TY  - JOUR
AU  - Ristovska, Lidija
AU  - Jačova, Zora
AU  - Kovačević, Jasmina
AU  - Radovanović, Vesna
AU  - Hasanbegović, Husnija
PY  - 2021
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3663
AB  - Speech detection threshold (SDT) depends on audibility alone, whereas speech recognition threshold (SRT) requires the stimuli to be heard and identified. The aim of the study was to determine the difference between SDT and SRT, and to analyze the correlation between pure tone thresholds and speech thresholds. Difference between SDT and SRT was ≤ 12 dB in majority of cases (p = .018). SDT was strongly correlated with the best pure tone threshold. Pearson correlation coefficient was the highest in “Inverted U” shape (r = .99). There was strong correlation between SRT and PTA (500-2000), PTA (500-4000), and PTA (500-1000), especially in Rising configuration (r = .997, r = .992 r = .989, respectively), as well as, between SRT and frequency of 1000 Hz (r = .989). SRT is in the highest correlation with PTA (500, 1000, 2000 Hz) and with the hearing threshold at frequency of 1000 Hz. © 2021, Institute for Human Rehabilitation. All rights reserved.
PB  - Institut za Humanu Rehabilitaciju
T2  - Human Research in Rehabilitation
T1  - Correlation between pure tone thresholds and speech thresholds
EP  - 125
EP  - 
EP  - 
IS  - 2
SP  - 120
VL  - 11
DO  - 10.21554/hrr.092108
ER  - 

@article{
author = "Ristovska, Lidija and Jačova, Zora and Kovačević, Jasmina and Radovanović, Vesna and Hasanbegović, Husnija",
year = "2021",
abstract = "Speech detection threshold (SDT) depends on audibility alone, whereas speech recognition threshold (SRT) requires the stimuli to be heard and identified. The aim of the study was to determine the difference between SDT and SRT, and to analyze the correlation between pure tone thresholds and speech thresholds. Difference between SDT and SRT was ≤ 12 dB in majority of cases (p = .018). SDT was strongly correlated with the best pure tone threshold. Pearson correlation coefficient was the highest in “Inverted U” shape (r = .99). There was strong correlation between SRT and PTA (500-2000), PTA (500-4000), and PTA (500-1000), especially in Rising configuration (r = .997, r = .992 r = .989, respectively), as well as, between SRT and frequency of 1000 Hz (r = .989). SRT is in the highest correlation with PTA (500, 1000, 2000 Hz) and with the hearing threshold at frequency of 1000 Hz. © 2021, Institute for Human Rehabilitation. All rights reserved.",
publisher = "Institut za Humanu Rehabilitaciju",
journal = "Human Research in Rehabilitation",
title = "Correlation between pure tone thresholds and speech thresholds",
pages = "125---120",
number = "2",
volume = "11",
doi = "10.21554/hrr.092108"
}

Ristovska, L., Jačova, Z., Kovačević, J., Radovanović, V.,& Hasanbegović, H.. (2021). Correlation between pure tone thresholds and speech thresholds. in Human Research in Rehabilitation
Institut za Humanu Rehabilitaciju., 11(2), 120-125.
https://doi.org/10.21554/hrr.092108

Ristovska L, Jačova Z, Kovačević J, Radovanović V, Hasanbegović H. Correlation between pure tone thresholds and speech thresholds. in Human Research in Rehabilitation. 2021;11(2):120-125.
doi:10.21554/hrr.092108 .

Ristovska, Lidija, Jačova, Zora, Kovačević, Jasmina, Radovanović, Vesna, Hasanbegović, Husnija, "Correlation between pure tone thresholds and speech thresholds" in Human Research in Rehabilitation, 11, no. 2 (2021):120-125,
https://doi.org/10.21554/hrr.092108 . .

TY  - CONF
AU  - Radovanović, Vesna
AU  - Karić, Jasmina
AU  - Drobac, Ana
PY  - 2021
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3732
AB  - Uvod: Efekti inkluzivnog obrazovanja se često u literaturi sagledavaju kroz stavove učenika tipične populacije prema vršnjacima sa smetnjama i poremećajima, pri čemu veliki broj istraživačkih nalaza sugeriše da neposredni kontakt učenika predstavlja jedan od preduslova za formiranje pozitivnijih stavova.
Cilj: Cilj istraživanja je bio da se ispitaju i uporede stavovi učenika tipičnog razvoja u zavisnosti od toga da li pohađaju nastavu sa vršnjacima sa senzornim smetnjama i poremećajima.
Metod: Prigodni uzorak za istraživanje činilo je 174 učenika prvog i drugog razreda iz tri srednje škole, od kojih je 52 učenika imalo neposredni kontakt u razredu sa vršnjacima sa senzornim smetnjama i poremećajima.
U istraživanju je korišćena Čedok Mekmaster skala za procenu stavova prema osobama sa hendikepom. Interna konzistentnost je utvrđena Kronbahovim alfa koeficijentom i iznosi 0,73 za skalu u celini.
Rezultati: Prosečni skorovi dobijeni na skali ukazuju da učenici tipičnog razvoja imaju pozitivne stavove prema vršnjacima sa senzornim smetnjama i poremećajima, ukupan skor iznosi 78,86. Utvrđeno je da postoje veoma male razlike u stavovima srednjoškolaca na skali u celini, njenom kognitivnom i bihevioralnom domenu, dok je jedina razlika pronađena u afektivnom domenu skale, gde su učenici koji su imali kontakt sa vršnjacima sa senzornim smetnjama i poremećajima pokazali značajno viši skor (t=2,473; df=172; p=0,01).
Zaključak: Pretežno pozitivni stavovi prema vršnjacima sa senzornim smetnjama i poremećajima ukazuju na pozitivne efekte inkluzivnog obrazovanja, a da li su nastali usled samog prisustva učenika sa senzornim smetnjama i poremećajima ili kroz druženje i zajedničke aktivnosti je otvoreno pitanje za buduća istraživanja.
AB  - Introduction: The effects of inclusive education in the literature are most often observed through the attitudes of typically developing students towards peers with disabilities where a large number of research findings suggest that direct contact between students is one of the prerequisites for forming more positive attitudes.
Aim: The aim of this study was to examine and compare the attitudes of typically developing students depending on direct contacts in classes with peers with sensory disabilities.
Method: A convenient sample for the research consisted of 174 first and second grade students from three high schools, of which 52 students had direct contact in class with peers with sensory disabilities. The study used the Chedoke-McMaster scale to assess attitudes toward people with disabilities. Internal consistency was determined by the Cronbach’s alpha coefficient of .73 for the scale as a whole.
Results: The average scores obtained on the scale indicate that typically developing students had positive attitudes towards peers with sensory disabilities and the total score was 78.86. It was found that there were very small differences in the attitudes of high school students on the scale as a whole as well as its cognitive and behavioral domain, while the only difference was found in the affective domain of the scale, where students who have peers with sensory disabilities in their immediate surrounding showed significantly higher scores (t=2.473; df=172; p=.01).
Conclusion: The majority of positive attitudes towards peers with sensory disabilities indicate a positive effect of inclusive education, and whether that is due to the presence of students with sensory disabilities or socializing and joint activities remains an open question for future research.
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  - Stavovi srednjoškolaca tipičnog razvoja prema vršnjacima sa senzornim smetnjama i poremećajima
T1  - Attitudes of typically developing secondary school students towards peers with sensory disabilities
EP  - 171
SP  - 170
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3732
ER  - 

@conference{
author = "Radovanović, Vesna and Karić, Jasmina and Drobac, Ana",
year = "2021",
abstract = "Uvod: Efekti inkluzivnog obrazovanja se često u literaturi sagledavaju kroz stavove učenika tipične populacije prema vršnjacima sa smetnjama i poremećajima, pri čemu veliki broj istraživačkih nalaza sugeriše da neposredni kontakt učenika predstavlja jedan od preduslova za formiranje pozitivnijih stavova.
Cilj: Cilj istraživanja je bio da se ispitaju i uporede stavovi učenika tipičnog razvoja u zavisnosti od toga da li pohađaju nastavu sa vršnjacima sa senzornim smetnjama i poremećajima.
Metod: Prigodni uzorak za istraživanje činilo je 174 učenika prvog i drugog razreda iz tri srednje škole, od kojih je 52 učenika imalo neposredni kontakt u razredu sa vršnjacima sa senzornim smetnjama i poremećajima.
U istraživanju je korišćena Čedok Mekmaster skala za procenu stavova prema osobama sa hendikepom. Interna konzistentnost je utvrđena Kronbahovim alfa koeficijentom i iznosi 0,73 za skalu u celini.
Rezultati: Prosečni skorovi dobijeni na skali ukazuju da učenici tipičnog razvoja imaju pozitivne stavove prema vršnjacima sa senzornim smetnjama i poremećajima, ukupan skor iznosi 78,86. Utvrđeno je da postoje veoma male razlike u stavovima srednjoškolaca na skali u celini, njenom kognitivnom i bihevioralnom domenu, dok je jedina razlika pronađena u afektivnom domenu skale, gde su učenici koji su imali kontakt sa vršnjacima sa senzornim smetnjama i poremećajima pokazali značajno viši skor (t=2,473; df=172; p=0,01).
Zaključak: Pretežno pozitivni stavovi prema vršnjacima sa senzornim smetnjama i poremećajima ukazuju na pozitivne efekte inkluzivnog obrazovanja, a da li su nastali usled samog prisustva učenika sa senzornim smetnjama i poremećajima ili kroz druženje i zajedničke aktivnosti je otvoreno pitanje za buduća istraživanja., Introduction: The effects of inclusive education in the literature are most often observed through the attitudes of typically developing students towards peers with disabilities where a large number of research findings suggest that direct contact between students is one of the prerequisites for forming more positive attitudes.
Aim: The aim of this study was to examine and compare the attitudes of typically developing students depending on direct contacts in classes with peers with sensory disabilities.
Method: A convenient sample for the research consisted of 174 first and second grade students from three high schools, of which 52 students had direct contact in class with peers with sensory disabilities. The study used the Chedoke-McMaster scale to assess attitudes toward people with disabilities. Internal consistency was determined by the Cronbach’s alpha coefficient of .73 for the scale as a whole.
Results: The average scores obtained on the scale indicate that typically developing students had positive attitudes towards peers with sensory disabilities and the total score was 78.86. It was found that there were very small differences in the attitudes of high school students on the scale as a whole as well as its cognitive and behavioral domain, while the only difference was found in the affective domain of the scale, where students who have peers with sensory disabilities in their immediate surrounding showed significantly higher scores (t=2.473; df=172; p=.01).
Conclusion: The majority of positive attitudes towards peers with sensory disabilities indicate a positive effect of inclusive education, and whether that is due to the presence of students with sensory disabilities or socializing and joint activities remains an open question for future research.",
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 = "Stavovi srednjoškolaca tipičnog razvoja prema vršnjacima sa senzornim smetnjama i poremećajima, Attitudes of typically developing secondary school students towards peers with sensory disabilities",
pages = "171-170",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3732"
}

Radovanović, V., Karić, J.,& Drobac, A.. (2021). Stavovi srednjoškolaca tipičnog razvoja prema vršnjacima sa senzornim smetnjama i poremećajima. 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., 170-171.
https://hdl.handle.net/21.15107/rcub_rfasper_3732

Radovanović V, Karić J, Drobac A. Stavovi srednjoškolaca tipičnog razvoja prema vršnjacima sa senzornim smetnjama i poremećajima. in Zbornik rezimea 11. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 29–30. oktobar 2021. godine. 2021;:170-171.
https://hdl.handle.net/21.15107/rcub_rfasper_3732 .

Radovanović, Vesna, Karić, Jasmina, Drobac, Ana, "Stavovi srednjoškolaca tipičnog razvoja prema vršnjacima sa senzornim smetnjama i poremećajima" in Zbornik rezimea 11. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 29–30. oktobar 2021. godine (2021):170-171,
https://hdl.handle.net/21.15107/rcub_rfasper_3732 .

TY  - JOUR
AU  - Kovačević, Jasmina
AU  - Radovanović, Vesna
PY  - 2021
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1327
AB  - Social distance is operationalized as the willingness of respondents of the general population to engage in direct, immediate, reciprocal social interactions with persons of another group and to achieve a degree of closeness through these interactions. The aim of this study was to examine the willingness of students with typical development to accept a certain type of social relations with peers with disabilities in inclusive education, as well as the association of gender and age differences in social distance with the type of disability. A modified Bogardus social distance scale was used for research purposes. The sample consisted of students with typical development sand their peers with disabilities (N-398), aged from 7 to 15 years of age who attend inclusive primary schools on the territory of the Republic of Serbia. The results of the study showed that students with typical development do not generally reject social contacts with their peers with disabilities, as shown by the overall lower social distance, but social distance grew in areas of emotional and physical closeness. Students expressed the highest social distance toward peers with autism, while the lowest social distance was manifested towards peers with sensory impairments. Gender and age differences were confirmed. The girls expressed lower social distance, as did the students of higher school age (from 11 to 15 years of age).
PB  - Routledge Journals, Taylor & Francis Ltd, Abingdon
T2  - International Journal of Disability Development and Education
T1  - Social Distance Towards Students with Disabilities in Inclusive Education
DO  - 10.1080/1034912X.2020.1856349
ER  - 

@article{
author = "Kovačević, Jasmina and Radovanović, Vesna",
year = "2021",
abstract = "Social distance is operationalized as the willingness of respondents of the general population to engage in direct, immediate, reciprocal social interactions with persons of another group and to achieve a degree of closeness through these interactions. The aim of this study was to examine the willingness of students with typical development to accept a certain type of social relations with peers with disabilities in inclusive education, as well as the association of gender and age differences in social distance with the type of disability. A modified Bogardus social distance scale was used for research purposes. The sample consisted of students with typical development sand their peers with disabilities (N-398), aged from 7 to 15 years of age who attend inclusive primary schools on the territory of the Republic of Serbia. The results of the study showed that students with typical development do not generally reject social contacts with their peers with disabilities, as shown by the overall lower social distance, but social distance grew in areas of emotional and physical closeness. Students expressed the highest social distance toward peers with autism, while the lowest social distance was manifested towards peers with sensory impairments. Gender and age differences were confirmed. The girls expressed lower social distance, as did the students of higher school age (from 11 to 15 years of age).",
publisher = "Routledge Journals, Taylor & Francis Ltd, Abingdon",
journal = "International Journal of Disability Development and Education",
title = "Social Distance Towards Students with Disabilities in Inclusive Education",
doi = "10.1080/1034912X.2020.1856349"
}

Kovačević, J.,& Radovanović, V.. (2021). Social Distance Towards Students with Disabilities in Inclusive Education. in International Journal of Disability Development and Education
Routledge Journals, Taylor & Francis Ltd, Abingdon..
https://doi.org/10.1080/1034912X.2020.1856349

Kovačević J, Radovanović V. Social Distance Towards Students with Disabilities in Inclusive Education. in International Journal of Disability Development and Education. 2021;.
doi:10.1080/1034912X.2020.1856349 .

Kovačević, Jasmina, Radovanović, Vesna, "Social Distance Towards Students with Disabilities in Inclusive Education" in International Journal of Disability Development and Education (2021),
https://doi.org/10.1080/1034912X.2020.1856349 . .

TY  - CONF
AU  - Ristovska, Lidija
AU  - Jachova, Zora
AU  - Kovačević, Jasmina
AU  - Radovanović, Vesna
PY  - 2021
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3843
AB  - Introduction: Otoacoustic emissions are sounds that result from energy generated in the cochlea. The otoacoustic emissions test helps to confirm outer hair cell function.
Aim: The objective of the study was to evaluate the expression of distortion product otoacoustic emissions in children with suspected hearing loss.
Method: This retrospective study included 115 children, 65 males (56.5%) and 50 females (43.5%), aged 0 to 14 years (mean age of 6.9±3.5 years), examined during the period from January 2017 to March 2021. The audiological assessment included Distortion product otoacoustic emissions test, tympanometry, and pure-tone audiometry in children older than 4 years.
Distortion product otoacoustic emissions were recorded in the form of DP- gram elicited by two primary tone stimuli L1=65 dB SPL and L2=55 dB SPL.
Levels of the 2f1-f2 distortion product otoacoustic emissions were registered at frequencies from 1000 Hz to 8000 Hz at four points per octave. For statistical data analysis we used Chi-square test with level of significance p<.05.
Results: From the total of 81 children with tonal audiogram, 13 children (16%) had sensorineural hearing loss with mean distortion product otoacoustic emissions amplitude -7.4 dB SPL, and 68 children (84%) had normal hearing with mean DPOAE amplitude 9.9 dB SPL. In children without tonal audiogram, distortion product otoacoustic emissions were present in 23 children (67.6%) at control examination after absence during middle ear pathology and 9 children (26.5%) at first examination. Otoacoustic emissions were absent in 2 children (5.9%) without middle ear pathology. They were mostly absent at frequency of 4000 Hz (p=.036). 
Conclusion: The otoacoustic emissions test is good cross-check for pure- tone audiometry. In children with sensorineural hearing loss, the otoacoustic emissions are absent in the range of hearing loss. In young children not cooperative for pure-tone audiometry, expression of otoacoustic emissions after previous absence during middle ear pathology would indicate that there is no coexistent sensorineural hearing loss.
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  - Zbornik Radova - 11. Međunarodni Naučni Skup „Specijalna Edukacija i Rehabilitacija Danas“, Beograd, Srbija, 29–30.10.2021
T1  - The role of otoacoustic emissions in audiological assessment of children with suspected hearing loss
SP  - 475
SP  - 481
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3843
ER  - 

@conference{
author = "Ristovska, Lidija and Jachova, Zora and Kovačević, Jasmina and Radovanović, Vesna",
year = "2021",
abstract = "Introduction: Otoacoustic emissions are sounds that result from energy generated in the cochlea. The otoacoustic emissions test helps to confirm outer hair cell function.
Aim: The objective of the study was to evaluate the expression of distortion product otoacoustic emissions in children with suspected hearing loss.
Method: This retrospective study included 115 children, 65 males (56.5%) and 50 females (43.5%), aged 0 to 14 years (mean age of 6.9±3.5 years), examined during the period from January 2017 to March 2021. The audiological assessment included Distortion product otoacoustic emissions test, tympanometry, and pure-tone audiometry in children older than 4 years.
Distortion product otoacoustic emissions were recorded in the form of DP- gram elicited by two primary tone stimuli L1=65 dB SPL and L2=55 dB SPL.
Levels of the 2f1-f2 distortion product otoacoustic emissions were registered at frequencies from 1000 Hz to 8000 Hz at four points per octave. For statistical data analysis we used Chi-square test with level of significance p<.05.
Results: From the total of 81 children with tonal audiogram, 13 children (16%) had sensorineural hearing loss with mean distortion product otoacoustic emissions amplitude -7.4 dB SPL, and 68 children (84%) had normal hearing with mean DPOAE amplitude 9.9 dB SPL. In children without tonal audiogram, distortion product otoacoustic emissions were present in 23 children (67.6%) at control examination after absence during middle ear pathology and 9 children (26.5%) at first examination. Otoacoustic emissions were absent in 2 children (5.9%) without middle ear pathology. They were mostly absent at frequency of 4000 Hz (p=.036). 
Conclusion: The otoacoustic emissions test is good cross-check for pure- tone audiometry. In children with sensorineural hearing loss, the otoacoustic emissions are absent in the range of hearing loss. In young children not cooperative for pure-tone audiometry, expression of otoacoustic emissions after previous absence during middle ear pathology would indicate that there is no coexistent sensorineural hearing loss.",
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 = "Zbornik Radova - 11. Međunarodni Naučni Skup „Specijalna Edukacija i Rehabilitacija Danas“, Beograd, Srbija, 29–30.10.2021",
title = "The role of otoacoustic emissions in audiological assessment of children with suspected hearing loss",
pages = "475-481",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3843"
}

Ristovska, L., Jachova, Z., Kovačević, J.,& Radovanović, V.. (2021). The role of otoacoustic emissions in audiological assessment of children with suspected hearing loss. in Zbornik Radova - 11. Međunarodni Naučni Skup „Specijalna Edukacija i Rehabilitacija Danas“, Beograd, Srbija, 29–30.10.2021
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju / University of Belgrade – Faculty of Special Education and Rehabilitation Publishing Center of the Faculty., 475.
https://hdl.handle.net/21.15107/rcub_rfasper_3843

Ristovska L, Jachova Z, Kovačević J, Radovanović V. The role of otoacoustic emissions in audiological assessment of children with suspected hearing loss. in Zbornik Radova - 11. Međunarodni Naučni Skup „Specijalna Edukacija i Rehabilitacija Danas“, Beograd, Srbija, 29–30.10.2021. 2021;:475.
https://hdl.handle.net/21.15107/rcub_rfasper_3843 .

Ristovska, Lidija, Jachova, Zora, Kovačević, Jasmina, Radovanović, Vesna, "The role of otoacoustic emissions in audiological assessment of children with suspected hearing loss" in Zbornik Radova - 11. Međunarodni Naučni Skup „Specijalna Edukacija i Rehabilitacija Danas“, Beograd, Srbija, 29–30.10.2021 (2021):475,
https://hdl.handle.net/21.15107/rcub_rfasper_3843 .

TY  - JOUR
AU  - Radić-Šestić, Marina
AU  - Šešum, Mia
AU  - Radovanović, Vesna
AU  - Ivanović, Maja
PY  - 2020
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1258
AB  - Visual experience and visually based linguistic communication are two key aspects of Deaf culture. When incorporated into humor, its members share specific experience. This paper aims to review the available literature in order to determine whether the humor of the deaf differs from the humor of hearing population, and if so, how and to what extent. Richness of humor in deaf culture is reflected in the variety, creativity and complexity of expression, using different strategies. The first strategy is reflected in using sign language to tell stories which are witty and have a comic point. The second strategy consists of imitating animals and humans (caricature). The third strategy refers to using sign language to create invented, fanciful, absurd images that do not exist in reality. The fourth type of humor is in sign language which is difficult to translate. It is a type of humor that has to be seen, and where people enjoy its visual logic and the redundancy of silent film images. The attempt to translate the humorous content of Deaf culture and share it with the hearing population should be seen not only as interlingual, but also as intercultural operation. Hence the lack of understanding between these two social groups.
AB  - Vizuelno iskustvo i lingvistička komunikacija bazirana na vizuelnom su dva ključna aspekta kulture Gluvih. Kada se inkorporiraju u humor, njeni članovi dele specifično iskustvo. Rad ima za cilj da pregledom dostupne literature utvrdi da li se humor pripadnika kulture Gluvih razlikuje od humora čujuće populacije i, ako se razlikuje, po čemu i u kojoj meri. Bogatstvo humora kulture Gluvih ogleda se u raznovrsnosti, kreativnosti i složenosti izražavanja putem različitih strategija. Prva strategija odnosi se na pričanje priča na znakovnom jeziku koje na kraju imaju duhovitu, komičnu poentu. Druga strategija se sastoji u imitaciji životinja i ljudi (karikature). Treća strategija ogleda se u stvaranju, putem znakovnog jezika, izmišljenih, maštovitih, apsurdnih slika koje ne postoje u stvarnosti. Četvrta vrsta humora je na znakovnom jeziku koji se teško može prevesti. To je humor koji se mora videti, uživati u njegovoj vizuelnoj logici i redudantnosti slika nemih flmova. Pokušaj da se humor kulture Gluvih prevede i podeli sa čujućom populacijom treba videti ne samo kao interlingvalnu, već i kao interkulturalnu operaciju. Otuda se javlja i nerazumevanje između ove dve socijalne grupe.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd
T2  - Specijalna edukacija i rehabilitacija
T1  - Humor u kulturi Gluvih
T1  - Humor in Deaf culture
EP  - 57
IS  - 1
SP  - 43
VL  - 19
DO  - 10.5937/specedreh19-25478
ER  - 

@article{
author = "Radić-Šestić, Marina and Šešum, Mia and Radovanović, Vesna and Ivanović, Maja",
year = "2020",
abstract = "Visual experience and visually based linguistic communication are two key aspects of Deaf culture. When incorporated into humor, its members share specific experience. This paper aims to review the available literature in order to determine whether the humor of the deaf differs from the humor of hearing population, and if so, how and to what extent. Richness of humor in deaf culture is reflected in the variety, creativity and complexity of expression, using different strategies. The first strategy is reflected in using sign language to tell stories which are witty and have a comic point. The second strategy consists of imitating animals and humans (caricature). The third strategy refers to using sign language to create invented, fanciful, absurd images that do not exist in reality. The fourth type of humor is in sign language which is difficult to translate. It is a type of humor that has to be seen, and where people enjoy its visual logic and the redundancy of silent film images. The attempt to translate the humorous content of Deaf culture and share it with the hearing population should be seen not only as interlingual, but also as intercultural operation. Hence the lack of understanding between these two social groups., Vizuelno iskustvo i lingvistička komunikacija bazirana na vizuelnom su dva ključna aspekta kulture Gluvih. Kada se inkorporiraju u humor, njeni članovi dele specifično iskustvo. Rad ima za cilj da pregledom dostupne literature utvrdi da li se humor pripadnika kulture Gluvih razlikuje od humora čujuće populacije i, ako se razlikuje, po čemu i u kojoj meri. Bogatstvo humora kulture Gluvih ogleda se u raznovrsnosti, kreativnosti i složenosti izražavanja putem različitih strategija. Prva strategija odnosi se na pričanje priča na znakovnom jeziku koje na kraju imaju duhovitu, komičnu poentu. Druga strategija se sastoji u imitaciji životinja i ljudi (karikature). Treća strategija ogleda se u stvaranju, putem znakovnog jezika, izmišljenih, maštovitih, apsurdnih slika koje ne postoje u stvarnosti. Četvrta vrsta humora je na znakovnom jeziku koji se teško može prevesti. To je humor koji se mora videti, uživati u njegovoj vizuelnoj logici i redudantnosti slika nemih flmova. Pokušaj da se humor kulture Gluvih prevede i podeli sa čujućom populacijom treba videti ne samo kao interlingvalnu, već i kao interkulturalnu operaciju. Otuda se javlja i nerazumevanje između ove dve socijalne grupe.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd",
journal = "Specijalna edukacija i rehabilitacija",
title = "Humor u kulturi Gluvih, Humor in Deaf culture",
pages = "57-43",
number = "1",
volume = "19",
doi = "10.5937/specedreh19-25478"
}

Radić-Šestić, M., Šešum, M., Radovanović, V.,& Ivanović, M.. (2020). Humor u kulturi Gluvih. in Specijalna edukacija i rehabilitacija
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd., 19(1), 43-57.
https://doi.org/10.5937/specedreh19-25478

Radić-Šestić M, Šešum M, Radovanović V, Ivanović M. Humor u kulturi Gluvih. in Specijalna edukacija i rehabilitacija. 2020;19(1):43-57.
doi:10.5937/specedreh19-25478 .

Radić-Šestić, Marina, Šešum, Mia, Radovanović, Vesna, Ivanović, Maja, "Humor u kulturi Gluvih" in Specijalna edukacija i rehabilitacija, 19, no. 1 (2020):43-57,
https://doi.org/10.5937/specedreh19-25478 . .

TY  - JOUR
AU  - Radovanović, Vesna
AU  - Radić-Šestić, Marina
AU  - Kovačević, Jasmina
AU  - Dimoski, Sanja
PY  - 2020
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1294
AB  - Hearing loss is a risk factor for a child's appropriate psychosocial development but is not a risk factor for the development of resiliency. Thus, the aim of this research was to determine the level of resiliency, as well as its relation to internal and external factors, in deaf and hard-of-hearing (DHH) adolescents. The sample included 55 DHH students, 12-14 years of age. Resiliency Scales for Children & Adolescents was used in this research. The obtained results showed that DHH students perceived their resiliency in the average range, except in subscales: Self-efficacy (within Sense of Mastery Scale), Social Support (within Sense of Relatedness Scale), Impairment (within Emotional Reactivity Scale) in which the results were within a higher range, and Recovery (within Emotional Reactivity Scale) in which the results were in a lower range.
PB  - Oxford Univ Press, Oxford
T2  - Journal of Deaf Studies and Deaf Education
T1  - Factors Related to Personal Resiliency in Deaf and Hard-of-Hearing Adolescents
EP  - 437
IS  - 4
SP  - 430
VL  - 25
DO  - 10.1093/deafed/enaa012
ER  - 

@article{
author = "Radovanović, Vesna and Radić-Šestić, Marina and Kovačević, Jasmina and Dimoski, Sanja",
year = "2020",
abstract = "Hearing loss is a risk factor for a child's appropriate psychosocial development but is not a risk factor for the development of resiliency. Thus, the aim of this research was to determine the level of resiliency, as well as its relation to internal and external factors, in deaf and hard-of-hearing (DHH) adolescents. The sample included 55 DHH students, 12-14 years of age. Resiliency Scales for Children & Adolescents was used in this research. The obtained results showed that DHH students perceived their resiliency in the average range, except in subscales: Self-efficacy (within Sense of Mastery Scale), Social Support (within Sense of Relatedness Scale), Impairment (within Emotional Reactivity Scale) in which the results were within a higher range, and Recovery (within Emotional Reactivity Scale) in which the results were in a lower range.",
publisher = "Oxford Univ Press, Oxford",
journal = "Journal of Deaf Studies and Deaf Education",
title = "Factors Related to Personal Resiliency in Deaf and Hard-of-Hearing Adolescents",
pages = "437-430",
number = "4",
volume = "25",
doi = "10.1093/deafed/enaa012"
}

Radovanović, V., Radić-Šestić, M., Kovačević, J.,& Dimoski, S.. (2020). Factors Related to Personal Resiliency in Deaf and Hard-of-Hearing Adolescents. in Journal of Deaf Studies and Deaf Education
Oxford Univ Press, Oxford., 25(4), 430-437.
https://doi.org/10.1093/deafed/enaa012

Radovanović V, Radić-Šestić M, Kovačević J, Dimoski S. Factors Related to Personal Resiliency in Deaf and Hard-of-Hearing Adolescents. in Journal of Deaf Studies and Deaf Education. 2020;25(4):430-437.
doi:10.1093/deafed/enaa012 .

Radovanović, Vesna, Radić-Šestić, Marina, Kovačević, Jasmina, Dimoski, Sanja, "Factors Related to Personal Resiliency in Deaf and Hard-of-Hearing Adolescents" in Journal of Deaf Studies and Deaf Education, 25, no. 4 (2020):430-437,
https://doi.org/10.1093/deafed/enaa012 . .

TY  - JOUR
AU  - Mijatović, Svetlana G.
AU  - Radovanović, Vesna
PY  - 2020
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1250
AB  - Introduction. In addition to family, school has an irreplaceable role in the development and behavior of children, because it it is a place of social interaction between students, students and teachers, as well as other adults, which differs significantly from the interaction within immediate and extended family. Objectives. This research aimed to determine and describe the behavior of deaf and hard of hearing children and children of typical development in different school situations. Methods. The sample consisted of 52 lower elementary school students, 7 to 11 years of age, divided into two groups - group A with 26 deaf and hard of hearing students, and group B with 26 students of typical development. With regard to gender, the sample consisted of 34 (65.4%) male students and 18 (34.6%) female students. The Questionnaire for assessing the behavior of younger school children was used in this research. Results. The results of the research showed that there were statistically significant differences between deaf and hard of hearing students and students of typical development in class behavior: with regard to the place where they sat (ch2 = 19.57, df = 8, rc = .52, p = .01), and attention during lessons (ch2 = 16.70, df = 8, rc = .49, p = .03); during recess: with regard to playing (ch2 = 20.13, df = 8, rc = .52, p = .01); or with regard to authority: when they addressed teachers (ch2 = 7.06, df = 8, rc = .49, p = .03), received orders (ch2 = 27.58, df = 8, rc = .58, p = .001) and praise (ch2 = 27.84, df = 8, rc = .59, p = .001). Age, gender, school success, and the type of amplification in deaf and hard of hearing students did not prove to be factors that significantly affected student behavior. Conclusion. More extensive research on personal (degree of hearing loss, language competence), family (parent-child dyad) and social factors (inclusive and non-inclusive education), would explain some of the unknowns related to the behavior of deaf and hard of hearing students.
AB  - Uvod: Pored porodice, škola ima nezamenjivu ulogu u razvoju i ponašanju dece jer se u njoj ostvaruje značajan deo socijalnih interakcija između samih učenika, učenika i nastavnika, kao i drugih odraslih osoba, koje se bitno razlikuju od interakcija koje dete ostvaruje u okviru uže i šire porodice. Cilj: Cilj istraživanja je bio da se utvrdi i opiše ponašanje gluve i nagluve dece i dece tipičnog razvoja u različitim školskim situacijama. Metode: Uzorak je činilo 52 učenika nižih razreda osnovne škole uzrasta od 7 do 11 godina, podeljenih u dve grupe - grupu A, sa 26 gluvih i nagluvih i grupu B, sa 26 učenika tipičnog razvoja. Polnu strukturu uzorka činilo je 34 (65.4%) učenika muškog i 18 (34.6%) učenika ženskog pola. U istraživanju je korišćen Upitnik za procenu ponašanja dece mlađeg školskog uzrasta. Rezultati: Rezultati istraživanja pokazali su da postoje statistički značajne razlike između gluvih i nagluvih i učenika tipičnog razvoja u ponašanju na času: u odnosu na mesto gde sede (ch2 = 19.57, df = 8, rc = .52, p = .01) i pažnju na času (ch2 = 16.70, df = 8, rc = .49, p = .03); na odmoru - u odnosu na igru (ch2 = 20.13, df = 8, rc = .52, p = .01) i u odnosu na autoritet - kada se obraćaju nastavniku (ch2 = 7.06, df = 8, rc = .49, p = .03), u odnosu na naloge (ch2 = 27.58, df = 8, rc = .58, p = .001) i u odnosu na pohvale (ch2 = 27.84, df = 8, rc = .59, = .001). Uzrast, pol, školski uspeh i tip amplifkacije kod gluvih i nagluvih učenika nisu se pokazali kao faktori koji u značajnoj meri utiču na ponašanje učenika. Zaključak: Istraživanje širih razmera, sagledavanje ličnih (stepen oštećenja sluha, jezičke kompetencije), porodičnih (dijada roditelj-dete) i društvenih faktora (inkluzivni i neinkluzivni uslovi obrazovanja) rasvetlilo bi se neke od nepoznanica vezanih za ponašanje gluvih i nagluvih učenika.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd
T2  - Specijalna edukacija i rehabilitacija
T1  - Karakteristike ponašanja gluvih i nagluvih i učenika tipičnog razvoja u vaspitno-obrazovnom procesu
T1  - Behavioral characteristic of deaf and hard of hearing students and students of typical development in the educational process
EP  - 194
IS  - 3
SP  - 181
VL  - 19
DO  - 10.5937/specedreh19-28163
ER  - 

@article{
author = "Mijatović, Svetlana G. and Radovanović, Vesna",
year = "2020",
abstract = "Introduction. In addition to family, school has an irreplaceable role in the development and behavior of children, because it it is a place of social interaction between students, students and teachers, as well as other adults, which differs significantly from the interaction within immediate and extended family. Objectives. This research aimed to determine and describe the behavior of deaf and hard of hearing children and children of typical development in different school situations. Methods. The sample consisted of 52 lower elementary school students, 7 to 11 years of age, divided into two groups - group A with 26 deaf and hard of hearing students, and group B with 26 students of typical development. With regard to gender, the sample consisted of 34 (65.4%) male students and 18 (34.6%) female students. The Questionnaire for assessing the behavior of younger school children was used in this research. Results. The results of the research showed that there were statistically significant differences between deaf and hard of hearing students and students of typical development in class behavior: with regard to the place where they sat (ch2 = 19.57, df = 8, rc = .52, p = .01), and attention during lessons (ch2 = 16.70, df = 8, rc = .49, p = .03); during recess: with regard to playing (ch2 = 20.13, df = 8, rc = .52, p = .01); or with regard to authority: when they addressed teachers (ch2 = 7.06, df = 8, rc = .49, p = .03), received orders (ch2 = 27.58, df = 8, rc = .58, p = .001) and praise (ch2 = 27.84, df = 8, rc = .59, p = .001). Age, gender, school success, and the type of amplification in deaf and hard of hearing students did not prove to be factors that significantly affected student behavior. Conclusion. More extensive research on personal (degree of hearing loss, language competence), family (parent-child dyad) and social factors (inclusive and non-inclusive education), would explain some of the unknowns related to the behavior of deaf and hard of hearing students., Uvod: Pored porodice, škola ima nezamenjivu ulogu u razvoju i ponašanju dece jer se u njoj ostvaruje značajan deo socijalnih interakcija između samih učenika, učenika i nastavnika, kao i drugih odraslih osoba, koje se bitno razlikuju od interakcija koje dete ostvaruje u okviru uže i šire porodice. Cilj: Cilj istraživanja je bio da se utvrdi i opiše ponašanje gluve i nagluve dece i dece tipičnog razvoja u različitim školskim situacijama. Metode: Uzorak je činilo 52 učenika nižih razreda osnovne škole uzrasta od 7 do 11 godina, podeljenih u dve grupe - grupu A, sa 26 gluvih i nagluvih i grupu B, sa 26 učenika tipičnog razvoja. Polnu strukturu uzorka činilo je 34 (65.4%) učenika muškog i 18 (34.6%) učenika ženskog pola. U istraživanju je korišćen Upitnik za procenu ponašanja dece mlađeg školskog uzrasta. Rezultati: Rezultati istraživanja pokazali su da postoje statistički značajne razlike između gluvih i nagluvih i učenika tipičnog razvoja u ponašanju na času: u odnosu na mesto gde sede (ch2 = 19.57, df = 8, rc = .52, p = .01) i pažnju na času (ch2 = 16.70, df = 8, rc = .49, p = .03); na odmoru - u odnosu na igru (ch2 = 20.13, df = 8, rc = .52, p = .01) i u odnosu na autoritet - kada se obraćaju nastavniku (ch2 = 7.06, df = 8, rc = .49, p = .03), u odnosu na naloge (ch2 = 27.58, df = 8, rc = .58, p = .001) i u odnosu na pohvale (ch2 = 27.84, df = 8, rc = .59, = .001). Uzrast, pol, školski uspeh i tip amplifkacije kod gluvih i nagluvih učenika nisu se pokazali kao faktori koji u značajnoj meri utiču na ponašanje učenika. Zaključak: Istraživanje širih razmera, sagledavanje ličnih (stepen oštećenja sluha, jezičke kompetencije), porodičnih (dijada roditelj-dete) i društvenih faktora (inkluzivni i neinkluzivni uslovi obrazovanja) rasvetlilo bi se neke od nepoznanica vezanih za ponašanje gluvih i nagluvih učenika.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd",
journal = "Specijalna edukacija i rehabilitacija",
title = "Karakteristike ponašanja gluvih i nagluvih i učenika tipičnog razvoja u vaspitno-obrazovnom procesu, Behavioral characteristic of deaf and hard of hearing students and students of typical development in the educational process",
pages = "194-181",
number = "3",
volume = "19",
doi = "10.5937/specedreh19-28163"
}

Mijatović, S. G.,& Radovanović, V.. (2020). Karakteristike ponašanja gluvih i nagluvih i učenika tipičnog razvoja u vaspitno-obrazovnom procesu. in Specijalna edukacija i rehabilitacija
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd., 19(3), 181-194.
https://doi.org/10.5937/specedreh19-28163

Mijatović SG, Radovanović V. Karakteristike ponašanja gluvih i nagluvih i učenika tipičnog razvoja u vaspitno-obrazovnom procesu. in Specijalna edukacija i rehabilitacija. 2020;19(3):181-194.
doi:10.5937/specedreh19-28163 .

Mijatović, Svetlana G., Radovanović, Vesna, "Karakteristike ponašanja gluvih i nagluvih i učenika tipičnog razvoja u vaspitno-obrazovnom procesu" in Specijalna edukacija i rehabilitacija, 19, no. 3 (2020):181-194,
https://doi.org/10.5937/specedreh19-28163 . .

TY  - CONF
AU  - Radovanović, Vesna
AU  - Kovačević, Jasmina
PY  - 2020
UR  - http://www.icf.fasper.bg.ac.rs/zbornici/20200914_1-Tematski-zbornik-Surdo-2020.pdf
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3487
AB  - Nastava se temelji na saradnji između nastavnika i učenika, odnos-
no na onima koji podučavaju i onima koji uče. Ta saradnja se ostvaruje
kao njihova uzajamna interakcija i komunikacija, pa je, stoga, nastava
u osnovi komunikacijski proces. Cilj istraživanja je bio da se utvrdi
doživljaj gluvih i nagluvih učenika u vezi sa komunikacijom u nastavi,
a uzimajući u obzir individualne karakteristike učenika: uzrast, pol,
stepen oštećenja sluha, vrstu amplifikacije i model komunikacije.
Prigodni uzorak činilo je dvadeset pet učenika iz tri srednje škole
za gluve i nagluve u Republici Srbiji. U istraživanju je primenjena teh-
nika anketiranja u čiju svrhu se koristila skala „Indikatori spreča-
vanja/pospešivanja sukoba između nastavnika i učenika”.
Rezultati dobijeni u ovom istraživanju ukazuju da učenici pretež-
no pozitivno procenjuju komunikaciju nastavnika sa učenicima, što
potvrđuju prosečne vrednosti dobijene na tvrdnjama koje se odnose na
sprečavanje sukoba (AS=24,36), kao i prosečne vrednosti odgovora dobije-
nih na tvrdnjama koje se odnose na pospešivanje sukoba (AS=12,24).
AB  - Teaching is based on the collaboration between teachers and students,
that is, those who teach and those who learn. This cooperation is realized
as their mutual interaction and communication, so teaching is basically
a communication process. The aim of the research was to determine the
experience of deaf and hard of hearing students with regard to communication
in teaching, considering the individual characteristics of students, age, gender,
degree of hearing impairment, type of amplification and communication
model.
The study involved twenty-five students from three high schools for the
deaf and hard of hearing in the Republic of Serbia. The study used a survey
technique for the purpose of which the scale Indicators for preventing /
fostering teacher-student conflict was used.
The results indicate that students have a predominantly positive experience
of communicating with teachers, which is confirmed by the average values
obtained on conflict prevention claims (M = 24.36), as well as the average
values of the responses received on claims related to conflict enhancement (M
= 12.24).
C3  - Specifičnost oštećenja sluha – nove tendencije tematski zbornik radova
T1  - Komunikacija u nastavi kao faktor Pozitivne odeljenske klime u školama za Gluve i nagluve učenike
T1  - Communication in teaching as a factor of positive Class climate in schools for deaf and hard of Hearing students
EP  - 185
SP  - 169
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3487
ER  - 

@conference{
author = "Radovanović, Vesna and Kovačević, Jasmina",
year = "2020",
abstract = "Nastava se temelji na saradnji između nastavnika i učenika, odnos-
no na onima koji podučavaju i onima koji uče. Ta saradnja se ostvaruje
kao njihova uzajamna interakcija i komunikacija, pa je, stoga, nastava
u osnovi komunikacijski proces. Cilj istraživanja je bio da se utvrdi
doživljaj gluvih i nagluvih učenika u vezi sa komunikacijom u nastavi,
a uzimajući u obzir individualne karakteristike učenika: uzrast, pol,
stepen oštećenja sluha, vrstu amplifikacije i model komunikacije.
Prigodni uzorak činilo je dvadeset pet učenika iz tri srednje škole
za gluve i nagluve u Republici Srbiji. U istraživanju je primenjena teh-
nika anketiranja u čiju svrhu se koristila skala „Indikatori spreča-
vanja/pospešivanja sukoba između nastavnika i učenika”.
Rezultati dobijeni u ovom istraživanju ukazuju da učenici pretež-
no pozitivno procenjuju komunikaciju nastavnika sa učenicima, što
potvrđuju prosečne vrednosti dobijene na tvrdnjama koje se odnose na
sprečavanje sukoba (AS=24,36), kao i prosečne vrednosti odgovora dobije-
nih na tvrdnjama koje se odnose na pospešivanje sukoba (AS=12,24)., Teaching is based on the collaboration between teachers and students,
that is, those who teach and those who learn. This cooperation is realized
as their mutual interaction and communication, so teaching is basically
a communication process. The aim of the research was to determine the
experience of deaf and hard of hearing students with regard to communication
in teaching, considering the individual characteristics of students, age, gender,
degree of hearing impairment, type of amplification and communication
model.
The study involved twenty-five students from three high schools for the
deaf and hard of hearing in the Republic of Serbia. The study used a survey
technique for the purpose of which the scale Indicators for preventing /
fostering teacher-student conflict was used.
The results indicate that students have a predominantly positive experience
of communicating with teachers, which is confirmed by the average values
obtained on conflict prevention claims (M = 24.36), as well as the average
values of the responses received on claims related to conflict enhancement (M
= 12.24).",
journal = "Specifičnost oštećenja sluha – nove tendencije tematski zbornik radova",
title = "Komunikacija u nastavi kao faktor Pozitivne odeljenske klime u školama za Gluve i nagluve učenike, Communication in teaching as a factor of positive Class climate in schools for deaf and hard of Hearing students",
pages = "185-169",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3487"
}

Radovanović, V.,& Kovačević, J.. (2020). Komunikacija u nastavi kao faktor Pozitivne odeljenske klime u školama za Gluve i nagluve učenike. in Specifičnost oštećenja sluha – nove tendencije tematski zbornik radova, 169-185.
https://hdl.handle.net/21.15107/rcub_rfasper_3487

Radovanović V, Kovačević J. Komunikacija u nastavi kao faktor Pozitivne odeljenske klime u školama za Gluve i nagluve učenike. in Specifičnost oštećenja sluha – nove tendencije tematski zbornik radova. 2020;:169-185.
https://hdl.handle.net/21.15107/rcub_rfasper_3487 .

Radovanović, Vesna, Kovačević, Jasmina, "Komunikacija u nastavi kao faktor Pozitivne odeljenske klime u školama za Gluve i nagluve učenike" in Specifičnost oštećenja sluha – nove tendencije tematski zbornik radova (2020):169-185,
https://hdl.handle.net/21.15107/rcub_rfasper_3487 .

TY  - CONF
AU  - Radovanović, Vesna
AU  - Kovačević, Jasmina
AU  - Karić, Jasmina
PY  - 2019
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3194
AB  - Veliki broj gluve i nagluve dece se obrazuje u školama za gluve i nagluve učenike. Razlozi su brojni, a među najznačajnijim su korišćenje znakovnog jezika, tim
profesionalaca obučen za rad sa gluvim i nagluvim učenicima i prilagođenost
školskog okruženja. Postoji još jedan značajan razlog, a to je, da pored oštećenja
sluha, učenici imaju dodatne smetnje ili oštećenja, i ovakav tip škole može izaći
u susret njihovim dodatnim potrebama. Način komunikacije u školama za gluve i nagluve, raspored sedenja, prilagođenost gradiva sposobnostima učenika,
samo su neki od aspekata odeljenske klime koja pomaže gluvim i nagluvim učenicima da ostvare socijalni i akademski uspeh. Za cilj istraživanja je postavljeno
utvrđivanje odnosa doživljaja odeljenske klime i školskog uspeha kod gluvih i nagluvih učenika srednje škole. Prigodan uzorak za istraživanje je činilo 30 gluvih i
nagluvih učenika, uzrasta od petnaest do sedamnaest godina iz tri srednje škole
u Srbiji. Strukturu uzorka prema školskom uspehu činilo je 13 (43,3%) učenika
sa dobrim, 11 (36,7%) sa vrlodobrim i 6 (20%) učenika sa odličnim uspehom.
U istraživanju je korišćena Skala razredne klime (Vessels, 1998), sastavljena od
18 tvrdnji usmerenih na procenu relacija u odnosima učenik – učenik, učenik –
nastavnik i osteljivost na nasilje u okruženju iz perspektive učenika. Rezultati
istraživanja su pokazali da je percepcija odeljenske klime u značajnoj meri povezana sa školskim uspehom učenika. Učenici sa višim školskim uspehom bili su
manje osetljivi na nasilje u okruženju (F = 5,34; df = 2; p = 0,011), za razliku od
percepcije odnosa između učenika i nastavnika, gde su pokazali veću osetljivost
(F = 4,71; df = 2; p = 0,018). Dobijeni rezultati upućuju na zaključak da učenici sa
najvišim školskim uspehom imaju pozitivniju sliku odeljenske klime, a što je još
važnije, ukazuju na kompleksnost odnosa koji vladaju u učionici.
AB  - Many deaf and hard of hearing children attend specialized schools for deaf and hard
of hearing. There are many different reasons, and the most important are the use of sign
language, the fact that there are teams of professionals who are trained for working with
deaf and hard of hearing students, as well as adapted school setting. Another very important
reason is that this type of schools can meet any other special needs that deaf and hard of
hearing students may have due to additional impairments and/or disabilities. The means and
types of communication, sitting arrangement, curriculums adapted to students` abilities are
just some of the aspects of classroom climate that help deaf and hard of hearing students to
achieve social and academic success. Therefore, the aim of this study is determining if there
is a relation between perceived classroom climate and academic achievement. The sample
consisted of 30 deaf and hard of hearing students, age 15 to 17, from three high schools in
Serbia. In terms of school achievement, the sample consisted of 13 (43.3%) students with
average (C) grades, 11 (36.7%) students with above average (B) grades and 6 (20%) students
with excellent (A) grades. Student-student relationships and student-teacher relationships,
as well as awareness and reporting of violence in school environment were assessed using
Vessels School Climate Questionnaire (Vessels, 1998), that consists of 18 statements. The
results of the study showed that perception of classroom climate significantly correlates with
academic achievement. Students with higher grades were less aware of violence in their
environment (F = 5.34; p = 0.011), but they showed higher awareness in perceiving studentteacher relationship (F = 4.71; p = 0.018). The results indicate that students with the highest
grades had more positive perception of classroom climate. More importantly, these results
emphasize the complexity of the relationships that exist in the classroom.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
T1  - Percepcija kvaliteta odeljenjske klime u odnosu na školski uspeh gluvih i nagluvih učenika
T1  - Relations between perceiving the quality of classroom
climate and academic achievement of deaf and
hard of hearing students
EP  - 449
SP  - 443
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3194
ER  - 

@conference{
author = "Radovanović, Vesna and Kovačević, Jasmina and Karić, Jasmina",
year = "2019",
abstract = "Veliki broj gluve i nagluve dece se obrazuje u školama za gluve i nagluve učenike. Razlozi su brojni, a među najznačajnijim su korišćenje znakovnog jezika, tim
profesionalaca obučen za rad sa gluvim i nagluvim učenicima i prilagođenost
školskog okruženja. Postoji još jedan značajan razlog, a to je, da pored oštećenja
sluha, učenici imaju dodatne smetnje ili oštećenja, i ovakav tip škole može izaći
u susret njihovim dodatnim potrebama. Način komunikacije u školama za gluve i nagluve, raspored sedenja, prilagođenost gradiva sposobnostima učenika,
samo su neki od aspekata odeljenske klime koja pomaže gluvim i nagluvim učenicima da ostvare socijalni i akademski uspeh. Za cilj istraživanja je postavljeno
utvrđivanje odnosa doživljaja odeljenske klime i školskog uspeha kod gluvih i nagluvih učenika srednje škole. Prigodan uzorak za istraživanje je činilo 30 gluvih i
nagluvih učenika, uzrasta od petnaest do sedamnaest godina iz tri srednje škole
u Srbiji. Strukturu uzorka prema školskom uspehu činilo je 13 (43,3%) učenika
sa dobrim, 11 (36,7%) sa vrlodobrim i 6 (20%) učenika sa odličnim uspehom.
U istraživanju je korišćena Skala razredne klime (Vessels, 1998), sastavljena od
18 tvrdnji usmerenih na procenu relacija u odnosima učenik – učenik, učenik –
nastavnik i osteljivost na nasilje u okruženju iz perspektive učenika. Rezultati
istraživanja su pokazali da je percepcija odeljenske klime u značajnoj meri povezana sa školskim uspehom učenika. Učenici sa višim školskim uspehom bili su
manje osetljivi na nasilje u okruženju (F = 5,34; df = 2; p = 0,011), za razliku od
percepcije odnosa između učenika i nastavnika, gde su pokazali veću osetljivost
(F = 4,71; df = 2; p = 0,018). Dobijeni rezultati upućuju na zaključak da učenici sa
najvišim školskim uspehom imaju pozitivniju sliku odeljenske klime, a što je još
važnije, ukazuju na kompleksnost odnosa koji vladaju u učionici., Many deaf and hard of hearing children attend specialized schools for deaf and hard
of hearing. There are many different reasons, and the most important are the use of sign
language, the fact that there are teams of professionals who are trained for working with
deaf and hard of hearing students, as well as adapted school setting. Another very important
reason is that this type of schools can meet any other special needs that deaf and hard of
hearing students may have due to additional impairments and/or disabilities. The means and
types of communication, sitting arrangement, curriculums adapted to students` abilities are
just some of the aspects of classroom climate that help deaf and hard of hearing students to
achieve social and academic success. Therefore, the aim of this study is determining if there
is a relation between perceived classroom climate and academic achievement. The sample
consisted of 30 deaf and hard of hearing students, age 15 to 17, from three high schools in
Serbia. In terms of school achievement, the sample consisted of 13 (43.3%) students with
average (C) grades, 11 (36.7%) students with above average (B) grades and 6 (20%) students
with excellent (A) grades. Student-student relationships and student-teacher relationships,
as well as awareness and reporting of violence in school environment were assessed using
Vessels School Climate Questionnaire (Vessels, 1998), that consists of 18 statements. The
results of the study showed that perception of classroom climate significantly correlates with
academic achievement. Students with higher grades were less aware of violence in their
environment (F = 5.34; p = 0.011), but they showed higher awareness in perceiving studentteacher relationship (F = 4.71; p = 0.018). The results indicate that students with the highest
grades had more positive perception of classroom climate. More importantly, these results
emphasize the complexity of the relationships that exist in the classroom.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
title = "Percepcija kvaliteta odeljenjske klime u odnosu na školski uspeh gluvih i nagluvih učenika, Relations between perceiving the quality of classroom
climate and academic achievement of deaf and
hard of hearing students",
pages = "449-443",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3194"
}

Radovanović, V., Kovačević, J.,& Karić, J.. (2019). Percepcija kvaliteta odeljenjske klime u odnosu na školski uspeh gluvih i nagluvih učenika. 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., 443-449.
https://hdl.handle.net/21.15107/rcub_rfasper_3194

Radovanović V, Kovačević J, Karić J. Percepcija kvaliteta odeljenjske klime u odnosu na školski uspeh gluvih i nagluvih učenika. in Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation. 2019;:443-449.
https://hdl.handle.net/21.15107/rcub_rfasper_3194 .

Radovanović, Vesna, Kovačević, Jasmina, Karić, Jasmina, "Percepcija kvaliteta odeljenjske klime u odnosu na školski uspeh gluvih i nagluvih učenika" in Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation (2019):443-449,
https://hdl.handle.net/21.15107/rcub_rfasper_3194 .

TY  - CONF
AU  - Radovanović, Vesna
AU  - Kovačević, Jasmina
AU  - Karić, Jasmina
AU  - Mijatović, Svetlana
PY  - 2019
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3056
AB  - Socijalne kompetencije gluve i nagluve dece postale su zanimljiva tema
istraživačima od perioda kada su u mnogim zemljama započete reforme
specijalnog školstva i uključivanje gluvih i nagluvih u redovni sistem
obrazovanja, zato smo kao cilj istrživanja postavili utvrđivanje socijalnih
kompetencija gluve i nagluve dece u inkluzivnom okruženju. Uzorak za
istraživanje činilo je četrdesetpetoro gluve i nagluve dece uzrasta od pet do
osam godina koja pohađaju predškolske ustanove inkluzivnog tipa. Instrument
korišćen u istraživanju je Skala za evaluaciju socijalne kompetencije dece,
namenjena vaspitačima ili učiteljima, sastavljena od 23 tvrdnje, grupisane u tri
kategorije koje se odnose na individualna obeležja deteta, socijalna umeća i
odnose u grupi. Najmanje slaganja u opažanju vaspitača u domenu individualnih
obeležja deteta pronađena su na tvrdnjama o raspoloženju deteta u vrtiću
(AS=2,31; SD=1,14), zadovoljstvu dolaskom u vrtić (AS=2,53; SD=1,06),
sposobnostima empatije deteta (AS=2,96; SD=1,46), dok je najviše slaganja bilo
na tvrdnji da je dete usamljeno i povučeno (AS=3,87; SD=1,39). Interesantno je
zapažanje vaspitača da od njih samih zavisi raspoloženje deteta (AS=3,49;
SD=1,37). U domenu socijalnih umeća dece, vaspitači se u velikoj meri slažu sa
tvrdnjom da gluva i nagluva deca privlače pažnju na sebe i prekidaju tuđu igru ili
rad (AS=3,62; SD=1,37), dok su najmanje slaganja pokazali u mišljenju oko
priključivanja grupi u igri i radu (AS=2,89; SD=1,38). Tvrdnja oko koje se većina
vaspitača slaže, a koja izaziva pažnju je, da su gluva i nagluva deca zastrašena od
strane nasilne dece (AS=3,91; SD=1,29). Rezultati pokazuju da se nastavnici ne
slažu sa tvrdnjama da druga deca rado prihvataju gluvu i nagluvu decu (AS=2,20;
SD=1,24), kao i da ih druga deca pozivaju u igru (AS=2,67; SD=1,43).
Rezultati našeg istraživanja pokazuju da vaspitači opažaju socijalne
kompetencije dece nižim od prosečnih vrednosti, što zahteva dalja istraživanja
usmerena na otkrivanje faktora koji mogu biti od uticaja na opažene vrednosti,
kako individualnih obeležja, tako i širih društvenih okolnosti
PB  - Drustvo defektologa Srbije
C3  - Zbornik rezimea sa stručno-naučne konferencije Dani defektologa Srbije
T1  - Socijalne kompetencije gluve i nagluve dece u inkluzivnim predškolskim ustanovama
EP  - 221
SP  - 221
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3056
ER  - 

@conference{
author = "Radovanović, Vesna and Kovačević, Jasmina and Karić, Jasmina and Mijatović, Svetlana",
year = "2019",
abstract = "Socijalne kompetencije gluve i nagluve dece postale su zanimljiva tema
istraživačima od perioda kada su u mnogim zemljama započete reforme
specijalnog školstva i uključivanje gluvih i nagluvih u redovni sistem
obrazovanja, zato smo kao cilj istrživanja postavili utvrđivanje socijalnih
kompetencija gluve i nagluve dece u inkluzivnom okruženju. Uzorak za
istraživanje činilo je četrdesetpetoro gluve i nagluve dece uzrasta od pet do
osam godina koja pohađaju predškolske ustanove inkluzivnog tipa. Instrument
korišćen u istraživanju je Skala za evaluaciju socijalne kompetencije dece,
namenjena vaspitačima ili učiteljima, sastavljena od 23 tvrdnje, grupisane u tri
kategorije koje se odnose na individualna obeležja deteta, socijalna umeća i
odnose u grupi. Najmanje slaganja u opažanju vaspitača u domenu individualnih
obeležja deteta pronađena su na tvrdnjama o raspoloženju deteta u vrtiću
(AS=2,31; SD=1,14), zadovoljstvu dolaskom u vrtić (AS=2,53; SD=1,06),
sposobnostima empatije deteta (AS=2,96; SD=1,46), dok je najviše slaganja bilo
na tvrdnji da je dete usamljeno i povučeno (AS=3,87; SD=1,39). Interesantno je
zapažanje vaspitača da od njih samih zavisi raspoloženje deteta (AS=3,49;
SD=1,37). U domenu socijalnih umeća dece, vaspitači se u velikoj meri slažu sa
tvrdnjom da gluva i nagluva deca privlače pažnju na sebe i prekidaju tuđu igru ili
rad (AS=3,62; SD=1,37), dok su najmanje slaganja pokazali u mišljenju oko
priključivanja grupi u igri i radu (AS=2,89; SD=1,38). Tvrdnja oko koje se većina
vaspitača slaže, a koja izaziva pažnju je, da su gluva i nagluva deca zastrašena od
strane nasilne dece (AS=3,91; SD=1,29). Rezultati pokazuju da se nastavnici ne
slažu sa tvrdnjama da druga deca rado prihvataju gluvu i nagluvu decu (AS=2,20;
SD=1,24), kao i da ih druga deca pozivaju u igru (AS=2,67; SD=1,43).
Rezultati našeg istraživanja pokazuju da vaspitači opažaju socijalne
kompetencije dece nižim od prosečnih vrednosti, što zahteva dalja istraživanja
usmerena na otkrivanje faktora koji mogu biti od uticaja na opažene vrednosti,
kako individualnih obeležja, tako i širih društvenih okolnosti",
publisher = "Drustvo defektologa Srbije",
journal = "Zbornik rezimea sa stručno-naučne konferencije Dani defektologa Srbije",
title = "Socijalne kompetencije gluve i nagluve dece u inkluzivnim predškolskim ustanovama",
pages = "221-221",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3056"
}

Radovanović, V., Kovačević, J., Karić, J.,& Mijatović, S.. (2019). Socijalne kompetencije gluve i nagluve dece u inkluzivnim predškolskim ustanovama. in Zbornik rezimea sa stručno-naučne konferencije Dani defektologa Srbije
Drustvo defektologa Srbije., 221-221.
https://hdl.handle.net/21.15107/rcub_rfasper_3056

Radovanović V, Kovačević J, Karić J, Mijatović S. Socijalne kompetencije gluve i nagluve dece u inkluzivnim predškolskim ustanovama. in Zbornik rezimea sa stručno-naučne konferencije Dani defektologa Srbije. 2019;:221-221.
https://hdl.handle.net/21.15107/rcub_rfasper_3056 .

Radovanović, Vesna, Kovačević, Jasmina, Karić, Jasmina, Mijatović, Svetlana, "Socijalne kompetencije gluve i nagluve dece u inkluzivnim predškolskim ustanovama" in Zbornik rezimea sa stručno-naučne konferencije Dani defektologa Srbije (2019):221-221,
https://hdl.handle.net/21.15107/rcub_rfasper_3056 .

TY  - CONF
AU  - Kovačević, Jasmina
AU  - Radovanović, Vesna
AU  - Maćešić-Petrović, Dragana
PY  - 2019
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3231
AB  - Cilj rada bio je da se ispita zastupljenost inovativnih modela nastave u obrazovanju gluvih i nagluvih učenika, kao i stav nastavnika o uticaju inovativnih modela
nastave na unapređenje kvaliteta obrazovnog rada. Uzorak istraživanja činilo je
140 ispitanika koji rade u školama za gluvu i nagluvu decu sa teritorije Republike
Srbije. Strukturu uzorka u odnosu na pol činilo je 79,3% ispitanika ženskog i
20,7% ispitanika muškog pola, u odnosu na vrstu i stepen obrazovanja 77,9%
diplomiranih defektologa i 22,1% ispitanika sa visokim obrazovanjem nedefektologa, a u odnosu na dužinu radnog staža najzastupljeniji su bili ispitanici sa dužinom od 11 do 20 godina radnog staža (35,7%). Za potrebe istraživanja korišćen
je posebno dizajniran upitnik koji je pored pitanja vezanih za opšte podatke o
ispitanicima, sadržao 26 pitanja koja su se odnosila na zastupljenost inovativnih
modela u obrazovnom radu, kao i stav nastavnika prema uvođenju inovacija.
Dobijeni rezultati su pokazali da je u nastavnom radu najzastupljenija primena
individualizovane nastave (82,1%), zatim integrativna nastava (55%), nastava
uz pomoć kompjutera (43,6%), tandemska i interaktivna nastava (35,7%), dok
je najmanje zastupljena programirana nastava (12,8%). Rezultati istraživanja
pokazuju da 69,3% ispitanika ima pozitivne stavove o uticaju inovativnih modela
na unapređenje nastave. Uvođenje inovacija prema mišljenju 52,9% ispitanika
zahteva dopunsko obrazovanje, 69,3% ispitanika se izjasnilo da poznaje didaktičke karakteristike inovativnih modela, dok je 19,3% ispitanika navelo da postoji otpor prema inovacijama, jer nastavnici nedovoljno poznaju njihovu suštinu.
Na osnovu rezultata može se zaključiti da postoji zainteresovanost nastavnika i
pozitivan stav prema primeni inovacija u nastavi što predstavlja jedan od značajnih faktora pomeranja granica sa tradicionalnog koncepta ka nastavi usmerenoj prema potrebama savremenog društva.
AB  - The aim of this research was to determine the innovative models of education in the
population of deaf and hard of hearing pupils, as well as attitudes of teachers toward this
research problem. The sample was formed of 140 educators working at schools for deaf and
hard of hearing in the Republic of Serbia. Gender distribution of the sample was 79.3% of
female and 20.7% of male respondents. Distribution of the type of education of respondents
was: 77.9% respondents with a degree in special education studies and 22.1% respondents
with another type of a university degree. With regard to years of service, most respondents
were distributed in the category of 11-20 years of professional experience in the field of
special education. We implemented the specially designed questionnaire with regard to two
categories of questions: 1) frequency of innovative models in educational work, and 2) the
attitudes of educators toward the implementation of the innovative models of working in
schools. Most frequent models were individualization in education (82.1%), the integrative
education (55%), computer education (43.6%), tandem and interactive education (35.7%).
The least frequently used model was programmed teaching (12.8%). Attitudes of special
educators toward the innovative models of teaching deaf and hard of hearing pupils, point
out that 69.3% educators had positive attitudes toward innovative models of teaching, while
19.3% educators were negatively oriented toward innovative models in education. The results
point out the conclusion about the necessity of implementation of new models in education
of these children, which is the attitude of most respondents in the research sample.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Zbornik radova - 10. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija,
T1  - Zastupljenost inovativnih modela nastave u obrazovanju gluvih i nagluvih učenika
T1  - The frequency of innovative models in education of
deaf and hard of hearing pupils
EP  - 457
SP  - 451
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3231
ER  - 

@conference{
author = "Kovačević, Jasmina and Radovanović, Vesna and Maćešić-Petrović, Dragana",
year = "2019",
abstract = "Cilj rada bio je da se ispita zastupljenost inovativnih modela nastave u obrazovanju gluvih i nagluvih učenika, kao i stav nastavnika o uticaju inovativnih modela
nastave na unapređenje kvaliteta obrazovnog rada. Uzorak istraživanja činilo je
140 ispitanika koji rade u školama za gluvu i nagluvu decu sa teritorije Republike
Srbije. Strukturu uzorka u odnosu na pol činilo je 79,3% ispitanika ženskog i
20,7% ispitanika muškog pola, u odnosu na vrstu i stepen obrazovanja 77,9%
diplomiranih defektologa i 22,1% ispitanika sa visokim obrazovanjem nedefektologa, a u odnosu na dužinu radnog staža najzastupljeniji su bili ispitanici sa dužinom od 11 do 20 godina radnog staža (35,7%). Za potrebe istraživanja korišćen
je posebno dizajniran upitnik koji je pored pitanja vezanih za opšte podatke o
ispitanicima, sadržao 26 pitanja koja su se odnosila na zastupljenost inovativnih
modela u obrazovnom radu, kao i stav nastavnika prema uvođenju inovacija.
Dobijeni rezultati su pokazali da je u nastavnom radu najzastupljenija primena
individualizovane nastave (82,1%), zatim integrativna nastava (55%), nastava
uz pomoć kompjutera (43,6%), tandemska i interaktivna nastava (35,7%), dok
je najmanje zastupljena programirana nastava (12,8%). Rezultati istraživanja
pokazuju da 69,3% ispitanika ima pozitivne stavove o uticaju inovativnih modela
na unapređenje nastave. Uvođenje inovacija prema mišljenju 52,9% ispitanika
zahteva dopunsko obrazovanje, 69,3% ispitanika se izjasnilo da poznaje didaktičke karakteristike inovativnih modela, dok je 19,3% ispitanika navelo da postoji otpor prema inovacijama, jer nastavnici nedovoljno poznaju njihovu suštinu.
Na osnovu rezultata može se zaključiti da postoji zainteresovanost nastavnika i
pozitivan stav prema primeni inovacija u nastavi što predstavlja jedan od značajnih faktora pomeranja granica sa tradicionalnog koncepta ka nastavi usmerenoj prema potrebama savremenog društva., The aim of this research was to determine the innovative models of education in the
population of deaf and hard of hearing pupils, as well as attitudes of teachers toward this
research problem. The sample was formed of 140 educators working at schools for deaf and
hard of hearing in the Republic of Serbia. Gender distribution of the sample was 79.3% of
female and 20.7% of male respondents. Distribution of the type of education of respondents
was: 77.9% respondents with a degree in special education studies and 22.1% respondents
with another type of a university degree. With regard to years of service, most respondents
were distributed in the category of 11-20 years of professional experience in the field of
special education. We implemented the specially designed questionnaire with regard to two
categories of questions: 1) frequency of innovative models in educational work, and 2) the
attitudes of educators toward the implementation of the innovative models of working in
schools. Most frequent models were individualization in education (82.1%), the integrative
education (55%), computer education (43.6%), tandem and interactive education (35.7%).
The least frequently used model was programmed teaching (12.8%). Attitudes of special
educators toward the innovative models of teaching deaf and hard of hearing pupils, point
out that 69.3% educators had positive attitudes toward innovative models of teaching, while
19.3% educators were negatively oriented toward innovative models in education. The results
point out the conclusion about the necessity of implementation of new models in education
of these children, which is the attitude of most respondents in the research sample.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik radova - 10. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija,",
title = "Zastupljenost inovativnih modela nastave u obrazovanju gluvih i nagluvih učenika, The frequency of innovative models in education of
deaf and hard of hearing pupils",
pages = "457-451",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3231"
}

Kovačević, J., Radovanović, V.,& Maćešić-Petrović, D.. (2019). Zastupljenost inovativnih modela nastave u obrazovanju gluvih i nagluvih učenika. in Zbornik radova - 10. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija,
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 451-457.
https://hdl.handle.net/21.15107/rcub_rfasper_3231

Kovačević J, Radovanović V, Maćešić-Petrović D. Zastupljenost inovativnih modela nastave u obrazovanju gluvih i nagluvih učenika. in Zbornik radova - 10. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija,. 2019;:451-457.
https://hdl.handle.net/21.15107/rcub_rfasper_3231 .

Kovačević, Jasmina, Radovanović, Vesna, Maćešić-Petrović, Dragana, "Zastupljenost inovativnih modela nastave u obrazovanju gluvih i nagluvih učenika" in Zbornik radova - 10. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, (2019):451-457,
https://hdl.handle.net/21.15107/rcub_rfasper_3231 .

TY  - CONF
AU  - Mastilo, Bojana
AU  - Radovanović, Vesna
PY  - 2019
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3211
T1  - Kreativnost, znanje i školski uspjeh kod učenika sa intelektualnim teškoćama
EP  - 188
SP  - 179
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3211
ER  - 

@conference{
author = "Mastilo, Bojana and Radovanović, Vesna",
year = "2019",
title = "Kreativnost, znanje i školski uspjeh kod učenika sa intelektualnim teškoćama",
pages = "188-179",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3211"
}

Mastilo, B.,& Radovanović, V.. (2019). Kreativnost, znanje i školski uspjeh kod učenika sa intelektualnim teškoćama. , 179-188.
https://hdl.handle.net/21.15107/rcub_rfasper_3211

Mastilo B, Radovanović V. Kreativnost, znanje i školski uspjeh kod učenika sa intelektualnim teškoćama. 2019;:179-188.
https://hdl.handle.net/21.15107/rcub_rfasper_3211 .

Mastilo, Bojana, Radovanović, Vesna, "Kreativnost, znanje i školski uspjeh kod učenika sa intelektualnim teškoćama" (2019):179-188,
https://hdl.handle.net/21.15107/rcub_rfasper_3211 .

TY  - CONF
AU  - Mijatović, Svetlana
AU  - Radovanović, Vesna
PY  - 2019
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3032
AB  - Škola ima nezamenjivu ulogu u razvoju i ponašanju dece, jer se u njoj
ostvaruje značajan deo socijalnih interakcija između vršnjaka, dece i odraslih
(učitelja, nastavnika,pedagoga, psihologa i drugih) koje se bitno razlikuju od
interakcija koje dete ostvaruje u okviru uže i šire porodice.
Cilj ovog istraživanja je analiza ponašanja gluve i nagluve dece na času,
odmoru i u odnosu na autoritet u vaspitno obrazovnom procesu.
Uzorak je obuhvatio 25 gluvih i nagluvih ispitanika starosti 8-11 godina,
koji pohađaju školu sa domom za učenike oštećenog sluha u Kragujevcu, O.Š.
„Bubanj“ u Nišu, O.Š. „Radivoj Popović“ u Zemunu i Školu za oštećenje sluhom-
nagluve „Stefan Dečanski“.U istraživanju korišćen je Upitnik za procenu
ponašanja dece mlađeg školskog uzrasta (S. Bojanin i Lj. Savanović).
U našem istraživanju analizirano je ponašanje učenika na času, odmoru
i u odnosu na autoritet.
Rezultati istraživanja su pokazali da isti broj učenika 22 (88%) pokazuje
skladno ponašanje na času, na odmoru i u odnosu na autoritet. Hiperkinetičko
ponašanje zabeleženo je u istom broju učenika 3 (12%) na času, na odmoru i u
odnosu na autoritet. Vrpoljenje na času zabeleženo je kod 7 (28%) učenika, 4 (16%)
učenika zadirkuju druge učenike, a za 8 (32%) učenika se može reći da imaju „rasutu
pažnju“. Na odmoru je 7 učenika (28%) upadljivo aktivno, dok se 2 učenika (8%) ne
uključuje samostalno u organizovanu igru. Pohvale od strane nastavnika ne utiču
bitno na ponašanje i emocije 4 (16%) učenika, dok opomene nastavnika ne utiču
bitno na ponašanje 6 (24%) učenika. Samoinicijativno ustajanje i šetanje po
učionici pronađeno je kod 3 (12%) učenika.
Tolerantniji odnos, motivacija, ohrabrivanje učenika za komunikaciju od
strane nastavnika i socijalne sredine stvaraju povoljne usloveu kojima će
učenici imati veću želju i pokazati veći trud za postizanjem uspeha i pozitivnim
promenama u ponašanju.
PB  - Društvo defektologa Srbij
C3  - Zbornik rezimea sa stručno-naučne konferencije Dani defektologa Srbije
T1  - Ponašanje gluvih i nagluvih učenika osnovnoškolskog uzrasta
EP  - 87
SP  - 87
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3032
ER  - 

@conference{
author = "Mijatović, Svetlana and Radovanović, Vesna",
year = "2019",
abstract = "Škola ima nezamenjivu ulogu u razvoju i ponašanju dece, jer se u njoj
ostvaruje značajan deo socijalnih interakcija između vršnjaka, dece i odraslih
(učitelja, nastavnika,pedagoga, psihologa i drugih) koje se bitno razlikuju od
interakcija koje dete ostvaruje u okviru uže i šire porodice.
Cilj ovog istraživanja je analiza ponašanja gluve i nagluve dece na času,
odmoru i u odnosu na autoritet u vaspitno obrazovnom procesu.
Uzorak je obuhvatio 25 gluvih i nagluvih ispitanika starosti 8-11 godina,
koji pohađaju školu sa domom za učenike oštećenog sluha u Kragujevcu, O.Š.
„Bubanj“ u Nišu, O.Š. „Radivoj Popović“ u Zemunu i Školu za oštećenje sluhom-
nagluve „Stefan Dečanski“.U istraživanju korišćen je Upitnik za procenu
ponašanja dece mlađeg školskog uzrasta (S. Bojanin i Lj. Savanović).
U našem istraživanju analizirano je ponašanje učenika na času, odmoru
i u odnosu na autoritet.
Rezultati istraživanja su pokazali da isti broj učenika 22 (88%) pokazuje
skladno ponašanje na času, na odmoru i u odnosu na autoritet. Hiperkinetičko
ponašanje zabeleženo je u istom broju učenika 3 (12%) na času, na odmoru i u
odnosu na autoritet. Vrpoljenje na času zabeleženo je kod 7 (28%) učenika, 4 (16%)
učenika zadirkuju druge učenike, a za 8 (32%) učenika se može reći da imaju „rasutu
pažnju“. Na odmoru je 7 učenika (28%) upadljivo aktivno, dok se 2 učenika (8%) ne
uključuje samostalno u organizovanu igru. Pohvale od strane nastavnika ne utiču
bitno na ponašanje i emocije 4 (16%) učenika, dok opomene nastavnika ne utiču
bitno na ponašanje 6 (24%) učenika. Samoinicijativno ustajanje i šetanje po
učionici pronađeno je kod 3 (12%) učenika.
Tolerantniji odnos, motivacija, ohrabrivanje učenika za komunikaciju od
strane nastavnika i socijalne sredine stvaraju povoljne usloveu kojima će
učenici imati veću želju i pokazati veći trud za postizanjem uspeha i pozitivnim
promenama u ponašanju.",
publisher = "Društvo defektologa Srbij",
journal = "Zbornik rezimea sa stručno-naučne konferencije Dani defektologa Srbije",
title = "Ponašanje gluvih i nagluvih učenika osnovnoškolskog uzrasta",
pages = "87-87",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3032"
}

Mijatović, S.,& Radovanović, V.. (2019). Ponašanje gluvih i nagluvih učenika osnovnoškolskog uzrasta. in Zbornik rezimea sa stručno-naučne konferencije Dani defektologa Srbije
Društvo defektologa Srbij., 87-87.
https://hdl.handle.net/21.15107/rcub_rfasper_3032

Mijatović S, Radovanović V. Ponašanje gluvih i nagluvih učenika osnovnoškolskog uzrasta. in Zbornik rezimea sa stručno-naučne konferencije Dani defektologa Srbije. 2019;:87-87.
https://hdl.handle.net/21.15107/rcub_rfasper_3032 .

Mijatović, Svetlana, Radovanović, Vesna, "Ponašanje gluvih i nagluvih učenika osnovnoškolskog uzrasta" in Zbornik rezimea sa stručno-naučne konferencije Dani defektologa Srbije (2019):87-87,
https://hdl.handle.net/21.15107/rcub_rfasper_3032 .

TY  - CONF
AU  - Kovačević, Jasmina
AU  - Radovanović, Vesna
AU  - Jacova, Zora
AU  - Bogavac, Dragana
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2959
T1  - Inclusive Culture-The Basis for Modern Quality Education
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2959
ER  - 

@conference{
author = "Kovačević, Jasmina and Radovanović, Vesna and Jacova, Zora and Bogavac, Dragana",
year = "2018",
title = "Inclusive Culture-The Basis for Modern Quality Education",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2959"
}

Kovačević, J., Radovanović, V., Jacova, Z.,& Bogavac, D.. (2018). Inclusive Culture-The Basis for Modern Quality Education. .
https://hdl.handle.net/21.15107/rcub_rfasper_2959

Kovačević J, Radovanović V, Jacova Z, Bogavac D. Inclusive Culture-The Basis for Modern Quality Education. 2018;.
https://hdl.handle.net/21.15107/rcub_rfasper_2959 .

Kovačević, Jasmina, Radovanović, Vesna, Jacova, Zora, Bogavac, Dragana, "Inclusive Culture-The Basis for Modern Quality Education" (2018),
https://hdl.handle.net/21.15107/rcub_rfasper_2959 .

TY  - CONF
AU  - Radovanović, Vesna
AU  - Kovačević, Jasmina
AU  - Karić, Jasmina
AU  - Jovanović, Vesna
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2915
AB  - Cilj istraživanja je bio da se utvrde razlike u postignuću na te-
stovima vizuo-motorne integracije, vizuelne percepcije i motorne
koordinacije između gluve i nagluve i dece tipičnog razvoja.
Uzorak za istraživanje činilo je 60 dece uzrasta od pet do sedam
godina, od toga 30 gluve i nagluve i 30 dece tipičnog razvoja, proseč-
nih intelektualnih sposobnosti. U istraživanju je korišćen Beery-
Buktenica razvojni test vizuo-motorne integracije, kraća forma, na-
menjena ispitivanju vizuo-motorne integracije dece uzrasta od 2 do 8
godina, Test vizuelne percepcije i Test motorne koordinacije.
Deca tipičnog razvoja postigla su veći broj poena na Testu vizu-
o-motorne integracije (t=0,756; p=0,543) i motorne koordinacije
(t=0,658; p=0,513), dok su na Testu vizuelne percepcije nešto veći broj
poena ostvarila gluva i nagluva deca (t=0,508; p=0,613). Dečaci i devoj-
čice obeju grupa postigli su približno jednake rezulate na svim testo-
vima, dok je najveća razlika zabeležena na Testu motorne koordinacije
kod dece tipičnog razvoja i to u korist devojčica (t=1,523; p=0,139).
Rezultati našeg istraživanja su pokazali da ne postoje stati-
stički značajne razlike u postignuću na testovima vizuo-motorne
integracije, vizuelne percepcije i motorne koordinacije između gluve
i nagluve i dece tipičnog razvoja, da nema povezanosti između dobije-
nih rezultata u odnosu na uzrast i pol, kao i model amplifikacije kod
gluve i nagluve dece. Budući da se radi o predškolskom uzrastu, dobijeni
rezultati su važni sa pedagoškog aspekta imajući u vidu korelaciju
između rezultata na testu vizuo-motorne integracije i akademskog
postignuća
AB  - The research sample consisted of 60 children aged five to seven years, of
which 30 deaf and hard of hearing and 30 typically development children
with average intellectual abilities. The study used the Beery-Buktenica
developmental test of visual motor integration, a shorter form, intended for
examining the visual motor integration of children aged 2 to 8 years, the
Visual Perception Test and the Motor Coordination Test.
The typically development children achieved a higher number of points on
the test of visual motor integration (t=0.756; p=0.543) and motor coordination
(t=0.658; p=0.513), while on the visual perception test a slightly higher score
was achieved by deaf and hard of hearing children (t=0.508; p=0.613). Boys
and girls of both groups achieved approximately equal results on all tests, the
highest difference was recorded on the motor coordination test for typically
development children, in favor of girls (t=1.523; p=0.139).
The results of our research have shown that there are no statistically
significant differences in the achievement on tests of visual motor integration,
visual perception and motor coordination between the deaf and the hard of
hearing and the typically development children, that there is no correlation
between the results obtained in relation to age and gender, as well as the model
amplification in deaf and hard of hearing children. As a pre-school age, the
results obtained are important from a pedagogical point of view, bearing in
mind the correlation between the results of the test on visual motor integration
and academic achievement
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Tematski zbornik radova - 
„Specifičnost oštećenja
sluha – koraci i iskoraci,” Beograd, 2018.
T1  - Poređenje rezultata na testu vizuo-motorne integracije gluve i nagluve dece i dece tipičnog razvoja
T1  - Performance on the developmental test of
visual-motor integration: comparing deaf and hard of
hearing and tipically development children
EP  - 100
SP  - 85
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2915
ER  - 

@conference{
author = "Radovanović, Vesna and Kovačević, Jasmina and Karić, Jasmina and Jovanović, Vesna",
year = "2018",
abstract = "Cilj istraživanja je bio da se utvrde razlike u postignuću na te-
stovima vizuo-motorne integracije, vizuelne percepcije i motorne
koordinacije između gluve i nagluve i dece tipičnog razvoja.
Uzorak za istraživanje činilo je 60 dece uzrasta od pet do sedam
godina, od toga 30 gluve i nagluve i 30 dece tipičnog razvoja, proseč-
nih intelektualnih sposobnosti. U istraživanju je korišćen Beery-
Buktenica razvojni test vizuo-motorne integracije, kraća forma, na-
menjena ispitivanju vizuo-motorne integracije dece uzrasta od 2 do 8
godina, Test vizuelne percepcije i Test motorne koordinacije.
Deca tipičnog razvoja postigla su veći broj poena na Testu vizu-
o-motorne integracije (t=0,756; p=0,543) i motorne koordinacije
(t=0,658; p=0,513), dok su na Testu vizuelne percepcije nešto veći broj
poena ostvarila gluva i nagluva deca (t=0,508; p=0,613). Dečaci i devoj-
čice obeju grupa postigli su približno jednake rezulate na svim testo-
vima, dok je najveća razlika zabeležena na Testu motorne koordinacije
kod dece tipičnog razvoja i to u korist devojčica (t=1,523; p=0,139).
Rezultati našeg istraživanja su pokazali da ne postoje stati-
stički značajne razlike u postignuću na testovima vizuo-motorne
integracije, vizuelne percepcije i motorne koordinacije između gluve
i nagluve i dece tipičnog razvoja, da nema povezanosti između dobije-
nih rezultata u odnosu na uzrast i pol, kao i model amplifikacije kod
gluve i nagluve dece. Budući da se radi o predškolskom uzrastu, dobijeni
rezultati su važni sa pedagoškog aspekta imajući u vidu korelaciju
između rezultata na testu vizuo-motorne integracije i akademskog
postignuća, The research sample consisted of 60 children aged five to seven years, of
which 30 deaf and hard of hearing and 30 typically development children
with average intellectual abilities. The study used the Beery-Buktenica
developmental test of visual motor integration, a shorter form, intended for
examining the visual motor integration of children aged 2 to 8 years, the
Visual Perception Test and the Motor Coordination Test.
The typically development children achieved a higher number of points on
the test of visual motor integration (t=0.756; p=0.543) and motor coordination
(t=0.658; p=0.513), while on the visual perception test a slightly higher score
was achieved by deaf and hard of hearing children (t=0.508; p=0.613). Boys
and girls of both groups achieved approximately equal results on all tests, the
highest difference was recorded on the motor coordination test for typically
development children, in favor of girls (t=1.523; p=0.139).
The results of our research have shown that there are no statistically
significant differences in the achievement on tests of visual motor integration,
visual perception and motor coordination between the deaf and the hard of
hearing and the typically development children, that there is no correlation
between the results obtained in relation to age and gender, as well as the model
amplification in deaf and hard of hearing children. As a pre-school age, the
results obtained are important from a pedagogical point of view, bearing in
mind the correlation between the results of the test on visual motor integration
and academic achievement",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Tematski zbornik radova - 
„Specifičnost oštećenja
sluha – koraci i iskoraci,” Beograd, 2018.",
title = "Poređenje rezultata na testu vizuo-motorne integracije gluve i nagluve dece i dece tipičnog razvoja, Performance on the developmental test of
visual-motor integration: comparing deaf and hard of
hearing and tipically development children",
pages = "100-85",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2915"
}

Radovanović, V., Kovačević, J., Karić, J.,& Jovanović, V.. (2018). Poređenje rezultata na testu vizuo-motorne integracije gluve i nagluve dece i dece tipičnog razvoja. in Tematski zbornik radova - 
„Specifičnost oštećenja
sluha – koraci i iskoraci,” Beograd, 2018.
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 85-100.
https://hdl.handle.net/21.15107/rcub_rfasper_2915

Radovanović V, Kovačević J, Karić J, Jovanović V. Poređenje rezultata na testu vizuo-motorne integracije gluve i nagluve dece i dece tipičnog razvoja. in Tematski zbornik radova - 
„Specifičnost oštećenja
sluha – koraci i iskoraci,” Beograd, 2018.. 2018;:85-100.
https://hdl.handle.net/21.15107/rcub_rfasper_2915 .

Radovanović, Vesna, Kovačević, Jasmina, Karić, Jasmina, Jovanović, Vesna, "Poređenje rezultata na testu vizuo-motorne integracije gluve i nagluve dece i dece tipičnog razvoja" in Tematski zbornik radova - 
„Specifičnost oštećenja
sluha – koraci i iskoraci,” Beograd, 2018. (2018):85-100,
https://hdl.handle.net/21.15107/rcub_rfasper_2915 .

TY  - CONF
AU  - Kovačević, Jasmina
AU  - Radovanović, Vesna
AU  - Jacova, Zora
AU  - Maćešić-Petrović, Dragana
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2914
AB  - Nastavne metode predstavljaju regulatore čitavog toka nastavnog
procesa i zato često pobuđuju istraživačku pažnju. Cilj ovog rada bio
je da se ispita zastupljenost opštih nastavnih i surdopedagoških
metoda u nastavi gluvih i nagluvih učenika,zastupljenost najčešćih
kombinacija metoda, kao i da se utvrde smernice kojima se nastavnici
rukovode prilikom odabira metoda rada. Uzorak istraživanja činilo
je 140 ispitanika koji rade u školama za gluvu i nagluvu decu sa teri-
torije Republike Srbije. Za potrebe istraživanja korišćen je posebno
dizajniran upitnik koje je sadržao 24 pitanja. Rezultati istraži-
vanja pokazuju da je u odnosu na zatupljenost opštih nastavnih metoda
u nastavi gluvih i nagluvih učenika na skalnoj vrednosti najviše ran-
girana verbalna metoda: dijaloška metoda 3,71 i monološka metoda
3,58. U odnosu na zastupljenost surdopedagoških metoda najviši rang
je ostvarila metoda totalne komunikacije 3,48. Najčešće kombinacije
metoda su: iz grupe oštih nastavnih metoda verbalne metode, tekst
i pokazivanja (skalna vrednost 3,29), dok su iz grupe surdopedagoških me-
toda oralni metode i gest (skalna vrednost 3,15). Najčešću smernicu za
izbor metoda ispitanici navode postizanje boljih rezultata (skalna
vrednost 3,96). Na osnovu empirijskih rezultata može se zaključiti da
raznovrsnost metoda u nastavi nije velika. Nastava u čijem je centru
nastavnik i dalje je zastupljena u školama, a samim tim i dominantna
upotreba verbalnih metoda.
AB  - Teaching methods are the regulators of the entire course of the teaching
process and therefore often arouse research attention. The aim of this paper
was to examine the representation of typical teaching methods and methods
of teaching of deaf and hard of hearing students (special education methods).
The paper also point up the most common combinations of methods, and
determine the guidelines for the teachers in selecting the methods of work.
The survey sample consisted of 140 respondents working in schools for deaf
and hard-of-hearing children from the Republic of Serbia. For the research
needs, a specially designed questionnaire containing 24 questions was used.
The results of the research show that, in relation to the generalization of
typical teaching methods in the education of deaf and hard– hearing students
at the scalar value, the highest-ranked verbal method is the dialect method
3.71 and the monolingual method 3.58.Compared to the presence of special
education methods (methods for hearing impaired) the highest ranking was
achieved by the method of total communication 3.48. The most common
combinations of methods are: from the group of general teaching methods
the verbal methods, text and indications (scale value 3.29), while oral methods
and gestures (scaling value 3.15) are from the group of special education
methods. The most common way in selecting the type of method is that the
respondents report of achieving better results (scaling value 3.96). Based on
empirical results, it can be concluded that they are not much the variety of
teaching methods. The central method of the teaching, still present in schools,
and therefore in the dominant use are verbal methods and they are still in
dominant use in our schools.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Tematski zbornik radova - 
„Specifičnost oštećenja
sluha – koraci i iskoraci,” Beograd, 2018.
T1  - Zastupljenost metoda u nastavi gluvih i nagluvih učenika
T1  - The involvement of methods in the teaching of deaf and
hard of hearing students
EP  - 134
SP  - 119
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2914
ER  - 

@conference{
author = "Kovačević, Jasmina and Radovanović, Vesna and Jacova, Zora and Maćešić-Petrović, Dragana",
year = "2018",
abstract = "Nastavne metode predstavljaju regulatore čitavog toka nastavnog
procesa i zato često pobuđuju istraživačku pažnju. Cilj ovog rada bio
je da se ispita zastupljenost opštih nastavnih i surdopedagoških
metoda u nastavi gluvih i nagluvih učenika,zastupljenost najčešćih
kombinacija metoda, kao i da se utvrde smernice kojima se nastavnici
rukovode prilikom odabira metoda rada. Uzorak istraživanja činilo
je 140 ispitanika koji rade u školama za gluvu i nagluvu decu sa teri-
torije Republike Srbije. Za potrebe istraživanja korišćen je posebno
dizajniran upitnik koje je sadržao 24 pitanja. Rezultati istraži-
vanja pokazuju da je u odnosu na zatupljenost opštih nastavnih metoda
u nastavi gluvih i nagluvih učenika na skalnoj vrednosti najviše ran-
girana verbalna metoda: dijaloška metoda 3,71 i monološka metoda
3,58. U odnosu na zastupljenost surdopedagoških metoda najviši rang
je ostvarila metoda totalne komunikacije 3,48. Najčešće kombinacije
metoda su: iz grupe oštih nastavnih metoda verbalne metode, tekst
i pokazivanja (skalna vrednost 3,29), dok su iz grupe surdopedagoških me-
toda oralni metode i gest (skalna vrednost 3,15). Najčešću smernicu za
izbor metoda ispitanici navode postizanje boljih rezultata (skalna
vrednost 3,96). Na osnovu empirijskih rezultata može se zaključiti da
raznovrsnost metoda u nastavi nije velika. Nastava u čijem je centru
nastavnik i dalje je zastupljena u školama, a samim tim i dominantna
upotreba verbalnih metoda., Teaching methods are the regulators of the entire course of the teaching
process and therefore often arouse research attention. The aim of this paper
was to examine the representation of typical teaching methods and methods
of teaching of deaf and hard of hearing students (special education methods).
The paper also point up the most common combinations of methods, and
determine the guidelines for the teachers in selecting the methods of work.
The survey sample consisted of 140 respondents working in schools for deaf
and hard-of-hearing children from the Republic of Serbia. For the research
needs, a specially designed questionnaire containing 24 questions was used.
The results of the research show that, in relation to the generalization of
typical teaching methods in the education of deaf and hard– hearing students
at the scalar value, the highest-ranked verbal method is the dialect method
3.71 and the monolingual method 3.58.Compared to the presence of special
education methods (methods for hearing impaired) the highest ranking was
achieved by the method of total communication 3.48. The most common
combinations of methods are: from the group of general teaching methods
the verbal methods, text and indications (scale value 3.29), while oral methods
and gestures (scaling value 3.15) are from the group of special education
methods. The most common way in selecting the type of method is that the
respondents report of achieving better results (scaling value 3.96). Based on
empirical results, it can be concluded that they are not much the variety of
teaching methods. The central method of the teaching, still present in schools,
and therefore in the dominant use are verbal methods and they are still in
dominant use in our schools.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Tematski zbornik radova - 
„Specifičnost oštećenja
sluha – koraci i iskoraci,” Beograd, 2018.",
title = "Zastupljenost metoda u nastavi gluvih i nagluvih učenika, The involvement of methods in the teaching of deaf and
hard of hearing students",
pages = "134-119",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2914"
}

Kovačević, J., Radovanović, V., Jacova, Z.,& Maćešić-Petrović, D.. (2018). Zastupljenost metoda u nastavi gluvih i nagluvih učenika. in Tematski zbornik radova - 
„Specifičnost oštećenja
sluha – koraci i iskoraci,” Beograd, 2018.
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 119-134.
https://hdl.handle.net/21.15107/rcub_rfasper_2914

Kovačević J, Radovanović V, Jacova Z, Maćešić-Petrović D. Zastupljenost metoda u nastavi gluvih i nagluvih učenika. in Tematski zbornik radova - 
„Specifičnost oštećenja
sluha – koraci i iskoraci,” Beograd, 2018.. 2018;:119-134.
https://hdl.handle.net/21.15107/rcub_rfasper_2914 .

Kovačević, Jasmina, Radovanović, Vesna, Jacova, Zora, Maćešić-Petrović, Dragana, "Zastupljenost metoda u nastavi gluvih i nagluvih učenika" in Tematski zbornik radova - 
„Specifičnost oštećenja
sluha – koraci i iskoraci,” Beograd, 2018. (2018):119-134,
https://hdl.handle.net/21.15107/rcub_rfasper_2914 .

TY  - CONF
AU  - Kovačević, Jasmina
AU  - Jacova, Zora
AU  - Slavnić, Svetlana
AU  - Radovanović, Vesna
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2975
T1  - Inclusion-the basis of educational reforms
EP  - 197
SP  - 185
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2975
ER  - 

@conference{
author = "Kovačević, Jasmina and Jacova, Zora and Slavnić, Svetlana and Radovanović, Vesna",
year = "2018",
title = "Inclusion-the basis of educational reforms",
pages = "197-185",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2975"
}

Kovačević, J., Jacova, Z., Slavnić, S.,& Radovanović, V.. (2018). Inclusion-the basis of educational reforms. , 185-197.
https://hdl.handle.net/21.15107/rcub_rfasper_2975

Kovačević J, Jacova Z, Slavnić S, Radovanović V. Inclusion-the basis of educational reforms. 2018;:185-197.
https://hdl.handle.net/21.15107/rcub_rfasper_2975 .

Kovačević, Jasmina, Jacova, Zora, Slavnić, Svetlana, Radovanović, Vesna, "Inclusion-the basis of educational reforms" (2018):185-197,
https://hdl.handle.net/21.15107/rcub_rfasper_2975 .

TY  - CONF
AU  - Radovanović, Vesna
AU  - Isaković, Ljubica
AU  - Kovačević, Jasmina
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2972
C3  - Međunarodna konferencija Multidisciplinarni pristupi u edukaciji i rehabilitaciji, Sarajevo, Zbornik sažetaka
T1  - Korišćenje interneta među budućim profesionalcima u oblasti edukacije i rehabilitacije gluvih i nagluvih
EP  - 103
SP  - 102
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2972
ER  - 

@conference{
author = "Radovanović, Vesna and Isaković, Ljubica and Kovačević, Jasmina",
year = "2018",
journal = "Međunarodna konferencija Multidisciplinarni pristupi u edukaciji i rehabilitaciji, Sarajevo, Zbornik sažetaka",
title = "Korišćenje interneta među budućim profesionalcima u oblasti edukacije i rehabilitacije gluvih i nagluvih",
pages = "103-102",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2972"
}

Radovanović, V., Isaković, L.,& Kovačević, J.. (2018). Korišćenje interneta među budućim profesionalcima u oblasti edukacije i rehabilitacije gluvih i nagluvih. in Međunarodna konferencija Multidisciplinarni pristupi u edukaciji i rehabilitaciji, Sarajevo, Zbornik sažetaka, 102-103.
https://hdl.handle.net/21.15107/rcub_rfasper_2972

Radovanović V, Isaković L, Kovačević J. Korišćenje interneta među budućim profesionalcima u oblasti edukacije i rehabilitacije gluvih i nagluvih. in Međunarodna konferencija Multidisciplinarni pristupi u edukaciji i rehabilitaciji, Sarajevo, Zbornik sažetaka. 2018;:102-103.
https://hdl.handle.net/21.15107/rcub_rfasper_2972 .

Radovanović, Vesna, Isaković, Ljubica, Kovačević, Jasmina, "Korišćenje interneta među budućim profesionalcima u oblasti edukacije i rehabilitacije gluvih i nagluvih" in Međunarodna konferencija Multidisciplinarni pristupi u edukaciji i rehabilitaciji, Sarajevo, Zbornik sažetaka (2018):102-103,
https://hdl.handle.net/21.15107/rcub_rfasper_2972 .

TY  - CONF
AU  - Isaković, Ljubica
AU  - Radovanović, Vesna
AU  - Srzić, Maja
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2955
C3  - Međunarodna konferencija Multidisciplinarni pristupi u edukaciji i rehabilitaciji, Sarajevo, Zbornik sažetaka,
T1  - Imenovanje predmeta kod gluvih i nagluvih učenika
EP  - 51
SP  - 50
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2955
ER  - 

@conference{
author = "Isaković, Ljubica and Radovanović, Vesna and Srzić, Maja",
year = "2018",
journal = "Međunarodna konferencija Multidisciplinarni pristupi u edukaciji i rehabilitaciji, Sarajevo, Zbornik sažetaka,",
title = "Imenovanje predmeta kod gluvih i nagluvih učenika",
pages = "51-50",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2955"
}

Isaković, L., Radovanović, V.,& Srzić, M.. (2018). Imenovanje predmeta kod gluvih i nagluvih učenika. in Međunarodna konferencija Multidisciplinarni pristupi u edukaciji i rehabilitaciji, Sarajevo, Zbornik sažetaka,, 50-51.
https://hdl.handle.net/21.15107/rcub_rfasper_2955

Isaković L, Radovanović V, Srzić M. Imenovanje predmeta kod gluvih i nagluvih učenika. in Međunarodna konferencija Multidisciplinarni pristupi u edukaciji i rehabilitaciji, Sarajevo, Zbornik sažetaka,. 2018;:50-51.
https://hdl.handle.net/21.15107/rcub_rfasper_2955 .

Isaković, Ljubica, Radovanović, Vesna, Srzić, Maja, "Imenovanje predmeta kod gluvih i nagluvih učenika" in Međunarodna konferencija Multidisciplinarni pristupi u edukaciji i rehabilitaciji, Sarajevo, Zbornik sažetaka, (2018):50-51,
https://hdl.handle.net/21.15107/rcub_rfasper_2955 .

TY  - BOOK
AU  - Radovanović, Vesna
AU  - Radić-Šestić, Marina
AU  - Kovačević, Jasmina
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2872
AB  - Termin senzorne smetnje obuhvata smetnje čula vida (slepoća i sla-
bovidost), smetnje čula sluha (gluvoća i nagluvost), kao i multisenzorne
smetnje čula vida i sluha (odnosi se na kontinuum različitih stepena i
različitih kombinacija u stepenu oštećenja vida i sluha).
Oštećenje sluha predstavlja senzorni deficit, velike učestalos-
ti, 1:1000, ali varira u zavisnosti od starosti, pola, geografskih fakto-
ra, rase i dr. Prema nalazima Svetske zdravstvene organizacije oko 360
miliona ljudi širom sveta pogođeno je ovim deficitom, a od tog broja,
blizu 32 miliona su deca mlađa od 15 godina (WHO, 2012). U zavisnosti
od vremena nastanka, vrste i stepena oštećenja sluha, dolazi do različi-
tih posledica na intelektualni, psihički (kognitivni), emocionalni
i socijalni razvoj osoba oštećenog sluha. Postoje različite definicije
oštećenja sluha u zavisnosti od medicinskih, psiholoških, pedagoš-
kih, socioloških i drugih aspekata oštećenja. Takođe, postoje i razli-
čite klasifikacije oštećenja koje se odnose na vreme nastanka, vrstu
i stepen oštećenja sluha (Brajović, Matejić, Radoman, Brajović, 1997).
Sa surdološkog stanovišta, najznačajnija podela oštećenja sluha je na
gluvoću i nagluvost, pa se pod gluvoćom podrazumeva potpuno isključenje
auditivne funkcije, a pod nagluvošću ograničena sposobnost slušanja.
Pod poremećajem sluha podrazumevaju se smetnje u prijemu zvučnih signa-
la i zvučnih informacija (Dimić, Andrejević, Kašić, i sar., 2005).
Jedna od značajnijih posledica koje ostavlja slušno oštećenje je
nedovoljna razvijenost govora, pa su deca oštećenog sluha u nepovoljnoj
situaciji u odnosu na vršnjake tipičnog razvoja, naročito prilikom
usvajanja apstraktnih pojmova, što se odražava i na uspeh u pojedinim
nastavnim oblastima (Karić, 2006; Simonović, 1994). Nisu sve sfere
saznajnog funkcionisanja podjednako pogođene oštećenjem sluha i go-
vora. Rezultati mnogobrojnih empirijskih studija ukazuju da oštećenje
sluha selektivno pogađa određene aspekte saznajnog funkcionisanja:
verbalnu inteligenciju, sposobnost apstraktnog mišljenja, otkrivanja
logičkog značenja i upotrebe simbola, usvajanja principa konzervacije,
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju
T1  - Specifičnost komunikacije u nastavi kod učenika sa senzornim smetnjama
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2872
ER  - 

@book{
author = "Radovanović, Vesna and Radić-Šestić, Marina and Kovačević, Jasmina",
year = "2018",
abstract = "Termin senzorne smetnje obuhvata smetnje čula vida (slepoća i sla-
bovidost), smetnje čula sluha (gluvoća i nagluvost), kao i multisenzorne
smetnje čula vida i sluha (odnosi se na kontinuum različitih stepena i
različitih kombinacija u stepenu oštećenja vida i sluha).
Oštećenje sluha predstavlja senzorni deficit, velike učestalos-
ti, 1:1000, ali varira u zavisnosti od starosti, pola, geografskih fakto-
ra, rase i dr. Prema nalazima Svetske zdravstvene organizacije oko 360
miliona ljudi širom sveta pogođeno je ovim deficitom, a od tog broja,
blizu 32 miliona su deca mlađa od 15 godina (WHO, 2012). U zavisnosti
od vremena nastanka, vrste i stepena oštećenja sluha, dolazi do različi-
tih posledica na intelektualni, psihički (kognitivni), emocionalni
i socijalni razvoj osoba oštećenog sluha. Postoje različite definicije
oštećenja sluha u zavisnosti od medicinskih, psiholoških, pedagoš-
kih, socioloških i drugih aspekata oštećenja. Takođe, postoje i razli-
čite klasifikacije oštećenja koje se odnose na vreme nastanka, vrstu
i stepen oštećenja sluha (Brajović, Matejić, Radoman, Brajović, 1997).
Sa surdološkog stanovišta, najznačajnija podela oštećenja sluha je na
gluvoću i nagluvost, pa se pod gluvoćom podrazumeva potpuno isključenje
auditivne funkcije, a pod nagluvošću ograničena sposobnost slušanja.
Pod poremećajem sluha podrazumevaju se smetnje u prijemu zvučnih signa-
la i zvučnih informacija (Dimić, Andrejević, Kašić, i sar., 2005).
Jedna od značajnijih posledica koje ostavlja slušno oštećenje je
nedovoljna razvijenost govora, pa su deca oštećenog sluha u nepovoljnoj
situaciji u odnosu na vršnjake tipičnog razvoja, naročito prilikom
usvajanja apstraktnih pojmova, što se odražava i na uspeh u pojedinim
nastavnim oblastima (Karić, 2006; Simonović, 1994). Nisu sve sfere
saznajnog funkcionisanja podjednako pogođene oštećenjem sluha i go-
vora. Rezultati mnogobrojnih empirijskih studija ukazuju da oštećenje
sluha selektivno pogađa određene aspekte saznajnog funkcionisanja:
verbalnu inteligenciju, sposobnost apstraktnog mišljenja, otkrivanja
logičkog značenja i upotrebe simbola, usvajanja principa konzervacije,",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju",
title = "Specifičnost komunikacije u nastavi kod učenika sa senzornim smetnjama",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2872"
}

Radovanović, V., Radić-Šestić, M.,& Kovačević, J.. (2018). Specifičnost komunikacije u nastavi kod učenika sa senzornim smetnjama. 
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju..
https://hdl.handle.net/21.15107/rcub_rfasper_2872

Radovanović V, Radić-Šestić M, Kovačević J. Specifičnost komunikacije u nastavi kod učenika sa senzornim smetnjama. 2018;.
https://hdl.handle.net/21.15107/rcub_rfasper_2872 .

Radovanović, Vesna, Radić-Šestić, Marina, Kovačević, Jasmina, "Specifičnost komunikacije u nastavi kod učenika sa senzornim smetnjama" (2018),
https://hdl.handle.net/21.15107/rcub_rfasper_2872 .

TY  - CONF
AU  - Vukićević, Danijela
AU  - Radovanović, Vesna
AU  - Karić, Jasmina
PY  - 2017
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2642
T1  - Using guide for monitoring the child (gmcd) as instrument in the practice of physiatrists
EP  - 99
SP  - 98
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2642
ER  - 

@conference{
author = "Vukićević, Danijela and Radovanović, Vesna and Karić, Jasmina",
year = "2017",
title = "Using guide for monitoring the child (gmcd) as instrument in the practice of physiatrists",
pages = "99-98",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2642"
}

Vukićević, D., Radovanović, V.,& Karić, J.. (2017). Using guide for monitoring the child (gmcd) as instrument in the practice of physiatrists. , 98-99.
https://hdl.handle.net/21.15107/rcub_rfasper_2642

Vukićević D, Radovanović V, Karić J. Using guide for monitoring the child (gmcd) as instrument in the practice of physiatrists. 2017;:98-99.
https://hdl.handle.net/21.15107/rcub_rfasper_2642 .

Vukićević, Danijela, Radovanović, Vesna, Karić, Jasmina, "Using guide for monitoring the child (gmcd) as instrument in the practice of physiatrists" (2017):98-99,
https://hdl.handle.net/21.15107/rcub_rfasper_2642 .

TY  - CONF
AU  - Dimoski, Sanja
AU  - Radovanović, Vesna
PY  - 2017
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4176
AB  - Predmet istraživanja: Rad daje pregled savremenih studija o psihosocijalnom
funkcionisanju roditelja i porodice dece sa ometenošću tokom rane faze
adaptacije na ovu okolnost. U radu je dat predlog strategija, zasnovanih na
prikazanim istraživanjima koje pružaju podršku porodici. Uloga roditelja
počinje još u kući, ranim detekcijama razvojnih teškoća kod deteta. Rano
mobilisanje roditelja i uključenost u rane intervencija ima pozitivan uticaj
na dalji tok rehabilitacije. Adaptacija roditelja na dete sa ometenošću utiče
na adaptaciju samog deteta na sopstvenu ometenost.
Metod: Metod rada je pretraga relevantnih baza podataka na osnovu ključnih
reči, pregled i prikaz istraživanja. Mnoga istraživanja pokazuju da roditelji
dece sa ometenošću prolaze kroz individualne krize (npr. povećan nivo
stresa, depresivana reagovanja). Teškoće (koje se tiču nege deteta, psihološke,
socijalne, ekonomske) pogađaju funkcionisanje cele porodice.
Rezultati: Diskutovane su osobenost funkcionisanja porodice (podela brige
o detetu, prisustvo/odsustvo oba roditelja, prisustvo/odsustvo socijalne podrške).
Navedene su i studije koje govore da nema suštinske razlike u funkcionisanju
porodice dece sa i bez ometenosti. Istraživanja impliciraju da
funkcionsanje roditelja i porodice nije direktna posledica ometenosti deteta
per se već je u korelaciji sa varijablama čije dejstvo savremena istraživanja
proveravaju (npr. strategije prevladavanja stresa, rezilijabilnost, verovanja
i stavovi roditelja).
Zaključak: Roditelji se smatraju neophodnim partnerima u savremeno
koncipiranom tretmanu ometenosti. U radu su prikazane strategije psihološke
podrške roditeljima i porodici kroz edukaciju, savetovanje i psihoterapijske
intervencije. Predložene strategije su proizašle iz empirijskih potvrda
navedenih u ovom radu.
AB  - Research subject: This paper reviews current studies on psychosocial functioning
of parents and families of children with disabilities during the early stages of
adaptation to this circumstance. The paper gives a strategy proposal, based on
the presented studies that provide family support. The role of parents begins
in the home, with the early detection of child’s developmental problems. Early
mobilization and involvement of parents in early interventions has a positive
impact on the further course of rehabilitation. Adaptation of the parents to the
child with a disability affects the child’s adaptation to their own disability.
Method: The method of work is an examination of relevant databases, based on
keywords, review and presentation of research. Many studies show that parents
of children with disabilities go through individual crises (e.g. increased stress
levels, depressive reactions). Difficulties (psychological, social, economic, those
related to child care) affecting the functioning of the whole family.
Results: We discussed the characteristic of functioning families (division of child
care, the presence/absence of both parents, and the presence/absence of social
support). We are also cited studies showing that there is no substantial difference
in the functioning of families with and without children with disabilities.
Studies imply that functioning of parents and families is not a direct result of
the child’s disability, but is correlated with variables whose effects are still under
the scrutiny of contemporary researches (e.g., coping strategies, resilience, beliefs
and attitudes of parents).
Conclusion: Parents are considered as essential partners in modern treatment of
disability. The paper presents the strategy of psychological support to parents
and families through education, counseling and psychotherapeutic intervention.
PB  - University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia / Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju
C3  - Proceedings- Eurlyaid Conference 2017 „ Early Childhood Intervention: For meeting sustainable development goals of the new millennium “, Beograd, Srbija, 06–08. 10.2017.
T1  - Roditelji i porodica deteta sa ometenošću kao faktor uspešnosti rane intervencije
T1  - Parents And families of children With disability As A factor of Successful early intervention
EP  - 349
SP  - 341
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4176
ER  - 

@conference{
author = "Dimoski, Sanja and Radovanović, Vesna",
year = "2017",
abstract = "Predmet istraživanja: Rad daje pregled savremenih studija o psihosocijalnom
funkcionisanju roditelja i porodice dece sa ometenošću tokom rane faze
adaptacije na ovu okolnost. U radu je dat predlog strategija, zasnovanih na
prikazanim istraživanjima koje pružaju podršku porodici. Uloga roditelja
počinje još u kući, ranim detekcijama razvojnih teškoća kod deteta. Rano
mobilisanje roditelja i uključenost u rane intervencija ima pozitivan uticaj
na dalji tok rehabilitacije. Adaptacija roditelja na dete sa ometenošću utiče
na adaptaciju samog deteta na sopstvenu ometenost.
Metod: Metod rada je pretraga relevantnih baza podataka na osnovu ključnih
reči, pregled i prikaz istraživanja. Mnoga istraživanja pokazuju da roditelji
dece sa ometenošću prolaze kroz individualne krize (npr. povećan nivo
stresa, depresivana reagovanja). Teškoće (koje se tiču nege deteta, psihološke,
socijalne, ekonomske) pogađaju funkcionisanje cele porodice.
Rezultati: Diskutovane su osobenost funkcionisanja porodice (podela brige
o detetu, prisustvo/odsustvo oba roditelja, prisustvo/odsustvo socijalne podrške).
Navedene su i studije koje govore da nema suštinske razlike u funkcionisanju
porodice dece sa i bez ometenosti. Istraživanja impliciraju da
funkcionsanje roditelja i porodice nije direktna posledica ometenosti deteta
per se već je u korelaciji sa varijablama čije dejstvo savremena istraživanja
proveravaju (npr. strategije prevladavanja stresa, rezilijabilnost, verovanja
i stavovi roditelja).
Zaključak: Roditelji se smatraju neophodnim partnerima u savremeno
koncipiranom tretmanu ometenosti. U radu su prikazane strategije psihološke
podrške roditeljima i porodici kroz edukaciju, savetovanje i psihoterapijske
intervencije. Predložene strategije su proizašle iz empirijskih potvrda
navedenih u ovom radu., Research subject: This paper reviews current studies on psychosocial functioning
of parents and families of children with disabilities during the early stages of
adaptation to this circumstance. The paper gives a strategy proposal, based on
the presented studies that provide family support. The role of parents begins
in the home, with the early detection of child’s developmental problems. Early
mobilization and involvement of parents in early interventions has a positive
impact on the further course of rehabilitation. Adaptation of the parents to the
child with a disability affects the child’s adaptation to their own disability.
Method: The method of work is an examination of relevant databases, based on
keywords, review and presentation of research. Many studies show that parents
of children with disabilities go through individual crises (e.g. increased stress
levels, depressive reactions). Difficulties (psychological, social, economic, those
related to child care) affecting the functioning of the whole family.
Results: We discussed the characteristic of functioning families (division of child
care, the presence/absence of both parents, and the presence/absence of social
support). We are also cited studies showing that there is no substantial difference
in the functioning of families with and without children with disabilities.
Studies imply that functioning of parents and families is not a direct result of
the child’s disability, but is correlated with variables whose effects are still under
the scrutiny of contemporary researches (e.g., coping strategies, resilience, beliefs
and attitudes of parents).
Conclusion: Parents are considered as essential partners in modern treatment of
disability. The paper presents the strategy of psychological support to parents
and families through education, counseling and psychotherapeutic intervention.",
publisher = "University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia / Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju",
journal = "Proceedings- Eurlyaid Conference 2017 „ Early Childhood Intervention: For meeting sustainable development goals of the new millennium “, Beograd, Srbija, 06–08. 10.2017.",
title = "Roditelji i porodica deteta sa ometenošću kao faktor uspešnosti rane intervencije, Parents And families of children With disability As A factor of Successful early intervention",
pages = "349-341",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4176"
}

Dimoski, S.,& Radovanović, V.. (2017). Roditelji i porodica deteta sa ometenošću kao faktor uspešnosti rane intervencije. in Proceedings- Eurlyaid Conference 2017 „ Early Childhood Intervention: For meeting sustainable development goals of the new millennium “, Beograd, Srbija, 06–08. 10.2017.
University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia / Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju., 341-349.
https://hdl.handle.net/21.15107/rcub_rfasper_4176

Dimoski S, Radovanović V. Roditelji i porodica deteta sa ometenošću kao faktor uspešnosti rane intervencije. in Proceedings- Eurlyaid Conference 2017 „ Early Childhood Intervention: For meeting sustainable development goals of the new millennium “, Beograd, Srbija, 06–08. 10.2017.. 2017;:341-349.
https://hdl.handle.net/21.15107/rcub_rfasper_4176 .

Dimoski, Sanja, Radovanović, Vesna, "Roditelji i porodica deteta sa ometenošću kao faktor uspešnosti rane intervencije" in Proceedings- Eurlyaid Conference 2017 „ Early Childhood Intervention: For meeting sustainable development goals of the new millennium “, Beograd, Srbija, 06–08. 10.2017. (2017):341-349,
https://hdl.handle.net/21.15107/rcub_rfasper_4176 .

TY  - CONF
AU  - Dimoski, Sanja
AU  - Radovanović, Vesna
PY  - 2017
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2808
C3  - Early Childhood Intervention: For meeting sustainable development goals of the new millennium
T1  - Parents and families of children with disability as a factor of successful early intervention
EP  - 349
SP  - 341
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2808
ER  - 

@conference{
author = "Dimoski, Sanja and Radovanović, Vesna",
year = "2017",
journal = "Early Childhood Intervention: For meeting sustainable development goals of the new millennium",
title = "Parents and families of children with disability as a factor of successful early intervention",
pages = "349-341",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2808"
}

Dimoski, S.,& Radovanović, V.. (2017). Parents and families of children with disability as a factor of successful early intervention. in Early Childhood Intervention: For meeting sustainable development goals of the new millennium, 341-349.
https://hdl.handle.net/21.15107/rcub_rfasper_2808

Dimoski S, Radovanović V. Parents and families of children with disability as a factor of successful early intervention. in Early Childhood Intervention: For meeting sustainable development goals of the new millennium. 2017;:341-349.
https://hdl.handle.net/21.15107/rcub_rfasper_2808 .

Dimoski, Sanja, Radovanović, Vesna, "Parents and families of children with disability as a factor of successful early intervention" in Early Childhood Intervention: For meeting sustainable development goals of the new millennium (2017):341-349,
https://hdl.handle.net/21.15107/rcub_rfasper_2808 .

TY  - CONF
AU  - Sretenović, Ivana
AU  - Nedović, Goran
AU  - Rapaić, Dragan
AU  - Radovanović, Vesna
PY  - 2017
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2722
AB  - Predmet istraživanja: Iako se motorički razvoj odvija određenim i predvidljivim redosledom, svako dete se razvija brzinom koja mu je svojstvena.
Detinjstvo je period ubrzanog motoričkog razvoja, te je važno da se deca koja
su u riziku za nastanak motoričkog poremećaja na vreme identifkuju. Rana
identifkacija i odgovarajuće intervencije mogu dovesti do poboljšanja detetovog opšteg razvoja i mogu uticati na bolje dugoročne funkcionalne ishode.
Metod: Cilj ovog rada je da se pregledom dostupne literature, izdvoje i
prikažu instrumenti za procenu motoričkog razvoja koji se obično koriste
kod dece koja imaju kašnjenje ili zastoj u razvoju motorike. Pregled literature je izvršen pretragom elektronskih baza podataka dostupnih preko Konzorcijuma biblioteka Srbije za objedinjenu nabavku. Za potrebe
ovog rada prikazano je šest instrumenata za procenu motoričkog razvoja.
Najveći broj testova se smatra observacionim skalama, ali većina uključuje
interakciju sa detetom kako bi se pomoću standardizovanog pristupa dobio
adekvatan rezultat. Preporuka je da se procena dece sa motoričkim poremećajima fokusira na korišćenje funkcionalnih testova kako bi se akcenat
stavio na programe tretmana od kojih će koristi imati i dete i njegova porodica. Prikazani instrumenti procene motoričkog razvoja mogu biti korisni u
određivanju ciljeva tretmana i planiranju tretmana.
Zaključak: Za decu sa motoričkim poremećajima postoje dva osnovna tipa
funkcionalne procene. Prvi je procena motoričkog razvoja, koja uključuje i
kvalitativnu i kvantitativnu procenu motoričkog funkcionisanja i motoričkog izvođenja. Drugi tip je procena opšteg adaptivnog ili nezavisnog funkcionisanja, odnosno merenje sposobnosti deteta da funkcioniše u aktivnostima svakodnevnog života. U zavisnosti od svrhe u upotrebi su prediktivni,
diskriminativni i evaluativni testovi.
AB  - Research subject: Although motor development takes place in a certain and
predictable order, each child develops at a rate that is characteristic of him.
Childhood is a period of intense motor development, so it is important to identify
children who are at risk for motor disorders, on time. Early identifcation and
appropriate intervention can lead to an improvement of the child’s overall
development and can lead to better long-term functional outcomes.
Method: Te aim of this paper was to review the available literature, to extract
and display instruments for the assessment of motor development that are
commonly used in children who have developmental motor delay. Te literature
review was conducted by searching electronic databases available through the
Serbian Library Consortium for Coordinated Acquisition. For the purpose of
this paper, six instruments for assessing motor development are presented. Te
largest number of instruments are considered as observational scales, but most of
them involve interaction with the child in order to use the standardized approach
so an adequate result can be received. It is recommended that the assessment
of children with motor disorders focuses on the use of functional tests in order
to put the emphasis on treatment programs from which both the child and his
family will beneft. Featured instruments of motor development assessment may
be useful in determining the goals of treatment and planning a therapy.
Conclusion: For children with motor disorders there are two basic types of
functional assessment. Te frst is the assessment of motor development, which
includes qualitative and quantitative assessment of motor function and motor
performance. Te second type is the assessment of general adaptive or independent
functioning, i.e. measuring the ability of a child to function in activities of daily
living. Depending on the purpose of their use, there are predictive, discriminative
and evaluative tests.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Proceedings- Eurlyaid
Conference 2017 „ Early Childhood Intervention:
For meeting sustainable
development goals of the
new millennium “, Beograd, Srbija, 06–08. 10.2017.
T1  - Instrumenti za procenu motoričkog razvoja u ranom detinjstvu
T1  - Instruments for motor development assessment
in early childhood
EP  - 93
SP  - 85
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2722
ER  - 

@conference{
author = "Sretenović, Ivana and Nedović, Goran and Rapaić, Dragan and Radovanović, Vesna",
year = "2017",
abstract = "Predmet istraživanja: Iako se motorički razvoj odvija određenim i predvidljivim redosledom, svako dete se razvija brzinom koja mu je svojstvena.
Detinjstvo je period ubrzanog motoričkog razvoja, te je važno da se deca koja
su u riziku za nastanak motoričkog poremećaja na vreme identifkuju. Rana
identifkacija i odgovarajuće intervencije mogu dovesti do poboljšanja detetovog opšteg razvoja i mogu uticati na bolje dugoročne funkcionalne ishode.
Metod: Cilj ovog rada je da se pregledom dostupne literature, izdvoje i
prikažu instrumenti za procenu motoričkog razvoja koji se obično koriste
kod dece koja imaju kašnjenje ili zastoj u razvoju motorike. Pregled literature je izvršen pretragom elektronskih baza podataka dostupnih preko Konzorcijuma biblioteka Srbije za objedinjenu nabavku. Za potrebe
ovog rada prikazano je šest instrumenata za procenu motoričkog razvoja.
Najveći broj testova se smatra observacionim skalama, ali većina uključuje
interakciju sa detetom kako bi se pomoću standardizovanog pristupa dobio
adekvatan rezultat. Preporuka je da se procena dece sa motoričkim poremećajima fokusira na korišćenje funkcionalnih testova kako bi se akcenat
stavio na programe tretmana od kojih će koristi imati i dete i njegova porodica. Prikazani instrumenti procene motoričkog razvoja mogu biti korisni u
određivanju ciljeva tretmana i planiranju tretmana.
Zaključak: Za decu sa motoričkim poremećajima postoje dva osnovna tipa
funkcionalne procene. Prvi je procena motoričkog razvoja, koja uključuje i
kvalitativnu i kvantitativnu procenu motoričkog funkcionisanja i motoričkog izvođenja. Drugi tip je procena opšteg adaptivnog ili nezavisnog funkcionisanja, odnosno merenje sposobnosti deteta da funkcioniše u aktivnostima svakodnevnog života. U zavisnosti od svrhe u upotrebi su prediktivni,
diskriminativni i evaluativni testovi., Research subject: Although motor development takes place in a certain and
predictable order, each child develops at a rate that is characteristic of him.
Childhood is a period of intense motor development, so it is important to identify
children who are at risk for motor disorders, on time. Early identifcation and
appropriate intervention can lead to an improvement of the child’s overall
development and can lead to better long-term functional outcomes.
Method: Te aim of this paper was to review the available literature, to extract
and display instruments for the assessment of motor development that are
commonly used in children who have developmental motor delay. Te literature
review was conducted by searching electronic databases available through the
Serbian Library Consortium for Coordinated Acquisition. For the purpose of
this paper, six instruments for assessing motor development are presented. Te
largest number of instruments are considered as observational scales, but most of
them involve interaction with the child in order to use the standardized approach
so an adequate result can be received. It is recommended that the assessment
of children with motor disorders focuses on the use of functional tests in order
to put the emphasis on treatment programs from which both the child and his
family will beneft. Featured instruments of motor development assessment may
be useful in determining the goals of treatment and planning a therapy.
Conclusion: For children with motor disorders there are two basic types of
functional assessment. Te frst is the assessment of motor development, which
includes qualitative and quantitative assessment of motor function and motor
performance. Te second type is the assessment of general adaptive or independent
functioning, i.e. measuring the ability of a child to function in activities of daily
living. Depending on the purpose of their use, there are predictive, discriminative
and evaluative tests.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Proceedings- Eurlyaid
Conference 2017 „ Early Childhood Intervention:
For meeting sustainable
development goals of the
new millennium “, Beograd, Srbija, 06–08. 10.2017.",
title = "Instrumenti za procenu motoričkog razvoja u ranom detinjstvu, Instruments for motor development assessment
in early childhood",
pages = "93-85",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2722"
}

Sretenović, I., Nedović, G., Rapaić, D.,& Radovanović, V.. (2017). Instrumenti za procenu motoričkog razvoja u ranom detinjstvu. in Proceedings- Eurlyaid
Conference 2017 „ Early Childhood Intervention:
For meeting sustainable
development goals of the
new millennium “, Beograd, Srbija, 06–08. 10.2017.
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 85-93.
https://hdl.handle.net/21.15107/rcub_rfasper_2722

Sretenović I, Nedović G, Rapaić D, Radovanović V. Instrumenti za procenu motoričkog razvoja u ranom detinjstvu. in Proceedings- Eurlyaid
Conference 2017 „ Early Childhood Intervention:
For meeting sustainable
development goals of the
new millennium “, Beograd, Srbija, 06–08. 10.2017.. 2017;:85-93.
https://hdl.handle.net/21.15107/rcub_rfasper_2722 .

Sretenović, Ivana, Nedović, Goran, Rapaić, Dragan, Radovanović, Vesna, "Instrumenti za procenu motoričkog razvoja u ranom detinjstvu" in Proceedings- Eurlyaid
Conference 2017 „ Early Childhood Intervention:
For meeting sustainable
development goals of the
new millennium “, Beograd, Srbija, 06–08. 10.2017. (2017):85-93,
https://hdl.handle.net/21.15107/rcub_rfasper_2722 .

TY  - CONF
AU  - Sretenović, Ivana
AU  - Nedović, Goran
AU  - Rapaić, Dragan
AU  - Radovanović, Vesna
PY  - 2017
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2711
C3  - Early Childhood Intervention: For Meeting Sustainable Development Goals of the New Millennium: book of abstracts, Eurlyaid Conference 2017, ISBN 978-86-6203-100-6
T1  - Instruments for motor development assessment in early childhood
EP  - 54
SP  - 54
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2711
ER  - 

@conference{
author = "Sretenović, Ivana and Nedović, Goran and Rapaić, Dragan and Radovanović, Vesna",
year = "2017",
journal = "Early Childhood Intervention: For Meeting Sustainable Development Goals of the New Millennium: book of abstracts, Eurlyaid Conference 2017, ISBN 978-86-6203-100-6",
title = "Instruments for motor development assessment in early childhood",
pages = "54-54",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2711"
}

Sretenović, I., Nedović, G., Rapaić, D.,& Radovanović, V.. (2017). Instruments for motor development assessment in early childhood. in Early Childhood Intervention: For Meeting Sustainable Development Goals of the New Millennium: book of abstracts, Eurlyaid Conference 2017, ISBN 978-86-6203-100-6, 54-54.
https://hdl.handle.net/21.15107/rcub_rfasper_2711

Sretenović I, Nedović G, Rapaić D, Radovanović V. Instruments for motor development assessment in early childhood. in Early Childhood Intervention: For Meeting Sustainable Development Goals of the New Millennium: book of abstracts, Eurlyaid Conference 2017, ISBN 978-86-6203-100-6. 2017;:54-54.
https://hdl.handle.net/21.15107/rcub_rfasper_2711 .

Sretenović, Ivana, Nedović, Goran, Rapaić, Dragan, Radovanović, Vesna, "Instruments for motor development assessment in early childhood" in Early Childhood Intervention: For Meeting Sustainable Development Goals of the New Millennium: book of abstracts, Eurlyaid Conference 2017, ISBN 978-86-6203-100-6 (2017):54-54,
https://hdl.handle.net/21.15107/rcub_rfasper_2711 .