TY  - CONF
AU  - Johnsen, Berit
AU  - Igrić, Ljiljana
AU  - Rapaić, Dragan
AU  - Salihović, Nevzeta
AU  - Jacova, Zora
AU  - Košir, Stanislav
AU  - Zečić, Sadeta
AU  - Džemidžić Kristiansen, Selma
AU  - Angeloska-Galevska, Natasha
AU  - Cvitković, Daniela
AU  - Dizdarević, Alma
AU  - Karovska Galevska, Aleksandra
AU  - Hadžić, Selmir
AU  - Ilić, Snežana
AU  - Kogovšek, Damjana
AU  - Lisak, Natalija
AU  - Nedović, Goran
AU  - Ozbič, Martina
AU  - Stojković, Irena
PY  - 2020
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3265
PB  - Oslo: Cappelen Damm Akademisk
C3  - Nordic Open Access Scholarly Publishing (NOASP)
T1  - International classroom studies of inclusive practices: Comparing teaching-learning processes
EP  - 422
SP  - 213
DO  - 10.23865/noasp.122
ER  - 

@conference{
author = "Johnsen, Berit and Igrić, Ljiljana and Rapaić, Dragan and Salihović, Nevzeta and Jacova, Zora and Košir, Stanislav and Zečić, Sadeta and Džemidžić Kristiansen, Selma and Angeloska-Galevska, Natasha and Cvitković, Daniela and Dizdarević, Alma and Karovska Galevska, Aleksandra and Hadžić, Selmir and Ilić, Snežana and Kogovšek, Damjana and Lisak, Natalija and Nedović, Goran and Ozbič, Martina and Stojković, Irena",
year = "2020",
publisher = "Oslo: Cappelen Damm Akademisk",
journal = "Nordic Open Access Scholarly Publishing (NOASP)",
title = "International classroom studies of inclusive practices: Comparing teaching-learning processes",
pages = "422-213",
doi = "10.23865/noasp.122"
}

Johnsen, B., Igrić, L., Rapaić, D., Salihović, N., Jacova, Z., Košir, S., Zečić, S., Džemidžić Kristiansen, S., Angeloska-Galevska, N., Cvitković, D., Dizdarević, A., Karovska Galevska, A., Hadžić, S., Ilić, S., Kogovšek, D., Lisak, N., Nedović, G., Ozbič, M.,& Stojković, I.. (2020). International classroom studies of inclusive practices: Comparing teaching-learning processes. in Nordic Open Access Scholarly Publishing (NOASP)
Oslo: Cappelen Damm Akademisk., 213-422.
https://doi.org/10.23865/noasp.122

Johnsen B, Igrić L, Rapaić D, Salihović N, Jacova Z, Košir S, Zečić S, Džemidžić Kristiansen S, Angeloska-Galevska N, Cvitković D, Dizdarević A, Karovska Galevska A, Hadžić S, Ilić S, Kogovšek D, Lisak N, Nedović G, Ozbič M, Stojković I. International classroom studies of inclusive practices: Comparing teaching-learning processes. in Nordic Open Access Scholarly Publishing (NOASP). 2020;:213-422.
doi:10.23865/noasp.122 .

Johnsen, Berit, Igrić, Ljiljana, Rapaić, Dragan, Salihović, Nevzeta, Jacova, Zora, Košir, Stanislav, Zečić, Sadeta, Džemidžić Kristiansen, Selma, Angeloska-Galevska, Natasha, Cvitković, Daniela, Dizdarević, Alma, Karovska Galevska, Aleksandra, Hadžić, Selmir, Ilić, Snežana, Kogovšek, Damjana, Lisak, Natalija, Nedović, Goran, Ozbič, Martina, Stojković, Irena, "International classroom studies of inclusive practices: Comparing teaching-learning processes" in Nordic Open Access Scholarly Publishing (NOASP) (2020):213-422,
https://doi.org/10.23865/noasp.122 . .

TY  - CONF
AU  - Kovačević, Jasmina
AU  - Radovanović, Vesna
AU  - Jacova, Zora
AU  - Bogavac, Dragana
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2959
T1  - Inclusive Culture-The Basis for Modern Quality Education
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2959
ER  - 

@conference{
author = "Kovačević, Jasmina and Radovanović, Vesna and Jacova, Zora and Bogavac, Dragana",
year = "2018",
title = "Inclusive Culture-The Basis for Modern Quality Education",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2959"
}

Kovačević, J., Radovanović, V., Jacova, Z.,& Bogavac, D.. (2018). Inclusive Culture-The Basis for Modern Quality Education. .
https://hdl.handle.net/21.15107/rcub_rfasper_2959

Kovačević J, Radovanović V, Jacova Z, Bogavac D. Inclusive Culture-The Basis for Modern Quality Education. 2018;.
https://hdl.handle.net/21.15107/rcub_rfasper_2959 .

Kovačević, Jasmina, Radovanović, Vesna, Jacova, Zora, Bogavac, Dragana, "Inclusive Culture-The Basis for Modern Quality Education" (2018),
https://hdl.handle.net/21.15107/rcub_rfasper_2959 .

TY  - CONF
AU  - Kovačević, Jasmina
AU  - Radovanović, Vesna
AU  - Jacova, Zora
AU  - Maćešić-Petrović, Dragana
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2914
AB  - Nastavne metode predstavljaju regulatore čitavog toka nastavnog
procesa i zato često pobuđuju istraživačku pažnju. Cilj ovog rada bio
je da se ispita zastupljenost opštih nastavnih i surdopedagoških
metoda u nastavi gluvih i nagluvih učenika,zastupljenost najčešćih
kombinacija metoda, kao i da se utvrde smernice kojima se nastavnici
rukovode prilikom odabira metoda rada. Uzorak istraživanja činilo
je 140 ispitanika koji rade u školama za gluvu i nagluvu decu sa teri-
torije Republike Srbije. Za potrebe istraživanja korišćen je posebno
dizajniran upitnik koje je sadržao 24 pitanja. Rezultati istraži-
vanja pokazuju da je u odnosu na zatupljenost opštih nastavnih metoda
u nastavi gluvih i nagluvih učenika na skalnoj vrednosti najviše ran-
girana verbalna metoda: dijaloška metoda 3,71 i monološka metoda
3,58. U odnosu na zastupljenost surdopedagoških metoda najviši rang
je ostvarila metoda totalne komunikacije 3,48. Najčešće kombinacije
metoda su: iz grupe oštih nastavnih metoda verbalne metode, tekst
i pokazivanja (skalna vrednost 3,29), dok su iz grupe surdopedagoških me-
toda oralni metode i gest (skalna vrednost 3,15). Najčešću smernicu za
izbor metoda ispitanici navode postizanje boljih rezultata (skalna
vrednost 3,96). Na osnovu empirijskih rezultata može se zaključiti da
raznovrsnost metoda u nastavi nije velika. Nastava u čijem je centru
nastavnik i dalje je zastupljena u školama, a samim tim i dominantna
upotreba verbalnih metoda.
AB  - Teaching methods are the regulators of the entire course of the teaching
process and therefore often arouse research attention. The aim of this paper
was to examine the representation of typical teaching methods and methods
of teaching of deaf and hard of hearing students (special education methods).
The paper also point up the most common combinations of methods, and
determine the guidelines for the teachers in selecting the methods of work.
The survey sample consisted of 140 respondents working in schools for deaf
and hard-of-hearing children from the Republic of Serbia. For the research
needs, a specially designed questionnaire containing 24 questions was used.
The results of the research show that, in relation to the generalization of
typical teaching methods in the education of deaf and hard– hearing students
at the scalar value, the highest-ranked verbal method is the dialect method
3.71 and the monolingual method 3.58.Compared to the presence of special
education methods (methods for hearing impaired) the highest ranking was
achieved by the method of total communication 3.48. The most common
combinations of methods are: from the group of general teaching methods
the verbal methods, text and indications (scale value 3.29), while oral methods
and gestures (scaling value 3.15) are from the group of special education
methods. The most common way in selecting the type of method is that the
respondents report of achieving better results (scaling value 3.96). Based on
empirical results, it can be concluded that they are not much the variety of
teaching methods. The central method of the teaching, still present in schools,
and therefore in the dominant use are verbal methods and they are still in
dominant use in our schools.
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  - Zastupljenost metoda u nastavi gluvih i nagluvih učenika
T1  - The involvement of methods in the teaching of deaf and
hard of hearing students
EP  - 134
SP  - 119
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2914
ER  - 

@conference{
author = "Kovačević, Jasmina and Radovanović, Vesna and Jacova, Zora and Maćešić-Petrović, Dragana",
year = "2018",
abstract = "Nastavne metode predstavljaju regulatore čitavog toka nastavnog
procesa i zato često pobuđuju istraživačku pažnju. Cilj ovog rada bio
je da se ispita zastupljenost opštih nastavnih i surdopedagoških
metoda u nastavi gluvih i nagluvih učenika,zastupljenost najčešćih
kombinacija metoda, kao i da se utvrde smernice kojima se nastavnici
rukovode prilikom odabira metoda rada. Uzorak istraživanja činilo
je 140 ispitanika koji rade u školama za gluvu i nagluvu decu sa teri-
torije Republike Srbije. Za potrebe istraživanja korišćen je posebno
dizajniran upitnik koje je sadržao 24 pitanja. Rezultati istraži-
vanja pokazuju da je u odnosu na zatupljenost opštih nastavnih metoda
u nastavi gluvih i nagluvih učenika na skalnoj vrednosti najviše ran-
girana verbalna metoda: dijaloška metoda 3,71 i monološka metoda
3,58. U odnosu na zastupljenost surdopedagoških metoda najviši rang
je ostvarila metoda totalne komunikacije 3,48. Najčešće kombinacije
metoda su: iz grupe oštih nastavnih metoda verbalne metode, tekst
i pokazivanja (skalna vrednost 3,29), dok su iz grupe surdopedagoških me-
toda oralni metode i gest (skalna vrednost 3,15). Najčešću smernicu za
izbor metoda ispitanici navode postizanje boljih rezultata (skalna
vrednost 3,96). Na osnovu empirijskih rezultata može se zaključiti da
raznovrsnost metoda u nastavi nije velika. Nastava u čijem je centru
nastavnik i dalje je zastupljena u školama, a samim tim i dominantna
upotreba verbalnih metoda., Teaching methods are the regulators of the entire course of the teaching
process and therefore often arouse research attention. The aim of this paper
was to examine the representation of typical teaching methods and methods
of teaching of deaf and hard of hearing students (special education methods).
The paper also point up the most common combinations of methods, and
determine the guidelines for the teachers in selecting the methods of work.
The survey sample consisted of 140 respondents working in schools for deaf
and hard-of-hearing children from the Republic of Serbia. For the research
needs, a specially designed questionnaire containing 24 questions was used.
The results of the research show that, in relation to the generalization of
typical teaching methods in the education of deaf and hard– hearing students
at the scalar value, the highest-ranked verbal method is the dialect method
3.71 and the monolingual method 3.58.Compared to the presence of special
education methods (methods for hearing impaired) the highest ranking was
achieved by the method of total communication 3.48. The most common
combinations of methods are: from the group of general teaching methods
the verbal methods, text and indications (scale value 3.29), while oral methods
and gestures (scaling value 3.15) are from the group of special education
methods. The most common way in selecting the type of method is that the
respondents report of achieving better results (scaling value 3.96). Based on
empirical results, it can be concluded that they are not much the variety of
teaching methods. The central method of the teaching, still present in schools,
and therefore in the dominant use are verbal methods and they are still in
dominant use in our schools.",
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 = "Zastupljenost metoda u nastavi gluvih i nagluvih učenika, The involvement of methods in the teaching of deaf and
hard of hearing students",
pages = "134-119",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2914"
}

Kovačević, J., Radovanović, V., Jacova, Z.,& Maćešić-Petrović, D.. (2018). Zastupljenost metoda u nastavi gluvih i nagluvih učenika. 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., 119-134.
https://hdl.handle.net/21.15107/rcub_rfasper_2914

Kovačević J, Radovanović V, Jacova Z, Maćešić-Petrović D. Zastupljenost metoda u nastavi gluvih i nagluvih učenika. in Tematski zbornik radova - 
„Specifičnost oštećenja
sluha – koraci i iskoraci,” Beograd, 2018.. 2018;:119-134.
https://hdl.handle.net/21.15107/rcub_rfasper_2914 .

Kovačević, Jasmina, Radovanović, Vesna, Jacova, Zora, Maćešić-Petrović, Dragana, "Zastupljenost metoda u nastavi gluvih i nagluvih učenika" in Tematski zbornik radova - 
„Specifičnost oštećenja
sluha – koraci i iskoraci,” Beograd, 2018. (2018):119-134,
https://hdl.handle.net/21.15107/rcub_rfasper_2914 .

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  - Hasanbegovic, Husnija
AU  - Kovačević, Jasmina
AU  - Jacova, Zora
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2961
T1  - Inclusive employment and working integration of people with hearing impairments
EP  - 69
SP  - 61
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2961
ER  - 

@conference{
author = "Hasanbegovic, Husnija and Kovačević, Jasmina and Jacova, Zora",
year = "2018",
title = "Inclusive employment and working integration of people with hearing impairments",
pages = "69-61",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2961"
}

Hasanbegovic, H., Kovačević, J.,& Jacova, Z.. (2018). Inclusive employment and working integration of people with hearing impairments. , 61-69.
https://hdl.handle.net/21.15107/rcub_rfasper_2961

Hasanbegovic H, Kovačević J, Jacova Z. Inclusive employment and working integration of people with hearing impairments. 2018;:61-69.
https://hdl.handle.net/21.15107/rcub_rfasper_2961 .

Hasanbegovic, Husnija, Kovačević, Jasmina, Jacova, Zora, "Inclusive employment and working integration of people with hearing impairments" (2018):61-69,
https://hdl.handle.net/21.15107/rcub_rfasper_2961 .

TY  - CONF
AU  - Jacova, Zora
AU  - Kovačević, Jasmina
PY  - 2016
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2511
C3  - Zbornik radova
T1  - The challenges in inclusive education of children with SEN
EP  - 970
SP  - 961
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2511
ER  - 

@conference{
author = "Jacova, Zora and Kovačević, Jasmina",
year = "2016",
journal = "Zbornik radova",
title = "The challenges in inclusive education of children with SEN",
pages = "970-961",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2511"
}

Jacova, Z.,& Kovačević, J.. (2016). The challenges in inclusive education of children with SEN. in Zbornik radova, 961-970.
https://hdl.handle.net/21.15107/rcub_rfasper_2511

Jacova Z, Kovačević J. The challenges in inclusive education of children with SEN. in Zbornik radova. 2016;:961-970.
https://hdl.handle.net/21.15107/rcub_rfasper_2511 .

Jacova, Zora, Kovačević, Jasmina, "The challenges in inclusive education of children with SEN" in Zbornik radova (2016):961-970,
https://hdl.handle.net/21.15107/rcub_rfasper_2511 .

TY  - CONF
AU  - Kovačević, Jasmina
AU  - Jacova, Zora
PY  - 2016
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2418
C3  - Zbornik radova
T1  - Creating Inclusive Practice
EP  - 932
SP  - 921
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2418
ER  - 

@conference{
author = "Kovačević, Jasmina and Jacova, Zora",
year = "2016",
journal = "Zbornik radova",
title = "Creating Inclusive Practice",
pages = "932-921",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2418"
}

Kovačević, J.,& Jacova, Z.. (2016). Creating Inclusive Practice. in Zbornik radova, 921-932.
https://hdl.handle.net/21.15107/rcub_rfasper_2418

Kovačević J, Jacova Z. Creating Inclusive Practice. in Zbornik radova. 2016;:921-932.
https://hdl.handle.net/21.15107/rcub_rfasper_2418 .

Kovačević, Jasmina, Jacova, Zora, "Creating Inclusive Practice" in Zbornik radova (2016):921-932,
https://hdl.handle.net/21.15107/rcub_rfasper_2418 .