = "10.5937/specedreh15-10090"
}

Karić, A., Đoković, S., Dimić, N., Slavnić, S.,& Savić, R.. (2016). The influence of pressure compensation in the middle ear on the detection of distortion product otoacoustic emissions. in Specijalna edukacija i rehabilitacija
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd., 15(1), 43-62.
https://doi.org/10.5937/specedreh15-10090

Karić A, Đoković S, Dimić N, Slavnić S, Savić R. The influence of pressure compensation in the middle ear on the detection of distortion product otoacoustic emissions. in Specijalna edukacija i rehabilitacija. 2016;15(1):43-62.
doi:10.5937/specedreh15-10090 .

Karić, Aleksandar, Đoković, Sanja, Dimić, Nadežda, Slavnić, Svetlana, Savić, Radomir, "The influence of pressure compensation in the middle ear on the detection of distortion product otoacoustic emissions" in Specijalna edukacija i rehabilitacija, 15, no. 1 (2016):43-62,
https://doi.org/10.5937/specedreh15-10090 . .

TY  - JOUR
AU  - Šešum, Mia
AU  - Radić-Šestić, Marina
AU  - Slavnić, Svetlana
PY  - 2016
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1019
AB  - Vocational identity development represents the key aspect of identity development and it is one of the most significant issues in the period of adolescence. The persons with strong vocational identity have clearer understanding of their own career goals and they are characterized by greater self-confidence and dedication to their career choices, which is the reason why they decide on their future profession more quickly and more easily than the persons whose vocational identity is weaker. The career development of deaf and hard of hearing adolescents takes place under conditions of auditory deprivation, which may have a negative effect on the stability of their vocational identity and thus on their choice of profession, employment and assimilation into the working environment. This study examines the connection between vocational identity of deaf and hard of hearing adolescents and the number of completed school years and age, as well as the effect of gender, the level of hearing impairment, primary mode of communication, and general performance at school at the end of a school term on vocational identity. The sample comprised 97 deaf and hard of hearing students attending seventh and eighth grades of primary school as well as all grades of secondary school, who are educated in segregating conditions in the territory of Serbia. 'My Vocational Situation' (MVS, Holland et al., 1980-a) was used as the instrument. The results of the study, following the data analysis, point to the connection between vocational identity of deaf and hard of hearing adolescents and the number of school years completed and age, as well as the effect of gender on vocational identity, while the effect of the level of hearing impairment, primary mode of communication, and general performance at school on vocational identity of the examinees has not been confirmed. Comparing these results with the results of studies conducted on the population of typically developing students, it can be concluded that the key factors for stability of vocational identity do not change with regard to the hearing status of the individual.
AB  - Razvoj profesionalnog identiteta predstavlja ključni aspekt razvoja identiteta i jedan je od najznačajnijih problema u periodu adolescencije. Osobe sa jakim profesionalnim identitetom imaju jasnije razumevanje sopstvenih profesionalnih ciljeva i karakteriše ih veće samopouzdanje i posvećenost sopstvenim profesionalnim izborima, zbog čega se brže i lakše opredeljuju za buduću profesiju od osoba čiji jeprofesionalni identitet slabiji. Profesionalni razvojgluvih i nagluvih adolescenata se odvija u uslovima auditivne deprivacije, što se može negativno odraziti na stabilnost njihovogprofesionalnog identiteta, a time i na izbor profesije, zaposlenje i uklapanje u radnu sredinu. Cilj našeg istraživanja bio je utvrditi efekat pola, stepena oštećenja sluha, primarnog načina komunikacije i opšteg uspeha učenika na kraju polugodišta na profesionalni identitet gluvih i nagluvih adolescenata, kao i povezanost ovog značajnog konstrukta sa uzrastom i brojem godina školovanja ispitanika. Ispitivanje je izvršeno na uzorku od 97 gluvih i nagluvih učenika završnih razreda osnovne škole i svih razreda srednje škole za gluve i nagluve. U istraživanju smo koristili instrument 'Moja profesionalna situacija' (Mu Vocational Situation-MVS, Holland et al., 1980). Nakon izvršenih analiza, dobijeni rezultati ukazuju na značajan efekat pola na profesionalni identitet ispitanika, kao i na povezanost profesionalnog identiteta sa uzrastom i brojem godina školovanja učenika, dok nije potvrđen uticaj stepena oštećenja sluha, školskog uspeha i primarnog načina komunikacije na profesionalni identitet ispitanika.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd
T2  - Specijalna edukacija i rehabilitacija
T1  - Vocational identity of deaf and hard of hearing adolescents
T1  - Profesionalni identitet gluvih i nagluvih adolescenata
EP  - 80
IS  - 1
SP  - 63
VL  - 15
DO  - 10.5937/specedreh15-9894
ER  - 

@article{
author = "Šešum, Mia and Radić-Šestić, Marina and Slavnić, Svetlana",
year = "2016",
abstract = "Vocational identity development represents the key aspect of identity development and it is one of the most significant issues in the period of adolescence. The persons with strong vocational identity have clearer understanding of their own career goals and they are characterized by greater self-confidence and dedication to their career choices, which is the reason why they decide on their future profession more quickly and more easily than the persons whose vocational identity is weaker. The career development of deaf and hard of hearing adolescents takes place under conditions of auditory deprivation, which may have a negative effect on the stability of their vocational identity and thus on their choice of profession, employment and assimilation into the working environment. This study examines the connection between vocational identity of deaf and hard of hearing adolescents and the number of completed school years and age, as well as the effect of gender, the level of hearing impairment, primary mode of communication, and general performance at school at the end of a school term on vocational identity. The sample comprised 97 deaf and hard of hearing students attending seventh and eighth grades of primary school as well as all grades of secondary school, who are educated in segregating conditions in the territory of Serbia. 'My Vocational Situation' (MVS, Holland et al., 1980-a) was used as the instrument. The results of the study, following the data analysis, point to the connection between vocational identity of deaf and hard of hearing adolescents and the number of school years completed and age, as well as the effect of gender on vocational identity, while the effect of the level of hearing impairment, primary mode of communication, and general performance at school on vocational identity of the examinees has not been confirmed. Comparing these results with the results of studies conducted on the population of typically developing students, it can be concluded that the key factors for stability of vocational identity do not change with regard to the hearing status of the individual., Razvoj profesionalnog identiteta predstavlja ključni aspekt razvoja identiteta i jedan je od najznačajnijih problema u periodu adolescencije. Osobe sa jakim profesionalnim identitetom imaju jasnije razumevanje sopstvenih profesionalnih ciljeva i karakteriše ih veće samopouzdanje i posvećenost sopstvenim profesionalnim izborima, zbog čega se brže i lakše opredeljuju za buduću profesiju od osoba čiji jeprofesionalni identitet slabiji. Profesionalni razvojgluvih i nagluvih adolescenata se odvija u uslovima auditivne deprivacije, što se može negativno odraziti na stabilnost njihovogprofesionalnog identiteta, a time i na izbor profesije, zaposlenje i uklapanje u radnu sredinu. Cilj našeg istraživanja bio je utvrditi efekat pola, stepena oštećenja sluha, primarnog načina komunikacije i opšteg uspeha učenika na kraju polugodišta na profesionalni identitet gluvih i nagluvih adolescenata, kao i povezanost ovog značajnog konstrukta sa uzrastom i brojem godina školovanja ispitanika. Ispitivanje je izvršeno na uzorku od 97 gluvih i nagluvih učenika završnih razreda osnovne škole i svih razreda srednje škole za gluve i nagluve. U istraživanju smo koristili instrument 'Moja profesionalna situacija' (Mu Vocational Situation-MVS, Holland et al., 1980). Nakon izvršenih analiza, dobijeni rezultati ukazuju na značajan efekat pola na profesionalni identitet ispitanika, kao i na povezanost profesionalnog identiteta sa uzrastom i brojem godina školovanja učenika, dok nije potvrđen uticaj stepena oštećenja sluha, školskog uspeha i primarnog načina komunikacije na profesionalni identitet ispitanika.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd",
journal = "Specijalna edukacija i rehabilitacija",
title = "Vocational identity of deaf and hard of hearing adolescents, Profesionalni identitet gluvih i nagluvih adolescenata",
pages = "80-63",
number = "1",
volume = "15",
doi = "10.5937/specedreh15-9894"
}

Šešum, M., Radić-Šestić, M.,& Slavnić, S.. (2016). Vocational identity of deaf and hard of hearing adolescents. in Specijalna edukacija i rehabilitacija
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd., 15(1), 63-80.
https://doi.org/10.5937/specedreh15-9894

Šešum M, Radić-Šestić M, Slavnić S. Vocational identity of deaf and hard of hearing adolescents. in Specijalna edukacija i rehabilitacija. 2016;15(1):63-80.
doi:10.5937/specedreh15-9894 .

Šešum, Mia, Radić-Šestić, Marina, Slavnić, Svetlana, "Vocational identity of deaf and hard of hearing adolescents" in Specijalna edukacija i rehabilitacija, 15, no. 1 (2016):63-80,
https://doi.org/10.5937/specedreh15-9894 . .

TY  - BOOK
AU  - Slavnić, Svetlana
AU  - Veselinović, Ivana
PY  - 2015
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2317
AB  - Odlukom Nastavno-naučnog veća Univerziteta u Beogradu
Fakulteta za specijalnu edukaciju i rehabilitaciju
br. 3/81 od 09.10.2015. godine, usvojene su recenzije rukopisa
univerzitetskog udžbenika „Uvod u defektologiju“, autora
prof. dr Svetlane Slavnić i Ivane Veselinović.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
T1  - Uvod u defektologiju
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2317
ER  - 

@book{
author = "Slavnić, Svetlana and Veselinović, Ivana",
year = "2015",
abstract = "Odlukom Nastavno-naučnog veća Univerziteta u Beogradu
Fakulteta za specijalnu edukaciju i rehabilitaciju
br. 3/81 od 09.10.2015. godine, usvojene su recenzije rukopisa
univerzitetskog udžbenika „Uvod u defektologiju“, autora
prof. dr Svetlane Slavnić i Ivane Veselinović.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
title = "Uvod u defektologiju",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2317"
}

Slavnić, S.,& Veselinović, I.. (2015). Uvod u defektologiju. 
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation..
https://hdl.handle.net/21.15107/rcub_rfasper_2317

Slavnić S, Veselinović I. Uvod u defektologiju. 2015;.
https://hdl.handle.net/21.15107/rcub_rfasper_2317 .

Slavnić, Svetlana, Veselinović, Ivana, "Uvod u defektologiju" (2015),
https://hdl.handle.net/21.15107/rcub_rfasper_2317 .

TY  - CONF
AU  - Cvijetić, Marija
AU  - Stanimirović, Dragana
AU  - Slavnić, Svetlana
PY  - 2015
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4215
AB  - Samostalno kretanje je jedan od preduslova realizacije brojnih životnih
aktivnosti i učešća osobe u životu zajednice. Osobe sa oštećenjem vida,
usled odsustva vizuelne kontrole, imaju više teškoća u orijentaciji i kretanju
u prostoru u odnosu na pripadnike tipične populacije. Uzroci njihovih teškoća
mogu se tražiti u ograničenjima koja proizilaze iz oštećenja čula vida
(medicinski model ometenosti) ili fizičkim i socijalnim barijerama u okruženju
(socijalni model ometenosti). Cilj ovog istraživanja je identifikovanje
prisustva i prirode poteškoća sa kojima se osobe sa oštećenjem vida susreću
prilikom kretanja u neposrednom i širem okruženju. Uzorak čini 15 odraslih
ispitanika sa oštećenjem vida. Podaci dobijeni primenom intervjua ilustruju
percepciju samih ispitanika o njihovim iskustvima i preprekama u domenu
mobilnosti. Analiza odgovora ispitanika pokazuje da oni uglavnom nemaju
veće poteškoće u kretanju i snalaženju u najbližem okruženju, dok se prilikom
kretanja u širem okruženju i korišćenju prevoza susreću sa brojnim spoljašnjim
barijerama. Generalno posmatrano, po pitanju prepreka u domenu
mobilnosti, ispitanici iz ovog uzorka veći značaj pridaju spoljašnjim barijerama
(arhitektonskim, finansijskim i međuljudskim) nego oštećenju vida.
Nalazi ove studije takođe sugerišu i da način formulisanja pitanja može
imati uticaja na odgovore ispitanika, tj. da priroda odgovora donekle može
biti povezana sa početnim očekivanjima istraživača koji kreira upitnik ili intervju.
Identifikovanje barijera za nezavisnije kretanje iz perspektive samih
osoba sa oštećenjem vida daje nam smernice za konkretne akcije usmerene
ka unapređenju njihove samostalnosti i socijalne participacije.
AB  - Independent mobility is one of the preconditions for the realization of many life
activities and participation of people in community life. People with visual impairment,
due to the absence of visual control, have more difficulties in orientation and motion in
space in relation to members of the typical population. Causes of their difficulties can
be traced to the limitations arising from damage of sense of sight (the medical model
of disability), or physical and social barriers in the environment (the social model of
disability). The aim of this study is to identify the presence and nature of difficulties
that persons with visual impairment face when moving in the immediate and wider
environment. The sample consistes of 15 adult subjects with visual impairment.
Information obtained by interviews illustrate the perception of the respondents about
their experiences and obstacles related to mobility. Analysis of the responses shows that
those examinees generally do not have greater difficulties in mobility and orientation in
the immediate environment, while face numerous external barriers as they move into
the wider environment and use of transport. Generally speaking, in terms of obstacles
in the area of mobility, the respondents in this sample attach greater significance to
external barriers (architectural, financial and interpersonal) than to visual impairment.
The findings of this study also suggest that the formulation of questions can influence
the respondents’ answers, ie. that the nature of the response may be somewhat
associated with the initial expectations of the researchers who created a questionnaire
or interview. Identifying barriers to more independent moving from the perspective of
the very people with visual impairment gives us guidelines for concrete action aimed
at improving their independence and social participation.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Zbornik radova - 9. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 25–27.9.2015
T1  - Prepreke u samostalnom kretanju – iskustvo odraslih osoba sa oštećenjem vida
T1  - Obstacles to independent mobility – experience of visually impaired adults
EP  - 266
SP  - 261
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4215
ER  - 

@conference{
author = "Cvijetić, Marija and Stanimirović, Dragana and Slavnić, Svetlana",
year = "2015",
abstract = "Samostalno kretanje je jedan od preduslova realizacije brojnih životnih
aktivnosti i učešća osobe u životu zajednice. Osobe sa oštećenjem vida,
usled odsustva vizuelne kontrole, imaju više teškoća u orijentaciji i kretanju
u prostoru u odnosu na pripadnike tipične populacije. Uzroci njihovih teškoća
mogu se tražiti u ograničenjima koja proizilaze iz oštećenja čula vida
(medicinski model ometenosti) ili fizičkim i socijalnim barijerama u okruženju
(socijalni model ometenosti). Cilj ovog istraživanja je identifikovanje
prisustva i prirode poteškoća sa kojima se osobe sa oštećenjem vida susreću
prilikom kretanja u neposrednom i širem okruženju. Uzorak čini 15 odraslih
ispitanika sa oštećenjem vida. Podaci dobijeni primenom intervjua ilustruju
percepciju samih ispitanika o njihovim iskustvima i preprekama u domenu
mobilnosti. Analiza odgovora ispitanika pokazuje da oni uglavnom nemaju
veće poteškoće u kretanju i snalaženju u najbližem okruženju, dok se prilikom
kretanja u širem okruženju i korišćenju prevoza susreću sa brojnim spoljašnjim
barijerama. Generalno posmatrano, po pitanju prepreka u domenu
mobilnosti, ispitanici iz ovog uzorka veći značaj pridaju spoljašnjim barijerama
(arhitektonskim, finansijskim i međuljudskim) nego oštećenju vida.
Nalazi ove studije takođe sugerišu i da način formulisanja pitanja može
imati uticaja na odgovore ispitanika, tj. da priroda odgovora donekle može
biti povezana sa početnim očekivanjima istraživača koji kreira upitnik ili intervju.
Identifikovanje barijera za nezavisnije kretanje iz perspektive samih
osoba sa oštećenjem vida daje nam smernice za konkretne akcije usmerene
ka unapređenju njihove samostalnosti i socijalne participacije., Independent mobility is one of the preconditions for the realization of many life
activities and participation of people in community life. People with visual impairment,
due to the absence of visual control, have more difficulties in orientation and motion in
space in relation to members of the typical population. Causes of their difficulties can
be traced to the limitations arising from damage of sense of sight (the medical model
of disability), or physical and social barriers in the environment (the social model of
disability). The aim of this study is to identify the presence and nature of difficulties
that persons with visual impairment face when moving in the immediate and wider
environment. The sample consistes of 15 adult subjects with visual impairment.
Information obtained by interviews illustrate the perception of the respondents about
their experiences and obstacles related to mobility. Analysis of the responses shows that
those examinees generally do not have greater difficulties in mobility and orientation in
the immediate environment, while face numerous external barriers as they move into
the wider environment and use of transport. Generally speaking, in terms of obstacles
in the area of mobility, the respondents in this sample attach greater significance to
external barriers (architectural, financial and interpersonal) than to visual impairment.
The findings of this study also suggest that the formulation of questions can influence
the respondents’ answers, ie. that the nature of the response may be somewhat
associated with the initial expectations of the researchers who created a questionnaire
or interview. Identifying barriers to more independent moving from the perspective of
the very people with visual impairment gives us guidelines for concrete action aimed
at improving their independence and social participation.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik radova - 9. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 25–27.9.2015",
title = "Prepreke u samostalnom kretanju – iskustvo odraslih osoba sa oštećenjem vida, Obstacles to independent mobility – experience of visually impaired adults",
pages = "266-261",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4215"
}

Cvijetić, M., Stanimirović, D.,& Slavnić, S.. (2015). Prepreke u samostalnom kretanju – iskustvo odraslih osoba sa oštećenjem vida. in Zbornik radova - 9. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 25–27.9.2015
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 261-266.
https://hdl.handle.net/21.15107/rcub_rfasper_4215

Cvijetić M, Stanimirović D, Slavnić S. Prepreke u samostalnom kretanju – iskustvo odraslih osoba sa oštećenjem vida. in Zbornik radova - 9. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 25–27.9.2015. 2015;:261-266.
https://hdl.handle.net/21.15107/rcub_rfasper_4215 .

Cvijetić, Marija, Stanimirović, Dragana, Slavnić, Svetlana, "Prepreke u samostalnom kretanju – iskustvo odraslih osoba sa oštećenjem vida" in Zbornik radova - 9. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 25–27.9.2015 (2015):261-266,
https://hdl.handle.net/21.15107/rcub_rfasper_4215 .

TY  - JOUR
AU  - Cvijetić, Marija
AU  - Slavnić, Svetlana
AU  - Stanimirović, Dragana
PY  - 2014
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3683
AB  - Prema savremenim tumačenjima, ometenost predstavlja rezultat dinamičke interakcije između sposobnosti i kapaciteta osobe, i karakteristika fizičke i socijalne sredine u kojoj ova osoba učestvuje u različitim aktivnostima. Jedan od prvih konceptualnih modela u kome je sistematski razrađena klasifikacija kontekstualnih činilaca koji mogu imati uticaj na nastanak ometenosti/hendikepa je Kvebeška klasifikacija „Nastajanje situacije hendikepa“ (Disability Creation Process – DCP, Fougeyrollas et al., 1999).
Klasifikacija „Nastajanje situacije hendikepa“ predstavlja ek- splanatorni model posledica oboljenja, trauma i drugih poremećaja u okviru kojeg se hendikep posmatra kao produkt delovanja dve uz- ročne dimenzije: karakteristika osobe i karakteristika njenog okruženja. Ovaj sistematski model ljudskog razvoja razmatra interakciju koja postoji između ličnih činilaca (stanja sistema organa osobe i njenih funkcionalnih kapaciteta) i sredinskih čini- laca (olakšavajućih ili otežavajućih), u determinisanju kvaliteta socijalne participacije osobe. Socijalna participacija je u okviru ove klasifikacije operacionalizovana kroz koncept životnih navi- ka, koje čine svakodnevne aktivnosti i društvene uloge koje osoba ili njen sociokulturni kontekst vrednuju prema karakteristikama te osobe (starost, pol, sociokulturni identitet, itd.), a nemogućnost ostvarivanja životnih navika dovodi do nastanka situacije hendike- pa kod te osobe. Specifično obeležje ove klasifikacije je to što ona omogućava opisivanje uticaja koji svaki od sredinskih činilaca ima na ostvarivanje životnih navika osobe, na kontinuumu od potpunog faci- litatora do potpune barijere.
Značaj i upotrebljivost Kvebeške klasifikacije ogleda se u obezbeđivanju preciznih i temeljnih podataka o kvalitetu funkcionisanja osobe u određenom kontekstu, dajući na taj način pod- logu i smernice za planiranje i realizaciju intervencija na planu same osobe i njenog okruženja, kako bi se funkcionisanje osoba sa ometenošću u društvu unapredilo i povećao njihov kvalitet života
AB  - According to modern interpretations, disability is the result of dynamic
interaction between personal skills and capacities, and characteristics of
physical and social environment in which person participates in different
activities. One of the first conceptual models which has systematically
elaborated the classification of contextual factors that may influence the
occurrence of disability/handicap is the Quebec classification: „Disability
Creation Process“ - DCP (Fougeyrollas et al., 1999).
Classification „Disability Creation Process“ presents an explanatory
model of consequences of disease, trauma and other disorders in which
handicap is seen as product of two causal dimensions: individual’s characteristics
and characteristics of his/her environment. This systematic model
of human development considers the interaction that exists between personal
features (state of organ systems and functional capacities) and environmental
factors (mitigating or aggravating) in determining the quality of
social participation of person. Within this classification, social participation
is operationalized through concept of life habits that are daily activities and
social roles recognized by person or his/her socio-cultural context according
to the characteristics of that person (age, sex, socio-cultural identity,
etc.) and the impossibility of accomplishing life habits leads to occurrence
of handicap situation for that person. Specific feature of this classification
is that it allows description of the impact that each of environmental factors
has on realization of life habits, on a continuum from complete facilitator
to complete barrier.
The importance and usefulness of the Quebec classification is reflected
in the provision of accurate and detailed information about the quality of
the person’s functioning in a specific context, thereby giving background
and guidance for planning and implementation of interventions focused on
actual persons and their environment, aimed at improving the functioning
of people with disabilities in society and enhancing their quality of life.
PB  - Drustvo defektologa Srbije
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju (ICF)
T2  - Beogradska defektološka škola
T1  - Klasifikacija „nastajanje situacije Hendikepa“ kao okvir za procenu i Unapređenje socijalne participacije
T1  - Classification „disability creation process“ As a framework for assessment And improvement of social participation
EP  - 713
IS  - 3
SP  - 701
VL  - 20
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3683
ER  - 

@article{
author = "Cvijetić, Marija and Slavnić, Svetlana and Stanimirović, Dragana",
year = "2014",
abstract = "Prema savremenim tumačenjima, ometenost predstavlja rezultat dinamičke interakcije između sposobnosti i kapaciteta osobe, i karakteristika fizičke i socijalne sredine u kojoj ova osoba učestvuje u različitim aktivnostima. Jedan od prvih konceptualnih modela u kome je sistematski razrađena klasifikacija kontekstualnih činilaca koji mogu imati uticaj na nastanak ometenosti/hendikepa je Kvebeška klasifikacija „Nastajanje situacije hendikepa“ (Disability Creation Process – DCP, Fougeyrollas et al., 1999).
Klasifikacija „Nastajanje situacije hendikepa“ predstavlja ek- splanatorni model posledica oboljenja, trauma i drugih poremećaja u okviru kojeg se hendikep posmatra kao produkt delovanja dve uz- ročne dimenzije: karakteristika osobe i karakteristika njenog okruženja. Ovaj sistematski model ljudskog razvoja razmatra interakciju koja postoji između ličnih činilaca (stanja sistema organa osobe i njenih funkcionalnih kapaciteta) i sredinskih čini- laca (olakšavajućih ili otežavajućih), u determinisanju kvaliteta socijalne participacije osobe. Socijalna participacija je u okviru ove klasifikacije operacionalizovana kroz koncept životnih navi- ka, koje čine svakodnevne aktivnosti i društvene uloge koje osoba ili njen sociokulturni kontekst vrednuju prema karakteristikama te osobe (starost, pol, sociokulturni identitet, itd.), a nemogućnost ostvarivanja životnih navika dovodi do nastanka situacije hendike- pa kod te osobe. Specifično obeležje ove klasifikacije je to što ona omogućava opisivanje uticaja koji svaki od sredinskih činilaca ima na ostvarivanje životnih navika osobe, na kontinuumu od potpunog faci- litatora do potpune barijere.
Značaj i upotrebljivost Kvebeške klasifikacije ogleda se u obezbeđivanju preciznih i temeljnih podataka o kvalitetu funkcionisanja osobe u određenom kontekstu, dajući na taj način pod- logu i smernice za planiranje i realizaciju intervencija na planu same osobe i njenog okruženja, kako bi se funkcionisanje osoba sa ometenošću u društvu unapredilo i povećao njihov kvalitet života, According to modern interpretations, disability is the result of dynamic
interaction between personal skills and capacities, and characteristics of
physical and social environment in which person participates in different
activities. One of the first conceptual models which has systematically
elaborated the classification of contextual factors that may influence the
occurrence of disability/handicap is the Quebec classification: „Disability
Creation Process“ - DCP (Fougeyrollas et al., 1999).
Classification „Disability Creation Process“ presents an explanatory
model of consequences of disease, trauma and other disorders in which
handicap is seen as product of two causal dimensions: individual’s characteristics
and characteristics of his/her environment. This systematic model
of human development considers the interaction that exists between personal
features (state of organ systems and functional capacities) and environmental
factors (mitigating or aggravating) in determining the quality of
social participation of person. Within this classification, social participation
is operationalized through concept of life habits that are daily activities and
social roles recognized by person or his/her socio-cultural context according
to the characteristics of that person (age, sex, socio-cultural identity,
etc.) and the impossibility of accomplishing life habits leads to occurrence
of handicap situation for that person. Specific feature of this classification
is that it allows description of the impact that each of environmental factors
has on realization of life habits, on a continuum from complete facilitator
to complete barrier.
The importance and usefulness of the Quebec classification is reflected
in the provision of accurate and detailed information about the quality of
the person’s functioning in a specific context, thereby giving background
and guidance for planning and implementation of interventions focused on
actual persons and their environment, aimed at improving the functioning
of people with disabilities in society and enhancing their quality of life.",
publisher = "Drustvo defektologa Srbije, Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju (ICF)",
journal = "Beogradska defektološka škola",
title = "Klasifikacija „nastajanje situacije Hendikepa“ kao okvir za procenu i Unapređenje socijalne participacije, Classification „disability creation process“ As a framework for assessment And improvement of social participation",
pages = "713-701",
number = "3",
volume = "20",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3683"
}

Cvijetić, M., Slavnić, S.,& Stanimirović, D.. (2014). Klasifikacija „nastajanje situacije Hendikepa“ kao okvir za procenu i Unapređenje socijalne participacije. in Beogradska defektološka škola
Drustvo defektologa Srbije., 20(3), 701-713.
https://hdl.handle.net/21.15107/rcub_rfasper_3683

Cvijetić M, Slavnić S, Stanimirović D. Klasifikacija „nastajanje situacije Hendikepa“ kao okvir za procenu i Unapređenje socijalne participacije. in Beogradska defektološka škola. 2014;20(3):701-713.
https://hdl.handle.net/21.15107/rcub_rfasper_3683 .

Cvijetić, Marija, Slavnić, Svetlana, Stanimirović, Dragana, "Klasifikacija „nastajanje situacije Hendikepa“ kao okvir za procenu i Unapređenje socijalne participacije" in Beogradska defektološka škola, 20, no. 3 (2014):701-713,
https://hdl.handle.net/21.15107/rcub_rfasper_3683 .

TY  - CONF
AU  - Cvijetić, Marija
AU  - Stanimirović, Dragana
AU  - Slavnić, Svetlana
PY  - 2014
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4262
AB  - Socijalna participacija je jedan od centralnih koncepata savremenih pristupa
osobama s ometenošću i značajan je prediktor kvaliteta života. Prema
modelu „Nastajanja situacije hendikepa“ ograničenja u socijalnoj participaciji
nastaju kada barijere u fizičkom i socijalnom okruženju utiču na osobu
na način da onemogućavaju potpunu i kvalitetnu realizaciju njenih životnih
navika. Cilj ovog rada je prikaz iskustava odraslih osoba s ometenošću
u pogledu barijera sa kojima se susreću prilikom učešća u aktivnostima koje
se odnose na slobodno vreme, rekreaciju i socijalne odnose. Pregledom elektronskih
baza podataka izdvojili smo reprezentativne empirijske nalaze i
izveli teorijske i praktične implikacije. Većina osoba s ometenošću ne participira
u fizičkim aktivnostima, iako one mogu odigrati važnu ulogu u njihovom
zdravstvenom stanju. Kvalitativna istraživanja načina provođenja
slobodnog vremena ukazala su da ove osobe učestvuju u širokom spektru
slobodnih aktivnosti. Osobe s ometenošću se u ulozi turiste suočavaju sa više
teškoća, što može imati negativne posledice. Prevazilaženje barijera u ovoj
oblasti životnih navika predstavlja jedan od imperativa u radu sa ovom populacijom.
Participacija u slobodnim aktivnostima treba da bude bazirana
na željama i interesovanjima svake od ovih osoba kako bi se maksimalizovali
potencijalni pozitivni efekti ovog tipa životnih navika.
AB  - Social participation is one of the central concepts of modern approaches to people
with disabilities and is a significant predictor of quality of life. According to the model
of “Disability Creation Process”, restrictions in social participation occur when barriers
in physical and social environment affect person so as to prevent the full and efficient
realization of her life habits.The aim of this paper is to present the experiences of adults
with disabilities in terms of the barriers they face when participating in activities related
to leisure, recreation and social relationships. By reviewing the electronic databases, we
selected a representative empirical findings and derived some theoretical and practical
implications. Many studies show that these persons have problems in establishing and
maintaining social relationships. Most people with disabilities do not participate in
physical activities, although those may play an important role in their health status.
Qualitative research about ways of spending free time indicated that these individuals
participate in a wide range of activities. Tourists with disabilities face many difficulties,
which may have negative consequences.Overcoming barriers in this area of life habits is
one of the imperatives in working with this population. Participation in leisure should be
based on needs and interests of each person in order to maximize the potential positive
effects of this type of life habits.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Zbornik radova - 8. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 7-9. 11. 2014
T1  - Participacija osoba s ometenošću u socijalnim odnosima, odmoru i razonodi
T1  - Participation of people with disability in social relationships, pastime and leisure
EP  - 358
SP  - 353
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4262
ER  - 

@conference{
author = "Cvijetić, Marija and Stanimirović, Dragana and Slavnić, Svetlana",
year = "2014",
abstract = "Socijalna participacija je jedan od centralnih koncepata savremenih pristupa
osobama s ometenošću i značajan je prediktor kvaliteta života. Prema
modelu „Nastajanja situacije hendikepa“ ograničenja u socijalnoj participaciji
nastaju kada barijere u fizičkom i socijalnom okruženju utiču na osobu
na način da onemogućavaju potpunu i kvalitetnu realizaciju njenih životnih
navika. Cilj ovog rada je prikaz iskustava odraslih osoba s ometenošću
u pogledu barijera sa kojima se susreću prilikom učešća u aktivnostima koje
se odnose na slobodno vreme, rekreaciju i socijalne odnose. Pregledom elektronskih
baza podataka izdvojili smo reprezentativne empirijske nalaze i
izveli teorijske i praktične implikacije. Većina osoba s ometenošću ne participira
u fizičkim aktivnostima, iako one mogu odigrati važnu ulogu u njihovom
zdravstvenom stanju. Kvalitativna istraživanja načina provođenja
slobodnog vremena ukazala su da ove osobe učestvuju u širokom spektru
slobodnih aktivnosti. Osobe s ometenošću se u ulozi turiste suočavaju sa više
teškoća, što može imati negativne posledice. Prevazilaženje barijera u ovoj
oblasti životnih navika predstavlja jedan od imperativa u radu sa ovom populacijom.
Participacija u slobodnim aktivnostima treba da bude bazirana
na željama i interesovanjima svake od ovih osoba kako bi se maksimalizovali
potencijalni pozitivni efekti ovog tipa životnih navika., Social participation is one of the central concepts of modern approaches to people
with disabilities and is a significant predictor of quality of life. According to the model
of “Disability Creation Process”, restrictions in social participation occur when barriers
in physical and social environment affect person so as to prevent the full and efficient
realization of her life habits.The aim of this paper is to present the experiences of adults
with disabilities in terms of the barriers they face when participating in activities related
to leisure, recreation and social relationships. By reviewing the electronic databases, we
selected a representative empirical findings and derived some theoretical and practical
implications. Many studies show that these persons have problems in establishing and
maintaining social relationships. Most people with disabilities do not participate in
physical activities, although those may play an important role in their health status.
Qualitative research about ways of spending free time indicated that these individuals
participate in a wide range of activities. Tourists with disabilities face many difficulties,
which may have negative consequences.Overcoming barriers in this area of life habits is
one of the imperatives in working with this population. Participation in leisure should be
based on needs and interests of each person in order to maximize the potential positive
effects of this type of life habits.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik radova - 8. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 7-9. 11. 2014",
title = "Participacija osoba s ometenošću u socijalnim odnosima, odmoru i razonodi, Participation of people with disability in social relationships, pastime and leisure",
pages = "358-353",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4262"
}

Cvijetić, M., Stanimirović, D.,& Slavnić, S.. (2014). Participacija osoba s ometenošću u socijalnim odnosima, odmoru i razonodi. in Zbornik radova - 8. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 7-9. 11. 2014
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 353-358.
https://hdl.handle.net/21.15107/rcub_rfasper_4262

Cvijetić M, Stanimirović D, Slavnić S. Participacija osoba s ometenošću u socijalnim odnosima, odmoru i razonodi. in Zbornik radova - 8. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 7-9. 11. 2014. 2014;:353-358.
https://hdl.handle.net/21.15107/rcub_rfasper_4262 .

Cvijetić, Marija, Stanimirović, Dragana, Slavnić, Svetlana, "Participacija osoba s ometenošću u socijalnim odnosima, odmoru i razonodi" in Zbornik radova - 8. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 7-9. 11. 2014 (2014):353-358,
https://hdl.handle.net/21.15107/rcub_rfasper_4262 .

TY  - JOUR
AU  - Đoković, Sanja
AU  - Gligorović, Milica
AU  - Ostojić, Sanja
AU  - Dimić, Nadežda
AU  - Radić-Šestić, Marina
AU  - Slavnić, Svetlana
PY  - 2014
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/847
AB  - The research study was conducted for the purpose of examining the influence of mild bilateral sensorineural hearing loss (MBSNHL) on developmental abilities of younger school-age children. The sample encompassed 144 children with MBSNHL, aged 7.5-11 (M = 8.85). MBSNHL (20-40 dB HL) was identified by pure tone audiometry. The control group encompassed 160 children with normal hearing. The Acadia test of developmental abilities was used for assessment of developmental abilities. Although statistically significant differences between participants with MBSNHL and those with normal hearing were established in the majority of estimated developmental abilities domains, those differences do not indicate any significant delay in development of assessed abilities, except in the domain of auditory discrimination. The obtained results call for a systematic approach to children with MBSNHL in elementary schools.
PB  - Oxford Univ Press, Oxford
T2  - Journal of Deaf Studies and Deaf Education
T1  - Can Mild Bilateral Sensorineural Hearing Loss Affect Developmental Abilities in Younger School-Age Children?
EP  - 495
IS  - 4
SP  - 484
VL  - 19
DO  - 10.1093/deafed/enu018
ER  - 

@article{
author = "Đoković, Sanja and Gligorović, Milica and Ostojić, Sanja and Dimić, Nadežda and Radić-Šestić, Marina and Slavnić, Svetlana",
year = "2014",
abstract = "The research study was conducted for the purpose of examining the influence of mild bilateral sensorineural hearing loss (MBSNHL) on developmental abilities of younger school-age children. The sample encompassed 144 children with MBSNHL, aged 7.5-11 (M = 8.85). MBSNHL (20-40 dB HL) was identified by pure tone audiometry. The control group encompassed 160 children with normal hearing. The Acadia test of developmental abilities was used for assessment of developmental abilities. Although statistically significant differences between participants with MBSNHL and those with normal hearing were established in the majority of estimated developmental abilities domains, those differences do not indicate any significant delay in development of assessed abilities, except in the domain of auditory discrimination. The obtained results call for a systematic approach to children with MBSNHL in elementary schools.",
publisher = "Oxford Univ Press, Oxford",
journal = "Journal of Deaf Studies and Deaf Education",
title = "Can Mild Bilateral Sensorineural Hearing Loss Affect Developmental Abilities in Younger School-Age Children?",
pages = "495-484",
number = "4",
volume = "19",
doi = "10.1093/deafed/enu018"
}

Đoković, S., Gligorović, M., Ostojić, S., Dimić, N., Radić-Šestić, M.,& Slavnić, S.. (2014). Can Mild Bilateral Sensorineural Hearing Loss Affect Developmental Abilities in Younger School-Age Children?. in Journal of Deaf Studies and Deaf Education
Oxford Univ Press, Oxford., 19(4), 484-495.
https://doi.org/10.1093/deafed/enu018

Đoković S, Gligorović M, Ostojić S, Dimić N, Radić-Šestić M, Slavnić S. Can Mild Bilateral Sensorineural Hearing Loss Affect Developmental Abilities in Younger School-Age Children?. in Journal of Deaf Studies and Deaf Education. 2014;19(4):484-495.
doi:10.1093/deafed/enu018 .

Đoković, Sanja, Gligorović, Milica, Ostojić, Sanja, Dimić, Nadežda, Radić-Šestić, Marina, Slavnić, Svetlana, "Can Mild Bilateral Sensorineural Hearing Loss Affect Developmental Abilities in Younger School-Age Children?" in Journal of Deaf Studies and Deaf Education, 19, no. 4 (2014):484-495,
https://doi.org/10.1093/deafed/enu018 . .

TY  - CONF
AU  - Kovačević, Jasmina
AU  - Slavnić, Svetlana
AU  - Maćešić-Petrović, Dragana
PY  - 2013
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4301
AB  - Cilj ovog rada je bio da se utvrde padagoški efekti primene kompjuterske
tehnologije u nastavi gluvih i nagluvih adolescenata. Uzorak je činilo 20 gluvih i
nagluvih adolescenata sa oštećenjem sluha preko 70dB, uzrasta od 15 do 18
godina, oba pola, koji su uključeni u proces profesionalnog osposobljavanja. U
istraživanju su primenjeni specijalno konstruisani i adaptirani nastavni sadržaji u
vidu instruktivnih listića koji su prezentovani putem tehnologije kompjuterske
nastave.
Rezultati pokazuju značajnu statističku razliku između utvrđenog
postignuća ispitanika kod kojih je obrada klasičnih nastavnih sadržaja realizovana
primenom standardnih nastavnih sredstava u korist primene posebnih nastavnih
programa putem kompjuterske tehnologije. U zaključnim razmatranjima ukazano
je na značaj primene inoviranih metoda i tehnika edukacije plasiranih putem
kompjuterske tehnologije kojim se postižu bolji pedagoški efekti nastave kod
gluvih i nagluvih adolescenata, posmatranih kroz bolju savladanost predviđenih
nastavnih sadržaja, bolju retenciju znanja koja se oslanja na kvalitete verbalnog, a
pre svega neverbalnog učenja. Time je takođe ukazano na neophodnost primene
inovativnih modela kompjuterizovane nastave u radu sa populacijom sa
ošetećenjima sluha različitog nivoa i stepena složenosti.
AB  - The aim of this paper was to determine pedagogical effects of computer
technology in the education and rehabilitation of adolescents with hearing
impairments. The sample consisted of subjects with hearing impairments of up to
85 dB, with average intellectual abilities, of both genders included in professional
training program in Kragujevac (N=20). The research results point out statistically
significant differences between the achievement of groups educated by two
different educational models -traditional and innovative computer technology, in
favor of the group educated by computer technology (p=0,05). In conclusion we
pointed out the results based on the assumption that deaf and hard of hearing
adolescent have better pedagogical effects in retention of the educational subjects,
with regard to visual memory, verbal and non-verbal learning. The obtained results
stress the necessity of implementation of computer education in pedagogical work
with deaf and hard of hearing adolescents with different hearing disorders and
different degree of complexity.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Tematski zbornik radova - „Novine u specijalnoj edukaciji i rehabilitaciji“,Beograd, Srbija, 2013
T1  - Pedagoški efekti primene kompjutera u edukaciji gluvih i nagluvih adolescenata
T1  - Pedagogical effects of using computers in educating adolescents with hearing impairments
EP  - 198
SP  - 179
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4301
ER  - 

@conference{
author = "Kovačević, Jasmina and Slavnić, Svetlana and Maćešić-Petrović, Dragana",
year = "2013",
abstract = "Cilj ovog rada je bio da se utvrde padagoški efekti primene kompjuterske
tehnologije u nastavi gluvih i nagluvih adolescenata. Uzorak je činilo 20 gluvih i
nagluvih adolescenata sa oštećenjem sluha preko 70dB, uzrasta od 15 do 18
godina, oba pola, koji su uključeni u proces profesionalnog osposobljavanja. U
istraživanju su primenjeni specijalno konstruisani i adaptirani nastavni sadržaji u
vidu instruktivnih listića koji su prezentovani putem tehnologije kompjuterske
nastave.
Rezultati pokazuju značajnu statističku razliku između utvrđenog
postignuća ispitanika kod kojih je obrada klasičnih nastavnih sadržaja realizovana
primenom standardnih nastavnih sredstava u korist primene posebnih nastavnih
programa putem kompjuterske tehnologije. U zaključnim razmatranjima ukazano
je na značaj primene inoviranih metoda i tehnika edukacije plasiranih putem
kompjuterske tehnologije kojim se postižu bolji pedagoški efekti nastave kod
gluvih i nagluvih adolescenata, posmatranih kroz bolju savladanost predviđenih
nastavnih sadržaja, bolju retenciju znanja koja se oslanja na kvalitete verbalnog, a
pre svega neverbalnog učenja. Time je takođe ukazano na neophodnost primene
inovativnih modela kompjuterizovane nastave u radu sa populacijom sa
ošetećenjima sluha različitog nivoa i stepena složenosti., The aim of this paper was to determine pedagogical effects of computer
technology in the education and rehabilitation of adolescents with hearing
impairments. The sample consisted of subjects with hearing impairments of up to
85 dB, with average intellectual abilities, of both genders included in professional
training program in Kragujevac (N=20). The research results point out statistically
significant differences between the achievement of groups educated by two
different educational models -traditional and innovative computer technology, in
favor of the group educated by computer technology (p=0,05). In conclusion we
pointed out the results based on the assumption that deaf and hard of hearing
adolescent have better pedagogical effects in retention of the educational subjects,
with regard to visual memory, verbal and non-verbal learning. The obtained results
stress the necessity of implementation of computer education in pedagogical work
with deaf and hard of hearing adolescents with different hearing disorders and
different degree of complexity.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Tematski zbornik radova - „Novine u specijalnoj edukaciji i rehabilitaciji“,Beograd, Srbija, 2013",
title = "Pedagoški efekti primene kompjutera u edukaciji gluvih i nagluvih adolescenata, Pedagogical effects of using computers in educating adolescents with hearing impairments",
pages = "198-179",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4301"
}

Kovačević, J., Slavnić, S.,& Maćešić-Petrović, D.. (2013). Pedagoški efekti primene kompjutera u edukaciji gluvih i nagluvih adolescenata. in Tematski zbornik radova - „Novine u specijalnoj edukaciji i rehabilitaciji“,Beograd, Srbija, 2013
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 179-198.
https://hdl.handle.net/21.15107/rcub_rfasper_4301

Kovačević J, Slavnić S, Maćešić-Petrović D. Pedagoški efekti primene kompjutera u edukaciji gluvih i nagluvih adolescenata. in Tematski zbornik radova - „Novine u specijalnoj edukaciji i rehabilitaciji“,Beograd, Srbija, 2013. 2013;:179-198.
https://hdl.handle.net/21.15107/rcub_rfasper_4301 .

Kovačević, Jasmina, Slavnić, Svetlana, Maćešić-Petrović, Dragana, "Pedagoški efekti primene kompjutera u edukaciji gluvih i nagluvih adolescenata" in Tematski zbornik radova - „Novine u specijalnoj edukaciji i rehabilitaciji“,Beograd, Srbija, 2013 (2013):179-198,
https://hdl.handle.net/21.15107/rcub_rfasper_4301 .

TY  - CONF
AU  - Slavnić, Svetlana
AU  - Sokolovac, Ivana
AU  - Komazec, Zoran
AU  - Veselinović, Ivana
PY  - 2012
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4370
AB  - Ovim radom smo želeli da ispitamo sintaksičke konstrukcije kod
dece oštećenog sluha sa kohlearnim implantom koja se nalaze na re/
habilitacionom tretmanu.
Istraživanjem je obuhvaćeno 25 prelingvalno gluve dece sa kohlearnim
implantom i 25 dece sa urednim sluhom, uzrasta od 4 do
8 godina. Grupe su ujednačene prema polu, uzrastu, intelektualnim
sposobnostima, toku trudnoće i apgar skoru u prvom i petom minutu.
Pratili smo tok razvoja govora i korišćenja rečenica kod dece sa kohlearnim
implantom i poredili ih sa kontrolnom grupom dece koja imaju
uredan sluh.
Istraživanjem je potvrdjeno da produkcija prostih i nezavisnih
rečenica kao i usvajanje ovog segmenta jezičke strukture dece sa kohlearnim
implantom sledi tok urednog jezičkog razvoja. Međutim uočeno
je da postoji značajan zaostarak u odnosu na uzrast. Deca sa
kohlearnim implantom u prvoj godini rehabilitacije i slušanja pomoću
implanta nemaju prostu i nezavisnu recenicu. Prosta rečnica se pojavljuje
u toku druge, a nezavisna u toku treće godine slušne starosti
i rehabilitacije.
AB  - The aim of this paper is to test syntactic constructions in hearing
impaired children with cochlear implants undergoing a rehabilitation
treatment. The research included 25 prelingually deaf children with
cochlear implants and 25 children with regular hearing, aged between
4 and 8. The groups are equal in gender, age, intellectual abilities,
course of pregnancy and the Apgar score in the 1st and 5th minute. The
development of speech and use of sentences in children with cochlear
implants was observed and compared to the control group of children
with regular hearing.
The research confirmed that the production of simple sentences
and independent clauses and mastering this segment of language
structures follow normal language development in children with
cochlear implants. However, a significant delay was observed with
regard to age. Children with cochlear implants do not use simple
sentences and independent clauses in the first year of rehabilitation
and hearing with the aid of implants. A simple sentence occurs during
the second, and an independent clause during the third year of hearing
age and rehabilitation.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Zbornik radova –2. Naučni skup, „Stremljenja i novine u Specijalnoj edukaciji i rehabilitaciji”, Beograd, 28. decembar 2012
T1  - Upotreba prostih i nezavisnih rečenica kod dece sa kohlearnim implantom
T1  - Use of simple sentences and independent clauses in children with cochlear implants
EP  - 256
SP  - 245
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4370
ER  - 

@conference{
author = "Slavnić, Svetlana and Sokolovac, Ivana and Komazec, Zoran and Veselinović, Ivana",
year = "2012",
abstract = "Ovim radom smo želeli da ispitamo sintaksičke konstrukcije kod
dece oštećenog sluha sa kohlearnim implantom koja se nalaze na re/
habilitacionom tretmanu.
Istraživanjem je obuhvaćeno 25 prelingvalno gluve dece sa kohlearnim
implantom i 25 dece sa urednim sluhom, uzrasta od 4 do
8 godina. Grupe su ujednačene prema polu, uzrastu, intelektualnim
sposobnostima, toku trudnoće i apgar skoru u prvom i petom minutu.
Pratili smo tok razvoja govora i korišćenja rečenica kod dece sa kohlearnim
implantom i poredili ih sa kontrolnom grupom dece koja imaju
uredan sluh.
Istraživanjem je potvrdjeno da produkcija prostih i nezavisnih
rečenica kao i usvajanje ovog segmenta jezičke strukture dece sa kohlearnim
implantom sledi tok urednog jezičkog razvoja. Međutim uočeno
je da postoji značajan zaostarak u odnosu na uzrast. Deca sa
kohlearnim implantom u prvoj godini rehabilitacije i slušanja pomoću
implanta nemaju prostu i nezavisnu recenicu. Prosta rečnica se pojavljuje
u toku druge, a nezavisna u toku treće godine slušne starosti
i rehabilitacije., The aim of this paper is to test syntactic constructions in hearing
impaired children with cochlear implants undergoing a rehabilitation
treatment. The research included 25 prelingually deaf children with
cochlear implants and 25 children with regular hearing, aged between
4 and 8. The groups are equal in gender, age, intellectual abilities,
course of pregnancy and the Apgar score in the 1st and 5th minute. The
development of speech and use of sentences in children with cochlear
implants was observed and compared to the control group of children
with regular hearing.
The research confirmed that the production of simple sentences
and independent clauses and mastering this segment of language
structures follow normal language development in children with
cochlear implants. However, a significant delay was observed with
regard to age. Children with cochlear implants do not use simple
sentences and independent clauses in the first year of rehabilitation
and hearing with the aid of implants. A simple sentence occurs during
the second, and an independent clause during the third year of hearing
age and rehabilitation.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik radova –2. Naučni skup, „Stremljenja i novine u Specijalnoj edukaciji i rehabilitaciji”, Beograd, 28. decembar 2012",
title = "Upotreba prostih i nezavisnih rečenica kod dece sa kohlearnim implantom, Use of simple sentences and independent clauses in children with cochlear implants",
pages = "256-245",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4370"
}

Slavnić, S., Sokolovac, I., Komazec, Z.,& Veselinović, I.. (2012). Upotreba prostih i nezavisnih rečenica kod dece sa kohlearnim implantom. in Zbornik radova –2. Naučni skup, „Stremljenja i novine u Specijalnoj edukaciji i rehabilitaciji”, Beograd, 28. decembar 2012
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 245-256.
https://hdl.handle.net/21.15107/rcub_rfasper_4370

Slavnić S, Sokolovac I, Komazec Z, Veselinović I. Upotreba prostih i nezavisnih rečenica kod dece sa kohlearnim implantom. in Zbornik radova –2. Naučni skup, „Stremljenja i novine u Specijalnoj edukaciji i rehabilitaciji”, Beograd, 28. decembar 2012. 2012;:245-256.
https://hdl.handle.net/21.15107/rcub_rfasper_4370 .

Slavnić, Svetlana, Sokolovac, Ivana, Komazec, Zoran, Veselinović, Ivana, "Upotreba prostih i nezavisnih rečenica kod dece sa kohlearnim implantom" in Zbornik radova –2. Naučni skup, „Stremljenja i novine u Specijalnoj edukaciji i rehabilitaciji”, Beograd, 28. decembar 2012 (2012):245-256,
https://hdl.handle.net/21.15107/rcub_rfasper_4370 .

TY  - JOUR
AU  - Karić, Jasmina
AU  - Ristić, Siniša
AU  - Medenica, Snežana
AU  - Tadić, Vaska
AU  - Slavnić, Svetlana
PY  - 2012
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/595
AB  - Background/Aim. Speech motor mechanisms play a crucial role in the process of demutization, due to the fact that they cover all the elements of the successive development of speech production movements leading to speech formation (so-called kinesthesia in speech). The aim of this study was to estimate the impact of perceptual motor actions on the cognitive process of reading in 130 students in regular schools and schools for the deaf and hard-of-hearing children in the Republic of Serbia. Methods. Kostić and Vladisavljević test consisted of the ten levels weight was used for the assessment of reading speed. To assess understanding of text read by verbal responses, we used three-dimensional adapted reading test of Helene Sax. Results. The triage-articulation test for assessing reading speed (Kostić and Vladisavljević's test according to the weight of ten levels, revealed that students in regular schools statistically significantly faster read texts as compared to the deaf students. The results of the threedimensional adapted reading test of Helena Sax, show that the words learned by deaf children exist in isolation in their mind, ie, if there is no standard of acoustic performance for graphic image, in deaf child every word, printed or written, is just the sum of letters without meaning. Conclusion. There is a significant difference in text reading speed and its understanding among the children who hear and the deaf and hard of-hearing children. It is essential that in deaf and heard-of hearing children education, apart from the development of speech, parallelly use the concept of semantic processing in order to get each word by the fullness of its content and the possibility of expanding its meaning in a variety of assets.
AB  - Uvod/Cilj. Motorni mehanizmi artikulacije imaju presudnu ulogu u demutazicionom procesu, jer obuhvataju sve elemente sukcesivnog nastajanja govornih pokreta koji dovode do formiranja govora (tzv. govorna kinestezija). Cilj ovog rada bila je procena uticaja perceptivno motornog akta na saznajni proces čitanja kod 130 učenika redovnih škola i škola za gluvu i nagluvu decu na teritoriji Republike Srbije. Metode. Za procenu brzine čitanja korišćen je test Kostića i Vladisavljevićeve prema težini od deset nivoa. Za procenu razumevanja pročitanog teksta prema verbalnim odgovorima, korišćen je adaptirani trodimenzionalni test čitanja Helene Sax. Rezultati. Na trijažnom artikulacionom testu za procenu brzine čitanja Kostića i Vladisavljevićeve prema težini od deset nivoa, utvrđeno je da su učenici redovnih škola u statistički značajnoj meri brže čitali tekstove od gluvih i nagluvih učenika. Rezultati dobijeni na adaptiranom trodimenzionalnom testu čitanja Helene Sax pokazali su da nau- čene reči kod gluvog deteta egzistiraju izolovano u njegovoj svesti, tačnije ako kod gluvog ne postoji etalon akustičke predstave za grafičku sliku, svaka reč, štampana ili napisana samo je zbir slova bez značenja. Zaključak. Postoji značajna razlika u brzini čitanja teksta, kao i u razumevanju pročitanog teksta između dece koja čuju i gluve i nagluve dece. Neophodno je da se u surdopedagoškoj praksi, pored rada na razvoju govora, uporedo radi na semantičkoj obradi pojma kako bi svaka reč dobila punoću svog sadržaja i mogućnost širenja njenog značenja u raznim upotrebnim vrednostima.
PB  - Vojnomedicinska akademija - Institut za naučne informacije, Beograd
T2  - Vojnosanitetski pregled
T1  - Reading characteristics of deaf and hard-of-hearing pupils
T1  - Karakteristike čitanja gluvih i nagluvih učenika
EP  - 851
IS  - 10
SP  - 846
VL  - 69
DO  - 10.2298/VSP1210846K
ER  - 

@article{
author = "Karić, Jasmina and Ristić, Siniša and Medenica, Snežana and Tadić, Vaska and Slavnić, Svetlana",
year = "2012",
abstract = "Background/Aim. Speech motor mechanisms play a crucial role in the process of demutization, due to the fact that they cover all the elements of the successive development of speech production movements leading to speech formation (so-called kinesthesia in speech). The aim of this study was to estimate the impact of perceptual motor actions on the cognitive process of reading in 130 students in regular schools and schools for the deaf and hard-of-hearing children in the Republic of Serbia. Methods. Kostić and Vladisavljević test consisted of the ten levels weight was used for the assessment of reading speed. To assess understanding of text read by verbal responses, we used three-dimensional adapted reading test of Helene Sax. Results. The triage-articulation test for assessing reading speed (Kostić and Vladisavljević's test according to the weight of ten levels, revealed that students in regular schools statistically significantly faster read texts as compared to the deaf students. The results of the threedimensional adapted reading test of Helena Sax, show that the words learned by deaf children exist in isolation in their mind, ie, if there is no standard of acoustic performance for graphic image, in deaf child every word, printed or written, is just the sum of letters without meaning. Conclusion. There is a significant difference in text reading speed and its understanding among the children who hear and the deaf and hard of-hearing children. It is essential that in deaf and heard-of hearing children education, apart from the development of speech, parallelly use the concept of semantic processing in order to get each word by the fullness of its content and the possibility of expanding its meaning in a variety of assets., Uvod/Cilj. Motorni mehanizmi artikulacije imaju presudnu ulogu u demutazicionom procesu, jer obuhvataju sve elemente sukcesivnog nastajanja govornih pokreta koji dovode do formiranja govora (tzv. govorna kinestezija). Cilj ovog rada bila je procena uticaja perceptivno motornog akta na saznajni proces čitanja kod 130 učenika redovnih škola i škola za gluvu i nagluvu decu na teritoriji Republike Srbije. Metode. Za procenu brzine čitanja korišćen je test Kostića i Vladisavljevićeve prema težini od deset nivoa. Za procenu razumevanja pročitanog teksta prema verbalnim odgovorima, korišćen je adaptirani trodimenzionalni test čitanja Helene Sax. Rezultati. Na trijažnom artikulacionom testu za procenu brzine čitanja Kostića i Vladisavljevićeve prema težini od deset nivoa, utvrđeno je da su učenici redovnih škola u statistički značajnoj meri brže čitali tekstove od gluvih i nagluvih učenika. Rezultati dobijeni na adaptiranom trodimenzionalnom testu čitanja Helene Sax pokazali su da nau- čene reči kod gluvog deteta egzistiraju izolovano u njegovoj svesti, tačnije ako kod gluvog ne postoji etalon akustičke predstave za grafičku sliku, svaka reč, štampana ili napisana samo je zbir slova bez značenja. Zaključak. Postoji značajna razlika u brzini čitanja teksta, kao i u razumevanju pročitanog teksta između dece koja čuju i gluve i nagluve dece. Neophodno je da se u surdopedagoškoj praksi, pored rada na razvoju govora, uporedo radi na semantičkoj obradi pojma kako bi svaka reč dobila punoću svog sadržaja i mogućnost širenja njenog značenja u raznim upotrebnim vrednostima.",
publisher = "Vojnomedicinska akademija - Institut za naučne informacije, Beograd",
journal = "Vojnosanitetski pregled",
title = "Reading characteristics of deaf and hard-of-hearing pupils, Karakteristike čitanja gluvih i nagluvih učenika",
pages = "851-846",
number = "10",
volume = "69",
doi = "10.2298/VSP1210846K"
}

Karić, J., Ristić, S., Medenica, S., Tadić, V.,& Slavnić, S.. (2012). Reading characteristics of deaf and hard-of-hearing pupils. in Vojnosanitetski pregled
Vojnomedicinska akademija - Institut za naučne informacije, Beograd., 69(10), 846-851.
https://doi.org/10.2298/VSP1210846K

Karić J, Ristić S, Medenica S, Tadić V, Slavnić S. Reading characteristics of deaf and hard-of-hearing pupils. in Vojnosanitetski pregled. 2012;69(10):846-851.
doi:10.2298/VSP1210846K .

Karić, Jasmina, Ristić, Siniša, Medenica, Snežana, Tadić, Vaska, Slavnić, Svetlana, "Reading characteristics of deaf and hard-of-hearing pupils" in Vojnosanitetski pregled, 69, no. 10 (2012):846-851,
https://doi.org/10.2298/VSP1210846K . .

TY  - JOUR
AU  - Jovanović, Mirjana
AU  - Slavnić, Svetlana
PY  - 2012
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3723
AB  - Mišljenja u filozofiji o kvalitetu života su različita, a izraz
„kvalitet života” skoro je uvek kontraverzan u filozofskom smislu.
Jedan od pravaca u filozofiji i etici zastupa stanovište da konc-
ept „kvalitet života“ ne treba koristiti, jer ugrožava (podriva) dos-
tojanstvo i vrednost ljudskog života. Kvalitet života se shvata i kao
vlasništvo pojedinca, a kao takav odnosi se na identitet i samopošto-
vanje, ali nije neophodan, jer nema direktan moralni značaj. Loš kvalitet
života ništa ne govori o suštinskoj vrednosti života, niti o moralnoj
vrednosti tog čoveka.
Drugi pravac posmatra kvalitet života kao interakciju između oso-
be i njegove okoline. Kvalitet života može se odnositi na stanje interak-
cije između pojedinca i njegove socijalne i fizičke sredine, ukazujući da ži-
votni uslovi mogu biti promenjeni tako da poboljšaju kvalitet života.
Kvalitet života, kao moralna vrednost života ponekad se odnosi
na moralne vrednosti osobe i na njen život. Kvalitet života može se
posmatrati i kao stalni proces ostvarivanja i unapređivanja ljudskih
vrednosti.
Savremena filozofija kvaliteta života se zasniva i na najnovijim
naučnim saznanjima i ne favorizuje isključivo novac i sticanje materijal-nih bogatstava. Ona je okrenuta prema čoveku, njegovom ličnom razvoju i
uravnoteženom i održivom razvoju ljudske zajednice.
AB  - Opinions in the philosophy of quality of life are different, and the term
“quality of life” is almost always controversial in philosophical terms.
One of the directions in philosophy and ethics, argues that the concept
of quality of life should not be used, because it violates (undermine) the
dignity and value of human life. Quality of life is seen as a property of
the individual, and as such it relates to identity and self-esteem, but not
required, there is no direct moral significance. Poor quality of life does not
say anything about the intrinsic value of life, nor about the moral values of
the man.
Another direction of quality of life as observed interaction between
people and their environment. Quality of life may be related to the state
of the interaction between the individual and their social and physical
environment, noting that living conditions can be changed to improve the
quality of life.
Quality of life as a moral value of life is sometimes referred to as the
moral values of people in her life.
Quality of life can be seen as an ongoing process of achieving and
promoting human values.
Contemporary philosophy of quality of life based on the latest scientific
knowledge and not only favors the acquisition of money and material
wealth. She turned to the man, his personal development, balanced and
sustainable development of human society.
PB  - Drustvo defektologa Srbije
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju (ICF)
T2  - Beogradska defektološka škola
T1  - Savremeni filozofski pristup kvalitetu Života osoba sa invaliditetom
T1  - Contemporary philosophical approach to quality Of life of people with disabilities
EP  - 620
IS  - 3
SP  - 611
VL  - 18
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3723
ER  - 

@article{
author = "Jovanović, Mirjana and Slavnić, Svetlana",
year = "2012",
abstract = "Mišljenja u filozofiji o kvalitetu života su različita, a izraz
„kvalitet života” skoro je uvek kontraverzan u filozofskom smislu.
Jedan od pravaca u filozofiji i etici zastupa stanovište da konc-
ept „kvalitet života“ ne treba koristiti, jer ugrožava (podriva) dos-
tojanstvo i vrednost ljudskog života. Kvalitet života se shvata i kao
vlasništvo pojedinca, a kao takav odnosi se na identitet i samopošto-
vanje, ali nije neophodan, jer nema direktan moralni značaj. Loš kvalitet
života ništa ne govori o suštinskoj vrednosti života, niti o moralnoj
vrednosti tog čoveka.
Drugi pravac posmatra kvalitet života kao interakciju između oso-
be i njegove okoline. Kvalitet života može se odnositi na stanje interak-
cije između pojedinca i njegove socijalne i fizičke sredine, ukazujući da ži-
votni uslovi mogu biti promenjeni tako da poboljšaju kvalitet života.
Kvalitet života, kao moralna vrednost života ponekad se odnosi
na moralne vrednosti osobe i na njen život. Kvalitet života može se
posmatrati i kao stalni proces ostvarivanja i unapređivanja ljudskih
vrednosti.
Savremena filozofija kvaliteta života se zasniva i na najnovijim
naučnim saznanjima i ne favorizuje isključivo novac i sticanje materijal-nih bogatstava. Ona je okrenuta prema čoveku, njegovom ličnom razvoju i
uravnoteženom i održivom razvoju ljudske zajednice., Opinions in the philosophy of quality of life are different, and the term
“quality of life” is almost always controversial in philosophical terms.
One of the directions in philosophy and ethics, argues that the concept
of quality of life should not be used, because it violates (undermine) the
dignity and value of human life. Quality of life is seen as a property of
the individual, and as such it relates to identity and self-esteem, but not
required, there is no direct moral significance. Poor quality of life does not
say anything about the intrinsic value of life, nor about the moral values of
the man.
Another direction of quality of life as observed interaction between
people and their environment. Quality of life may be related to the state
of the interaction between the individual and their social and physical
environment, noting that living conditions can be changed to improve the
quality of life.
Quality of life as a moral value of life is sometimes referred to as the
moral values of people in her life.
Quality of life can be seen as an ongoing process of achieving and
promoting human values.
Contemporary philosophy of quality of life based on the latest scientific
knowledge and not only favors the acquisition of money and material
wealth. She turned to the man, his personal development, balanced and
sustainable development of human society.",
publisher = "Drustvo defektologa Srbije, Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju (ICF)",
journal = "Beogradska defektološka škola",
title = "Savremeni filozofski pristup kvalitetu Života osoba sa invaliditetom, Contemporary philosophical approach to quality Of life of people with disabilities",
pages = "620-611",
number = "3",
volume = "18",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3723"
}

Jovanović, M.,& Slavnić, S.. (2012). Savremeni filozofski pristup kvalitetu Života osoba sa invaliditetom. in Beogradska defektološka škola
Drustvo defektologa Srbije., 18(3), 611-620.
https://hdl.handle.net/21.15107/rcub_rfasper_3723

Jovanović M, Slavnić S. Savremeni filozofski pristup kvalitetu Života osoba sa invaliditetom. in Beogradska defektološka škola. 2012;18(3):611-620.
https://hdl.handle.net/21.15107/rcub_rfasper_3723 .

Jovanović, Mirjana, Slavnić, Svetlana, "Savremeni filozofski pristup kvalitetu Života osoba sa invaliditetom" in Beogradska defektološka škola, 18, no. 3 (2012):611-620,
https://hdl.handle.net/21.15107/rcub_rfasper_3723 .

TY  - JOUR
AU  - Sekulić, Ivana M.
AU  - Slavnić, Svetlana
AU  - Radovanović, Vesna
PY  - 2012
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/602
AB  - In this study, the speech development of preschool children was tested in relation to the type of hearing amplification. The subjects were 55 preschool children, of average intellectual abilities. Threshold of audibility was above 90 dB, and all the children were pre-lingually deaf. In relation to the type of amplification, the sample was 25 children with a hearing aid and 30 children with cochlear implants. Speech development was examined at baseline and after one year of rehabilitation, by Testa descriptions. Although children with cochlear implants had better results than children with hearing aids, statistically significant differences (p = 0.453) were not found. The results showed that the length of the rehabilitation is a significant factor that influence the development of speech.
AB  - Povezanost sluha i govora oduvek je zanimala istraživače. Dijalektička povezanost sluha i govora je poznata, ali u toj povezanosti treba istaći da slušanje uslovljava pojavu govora dok govor uslovljava razvoj saznanja i apstraktnog mišljenja. Ispitivana je govorna razvijenost dece predškolskog uzrasta u odnosu na vrstu slušne amplifikacije. Ispitano je 55 dece predškolskog uzrasta, prosečnih intelektualnih sposobnosti. Prag čujnosti iznosio je preko 90 dB, a sva deca su bila prelingvalno gluva. U odnosu na tip amplifikacije, u uzorku je bilo 25 dece sa slušnim aparatom i 30 dece sa kohlearnim implantom. Govorna razvijenost ispitivana je na početku istraživanja i nakon jednogodišnjeg perioda rehabilitacije, putem Testa opisa slike. Iako su deca sa kohlearnim implantom imala bolje rezultate od dece sa slušnim aparatima, nisu pronađene statistički značajne razlike (p=0,453). Rezultati su pokazali da je dužina rehabilitacije značajan faktor koji utiče na razvijenost govora.
PB  - Most Art D.O.O., Beograd
T2  - MD - Medical data
T1  - A comparison of speech development in preschool children with cochlear and children using hearing aids
T1  - Komparacija govornog razvoja kod predškolske dece sa kohlearnim implantom i dece sa slušnim aparatom
EP  - 36
IS  - 1
SP  - 33
VL  - 4
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_602
ER  - 

@article{
author = "Sekulić, Ivana M. and Slavnić, Svetlana and Radovanović, Vesna",
year = "2012",
abstract = "In this study, the speech development of preschool children was tested in relation to the type of hearing amplification. The subjects were 55 preschool children, of average intellectual abilities. Threshold of audibility was above 90 dB, and all the children were pre-lingually deaf. In relation to the type of amplification, the sample was 25 children with a hearing aid and 30 children with cochlear implants. Speech development was examined at baseline and after one year of rehabilitation, by Testa descriptions. Although children with cochlear implants had better results than children with hearing aids, statistically significant differences (p = 0.453) were not found. The results showed that the length of the rehabilitation is a significant factor that influence the development of speech., Povezanost sluha i govora oduvek je zanimala istraživače. Dijalektička povezanost sluha i govora je poznata, ali u toj povezanosti treba istaći da slušanje uslovljava pojavu govora dok govor uslovljava razvoj saznanja i apstraktnog mišljenja. Ispitivana je govorna razvijenost dece predškolskog uzrasta u odnosu na vrstu slušne amplifikacije. Ispitano je 55 dece predškolskog uzrasta, prosečnih intelektualnih sposobnosti. Prag čujnosti iznosio je preko 90 dB, a sva deca su bila prelingvalno gluva. U odnosu na tip amplifikacije, u uzorku je bilo 25 dece sa slušnim aparatom i 30 dece sa kohlearnim implantom. Govorna razvijenost ispitivana je na početku istraživanja i nakon jednogodišnjeg perioda rehabilitacije, putem Testa opisa slike. Iako su deca sa kohlearnim implantom imala bolje rezultate od dece sa slušnim aparatima, nisu pronađene statistički značajne razlike (p=0,453). Rezultati su pokazali da je dužina rehabilitacije značajan faktor koji utiče na razvijenost govora.",
publisher = "Most Art D.O.O., Beograd",
journal = "MD - Medical data",
title = "A comparison of speech development in preschool children with cochlear and children using hearing aids, Komparacija govornog razvoja kod predškolske dece sa kohlearnim implantom i dece sa slušnim aparatom",
pages = "36-33",
number = "1",
volume = "4",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_602"
}

Sekulić, I. M., Slavnić, S.,& Radovanović, V.. (2012). A comparison of speech development in preschool children with cochlear and children using hearing aids. in MD - Medical data
Most Art D.O.O., Beograd., 4(1), 33-36.
https://hdl.handle.net/21.15107/rcub_rfasper_602

Sekulić IM, Slavnić S, Radovanović V. A comparison of speech development in preschool children with cochlear and children using hearing aids. in MD - Medical data. 2012;4(1):33-36.
https://hdl.handle.net/21.15107/rcub_rfasper_602 .

Sekulić, Ivana M., Slavnić, Svetlana, Radovanović, Vesna, "A comparison of speech development in preschool children with cochlear and children using hearing aids" in MD - Medical data, 4, no. 1 (2012):33-36,
https://hdl.handle.net/21.15107/rcub_rfasper_602 .