TY  - CONF
AU  - Gajić, Anja
AU  - Arsić, Bojana
AU  - Majstorović, Uroš
AU  - Maćešić Petrović, Dragana
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5054
AB  - Hipersenzitivnost na određene podražaje se javlja u proseku kod 70% dece sa poremećajima iz spektra autizma (PSA), a najčešće se javlja u taktilnom domenu. Zbog toga se kod ove dece često javljaju problemi u ponašanju ili izbegavanje prilikom nanošenja određenih proizvoda u vidu krema na kožu. Cilj ove studije slučaja je bio ispitati efikasnost primene procedure oblikovanja na podučavanje ispitanika sa PSA tolerisanju nanošenja labela.
Ispitanik je bio desetogodišnji dečak sa PSA, koji je imao tešku alergiju na polen, usled koje je disao na usta, što bi rezultiralo ispucalim usnama koje bi često krvarile.
Prilikom nanošenja labela, ispitanik bi odgurivao drugu osobu i brisao usne sopstvenim rukavom. Sa ispitanikom je na navikavanje na tolerisanje nošenja labela na usnama korišćena procedura oblikovanja ponašanja, koja je podeljena u 15 aproksimacija.
Rezultati istraživanja su doveli do toga da je ispitanik primenom procedure oblikovanja tolerisao labelo na usnama bez ispoljavanja problema u ponašanju sa 100% uspešnosti za 48 ponavljanja navedene procedure u ukupnom trajanju od tri tretmana.
Nakon toga, ispitaniku su roditelji kod kuće svakodnevno nanosili labelo, što ukazuje na održavanje efekata intervencije.
Uspešnost procedure oblikovanja dobijena u našem istraživanju je od značaja, jer ukazuje na to da se ova procedura uspešno može primenjivati kod dece sa PSA koja ispoljavaju hipersenzitivnost na različite stimuluse. Kao preporuku za implementaciju budućih istraživanja ističemo primenu ove procedure kod dece sa različitim oblicima preosetljivosti na ostale senzorne podražaje usled koje ispoljavaju probleme u ponašanju, a koje je neophodno redukovati.
PB  - Društvo defektologa Srbije
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju
C3  - Dani defektologa Srbije, stručno-naučna кonferencija sa međunarodnim učešćem; Zlatibor 16-19. februar 2023
T1  - Podučavanje dečaka sa autizmom, sa taktilnom hipersenzitivnošću, u korišćenju kozmetičkih preparata, iz medicinskih razloga
EP  - 146
SP  - 146
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5054
ER  - 

@conference{
author = "Gajić, Anja and Arsić, Bojana and Majstorović, Uroš and Maćešić Petrović, Dragana",
year = "2023",
abstract = "Hipersenzitivnost na određene podražaje se javlja u proseku kod 70% dece sa poremećajima iz spektra autizma (PSA), a najčešće se javlja u taktilnom domenu. Zbog toga se kod ove dece često javljaju problemi u ponašanju ili izbegavanje prilikom nanošenja određenih proizvoda u vidu krema na kožu. Cilj ove studije slučaja je bio ispitati efikasnost primene procedure oblikovanja na podučavanje ispitanika sa PSA tolerisanju nanošenja labela.
Ispitanik je bio desetogodišnji dečak sa PSA, koji je imao tešku alergiju na polen, usled koje je disao na usta, što bi rezultiralo ispucalim usnama koje bi često krvarile.
Prilikom nanošenja labela, ispitanik bi odgurivao drugu osobu i brisao usne sopstvenim rukavom. Sa ispitanikom je na navikavanje na tolerisanje nošenja labela na usnama korišćena procedura oblikovanja ponašanja, koja je podeljena u 15 aproksimacija.
Rezultati istraživanja su doveli do toga da je ispitanik primenom procedure oblikovanja tolerisao labelo na usnama bez ispoljavanja problema u ponašanju sa 100% uspešnosti za 48 ponavljanja navedene procedure u ukupnom trajanju od tri tretmana.
Nakon toga, ispitaniku su roditelji kod kuće svakodnevno nanosili labelo, što ukazuje na održavanje efekata intervencije.
Uspešnost procedure oblikovanja dobijena u našem istraživanju je od značaja, jer ukazuje na to da se ova procedura uspešno može primenjivati kod dece sa PSA koja ispoljavaju hipersenzitivnost na različite stimuluse. Kao preporuku za implementaciju budućih istraživanja ističemo primenu ove procedure kod dece sa različitim oblicima preosetljivosti na ostale senzorne podražaje usled koje ispoljavaju probleme u ponašanju, a koje je neophodno redukovati.",
publisher = "Društvo defektologa Srbije, Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju",
journal = "Dani defektologa Srbije, stručno-naučna кonferencija sa međunarodnim učešćem; Zlatibor 16-19. februar 2023",
title = "Podučavanje dečaka sa autizmom, sa taktilnom hipersenzitivnošću, u korišćenju kozmetičkih preparata, iz medicinskih razloga",
pages = "146-146",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5054"
}

Gajić, A., Arsić, B., Majstorović, U.,& Maćešić Petrović, D.. (2023). Podučavanje dečaka sa autizmom, sa taktilnom hipersenzitivnošću, u korišćenju kozmetičkih preparata, iz medicinskih razloga. in Dani defektologa Srbije, stručno-naučna кonferencija sa međunarodnim učešćem; Zlatibor 16-19. februar 2023
Društvo defektologa Srbije., 146-146.
https://hdl.handle.net/21.15107/rcub_rfasper_5054

Gajić A, Arsić B, Majstorović U, Maćešić Petrović D. Podučavanje dečaka sa autizmom, sa taktilnom hipersenzitivnošću, u korišćenju kozmetičkih preparata, iz medicinskih razloga. in Dani defektologa Srbije, stručno-naučna кonferencija sa međunarodnim učešćem; Zlatibor 16-19. februar 2023. 2023;:146-146.
https://hdl.handle.net/21.15107/rcub_rfasper_5054 .

Gajić, Anja, Arsić, Bojana, Majstorović, Uroš, Maćešić Petrović, Dragana, "Podučavanje dečaka sa autizmom, sa taktilnom hipersenzitivnošću, u korišćenju kozmetičkih preparata, iz medicinskih razloga" in Dani defektologa Srbije, stručno-naučna кonferencija sa međunarodnim učešćem; Zlatibor 16-19. februar 2023 (2023):146-146,
https://hdl.handle.net/21.15107/rcub_rfasper_5054 .

TY  - CONF
AU  - Arsić, Bojana
AU  - Gajić, Anja
AU  - Majstorović, Uroš
AU  - Maćešić Petrović, Dragana
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5047
AB  - Veliki broj dece sa poremećajima iz spektra autizma (PSA) ne obavlja svakodnevne veštine neophodne za održavanje lične higijene samostalno, stoga je cilj ove studije slučaja bio da se utvrdi uspešnost podučavanja dečaka sa PSA samostalnom pranju ruku.
Ispitanik koji je podučavan veštini pranja ruku je desetogodišnji dečak dijagnostikovan sa PSA, koji nije umeo samostalno da pere ruke, već su mu prane od strane roditelja. Veština pranja ruku je podučavana primenom procedure ulančavanja u celosti (eng. total task chaining) i bila je podeljena u sedam koraka, koji su podučavani pružanjem fizičkog podsticaja koji je postepeno ukidan, sa potpunog fizičkog na delimični fizički podsticaj. Uspešnost ispitanika je merena u procentima ispravno sprovedenih koraka veštine pranja ruku.
Rezultati istraživanja su pokazali da je ispitanik uspešno naučen veštini pranja ruku, odnosno sprovođenju svih koraka od kojih se veština sastoji sa 100% uspešnosti za samo 27 ponavljanja. Sprovedena je i proba generalizacije naučenog, gde se od ispitanika očekivalo da pere ruke i u školskom okruženju, nasuprot kućnom gde je bio podučavan.
Na probi generalizacije naučenog, ispitanik je takođe sa 100% uspešnosti prao ruke.
U zaključnim razmatranjima ističemo značaj samostalnosti dece sa PSA u obavljanju elementarnih higijenskih navika, kao i značaj pravilnog podučavanja veština samopomoći.
PB  - Društvo defektologa Srbije
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju
C3  - Dani defektologa Srbije, stručno-naučna кonferencija sa međunarodnim učešćem; Zlatibor 16-19. februar 2023
T1  - Podučavanje dečaka sa autizmom samostalnom pranju ruku
SP  - 145
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5047
ER  - 

@conference{
author = "Arsić, Bojana and Gajić, Anja and Majstorović, Uroš and Maćešić Petrović, Dragana",
year = "2023",
abstract = "Veliki broj dece sa poremećajima iz spektra autizma (PSA) ne obavlja svakodnevne veštine neophodne za održavanje lične higijene samostalno, stoga je cilj ove studije slučaja bio da se utvrdi uspešnost podučavanja dečaka sa PSA samostalnom pranju ruku.
Ispitanik koji je podučavan veštini pranja ruku je desetogodišnji dečak dijagnostikovan sa PSA, koji nije umeo samostalno da pere ruke, već su mu prane od strane roditelja. Veština pranja ruku je podučavana primenom procedure ulančavanja u celosti (eng. total task chaining) i bila je podeljena u sedam koraka, koji su podučavani pružanjem fizičkog podsticaja koji je postepeno ukidan, sa potpunog fizičkog na delimični fizički podsticaj. Uspešnost ispitanika je merena u procentima ispravno sprovedenih koraka veštine pranja ruku.
Rezultati istraživanja su pokazali da je ispitanik uspešno naučen veštini pranja ruku, odnosno sprovođenju svih koraka od kojih se veština sastoji sa 100% uspešnosti za samo 27 ponavljanja. Sprovedena je i proba generalizacije naučenog, gde se od ispitanika očekivalo da pere ruke i u školskom okruženju, nasuprot kućnom gde je bio podučavan.
Na probi generalizacije naučenog, ispitanik je takođe sa 100% uspešnosti prao ruke.
U zaključnim razmatranjima ističemo značaj samostalnosti dece sa PSA u obavljanju elementarnih higijenskih navika, kao i značaj pravilnog podučavanja veština samopomoći.",
publisher = "Društvo defektologa Srbije, Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju",
journal = "Dani defektologa Srbije, stručno-naučna кonferencija sa međunarodnim učešćem; Zlatibor 16-19. februar 2023",
title = "Podučavanje dečaka sa autizmom samostalnom pranju ruku",
pages = "145",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5047"
}

Arsić, B., Gajić, A., Majstorović, U.,& Maćešić Petrović, D.. (2023). Podučavanje dečaka sa autizmom samostalnom pranju ruku. in Dani defektologa Srbije, stručno-naučna кonferencija sa međunarodnim učešćem; Zlatibor 16-19. februar 2023
Društvo defektologa Srbije., 145.
https://hdl.handle.net/21.15107/rcub_rfasper_5047

Arsić B, Gajić A, Majstorović U, Maćešić Petrović D. Podučavanje dečaka sa autizmom samostalnom pranju ruku. in Dani defektologa Srbije, stručno-naučna кonferencija sa međunarodnim učešćem; Zlatibor 16-19. februar 2023. 2023;:145.
https://hdl.handle.net/21.15107/rcub_rfasper_5047 .

Arsić, Bojana, Gajić, Anja, Majstorović, Uroš, Maćešić Petrović, Dragana, "Podučavanje dečaka sa autizmom samostalnom pranju ruku" in Dani defektologa Srbije, stručno-naučna кonferencija sa međunarodnim učešćem; Zlatibor 16-19. februar 2023 (2023):145,
https://hdl.handle.net/21.15107/rcub_rfasper_5047 .

TY  - CONF
AU  - Lazović, Tamara
AU  - Basić, Aleksandra
AU  - Maćešić Petrović, Dragana
AU  - Arsić, Bojana
AU  - Gajić, Anja
PY  - 2022
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4945
AB  - Istraživanje je sprovedeno sa ciljem da utvrdi razlike u poznavanju telesne
sheme između adolescenata sa lakom intelektualnom ometenošću u odnosu na
mesto stanovanja (gradska i prigradska sredina) i u odnosu na polnu pripadnost
ispitanika. Uzorkom je obuhvaćeno 40 adolescenata sa lakom intelektualnom
ometenošću koji se nalaze na jednogodišnjem osposobljavanju za rad u Srednjoj
zanatskoj školi u Beogradu. U istraživanju je korišćena Skala za procenu
poznavanja delova tela. Rezultati istraživanja ukazuju na to da nema stati-
stički značajne razlike između ispitanika u zavisnosti od mesta stanovanja
i polne pripadnosti. Ovo istraživanje bazirano je isključivo na ispitivanju
prvog sloja doživljaja telesne celovitosti, odnosno poznavanja sopstvenog
tela. Kako bi se dobila potpunija slika o prisustvu sheme tela kod adolesce-
nata sa LIO i da li utiče na kasnije radne sposobnosti neophodno je procenu
upotpuniti i drugim instrumentima za ispitivanje doživljaja telesne celo-
vitosti i radne efikasnosti.
AB  - The research was conducted with the aim of
determining the differences in the knowledge
of the body shema between adolescents with
mild intellectual disability (MID) in relation
to the place of residence (urban and suburban areas) and to the gender of the respondents.
The sample included 40 adolescents with
mild intellectual disabilities who are
undergoing a one-year work training at the
Secondary Vocational School in Belgrade.
The scale for assessing knowledge of body
parts was used in the research. The research
results indicate that there is no statistically
significant difference between respondents
depending on the place of residence and
gender. This research is based exclusively
on the examination of the first layer of the
experience of bod integrity, that is knowledge
of one’s own body. In order to get complete
picture of the presence of a body schema in
adolescents with MID and whether it affects
later work abilities, it is necessary to complete
the assessment with other instruments for
examining the experience of body integrity
and work efficiency.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Zbornik radova - Nacionalni naučni skup " obrazovanje i rehabilitacija odraslih osoba sa smetnjama u razvoju i problemima u ponašanju ", Beograd, Srbija, 21. decembar 2022. godine
T1  - Poznavanje telesne sheme kod adolescenata sa lakom intelektualnom ometenošću
T1  - Knowledge of the body awareness in adolescents with mild intellectual disability
EP  - 27
SP  - 21
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4945
ER  - 

@conference{
author = "Lazović, Tamara and Basić, Aleksandra and Maćešić Petrović, Dragana and Arsić, Bojana and Gajić, Anja",
year = "2022",
abstract = "Istraživanje je sprovedeno sa ciljem da utvrdi razlike u poznavanju telesne
sheme između adolescenata sa lakom intelektualnom ometenošću u odnosu na
mesto stanovanja (gradska i prigradska sredina) i u odnosu na polnu pripadnost
ispitanika. Uzorkom je obuhvaćeno 40 adolescenata sa lakom intelektualnom
ometenošću koji se nalaze na jednogodišnjem osposobljavanju za rad u Srednjoj
zanatskoj školi u Beogradu. U istraživanju je korišćena Skala za procenu
poznavanja delova tela. Rezultati istraživanja ukazuju na to da nema stati-
stički značajne razlike između ispitanika u zavisnosti od mesta stanovanja
i polne pripadnosti. Ovo istraživanje bazirano je isključivo na ispitivanju
prvog sloja doživljaja telesne celovitosti, odnosno poznavanja sopstvenog
tela. Kako bi se dobila potpunija slika o prisustvu sheme tela kod adolesce-
nata sa LIO i da li utiče na kasnije radne sposobnosti neophodno je procenu
upotpuniti i drugim instrumentima za ispitivanje doživljaja telesne celo-
vitosti i radne efikasnosti., The research was conducted with the aim of
determining the differences in the knowledge
of the body shema between adolescents with
mild intellectual disability (MID) in relation
to the place of residence (urban and suburban areas) and to the gender of the respondents.
The sample included 40 adolescents with
mild intellectual disabilities who are
undergoing a one-year work training at the
Secondary Vocational School in Belgrade.
The scale for assessing knowledge of body
parts was used in the research. The research
results indicate that there is no statistically
significant difference between respondents
depending on the place of residence and
gender. This research is based exclusively
on the examination of the first layer of the
experience of bod integrity, that is knowledge
of one’s own body. In order to get complete
picture of the presence of a body schema in
adolescents with MID and whether it affects
later work abilities, it is necessary to complete
the assessment with other instruments for
examining the experience of body integrity
and work efficiency.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik radova - Nacionalni naučni skup " obrazovanje i rehabilitacija odraslih osoba sa smetnjama u razvoju i problemima u ponašanju ", Beograd, Srbija, 21. decembar 2022. godine",
title = "Poznavanje telesne sheme kod adolescenata sa lakom intelektualnom ometenošću, Knowledge of the body awareness in adolescents with mild intellectual disability",
pages = "27-21",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4945"
}

Lazović, T., Basić, A., Maćešić Petrović, D., Arsić, B.,& Gajić, A.. (2022). Poznavanje telesne sheme kod adolescenata sa lakom intelektualnom ometenošću. in Zbornik radova - Nacionalni naučni skup " obrazovanje i rehabilitacija odraslih osoba sa smetnjama u razvoju i problemima u ponašanju ", Beograd, Srbija, 21. decembar 2022. godine
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 21-27.
https://hdl.handle.net/21.15107/rcub_rfasper_4945

Lazović T, Basić A, Maćešić Petrović D, Arsić B, Gajić A. Poznavanje telesne sheme kod adolescenata sa lakom intelektualnom ometenošću. in Zbornik radova - Nacionalni naučni skup " obrazovanje i rehabilitacija odraslih osoba sa smetnjama u razvoju i problemima u ponašanju ", Beograd, Srbija, 21. decembar 2022. godine. 2022;:21-27.
https://hdl.handle.net/21.15107/rcub_rfasper_4945 .

Lazović, Tamara, Basić, Aleksandra, Maćešić Petrović, Dragana, Arsić, Bojana, Gajić, Anja, "Poznavanje telesne sheme kod adolescenata sa lakom intelektualnom ometenošću" in Zbornik radova - Nacionalni naučni skup " obrazovanje i rehabilitacija odraslih osoba sa smetnjama u razvoju i problemima u ponašanju ", Beograd, Srbija, 21. decembar 2022. godine (2022):21-27,
https://hdl.handle.net/21.15107/rcub_rfasper_4945 .

TY  - CONF
AU  - Arsić, Bojana
AU  - Gajić, Anja
AU  - Maćešić-Petrović, Dragana
AU  - Lazović, Tamara
PY  - 2022
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4155
AB  - Primena različitih tipova igara se sve učestalije primenjuje u tretmanu dece i
odraslih osoba sa ometenošću, a podučavanje različitih veština kroz igru eliminiše
potrebu za davanjem dodatnih nagrada. Кinekt uređaji kombinuju informacije koje
dolaze iz realnog sveta sa informacijama koje su kompjuterski generisane i dešavaju se u
realnom vremenu. Pomoću njih ljudi koriste svoje telo i gestove da interreaguju sa
računarom, bez potrebe za korišćenjem ostalih eksternih uređaja. Cilj ovog rada je
pregledom postojeće literature prikazati radove koji su primenjivali kinekt aparat u
tretmanu osoba sa teškoćama u razvoju, zatim ukazati na oblasti tretmana u kojima je
moguće primeljivati kinekt igre, kao i efikasnost postojećih intervencija.
Za pregled literature korišćen je Google Schoolar pretraživač, zatim SCIndex i
ProQuest pretraživači, kao i Кonzorcijum biblioteka Srbije za objedinjenu nauku –
КoBson. Radovi su pretraživani na srpskom i engleskom jeziku.
Pregled literature koji se odnosi na primenu kinekt igara u tretmanu osoba sa
teškoćama u razvoju je uključivao 10 istraživanja koji su sprovedeni sa ciljem podučavanja
ispitanika različitim veštinama. Ukupan uzorak svih istraživanja je imao 107 ispitanika,
prosečnog uzrasta od 11.5 godina i za 17.7 tretmana u proseku, ispitanici su ovladali
navedenim podučavanim veštinama sa prosečnom uspešnošću od 66.2%. U zaključnim
razmatranjima su date preporuke za uspešniju primenu ovog uređaja u tretmanu osoba
sa teškoćama u razvoju, kao i preporuke za implementaciju budućih istraživanja.
PB  - Drustvo defektologa Srbije
C3  - Zbornik rezimea – Međunarodna stručno naučna konferencija„Dani defektologa Srbije” , Zlatibor,17- 20. Februar, 2022.
T1  - Primena kinekt igara u tretmanu osoba sa teškoćama u razvoju
EP  - 212
SP  - 212
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4155
ER  - 

@conference{
author = "Arsić, Bojana and Gajić, Anja and Maćešić-Petrović, Dragana and Lazović, Tamara",
year = "2022",
abstract = "Primena različitih tipova igara se sve učestalije primenjuje u tretmanu dece i
odraslih osoba sa ometenošću, a podučavanje različitih veština kroz igru eliminiše
potrebu za davanjem dodatnih nagrada. Кinekt uređaji kombinuju informacije koje
dolaze iz realnog sveta sa informacijama koje su kompjuterski generisane i dešavaju se u
realnom vremenu. Pomoću njih ljudi koriste svoje telo i gestove da interreaguju sa
računarom, bez potrebe za korišćenjem ostalih eksternih uređaja. Cilj ovog rada je
pregledom postojeće literature prikazati radove koji su primenjivali kinekt aparat u
tretmanu osoba sa teškoćama u razvoju, zatim ukazati na oblasti tretmana u kojima je
moguće primeljivati kinekt igre, kao i efikasnost postojećih intervencija.
Za pregled literature korišćen je Google Schoolar pretraživač, zatim SCIndex i
ProQuest pretraživači, kao i Кonzorcijum biblioteka Srbije za objedinjenu nauku –
КoBson. Radovi su pretraživani na srpskom i engleskom jeziku.
Pregled literature koji se odnosi na primenu kinekt igara u tretmanu osoba sa
teškoćama u razvoju je uključivao 10 istraživanja koji su sprovedeni sa ciljem podučavanja
ispitanika različitim veštinama. Ukupan uzorak svih istraživanja je imao 107 ispitanika,
prosečnog uzrasta od 11.5 godina i za 17.7 tretmana u proseku, ispitanici su ovladali
navedenim podučavanim veštinama sa prosečnom uspešnošću od 66.2%. U zaključnim
razmatranjima su date preporuke za uspešniju primenu ovog uređaja u tretmanu osoba
sa teškoćama u razvoju, kao i preporuke za implementaciju budućih istraživanja.",
publisher = "Drustvo defektologa Srbije",
journal = "Zbornik rezimea – Međunarodna stručno naučna konferencija„Dani defektologa Srbije” , Zlatibor,17- 20. Februar, 2022.",
title = "Primena kinekt igara u tretmanu osoba sa teškoćama u razvoju",
pages = "212-212",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4155"
}

Arsić, B., Gajić, A., Maćešić-Petrović, D.,& Lazović, T.. (2022). Primena kinekt igara u tretmanu osoba sa teškoćama u razvoju. in Zbornik rezimea – Međunarodna stručno naučna konferencija„Dani defektologa Srbije” , Zlatibor,17- 20. Februar, 2022.
Drustvo defektologa Srbije., 212-212.
https://hdl.handle.net/21.15107/rcub_rfasper_4155

Arsić B, Gajić A, Maćešić-Petrović D, Lazović T. Primena kinekt igara u tretmanu osoba sa teškoćama u razvoju. in Zbornik rezimea – Međunarodna stručno naučna konferencija„Dani defektologa Srbije” , Zlatibor,17- 20. Februar, 2022.. 2022;:212-212.
https://hdl.handle.net/21.15107/rcub_rfasper_4155 .

Arsić, Bojana, Gajić, Anja, Maćešić-Petrović, Dragana, Lazović, Tamara, "Primena kinekt igara u tretmanu osoba sa teškoćama u razvoju" in Zbornik rezimea – Međunarodna stručno naučna konferencija„Dani defektologa Srbije” , Zlatibor,17- 20. Februar, 2022. (2022):212-212,
https://hdl.handle.net/21.15107/rcub_rfasper_4155 .

TY  - JOUR
AU  - Bašić, Aleksandra
AU  - Maćešić-Petrović, Dragana
AU  - Pantović, Ljiljana
AU  - Zdravković Parezanović, Ružica
AU  - Gajić, Anja
AU  - Arsić, Bojana
AU  - Nikolić, Jovana
PY  - 2021
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3346
AB  - The aim of this review was to systematically identify, analyze, and summarize research involving interventions based on
sensory integration and activities that promote sensory integration in children with ASD. Based on the selection criteria
ten out of thirty studies were selected and described in terms of: a) participant characteristics, b) assessments used in the
studies, c) intervention procedures, d) study goals, e) intervention outcomes and whether or not there was improvement in
behavior or clinical conditions. The results of the analyzed studies indicate a remarkable heterogeneity profile of sensory
function in children with ASD, which affect the applicability of different forms of treatment. Based on the results of these
studies, we can conclude that treatments based on SI theory can reduce stereotypical, aggressive, auto-aggressive, irritable,
and hyperactive behavior, as well as improve self-regulation of behavior
T2  - Human Research in Rehabilitation
T1  - Sensory integration and activities that promote sensory integration in children with autism spectrum disorders
EP  - 38
IS  - 1
SP  - 28
VL  - 11
DO  - 10.21554/hrr.042104
ER  - 

@article{
author = "Bašić, Aleksandra and Maćešić-Petrović, Dragana and Pantović, Ljiljana and Zdravković Parezanović, Ružica and Gajić, Anja and Arsić, Bojana and Nikolić, Jovana",
year = "2021",
abstract = "The aim of this review was to systematically identify, analyze, and summarize research involving interventions based on
sensory integration and activities that promote sensory integration in children with ASD. Based on the selection criteria
ten out of thirty studies were selected and described in terms of: a) participant characteristics, b) assessments used in the
studies, c) intervention procedures, d) study goals, e) intervention outcomes and whether or not there was improvement in
behavior or clinical conditions. The results of the analyzed studies indicate a remarkable heterogeneity profile of sensory
function in children with ASD, which affect the applicability of different forms of treatment. Based on the results of these
studies, we can conclude that treatments based on SI theory can reduce stereotypical, aggressive, auto-aggressive, irritable,
and hyperactive behavior, as well as improve self-regulation of behavior",
journal = "Human Research in Rehabilitation",
title = "Sensory integration and activities that promote sensory integration in children with autism spectrum disorders",
pages = "38-28",
number = "1",
volume = "11",
doi = "10.21554/hrr.042104"
}

Bašić, A., Maćešić-Petrović, D., Pantović, L., Zdravković Parezanović, R., Gajić, A., Arsić, B.,& Nikolić, J.. (2021). Sensory integration and activities that promote sensory integration in children with autism spectrum disorders. in Human Research in Rehabilitation, 11(1), 28-38.
https://doi.org/10.21554/hrr.042104

Bašić A, Maćešić-Petrović D, Pantović L, Zdravković Parezanović R, Gajić A, Arsić B, Nikolić J. Sensory integration and activities that promote sensory integration in children with autism spectrum disorders. in Human Research in Rehabilitation. 2021;11(1):28-38.
doi:10.21554/hrr.042104 .

Bašić, Aleksandra, Maćešić-Petrović, Dragana, Pantović, Ljiljana, Zdravković Parezanović, Ružica, Gajić, Anja, Arsić, Bojana, Nikolić, Jovana, "Sensory integration and activities that promote sensory integration in children with autism spectrum disorders" in Human Research in Rehabilitation, 11, no. 1 (2021):28-38,
https://doi.org/10.21554/hrr.042104 . .

TY  - THES
AU  - Arsić, Bojana
PY  - 2021
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4876
AB  - Због повећане употребе технологије, истиче се неопходност примене технологије у раду са особама са тешкоћама у развоју. Омогућавање особама са тешкоћама у развоју да у потпуности искористе све технолошке могућности се показало као веома важан фактор на њихов развој и показало се да омогућава напредак у развоју великог броја вештина, стога је циљ овог рада да се прегледом доступне литературе стекне увид у могућности примене технологије у раду са особама са тешкоћама у развоју, у области у којима се технологија може примењивати у раду са овом популацијом, као и у ефекте постојећих интервенција које су спроведене коришћењем Нао робота, кинект апарата, као и технике видео моделовања.
За претрагу постојеће литературе коришћен је претраживач Google Schoolar, SCIndex, затим претраживач ProQuest и сервис Концорзијума библиотеке Србије за обједињену набавку (КОБСОН). Претраживани су радови на српском и енглеском језику, а приказано је 27 радова објављених у периоду од 2002 до 2020 године.
Поредећи просечну успешност сваке од наведених интервенција можемо закључити да је примена видео моделовања дала најбоље резултате (83.3%), у односу на примену кинект игара (66.2%), као и примену Нао робота (40.3%). Већина аутора која је користила технику видео моделовања је подучавану вештину поделила на кораке који су подучавани појединачно, а такође је и наведен критеријум мерљивости успешности интервенције. Примена кинект игара није показала успех приликом преноса научене вештине на реално животно окружење, отуда дајемо препоруке о примени кинект апарата као начина увежбавања неке од вештина, насупрот употреби у процесу подучавања новим вештинама. Недостатак истраживања која су се односила на примену Нао робота била су субјективни критеријуми процене, као и дужина трајања интервенција. У закључним разматрањима истичемо да уколико се образовно окружење особа са тешкоћама у развоју обогати технолошким достигнућима, то може довести до подстицања мотивације и последично до усвајања нових вештина.
AB  - Increased use of technology implies the need for its use in teaching people with disabilities. Allowing the persons with disability to fully use all technological possibilities has an important impact on their development and it can allow progress in obtaining a great number of new skills, therefore the aim of this paper is to gain insight into possible ways of technology use by people with disabilities, the areas in which technology can be used by this population and the effects of interventions conducted by using Nao robots, kinekt games and video modelling technique.
Literature search was conducted via search engines Google Schoolar, SCIndex, ProQuest and Serbian Library Consortium for Coordinated Acquisition (KOBSON). Papers written on Serbian and English language were searched and we previewed 27 articles that were published between the year 2002 and 2020.
By comparing the average success of each implemented intervention, we can determine that the use of video modelling technique was the most successful (83.3%), compared with kinekt games (66.2%) and Nao robots (40.3%). Majority of the authors who used video modelling divided the skill that was being taught into steps that were taught individually and they also had the criteria for measuring the intervention success. The use of kinekt games was not proven to be successful during the transfer of acquired skill to the natural environment, therefore we believe it can be useful only when practicing the skill, instead of during the teaching process. Limitations of the research that refers to the use of Nao robots refers to the subjective criterias and the intervention duration. In conclusion, we highlight that if educational environment of people with disabilities is enriched with technology that can lead to increased motivation and consequently new skills obtainment.
T1  - Primena tehnologije u radu sa osobama sa teškoćama u razvoju
EP  - 49
SP  - 1
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4876
ER  - 

@mastersthesis{
author = "Arsić, Bojana",
year = "2021",
abstract = "Због повећане употребе технологије, истиче се неопходност примене технологије у раду са особама са тешкоћама у развоју. Омогућавање особама са тешкоћама у развоју да у потпуности искористе све технолошке могућности се показало као веома важан фактор на њихов развој и показало се да омогућава напредак у развоју великог броја вештина, стога је циљ овог рада да се прегледом доступне литературе стекне увид у могућности примене технологије у раду са особама са тешкоћама у развоју, у области у којима се технологија може примењивати у раду са овом популацијом, као и у ефекте постојећих интервенција које су спроведене коришћењем Нао робота, кинект апарата, као и технике видео моделовања.
За претрагу постојеће литературе коришћен је претраживач Google Schoolar, SCIndex, затим претраживач ProQuest и сервис Концорзијума библиотеке Србије за обједињену набавку (КОБСОН). Претраживани су радови на српском и енглеском језику, а приказано је 27 радова објављених у периоду од 2002 до 2020 године.
Поредећи просечну успешност сваке од наведених интервенција можемо закључити да је примена видео моделовања дала најбоље резултате (83.3%), у односу на примену кинект игара (66.2%), као и примену Нао робота (40.3%). Већина аутора која је користила технику видео моделовања је подучавану вештину поделила на кораке који су подучавани појединачно, а такође је и наведен критеријум мерљивости успешности интервенције. Примена кинект игара није показала успех приликом преноса научене вештине на реално животно окружење, отуда дајемо препоруке о примени кинект апарата као начина увежбавања неке од вештина, насупрот употреби у процесу подучавања новим вештинама. Недостатак истраживања која су се односила на примену Нао робота била су субјективни критеријуми процене, као и дужина трајања интервенција. У закључним разматрањима истичемо да уколико се образовно окружење особа са тешкоћама у развоју обогати технолошким достигнућима, то може довести до подстицања мотивације и последично до усвајања нових вештина., Increased use of technology implies the need for its use in teaching people with disabilities. Allowing the persons with disability to fully use all technological possibilities has an important impact on their development and it can allow progress in obtaining a great number of new skills, therefore the aim of this paper is to gain insight into possible ways of technology use by people with disabilities, the areas in which technology can be used by this population and the effects of interventions conducted by using Nao robots, kinekt games and video modelling technique.
Literature search was conducted via search engines Google Schoolar, SCIndex, ProQuest and Serbian Library Consortium for Coordinated Acquisition (KOBSON). Papers written on Serbian and English language were searched and we previewed 27 articles that were published between the year 2002 and 2020.
By comparing the average success of each implemented intervention, we can determine that the use of video modelling technique was the most successful (83.3%), compared with kinekt games (66.2%) and Nao robots (40.3%). Majority of the authors who used video modelling divided the skill that was being taught into steps that were taught individually and they also had the criteria for measuring the intervention success. The use of kinekt games was not proven to be successful during the transfer of acquired skill to the natural environment, therefore we believe it can be useful only when practicing the skill, instead of during the teaching process. Limitations of the research that refers to the use of Nao robots refers to the subjective criterias and the intervention duration. In conclusion, we highlight that if educational environment of people with disabilities is enriched with technology that can lead to increased motivation and consequently new skills obtainment.",
title = "Primena tehnologije u radu sa osobama sa teškoćama u razvoju",
pages = "49-1",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4876"
}

Arsić, B.. (2021). Primena tehnologije u radu sa osobama sa teškoćama u razvoju. , 1-49.
https://hdl.handle.net/21.15107/rcub_rfasper_4876

Arsić B. Primena tehnologije u radu sa osobama sa teškoćama u razvoju. 2021;:1-49.
https://hdl.handle.net/21.15107/rcub_rfasper_4876 .

Arsić, Bojana, "Primena tehnologije u radu sa osobama sa teškoćama u razvoju" (2021):1-49,
https://hdl.handle.net/21.15107/rcub_rfasper_4876 .

TY  - CONF
AU  - Zdravković Parezanović, Ružica
AU  - Bašić, Aleksandra
AU  - Maćešić-Petrović, Dragana
AU  - Arsić, Bojana
AU  - Gajić, Anja
PY  - 2021
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3842
AB  - Uvod: Postoji stalna potreba da se upoznaju i razumeju razlike i potrebe dece sa specifičnim razvojnim problemima kako bi se obezbedio odgova- rajući tretman i mogućnost za prilagođeno i svima dostupno obrazovanje.
Asistivne tehnologije i pomagala omogućavaju osobama koje ih koriste veći stepen nezavisnosti i samostalnosti, bogatiji i aktivniji život. Takođe im omogućavaju pristup sadržajima koji bi im bili potpuno nedostupni ili teško dostupni bez upotrebe pomagala. Apertov sindrom je identifikovan kao oblik kraniosinostoze i često je udružen sa teškoćama u intelektual- nom razvoju i procesu komunikacije.
Cilj: Cilj ovog preglednog rada je da ukaže na postojanje teškoća u inici- ranju kontakta, održavanju interakcije i dvosmerne komunikacije sa soci- jalnim okruženjem kod osoba sa Apertovim sindromom kao i mogućnosti primene asistivne tehnologije pri olakšavanju ovih teškoća.
Metod: Za pretragu postojeće literature korišćen je pretraživač Google Scholar, SCIndex, ProQuest, i servis Konzorcijuma biblioteka Srbije za obje- dinjenu nabavku (KOBSON). Pretraživani su radovi na srpskom i engle- skom jeziku. Ključne reči korišćene prilikom pretrage su bile Apertov sin- drom, asistivna tehnologija, rehabilitacija, augmentativna i alternativna komunikacjia.
Rezultati: Rad je podeljen u konceptualne celine. U uvodnom delu dat je prikaz fizičkih i saznajnih karakteristika i mogućnosti njihovog tretmana.
Druga konceptualna celina rada sa teorijskog aspekta obuhvata moguć- nosti obrazovanja i rehabilitacije primenom asistivne tehnologije i asisitiv- ne augmentativne tehnike, primenjene u cilju pomoći i olakšanog razvoja i funkcionisanja osoba sa ovim sindromom. Objašnjen je i pojam asistivne tehnologije u kontekstu ciljeva istraživanja. 
Zaključak: Predmet rada su deca sa Apertovim sindromom i koncept asi- stivne tehnologije, a rezultati rada obuhvataju najvažnije postavke i podat- ke dobijene komparativnom analizom i sintezom stavova različitih autora u ovoj oblasti u poslednjih nekoliko godina. Doprinos rada odnosi se na praktične vrednosti rada, oličene u mogućnostima adaptacije prepoznava- nja osnovnih karakteristika ovog sindroma u odnosu na mogućnost adap- tiranja obrazovnih, psiholoških, specijalno-pedagoških i govorno-jezičkih metoda osposobljavanja ovih lica, a u odnosu na to ponuđena konkretna rešenja iz računarske tehnologije primenljiva u nastavnim i aktivnostima svakodnevnog življenja.
AB  - Introduction: There is a constant need to know and understand the differences and needs of children with specific developmental problems in order to provide appropriate treatment and the opportunity for tailored and accessible education. Assistive technologies and aids provide people who use them with a greater degree of independence and autonomy, a richer and more active life. They also give them access to content that would be completely inaccessible or difficult to access without the use of aids. Apert syndrome, which has been identified as a form of craniosynostosis, is often associated with difficulties in intellectual development and the communication process.
Aim: The aim of this review is to point out the existence of difficulties in initiating contact, maintaining interaction and two-way communication with the social environment in people with Apert syndrome, as well as the possibility of applying assistive technology to alleviate these difficulties.
Method: Google Scholar, SCIndex, ProQuest, and the service of the Serbian Library Consortium for Unified Procurement (KOBSON) were used to search the existing literature.
Papers in Serbian and English were searched. The key words used during the search were assistive technology, alternative and augmentative communication, Apert syndrome, intellectual disability.
Results: The paper is divided into conceptual units. In the introductory part, a presentation of physical and cognitive characteristics and possibilities of their treatment is given. The second conceptual unit of work from the theoretical aspect includes the possibilities of education and rehabilitation using assistive technology and assistive augmentative techniques, applied in order to help and facilitate the development and functioning of people with this syndrome. The notion of assistive technology in the context of research goals is also explained.
Conclusion: Children with Apert syndrome and the concept of assistive technology are the subject of the paper, and the results include the most important settings and data obtained by comparative analysis and synthesis of views of various authors in this field in recent years. The contribution of the work refers to the practical values of the work, embodied in the possibilities of adapting the recognition of the basic characteristics of this syndrome in relation to the possibility of adapting educational, psychological, special pedagogical and speech-language training methods of these persons in teaching and activities of daily living.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju / University of Belgrade – Faculty of Special Education and Rehabilitation Publishing Center of the Faculty
C3  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
T1  - Apertov sindrom i asistivne tehnologije u specijalnoj edukaciji i rehabilitaciji
T1  - Apert syndrome and the use of assistive technology in special education and rehabilitation
EP  - 489
SP  - 483
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3842
ER  - 

@conference{
author = "Zdravković Parezanović, Ružica and Bašić, Aleksandra and Maćešić-Petrović, Dragana and Arsić, Bojana and Gajić, Anja",
year = "2021",
abstract = "Uvod: Postoji stalna potreba da se upoznaju i razumeju razlike i potrebe dece sa specifičnim razvojnim problemima kako bi se obezbedio odgova- rajući tretman i mogućnost za prilagođeno i svima dostupno obrazovanje.
Asistivne tehnologije i pomagala omogućavaju osobama koje ih koriste veći stepen nezavisnosti i samostalnosti, bogatiji i aktivniji život. Takođe im omogućavaju pristup sadržajima koji bi im bili potpuno nedostupni ili teško dostupni bez upotrebe pomagala. Apertov sindrom je identifikovan kao oblik kraniosinostoze i često je udružen sa teškoćama u intelektual- nom razvoju i procesu komunikacije.
Cilj: Cilj ovog preglednog rada je da ukaže na postojanje teškoća u inici- ranju kontakta, održavanju interakcije i dvosmerne komunikacije sa soci- jalnim okruženjem kod osoba sa Apertovim sindromom kao i mogućnosti primene asistivne tehnologije pri olakšavanju ovih teškoća.
Metod: Za pretragu postojeće literature korišćen je pretraživač Google Scholar, SCIndex, ProQuest, i servis Konzorcijuma biblioteka Srbije za obje- dinjenu nabavku (KOBSON). Pretraživani su radovi na srpskom i engle- skom jeziku. Ključne reči korišćene prilikom pretrage su bile Apertov sin- drom, asistivna tehnologija, rehabilitacija, augmentativna i alternativna komunikacjia.
Rezultati: Rad je podeljen u konceptualne celine. U uvodnom delu dat je prikaz fizičkih i saznajnih karakteristika i mogućnosti njihovog tretmana.
Druga konceptualna celina rada sa teorijskog aspekta obuhvata moguć- nosti obrazovanja i rehabilitacije primenom asistivne tehnologije i asisitiv- ne augmentativne tehnike, primenjene u cilju pomoći i olakšanog razvoja i funkcionisanja osoba sa ovim sindromom. Objašnjen je i pojam asistivne tehnologije u kontekstu ciljeva istraživanja. 
Zaključak: Predmet rada su deca sa Apertovim sindromom i koncept asi- stivne tehnologije, a rezultati rada obuhvataju najvažnije postavke i podat- ke dobijene komparativnom analizom i sintezom stavova različitih autora u ovoj oblasti u poslednjih nekoliko godina. Doprinos rada odnosi se na praktične vrednosti rada, oličene u mogućnostima adaptacije prepoznava- nja osnovnih karakteristika ovog sindroma u odnosu na mogućnost adap- tiranja obrazovnih, psiholoških, specijalno-pedagoških i govorno-jezičkih metoda osposobljavanja ovih lica, a u odnosu na to ponuđena konkretna rešenja iz računarske tehnologije primenljiva u nastavnim i aktivnostima svakodnevnog življenja., Introduction: There is a constant need to know and understand the differences and needs of children with specific developmental problems in order to provide appropriate treatment and the opportunity for tailored and accessible education. Assistive technologies and aids provide people who use them with a greater degree of independence and autonomy, a richer and more active life. They also give them access to content that would be completely inaccessible or difficult to access without the use of aids. Apert syndrome, which has been identified as a form of craniosynostosis, is often associated with difficulties in intellectual development and the communication process.
Aim: The aim of this review is to point out the existence of difficulties in initiating contact, maintaining interaction and two-way communication with the social environment in people with Apert syndrome, as well as the possibility of applying assistive technology to alleviate these difficulties.
Method: Google Scholar, SCIndex, ProQuest, and the service of the Serbian Library Consortium for Unified Procurement (KOBSON) were used to search the existing literature.
Papers in Serbian and English were searched. The key words used during the search were assistive technology, alternative and augmentative communication, Apert syndrome, intellectual disability.
Results: The paper is divided into conceptual units. In the introductory part, a presentation of physical and cognitive characteristics and possibilities of their treatment is given. The second conceptual unit of work from the theoretical aspect includes the possibilities of education and rehabilitation using assistive technology and assistive augmentative techniques, applied in order to help and facilitate the development and functioning of people with this syndrome. The notion of assistive technology in the context of research goals is also explained.
Conclusion: Children with Apert syndrome and the concept of assistive technology are the subject of the paper, and the results include the most important settings and data obtained by comparative analysis and synthesis of views of various authors in this field in recent years. The contribution of the work refers to the practical values of the work, embodied in the possibilities of adapting the recognition of the basic characteristics of this syndrome in relation to the possibility of adapting educational, psychological, special pedagogical and speech-language training methods of these persons in teaching and activities of daily living.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju / University of Belgrade – Faculty of Special Education and Rehabilitation Publishing Center of the Faculty",
journal = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
title = "Apertov sindrom i asistivne tehnologije u specijalnoj edukaciji i rehabilitaciji, Apert syndrome and the use of assistive technology in special education and rehabilitation",
pages = "489-483",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3842"
}

Zdravković Parezanović, R., Bašić, A., Maćešić-Petrović, D., Arsić, B.,& Gajić, A.. (2021). Apertov sindrom i asistivne tehnologije u specijalnoj edukaciji i rehabilitaciji. in Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju / University of Belgrade – Faculty of Special Education and Rehabilitation Publishing Center of the Faculty., 483-489.
https://hdl.handle.net/21.15107/rcub_rfasper_3842

Zdravković Parezanović R, Bašić A, Maćešić-Petrović D, Arsić B, Gajić A. Apertov sindrom i asistivne tehnologije u specijalnoj edukaciji i rehabilitaciji. in Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation. 2021;:483-489.
https://hdl.handle.net/21.15107/rcub_rfasper_3842 .

Zdravković Parezanović, Ružica, Bašić, Aleksandra, Maćešić-Petrović, Dragana, Arsić, Bojana, Gajić, Anja, "Apertov sindrom i asistivne tehnologije u specijalnoj edukaciji i rehabilitaciji" in Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation (2021):483-489,
https://hdl.handle.net/21.15107/rcub_rfasper_3842 .

TY  - CONF
AU  - Zdravković Parezanović, Ružica
AU  - Bašić, Aleksandra
AU  - Maćešić-Petrović, Dragana
AU  - Arsić, Bojana
AU  - Gajić, Anja
PY  - 2021
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3728
AB  - Uvod: Postoji stalna potreba da se upoznaju i razumeju razlike i potrebe dece sa specifičnim razvojnim problemima kako bi se obezbedio odgovarajući tretman i mogućnost za prilagođeno i svima dostupno obrazovanje. Asistivne tehnologije i pomagala omogućavaju osobama koje ih koriste veći stepen nezavisnosti i samostalnosti, bogatiji i aktivniji život. Takođe im omogućavaju pristup sadržajima koji bi im bili potpuno nedostupni ili teško dostupni bez upotrebe pomagala. Apertov sindrom je identifikovan kao oblik kraniosinostoze i često je udružen sa teškoćama u intelektualnom razvoju i procesu komunikacije.
Cilj: Cilj ovog preglednog rada je da ukaže na postojanje teškoća u iniciranju kontakta, održavanju interakcije i dvosmerne komunikacije sa socijalnim okruženjem kod osoba sa Apertovim sindromom kao i mogućnosti primene asistivne tehnologije pri olakšavanju ovih teškoća.
Metod: Za pretragu postojeće literature korišćen je pretraživač Google Scholar, SCIndex, ProQuest, i servis Konzorcijuma biblioteka Srbije za objedinjenu nabavku (KOBSON). Pretraživani su radovi na srpskom i engleskom jeziku. Ključne reči korišćene prilikom pretrage su bile Apertov sindrom, asistivna tehnologija, rehabilitacija, augmentativna i alternativna komunikacjia.
Rezultati: Rad je podeljen u konceptualne celine. U uvodnom delu dat je prikaz fizičkih i saznajnih karakteristika i mogućnosti njihovog tretmana. Druga konceptualna celina rada sa teorijskog aspekta obuhvata mogućnosti obrazovanja i rehabilitacije primenom asistivne tehnologije i asisitivne augmentativne tehnike, primenjene u cilju pomoći i olakšanog razvoja i funkcionisanja osoba sa ovim sindromom. Objašnjen je i pojam asistivne tehnologije u kontekstu ciljeva istraživanja.
Zaključak: Predmet rada su deca sa Apertovim sindromom i koncept asistivne tehnologije, a rezultati rada obuhvataju najvažnije postavke i podatke dobijene komparativnom analizom i sintezom stavova različitih autora u ovoj oblasti u poslednjih nekoliko godina. Doprinos rada odnosi se na praktične vrednosti rada, oličene u mogućnostima adaptacije prepoznavanja osnovnih karakteristika ovog sindroma u odnosu na mogućnost adaptiranja obrazovnih, psiholoških, specijalno-pedagoških i govorno-jezičkih metoda osposobljavanja ovih lica, a u odnosu na to ponuđena konkretna rešenja iz računarske tehnologije primenljiva u nastavnim i aktivnostima svakodnevnog življenja.
AB  - Introduction: There is a constant need to know and understand the differences and needs of children with specific developmental problems in order to provide appropriate treatment and the opportunity for tailored and accessible education. Assistive technologies and aids provide people who use them with a greater degree of independence and autonomy, a richer and more active life. They also give them access to content that would be completely inaccessible or difficult to access without the use of aids. Apert syndrome, which has been identified as a form of craniosynostosis, is often associated with difficulties in intellectual development and the communication process.
Aim: The aim of this review is to point out the existence of difficulties in initiating contact, maintaining interaction and two-way communication with the social environment in people with Apert syndrome, as well as the possibility of applying assistive technology to alleviate these difficulties.
Method: Google Scholar, SCIndex, ProQuest, and the service of the Serbian Library Consortium for Unified Procurement (KOBSON) were used to search the existing literature. Papers in Serbian and English were searched. The key words used during the search were assistive technology, alternative and augmentative communication, Apert syndrome, intellectual disability.
Results: The paper is divided into conceptual units. In the introductory part, a presentation of physical and cognitive characteristics and possibilities of their treatment is given. The second conceptual unit of work from the theoretical aspect includes the possibilities of education and rehabilitation using assistive technology and assistive augmentative techniques, applied in order to help and facilitate the development and functioning of people with this syndrome. The notion of assistive technology in the context of research goals is also explained.
Conclusion: Children with Apert syndrome and the concept of assistive technology are the subject of the paper, and the results include the most important settings and data obtained by comparative analysis and synthesis of views of various authors in this field in recent years.
The contribution of the work refers to the practical values of the work, embodied in the possibilities of adapting the recognition of the basic characteristics of this syndrome in relation to the possibility of adapting educational, psychological, special pedagogical and speech-language training methods of these persons in teaching and activities of daily living.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju / University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Zbornik rezimea 11. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 29–30. oktobar 2021. godine
T1  - Apertov sindrom i asistivne tehnologije u specijalnoj edukaciji i rehabilitaciji
T1  - Apert syndrome and the use of assistive technology in special education and rehabilitation
EP  - 184
SP  - 181
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3728
ER  - 

@conference{
author = "Zdravković Parezanović, Ružica and Bašić, Aleksandra and Maćešić-Petrović, Dragana and Arsić, Bojana and Gajić, Anja",
year = "2021",
abstract = "Uvod: Postoji stalna potreba da se upoznaju i razumeju razlike i potrebe dece sa specifičnim razvojnim problemima kako bi se obezbedio odgovarajući tretman i mogućnost za prilagođeno i svima dostupno obrazovanje. Asistivne tehnologije i pomagala omogućavaju osobama koje ih koriste veći stepen nezavisnosti i samostalnosti, bogatiji i aktivniji život. Takođe im omogućavaju pristup sadržajima koji bi im bili potpuno nedostupni ili teško dostupni bez upotrebe pomagala. Apertov sindrom je identifikovan kao oblik kraniosinostoze i često je udružen sa teškoćama u intelektualnom razvoju i procesu komunikacije.
Cilj: Cilj ovog preglednog rada je da ukaže na postojanje teškoća u iniciranju kontakta, održavanju interakcije i dvosmerne komunikacije sa socijalnim okruženjem kod osoba sa Apertovim sindromom kao i mogućnosti primene asistivne tehnologije pri olakšavanju ovih teškoća.
Metod: Za pretragu postojeće literature korišćen je pretraživač Google Scholar, SCIndex, ProQuest, i servis Konzorcijuma biblioteka Srbije za objedinjenu nabavku (KOBSON). Pretraživani su radovi na srpskom i engleskom jeziku. Ključne reči korišćene prilikom pretrage su bile Apertov sindrom, asistivna tehnologija, rehabilitacija, augmentativna i alternativna komunikacjia.
Rezultati: Rad je podeljen u konceptualne celine. U uvodnom delu dat je prikaz fizičkih i saznajnih karakteristika i mogućnosti njihovog tretmana. Druga konceptualna celina rada sa teorijskog aspekta obuhvata mogućnosti obrazovanja i rehabilitacije primenom asistivne tehnologije i asisitivne augmentativne tehnike, primenjene u cilju pomoći i olakšanog razvoja i funkcionisanja osoba sa ovim sindromom. Objašnjen je i pojam asistivne tehnologije u kontekstu ciljeva istraživanja.
Zaključak: Predmet rada su deca sa Apertovim sindromom i koncept asistivne tehnologije, a rezultati rada obuhvataju najvažnije postavke i podatke dobijene komparativnom analizom i sintezom stavova različitih autora u ovoj oblasti u poslednjih nekoliko godina. Doprinos rada odnosi se na praktične vrednosti rada, oličene u mogućnostima adaptacije prepoznavanja osnovnih karakteristika ovog sindroma u odnosu na mogućnost adaptiranja obrazovnih, psiholoških, specijalno-pedagoških i govorno-jezičkih metoda osposobljavanja ovih lica, a u odnosu na to ponuđena konkretna rešenja iz računarske tehnologije primenljiva u nastavnim i aktivnostima svakodnevnog življenja., Introduction: There is a constant need to know and understand the differences and needs of children with specific developmental problems in order to provide appropriate treatment and the opportunity for tailored and accessible education. Assistive technologies and aids provide people who use them with a greater degree of independence and autonomy, a richer and more active life. They also give them access to content that would be completely inaccessible or difficult to access without the use of aids. Apert syndrome, which has been identified as a form of craniosynostosis, is often associated with difficulties in intellectual development and the communication process.
Aim: The aim of this review is to point out the existence of difficulties in initiating contact, maintaining interaction and two-way communication with the social environment in people with Apert syndrome, as well as the possibility of applying assistive technology to alleviate these difficulties.
Method: Google Scholar, SCIndex, ProQuest, and the service of the Serbian Library Consortium for Unified Procurement (KOBSON) were used to search the existing literature. Papers in Serbian and English were searched. The key words used during the search were assistive technology, alternative and augmentative communication, Apert syndrome, intellectual disability.
Results: The paper is divided into conceptual units. In the introductory part, a presentation of physical and cognitive characteristics and possibilities of their treatment is given. The second conceptual unit of work from the theoretical aspect includes the possibilities of education and rehabilitation using assistive technology and assistive augmentative techniques, applied in order to help and facilitate the development and functioning of people with this syndrome. The notion of assistive technology in the context of research goals is also explained.
Conclusion: Children with Apert syndrome and the concept of assistive technology are the subject of the paper, and the results include the most important settings and data obtained by comparative analysis and synthesis of views of various authors in this field in recent years.
The contribution of the work refers to the practical values of the work, embodied in the possibilities of adapting the recognition of the basic characteristics of this syndrome in relation to the possibility of adapting educational, psychological, special pedagogical and speech-language training methods of these persons in teaching and activities of daily living.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju / University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik rezimea 11. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 29–30. oktobar 2021. godine",
title = "Apertov sindrom i asistivne tehnologije u specijalnoj edukaciji i rehabilitaciji, Apert syndrome and the use of assistive technology in special education and rehabilitation",
pages = "184-181",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3728"
}

Zdravković Parezanović, R., Bašić, A., Maćešić-Petrović, D., Arsić, B.,& Gajić, A.. (2021). Apertov sindrom i asistivne tehnologije u specijalnoj edukaciji i rehabilitaciji. in Zbornik rezimea 11. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 29–30. oktobar 2021. godine
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju / University of Belgrade – Faculty of Special Education and Rehabilitation., 181-184.
https://hdl.handle.net/21.15107/rcub_rfasper_3728

Zdravković Parezanović R, Bašić A, Maćešić-Petrović D, Arsić B, Gajić A. Apertov sindrom i asistivne tehnologije u specijalnoj edukaciji i rehabilitaciji. in Zbornik rezimea 11. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 29–30. oktobar 2021. godine. 2021;:181-184.
https://hdl.handle.net/21.15107/rcub_rfasper_3728 .

Zdravković Parezanović, Ružica, Bašić, Aleksandra, Maćešić-Petrović, Dragana, Arsić, Bojana, Gajić, Anja, "Apertov sindrom i asistivne tehnologije u specijalnoj edukaciji i rehabilitaciji" in Zbornik rezimea 11. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 29–30. oktobar 2021. godine (2021):181-184,
https://hdl.handle.net/21.15107/rcub_rfasper_3728 .

TY  - JOUR
AU  - Gajić, Anja
AU  - Arsić, Bojana
AU  - Maćešić-Petrović, Dragana
AU  - Bašić, Aleksandra
AU  - Zdravković Parezanović, Ružica
PY  - 2021
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3345
AB  - It is necessary to teach children with autism spectrum disorders (ASD) delayed
reinforcement skills. The aim of the present case study was to examine the effectiveness
of shaping procedure application in order to increase appropriate wait time with a six
year old boy diagnosed with ASD. In this study we applied delayed reinforcement
protocol, which is based on the shaping procedure. The procedure was applied during
discrete trial training, natural environment teaching and in home environment by
parents. Baseline data was collected regarding adequate wait time exhibited by a
participant in three different sessions, where it was established that average wait time
duration was four seconds. In eleven sessions, the child mastered the desired skill. A
significant progress was related to the application of the protocol in home environment
by the parents and the autonomous use of behavior self-regulation strategies. It is
relevant to mention that the alternative activities delivered during the time delay were
considered as neutral stimuli and after the application of this protocol, they have become
preferred items. We believe that this case studies’ biggest limitation is the need for
applying this procedure at all in the context of preparing the child for taking on the
desired passive role at school.
PB  - Open Access Publishing Group
T2  - European Journal of Special Education Research
T1  - Teaching a child with autism spectrum disorders to tolerate delayed reinforcement
EP  - 118
IS  - 2
SP  - 110
VL  - 7
DO  - 10.46827/ejse.v7i2.3767
ER  - 

@article{
author = "Gajić, Anja and Arsić, Bojana and Maćešić-Petrović, Dragana and Bašić, Aleksandra and Zdravković Parezanović, Ružica",
year = "2021",
abstract = "It is necessary to teach children with autism spectrum disorders (ASD) delayed
reinforcement skills. The aim of the present case study was to examine the effectiveness
of shaping procedure application in order to increase appropriate wait time with a six
year old boy diagnosed with ASD. In this study we applied delayed reinforcement
protocol, which is based on the shaping procedure. The procedure was applied during
discrete trial training, natural environment teaching and in home environment by
parents. Baseline data was collected regarding adequate wait time exhibited by a
participant in three different sessions, where it was established that average wait time
duration was four seconds. In eleven sessions, the child mastered the desired skill. A
significant progress was related to the application of the protocol in home environment
by the parents and the autonomous use of behavior self-regulation strategies. It is
relevant to mention that the alternative activities delivered during the time delay were
considered as neutral stimuli and after the application of this protocol, they have become
preferred items. We believe that this case studies’ biggest limitation is the need for
applying this procedure at all in the context of preparing the child for taking on the
desired passive role at school.",
publisher = "Open Access Publishing Group",
journal = "European Journal of Special Education Research",
title = "Teaching a child with autism spectrum disorders to tolerate delayed reinforcement",
pages = "118-110",
number = "2",
volume = "7",
doi = "10.46827/ejse.v7i2.3767"
}

Gajić, A., Arsić, B., Maćešić-Petrović, D., Bašić, A.,& Zdravković Parezanović, R.. (2021). Teaching a child with autism spectrum disorders to tolerate delayed reinforcement. in European Journal of Special Education Research
Open Access Publishing Group., 7(2), 110-118.
https://doi.org/10.46827/ejse.v7i2.3767

Gajić A, Arsić B, Maćešić-Petrović D, Bašić A, Zdravković Parezanović R. Teaching a child with autism spectrum disorders to tolerate delayed reinforcement. in European Journal of Special Education Research. 2021;7(2):110-118.
doi:10.46827/ejse.v7i2.3767 .

Gajić, Anja, Arsić, Bojana, Maćešić-Petrović, Dragana, Bašić, Aleksandra, Zdravković Parezanović, Ružica, "Teaching a child with autism spectrum disorders to tolerate delayed reinforcement" in European Journal of Special Education Research, 7, no. 2 (2021):110-118,
https://doi.org/10.46827/ejse.v7i2.3767 . .

TY  - JOUR
AU  - Maćešić-Petrović, Dragana
AU  - Bašić, Aleksandra
AU  - Zdravković, Ružica
AU  - Gajić, Anja
AU  - Arsić, Bojana
PY  - 2021
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3343
AB  - Aims: The scientific study deals with the problem of bilingualism in the population of the children with mild
intellectual disabilities on educational treatment. The study is based upon Lajos Genc and Tove Skutnab Kangas
theory of bilingualism. We try to assess the differences between reading and writing in different categories of
bilingual children with intellectual disabilities, such general school achievement in monolingual and bilingual
children.
Methodology: The research included the 124 children with mild intellectual disabilities, who are attending primary
schools in Belgrade, Serbia. The research was done by trained experts in special education and psychologists who
used clinical, development scales of writing and reading of the neuropsychological battery Luria-Nebrasca for
children.
Results: The results of the research point up to the conclusion about the existence of significant relationship between
balanced bilingualism and reading and also the relationship between dominant bilingualism and writing in the
population of children with intellectual disabilities.
Conclusions: The study points up to the significance of application of rehabilitation procedures upon the standard
school treatment of this population of children.
PB  - Knowledge Journals
T2  - Journal of Business and Management Research
T1  - Knowledge, intellectual disabilities,and bilingualism
EP  - 263
SP  - 258
VL  - 14
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3343
ER  - 

@article{
author = "Maćešić-Petrović, Dragana and Bašić, Aleksandra and Zdravković, Ružica and Gajić, Anja and Arsić, Bojana",
year = "2021",
abstract = "Aims: The scientific study deals with the problem of bilingualism in the population of the children with mild
intellectual disabilities on educational treatment. The study is based upon Lajos Genc and Tove Skutnab Kangas
theory of bilingualism. We try to assess the differences between reading and writing in different categories of
bilingual children with intellectual disabilities, such general school achievement in monolingual and bilingual
children.
Methodology: The research included the 124 children with mild intellectual disabilities, who are attending primary
schools in Belgrade, Serbia. The research was done by trained experts in special education and psychologists who
used clinical, development scales of writing and reading of the neuropsychological battery Luria-Nebrasca for
children.
Results: The results of the research point up to the conclusion about the existence of significant relationship between
balanced bilingualism and reading and also the relationship between dominant bilingualism and writing in the
population of children with intellectual disabilities.
Conclusions: The study points up to the significance of application of rehabilitation procedures upon the standard
school treatment of this population of children.",
publisher = "Knowledge Journals",
journal = "Journal of Business and Management Research",
title = "Knowledge, intellectual disabilities,and bilingualism",
pages = "263-258",
volume = "14",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3343"
}

Maćešić-Petrović, D., Bašić, A., Zdravković, R., Gajić, A.,& Arsić, B.. (2021). Knowledge, intellectual disabilities,and bilingualism. in Journal of Business and Management Research
Knowledge Journals., 14, 258-263.
https://hdl.handle.net/21.15107/rcub_rfasper_3343

Maćešić-Petrović D, Bašić A, Zdravković R, Gajić A, Arsić B. Knowledge, intellectual disabilities,and bilingualism. in Journal of Business and Management Research. 2021;14:258-263.
https://hdl.handle.net/21.15107/rcub_rfasper_3343 .

Maćešić-Petrović, Dragana, Bašić, Aleksandra, Zdravković, Ružica, Gajić, Anja, Arsić, Bojana, "Knowledge, intellectual disabilities,and bilingualism" in Journal of Business and Management Research, 14 (2021):258-263,
https://hdl.handle.net/21.15107/rcub_rfasper_3343 .

TY  - JOUR
AU  - Gajić, Anja
AU  - Arsić, Bojana
AU  - Bašić, Aleksandra
AU  - Maćešić-Petrović, Dragana
AU  - Zdravković Parezanović, Ružica
PY  - 2021
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3342
AB  - The diagnosis of autism spectrum disorders (ASD) itself can include problems with hyper responsiveness to different sensory stimuli. These difficulties can lead to different maladaptive behavioral manifestations and prevent children diagnosed with ASD from participating in certain activities. The aim of the present case study was to examine the effectiveness of shaping procedure application in order to increase compliance with haircutting with a six year old boy diagnosed with ASD. The procedure used for increasing compliance while getting a haircut was shaping and we divided the intervention into two phases. Phase one involved teaching the participant to tolerate the presence of the hair clipper on his head, while phase two consisted of increasing participant’s toleration of the sound emitted by the hair clipper. Generalization probe involved taking the participant into a hair salon, where he would receive hair grooming performed by a professional hair stylist. The child mastered phase one in 54 trials that were conducted during five sessions and mastered the goal time in phase two in 89 trials that were conducted during four sessions. In conclusion, shaping procedure appears to be an effective and efficient training procedure for teaching skills that are important for future everyday functioning in society of children with ASD, as well as basic hygiene skills, such as hair cutting. Study limitations and future research implications are discussed.
PB  - Open Access Publishing Group
T2  - European Journal of Special Education Research
T1  - Increasing hairdressing compliance with a child with autism spectrum disorders
EP  - 95
IS  - 2
SP  - 84
VL  - 7
DO  - 10.46827/ejse.v7i2.3758
ER  - 

@article{
author = "Gajić, Anja and Arsić, Bojana and Bašić, Aleksandra and Maćešić-Petrović, Dragana and Zdravković Parezanović, Ružica",
year = "2021",
abstract = "The diagnosis of autism spectrum disorders (ASD) itself can include problems with hyper responsiveness to different sensory stimuli. These difficulties can lead to different maladaptive behavioral manifestations and prevent children diagnosed with ASD from participating in certain activities. The aim of the present case study was to examine the effectiveness of shaping procedure application in order to increase compliance with haircutting with a six year old boy diagnosed with ASD. The procedure used for increasing compliance while getting a haircut was shaping and we divided the intervention into two phases. Phase one involved teaching the participant to tolerate the presence of the hair clipper on his head, while phase two consisted of increasing participant’s toleration of the sound emitted by the hair clipper. Generalization probe involved taking the participant into a hair salon, where he would receive hair grooming performed by a professional hair stylist. The child mastered phase one in 54 trials that were conducted during five sessions and mastered the goal time in phase two in 89 trials that were conducted during four sessions. In conclusion, shaping procedure appears to be an effective and efficient training procedure for teaching skills that are important for future everyday functioning in society of children with ASD, as well as basic hygiene skills, such as hair cutting. Study limitations and future research implications are discussed.",
publisher = "Open Access Publishing Group",
journal = "European Journal of Special Education Research",
title = "Increasing hairdressing compliance with a child with autism spectrum disorders",
pages = "95-84",
number = "2",
volume = "7",
doi = "10.46827/ejse.v7i2.3758"
}

Gajić, A., Arsić, B., Bašić, A., Maćešić-Petrović, D.,& Zdravković Parezanović, R.. (2021). Increasing hairdressing compliance with a child with autism spectrum disorders. in European Journal of Special Education Research
Open Access Publishing Group., 7(2), 84-95.
https://doi.org/10.46827/ejse.v7i2.3758

Gajić A, Arsić B, Bašić A, Maćešić-Petrović D, Zdravković Parezanović R. Increasing hairdressing compliance with a child with autism spectrum disorders. in European Journal of Special Education Research. 2021;7(2):84-95.
doi:10.46827/ejse.v7i2.3758 .

Gajić, Anja, Arsić, Bojana, Bašić, Aleksandra, Maćešić-Petrović, Dragana, Zdravković Parezanović, Ružica, "Increasing hairdressing compliance with a child with autism spectrum disorders" in European Journal of Special Education Research, 7, no. 2 (2021):84-95,
https://doi.org/10.46827/ejse.v7i2.3758 . .

TY  - JOUR
AU  - Bašić, Aleksandra
AU  - Zdravković Parezanović, Ružica
AU  - Gajić, Anja
AU  - Arsić, Bojana
AU  - Maćešić-Petrović, Dragana
PY  - 2021
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3341
AB  - Developing creativity and thinking outside the box is key in modern education. When students are able to combine ideas, techniques, approaches that enable them to solve problems in different ways we can assert that  they  were  taught  creativity  in  their  mathematical  instructions.  Most  tests  for  evaluation  of mathematical creativity measure the flexibility, fluency, and originality of student responses. Creativity tends to be hindered in the case of studentswith mild intellectual disabilities.  Studies on the application of creativity in the teaching of mathematics to students with intellectual disabilities are limited. The article analyzed the academic achievement in mathematics and development of students'creativity.
PB  - International Educative Research Foundation and Publisher (IERFP). IJIER
T2  - International Journal for Innovation Education and Research
T1  - Creativity in teaching math to students with intellectual disabilities
EP  - 405
IS  - 6
SP  - 400
VL  - 9
DO  - 10.31686/ijier.vol9.iss6.3198
ER  - 

@article{
author = "Bašić, Aleksandra and Zdravković Parezanović, Ružica and Gajić, Anja and Arsić, Bojana and Maćešić-Petrović, Dragana",
year = "2021",
abstract = "Developing creativity and thinking outside the box is key in modern education. When students are able to combine ideas, techniques, approaches that enable them to solve problems in different ways we can assert that  they  were  taught  creativity  in  their  mathematical  instructions.  Most  tests  for  evaluation  of mathematical creativity measure the flexibility, fluency, and originality of student responses. Creativity tends to be hindered in the case of studentswith mild intellectual disabilities.  Studies on the application of creativity in the teaching of mathematics to students with intellectual disabilities are limited. The article analyzed the academic achievement in mathematics and development of students'creativity.",
publisher = "International Educative Research Foundation and Publisher (IERFP). IJIER",
journal = "International Journal for Innovation Education and Research",
title = "Creativity in teaching math to students with intellectual disabilities",
pages = "405-400",
number = "6",
volume = "9",
doi = "10.31686/ijier.vol9.iss6.3198"
}

Bašić, A., Zdravković Parezanović, R., Gajić, A., Arsić, B.,& Maćešić-Petrović, D.. (2021). Creativity in teaching math to students with intellectual disabilities. in International Journal for Innovation Education and Research
International Educative Research Foundation and Publisher (IERFP). IJIER., 9(6), 400-405.
https://doi.org/10.31686/ijier.vol9.iss6.3198

Bašić A, Zdravković Parezanović R, Gajić A, Arsić B, Maćešić-Petrović D. Creativity in teaching math to students with intellectual disabilities. in International Journal for Innovation Education and Research. 2021;9(6):400-405.
doi:10.31686/ijier.vol9.iss6.3198 .

Bašić, Aleksandra, Zdravković Parezanović, Ružica, Gajić, Anja, Arsić, Bojana, Maćešić-Petrović, Dragana, "Creativity in teaching math to students with intellectual disabilities" in International Journal for Innovation Education and Research, 9, no. 6 (2021):400-405,
https://doi.org/10.31686/ijier.vol9.iss6.3198 . .

TY  - CONF
AU  - Bašić, Aleksandra
AU  - Maćešić-Petrović, Dragana
AU  - Arsić, Bojana
AU  - Gajić, Anja
PY  - 2020
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3458
AB  - Inclusive education and the usage of technology are one of the pillars of modern education, but what happens when an unforeseeable pandemic shifts the traditional education setting to homeschooling via distance learning? This happened in the majority of the countries around the world when the COVID-19 pandemic started and
on March 16th, 2020 all schools in Republic of Serbia were closed, because of the risk of spreading COVID-19 virus. The government decided to move the education process to television lessons and via internet lessons provided by teachers individually. All these strategies are adequate for most students, but what about children with special needs? With this in mind, we decided to conduct an online survey among parents with school children with special needs to determine if their child has any type of education during this pandemic, and if so, is the mode of education sufficient and adapted to the individual education plan their child holds. Results show that the majority of children attend some sort of online education (83.3%), but 72.7% believe that these lessons are not suitable for their child. Taking in consideration that the shift from the classroom to distance learning was sudden, and that there was no time to adapt the materials for students with special needs, their education process was left to the good will of their teachers and family
members.
AB  - Inkluzivno obrazovanje i upotreba tehnologije jedan su od stubova savreme- nog obrazovanja, ali šta se dešava kada pandemija tradicionalno obrazovno okruženje preusmeri na obrazovanje putem učenja na daljinu? To se dogodilo ši- rom sveta kada je započela pandemija virusa COVID-19, a u Republici Srbiji 16. marta 2020. godine zatvorene su sve škole usled rizika od transmisije virusa. Vlada Republike Srbije (RS) odlučila je da obrazovni proces izmesti na nasta- vu putem televizijskog programa i lekcija putem interneta. Ove strategije Vlade bile su adekvatne za većinu učenika, međutim šta je sa decom sa posebnim obrazovnom podrškom? Imajući ovo na umu, odlučili smo da sprovedemo onlajn anketu sa roditeljima dece koja imaju potrebu za posebnom obrazovnom pod- rškom školskog uzrasta u RS, kako bismo utvrdili da li njihovo dete pohađa nastavu tokom pandemije i ukoliko pohađa, da li je nastava prilagođena in- dividualnom obrazovnom planu njihovog deteta. Rezultati ukazuju da većina dece pohađa neku vrstu onlajn obrazovanja (83,3%), ali 72,7% roditelja smatra da sadržaji nisu prilagođeni potrebama njihove dece. Obzirom da je prelazak sa učionice na učenje na daljinu bio iznenadan i da nije bilo vremena nastavne materijale prilagoditi ovim učenicima, njihov obrazovni proces prepušten je dobroj volji nastavnika i članova porodice.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju
C3  - Nacionalni naučni skup „Evaluacija efekata inkluzivnog obrazovanja u republici Srbiji” - Zbornik radova
T1  - Zadovoljstvo roditelja dece sa posebnom obrazovnom podrškom onlajn nastavom za vreme trajanja vanrednog stanja usled pandemije korona virusa
T1  - Satisfaction of parents of children with special educational needs with online classes during the state of emergency due to the covid-19 pandemic
EP  - 140
SP  - 133
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3458
ER  - 

@conference{
author = "Bašić, Aleksandra and Maćešić-Petrović, Dragana and Arsić, Bojana and Gajić, Anja",
year = "2020",
abstract = "Inclusive education and the usage of technology are one of the pillars of modern education, but what happens when an unforeseeable pandemic shifts the traditional education setting to homeschooling via distance learning? This happened in the majority of the countries around the world when the COVID-19 pandemic started and
on March 16th, 2020 all schools in Republic of Serbia were closed, because of the risk of spreading COVID-19 virus. The government decided to move the education process to television lessons and via internet lessons provided by teachers individually. All these strategies are adequate for most students, but what about children with special needs? With this in mind, we decided to conduct an online survey among parents with school children with special needs to determine if their child has any type of education during this pandemic, and if so, is the mode of education sufficient and adapted to the individual education plan their child holds. Results show that the majority of children attend some sort of online education (83.3%), but 72.7% believe that these lessons are not suitable for their child. Taking in consideration that the shift from the classroom to distance learning was sudden, and that there was no time to adapt the materials for students with special needs, their education process was left to the good will of their teachers and family
members., Inkluzivno obrazovanje i upotreba tehnologije jedan su od stubova savreme- nog obrazovanja, ali šta se dešava kada pandemija tradicionalno obrazovno okruženje preusmeri na obrazovanje putem učenja na daljinu? To se dogodilo ši- rom sveta kada je započela pandemija virusa COVID-19, a u Republici Srbiji 16. marta 2020. godine zatvorene su sve škole usled rizika od transmisije virusa. Vlada Republike Srbije (RS) odlučila je da obrazovni proces izmesti na nasta- vu putem televizijskog programa i lekcija putem interneta. Ove strategije Vlade bile su adekvatne za većinu učenika, međutim šta je sa decom sa posebnim obrazovnom podrškom? Imajući ovo na umu, odlučili smo da sprovedemo onlajn anketu sa roditeljima dece koja imaju potrebu za posebnom obrazovnom pod- rškom školskog uzrasta u RS, kako bismo utvrdili da li njihovo dete pohađa nastavu tokom pandemije i ukoliko pohađa, da li je nastava prilagođena in- dividualnom obrazovnom planu njihovog deteta. Rezultati ukazuju da većina dece pohađa neku vrstu onlajn obrazovanja (83,3%), ali 72,7% roditelja smatra da sadržaji nisu prilagođeni potrebama njihove dece. Obzirom da je prelazak sa učionice na učenje na daljinu bio iznenadan i da nije bilo vremena nastavne materijale prilagoditi ovim učenicima, njihov obrazovni proces prepušten je dobroj volji nastavnika i članova porodice.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju",
journal = "Nacionalni naučni skup „Evaluacija efekata inkluzivnog obrazovanja u republici Srbiji” - Zbornik radova",
title = "Zadovoljstvo roditelja dece sa posebnom obrazovnom podrškom onlajn nastavom za vreme trajanja vanrednog stanja usled pandemije korona virusa, Satisfaction of parents of children with special educational needs with online classes during the state of emergency due to the covid-19 pandemic",
pages = "140-133",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3458"
}

Bašić, A., Maćešić-Petrović, D., Arsić, B.,& Gajić, A.. (2020). Zadovoljstvo roditelja dece sa posebnom obrazovnom podrškom onlajn nastavom za vreme trajanja vanrednog stanja usled pandemije korona virusa. in Nacionalni naučni skup „Evaluacija efekata inkluzivnog obrazovanja u republici Srbiji” - Zbornik radova
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju., 133-140.
https://hdl.handle.net/21.15107/rcub_rfasper_3458

Bašić A, Maćešić-Petrović D, Arsić B, Gajić A. Zadovoljstvo roditelja dece sa posebnom obrazovnom podrškom onlajn nastavom za vreme trajanja vanrednog stanja usled pandemije korona virusa. in Nacionalni naučni skup „Evaluacija efekata inkluzivnog obrazovanja u republici Srbiji” - Zbornik radova. 2020;:133-140.
https://hdl.handle.net/21.15107/rcub_rfasper_3458 .

Bašić, Aleksandra, Maćešić-Petrović, Dragana, Arsić, Bojana, Gajić, Anja, "Zadovoljstvo roditelja dece sa posebnom obrazovnom podrškom onlajn nastavom za vreme trajanja vanrednog stanja usled pandemije korona virusa" in Nacionalni naučni skup „Evaluacija efekata inkluzivnog obrazovanja u republici Srbiji” - Zbornik radova (2020):133-140,
https://hdl.handle.net/21.15107/rcub_rfasper_3458 .

TY  - CONF
AU  - Maćešić-Petrović, Dragana
AU  - Kovačević, Jasmina
AU  - Bašić, Aleksandra
AU  - Gajić, Anja
AU  - Arsić, Bojana
AU  - Zdravković, Ružica
PY  - 2020
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3316
AB  - U okviru savremenog obrazovnog sistema na Univerzitetu u Beogradu značajno mesto trebalo bi da
pripada infarmacionim tehnologijama u službi sticanja i prezentacije znanja, kako studenata tako i nastavnog osoblja na
Univerzitetu. Ovaj značaj ogleda se u različitim domenima i segmentima visokoškolske nastave i kreće se od upotrebe
informacionih tehnologija ( u daljem tekstu IT) u sticanju, proveri i komunikaciji znanja izmedju studenata do pripreme,
prezentacije i provere nastavnih sadržaja od strane nastavnog osoblja na Univerzitetu – nastavnici i saradnici
Univerziteta. U tom smislu u radu je tretiran i obrađen segment značaja i koristi pojedinih sistema IT u studijama
koncipiranim prema Bolonjskom sistemu, kao sitemu definisanom akreditacijom državnih fakulteta Univerziteta u
Beogradu, a prema zahtevima modernog obrazovanja i inovacijama 21.veka u domenu svih naučnih disciplina pa i
društveno-humaničkih nauka. Cilj studije bio je ispitati stavove i mišljenje studenata Fakulteta za specijallnu edukaciju i
rehabilitaciju Univerziteta u Beogradu o značaju primene različitih segmenata IT okruženja u visokoškolskoj nastavi ove
obrazovne ustanove. Uzorkom su obuhvaćena 204 respodenta, studenta Fakulteta za specijalnu edukaciju i rehabilitaciju,
svih nivoa studija izuzev doktorskih studija, koji su online popunjavanjem ankete pruzili podatke za realizaciju ove studije
istraživačkog tipa. Za ispitivanje stavova i mišljenja studenata o postavljenom istraživačkom problemu korišćen je merni
instrument procene stavova studenata- Set upitnik 2103, Univerziteta Glazgov ( Honeychurch, S., McCluckie, B., 2014).
Preliminarni rezultati istraživanja ukazuju na visok procenat ispitanika (preko polovina ispitanog uzorka) koja se izjasnila
za visoko značajno učešće tehničkih rešenja u svim ispitanim domenima izuzev u domenu kreiranja i prezentiranja video
materijala u ispitanim segmentima nastave. Takođe je ukazano na visok značaj komunikacije tehničko-tehnoloških i
društveno-humanističkih nauka u kreiranju obrazovnog ambijenta i obrazovnog sistema Univerziteta u Beogradu.
AB  - Within the modern education system at the University of Belgrade, an important place should belong to
information technology in the service of acquiring and presenting knowledge of both students and teaching staff at the
University. This importance is reflected in different domains and segments of higher education and ranges from the use
of information technology (hereinafter referred to as IT) in the acquisition, assessment and communication of
knowledge between students; to the preparation, presentation and validation of teaching content by teaching staff at
the University. In this sense, this paper deals with and elaborates the segment of the importance and benefits of
individual IT systems in studies designed according to the Bologna system, as a system defined by the accreditation of
the state faculties of the University of Belgrade, and according to the requirements of modern education and
innovations of the 21st century in the field of all scientific disciplines, including social sciences and humanities. The
aim of the study was to examine the attitudes and opinions of the students of the Faculty of Special Education and
Rehabilitation, University of Belgrade on the importance of applying different segments of the IT environment in the
higher education teaching of this educational institution. The sample included 204 respondents, students of the Faculty
of Special Education and Rehabilitation, all levels of study except doctoral studies, who provided online data for
completing this research-type study by completing the survey. To measure students 'attitudes and opinions about the
research problem posed, a measurement instrument was used to assess students' attitudes - Set Questionnaire 2103,
Glasgow University (Honeychurch, S., McCluckie, B., 2014). Preliminary research results indicate a high percentage
of respondents (over half of the sample surveyed) who declared themselves to have a high participation of technical
solutions in all tested domains except in the domain of creating and presenting video materials in the examined
teaching segments. The importance of communication between the technical, technological and social sciences in the
creation of the educational environment and the educational system of the University of Belgrade was also pointed out.
PB  - Novi Sad : Fakultet tehničkih nauka, 2020 (Novi Sad : FTN, Grafički centar GRID)
C3  - U: Vladimir Katić (Ur.): XXVI Skup trendovi razvoja: “inovacije u modernom obrazovanju”
T1  - Značaj informacionih tehnologija u modernom visokoškolskom obrazovanju
EP  - 124
SP  - 121
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3316
ER  - 

@conference{
author = "Maćešić-Petrović, Dragana and Kovačević, Jasmina and Bašić, Aleksandra and Gajić, Anja and Arsić, Bojana and Zdravković, Ružica",
year = "2020",
abstract = "U okviru savremenog obrazovnog sistema na Univerzitetu u Beogradu značajno mesto trebalo bi da
pripada infarmacionim tehnologijama u službi sticanja i prezentacije znanja, kako studenata tako i nastavnog osoblja na
Univerzitetu. Ovaj značaj ogleda se u različitim domenima i segmentima visokoškolske nastave i kreće se od upotrebe
informacionih tehnologija ( u daljem tekstu IT) u sticanju, proveri i komunikaciji znanja izmedju studenata do pripreme,
prezentacije i provere nastavnih sadržaja od strane nastavnog osoblja na Univerzitetu – nastavnici i saradnici
Univerziteta. U tom smislu u radu je tretiran i obrađen segment značaja i koristi pojedinih sistema IT u studijama
koncipiranim prema Bolonjskom sistemu, kao sitemu definisanom akreditacijom državnih fakulteta Univerziteta u
Beogradu, a prema zahtevima modernog obrazovanja i inovacijama 21.veka u domenu svih naučnih disciplina pa i
društveno-humaničkih nauka. Cilj studije bio je ispitati stavove i mišljenje studenata Fakulteta za specijallnu edukaciju i
rehabilitaciju Univerziteta u Beogradu o značaju primene različitih segmenata IT okruženja u visokoškolskoj nastavi ove
obrazovne ustanove. Uzorkom su obuhvaćena 204 respodenta, studenta Fakulteta za specijalnu edukaciju i rehabilitaciju,
svih nivoa studija izuzev doktorskih studija, koji su online popunjavanjem ankete pruzili podatke za realizaciju ove studije
istraživačkog tipa. Za ispitivanje stavova i mišljenja studenata o postavljenom istraživačkom problemu korišćen je merni
instrument procene stavova studenata- Set upitnik 2103, Univerziteta Glazgov ( Honeychurch, S., McCluckie, B., 2014).
Preliminarni rezultati istraživanja ukazuju na visok procenat ispitanika (preko polovina ispitanog uzorka) koja se izjasnila
za visoko značajno učešće tehničkih rešenja u svim ispitanim domenima izuzev u domenu kreiranja i prezentiranja video
materijala u ispitanim segmentima nastave. Takođe je ukazano na visok značaj komunikacije tehničko-tehnoloških i
društveno-humanističkih nauka u kreiranju obrazovnog ambijenta i obrazovnog sistema Univerziteta u Beogradu., Within the modern education system at the University of Belgrade, an important place should belong to
information technology in the service of acquiring and presenting knowledge of both students and teaching staff at the
University. This importance is reflected in different domains and segments of higher education and ranges from the use
of information technology (hereinafter referred to as IT) in the acquisition, assessment and communication of
knowledge between students; to the preparation, presentation and validation of teaching content by teaching staff at
the University. In this sense, this paper deals with and elaborates the segment of the importance and benefits of
individual IT systems in studies designed according to the Bologna system, as a system defined by the accreditation of
the state faculties of the University of Belgrade, and according to the requirements of modern education and
innovations of the 21st century in the field of all scientific disciplines, including social sciences and humanities. The
aim of the study was to examine the attitudes and opinions of the students of the Faculty of Special Education and
Rehabilitation, University of Belgrade on the importance of applying different segments of the IT environment in the
higher education teaching of this educational institution. The sample included 204 respondents, students of the Faculty
of Special Education and Rehabilitation, all levels of study except doctoral studies, who provided online data for
completing this research-type study by completing the survey. To measure students 'attitudes and opinions about the
research problem posed, a measurement instrument was used to assess students' attitudes - Set Questionnaire 2103,
Glasgow University (Honeychurch, S., McCluckie, B., 2014). Preliminary research results indicate a high percentage
of respondents (over half of the sample surveyed) who declared themselves to have a high participation of technical
solutions in all tested domains except in the domain of creating and presenting video materials in the examined
teaching segments. The importance of communication between the technical, technological and social sciences in the
creation of the educational environment and the educational system of the University of Belgrade was also pointed out.",
publisher = "Novi Sad : Fakultet tehničkih nauka, 2020 (Novi Sad : FTN, Grafički centar GRID)",
journal = "U: Vladimir Katić (Ur.): XXVI Skup trendovi razvoja: “inovacije u modernom obrazovanju”",
title = "Značaj informacionih tehnologija u modernom visokoškolskom obrazovanju",
pages = "124-121",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3316"
}

Maćešić-Petrović, D., Kovačević, J., Bašić, A., Gajić, A., Arsić, B.,& Zdravković, R.. (2020). Značaj informacionih tehnologija u modernom visokoškolskom obrazovanju. in U: Vladimir Katić (Ur.): XXVI Skup trendovi razvoja: “inovacije u modernom obrazovanju”
Novi Sad : Fakultet tehničkih nauka, 2020 (Novi Sad : FTN, Grafički centar GRID)., 121-124.
https://hdl.handle.net/21.15107/rcub_rfasper_3316

Maćešić-Petrović D, Kovačević J, Bašić A, Gajić A, Arsić B, Zdravković R. Značaj informacionih tehnologija u modernom visokoškolskom obrazovanju. in U: Vladimir Katić (Ur.): XXVI Skup trendovi razvoja: “inovacije u modernom obrazovanju”. 2020;:121-124.
https://hdl.handle.net/21.15107/rcub_rfasper_3316 .

Maćešić-Petrović, Dragana, Kovačević, Jasmina, Bašić, Aleksandra, Gajić, Anja, Arsić, Bojana, Zdravković, Ružica, "Značaj informacionih tehnologija u modernom visokoškolskom obrazovanju" in U: Vladimir Katić (Ur.): XXVI Skup trendovi razvoja: “inovacije u modernom obrazovanju” (2020):121-124,
https://hdl.handle.net/21.15107/rcub_rfasper_3316 .

TY  - CONF
AU  - Bašić, Aleksandra
AU  - Maćešić-Petrović, Dragana
AU  - Zdravković, Ružica
AU  - Kovačević, Jasmina
AU  - Gajić, Anja
AU  - Arsić, Bojana
PY  - 2020
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3309
C3  - U: Vladimir Katić (Ur.): XXVI Skup trendovi razvoja: “inovacije u modernom obrazovanju”
T1  - Upotreba asistivne tehnologije u službi sticanja znanja kod osoba sa poremećajima iz spektra autizma
EP  - 245
SP  - 242
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3309
ER  - 

@conference{
author = "Bašić, Aleksandra and Maćešić-Petrović, Dragana and Zdravković, Ružica and Kovačević, Jasmina and Gajić, Anja and Arsić, Bojana",
year = "2020",
journal = "U: Vladimir Katić (Ur.): XXVI Skup trendovi razvoja: “inovacije u modernom obrazovanju”",
title = "Upotreba asistivne tehnologije u službi sticanja znanja kod osoba sa poremećajima iz spektra autizma",
pages = "245-242",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3309"
}

Bašić, A., Maćešić-Petrović, D., Zdravković, R., Kovačević, J., Gajić, A.,& Arsić, B.. (2020). Upotreba asistivne tehnologije u službi sticanja znanja kod osoba sa poremećajima iz spektra autizma. in U: Vladimir Katić (Ur.): XXVI Skup trendovi razvoja: “inovacije u modernom obrazovanju”, 242-245.
https://hdl.handle.net/21.15107/rcub_rfasper_3309

Bašić A, Maćešić-Petrović D, Zdravković R, Kovačević J, Gajić A, Arsić B. Upotreba asistivne tehnologije u službi sticanja znanja kod osoba sa poremećajima iz spektra autizma. in U: Vladimir Katić (Ur.): XXVI Skup trendovi razvoja: “inovacije u modernom obrazovanju”. 2020;:242-245.
https://hdl.handle.net/21.15107/rcub_rfasper_3309 .

Bašić, Aleksandra, Maćešić-Petrović, Dragana, Zdravković, Ružica, Kovačević, Jasmina, Gajić, Anja, Arsić, Bojana, "Upotreba asistivne tehnologije u službi sticanja znanja kod osoba sa poremećajima iz spektra autizma" in U: Vladimir Katić (Ur.): XXVI Skup trendovi razvoja: “inovacije u modernom obrazovanju” (2020):242-245,
https://hdl.handle.net/21.15107/rcub_rfasper_3309 .

TY  - CONF
AU  - Zdravković, Ružica
AU  - Bašić, Aleksandra
AU  - Maćešić-Petrović, Dragana
AU  - Gajić, Anja
AU  - Arsić, Bojana
PY  - 2020
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3299
AB  - NTC - Sistem učenja (Centar Nikola Tesla - Odeljenje Mensa za nadarene), je sistem učenja
zasnovan na teorijskim osnovama neurologije, neuropsihologije, pedagogije, didaktike i metodologije za predškolski i
osnovnoškolski uzrast. Spomenuti sistem učenja utiče na teorijsko znanje i daje uputstva o tome kako povezati teoriju
sa obrazovnom praksom. Ranko Rajović, dr.med., specijalista interne medicine, osnivač Mense u nekoliko država,
saradnik UNICEF-a za edukaciju i književnik Uroš Petrović ističu se kao osnivači NTC - sistema učenja. Namena
NTC programa prvenstveno je bila prepoznavanje i podsticanje darovitih. Međutim, uočene su pozitivne promene
kod učenika sa lošijim uspehom kao i da primena programa pomaže i razvoj poželjnih vrednosti kod učenika; kao i
to da učenici kod kojih su identifikovane neke razvojne smetnje, pokazuju bolje rezultate u izvršavanju školskih
obaveza i akademskim veštinama (Rajović i sar., 2013). Program je primenjivan u Slovačkoj, Italiji, Češkoj, Rumuniji,
Crnoj Gori, Hrvatskoj, Bosni i Hercegovini, Sloveniji i Srbiji, a odvija se u letnjem kampu u trajanju od 10 dana,
uglavnom, u vidu vežbi radioničkog tipa. Program se realizuje u više faza, u malim grupama (15-25), uz angažovanje
stručnjaka i vaspitača sa sertifikatom „NTC - sistem učenja“. Za svaki uzrast, uz primenu programa, rade se
periodična testiranja, radi usmeravanja i praćenja razvoja dece (Radmanić, & Vujkov, 2016). NTC - sistem učenja
obuhvata tri celine: dodatnu stimulacija razvoja sinapsi (igre ravnoteže, razvoj akomodacije i grafomotorike),
stimulaciju razvoja asocijativnog razmišljanja (apstrahovanje, vizualizacija, apstraktna klasifikacija i serijacija,
asocijacije) i stimulaciju razvoja funkcionalnog razmišljanja (zagonetne priče i zagonetna pitanja). Prednost primene
NTC - sistema učenja je mogućnost za ispoljavanje kreativnosti kako kod dece tako i odraslih. Kroz smernice
roditeljima i vaspitno-obrazovnim radnicima program pruža ideje i metode koje nisu konačno određene i ostavljaju
prostora za ličnu modifikaciju (Rajović, 2010). Osim navedene, prednost ove metode je u sveobuhvatnom pristupu
pojedincu. Kao krajnji rezultat izdvaja se kvalitetno i dugotrajno usvajanje gradiva kroz podsticanje socijalnog,
emocionalnog i kognitivnog aspekta razvoja (Radmanić, & Vujkov, 2016). Ovo je novi pristup učenju, kojim dominira
interakcija i misaona aktivnost deteta i njegovih aktivnosti koja vodi uspešnom razvoju. Sistem je detaljno razrađen,
primenljiv u porodici, predškolskim ustanovama i svim razredima osnovne škole (Mićanović, Novović, Vučković &
Šakotić, 2015). NTC - sistem učenja ističe veliku važnost ranog sticanja iskustva, fleksibilnost nervnog sistema dece,
specifičnost ljudskih sposobnosti i talenta i upozorava da se nevežbanjem gube sposobnosti, veštine i funkcije (Gojkov,
Rajovic & Stojanovic, 2015). Jedna od retkih osobina ovakvih sistema učenja koja je izbegnuta u NTC programu je
ta da on pruža proverljivosti i mogućnost za ispitivanje efekata primene same metode. Stoga, su u ovom radu
prikupljena istraživanja koja su se bavila proverom efikasnoti primene NTC sistema učenja u okviru stimulisanja
razvoja sinapsi, kao i asocijativnog i funkcionalnog razmišljanja. Činjenica da se program, čije efekte nastojimo da
prikažemo u ovom istraživanju, već sprovodi u predškolskim ustanovama i/ili u letnjim školama u Novom Sadu,
Beogradu, Nišu, Pančevu, Šapcu, Bačkoj Palanci, Kikindi, Užicu, ali i van Srbije (Prag, Brno, Ljubljana, Kopar,
Bazel, Gorica, Veles, Zadar...), uključujući uverenje praktičara u pozitivne efekte primene programa na mentalni
razvoj dece, koordinaciju pokreta i motoriku, podsticanje pažnje, koncentraciju, divergentno mišljenje, zaključivanje i
funkcionalno znanje – bila je značajan pokretač za pisanje ovog rada.
AB  - NTC - Learning System (Nikola Tesla Center - Mensa Department for the Gifted), is a learning system
based on the theoretical foundations of neurology, neuropsychology, pedagogy, didactics, and methodology for
preschool and primary school age. The learning system mentioned influences theoretical knowledge and provides
guidance on how to relate theory to educational practice. Ranko Rajovic, MD, founder of Mensa in several countries,
UNICEF education associate and writer Uros Petrovic, are distinguished as the founders of the NTC Learning System.
The purpose of the NTC program was primarily to identify and encourage the gifted. However, there have been
positive changes in poorly performing students, and that the implementation of the program also helps to develop
desirable values for students; and that students with some developmental disabilities have been shown to perform
better in schoolwork and academic skills (Rajovic et al., 2013). The program has been implemented in Slovakia, Italy,
Czech Republic, Romania, Montenegro, Croatia, Bosnia and Herzegovina, Slovenia and Serbia, and takes place in a summer camp of 10 days, mainly in the form of exercises of the workshop type. The program is implemented in several
stages, in small groups (15-25), with the involvement of experts and educators certified "NTC - learning system". For
each age, with the application of the program, periodic tests are done to guide and monitor the development of
children (Radmanic, & Vujkov, 2016). The NTC learning system comprises three parts: additional stimulation of
synapse development (balance games, development of accommodation and graphomotor), stimulation of the
development of associative thinking (abstraction, visualization, abstract classification and serialization, associations)
and stimulation of the development of functional thinking (puzzling stories and mysterious questions). The advantage
of using the NTC learning system is the ability to express creativity in both children and adults. Through guidance to
parents and educators, the program provides ideas and methods that are not finally determined and leave room for
personal modification (Rajovic, 2010). Apart from the above, the advantage of this method lies in a comprehensive
approach to the individual. The end result is the quality and long-term adoption of the material through stimulating
the social, emotional and cognitive aspects of development (Radmanić, & Vujkov, 2016). This is a new approach to
learning, dominated by the interaction and thought activity of the child and his / her activities leading to successful
development. The system has been elaborated, applicable to families, preschools and all grades of primary school
(Mićanović, Novović, Vučković & Šakotić, 2015). The NTC system of learning emphasizes the importance of early
learning, the flexibility of the nervous system of children, the specificity of human abilities and talents, and warns that
the loss of ability, skill and function (Gojkov, Rajovic & Stojanovic, 2015). One of the rare features of such learning
systems that has been avoided in the NTC program is that it provides testability and the ability to examine the effects
of applying the method itself. Therefore, research has been collected in this paper to examine the effectiveness of the
application of the NTC learning system in stimulating synapse development as well as associative and functional
thinking. The fact that the program, whose effects we seek to show in this research, is already being implemented in
pre-schools and / or summer schools in Novi Sad, Belgrade, Nis, Pancevo, Sabac, Backa Palanka, Kikinda, Uzice,
but also outside Serbia (Prague, Brno, Ljubljana, Koper, Basel, Gorizia, Veles, Zadar ...), including practitioners'
beliefs in the positive effects of program implementation on children's mental development, movement coordination
and motor skills, stimulating attention, concentration, divergent thinking, reasoning and functional knowledge - was a
significant driver for writing this work.
PB  - Fakultet tehničkih nauka Univerziteta u Novom Sadu
C3  - Zbornik radova XXIV skupa „Trendovi razvoja: Inovacije u modernom obrazovanju”
T1  - NTC sistem učenja – prozor u budućnost
EP  - 303
SP  - 299
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3299
ER  - 

@conference{
author = "Zdravković, Ružica and Bašić, Aleksandra and Maćešić-Petrović, Dragana and Gajić, Anja and Arsić, Bojana",
year = "2020",
abstract = "NTC - Sistem učenja (Centar Nikola Tesla - Odeljenje Mensa za nadarene), je sistem učenja
zasnovan na teorijskim osnovama neurologije, neuropsihologije, pedagogije, didaktike i metodologije za predškolski i
osnovnoškolski uzrast. Spomenuti sistem učenja utiče na teorijsko znanje i daje uputstva o tome kako povezati teoriju
sa obrazovnom praksom. Ranko Rajović, dr.med., specijalista interne medicine, osnivač Mense u nekoliko država,
saradnik UNICEF-a za edukaciju i književnik Uroš Petrović ističu se kao osnivači NTC - sistema učenja. Namena
NTC programa prvenstveno je bila prepoznavanje i podsticanje darovitih. Međutim, uočene su pozitivne promene
kod učenika sa lošijim uspehom kao i da primena programa pomaže i razvoj poželjnih vrednosti kod učenika; kao i
to da učenici kod kojih su identifikovane neke razvojne smetnje, pokazuju bolje rezultate u izvršavanju školskih
obaveza i akademskim veštinama (Rajović i sar., 2013). Program je primenjivan u Slovačkoj, Italiji, Češkoj, Rumuniji,
Crnoj Gori, Hrvatskoj, Bosni i Hercegovini, Sloveniji i Srbiji, a odvija se u letnjem kampu u trajanju od 10 dana,
uglavnom, u vidu vežbi radioničkog tipa. Program se realizuje u više faza, u malim grupama (15-25), uz angažovanje
stručnjaka i vaspitača sa sertifikatom „NTC - sistem učenja“. Za svaki uzrast, uz primenu programa, rade se
periodična testiranja, radi usmeravanja i praćenja razvoja dece (Radmanić, & Vujkov, 2016). NTC - sistem učenja
obuhvata tri celine: dodatnu stimulacija razvoja sinapsi (igre ravnoteže, razvoj akomodacije i grafomotorike),
stimulaciju razvoja asocijativnog razmišljanja (apstrahovanje, vizualizacija, apstraktna klasifikacija i serijacija,
asocijacije) i stimulaciju razvoja funkcionalnog razmišljanja (zagonetne priče i zagonetna pitanja). Prednost primene
NTC - sistema učenja je mogućnost za ispoljavanje kreativnosti kako kod dece tako i odraslih. Kroz smernice
roditeljima i vaspitno-obrazovnim radnicima program pruža ideje i metode koje nisu konačno određene i ostavljaju
prostora za ličnu modifikaciju (Rajović, 2010). Osim navedene, prednost ove metode je u sveobuhvatnom pristupu
pojedincu. Kao krajnji rezultat izdvaja se kvalitetno i dugotrajno usvajanje gradiva kroz podsticanje socijalnog,
emocionalnog i kognitivnog aspekta razvoja (Radmanić, & Vujkov, 2016). Ovo je novi pristup učenju, kojim dominira
interakcija i misaona aktivnost deteta i njegovih aktivnosti koja vodi uspešnom razvoju. Sistem je detaljno razrađen,
primenljiv u porodici, predškolskim ustanovama i svim razredima osnovne škole (Mićanović, Novović, Vučković &
Šakotić, 2015). NTC - sistem učenja ističe veliku važnost ranog sticanja iskustva, fleksibilnost nervnog sistema dece,
specifičnost ljudskih sposobnosti i talenta i upozorava da se nevežbanjem gube sposobnosti, veštine i funkcije (Gojkov,
Rajovic & Stojanovic, 2015). Jedna od retkih osobina ovakvih sistema učenja koja je izbegnuta u NTC programu je
ta da on pruža proverljivosti i mogućnost za ispitivanje efekata primene same metode. Stoga, su u ovom radu
prikupljena istraživanja koja su se bavila proverom efikasnoti primene NTC sistema učenja u okviru stimulisanja
razvoja sinapsi, kao i asocijativnog i funkcionalnog razmišljanja. Činjenica da se program, čije efekte nastojimo da
prikažemo u ovom istraživanju, već sprovodi u predškolskim ustanovama i/ili u letnjim školama u Novom Sadu,
Beogradu, Nišu, Pančevu, Šapcu, Bačkoj Palanci, Kikindi, Užicu, ali i van Srbije (Prag, Brno, Ljubljana, Kopar,
Bazel, Gorica, Veles, Zadar...), uključujući uverenje praktičara u pozitivne efekte primene programa na mentalni
razvoj dece, koordinaciju pokreta i motoriku, podsticanje pažnje, koncentraciju, divergentno mišljenje, zaključivanje i
funkcionalno znanje – bila je značajan pokretač za pisanje ovog rada., NTC - Learning System (Nikola Tesla Center - Mensa Department for the Gifted), is a learning system
based on the theoretical foundations of neurology, neuropsychology, pedagogy, didactics, and methodology for
preschool and primary school age. The learning system mentioned influences theoretical knowledge and provides
guidance on how to relate theory to educational practice. Ranko Rajovic, MD, founder of Mensa in several countries,
UNICEF education associate and writer Uros Petrovic, are distinguished as the founders of the NTC Learning System.
The purpose of the NTC program was primarily to identify and encourage the gifted. However, there have been
positive changes in poorly performing students, and that the implementation of the program also helps to develop
desirable values for students; and that students with some developmental disabilities have been shown to perform
better in schoolwork and academic skills (Rajovic et al., 2013). The program has been implemented in Slovakia, Italy,
Czech Republic, Romania, Montenegro, Croatia, Bosnia and Herzegovina, Slovenia and Serbia, and takes place in a summer camp of 10 days, mainly in the form of exercises of the workshop type. The program is implemented in several
stages, in small groups (15-25), with the involvement of experts and educators certified "NTC - learning system". For
each age, with the application of the program, periodic tests are done to guide and monitor the development of
children (Radmanic, & Vujkov, 2016). The NTC learning system comprises three parts: additional stimulation of
synapse development (balance games, development of accommodation and graphomotor), stimulation of the
development of associative thinking (abstraction, visualization, abstract classification and serialization, associations)
and stimulation of the development of functional thinking (puzzling stories and mysterious questions). The advantage
of using the NTC learning system is the ability to express creativity in both children and adults. Through guidance to
parents and educators, the program provides ideas and methods that are not finally determined and leave room for
personal modification (Rajovic, 2010). Apart from the above, the advantage of this method lies in a comprehensive
approach to the individual. The end result is the quality and long-term adoption of the material through stimulating
the social, emotional and cognitive aspects of development (Radmanić, & Vujkov, 2016). This is a new approach to
learning, dominated by the interaction and thought activity of the child and his / her activities leading to successful
development. The system has been elaborated, applicable to families, preschools and all grades of primary school
(Mićanović, Novović, Vučković & Šakotić, 2015). The NTC system of learning emphasizes the importance of early
learning, the flexibility of the nervous system of children, the specificity of human abilities and talents, and warns that
the loss of ability, skill and function (Gojkov, Rajovic & Stojanovic, 2015). One of the rare features of such learning
systems that has been avoided in the NTC program is that it provides testability and the ability to examine the effects
of applying the method itself. Therefore, research has been collected in this paper to examine the effectiveness of the
application of the NTC learning system in stimulating synapse development as well as associative and functional
thinking. The fact that the program, whose effects we seek to show in this research, is already being implemented in
pre-schools and / or summer schools in Novi Sad, Belgrade, Nis, Pancevo, Sabac, Backa Palanka, Kikinda, Uzice,
but also outside Serbia (Prague, Brno, Ljubljana, Koper, Basel, Gorizia, Veles, Zadar ...), including practitioners'
beliefs in the positive effects of program implementation on children's mental development, movement coordination
and motor skills, stimulating attention, concentration, divergent thinking, reasoning and functional knowledge - was a
significant driver for writing this work.",
publisher = "Fakultet tehničkih nauka Univerziteta u Novom Sadu",
journal = "Zbornik radova XXIV skupa „Trendovi razvoja: Inovacije u modernom obrazovanju”",
title = "NTC sistem učenja – prozor u budućnost",
pages = "303-299",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3299"
}

Zdravković, R., Bašić, A., Maćešić-Petrović, D., Gajić, A.,& Arsić, B.. (2020). NTC sistem učenja – prozor u budućnost. in Zbornik radova XXIV skupa „Trendovi razvoja: Inovacije u modernom obrazovanju”
Fakultet tehničkih nauka Univerziteta u Novom Sadu., 299-303.
https://hdl.handle.net/21.15107/rcub_rfasper_3299

Zdravković R, Bašić A, Maćešić-Petrović D, Gajić A, Arsić B. NTC sistem učenja – prozor u budućnost. in Zbornik radova XXIV skupa „Trendovi razvoja: Inovacije u modernom obrazovanju”. 2020;:299-303.
https://hdl.handle.net/21.15107/rcub_rfasper_3299 .

Zdravković, Ružica, Bašić, Aleksandra, Maćešić-Petrović, Dragana, Gajić, Anja, Arsić, Bojana, "NTC sistem učenja – prozor u budućnost" in Zbornik radova XXIV skupa „Trendovi razvoja: Inovacije u modernom obrazovanju” (2020):299-303,
https://hdl.handle.net/21.15107/rcub_rfasper_3299 .

TY  - CONF
AU  - Arsić, Bojana
AU  - Gajić, Anja
AU  - Bašić, Aleksandra
AU  - Maćešić-Petrović, Dragana
AU  - Andrić, Nikolija
AU  - Zdravković, Ružica
PY  - 2020
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3277
AB  - It was noted that parents frequently avoid taking their child with autism spectrum disorder {ASD) for routine examinations, because of the children's fear of dental procedures, or difficulties in locating a practitioner willing to provide care, or specialized to treat such individuals.
The aim of this paper is to recognize obstacles that patients with ASD and their caregivers incounter in getting dental care, as well as to present different techniques that can be used in dental setting in order to help people with ASD overcome those obstacles. The Serbian Library Consortium for Coordinated Acquisition-KoBSON, as well as
Google Scholar Advanced Search were used when reviewing the literature.
By reviewing the literature, the main obstacles were stated to be individual characteristics of people with ASD and lack of dental staff training in treating people with ASD.
Tecniques that can be used to improve dental care of patients with ASD are minimized sensory stimulation, short visits to the dental clinic and minimized wait time, several rehearsals in a mock environment, as well as working with the same dentist. Behavioural strategies can also be used, electronic screen, visual supports, or Picture Exchange Communication System. If all of the above does not give results, dental treatment can be provided under general anesthesia or physical restraint.
In conclusion, we give recomendations for University school of dentistry to involve treating people with ASD in their practical aspects of studies, as well as educate prospecting students in using some of the stated techniques.
C3  - Approaches and Models in Special Education and Rehabilitation – Thematic Collection of International Importance
C3  - Approaches and Models in Special Education and Rehabilitation
Thematic Collection of International Importance
T1  - A literature review on techniques of treating people with autism spectrum disorder during dental procedures
EP  - 262
SP  - 251
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3277
ER  - 

@conference{
author = "Arsić, Bojana and Gajić, Anja and Bašić, Aleksandra and Maćešić-Petrović, Dragana and Andrić, Nikolija and Zdravković, Ružica",
year = "2020",
abstract = "It was noted that parents frequently avoid taking their child with autism spectrum disorder {ASD) for routine examinations, because of the children's fear of dental procedures, or difficulties in locating a practitioner willing to provide care, or specialized to treat such individuals.
The aim of this paper is to recognize obstacles that patients with ASD and their caregivers incounter in getting dental care, as well as to present different techniques that can be used in dental setting in order to help people with ASD overcome those obstacles. The Serbian Library Consortium for Coordinated Acquisition-KoBSON, as well as
Google Scholar Advanced Search were used when reviewing the literature.
By reviewing the literature, the main obstacles were stated to be individual characteristics of people with ASD and lack of dental staff training in treating people with ASD.
Tecniques that can be used to improve dental care of patients with ASD are minimized sensory stimulation, short visits to the dental clinic and minimized wait time, several rehearsals in a mock environment, as well as working with the same dentist. Behavioural strategies can also be used, electronic screen, visual supports, or Picture Exchange Communication System. If all of the above does not give results, dental treatment can be provided under general anesthesia or physical restraint.
In conclusion, we give recomendations for University school of dentistry to involve treating people with ASD in their practical aspects of studies, as well as educate prospecting students in using some of the stated techniques.",
journal = "Approaches and Models in Special Education and Rehabilitation – Thematic Collection of International Importance, Approaches and Models in Special Education and Rehabilitation
Thematic Collection of International Importance",
title = "A literature review on techniques of treating people with autism spectrum disorder during dental procedures",
pages = "262-251",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3277"
}

Arsić, B., Gajić, A., Bašić, A., Maćešić-Petrović, D., Andrić, N.,& Zdravković, R.. (2020). A literature review on techniques of treating people with autism spectrum disorder during dental procedures. in Approaches and Models in Special Education and Rehabilitation – Thematic Collection of International Importance, 251-262.
https://hdl.handle.net/21.15107/rcub_rfasper_3277

Arsić B, Gajić A, Bašić A, Maćešić-Petrović D, Andrić N, Zdravković R. A literature review on techniques of treating people with autism spectrum disorder during dental procedures. in Approaches and Models in Special Education and Rehabilitation – Thematic Collection of International Importance. 2020;:251-262.
https://hdl.handle.net/21.15107/rcub_rfasper_3277 .

Arsić, Bojana, Gajić, Anja, Bašić, Aleksandra, Maćešić-Petrović, Dragana, Andrić, Nikolija, Zdravković, Ružica, "A literature review on techniques of treating people with autism spectrum disorder during dental procedures" in Approaches and Models in Special Education and Rehabilitation – Thematic Collection of International Importance (2020):251-262,
https://hdl.handle.net/21.15107/rcub_rfasper_3277 .