TY  - CONF
AU  - Đorđević, Lucija
AU  - Đorđević, Srboljub
AU  - Mitić, Ljiljana
PY  - 2020
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3534
AB  - Psychotherapy was, at the very beginning, only a method of treating neurotic disorders in psychiatry, but over time it has gone beyond medicine and become accepted in solving everyday life problems and improving the quality of life of well-adjusted people, too. In this way, it imposed and fought for its place in all developed cultures. Besides, because of its broader connection with many social and human sciences (pedagogy sociology ethics, law, linguistics, philosophy religion, psychology art, defectology, etc.), it is considered to be a certain civilization achievement that significantly marks the modern age.
In addition to the general problems of psychotherapy as a supportive method in defectological treatment, we have paid special attention to behavioral therapy and its application in defectology within each of its branches. Based on the analysis performed, it is generally concluded that, despite the relevant results of the relatively widespread use of behavioral-cognitive therapies in working with children and young people (as well as adults) with disabilities, there is a lack of a more comprehensive theory on the development and elimination of sensory, cognitive and social disabilities, as well as the treatment of mental disorders in the population of individuals with developmental disabilities. Therefore, we need appropriate research that will provide new insights and more accurate data on the true value, as well as disadvantages and advantages in relation to other approaches in the treatment of this population.
PB  - University of Belgrade – Faculty of Special Education and Rehabilitation Publishing Center of the Faculty
C3  - Approaches and Models in Special Education and Rehabilitation – Thematic Collection of International Importance
T1  - Psychotherapy as a supportive method in defectological treatment
EP  - 49
SP  - 37
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3534
ER  - 

@conference{
author = "Đorđević, Lucija and Đorđević, Srboljub and Mitić, Ljiljana",
year = "2020",
abstract = "Psychotherapy was, at the very beginning, only a method of treating neurotic disorders in psychiatry, but over time it has gone beyond medicine and become accepted in solving everyday life problems and improving the quality of life of well-adjusted people, too. In this way, it imposed and fought for its place in all developed cultures. Besides, because of its broader connection with many social and human sciences (pedagogy sociology ethics, law, linguistics, philosophy religion, psychology art, defectology, etc.), it is considered to be a certain civilization achievement that significantly marks the modern age.
In addition to the general problems of psychotherapy as a supportive method in defectological treatment, we have paid special attention to behavioral therapy and its application in defectology within each of its branches. Based on the analysis performed, it is generally concluded that, despite the relevant results of the relatively widespread use of behavioral-cognitive therapies in working with children and young people (as well as adults) with disabilities, there is a lack of a more comprehensive theory on the development and elimination of sensory, cognitive and social disabilities, as well as the treatment of mental disorders in the population of individuals with developmental disabilities. Therefore, we need appropriate research that will provide new insights and more accurate data on the true value, as well as disadvantages and advantages in relation to other approaches in the treatment of this population.",
publisher = "University of Belgrade – Faculty of Special Education and Rehabilitation Publishing Center of the Faculty",
journal = "Approaches and Models in Special Education and Rehabilitation – Thematic Collection of International Importance",
title = "Psychotherapy as a supportive method in defectological treatment",
pages = "49-37",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3534"
}

Đorđević, L., Đorđević, S.,& Mitić, L.. (2020). Psychotherapy as a supportive method in defectological treatment. in Approaches and Models in Special Education and Rehabilitation – Thematic Collection of International Importance
University of Belgrade – Faculty of Special Education and Rehabilitation Publishing Center of the Faculty., 37-49.
https://hdl.handle.net/21.15107/rcub_rfasper_3534

Đorđević L, Đorđević S, Mitić L. Psychotherapy as a supportive method in defectological treatment. in Approaches and Models in Special Education and Rehabilitation – Thematic Collection of International Importance. 2020;:37-49.
https://hdl.handle.net/21.15107/rcub_rfasper_3534 .

Đorđević, Lucija, Đorđević, Srboljub, Mitić, Ljiljana, "Psychotherapy as a supportive method in defectological treatment" in Approaches and Models in Special Education and Rehabilitation – Thematic Collection of International Importance (2020):37-49,
https://hdl.handle.net/21.15107/rcub_rfasper_3534 .

TY  - CONF
AU  - Đorđević, Srboljub
AU  - Nedović, Goran
AU  - Đorđević, Lucija
PY  - 2019
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3173
AB  - l l radu su prikazani rezultati istraii, anja kojc jc imalo za cilj da utvrdi
cfckte projckta o inkluziji na promcnu stavov a i pm ccanjc kompctcncija za ink luziv no
nhra;m anjc nastuvnika redovnih skola. Rec jc o projcktu .. Raz, oj tunkcionalnog modcla
inkluzivnog obrazov anja u Srbiji" koji jc rcalizovan tokom 2009. i 20 I 0. god inc od
stranc Minisiarstva prosvcte RS. Uzorak istrazivanjn jc cinilo 33 nastavnika OS koja
je hila ukljuccna u projckat i 2-t nastavnika OS koja nijc bila ukljucena u projckat. Za
ut, rdiv anje rnzlikn izmedu grupa primenili smo t - test nczav isnih uzoraka, dok smo
primcnom ;\ OVI·: utvrdili postojanjc razlika izmedu v isc katcgorija. Da hismo utv rdili
i/medu koj ih grupn i Ii katcgorija su prisutnc stat istick i znacajne razl ikc uradcn jc I . S D
Post 1101.: test. 06:k i, ane razl ike izmcdu nastav nika inkluzivnc i ncink luzivne skole nisu
pronadcuc. sto upucujc na potrebu za dodatnim istrazivanj ima nae ina sprovodenja inkluzi,
nog obrazov anja u nasim uslovima, kao i ctikasuosti sprovodcnja projckata i saveto\
anja o ink luziv nom obrazovanju.
PB  - Prosvjetna zajednica Crne Gore, Podgorica
PB  - Drustvo defektologa Crne Gore, Podgorica
C3  - Tematski zbornik radova međunarodnog značaja "Stanje i perspektive inkluzivnog obrazovanja u državama Zapadnog Balkana"
T1  - Efekti projekta o inkluziji na promenu stavova i povećanje kompetencija za inkluzivno obrazovanje nastavnika redovnih škola
EP  - 36
SP  - 27
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3173
ER  - 

@conference{
author = "Đorđević, Srboljub and Nedović, Goran and Đorđević, Lucija",
year = "2019",
abstract = "l l radu su prikazani rezultati istraii, anja kojc jc imalo za cilj da utvrdi
cfckte projckta o inkluziji na promcnu stavov a i pm ccanjc kompctcncija za ink luziv no
nhra;m anjc nastuvnika redovnih skola. Rec jc o projcktu .. Raz, oj tunkcionalnog modcla
inkluzivnog obrazov anja u Srbiji" koji jc rcalizovan tokom 2009. i 20 I 0. god inc od
stranc Minisiarstva prosvcte RS. Uzorak istrazivanjn jc cinilo 33 nastavnika OS koja
je hila ukljuccna u projckat i 2-t nastavnika OS koja nijc bila ukljucena u projckat. Za
ut, rdiv anje rnzlikn izmedu grupa primenili smo t - test nczav isnih uzoraka, dok smo
primcnom ;\ OVI·: utvrdili postojanjc razlika izmedu v isc katcgorija. Da hismo utv rdili
i/medu koj ih grupn i Ii katcgorija su prisutnc stat istick i znacajne razl ikc uradcn jc I . S D
Post 1101.: test. 06:k i, ane razl ike izmcdu nastav nika inkluzivnc i ncink luzivne skole nisu
pronadcuc. sto upucujc na potrebu za dodatnim istrazivanj ima nae ina sprovodenja inkluzi,
nog obrazov anja u nasim uslovima, kao i ctikasuosti sprovodcnja projckata i saveto\
anja o ink luziv nom obrazovanju.",
publisher = "Prosvjetna zajednica Crne Gore, Podgorica, Drustvo defektologa Crne Gore, Podgorica",
journal = "Tematski zbornik radova međunarodnog značaja "Stanje i perspektive inkluzivnog obrazovanja u državama Zapadnog Balkana"",
title = "Efekti projekta o inkluziji na promenu stavova i povećanje kompetencija za inkluzivno obrazovanje nastavnika redovnih škola",
pages = "36-27",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3173"
}

Đorđević, S., Nedović, G.,& Đorđević, L.. (2019). Efekti projekta o inkluziji na promenu stavova i povećanje kompetencija za inkluzivno obrazovanje nastavnika redovnih škola. in Tematski zbornik radova međunarodnog značaja "Stanje i perspektive inkluzivnog obrazovanja u državama Zapadnog Balkana"
Prosvjetna zajednica Crne Gore, Podgorica., 27-36.
https://hdl.handle.net/21.15107/rcub_rfasper_3173

Đorđević S, Nedović G, Đorđević L. Efekti projekta o inkluziji na promenu stavova i povećanje kompetencija za inkluzivno obrazovanje nastavnika redovnih škola. in Tematski zbornik radova međunarodnog značaja "Stanje i perspektive inkluzivnog obrazovanja u državama Zapadnog Balkana". 2019;:27-36.
https://hdl.handle.net/21.15107/rcub_rfasper_3173 .

Đorđević, Srboljub, Nedović, Goran, Đorđević, Lucija, "Efekti projekta o inkluziji na promenu stavova i povećanje kompetencija za inkluzivno obrazovanje nastavnika redovnih škola" in Tematski zbornik radova međunarodnog značaja "Stanje i perspektive inkluzivnog obrazovanja u državama Zapadnog Balkana" (2019):27-36,
https://hdl.handle.net/21.15107/rcub_rfasper_3173 .

TY  - CONF
AU  - Đorđević, Srboljub
AU  - Rapaić, Dragan
AU  - Odović, Gordana
AU  - Ilić, Snežana
AU  - Arsić, Radomir
AU  - Đorđević, Lucija
PY  - 2016
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2606
C3  - Tematski zbornik radova međunarodnog značaja
T1  - Neka razmatranja teorijskih stavova o inkluzivnom obrazovanju i njegovoj implementaciji
EP  - 7
SP  - 19
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2606
ER  - 

@conference{
author = "Đorđević, Srboljub and Rapaić, Dragan and Odović, Gordana and Ilić, Snežana and Arsić, Radomir and Đorđević, Lucija",
year = "2016",
journal = "Tematski zbornik radova međunarodnog značaja",
title = "Neka razmatranja teorijskih stavova o inkluzivnom obrazovanju i njegovoj implementaciji",
pages = "7-19",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2606"
}

Đorđević, S., Rapaić, D., Odović, G., Ilić, S., Arsić, R.,& Đorđević, L.. (2016). Neka razmatranja teorijskih stavova o inkluzivnom obrazovanju i njegovoj implementaciji. in Tematski zbornik radova međunarodnog značaja, 19-7.
https://hdl.handle.net/21.15107/rcub_rfasper_2606

Đorđević S, Rapaić D, Odović G, Ilić S, Arsić R, Đorđević L. Neka razmatranja teorijskih stavova o inkluzivnom obrazovanju i njegovoj implementaciji. in Tematski zbornik radova međunarodnog značaja. 2016;:19-7.
https://hdl.handle.net/21.15107/rcub_rfasper_2606 .

Đorđević, Srboljub, Rapaić, Dragan, Odović, Gordana, Ilić, Snežana, Arsić, Radomir, Đorđević, Lucija, "Neka razmatranja teorijskih stavova o inkluzivnom obrazovanju i njegovoj implementaciji" in Tematski zbornik radova međunarodnog značaja (2016):19-7,
https://hdl.handle.net/21.15107/rcub_rfasper_2606 .

TY  - JOUR
AU  - Đorđević, Srboljub
AU  - Đorđević, Lucija
PY  - 2014
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3656
AB  - Inkluzivno obrazovanje evoluiralo je kao proces za promenu ekskluzivne politike i prakse, a nastalo je kao široko rasprostranjen pokret i ideo- logija prema kojoj se svaka osoba posmatra zasebno i nezavisno. Naglašavaju- ći potrebe u učenju sve dece, poseban akcenat se stavlja na onu decu koja su is- ključivana i marginalizovana i kao imperativ ističe potreba da redovna škola postane otvorena za sve učenike bez obzira na njihove snage ili slabo- sti. Ovakvim pristupom koncept inkluzivnog obrazovanja uvažava svu decu i naglašava potrebu uvažavanja različitosti i stvaranja jednakih uslova za sve na taj način što je obaveza škole da razvija takve delotvorne pri- stupe koji će omogućavati da posebno učenici sa posebnim potrebama, ali i svi ostali, uče i optimalno se razvijaju u skladu sa svojim potencijalima. Navedeni pristup inkluzivnog obrazovanja nužno u fokus stavlja, pored ostalog, pitanje upoznavanja stavova i kompetencija nastavnika kao zna- čajnog faktora od koga u velikoj meri zavisi i implementacija inkluzivnog
obrazovanja.
Istraživanjem koje smo izvršili ispitali smo koliko su projekat o inkluziji i dodatna obuka učitelja/nastavnika uticali na promenu sta- vova o inkluzivnom obrazovanju i deci sa posebnim potrebama. Istraživa- njem su bile obuhvaćene dve osnovne škole čija se osnovna razlika sastojala u uključenosti u projekat o inkluziji koji je organizovan od strane Mini- starstva prosvete RS. Uzorak istraživanja je činilo 33 učitelja/ nastav- nika osnovne škole koja je bila uključena u projekat i 24 učitelja/nastav- nika osnovne škole koja nije bila uključena u projekat. Dobijeni rezultati izvršenog istraživanja ukazuju na mali uticaj dodatne obuke o inkluziji  
i uključenost u projekat, što upućije na potrebu reorganizacije i obogaći- vanja budućih projekata.
AB  - Inclusive education has been developed as a progress for changing
of exclusive policy and praxis. It grew up from a wide-spread movement
and ideology according to which every person was observed separately and
independently. Emphasizing the learning needs of all children, particular
emphasis is placed on those children who are ostracized and marginalized
and as an imperative emphasizes the need for regular school to become open
to all students regardless to their strengths or weaknesses. This approach
takes into account the concept of inclusive education for all children and
stresses the need to respect diversity and create equal opportunities for
all in a way that the obligations of such schools are to develop effective
approaches that will make it possible especially for students with particular
special needs, but to all the others too, to learn and develop optimally in
line with their potential.
This approach to inclusive education necessarily focuses on, among
other things, the issue of attitudes and competences of teachers as an
important factor on which depends largely the implementation of inclusive
education.
In the research we have conducted, we examined how much the
projects on inclusion and further training of teachers influenced the
change in attitudes towards inclusive education and children with special
needs. Research was carried out in two elementary schools whose main
difference consisted in the participation in the project of inclusion, which
was organized by the Ministry of Education of the Republic of Serbia. The
study sample consisted of 33 primary school teachers of the school which
was involved in the project and 24 primary school teachers of the school
which was not involved in the project. The results of performed research
suggest little impact of additional training on inclusion and involvement
in the project which induce the need for reorganization and enrichment of
future projects.
PB  - Drustvo defektologa Srbije
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju (ICF)
T2  - Beogradska defektološka škola
T1  - Efekti dodatnog obrazovanja učitelja/ Nastavnika na promenu stavova Prema inkluzivnom obrazovanju
T1  - Effect of additional education teachers attitude Changes towards inclusive education
IS  - 1
SP  - 225
VL  - 20
VL  - 239
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3656
ER  - 

@article{
author = "Đorđević, Srboljub and Đorđević, Lucija",
year = "2014",
abstract = "Inkluzivno obrazovanje evoluiralo je kao proces za promenu ekskluzivne politike i prakse, a nastalo je kao široko rasprostranjen pokret i ideo- logija prema kojoj se svaka osoba posmatra zasebno i nezavisno. Naglašavaju- ći potrebe u učenju sve dece, poseban akcenat se stavlja na onu decu koja su is- ključivana i marginalizovana i kao imperativ ističe potreba da redovna škola postane otvorena za sve učenike bez obzira na njihove snage ili slabo- sti. Ovakvim pristupom koncept inkluzivnog obrazovanja uvažava svu decu i naglašava potrebu uvažavanja različitosti i stvaranja jednakih uslova za sve na taj način što je obaveza škole da razvija takve delotvorne pri- stupe koji će omogućavati da posebno učenici sa posebnim potrebama, ali i svi ostali, uče i optimalno se razvijaju u skladu sa svojim potencijalima. Navedeni pristup inkluzivnog obrazovanja nužno u fokus stavlja, pored ostalog, pitanje upoznavanja stavova i kompetencija nastavnika kao zna- čajnog faktora od koga u velikoj meri zavisi i implementacija inkluzivnog
obrazovanja.
Istraživanjem koje smo izvršili ispitali smo koliko su projekat o inkluziji i dodatna obuka učitelja/nastavnika uticali na promenu sta- vova o inkluzivnom obrazovanju i deci sa posebnim potrebama. Istraživa- njem su bile obuhvaćene dve osnovne škole čija se osnovna razlika sastojala u uključenosti u projekat o inkluziji koji je organizovan od strane Mini- starstva prosvete RS. Uzorak istraživanja je činilo 33 učitelja/ nastav- nika osnovne škole koja je bila uključena u projekat i 24 učitelja/nastav- nika osnovne škole koja nije bila uključena u projekat. Dobijeni rezultati izvršenog istraživanja ukazuju na mali uticaj dodatne obuke o inkluziji  
i uključenost u projekat, što upućije na potrebu reorganizacije i obogaći- vanja budućih projekata., Inclusive education has been developed as a progress for changing
of exclusive policy and praxis. It grew up from a wide-spread movement
and ideology according to which every person was observed separately and
independently. Emphasizing the learning needs of all children, particular
emphasis is placed on those children who are ostracized and marginalized
and as an imperative emphasizes the need for regular school to become open
to all students regardless to their strengths or weaknesses. This approach
takes into account the concept of inclusive education for all children and
stresses the need to respect diversity and create equal opportunities for
all in a way that the obligations of such schools are to develop effective
approaches that will make it possible especially for students with particular
special needs, but to all the others too, to learn and develop optimally in
line with their potential.
This approach to inclusive education necessarily focuses on, among
other things, the issue of attitudes and competences of teachers as an
important factor on which depends largely the implementation of inclusive
education.
In the research we have conducted, we examined how much the
projects on inclusion and further training of teachers influenced the
change in attitudes towards inclusive education and children with special
needs. Research was carried out in two elementary schools whose main
difference consisted in the participation in the project of inclusion, which
was organized by the Ministry of Education of the Republic of Serbia. The
study sample consisted of 33 primary school teachers of the school which
was involved in the project and 24 primary school teachers of the school
which was not involved in the project. The results of performed research
suggest little impact of additional training on inclusion and involvement
in the project which induce the need for reorganization and enrichment of
future projects.",
publisher = "Drustvo defektologa Srbije, Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju (ICF)",
journal = "Beogradska defektološka škola",
title = "Efekti dodatnog obrazovanja učitelja/ Nastavnika na promenu stavova Prema inkluzivnom obrazovanju, Effect of additional education teachers attitude Changes towards inclusive education",
number = "1",
pages = "225",
volume = "20, 239",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3656"
}

Đorđević, S.,& Đorđević, L.. (2014). Efekti dodatnog obrazovanja učitelja/ Nastavnika na promenu stavova Prema inkluzivnom obrazovanju. in Beogradska defektološka škola
Drustvo defektologa Srbije., 20(1), 225.
https://hdl.handle.net/21.15107/rcub_rfasper_3656

Đorđević S, Đorđević L. Efekti dodatnog obrazovanja učitelja/ Nastavnika na promenu stavova Prema inkluzivnom obrazovanju. in Beogradska defektološka škola. 2014;20(1):225.
https://hdl.handle.net/21.15107/rcub_rfasper_3656 .

Đorđević, Srboljub, Đorđević, Lucija, "Efekti dodatnog obrazovanja učitelja/ Nastavnika na promenu stavova Prema inkluzivnom obrazovanju" in Beogradska defektološka škola, 20, no. 1 (2014):225,
https://hdl.handle.net/21.15107/rcub_rfasper_3656 .