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  - JOUR
AU  - Sretenović, Ivana
AU  - Nedović, Goran
AU  - Đorđević, Srboljub
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1121
AB  - In children, balance develops in everyday activities through play and exercise. It is essential for learning, and participation in educational work and physical activities. The aim of this study was to evaluate the balance abilities of younger children with typical development and children with moderate intellectual disability. The survey was conducted on a sample of 38 male children (23 with typical development and 15 with moderate intellectual disability). To assess the balance we used Bruininks-Oseretsky Test of Motor Proficiency, 2nd edition-BOT 2 (Bruininks & Bruininks, 2005), subtest 5. The results show that the total average achievement of children with typical development for all the tasks was 31.07, and 11.34 for children with intellectual disability. A statistically significant difference was achieved on 6 of the 9 tasks (p  lt 0.05). Compared to the norms, children with typical development are within the average range, while participants with moderate intellectual disabilities are below average on a balance test. The obtained results of this study can be used as a basis for further research in the field of (special) education and rehabilitation. They can be used to create programs of preventive and corrective work in order to support and assist students in school activities as well.
AB  - Kod dece, balans se razvija u svakodnevnim aktivnostima kroz igru i vežbanje. Od suštinskog je značaja za učenje, i učešće u obrazovnom radu i fizičkim aktivnostima. Cilј ovog istraživanja je bio da se proceni balans kod dece mlađeg uzrasta tipičnog razvoja i kod dece sa umerenom intelektualnom ometenošću. Istraživanje je sprovedeno u novembru 2014. godine, na uzorku od 38 dečaka (23 tipičnog razvoja i 15 sa umerenom intelektualnom ometenošću). Za procenu balansa korišćen je Bruininks - Oseretski Test motoričkih sposobnosti, drugo izdanje - BOT 2 (Bruininks & Bruininks, 2005), i to subtest 5. Rezultati istraživanja su pokazali da je ukupno prosečno postignuće dece tipičnog razvoja na svim zadacima 31.07 poena, dok kod dece sa intelektualnom ometenošću iznosi 11.34. Statistički značajna razlika ostvarena je na 6 od 9 zadataka (p  lt  0.05). U poređenju sa normama, deca tipičnog razvoja se nalaze bliže proseku, dok su ispitanici sa umerenom intelektualnom ometenošću ispod proseka na balans testu. Dobijeni rezultati ove studije, mogu se koristiti kao osnova za dalјa istraživanja u oblasti (specijalne) edukacije i rehabilitacije. Takođe, mogu se koristiti za kreiranje programa preventivnog i korektivnog rada u cilјu podrške i pomoći učenicima u školskim aktivnostima.
PB  - Univerzitet u Nišu, Niš
T2  - Facta universitatis - series: Physical Education and Sport
T1  - Assessment of balance in younger school age children with intellectual disability
T1  - Procena ravnoteže kod dece sa intelektualnom ometenošću mlađeg školskog uzrasta
EP  - 696
IS  - 3
SP  - 687
VL  - 16
DO  - 10.22190/FUPES171010061S
ER  - 

@article{
author = "Sretenović, Ivana and Nedović, Goran and Đorđević, Srboljub",
year = "2018",
abstract = "In children, balance develops in everyday activities through play and exercise. It is essential for learning, and participation in educational work and physical activities. The aim of this study was to evaluate the balance abilities of younger children with typical development and children with moderate intellectual disability. The survey was conducted on a sample of 38 male children (23 with typical development and 15 with moderate intellectual disability). To assess the balance we used Bruininks-Oseretsky Test of Motor Proficiency, 2nd edition-BOT 2 (Bruininks & Bruininks, 2005), subtest 5. The results show that the total average achievement of children with typical development for all the tasks was 31.07, and 11.34 for children with intellectual disability. A statistically significant difference was achieved on 6 of the 9 tasks (p  lt 0.05). Compared to the norms, children with typical development are within the average range, while participants with moderate intellectual disabilities are below average on a balance test. The obtained results of this study can be used as a basis for further research in the field of (special) education and rehabilitation. They can be used to create programs of preventive and corrective work in order to support and assist students in school activities as well., Kod dece, balans se razvija u svakodnevnim aktivnostima kroz igru i vežbanje. Od suštinskog je značaja za učenje, i učešće u obrazovnom radu i fizičkim aktivnostima. Cilј ovog istraživanja je bio da se proceni balans kod dece mlađeg uzrasta tipičnog razvoja i kod dece sa umerenom intelektualnom ometenošću. Istraživanje je sprovedeno u novembru 2014. godine, na uzorku od 38 dečaka (23 tipičnog razvoja i 15 sa umerenom intelektualnom ometenošću). Za procenu balansa korišćen je Bruininks - Oseretski Test motoričkih sposobnosti, drugo izdanje - BOT 2 (Bruininks & Bruininks, 2005), i to subtest 5. Rezultati istraživanja su pokazali da je ukupno prosečno postignuće dece tipičnog razvoja na svim zadacima 31.07 poena, dok kod dece sa intelektualnom ometenošću iznosi 11.34. Statistički značajna razlika ostvarena je na 6 od 9 zadataka (p  lt  0.05). U poređenju sa normama, deca tipičnog razvoja se nalaze bliže proseku, dok su ispitanici sa umerenom intelektualnom ometenošću ispod proseka na balans testu. Dobijeni rezultati ove studije, mogu se koristiti kao osnova za dalјa istraživanja u oblasti (specijalne) edukacije i rehabilitacije. Takođe, mogu se koristiti za kreiranje programa preventivnog i korektivnog rada u cilјu podrške i pomoći učenicima u školskim aktivnostima.",
publisher = "Univerzitet u Nišu, Niš",
journal = "Facta universitatis - series: Physical Education and Sport",
title = "Assessment of balance in younger school age children with intellectual disability, Procena ravnoteže kod dece sa intelektualnom ometenošću mlađeg školskog uzrasta",
pages = "696-687",
number = "3",
volume = "16",
doi = "10.22190/FUPES171010061S"
}

Sretenović, I., Nedović, G.,& Đorđević, S.. (2018). Assessment of balance in younger school age children with intellectual disability. in Facta universitatis - series: Physical Education and Sport
Univerzitet u Nišu, Niš., 16(3), 687-696.
https://doi.org/10.22190/FUPES171010061S

Sretenović I, Nedović G, Đorđević S. Assessment of balance in younger school age children with intellectual disability. in Facta universitatis - series: Physical Education and Sport. 2018;16(3):687-696.
doi:10.22190/FUPES171010061S .

Sretenović, Ivana, Nedović, Goran, Đorđević, Srboljub, "Assessment of balance in younger school age children with intellectual disability" in Facta universitatis - series: Physical Education and Sport, 16, no. 3 (2018):687-696,
https://doi.org/10.22190/FUPES171010061S . .

TY  - CONF
AU  - Sretenović, Ivana
AU  - Nedović, Goran
AU  - Đorđević, Srboljub
PY  - 2017
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2651
C3  - Zbornik rezimea V stručno-naučnog skupa sa međunarodnim učešćem 'Aktuelnosti u edukaciji i rehabilitaciji osoba sa smetnjama u razvoju“ ISBN 978-86-89713-03-9
T1  - Značaj balansa kao motoričke sposobnosti kod dece oštećenog sluha
EP  - 32
SP  - 32
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2651
ER  - 

@conference{
author = "Sretenović, Ivana and Nedović, Goran and Đorđević, Srboljub",
year = "2017",
journal = "Zbornik rezimea V stručno-naučnog skupa sa međunarodnim učešćem 'Aktuelnosti u edukaciji i rehabilitaciji osoba sa smetnjama u razvoju“ ISBN 978-86-89713-03-9",
title = "Značaj balansa kao motoričke sposobnosti kod dece oštećenog sluha",
pages = "32-32",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2651"
}

Sretenović, I., Nedović, G.,& Đorđević, S.. (2017). Značaj balansa kao motoričke sposobnosti kod dece oštećenog sluha. in Zbornik rezimea V stručno-naučnog skupa sa međunarodnim učešćem 'Aktuelnosti u edukaciji i rehabilitaciji osoba sa smetnjama u razvoju“ ISBN 978-86-89713-03-9, 32-32.
https://hdl.handle.net/21.15107/rcub_rfasper_2651

Sretenović I, Nedović G, Đorđević S. Značaj balansa kao motoričke sposobnosti kod dece oštećenog sluha. in Zbornik rezimea V stručno-naučnog skupa sa međunarodnim učešćem 'Aktuelnosti u edukaciji i rehabilitaciji osoba sa smetnjama u razvoju“ ISBN 978-86-89713-03-9. 2017;:32-32.
https://hdl.handle.net/21.15107/rcub_rfasper_2651 .

Sretenović, Ivana, Nedović, Goran, Đorđević, Srboljub, "Značaj balansa kao motoričke sposobnosti kod dece oštećenog sluha" in Zbornik rezimea V stručno-naučnog skupa sa međunarodnim učešćem 'Aktuelnosti u edukaciji i rehabilitaciji osoba sa smetnjama u razvoju“ ISBN 978-86-89713-03-9 (2017):32-32,
https://hdl.handle.net/21.15107/rcub_rfasper_2651 .

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  - CONF
AU  - Adamović, Vladimir
AU  - Rapaić, Dragan
AU  - Marinković, Dragan
AU  - Adamović, Milosav
AU  - Đorđević, Srboljub
AU  - Arsić, Radomir
AU  - Rapaić, Marko
PY  - 2016
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2409
AB  - Compensation and overcompensation at children with disabilities is the topic that
Vygotsky studied already at the beginning of last century. His observations he used to
compare with observation that Adler made on the same topic. Both researchers found
that mechanisms of compensation and overcompensation at children with disabilities
are based on disharmony between personal imperfection and requests from their
social surrounding. Children with visual impairment or hearing impairment, as well as
people with motor impairments, always use mechanisms of compensation when they
find themselves in situation that social surrounding has certain requests from them but
their personal potentials are below these requests. Nevertheless, compensation is not
always possible, and especially overcompensation is not always possible. The levels of
compensation are different and dependant on the rest of capacities that certain person
could activate as compensational. We believe that it is necessary to reactivate this
topic in science and to interpret agitators and patterns of compensator mechanisms
development in children with visual and hearing impairments and people with motor
impairments. Rehabilitation and education of children with disabilities is not possible
without knowing compensator mechanisms. Compensation is not always beneficiary and
in certain situations compensation could establish psychopatological features.
PB  - University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia /
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju
C3  - Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016.
T1  - Compensation and overcompensation in theory of special education and rehabilitation
EP  - 510
SP  - 503
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2409
ER  - 

@conference{
author = "Adamović, Vladimir and Rapaić, Dragan and Marinković, Dragan and Adamović, Milosav and Đorđević, Srboljub and Arsić, Radomir and Rapaić, Marko",
year = "2016",
abstract = "Compensation and overcompensation at children with disabilities is the topic that
Vygotsky studied already at the beginning of last century. His observations he used to
compare with observation that Adler made on the same topic. Both researchers found
that mechanisms of compensation and overcompensation at children with disabilities
are based on disharmony between personal imperfection and requests from their
social surrounding. Children with visual impairment or hearing impairment, as well as
people with motor impairments, always use mechanisms of compensation when they
find themselves in situation that social surrounding has certain requests from them but
their personal potentials are below these requests. Nevertheless, compensation is not
always possible, and especially overcompensation is not always possible. The levels of
compensation are different and dependant on the rest of capacities that certain person
could activate as compensational. We believe that it is necessary to reactivate this
topic in science and to interpret agitators and patterns of compensator mechanisms
development in children with visual and hearing impairments and people with motor
impairments. Rehabilitation and education of children with disabilities is not possible
without knowing compensator mechanisms. Compensation is not always beneficiary and
in certain situations compensation could establish psychopatological features.",
publisher = "University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia /
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju",
journal = "Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016.",
title = "Compensation and overcompensation in theory of special education and rehabilitation",
pages = "510-503",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2409"
}

Adamović, V., Rapaić, D., Marinković, D., Adamović, M., Đorđević, S., Arsić, R.,& Rapaić, M.. (2016). Compensation and overcompensation in theory of special education and rehabilitation. in Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016.
University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia /
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju., 503-510.
https://hdl.handle.net/21.15107/rcub_rfasper_2409

Adamović V, Rapaić D, Marinković D, Adamović M, Đorđević S, Arsić R, Rapaić M. Compensation and overcompensation in theory of special education and rehabilitation. in Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016.. 2016;:503-510.
https://hdl.handle.net/21.15107/rcub_rfasper_2409 .

Adamović, Vladimir, Rapaić, Dragan, Marinković, Dragan, Adamović, Milosav, Đorđević, Srboljub, Arsić, Radomir, Rapaić, Marko, "Compensation and overcompensation in theory of special education and rehabilitation" in Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016. (2016):503-510,
https://hdl.handle.net/21.15107/rcub_rfasper_2409 .

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 .

TY  - CONF
AU  - Rapaić, Dragan
AU  - Đurović, Aleksandar
AU  - Marinković, Dragan
AU  - Đorđević, Srboljub
AU  - Turudić, Jasmina
AU  - Sretenović, Ivana
AU  - Rapaić, Marko
PY  - 2014
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2301
C3  - Book of Proceedings and Summaries
T1  - Methodological approach in treatment of persons with stroke
EP  - 39
SP  - 38
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2301
ER  - 

@conference{
author = "Rapaić, Dragan and Đurović, Aleksandar and Marinković, Dragan and Đorđević, Srboljub and Turudić, Jasmina and Sretenović, Ivana and Rapaić, Marko",
year = "2014",
journal = "Book of Proceedings and Summaries",
title = "Methodological approach in treatment of persons with stroke",
pages = "39-38",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2301"
}

Rapaić, D., Đurović, A., Marinković, D., Đorđević, S., Turudić, J., Sretenović, I.,& Rapaić, M.. (2014). Methodological approach in treatment of persons with stroke. in Book of Proceedings and Summaries, 38-39.
https://hdl.handle.net/21.15107/rcub_rfasper_2301

Rapaić D, Đurović A, Marinković D, Đorđević S, Turudić J, Sretenović I, Rapaić M. Methodological approach in treatment of persons with stroke. in Book of Proceedings and Summaries. 2014;:38-39.
https://hdl.handle.net/21.15107/rcub_rfasper_2301 .

Rapaić, Dragan, Đurović, Aleksandar, Marinković, Dragan, Đorđević, Srboljub, Turudić, Jasmina, Sretenović, Ivana, Rapaić, Marko, "Methodological approach in treatment of persons with stroke" in Book of Proceedings and Summaries (2014):38-39,
https://hdl.handle.net/21.15107/rcub_rfasper_2301 .

TY  - CONF
AU  - Rapaić, Dragan
AU  - Đorđević, Srboljub
AU  - Nedović, Goran
AU  - Kovačević, Jasmina
AU  - Ćordić, Aleksandar
AU  - Marinković, Dragan
PY  - 2014
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2245
AB  - The aim of our study was to analyze institutional care and social welfare for people
with disabilities in Serbia. Data collection was performed using a special questionnaire
about present institutions, providers and users of social welfare services. Indicators
of evaluation were: capacity and structure of accommodation units, accessibility of
building, structure of users of services, accessibility of services, the number and types
of services and programs for users, transparency, structure of employees and their
permanent education.
The basic paradigm was that the effects of protection cannot be measured by the
number of people treated at certain territory, but the scope and quality of services
provided. The study included a total of 18 institutions of social protection (7 residential
institutions and 11 day care institutions). Structure of users of social welfare services
makes a total of 2 145 people with disabilities (out of which 1 757 (81,91%) in residential
institutions and 388 (18,09%) in the daily treatment institutions).
Social welfare institutions in Serbia are providing accommodation, food and
working-occupational treatment for people with disabilities. They are organized as day
care and residential institutions. The level and scope of social protection measures are
regulated by a special law, but not by the standards and norms of the profession. Basic
features of institutional care and protection of people with disabilities in the Republic of
Serbia are: the number and heterogeneity of the group, trying degree of disability service
users, systematization inconsistent with the needs and professional standards in this
area, a low level of qualification of service providers.
PB  - University of East Sarajevo, Faculty of Medicine; University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Thematic Collection of International Importance- „Education and Rehabilitation of Adult Persons with Disabilities “, Foča, Bosna I Hercegovina, 2014.
T1  - Theoretical Aspects of Special Education and Rehabilitation
EP  - 26
SP  - 13
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2245
ER  - 

@conference{
author = "Rapaić, Dragan and Đorđević, Srboljub and Nedović, Goran and Kovačević, Jasmina and Ćordić, Aleksandar and Marinković, Dragan",
year = "2014",
abstract = "The aim of our study was to analyze institutional care and social welfare for people
with disabilities in Serbia. Data collection was performed using a special questionnaire
about present institutions, providers and users of social welfare services. Indicators
of evaluation were: capacity and structure of accommodation units, accessibility of
building, structure of users of services, accessibility of services, the number and types
of services and programs for users, transparency, structure of employees and their
permanent education.
The basic paradigm was that the effects of protection cannot be measured by the
number of people treated at certain territory, but the scope and quality of services
provided. The study included a total of 18 institutions of social protection (7 residential
institutions and 11 day care institutions). Structure of users of social welfare services
makes a total of 2 145 people with disabilities (out of which 1 757 (81,91%) in residential
institutions and 388 (18,09%) in the daily treatment institutions).
Social welfare institutions in Serbia are providing accommodation, food and
working-occupational treatment for people with disabilities. They are organized as day
care and residential institutions. The level and scope of social protection measures are
regulated by a special law, but not by the standards and norms of the profession. Basic
features of institutional care and protection of people with disabilities in the Republic of
Serbia are: the number and heterogeneity of the group, trying degree of disability service
users, systematization inconsistent with the needs and professional standards in this
area, a low level of qualification of service providers.",
publisher = "University of East Sarajevo, Faculty of Medicine; University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Thematic Collection of International Importance- „Education and Rehabilitation of Adult Persons with Disabilities “, Foča, Bosna I Hercegovina, 2014.",
title = "Theoretical Aspects of Special Education and Rehabilitation",
pages = "26-13",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2245"
}

Rapaić, D., Đorđević, S., Nedović, G., Kovačević, J., Ćordić, A.,& Marinković, D.. (2014). Theoretical Aspects of Special Education and Rehabilitation. in Thematic Collection of International Importance- „Education and Rehabilitation of Adult Persons with Disabilities “, Foča, Bosna I Hercegovina, 2014.
University of East Sarajevo, Faculty of Medicine; University of Belgrade – Faculty of Special Education and Rehabilitation., 13-26.
https://hdl.handle.net/21.15107/rcub_rfasper_2245

Rapaić D, Đorđević S, Nedović G, Kovačević J, Ćordić A, Marinković D. Theoretical Aspects of Special Education and Rehabilitation. in Thematic Collection of International Importance- „Education and Rehabilitation of Adult Persons with Disabilities “, Foča, Bosna I Hercegovina, 2014.. 2014;:13-26.
https://hdl.handle.net/21.15107/rcub_rfasper_2245 .

Rapaić, Dragan, Đorđević, Srboljub, Nedović, Goran, Kovačević, Jasmina, Ćordić, Aleksandar, Marinković, Dragan, "Theoretical Aspects of Special Education and Rehabilitation" in Thematic Collection of International Importance- „Education and Rehabilitation of Adult Persons with Disabilities “, Foča, Bosna I Hercegovina, 2014. (2014):13-26,
https://hdl.handle.net/21.15107/rcub_rfasper_2245 .

TY  - JOUR
AU  - Đorđević, Srboljub
PY  - 2011
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3746
AB  - U radu su prikazani rezultati istraživanja individualnih razlika u
jezičkom i pravopisnom obrazovanju, kao i kalendarskom uzrastu učenika sa
lakom IO osnovnoškolskog uzrasta. Istraživanje je obavljeno na uzorku 230
učenika sa lakom IO polaznika triju osnovnih škola za učenike sa lakom
IO.
Dobijeni rezultati izvršenog istraživanja ukazuju na postojanje veli-
kih individualnih razlika u znanju i kalendarskom uzrastu među učenicima
sa lakom IO. Razmatrajući ove individualne razlike možemo se zapitati
kakav odnos postoji između njih i načina ostvarivanja nastavnog procesa.
Ovakvi rezultati izvršenog istraživanja neminovno upućuju na zaključak
da bi na razred učenika sa lakom IO trebalo gledati kao na grupu učenika
sasvim nejednakog znanja i mogućnosti, što zahteva i imperativno nameće
potrebu za individualizacijom nastave. Shodno tome, posebno je analiziran
Nastavni plan i program osnovnog obrazovanja i vaspitanja za učenike sa la-
kom IO i mogućnost individualizacije nastave.
AB  - This paper presents the results of research on individual differences in
language and orthography education, as well as in age of elementary school
children with mild intellectual disabilities. The study was performed on 230
children with mild intellectual disabilities of three elementary schools for
students with mild intellectual disability.
The results of performed studies indicate the existence of large individual
differences in knowledge and calendar age among pupils with mild
intellectual disabilities. Considering these individual differences we can ask
ourselves what kind of relationship exists between them and the methods of
teaching process. These results of conducted research inevitably lead to the
conclusion that the class of pupils with mild intellectual disabilities should be
regarded as a group of pupils of quite unequal knowledge and capabilities,
which imposes and imperatively demands the need for individualization of
teaching. Accordingly, it is necessary to analyze The Curriculum of Primary
Education for pupils with mild intellectual disabilities and the possibility of
individualization of teaching.
PB  - Drustvo defektologa Srbije
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju (ICF)
T2  - Beogradska defektološka škola
T1  - Individualne razlike učenika sa lakom IO i nastava
T1  - Individual differences of pupils with mild Intellectual disability and teaching
EP  - 111
IS  - 1
SP  - 97
VL  - 17
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3746
ER  - 

@article{
author = "Đorđević, Srboljub",
year = "2011",
abstract = "U radu su prikazani rezultati istraživanja individualnih razlika u
jezičkom i pravopisnom obrazovanju, kao i kalendarskom uzrastu učenika sa
lakom IO osnovnoškolskog uzrasta. Istraživanje je obavljeno na uzorku 230
učenika sa lakom IO polaznika triju osnovnih škola za učenike sa lakom
IO.
Dobijeni rezultati izvršenog istraživanja ukazuju na postojanje veli-
kih individualnih razlika u znanju i kalendarskom uzrastu među učenicima
sa lakom IO. Razmatrajući ove individualne razlike možemo se zapitati
kakav odnos postoji između njih i načina ostvarivanja nastavnog procesa.
Ovakvi rezultati izvršenog istraživanja neminovno upućuju na zaključak
da bi na razred učenika sa lakom IO trebalo gledati kao na grupu učenika
sasvim nejednakog znanja i mogućnosti, što zahteva i imperativno nameće
potrebu za individualizacijom nastave. Shodno tome, posebno je analiziran
Nastavni plan i program osnovnog obrazovanja i vaspitanja za učenike sa la-
kom IO i mogućnost individualizacije nastave., This paper presents the results of research on individual differences in
language and orthography education, as well as in age of elementary school
children with mild intellectual disabilities. The study was performed on 230
children with mild intellectual disabilities of three elementary schools for
students with mild intellectual disability.
The results of performed studies indicate the existence of large individual
differences in knowledge and calendar age among pupils with mild
intellectual disabilities. Considering these individual differences we can ask
ourselves what kind of relationship exists between them and the methods of
teaching process. These results of conducted research inevitably lead to the
conclusion that the class of pupils with mild intellectual disabilities should be
regarded as a group of pupils of quite unequal knowledge and capabilities,
which imposes and imperatively demands the need for individualization of
teaching. Accordingly, it is necessary to analyze The Curriculum of Primary
Education for pupils with mild intellectual disabilities and the possibility of
individualization of teaching.",
publisher = "Drustvo defektologa Srbije, Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju (ICF)",
journal = "Beogradska defektološka škola",
title = "Individualne razlike učenika sa lakom IO i nastava, Individual differences of pupils with mild Intellectual disability and teaching",
pages = "111-97",
number = "1",
volume = "17",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3746"
}

Đorđević, S.. (2011). Individualne razlike učenika sa lakom IO i nastava. in Beogradska defektološka škola
Drustvo defektologa Srbije., 17(1), 97-111.
https://hdl.handle.net/21.15107/rcub_rfasper_3746

Đorđević S. Individualne razlike učenika sa lakom IO i nastava. in Beogradska defektološka škola. 2011;17(1):97-111.
https://hdl.handle.net/21.15107/rcub_rfasper_3746 .

Đorđević, Srboljub, "Individualne razlike učenika sa lakom IO i nastava" in Beogradska defektološka škola, 17, no. 1 (2011):97-111,
https://hdl.handle.net/21.15107/rcub_rfasper_3746 .