Radovanović, Vesna

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  • Radovanović, Vesna (6)
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Author's Bibliography

The comparison of resiliency levels of deaf and hard of hearing adolescents and their typically developing peers

Radovanović, Vesna; Radić-Šestić, Marina; Drobac, Ana; Mijatović, Svetlana

(University of Belgrade – Faculty of special education and rehabilitation, 2020)

TY  - CONF
AU  - Radovanović, Vesna
AU  - Radić-Šestić, Marina
AU  - Drobac, Ana
AU  - Mijatović, Svetlana
PY  - 2020
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3249
AB  - Deaf and hard of hearing children lag in communication skills, which may consequently result in a lower level of resilience. Determining resiliency levels in deaf and hard of hearing adolescents in comparison to the typical development of their peers is for this reason set as the objective of this research. The sample included 60 sixth, seventh and eighth grade primary school pupils, aged 12 to 14. The subjects were divided into two groups: Group A (30 deaf and hard of hearing subjects) and Group B (30 subjects with typical development). The Resiliency Scale for Children & Adolescents (RSCA) was used in this research. The results showed that deaf and hard of hearing students perceive their resiliency the same as their typical developing peers. Under conditions where more and more deaf and hard of hearing children are educated with peers of the typical population, the social integration of these children becomes a key concern. Programmes intended to promote the development of resiliency, which are drafted in accordance with the individual characteristics of deaf and hard of hearing children may contribute to their successful inclusion in mainstream education
PB  - University of Belgrade – Faculty of special education and rehabilitation
C3  - Approaches and Models in Special Education and Rehabilitation – Thematic Collection of International Importance
T1  - The comparison of resiliency levels of deaf and hard of hearing adolescents and their typically developing peers
EP  - 314
SP  - 305
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3249
ER  - 
@conference{
author = "Radovanović, Vesna and Radić-Šestić, Marina and Drobac, Ana and Mijatović, Svetlana",
year = "2020",
abstract = "Deaf and hard of hearing children lag in communication skills, which may consequently result in a lower level of resilience. Determining resiliency levels in deaf and hard of hearing adolescents in comparison to the typical development of their peers is for this reason set as the objective of this research. The sample included 60 sixth, seventh and eighth grade primary school pupils, aged 12 to 14. The subjects were divided into two groups: Group A (30 deaf and hard of hearing subjects) and Group B (30 subjects with typical development). The Resiliency Scale for Children & Adolescents (RSCA) was used in this research. The results showed that deaf and hard of hearing students perceive their resiliency the same as their typical developing peers. Under conditions where more and more deaf and hard of hearing children are educated with peers of the typical population, the social integration of these children becomes a key concern. Programmes intended to promote the development of resiliency, which are drafted in accordance with the individual characteristics of deaf and hard of hearing children may contribute to their successful inclusion in mainstream education",
publisher = "University of Belgrade – Faculty of special education and rehabilitation",
journal = "Approaches and Models in Special Education and Rehabilitation – Thematic Collection of International Importance",
title = "The comparison of resiliency levels of deaf and hard of hearing adolescents and their typically developing peers",
pages = "314-305",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3249"
}
Radovanović, V., Radić-Šestić, M., Drobac, A.,& Mijatović, S.. (2020). The comparison of resiliency levels of deaf and hard of hearing adolescents and their typically developing peers. in Approaches and Models in Special Education and Rehabilitation – Thematic Collection of International Importance
University of Belgrade – Faculty of special education and rehabilitation., 305-314.
https://hdl.handle.net/21.15107/rcub_rfasper_3249
Radovanović V, Radić-Šestić M, Drobac A, Mijatović S. The comparison of resiliency levels of deaf and hard of hearing adolescents and their typically developing peers. in Approaches and Models in Special Education and Rehabilitation – Thematic Collection of International Importance. 2020;:305-314.
https://hdl.handle.net/21.15107/rcub_rfasper_3249 .
Radovanović, Vesna, Radić-Šestić, Marina, Drobac, Ana, Mijatović, Svetlana, "The comparison of resiliency levels of deaf and hard of hearing adolescents and their typically developing peers" in Approaches and Models in Special Education and Rehabilitation – Thematic Collection of International Importance (2020):305-314,
https://hdl.handle.net/21.15107/rcub_rfasper_3249 .

Socijalne kompetencije i školski uspeh gluvih i nagluvih učenika viših razreda osnovne škole

Radovanović, Vesna; Kovačević, Jasmina; Drobac, Ana

(Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, 2020)

TY  - CONF
AU  - Radovanović, Vesna
AU  - Kovačević, Jasmina
AU  - Drobac, Ana
PY  - 2020
UR  - http://www.icf.fasper.bg.ac.rs/zbornici/20201221_1-ZBORNIK-RADOVA-SKUP-NAC_2020.pdf
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3452
AB  - School plays an important role in the personality development of children and
adolescents as aplace where the ability
to establish social relations is developed
and improved and which can also affect school success. The aim of this study was to determine the level of social competencies and differences in relation to the school success of deaf and hard of hearing pupils in the upper grades of primary school. The research sample consisted of 24 pupils of which 13 boys and 11 girls, who attend the seventh and eighth grade of primary schools for the deaf and hard of hearing. The study
used the subscale of the Scale of Social Behavior in School which was filled in by
class teachers. The results of this study show
that teachers assess social competencies of deaf pupils’ as average when it comes to relationships with peers, risky when it comes to managing behavior in a quarter of pupils, while academic behavior is assessed as average with the exception of deviations in three pupils, while social competenciesin total were assessed as risky in a quarter of pupils. It was determined that there are significant differences in the level of social competencies in relation to school success, with pupils with excellent school success having the highest scores. Activities to improve the social competencies of deaf and hard of hearing children need to be undertaken at an early age, in order to facilitate the transition period from primary
to secondary school.
AB  - U razvoju ličnosti dece i adolescenata značajno mesto zauzima škola, mesto na kome se razvija i unapređuje sposobnost uspostavljanja socijalnih odnosa, a koje mogu da se odraze i na školski uspeh. Utvrđivanje nivoa socijalnih kompetencija i razlika u odnosu na školski uspeh gluvih i nagluvih učenika viših razreda osnovne škole je postavljeno za cilj istraživanja. Uzorak za istraživanje činilo je 24 učenika, 13 dečaka i 11 devojčica, sedmog i osmog razreda iz dve os- novne škole za gluve i nagluve učenike. U istraživanju je korišćena subskala Skala socijalnog ponašanja u školi, koju su popunjavale razredne starešine. Rezultati istražaivanja su pokazali da nastavnici procenjuju socijalne kompetencije nagluvih učenika kada su u pitanju odnosi sa vršnjacima proseč- nim, u odnosu na upravljanje ponašanjem rizičnim kod četvrtine učenika, u odno- su na akademsko ponašanje prosečnim, sa izuzetkom odstupanja kod 3 učenika, dok su socijalne kompetencije u celini procenili rizičnim kod četvrtine učenika. Utvrđeno je da postoje značajne razlike u nivou socijalnih kompetencija u odno- su na školski uspeh, pri čemu su učenici sa odličnim uspehom imali najviše sko- rove. Aktivnosti na unapređenju socijalnih kompetencija gluve i nagluve dece potrebnoје предузети у раном узрасту, како би се олакшао период транзиције из основне у средњу школу.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju
C3  - Nacionalni naučni skup „Evaluacija efekata inkluzivnog obrazovanja u republici Srbiji” - Zbornik radova
T1  - Socijalne kompetencije i školski uspeh gluvih i nagluvih učenika viših razreda osnovne škole
T1  - Social competencies and academic achievement in deaf and hard of hearing students in the higher grades of primary school
EP  - 91
SP  - 83
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3452
ER  - 
@conference{
author = "Radovanović, Vesna and Kovačević, Jasmina and Drobac, Ana",
year = "2020",
abstract = "School plays an important role in the personality development of children and
adolescents as aplace where the ability
to establish social relations is developed
and improved and which can also affect school success. The aim of this study was to determine the level of social competencies and differences in relation to the school success of deaf and hard of hearing pupils in the upper grades of primary school. The research sample consisted of 24 pupils of which 13 boys and 11 girls, who attend the seventh and eighth grade of primary schools for the deaf and hard of hearing. The study
used the subscale of the Scale of Social Behavior in School which was filled in by
class teachers. The results of this study show
that teachers assess social competencies of deaf pupils’ as average when it comes to relationships with peers, risky when it comes to managing behavior in a quarter of pupils, while academic behavior is assessed as average with the exception of deviations in three pupils, while social competenciesin total were assessed as risky in a quarter of pupils. It was determined that there are significant differences in the level of social competencies in relation to school success, with pupils with excellent school success having the highest scores. Activities to improve the social competencies of deaf and hard of hearing children need to be undertaken at an early age, in order to facilitate the transition period from primary
to secondary school., U razvoju ličnosti dece i adolescenata značajno mesto zauzima škola, mesto na kome se razvija i unapređuje sposobnost uspostavljanja socijalnih odnosa, a koje mogu da se odraze i na školski uspeh. Utvrđivanje nivoa socijalnih kompetencija i razlika u odnosu na školski uspeh gluvih i nagluvih učenika viših razreda osnovne škole je postavljeno za cilj istraživanja. Uzorak za istraživanje činilo je 24 učenika, 13 dečaka i 11 devojčica, sedmog i osmog razreda iz dve os- novne škole za gluve i nagluve učenike. U istraživanju je korišćena subskala Skala socijalnog ponašanja u školi, koju su popunjavale razredne starešine. Rezultati istražaivanja su pokazali da nastavnici procenjuju socijalne kompetencije nagluvih učenika kada su u pitanju odnosi sa vršnjacima proseč- nim, u odnosu na upravljanje ponašanjem rizičnim kod četvrtine učenika, u odno- su na akademsko ponašanje prosečnim, sa izuzetkom odstupanja kod 3 učenika, dok su socijalne kompetencije u celini procenili rizičnim kod četvrtine učenika. Utvrđeno je da postoje značajne razlike u nivou socijalnih kompetencija u odno- su na školski uspeh, pri čemu su učenici sa odličnim uspehom imali najviše sko- rove. Aktivnosti na unapređenju socijalnih kompetencija gluve i nagluve dece potrebnoје предузети у раном узрасту, како би се олакшао период транзиције из основне у средњу школу.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju",
journal = "Nacionalni naučni skup „Evaluacija efekata inkluzivnog obrazovanja u republici Srbiji” - Zbornik radova",
title = "Socijalne kompetencije i školski uspeh gluvih i nagluvih učenika viših razreda osnovne škole, Social competencies and academic achievement in deaf and hard of hearing students in the higher grades of primary school",
pages = "91-83",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3452"
}
Radovanović, V., Kovačević, J.,& Drobac, A.. (2020). Socijalne kompetencije i školski uspeh gluvih i nagluvih učenika viših razreda osnovne škole. in Nacionalni naučni skup „Evaluacija efekata inkluzivnog obrazovanja u republici Srbiji” - Zbornik radova
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju., 83-91.
https://hdl.handle.net/21.15107/rcub_rfasper_3452
Radovanović V, Kovačević J, Drobac A. Socijalne kompetencije i školski uspeh gluvih i nagluvih učenika viših razreda osnovne škole. in Nacionalni naučni skup „Evaluacija efekata inkluzivnog obrazovanja u republici Srbiji” - Zbornik radova. 2020;:83-91.
https://hdl.handle.net/21.15107/rcub_rfasper_3452 .
Radovanović, Vesna, Kovačević, Jasmina, Drobac, Ana, "Socijalne kompetencije i školski uspeh gluvih i nagluvih učenika viših razreda osnovne škole" in Nacionalni naučni skup „Evaluacija efekata inkluzivnog obrazovanja u republici Srbiji” - Zbornik radova (2020):83-91,
https://hdl.handle.net/21.15107/rcub_rfasper_3452 .

Asertivna komunikacija defektologa koji realizuju nastavu u školama za decu sa smetnjama u razvoju

Jovanović, Vesna; Karić, Jasmina; Radovanović, Vesna

(Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation, 2018)

TY  - CONF
AU  - Jovanović, Vesna
AU  - Karić, Jasmina
AU  - Radovanović, Vesna
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4546
AB  - Asertivnost je komunikacioni stil koji podrazumeva zauzimanje
za lična prava, kroz izražavanje sopstvenih misli, osećanja i uverenja
na direktan, iskren i pošten način uz poštovanje prava drugih ljudi.
Uzorkom je obuhvaćeno 225 defektologa sa teritorije Republike Srbije,
koji realizuju nastavu deci sa smetnjama u razvoju.
Cilj istraživanja bio je da se ispita nivo asertivnosti defek-
tologa kao i povezanost ovog komunikacijskog stila sa sociodemograf-
skim karakteristikama i vrstom problematike učenika kojima rea-
lizuju nastavu.
Od instrumenata istraživanja korišćen je Upitnik za merenje ni-
voa asertivnosti (Rathus, 1973) i Lista za prikupljanje sociodemograf-
skih podataka.
Rezultati naše studije ukazuju da 168 ispitanika pripada grupi od
prosečno do izrazito asertivnih. Prosečna vrednost skora asertivno-
sti bila je najveća kod defektologa koji rade sa maloletnim delikven-
tima a najmanja kod defektologa koji realizuju nastavu gluvoj i na-
gluvoj deci (F=6,526; p < 0,01). U odnosu na stambenu situaciju, najmanje
prosečne vrednosti skora asertivnosti zabeležene su kod defektologa
koji žive kod roditelja (F=2,998; p<0,05).
Imajući u vidu da se asertivnost kao interpersonalni komunika-
cioni stil stiče tokom života, uči, usavršava i menja, dobijeni re-
zultati mogli bi pomoći u boljem sagledavanju veze između specifično-
sti radnog okruženja i asertivnosti zaposlenih
AB  - Assertiveness is a communication style that implies standing up for
personal rights, through the expression of one’s own thoughts, feelings and
beliefs in a direct, sincere and honest way, while respecting the rights of other
people. The study sample involved 225 special educators from the territory
of the Republic of Serbia, who are teaching the children with disabilities.
The aim of the study was to examine the level of assertiveness of the special
educators as well as the connection of this communication style with the
socio-demographic characteristics and the type of problems of the children
with disabilities who are being taught. Research instruments: According to
the subject of the research a questionnaire measuring assertiveness (Rathus,
1973) and the list for collecting socio-demographic data were used in the study.
The results of our study show that 168 examinees belong to the group from
average to highly assertive. The average value of the assertiveness score was
the highest among special educators working with juvenile delinquents, and
the lowest among special educators who are teaching deaf and hard of hearing
children (F=6.526; p<0.01). In relation to the housing situation, the lowest
average values of the assertiveness score were recorded in special educators
living with parents (F=2.998; p< 0.05). Bearing in mind that assertiveness as an
interpersonal communication style acquires during life, learns, improves and
changes, the obtained results could help better understanding the connection
between the specifics of the work environment and the assertiveness of the
employees.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Tematski zbornik radova -  „Specifičnost oštećenja sluha – koraci i iskoraci,” Beograd, 2018.
T1  - Asertivna komunikacija defektologa koji realizuju nastavu u školama za decu sa smetnjama u razvoju
T1  - Assertive communication of special educators who teach in schools for children with disabilities
EP  - 263
SP  - 247
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4546
ER  - 
@conference{
author = "Jovanović, Vesna and Karić, Jasmina and Radovanović, Vesna",
year = "2018",
abstract = "Asertivnost je komunikacioni stil koji podrazumeva zauzimanje
za lična prava, kroz izražavanje sopstvenih misli, osećanja i uverenja
na direktan, iskren i pošten način uz poštovanje prava drugih ljudi.
Uzorkom je obuhvaćeno 225 defektologa sa teritorije Republike Srbije,
koji realizuju nastavu deci sa smetnjama u razvoju.
Cilj istraživanja bio je da se ispita nivo asertivnosti defek-
tologa kao i povezanost ovog komunikacijskog stila sa sociodemograf-
skim karakteristikama i vrstom problematike učenika kojima rea-
lizuju nastavu.
Od instrumenata istraživanja korišćen je Upitnik za merenje ni-
voa asertivnosti (Rathus, 1973) i Lista za prikupljanje sociodemograf-
skih podataka.
Rezultati naše studije ukazuju da 168 ispitanika pripada grupi od
prosečno do izrazito asertivnih. Prosečna vrednost skora asertivno-
sti bila je najveća kod defektologa koji rade sa maloletnim delikven-
tima a najmanja kod defektologa koji realizuju nastavu gluvoj i na-
gluvoj deci (F=6,526; p < 0,01). U odnosu na stambenu situaciju, najmanje
prosečne vrednosti skora asertivnosti zabeležene su kod defektologa
koji žive kod roditelja (F=2,998; p<0,05).
Imajući u vidu da se asertivnost kao interpersonalni komunika-
cioni stil stiče tokom života, uči, usavršava i menja, dobijeni re-
zultati mogli bi pomoći u boljem sagledavanju veze između specifično-
sti radnog okruženja i asertivnosti zaposlenih, Assertiveness is a communication style that implies standing up for
personal rights, through the expression of one’s own thoughts, feelings and
beliefs in a direct, sincere and honest way, while respecting the rights of other
people. The study sample involved 225 special educators from the territory
of the Republic of Serbia, who are teaching the children with disabilities.
The aim of the study was to examine the level of assertiveness of the special
educators as well as the connection of this communication style with the
socio-demographic characteristics and the type of problems of the children
with disabilities who are being taught. Research instruments: According to
the subject of the research a questionnaire measuring assertiveness (Rathus,
1973) and the list for collecting socio-demographic data were used in the study.
The results of our study show that 168 examinees belong to the group from
average to highly assertive. The average value of the assertiveness score was
the highest among special educators working with juvenile delinquents, and
the lowest among special educators who are teaching deaf and hard of hearing
children (F=6.526; p<0.01). In relation to the housing situation, the lowest
average values of the assertiveness score were recorded in special educators
living with parents (F=2.998; p< 0.05). Bearing in mind that assertiveness as an
interpersonal communication style acquires during life, learns, improves and
changes, the obtained results could help better understanding the connection
between the specifics of the work environment and the assertiveness of the
employees.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Tematski zbornik radova -  „Specifičnost oštećenja sluha – koraci i iskoraci,” Beograd, 2018.",
title = "Asertivna komunikacija defektologa koji realizuju nastavu u školama za decu sa smetnjama u razvoju, Assertive communication of special educators who teach in schools for children with disabilities",
pages = "263-247",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4546"
}
Jovanović, V., Karić, J.,& Radovanović, V.. (2018). Asertivna komunikacija defektologa koji realizuju nastavu u školama za decu sa smetnjama u razvoju. in Tematski zbornik radova -  „Specifičnost oštećenja sluha – koraci i iskoraci,” Beograd, 2018.
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 247-263.
https://hdl.handle.net/21.15107/rcub_rfasper_4546
Jovanović V, Karić J, Radovanović V. Asertivna komunikacija defektologa koji realizuju nastavu u školama za decu sa smetnjama u razvoju. in Tematski zbornik radova -  „Specifičnost oštećenja sluha – koraci i iskoraci,” Beograd, 2018.. 2018;:247-263.
https://hdl.handle.net/21.15107/rcub_rfasper_4546 .
Jovanović, Vesna, Karić, Jasmina, Radovanović, Vesna, "Asertivna komunikacija defektologa koji realizuju nastavu u školama za decu sa smetnjama u razvoju" in Tematski zbornik radova -  „Specifičnost oštećenja sluha – koraci i iskoraci,” Beograd, 2018. (2018):247-263,
https://hdl.handle.net/21.15107/rcub_rfasper_4546 .

Interest people with mild intellectual disability for employment

Radić-Šestić, Marina; Milanović-Dobrota, Biljana; Radovanović, Vesna

(Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd, 2013)

TY  - JOUR
AU  - Radić-Šestić, Marina
AU  - Milanović-Dobrota, Biljana
AU  - Radovanović, Vesna
PY  - 2013
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/737
AB  - The overall goal of the research is to determine a persons with intellectual disability the degree of interest for employment and what kind of jobs would they like to do. Pilot research was realized on a sample of 28 persons with mild intellectual disability, 17 or 60,7% of male and 11 or 39% of female gender, aged between 19 and 53, with different educational structure, and with or without work experience. Questionnaire is made of 18 questions During the data processing we have used descriptive statistics methods, non-parametric tests (Chi-square and Kruskal-Wallis Test) and reliable analysis. The results of the research point on the fact that only few of the participants have work experience, did not apply for the job market and do not ordinary look out for a job in the announcements. Most of the participants who are moderately interested for employment is not sure with the what kind of challenges they will encounter in the working world. Whether they would be able to find a job they like, a job that is well paid and not hard to do, a job that they would be able to do for 4 hours the most, whether they would have enough free time or work on the weekends. The male participants are more interested in getting a job than female, especially the ones that have graduated high school or already had a job. There are not troubled by the possibility of hard work or not being the best paid. They would work full time jobs, sometimes even on weekends if that is needed.
AB  - Opšti cilj istraživanja je da se utvrdi stepen zainteresovanosti osoba sa intelektualnom ometenošću (IO) za zaposlenje i kakve poslove bi oni voleli da obavljaju. Pilot istraživanje je realizovano na uzorku od 28 ispitanika sa lakom intelektualnom ometenošću (LIO), 17 ili 60,7% muškog i 11 ili 39,3% ženskog pola, starosne dobi od 19 do 53 godina, različite obrazovne strukture, sa i bez radnog iskustva. Upitnik se sastoji iz 18 pitana. Prilikom obrade podataka primenjene su metode deskriptivne statistike, neparametrijski testovi (Hi-kvadrat i Kruskal-Valis test) i relijabilna analiza. Rezultati istraživanja ukazuju da najveći broj ispitanika nema radno iskustvo, nije prijavljen na tržište rada, niti redovno prati konkurse za posao. Najveći broj ispitanika koji je osrednje zainteresovan za zaposlenje nije siguran sa kakvim izazovima će se susresti u svetu rada, tj. da li će moći da nađu posao koji vole, koji je dobro plaćen i nije težak, da rade najviše 4 sata dnevno, da li će imati dovoljno slobodnog vremena i da li će morati da rade vikendom. Muškarci su zainteresovaniji za zaposlenje od žena (p=0,024), posebno oni ispitanici koji imaju završenu srednju stručnu školu (p=0,050) i koji su već bili zaposleni (p=0,000). Za njih ne predstavlja problem da rade teže poslove koji ne moraju biti najbolje plaćeni, puno radno vreme i da rade vikendom, ako zatreba.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd
PB  - Društvo defektologa Srbije
T2  - Beogradska defektološka škola
T1  - Interest people with mild intellectual disability for employment
T1  - Zainteresovanost osoba sa lakom intelektualnom ometenošću za zaposlenje
EP  - 182
IS  - 1
SP  - 171
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_737
ER  - 
@article{
author = "Radić-Šestić, Marina and Milanović-Dobrota, Biljana and Radovanović, Vesna",
year = "2013",
abstract = "The overall goal of the research is to determine a persons with intellectual disability the degree of interest for employment and what kind of jobs would they like to do. Pilot research was realized on a sample of 28 persons with mild intellectual disability, 17 or 60,7% of male and 11 or 39% of female gender, aged between 19 and 53, with different educational structure, and with or without work experience. Questionnaire is made of 18 questions During the data processing we have used descriptive statistics methods, non-parametric tests (Chi-square and Kruskal-Wallis Test) and reliable analysis. The results of the research point on the fact that only few of the participants have work experience, did not apply for the job market and do not ordinary look out for a job in the announcements. Most of the participants who are moderately interested for employment is not sure with the what kind of challenges they will encounter in the working world. Whether they would be able to find a job they like, a job that is well paid and not hard to do, a job that they would be able to do for 4 hours the most, whether they would have enough free time or work on the weekends. The male participants are more interested in getting a job than female, especially the ones that have graduated high school or already had a job. There are not troubled by the possibility of hard work or not being the best paid. They would work full time jobs, sometimes even on weekends if that is needed., Opšti cilj istraživanja je da se utvrdi stepen zainteresovanosti osoba sa intelektualnom ometenošću (IO) za zaposlenje i kakve poslove bi oni voleli da obavljaju. Pilot istraživanje je realizovano na uzorku od 28 ispitanika sa lakom intelektualnom ometenošću (LIO), 17 ili 60,7% muškog i 11 ili 39,3% ženskog pola, starosne dobi od 19 do 53 godina, različite obrazovne strukture, sa i bez radnog iskustva. Upitnik se sastoji iz 18 pitana. Prilikom obrade podataka primenjene su metode deskriptivne statistike, neparametrijski testovi (Hi-kvadrat i Kruskal-Valis test) i relijabilna analiza. Rezultati istraživanja ukazuju da najveći broj ispitanika nema radno iskustvo, nije prijavljen na tržište rada, niti redovno prati konkurse za posao. Najveći broj ispitanika koji je osrednje zainteresovan za zaposlenje nije siguran sa kakvim izazovima će se susresti u svetu rada, tj. da li će moći da nađu posao koji vole, koji je dobro plaćen i nije težak, da rade najviše 4 sata dnevno, da li će imati dovoljno slobodnog vremena i da li će morati da rade vikendom. Muškarci su zainteresovaniji za zaposlenje od žena (p=0,024), posebno oni ispitanici koji imaju završenu srednju stručnu školu (p=0,050) i koji su već bili zaposleni (p=0,000). Za njih ne predstavlja problem da rade teže poslove koji ne moraju biti najbolje plaćeni, puno radno vreme i da rade vikendom, ako zatreba.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd, Društvo defektologa Srbije",
journal = "Beogradska defektološka škola",
title = "Interest people with mild intellectual disability for employment, Zainteresovanost osoba sa lakom intelektualnom ometenošću za zaposlenje",
pages = "182-171",
number = "1",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_737"
}
Radić-Šestić, M., Milanović-Dobrota, B.,& Radovanović, V.. (2013). Interest people with mild intellectual disability for employment. in Beogradska defektološka škola
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd.(1), 171-182.
https://hdl.handle.net/21.15107/rcub_rfasper_737
Radić-Šestić M, Milanović-Dobrota B, Radovanović V. Interest people with mild intellectual disability for employment. in Beogradska defektološka škola. 2013;(1):171-182.
https://hdl.handle.net/21.15107/rcub_rfasper_737 .
Radić-Šestić, Marina, Milanović-Dobrota, Biljana, Radovanović, Vesna, "Interest people with mild intellectual disability for employment" in Beogradska defektološka škola, no. 1 (2013):171-182,
https://hdl.handle.net/21.15107/rcub_rfasper_737 .

Doprinos radionica savremenog plesa u senzibilizaciji društva prema osobama sa invaliditetom

Jasmina, Karić; Radovanović, Vesna

(Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation, 2010)

TY  - CONF
AU  - Jasmina, Karić
AU  - Radovanović, Vesna
PY  - 2010
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4471
AB  - Proces razvoja inkluzivnog društva je proces koji dugo traje i zahteva
angažovanje svih njegovih segmenata. Inkluzija se povezuje sa procesima
demokratizacije u društvu i u obrazovanju i u tom kontekstu govori se o
društvenoj inkluziji u širem smislu. Mnoga dosadašnja istraživanja bave se
prvenstveno pitanjima inkluzije dece sa teškoćama u razvoju u proces obrazovanja.
Takva inkluzija se bavi uključivanjem u obrazovni proces osoba
iz marginalizovanih grupa. Naša ideja je bila da razmišljamo o inkluziji u
širem društvenom kontekstu.
O inkluziji kao načinu života...
Projekat pod nazivom, "Okvir tela – inkluzivan pristup u radionicama
savremenog plesa", imao je za cilj da se kroz inkluzivne radionice savremenog
plesa utiče na povećanje senzibiliteta šire društvene zajednice prema
osobama sa invaliditetom.
U projektu su učestvovale 22 osobe, 12 osoba sa senzornim i/ili motornim
invaliditetom, koreografi, plesači, kao i građani zainteresovani za širenje
inkluzivne kulture društva.
Projekat je realizovan u periodu od septembra do decembra, 2009. godine,
sadržao je dve radionice u trajanju od pet dana i dve finalne predstave
nakon održanih radionica. Radionice kao i finalne predstave realizovale
su se u prostorijama Dah teatra. U decembru, kao sinteza rada u
okviru ovih radionica, održana je premijera RESET u Ustanovi kulture
"Vuk Karadžić". Na osnovu analize anketnih upitnika postavljenih učesnicima
na početku radionica i na kraju radionica, praćenja i analize zainteresovanosti
medija u pružanju podrške inkluzivnom pristupu u radionicama
savremenog plesa, opservacije rada učesnika radionica, predstava, reakcije
publike. Dobijeni rezultati ukazuju na mogućnost značajnog doprinosa kulture
u razvoju inkluzivnog društva, kao i potrebu za dalje širenje ovakvih i
sličnih ideja na polju inkluzije osoba sa invaliditetom.
AB  - The process of the development of an inclusive society is a long-lasting one,
and it requires that all segments of society are involved. Inclusion is connected
to the process of democratization of society and education, and in that context
we speak of social inclusion in the broadest sense. Much previous research has
primarily dealt with the questions of the inclusion of children with developmental
disabilities into the process of education. Such a form of inclusion deals with the
inclusion of people from marginalized groups in the process of education.
Our idea was to think about inclusion in broader social context; about inclusion
as a way of life. The aim of the project named Body Frame was to raise the
awareness of the whole social community towards people with disabilities by
means of inclusive modern dance workshops.
Twenty-two people participated in the project - twelve people with sensory
and/or motor disabilities, choreographers, dancers, and citizens interested in
broader inclusive culture of the society.
The project was realized in the period from September to December 2009, and
it included two workshops that lasted for five days and two final shows after the
workshops were completed. Both the workshops and the shows were organized in
Dah Theatre. In December, as a synthesis of the work in these workshops, there
was a RESET opening night in the Cultural Centre Vuk Karadzic. The results
were obtained by analysis of the questionnaires given to participants at the
beginning and the end of the workshops, as well as by monitoring and analysis of
the media’s interest in and support of the inclusive approach in the modern dance
workshops, observation of the participants’ performance at the workshops and
shows, and the reaction of the audience.
The analysis of the results points to the possibility of a considerable benefit of
this kind of initiative to the development of an inclusive society, and the need for
further spreading of these and similar ideas in the field of the inclusion of people
with disabilities.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Zbornik radova - „ Smetnje i poremećaji: fenomenologija, prevencija i tretman deo I / Disabilities and Disorders: Phenomenology, Prevention and Treatment Part I “,Beograd / Belgrade 2010
T1  - Doprinos radionica savremenog plesa u senzibilizaciji društva prema osobama sa invaliditetom
T1  - Contribution of modern dance workshops in raising the awareness of society towards people with disabilities
EP  - 361
SP  - 351
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4471
ER  - 
@conference{
author = "Jasmina, Karić and Radovanović, Vesna",
year = "2010",
abstract = "Proces razvoja inkluzivnog društva je proces koji dugo traje i zahteva
angažovanje svih njegovih segmenata. Inkluzija se povezuje sa procesima
demokratizacije u društvu i u obrazovanju i u tom kontekstu govori se o
društvenoj inkluziji u širem smislu. Mnoga dosadašnja istraživanja bave se
prvenstveno pitanjima inkluzije dece sa teškoćama u razvoju u proces obrazovanja.
Takva inkluzija se bavi uključivanjem u obrazovni proces osoba
iz marginalizovanih grupa. Naša ideja je bila da razmišljamo o inkluziji u
širem društvenom kontekstu.
O inkluziji kao načinu života...
Projekat pod nazivom, "Okvir tela – inkluzivan pristup u radionicama
savremenog plesa", imao je za cilj da se kroz inkluzivne radionice savremenog
plesa utiče na povećanje senzibiliteta šire društvene zajednice prema
osobama sa invaliditetom.
U projektu su učestvovale 22 osobe, 12 osoba sa senzornim i/ili motornim
invaliditetom, koreografi, plesači, kao i građani zainteresovani za širenje
inkluzivne kulture društva.
Projekat je realizovan u periodu od septembra do decembra, 2009. godine,
sadržao je dve radionice u trajanju od pet dana i dve finalne predstave
nakon održanih radionica. Radionice kao i finalne predstave realizovale
su se u prostorijama Dah teatra. U decembru, kao sinteza rada u
okviru ovih radionica, održana je premijera RESET u Ustanovi kulture
"Vuk Karadžić". Na osnovu analize anketnih upitnika postavljenih učesnicima
na početku radionica i na kraju radionica, praćenja i analize zainteresovanosti
medija u pružanju podrške inkluzivnom pristupu u radionicama
savremenog plesa, opservacije rada učesnika radionica, predstava, reakcije
publike. Dobijeni rezultati ukazuju na mogućnost značajnog doprinosa kulture
u razvoju inkluzivnog društva, kao i potrebu za dalje širenje ovakvih i
sličnih ideja na polju inkluzije osoba sa invaliditetom., The process of the development of an inclusive society is a long-lasting one,
and it requires that all segments of society are involved. Inclusion is connected
to the process of democratization of society and education, and in that context
we speak of social inclusion in the broadest sense. Much previous research has
primarily dealt with the questions of the inclusion of children with developmental
disabilities into the process of education. Such a form of inclusion deals with the
inclusion of people from marginalized groups in the process of education.
Our idea was to think about inclusion in broader social context; about inclusion
as a way of life. The aim of the project named Body Frame was to raise the
awareness of the whole social community towards people with disabilities by
means of inclusive modern dance workshops.
Twenty-two people participated in the project - twelve people with sensory
and/or motor disabilities, choreographers, dancers, and citizens interested in
broader inclusive culture of the society.
The project was realized in the period from September to December 2009, and
it included two workshops that lasted for five days and two final shows after the
workshops were completed. Both the workshops and the shows were organized in
Dah Theatre. In December, as a synthesis of the work in these workshops, there
was a RESET opening night in the Cultural Centre Vuk Karadzic. The results
were obtained by analysis of the questionnaires given to participants at the
beginning and the end of the workshops, as well as by monitoring and analysis of
the media’s interest in and support of the inclusive approach in the modern dance
workshops, observation of the participants’ performance at the workshops and
shows, and the reaction of the audience.
The analysis of the results points to the possibility of a considerable benefit of
this kind of initiative to the development of an inclusive society, and the need for
further spreading of these and similar ideas in the field of the inclusion of people
with disabilities.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik radova - „ Smetnje i poremećaji: fenomenologija, prevencija i tretman deo I / Disabilities and Disorders: Phenomenology, Prevention and Treatment Part I “,Beograd / Belgrade 2010",
title = "Doprinos radionica savremenog plesa u senzibilizaciji društva prema osobama sa invaliditetom, Contribution of modern dance workshops in raising the awareness of society towards people with disabilities",
pages = "361-351",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4471"
}
Jasmina, K.,& Radovanović, V.. (2010). Doprinos radionica savremenog plesa u senzibilizaciji društva prema osobama sa invaliditetom. in Zbornik radova - „ Smetnje i poremećaji: fenomenologija, prevencija i tretman deo I / Disabilities and Disorders: Phenomenology, Prevention and Treatment Part I “,Beograd / Belgrade 2010
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 351-361.
https://hdl.handle.net/21.15107/rcub_rfasper_4471
Jasmina K, Radovanović V. Doprinos radionica savremenog plesa u senzibilizaciji društva prema osobama sa invaliditetom. in Zbornik radova - „ Smetnje i poremećaji: fenomenologija, prevencija i tretman deo I / Disabilities and Disorders: Phenomenology, Prevention and Treatment Part I “,Beograd / Belgrade 2010. 2010;:351-361.
https://hdl.handle.net/21.15107/rcub_rfasper_4471 .
Jasmina, Karić, Radovanović, Vesna, "Doprinos radionica savremenog plesa u senzibilizaciji društva prema osobama sa invaliditetom" in Zbornik radova - „ Smetnje i poremećaji: fenomenologija, prevencija i tretman deo I / Disabilities and Disorders: Phenomenology, Prevention and Treatment Part I “,Beograd / Belgrade 2010 (2010):351-361,
https://hdl.handle.net/21.15107/rcub_rfasper_4471 .

Elektronsko učenje – izjednačavanje uslova za gluvu i nagluvu decu

Radovanović, Vesna; Karić, Jasmina

(Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation, 2008)

TY  - CONF
AU  - Radovanović, Vesna
AU  - Karić, Jasmina
PY  - 2008
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4439
AB  - Elektronsko učenje (eLearning) je učenje uz pomoć kompjutera, a
sve češće se ovaj termin vezuje za učenje uz pomoć Interneta. Danas
se govori o dva modela elektronskog učenja. Prvi je online učenje, a
drugi, mobilno učenje ili m-leraning. Obrazovnim institucijama nameću
se novi zahtevi koji se odnose na univerzalni dizajn elektronskog
učenja, a koji zahtevaju i zadovoljenje određenih standarda što
znači, da se za bilo koji oblik elektronskog učenja (putem telefona,
televizije, videa, kompjutera, Interneta) mora obezbediti jednak pristup,
jednaki uslovi korišćenja i jednak uticaj. Da bi se u potpunosti
obezbedili jednaki uslovi za gluvu i nagluvu decu preporučuje se korišćenje
pomoćne tehnologije koja pruža daleko veće mogućnosti.
AB  - Electronic learning (eLearning) is learning using a computer; this
term is more and more used for learning using the Internet. Today
we talk about two models of electronic learning – first is online
learning and the second mobile learning or m-learning. New
requirements are placed on education institutions regarding
universal design of electronic learning requiring certain standards to
be met, meaning that for any form of electronic learning (by phone,
television, video, computer, Internet) equal access, equal conditions
and equal influence must be provided. To really provide equal
condition for deaf and partially deaf children it is recommended
auxiliary technology be used providing greater possibilities.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Zbornik radova - „U susret inkluziji – dileme u teoriji i praksi“,Zlatibor,2008
T1  - Elektronsko učenje – izjednačavanje uslova za gluvu i nagluvu decu
T1  - Electronic learning, equalizing conditions for deaf and partially deaf children
EP  - 382
SP  - 375
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4439
ER  - 
@conference{
author = "Radovanović, Vesna and Karić, Jasmina",
year = "2008",
abstract = "Elektronsko učenje (eLearning) je učenje uz pomoć kompjutera, a
sve češće se ovaj termin vezuje za učenje uz pomoć Interneta. Danas
se govori o dva modela elektronskog učenja. Prvi je online učenje, a
drugi, mobilno učenje ili m-leraning. Obrazovnim institucijama nameću
se novi zahtevi koji se odnose na univerzalni dizajn elektronskog
učenja, a koji zahtevaju i zadovoljenje određenih standarda što
znači, da se za bilo koji oblik elektronskog učenja (putem telefona,
televizije, videa, kompjutera, Interneta) mora obezbediti jednak pristup,
jednaki uslovi korišćenja i jednak uticaj. Da bi se u potpunosti
obezbedili jednaki uslovi za gluvu i nagluvu decu preporučuje se korišćenje
pomoćne tehnologije koja pruža daleko veće mogućnosti., Electronic learning (eLearning) is learning using a computer; this
term is more and more used for learning using the Internet. Today
we talk about two models of electronic learning – first is online
learning and the second mobile learning or m-learning. New
requirements are placed on education institutions regarding
universal design of electronic learning requiring certain standards to
be met, meaning that for any form of electronic learning (by phone,
television, video, computer, Internet) equal access, equal conditions
and equal influence must be provided. To really provide equal
condition for deaf and partially deaf children it is recommended
auxiliary technology be used providing greater possibilities.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik radova - „U susret inkluziji – dileme u teoriji i praksi“,Zlatibor,2008",
title = "Elektronsko učenje – izjednačavanje uslova za gluvu i nagluvu decu, Electronic learning, equalizing conditions for deaf and partially deaf children",
pages = "382-375",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4439"
}
Radovanović, V.,& Karić, J.. (2008). Elektronsko učenje – izjednačavanje uslova za gluvu i nagluvu decu. in Zbornik radova - „U susret inkluziji – dileme u teoriji i praksi“,Zlatibor,2008
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 375-382.
https://hdl.handle.net/21.15107/rcub_rfasper_4439
Radovanović V, Karić J. Elektronsko učenje – izjednačavanje uslova za gluvu i nagluvu decu. in Zbornik radova - „U susret inkluziji – dileme u teoriji i praksi“,Zlatibor,2008. 2008;:375-382.
https://hdl.handle.net/21.15107/rcub_rfasper_4439 .
Radovanović, Vesna, Karić, Jasmina, "Elektronsko učenje – izjednačavanje uslova za gluvu i nagluvu decu" in Zbornik radova - „U susret inkluziji – dileme u teoriji i praksi“,Zlatibor,2008 (2008):375-382,
https://hdl.handle.net/21.15107/rcub_rfasper_4439 .