TY  - JOUR
AU  - Đorđević, Mirjana
AU  - Glumbić, Nenad
AU  - Langher, Viviana
PY  - 2019
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1199
AB  - Sensory dysfunction is characterized by difficulty in receiving, processing, and integrating sensory stimuli, resulting in an unusual response to sensory stimulations. An altered sensory reactivity is observed in a large number of people with autism spectrum disorder. The aims of this study were to determine: a) the relationship between the severity of autistic disorder and sensory dysfunctions; b) the relationship between different sensory modalities; c) the relationship between age and functioning on sensory modalities; d) the modalities in which respondents have the most pronounced sensory dysfunctions. The sample included 60 participants with autism spectrum disorder, aged 11 to 26. The adolescent and adult sensory profile (The Adolescent / Adult Sensory Profile, Brown & Dunn, 2002) was used to measure sensory responses of the subjects. For the purposes of determining the severity of autistic disorder, a PDD-MRS scale was used (Pervasive Developmental Disorder Mental Retardation Scale, PDD-MRS, Kraijer & de Bildt, 2005). The results obtained show that in young people with autism spectrum disorder there is no statistically significant relationship between the severity of autistic disorder and the sensory dysfunction. Almost all sensory modalities were mutually correlated significantly. Significant correlations were missing between the participants` age and the altered sensory responses. The results show that subjects achieved significantly higher scores on the Activity Engagement subscale compared with all other subscales, which leads us to conclude that the participants from our sample had the most difficulty in adjusting their activity level to the demands of everyday situations. These findings have significant practical implications, both on the planning and realization of sensory interventions in these individuals, as well as on the need to harmonize the characteristics of the environment in which they reside, the tasks delegated to them, and their sensory specifcities.
AB  - Senzornu disfunkciju karakterišu poteškoće pri prijemu, obradi i integraciji senzornih stimulusa, koje rezultiraju neobičnom reakcijom na senzorne podražaje. Izmenjena senzorna reaktivnost beleži se kod velikog broja osoba s poremećajem iz spektra autizma. Ciljevi ovog istraživanja su da se utvrde: a) odnos između težine autističkog poremećaja i senzornih disfunkcija; b) odnos između različitih senzornih modaliteta; c) odnos između uzrasta i funkcionisanja na senzornim modalitetima; d) modaliteti u kojima ispitanici imaju najizraženije senzorne disfunkcije. Uzorkom je obuhvaćeno 60 ispitanika s poremećajem iz spektra autizma, uzrasta od 11 do 26 godina. Za merenje senzornih odgovora ispitanika korišćen je Senzorni profl adolescenata i odraslih (Te Adolescent/Adult Sensory Profle, Brown & Dunn, 2002). Za potrebe utvrđivanja težine autističkog poremećaja korišćena je Skala za procenu pervazivnih poremećaja razvoja kod osoba sa intelektualnom ometenošću (Pervasive Developmental Disorder Mental Retardation Scale, PDD-MRS, Kraijer & de Bildt, 2005). Dobijeni rezultati pokazuju da kod mladih osoba s poremećajem iz spektra autizma nema statistički značajnih relacija između težine autističkog poremećaja i senzornih disfunkcija. Skoro svi senzorni modaliteti međusobno koreliraju statistički značajno. Značajne korelacije su izostale između uzrasta ispitanika i izmenjenih senzornih reakcija. Dobijeni rezultati pokazuju da ispitanici ostvaruju značajno viša postignuća na supskali Aktivitet u poređenju sa svim ostalim supskalama, na osnovu čega zaključujemo da ispitanici iz našeg uzorka imaju najviše poteškoća u prilagođavanju svog nivoa aktivnosti zahtevima svakodnevnih situacija. Ovi nalazi imaju značajne praktične implikacije, kako na planiranje i realizaciju senzornih intervencija kod ovih osoba, tako i na potrebu za usklađivanjem karakteristika okruženja u kom borave, zadataka koji im se zadaju i njihovih senzornih specifčnosti.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd
T2  - Specijalna edukacija i rehabilitacija
T1  - Some aspects of sensory disfunction in young people with autism spectrum disorder
T1  - Neki aspekti senzorne disfunkcije kod mladih osoba sa poremećajem iz spektra autizma
EP  - 61
IS  - 1
SP  - 43
VL  - 18
DO  - 10.5937/specedreh18-19843
ER  - 

@article{
author = "Đorđević, Mirjana and Glumbić, Nenad and Langher, Viviana",
year = "2019",
abstract = "Sensory dysfunction is characterized by difficulty in receiving, processing, and integrating sensory stimuli, resulting in an unusual response to sensory stimulations. An altered sensory reactivity is observed in a large number of people with autism spectrum disorder. The aims of this study were to determine: a) the relationship between the severity of autistic disorder and sensory dysfunctions; b) the relationship between different sensory modalities; c) the relationship between age and functioning on sensory modalities; d) the modalities in which respondents have the most pronounced sensory dysfunctions. The sample included 60 participants with autism spectrum disorder, aged 11 to 26. The adolescent and adult sensory profile (The Adolescent / Adult Sensory Profile, Brown & Dunn, 2002) was used to measure sensory responses of the subjects. For the purposes of determining the severity of autistic disorder, a PDD-MRS scale was used (Pervasive Developmental Disorder Mental Retardation Scale, PDD-MRS, Kraijer & de Bildt, 2005). The results obtained show that in young people with autism spectrum disorder there is no statistically significant relationship between the severity of autistic disorder and the sensory dysfunction. Almost all sensory modalities were mutually correlated significantly. Significant correlations were missing between the participants` age and the altered sensory responses. The results show that subjects achieved significantly higher scores on the Activity Engagement subscale compared with all other subscales, which leads us to conclude that the participants from our sample had the most difficulty in adjusting their activity level to the demands of everyday situations. These findings have significant practical implications, both on the planning and realization of sensory interventions in these individuals, as well as on the need to harmonize the characteristics of the environment in which they reside, the tasks delegated to them, and their sensory specifcities., Senzornu disfunkciju karakterišu poteškoće pri prijemu, obradi i integraciji senzornih stimulusa, koje rezultiraju neobičnom reakcijom na senzorne podražaje. Izmenjena senzorna reaktivnost beleži se kod velikog broja osoba s poremećajem iz spektra autizma. Ciljevi ovog istraživanja su da se utvrde: a) odnos između težine autističkog poremećaja i senzornih disfunkcija; b) odnos između različitih senzornih modaliteta; c) odnos između uzrasta i funkcionisanja na senzornim modalitetima; d) modaliteti u kojima ispitanici imaju najizraženije senzorne disfunkcije. Uzorkom je obuhvaćeno 60 ispitanika s poremećajem iz spektra autizma, uzrasta od 11 do 26 godina. Za merenje senzornih odgovora ispitanika korišćen je Senzorni profl adolescenata i odraslih (Te Adolescent/Adult Sensory Profle, Brown & Dunn, 2002). Za potrebe utvrđivanja težine autističkog poremećaja korišćena je Skala za procenu pervazivnih poremećaja razvoja kod osoba sa intelektualnom ometenošću (Pervasive Developmental Disorder Mental Retardation Scale, PDD-MRS, Kraijer & de Bildt, 2005). Dobijeni rezultati pokazuju da kod mladih osoba s poremećajem iz spektra autizma nema statistički značajnih relacija između težine autističkog poremećaja i senzornih disfunkcija. Skoro svi senzorni modaliteti međusobno koreliraju statistički značajno. Značajne korelacije su izostale između uzrasta ispitanika i izmenjenih senzornih reakcija. Dobijeni rezultati pokazuju da ispitanici ostvaruju značajno viša postignuća na supskali Aktivitet u poređenju sa svim ostalim supskalama, na osnovu čega zaključujemo da ispitanici iz našeg uzorka imaju najviše poteškoća u prilagođavanju svog nivoa aktivnosti zahtevima svakodnevnih situacija. Ovi nalazi imaju značajne praktične implikacije, kako na planiranje i realizaciju senzornih intervencija kod ovih osoba, tako i na potrebu za usklađivanjem karakteristika okruženja u kom borave, zadataka koji im se zadaju i njihovih senzornih specifčnosti.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd",
journal = "Specijalna edukacija i rehabilitacija",
title = "Some aspects of sensory disfunction in young people with autism spectrum disorder, Neki aspekti senzorne disfunkcije kod mladih osoba sa poremećajem iz spektra autizma",
pages = "61-43",
number = "1",
volume = "18",
doi = "10.5937/specedreh18-19843"
}

Đorđević, M., Glumbić, N.,& Langher, V.. (2019). Some aspects of sensory disfunction in young people with autism spectrum disorder. in Specijalna edukacija i rehabilitacija
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd., 18(1), 43-61.
https://doi.org/10.5937/specedreh18-19843

Đorđević M, Glumbić N, Langher V. Some aspects of sensory disfunction in young people with autism spectrum disorder. in Specijalna edukacija i rehabilitacija. 2019;18(1):43-61.
doi:10.5937/specedreh18-19843 .

Đorđević, Mirjana, Glumbić, Nenad, Langher, Viviana, "Some aspects of sensory disfunction in young people with autism spectrum disorder" in Specijalna edukacija i rehabilitacija, 18, no. 1 (2019):43-61,
https://doi.org/10.5937/specedreh18-19843 . .

TY  - JOUR
AU  - Langher, Viviana
AU  - Ricci, Maria E.
AU  - Propersi, Flaminia
AU  - Glumbić, Nenad
AU  - Caputo, Andrea
PY  - 2016
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/979
AB  - Illiteracy is one of the main obstacles preventing a country from overcoming poverty. The Mozambican government's recent efforts aim to guarantee education for all its citizens, including those with disabilities, in order to reach both cognitive and social skills which maximize their growth and development. This paper offers a complex analysis of a case study dealing with an intervention based on a cooperative learning approach for the inclusion of students with special education needs (SEN) in a class of a secondary high school in Maputo city. A clinical and qualitative perspective is adopted in reporting the data, attempting to analyse the organizational, psychosocial, relational and emotional dimensions. Some reflections are provided which refer to key factors which could affect the sustainability of good inclusive practices over time.
PB  - Routledge Journals, Taylor & Francis Ltd, Abingdon
T2  - Cultura Y Educacion
T1  - Inclusion in Mozambique: a case study on a cooperative learning intervention / La inclusion en Mozambique: un estudio de casos sobre una intervencion de aprendizaje cooperativo
EP  - 71
IS  - 1
SP  - 42
VL  - 28
DO  - 10.1080/11356405.2015.1120447
ER  - 

@article{
author = "Langher, Viviana and Ricci, Maria E. and Propersi, Flaminia and Glumbić, Nenad and Caputo, Andrea",
year = "2016",
abstract = "Illiteracy is one of the main obstacles preventing a country from overcoming poverty. The Mozambican government's recent efforts aim to guarantee education for all its citizens, including those with disabilities, in order to reach both cognitive and social skills which maximize their growth and development. This paper offers a complex analysis of a case study dealing with an intervention based on a cooperative learning approach for the inclusion of students with special education needs (SEN) in a class of a secondary high school in Maputo city. A clinical and qualitative perspective is adopted in reporting the data, attempting to analyse the organizational, psychosocial, relational and emotional dimensions. Some reflections are provided which refer to key factors which could affect the sustainability of good inclusive practices over time.",
publisher = "Routledge Journals, Taylor & Francis Ltd, Abingdon",
journal = "Cultura Y Educacion",
title = "Inclusion in Mozambique: a case study on a cooperative learning intervention / La inclusion en Mozambique: un estudio de casos sobre una intervencion de aprendizaje cooperativo",
pages = "71-42",
number = "1",
volume = "28",
doi = "10.1080/11356405.2015.1120447"
}

Langher, V., Ricci, M. E., Propersi, F., Glumbić, N.,& Caputo, A.. (2016). Inclusion in Mozambique: a case study on a cooperative learning intervention / La inclusion en Mozambique: un estudio de casos sobre una intervencion de aprendizaje cooperativo. in Cultura Y Educacion
Routledge Journals, Taylor & Francis Ltd, Abingdon., 28(1), 42-71.
https://doi.org/10.1080/11356405.2015.1120447

Langher V, Ricci ME, Propersi F, Glumbić N, Caputo A. Inclusion in Mozambique: a case study on a cooperative learning intervention / La inclusion en Mozambique: un estudio de casos sobre una intervencion de aprendizaje cooperativo. in Cultura Y Educacion. 2016;28(1):42-71.
doi:10.1080/11356405.2015.1120447 .

Langher, Viviana, Ricci, Maria E., Propersi, Flaminia, Glumbić, Nenad, Caputo, Andrea, "Inclusion in Mozambique: a case study on a cooperative learning intervention / La inclusion en Mozambique: un estudio de casos sobre una intervencion de aprendizaje cooperativo" in Cultura Y Educacion, 28, no. 1 (2016):42-71,
https://doi.org/10.1080/11356405.2015.1120447 . .

TY  - CONF
AU  - Langher, Viviana
AU  - Ricci, Maria Elisabetta
AU  - Propersi, Flaminia
AU  - Caputo, Andrea
AU  - Glumbić, Nenad
AU  - Groterath, Angelika
PY  - 2015
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2395
PB  - Oldenburg: Paulo Freire Verlag
T1  - Inclusion in the time of cholera
EP  - 338
SP  - 323
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2395
ER  - 

@conference{
author = "Langher, Viviana and Ricci, Maria Elisabetta and Propersi, Flaminia and Caputo, Andrea and Glumbić, Nenad and Groterath, Angelika",
year = "2015",
publisher = "Oldenburg: Paulo Freire Verlag",
title = "Inclusion in the time of cholera",
pages = "338-323",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2395"
}

Langher, V., Ricci, M. E., Propersi, F., Caputo, A., Glumbić, N.,& Groterath, A.. (2015). Inclusion in the time of cholera. 
Oldenburg: Paulo Freire Verlag., 323-338.
https://hdl.handle.net/21.15107/rcub_rfasper_2395

Langher V, Ricci ME, Propersi F, Caputo A, Glumbić N, Groterath A. Inclusion in the time of cholera. 2015;:323-338.
https://hdl.handle.net/21.15107/rcub_rfasper_2395 .

Langher, Viviana, Ricci, Maria Elisabetta, Propersi, Flaminia, Caputo, Andrea, Glumbić, Nenad, Groterath, Angelika, "Inclusion in the time of cholera" (2015):323-338,
https://hdl.handle.net/21.15107/rcub_rfasper_2395 .

TY  - CONF
AU  - Brojčin, Branislav
AU  - Đorđević, Mirjana
AU  - Langher, Viviana
PY  - 2013
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2143
AB  - Teškoće u sticanju akademskih znanja spadaju među najistaknutije karakteristike
učenika s intelektualnom ometenošću. Motivacija, intelektualne sposobnosti,
podrška porodice i ukupno ponašanje prepoznaju se kao značajni
faktori školskog uspeha ove populacije.
Cilj ovog istraživanja je da utvrdi kako je subjektivna procena nastavnika u
pogledu motivacije, roditeljske podrške, intelektualnih sposobnosti i sveukupnog
ponašanja dece sa lakom IO povezana sa procenom akademskih
veština čitanja i matematike, kao i ukupnim školskim postignućem.
Uzorak čini 120 ispitanika sa lakom intelektualnom ometenošću od osam do
šesnaest godina. U istraživanju je primenjena Skala za procenu akademske
kompetencije, Sistema za procenu socijalnih veština.
Sva četiri ispitivana faktora su značajna za školski uspeh učenika, ali se
najviše korelacije beleže u odnosima školskog postignuća učenika s njihovim
intelektualnim sposobnostima i motivacijom
AB  - Diffi culties in acquiring academic knowledge are among the most prominent characteristics
of the students with intellectual disabilities. Motivation, intellectual abilities,
family support and overall behavior are recognized as important factors of school achievement
in this population.
Th e objective of this research was to determine how the subjective teachers’ evaluation
in terms of motivation, parental support, intellectual abilities and overall behavior of
children with mild intellectual disability was associated with the assessment of academic
skills of reading and math, as well as the overall school achievement.
Th e sample consisted of 120 participants with mild intellectual disability, aged from
8 through 16. Th e Scale for the assessment of academic competence of the Social skills rating
system was used in this research.
All four investigated factors are important for students’ school success, but the
highest correlations are recorded between academic achievement and intellectual abilities
and motivation.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Zbornik radova - sa godišnje prezentacije rezultata naučno-istraživačkog projekta
„Socijalna participacija osoba sa intelektualnom ometenošću“,Beograd,2013
T1  - Determinante školskog postignuća učenika s lakom intelektualnom ometenošcu viđene od strane nastavnika
T1  - Determinants of the scool achievement of the students
with mild intellectual disability seen by their teachers
EP  - 22
SP  - 15
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2143
ER  - 

@conference{
author = "Brojčin, Branislav and Đorđević, Mirjana and Langher, Viviana",
year = "2013",
abstract = "Teškoće u sticanju akademskih znanja spadaju među najistaknutije karakteristike
učenika s intelektualnom ometenošću. Motivacija, intelektualne sposobnosti,
podrška porodice i ukupno ponašanje prepoznaju se kao značajni
faktori školskog uspeha ove populacije.
Cilj ovog istraživanja je da utvrdi kako je subjektivna procena nastavnika u
pogledu motivacije, roditeljske podrške, intelektualnih sposobnosti i sveukupnog
ponašanja dece sa lakom IO povezana sa procenom akademskih
veština čitanja i matematike, kao i ukupnim školskim postignućem.
Uzorak čini 120 ispitanika sa lakom intelektualnom ometenošću od osam do
šesnaest godina. U istraživanju je primenjena Skala za procenu akademske
kompetencije, Sistema za procenu socijalnih veština.
Sva četiri ispitivana faktora su značajna za školski uspeh učenika, ali se
najviše korelacije beleže u odnosima školskog postignuća učenika s njihovim
intelektualnim sposobnostima i motivacijom, Diffi culties in acquiring academic knowledge are among the most prominent characteristics
of the students with intellectual disabilities. Motivation, intellectual abilities,
family support and overall behavior are recognized as important factors of school achievement
in this population.
Th e objective of this research was to determine how the subjective teachers’ evaluation
in terms of motivation, parental support, intellectual abilities and overall behavior of
children with mild intellectual disability was associated with the assessment of academic
skills of reading and math, as well as the overall school achievement.
Th e sample consisted of 120 participants with mild intellectual disability, aged from
8 through 16. Th e Scale for the assessment of academic competence of the Social skills rating
system was used in this research.
All four investigated factors are important for students’ school success, but the
highest correlations are recorded between academic achievement and intellectual abilities
and motivation.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik radova - sa godišnje prezentacije rezultata naučno-istraživačkog projekta
„Socijalna participacija osoba sa intelektualnom ometenošću“,Beograd,2013",
title = "Determinante školskog postignuća učenika s lakom intelektualnom ometenošcu viđene od strane nastavnika, Determinants of the scool achievement of the students
with mild intellectual disability seen by their teachers",
pages = "22-15",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2143"
}

Brojčin, B., Đorđević, M.,& Langher, V.. (2013). Determinante školskog postignuća učenika s lakom intelektualnom ometenošcu viđene od strane nastavnika. in Zbornik radova - sa godišnje prezentacije rezultata naučno-istraživačkog projekta
„Socijalna participacija osoba sa intelektualnom ometenošću“,Beograd,2013
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 15-22.
https://hdl.handle.net/21.15107/rcub_rfasper_2143

Brojčin B, Đorđević M, Langher V. Determinante školskog postignuća učenika s lakom intelektualnom ometenošcu viđene od strane nastavnika. in Zbornik radova - sa godišnje prezentacije rezultata naučno-istraživačkog projekta
„Socijalna participacija osoba sa intelektualnom ometenošću“,Beograd,2013. 2013;:15-22.
https://hdl.handle.net/21.15107/rcub_rfasper_2143 .

Brojčin, Branislav, Đorđević, Mirjana, Langher, Viviana, "Determinante školskog postignuća učenika s lakom intelektualnom ometenošcu viđene od strane nastavnika" in Zbornik radova - sa godišnje prezentacije rezultata naučno-istraživačkog projekta
„Socijalna participacija osoba sa intelektualnom ometenošću“,Beograd,2013 (2013):15-22,
https://hdl.handle.net/21.15107/rcub_rfasper_2143 .

TY  - JOUR
AU  - Langher, Viviana
AU  - Cataudella, Stefania
AU  - Pirrò, Valentina
AU  - D’Angeli, Marianna
PY  - 2012
UR  - https://www.casopis.fasper.bg.ac.rs/
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3417
AB  - The multidisciplinary approach for the treatment of hearing
impaired children presented the work group with several tasks: the
group had to integrate different competences and techniques, to share
common treatment goals, to manage relational dynamics with the
children and their parents, and to explore the families’ expectancies.
These efforts may create stressful conditions for the work group and,
consequently, might negatively affect the quality of the intervention to
be carried out.
Our aim was to illustrate a psychosocial analysis performed in a
religious Institute for hearing impaired children, intended to break the
pattern of the Institute’s stalled productivity, to avoid inefficient and
fragmented treatments, to prevent unelaborated relational dynamics
among the staff members and between the staff and the children’s
families.
By means of the Content Analysis of semi-structured interviews
administered to staff-members and families we have analyzed the
quality of the teamwork, the relational arrangements towards the
families and local services (25 interviews with 5 staff members); the family-Institute relationship and the family’s representation and
satisfaction of the Institute (7 interviews with 13 hearing impaired
parents and non-hearing impaired parents). The institute activity
seemed to be more characterized by the maintenance of the relationship
with the families per se, rather than oriented to productive goals.
The non hearing impaired parents seemed to be more satisfied than
the hearing-impaired parents, possibly because the former are more
prepared to receive the Institute’s help.
The stalled productivity can only be overcome by the elaboration
of those relational/emotional dynamics which prevent staff members
and children’s parents from focusing on productive goals. The staffmembers’
training should be improved in order to develop specific
competences, to perform an integrated, multidisciplinary approach
in treatments, to negotiate with the families, and share the work
program and treatment objectives with them.
AB  - Multidisciplinarni pristup tretmanu dece oštećenog sluha postavlja
pred stručni tim mnoge izazove: članovi tima treba da integrišu
različite kompetencije i pristupe u radu, da dele zajedničke ciljeve
tretmana, da upravljaju dinamikom odnosa između dece i njihovih
roditelja i da ispituju očekivanja porodične zajednice. Za članove tima
navedeni zadaci mogu biti veoma stresogeni što, posledično, može
imati negativan uticaj na kvalitet planiranog tretmana.
U ovom radu je dat primer psihosocijalne analize koja je sprovedena
u verskom Institutu za decu oštećenog sluha. Cilj ovog postupka je
da razreši pat-poziciju u radu Instituta, da izbegne neefikasne i parcijalizovane
oblike tretmana, da predupredi pojavu neraščišćene relacione
dinamike između zaposlenih, kao i između osoblja i članova
porodice.
Sadržinskom analizom semistrukturisanih intervjua sa zaposlenima
i članovima porodice obuhvaćeni su: kvalitet timskog rada; relacioni
dogovori sa članovima porodica i servisima lokalne zajednice
(25 intervjua sa 5 članova osoblja); odnosi između porodice i Instituta,
način na koji porodica sagledava rad Instituta i stepen zadovoljstva tim
radom (7 intervjua sa 13 roditelja oštećenog sluha i čujućih roditelja).
Po svemu sudeći, aktivnost Instituta je više usmerena ka održavanju
odnosa sa porodicom, nego ka produktivnim ciljevima. Čujući roditelji
su zadovoljniji radom Instituta od roditelja oštećenog sluha, verovatno
zbog toga što su spremniji da prihvate pomoć koju im Institut nudi.
Izlazak iz pat-pozicije može se prevazići samo detaljnom razradom
svih onih relaciono-emocionalnih dinamičkih odnosa koji i osoblju i roditeljima onemogućavaju fokusiranje na produktivne ciljeve.
Potrebno je poboljšati obuku zaposlenih u pravcu razvoja specifičnih
kompetencija; realizacije integrisanog, multidisciplinarnog pristupa u
tretmanu; ostvarivanja dogovora sa porodicama i saradnje u definisanju
programa rada i ciljeva tretmana.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju
T2  - Specijalna edukacija i rehabilitacija
T1  - The efforts of a multidisciplinary approach in the rehabilitation institute for deaf children: a psychosocial intervention aimed at breaking the pattern of stalled productivity
T1  - MULTIDISCIPLINARNI PRISTUP U REHABILITACIJI GLUVE DECE: PSIHOSOCIJALNA INTERVENCIJA U CILJU POBOLJŠANJA PRODUKTIVNOSTI
EP  - 229
IS  - 2
SP  - 203
VL  - 11
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3417
ER  - 

@article{
author = "Langher, Viviana and Cataudella, Stefania and Pirrò, Valentina and D’Angeli, Marianna",
year = "2012",
abstract = "The multidisciplinary approach for the treatment of hearing
impaired children presented the work group with several tasks: the
group had to integrate different competences and techniques, to share
common treatment goals, to manage relational dynamics with the
children and their parents, and to explore the families’ expectancies.
These efforts may create stressful conditions for the work group and,
consequently, might negatively affect the quality of the intervention to
be carried out.
Our aim was to illustrate a psychosocial analysis performed in a
religious Institute for hearing impaired children, intended to break the
pattern of the Institute’s stalled productivity, to avoid inefficient and
fragmented treatments, to prevent unelaborated relational dynamics
among the staff members and between the staff and the children’s
families.
By means of the Content Analysis of semi-structured interviews
administered to staff-members and families we have analyzed the
quality of the teamwork, the relational arrangements towards the
families and local services (25 interviews with 5 staff members); the family-Institute relationship and the family’s representation and
satisfaction of the Institute (7 interviews with 13 hearing impaired
parents and non-hearing impaired parents). The institute activity
seemed to be more characterized by the maintenance of the relationship
with the families per se, rather than oriented to productive goals.
The non hearing impaired parents seemed to be more satisfied than
the hearing-impaired parents, possibly because the former are more
prepared to receive the Institute’s help.
The stalled productivity can only be overcome by the elaboration
of those relational/emotional dynamics which prevent staff members
and children’s parents from focusing on productive goals. The staffmembers’
training should be improved in order to develop specific
competences, to perform an integrated, multidisciplinary approach
in treatments, to negotiate with the families, and share the work
program and treatment objectives with them., Multidisciplinarni pristup tretmanu dece oštećenog sluha postavlja
pred stručni tim mnoge izazove: članovi tima treba da integrišu
različite kompetencije i pristupe u radu, da dele zajedničke ciljeve
tretmana, da upravljaju dinamikom odnosa između dece i njihovih
roditelja i da ispituju očekivanja porodične zajednice. Za članove tima
navedeni zadaci mogu biti veoma stresogeni što, posledično, može
imati negativan uticaj na kvalitet planiranog tretmana.
U ovom radu je dat primer psihosocijalne analize koja je sprovedena
u verskom Institutu za decu oštećenog sluha. Cilj ovog postupka je
da razreši pat-poziciju u radu Instituta, da izbegne neefikasne i parcijalizovane
oblike tretmana, da predupredi pojavu neraščišćene relacione
dinamike između zaposlenih, kao i između osoblja i članova
porodice.
Sadržinskom analizom semistrukturisanih intervjua sa zaposlenima
i članovima porodice obuhvaćeni su: kvalitet timskog rada; relacioni
dogovori sa članovima porodica i servisima lokalne zajednice
(25 intervjua sa 5 članova osoblja); odnosi između porodice i Instituta,
način na koji porodica sagledava rad Instituta i stepen zadovoljstva tim
radom (7 intervjua sa 13 roditelja oštećenog sluha i čujućih roditelja).
Po svemu sudeći, aktivnost Instituta je više usmerena ka održavanju
odnosa sa porodicom, nego ka produktivnim ciljevima. Čujući roditelji
su zadovoljniji radom Instituta od roditelja oštećenog sluha, verovatno
zbog toga što su spremniji da prihvate pomoć koju im Institut nudi.
Izlazak iz pat-pozicije može se prevazići samo detaljnom razradom
svih onih relaciono-emocionalnih dinamičkih odnosa koji i osoblju i roditeljima onemogućavaju fokusiranje na produktivne ciljeve.
Potrebno je poboljšati obuku zaposlenih u pravcu razvoja specifičnih
kompetencija; realizacije integrisanog, multidisciplinarnog pristupa u
tretmanu; ostvarivanja dogovora sa porodicama i saradnje u definisanju
programa rada i ciljeva tretmana.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju",
journal = "Specijalna edukacija i rehabilitacija",
title = "The efforts of a multidisciplinary approach in the rehabilitation institute for deaf children: a psychosocial intervention aimed at breaking the pattern of stalled productivity, MULTIDISCIPLINARNI PRISTUP U REHABILITACIJI GLUVE DECE: PSIHOSOCIJALNA INTERVENCIJA U CILJU POBOLJŠANJA PRODUKTIVNOSTI",
pages = "229-203",
number = "2",
volume = "11",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3417"
}

Langher, V., Cataudella, S., Pirrò, V.,& D’Angeli, M.. (2012). The efforts of a multidisciplinary approach in the rehabilitation institute for deaf children: a psychosocial intervention aimed at breaking the pattern of stalled productivity. in Specijalna edukacija i rehabilitacija
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju., 11(2), 203-229.
https://hdl.handle.net/21.15107/rcub_rfasper_3417

Langher V, Cataudella S, Pirrò V, D’Angeli M. The efforts of a multidisciplinary approach in the rehabilitation institute for deaf children: a psychosocial intervention aimed at breaking the pattern of stalled productivity. in Specijalna edukacija i rehabilitacija. 2012;11(2):203-229.
https://hdl.handle.net/21.15107/rcub_rfasper_3417 .

Langher, Viviana, Cataudella, Stefania, Pirrò, Valentina, D’Angeli, Marianna, "The efforts of a multidisciplinary approach in the rehabilitation institute for deaf children: a psychosocial intervention aimed at breaking the pattern of stalled productivity" in Specijalna edukacija i rehabilitacija, 11, no. 2 (2012):203-229,
https://hdl.handle.net/21.15107/rcub_rfasper_3417 .

TY  - CONF
AU  - Glumbić, Nenad
AU  - Đorđević, Mirjana
AU  - Langher, Viviana
PY  - 2011
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1944
C3  - I naučni skup stremljenja i novine u specijalnoj edukaciji i rehabilitaciji: Zbornik rezimea
T1  - Diferencijalna dijagnoza intelektualne ometenosti i specifičnog poremećaja jezika
EP  - 69
SP  - 68
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_1944
ER  - 

@conference{
author = "Glumbić, Nenad and Đorđević, Mirjana and Langher, Viviana",
year = "2011",
journal = "I naučni skup stremljenja i novine u specijalnoj edukaciji i rehabilitaciji: Zbornik rezimea",
title = "Diferencijalna dijagnoza intelektualne ometenosti i specifičnog poremećaja jezika",
pages = "69-68",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_1944"
}

Glumbić, N., Đorđević, M.,& Langher, V.. (2011). Diferencijalna dijagnoza intelektualne ometenosti i specifičnog poremećaja jezika. in I naučni skup stremljenja i novine u specijalnoj edukaciji i rehabilitaciji: Zbornik rezimea, 68-69.
https://hdl.handle.net/21.15107/rcub_rfasper_1944

Glumbić N, Đorđević M, Langher V. Diferencijalna dijagnoza intelektualne ometenosti i specifičnog poremećaja jezika. in I naučni skup stremljenja i novine u specijalnoj edukaciji i rehabilitaciji: Zbornik rezimea. 2011;:68-69.
https://hdl.handle.net/21.15107/rcub_rfasper_1944 .

Glumbić, Nenad, Đorđević, Mirjana, Langher, Viviana, "Diferencijalna dijagnoza intelektualne ometenosti i specifičnog poremećaja jezika" in I naučni skup stremljenja i novine u specijalnoj edukaciji i rehabilitaciji: Zbornik rezimea (2011):68-69,
https://hdl.handle.net/21.15107/rcub_rfasper_1944 .