TY  - CONF
AU  - Nišević, Snežana
AU  - Nikolić, Snežana
PY  - 2019
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3187
AB  - Ovo istraživanje bavi se odnosom motoričkog funkcionisanja i matematičkih
(numeričkih) veština u kontekstu čestog komorbiditeta kod neurorazvojnih poremećaja,
pre svega motoričkog poremećaja sa teškoćama u učenju / egzekutivnim
funkcijama. Cilj rada je da ispita da li se razvoj logičkih operacija (LO),
kao preduslova za efikasno rešavanja matematičkih (numeričkih) problema,
može objasniti motoričkim funkcionisanjem. Uzorak je činilo 331 dete školskog
uzrasta oba pola, starosti od 7,3 do 11 godina bez medicinskog rizika i bolesti,
prosečne i natprosečne inteligencije. Procenjeno je motoričko funkcionisanje,
kao prediktivna varijabla, u domenima neuromaturacija, opšte motoričke sposobnosti,
senzorno-motorna integracija, izvođenje pokreta na verbalni nalog
i imitacijom, a logičke operacije u aspektima inkluzija broja (IN), kontekstualno
korišćenje informacija (CI), odabir relevantne informacije (RI), korišćenje
aritmetičkog principa (AP) kao zavisna varijabla. Hijerarhijska regresiona
analiza, nakon uklanjanja uticaja IQ, pokazala je da skup prediktorskih varijabli
objašnjava 22,2% (p < 0,001) uspešnosti u zadacima logičkih operacija.
Pojedinačno, model objašnjava 18,9% (p < 0,001) varijanse za zadatak inkluzija
broja, 17,7% (p < 0,001) kontekst informacija, 13,2% (p = 0,004) odabir
relevantne informacije i 19,0% (p = 0,001) korišćenje aritmetičkog principa.
Nađena je značajna korelacija između posmatranih domena motoričkog funkcionisanja
i logičkih operacija. Rezultati pokazuju da je motoričko funkcionisanje
značajan indikator razvoja logičkih operacija kao pretpostavke numeričkih
veština. Korišćeni model procene mogao bi biti koristan u identifikaciji dece
koja su u riziku od podbacivanja u matematici, a profil motoričkog razvoja u kreiranju individualnih rehabilitacionih i korektivnih programa i strategija
podrške u nastavi matematike.
AB  - This research deals with the relation between motor functioning and mathematical
(numerical) skills in accordance with comorbidity in neurodevelopmental disorders, in
particular motor disorder with learning disabilities / executive functions. The aim of this
paper was to investigate whether logical operations (LO) as the prerequisite of efficient
mathematical (numerical) problem solving can be explained by motor functioning. The
sample consisted of 331 school-age children of both genders, aged between 7.3 to 11, without medical risk and diseases, with average and above-average intelligence. In the study,
we examined motor functioning in the domain of neuromaturation, general motor abilities,
sensory-motor integration, execution of movements on verbal order and imitation, as a
predictive variable, and logical operations in aspects of inclusion of number (IN), contextual
use of information (CI), selection of relevant information (RI), using the arithmetic principle
(AP) as a dependent variable. Hierarchical regression analysis, after removing the impact of
IQ, showed that a set of predictor variables explains 22.2% (p < 0.001) of variance in logical
operations. The model explained 18.9% (p < 0.001) of variance in inclusion of number, 17.7%
(p < 0.001) in context of information, 13.2% (p = 0.004) in selection of relevant information
and 19.0% (p = 0.001) in using the arithmetic principle. A significant correlation between
observed domains of motor functioning and logical operations was found. The results show
motor functioning as a significant indicator of the development of logical operations as
the assumption of numerical skills. The used assessment model can be useful in identifying
children at risk for mathematical underachievement. Motor development profile can be
used in creating individual rehabilitation and corrective programs and support strategies in
mathematics teaching.
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, 25–26. 10.2019.
T1  - Motoričko funkcionisanje kao indikator numeričkih
sposobnosti
T1  - Motor functioning as an indicator of numerical abilities
EP  - 136
SP  - 129
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3187
ER  - 

@conference{
author = "Nišević, Snežana and Nikolić, Snežana",
year = "2019",
abstract = "Ovo istraživanje bavi se odnosom motoričkog funkcionisanja i matematičkih
(numeričkih) veština u kontekstu čestog komorbiditeta kod neurorazvojnih poremećaja,
pre svega motoričkog poremećaja sa teškoćama u učenju / egzekutivnim
funkcijama. Cilj rada je da ispita da li se razvoj logičkih operacija (LO),
kao preduslova za efikasno rešavanja matematičkih (numeričkih) problema,
može objasniti motoričkim funkcionisanjem. Uzorak je činilo 331 dete školskog
uzrasta oba pola, starosti od 7,3 do 11 godina bez medicinskog rizika i bolesti,
prosečne i natprosečne inteligencije. Procenjeno je motoričko funkcionisanje,
kao prediktivna varijabla, u domenima neuromaturacija, opšte motoričke sposobnosti,
senzorno-motorna integracija, izvođenje pokreta na verbalni nalog
i imitacijom, a logičke operacije u aspektima inkluzija broja (IN), kontekstualno
korišćenje informacija (CI), odabir relevantne informacije (RI), korišćenje
aritmetičkog principa (AP) kao zavisna varijabla. Hijerarhijska regresiona
analiza, nakon uklanjanja uticaja IQ, pokazala je da skup prediktorskih varijabli
objašnjava 22,2% (p < 0,001) uspešnosti u zadacima logičkih operacija.
Pojedinačno, model objašnjava 18,9% (p < 0,001) varijanse za zadatak inkluzija
broja, 17,7% (p < 0,001) kontekst informacija, 13,2% (p = 0,004) odabir
relevantne informacije i 19,0% (p = 0,001) korišćenje aritmetičkog principa.
Nađena je značajna korelacija između posmatranih domena motoričkog funkcionisanja
i logičkih operacija. Rezultati pokazuju da je motoričko funkcionisanje
značajan indikator razvoja logičkih operacija kao pretpostavke numeričkih
veština. Korišćeni model procene mogao bi biti koristan u identifikaciji dece
koja su u riziku od podbacivanja u matematici, a profil motoričkog razvoja u kreiranju individualnih rehabilitacionih i korektivnih programa i strategija
podrške u nastavi matematike., This research deals with the relation between motor functioning and mathematical
(numerical) skills in accordance with comorbidity in neurodevelopmental disorders, in
particular motor disorder with learning disabilities / executive functions. The aim of this
paper was to investigate whether logical operations (LO) as the prerequisite of efficient
mathematical (numerical) problem solving can be explained by motor functioning. The
sample consisted of 331 school-age children of both genders, aged between 7.3 to 11, without medical risk and diseases, with average and above-average intelligence. In the study,
we examined motor functioning in the domain of neuromaturation, general motor abilities,
sensory-motor integration, execution of movements on verbal order and imitation, as a
predictive variable, and logical operations in aspects of inclusion of number (IN), contextual
use of information (CI), selection of relevant information (RI), using the arithmetic principle
(AP) as a dependent variable. Hierarchical regression analysis, after removing the impact of
IQ, showed that a set of predictor variables explains 22.2% (p < 0.001) of variance in logical
operations. The model explained 18.9% (p < 0.001) of variance in inclusion of number, 17.7%
(p < 0.001) in context of information, 13.2% (p = 0.004) in selection of relevant information
and 19.0% (p = 0.001) in using the arithmetic principle. A significant correlation between
observed domains of motor functioning and logical operations was found. The results show
motor functioning as a significant indicator of the development of logical operations as
the assumption of numerical skills. The used assessment model can be useful in identifying
children at risk for mathematical underachievement. Motor development profile can be
used in creating individual rehabilitation and corrective programs and support strategies in
mathematics teaching.",
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, 25–26. 10.2019.",
title = "Motoričko funkcionisanje kao indikator numeričkih
sposobnosti, Motor functioning as an indicator of numerical abilities",
pages = "136-129",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3187"
}

Nišević, S.,& Nikolić, S.. (2019). Motoričko funkcionisanje kao indikator numeričkih
sposobnosti. in Zbornik radova - 10. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 25–26. 10.2019.
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 129-136.
https://hdl.handle.net/21.15107/rcub_rfasper_3187

Nišević S, Nikolić S. Motoričko funkcionisanje kao indikator numeričkih
sposobnosti. in Zbornik radova - 10. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 25–26. 10.2019.. 2019;:129-136.
https://hdl.handle.net/21.15107/rcub_rfasper_3187 .

Nišević, Snežana, Nikolić, Snežana, "Motoričko funkcionisanje kao indikator numeričkih
sposobnosti" in Zbornik radova - 10. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 25–26. 10.2019. (2019):129-136,
https://hdl.handle.net/21.15107/rcub_rfasper_3187 .

TY  - CONF
AU  - Nišević, Snežana
AU  - Nikolić, Snežana
AU  - Ilić-Stošović, Danijela
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3007
AB  - The aim of this paper is to show to what extent students with
high intellectual potential realize high school achievements also. It was analyzed
the school success in the second cycle (subject teaching) of the students with
above-average intelligence which was established during the younger school age.
School success is discussed in relationto the level of achievement in academic
skills and motor functioning.
Method: The sample consisted of 61 pupils of both sexes aged 11.3 to 15 years
with no neurological deficits, psychiatric disorders, somatic or sensory impairments
and intellectual capacity ranging from 112 to 121 assessed by Raven’s Colored
Progressive Matricesat the age of 7.3 to 11 years. At the same agewas determined
the quality of writing, reading and computing by the Protocol for the assessment
of basic academic skills and the level of motor functioning by the Protocol for
the assessment of motor functioning. The school success was established at four
years after the first test in the school year 2017/18.
Results: In the overall sample were found 24.6% of the above-average intelligent
who achieved maximum school achievements (5.00). At the same time there are
19.7% of those who did not achieve excellent school success and 11.5% of those
who achieved mark 3 and lower in some subjects.
Conclusion: In accordance with the results superior intelligence is not a guarantee
of high school achievement on its own. In the context of maximizing the potential
of above-average intelligent students there is an implicit need for support and
additional intervention in different areas in the early years of schooling of these
students.
PB  - Udruženje građana „Mensa Srbije”, Novi Sad, Srbija
C3  - Giftedness, education and development
C3  - Giftedness,
educatioon and development
- International thematic collection of papers -
T1  - School achievement in above average intelligence students
EP  - 23
SP  - 11
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3007
ER  - 

@conference{
author = "Nišević, Snežana and Nikolić, Snežana and Ilić-Stošović, Danijela",
year = "2018",
abstract = "The aim of this paper is to show to what extent students with
high intellectual potential realize high school achievements also. It was analyzed
the school success in the second cycle (subject teaching) of the students with
above-average intelligence which was established during the younger school age.
School success is discussed in relationto the level of achievement in academic
skills and motor functioning.
Method: The sample consisted of 61 pupils of both sexes aged 11.3 to 15 years
with no neurological deficits, psychiatric disorders, somatic or sensory impairments
and intellectual capacity ranging from 112 to 121 assessed by Raven’s Colored
Progressive Matricesat the age of 7.3 to 11 years. At the same agewas determined
the quality of writing, reading and computing by the Protocol for the assessment
of basic academic skills and the level of motor functioning by the Protocol for
the assessment of motor functioning. The school success was established at four
years after the first test in the school year 2017/18.
Results: In the overall sample were found 24.6% of the above-average intelligent
who achieved maximum school achievements (5.00). At the same time there are
19.7% of those who did not achieve excellent school success and 11.5% of those
who achieved mark 3 and lower in some subjects.
Conclusion: In accordance with the results superior intelligence is not a guarantee
of high school achievement on its own. In the context of maximizing the potential
of above-average intelligent students there is an implicit need for support and
additional intervention in different areas in the early years of schooling of these
students.",
publisher = "Udruženje građana „Mensa Srbije”, Novi Sad, Srbija",
journal = "Giftedness, education and development, Giftedness,
educatioon and development
- International thematic collection of papers -",
title = "School achievement in above average intelligence students",
pages = "23-11",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3007"
}

Nišević, S., Nikolić, S.,& Ilić-Stošović, D.. (2018). School achievement in above average intelligence students. in Giftedness, education and development
Udruženje građana „Mensa Srbije”, Novi Sad, Srbija., 11-23.
https://hdl.handle.net/21.15107/rcub_rfasper_3007

Nišević S, Nikolić S, Ilić-Stošović D. School achievement in above average intelligence students. in Giftedness, education and development. 2018;:11-23.
https://hdl.handle.net/21.15107/rcub_rfasper_3007 .

Nišević, Snežana, Nikolić, Snežana, Ilić-Stošović, Danijela, "School achievement in above average intelligence students" in Giftedness, education and development (2018):11-23,
https://hdl.handle.net/21.15107/rcub_rfasper_3007 .

TY  - CONF
AU  - Nišević, Snežana
AU  - Nikolić, Snežana
AU  - Ilić-stošović, Danijela
PY  - 2017
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4105
AB  - Predmet istraživanja: Predmet istraživanja je razvojni poremećaj koordinacije kod dece osnovnoškolskog uzrasta. Cilj rada je da ukaže na značaj
i potrebu rane intervencije kod dece sa ovim poremećajem. Analizirana je
prevalenca razvojnog poremećaja koordinacije i prisustvo pridruženih teškoća u akademskim veštinama. Diskutovana je tendencija prevazilaženja
razvojnog poremećaja koordinacije spontanim sazrevanjem i naglašen značaj uključivanja ove dece u program rane intervencije.
Metod: Uzorak je činio 331 učenik oba pola uzrasta od 7.3 do 11 godina
bez neuroloških defcita, psihijatrijskih oboljenja, somatskih ili senzornih
oštećenja i intelektualnih kapaciteta u okviru prosečnih i iznad prosečnih.
Za utvrđivanje razvojnog poremećaja koordinacije korišćen je Protokol za
procenu motoričkog funkcionisanja, a za procenu kvaliteta pisanja, čitanja
i računanja Protokol za procenu bazičnih akademskih veština.
Rezultati: Poremećaj u motoričkom funkcionisanju (SD<2) pronađen je kod
5,1% uzorka, a kod 11,5% su ispoljeni samo elementi poremećaja (SD<1).
Poremećaj koordinacije je ujednačeno zastupljen na različitim uzrastima, a
pridružene teškoće u akademskim veštinama su, pored različite distribucije
u odnosu na složenost ispoljavanja, ispoljene na svim uzrastima. Do polaska u školu samo dva učenika su bila uključena u program stručne podrške.
Tokom školovanja osam učenika dobija podršku nastavnika u učenju, a devetoro je uključeno u program razvojne rehabilitacije defektologa.
Zaključak: Obzirom na perzistenciju poremećaja tokom čitavog mlađeg
školskog uzrasta, od izuzetnog značaja је uključivanje u programe rane intervencije u različitim oblastima, a u cilju prevencije poremećaja, ublažavanja teškoća i sprečavanja sekundarnih smetnji.
AB  - Research subject: Te subject of this research is developmental coordination
disorders in primary school children in the aim to highlight the need for
early intervention in children with disorder. It was analyzed the prevalence of
developmental coordination disorders and presence of the associated difculties
in academic skills. It was discussed the tendency of spontaneous maturing
overcoming of disorder in light of importance of the involvement in the early
intervention program.
Method: Te sample consisted of 331 pupils of both sexes aged 7.3 to 11 years with
no neurological defcit, psychiatric disorders, somatic or sensory impairments
and average and above intellectual capacity. It was used Protocol of motor
functioning to establish developmental coordination disorder and Protocol for
basic academic skills evaluation to determine the quality of writing, reading and
numeracy.
Results: In 5.1% of the sample was found motor disorder (SD <2) and 11.5%
manifested elements of disorder (SD <1). Coordination disorder was equally
represented at diferent ages and the associated difculties of academic skills was
manifested in all ages with varying distribution and complexity. Two students
were included in the program of professional support at preschool period and
during the school period eight were supported in learning by teacher and nine
through development rehabilitation by special educator.
Conclusion: Based on the persistence of disorder overall early school age there is
great importance of including to the early intervention programs in the various
areas in order to prevent a disorder, alleviating the difculties and prevent the
secondary disorders.
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  - Rana intervencija kod dece sa razvojnim poremećajem koordinacije
T1  - Early intervention of children with developmental coordination disorders
EP  - 143
SP  - 135
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4105
ER  - 

@conference{
author = "Nišević, Snežana and Nikolić, Snežana and Ilić-stošović, Danijela",
year = "2017",
abstract = "Predmet istraživanja: Predmet istraživanja je razvojni poremećaj koordinacije kod dece osnovnoškolskog uzrasta. Cilj rada je da ukaže na značaj
i potrebu rane intervencije kod dece sa ovim poremećajem. Analizirana je
prevalenca razvojnog poremećaja koordinacije i prisustvo pridruženih teškoća u akademskim veštinama. Diskutovana je tendencija prevazilaženja
razvojnog poremećaja koordinacije spontanim sazrevanjem i naglašen značaj uključivanja ove dece u program rane intervencije.
Metod: Uzorak je činio 331 učenik oba pola uzrasta od 7.3 do 11 godina
bez neuroloških defcita, psihijatrijskih oboljenja, somatskih ili senzornih
oštećenja i intelektualnih kapaciteta u okviru prosečnih i iznad prosečnih.
Za utvrđivanje razvojnog poremećaja koordinacije korišćen je Protokol za
procenu motoričkog funkcionisanja, a za procenu kvaliteta pisanja, čitanja
i računanja Protokol za procenu bazičnih akademskih veština.
Rezultati: Poremećaj u motoričkom funkcionisanju (SD<2) pronađen je kod
5,1% uzorka, a kod 11,5% su ispoljeni samo elementi poremećaja (SD<1).
Poremećaj koordinacije je ujednačeno zastupljen na različitim uzrastima, a
pridružene teškoće u akademskim veštinama su, pored različite distribucije
u odnosu na složenost ispoljavanja, ispoljene na svim uzrastima. Do polaska u školu samo dva učenika su bila uključena u program stručne podrške.
Tokom školovanja osam učenika dobija podršku nastavnika u učenju, a devetoro je uključeno u program razvojne rehabilitacije defektologa.
Zaključak: Obzirom na perzistenciju poremećaja tokom čitavog mlađeg
školskog uzrasta, od izuzetnog značaja је uključivanje u programe rane intervencije u različitim oblastima, a u cilju prevencije poremećaja, ublažavanja teškoća i sprečavanja sekundarnih smetnji., Research subject: Te subject of this research is developmental coordination
disorders in primary school children in the aim to highlight the need for
early intervention in children with disorder. It was analyzed the prevalence of
developmental coordination disorders and presence of the associated difculties
in academic skills. It was discussed the tendency of spontaneous maturing
overcoming of disorder in light of importance of the involvement in the early
intervention program.
Method: Te sample consisted of 331 pupils of both sexes aged 7.3 to 11 years with
no neurological defcit, psychiatric disorders, somatic or sensory impairments
and average and above intellectual capacity. It was used Protocol of motor
functioning to establish developmental coordination disorder and Protocol for
basic academic skills evaluation to determine the quality of writing, reading and
numeracy.
Results: In 5.1% of the sample was found motor disorder (SD <2) and 11.5%
manifested elements of disorder (SD <1). Coordination disorder was equally
represented at diferent ages and the associated difculties of academic skills was
manifested in all ages with varying distribution and complexity. Two students
were included in the program of professional support at preschool period and
during the school period eight were supported in learning by teacher and nine
through development rehabilitation by special educator.
Conclusion: Based on the persistence of disorder overall early school age there is
great importance of including to the early intervention programs in the various
areas in order to prevent a disorder, alleviating the difculties and prevent the
secondary disorders.",
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 = "Rana intervencija kod dece sa razvojnim poremećajem koordinacije, Early intervention of children with developmental coordination disorders",
pages = "143-135",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4105"
}

Nišević, S., Nikolić, S.,& Ilić-stošović, D.. (2017). Rana intervencija kod dece sa razvojnim poremećajem koordinacije. 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., 135-143.
https://hdl.handle.net/21.15107/rcub_rfasper_4105

Nišević S, Nikolić S, Ilić-stošović D. Rana intervencija kod dece sa razvojnim poremećajem koordinacije. in Proceedings- Eurlyaid
Conference 2017 „ Early Childhood Intervention:
For meeting sustainable
development goals of the
new millennium “, Beograd, Srbija, 06–08. 10.2017.. 2017;:135-143.
https://hdl.handle.net/21.15107/rcub_rfasper_4105 .

Nišević, Snežana, Nikolić, Snežana, Ilić-stošović, Danijela, "Rana intervencija kod dece sa razvojnim poremećajem koordinacije" in Proceedings- Eurlyaid
Conference 2017 „ Early Childhood Intervention:
For meeting sustainable
development goals of the
new millennium “, Beograd, Srbija, 06–08. 10.2017. (2017):135-143,
https://hdl.handle.net/21.15107/rcub_rfasper_4105 .

TY  - CONF
AU  - Nišević, Snežana
AU  - Nikolić, Snežana
AU  - Ilić-Stošović, Danijela
PY  - 2017
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2791
C3  - Darovitost – prepoznavanje i podrška
T1  - MOTORIČKO FUNKCIONISANJE DECE SA NATPROSEČNOM INTELIGENCIJOM
EP  - 52
SP  - 40
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2791
ER  - 

@conference{
author = "Nišević, Snežana and Nikolić, Snežana and Ilić-Stošović, Danijela",
year = "2017",
journal = "Darovitost – prepoznavanje i podrška",
title = "MOTORIČKO FUNKCIONISANJE DECE SA NATPROSEČNOM INTELIGENCIJOM",
pages = "52-40",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2791"
}

Nišević, S., Nikolić, S.,& Ilić-Stošović, D.. (2017). MOTORIČKO FUNKCIONISANJE DECE SA NATPROSEČNOM INTELIGENCIJOM. in Darovitost – prepoznavanje i podrška, 40-52.
https://hdl.handle.net/21.15107/rcub_rfasper_2791

Nišević S, Nikolić S, Ilić-Stošović D. MOTORIČKO FUNKCIONISANJE DECE SA NATPROSEČNOM INTELIGENCIJOM. in Darovitost – prepoznavanje i podrška. 2017;:40-52.
https://hdl.handle.net/21.15107/rcub_rfasper_2791 .

Nišević, Snežana, Nikolić, Snežana, Ilić-Stošović, Danijela, "MOTORIČKO FUNKCIONISANJE DECE SA NATPROSEČNOM INTELIGENCIJOM" in Darovitost – prepoznavanje i podrška (2017):40-52,
https://hdl.handle.net/21.15107/rcub_rfasper_2791 .

TY  - CONF
AU  - Nišević, Snežana
AU  - Nikolić, Snežana
AU  - Ilić-Stošović, Danijela
PY  - 2017
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2748
C3  - Early Childhood Intervention: Meeting Sustainable development goals of the new millenium
T1  - Early intervention in developmetal coordination disorders
EP  - 143
SP  - 135
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2748
ER  - 

@conference{
author = "Nišević, Snežana and Nikolić, Snežana and Ilić-Stošović, Danijela",
year = "2017",
journal = "Early Childhood Intervention: Meeting Sustainable development goals of the new millenium",
title = "Early intervention in developmetal coordination disorders",
pages = "143-135",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2748"
}

Nišević, S., Nikolić, S.,& Ilić-Stošović, D.. (2017). Early intervention in developmetal coordination disorders. in Early Childhood Intervention: Meeting Sustainable development goals of the new millenium, 135-143.
https://hdl.handle.net/21.15107/rcub_rfasper_2748

Nišević S, Nikolić S, Ilić-Stošović D. Early intervention in developmetal coordination disorders. in Early Childhood Intervention: Meeting Sustainable development goals of the new millenium. 2017;:135-143.
https://hdl.handle.net/21.15107/rcub_rfasper_2748 .

Nišević, Snežana, Nikolić, Snežana, Ilić-Stošović, Danijela, "Early intervention in developmetal coordination disorders" in Early Childhood Intervention: Meeting Sustainable development goals of the new millenium (2017):135-143,
https://hdl.handle.net/21.15107/rcub_rfasper_2748 .

TY  - CONF
AU  - Nišević, Snežana
AU  - Nikolić, Snežana
AU  - Ilić-Stošović, Danijela
PY  - 2016
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2564
C3  - Inkluzivna teorija i praksa
T1  - Podrška učenicima sa razvojnim poremećajem koordinacije u školi
EP  - 117
SP  - 104
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2564
ER  - 

@conference{
author = "Nišević, Snežana and Nikolić, Snežana and Ilić-Stošović, Danijela",
year = "2016",
journal = "Inkluzivna teorija i praksa",
title = "Podrška učenicima sa razvojnim poremećajem koordinacije u školi",
pages = "117-104",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2564"
}

Nišević, S., Nikolić, S.,& Ilić-Stošović, D.. (2016). Podrška učenicima sa razvojnim poremećajem koordinacije u školi. in Inkluzivna teorija i praksa, 104-117.
https://hdl.handle.net/21.15107/rcub_rfasper_2564

Nišević S, Nikolić S, Ilić-Stošović D. Podrška učenicima sa razvojnim poremećajem koordinacije u školi. in Inkluzivna teorija i praksa. 2016;:104-117.
https://hdl.handle.net/21.15107/rcub_rfasper_2564 .

Nišević, Snežana, Nikolić, Snežana, Ilić-Stošović, Danijela, "Podrška učenicima sa razvojnim poremećajem koordinacije u školi" in Inkluzivna teorija i praksa (2016):104-117,
https://hdl.handle.net/21.15107/rcub_rfasper_2564 .

TY  - JOUR
AU  - Ilić-Stošović, Danijela
AU  - Dromnjaković, Ana M.
AU  - Nikolić, Snežana
AU  - Nišević, Snežana D.
PY  - 2016
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/994
AB  - The analysis of the motivation experiences of students in the conditions of inclusive education determines teaching procedures considerably. The main aim of this research was to determine whether there were any difference in motivation experience between students with learning and developmental difficulties and the students without these difficulties, and whether there is any correlation of academic success and motivation experiences between these two groups. The sample comprised 87 students of the fifth grade (24.13% students with learning and developmental difficulties, and 75.86% students without these difficulties). The examination of motivation experience was carried out by the Scale for Estimating Extrinsic and Intrinsic Motivation. Statistics analyses show that there are differences in experiencing intrinsic and extrinsic motivation among students with and without learning and developmental difficulties. Learning difficulties correlate with lower academic achievement at the end of the fourth grade. As academic success increases the motivation experience decreases in both groups. The obtained results stress the importance of interventions by teachers and other school professionals in order to maintain motivational levels of all students. The results of this research highlight the quality of assessment system of academic achievement of all students and suggest further researching how and which way teachers understand and apply different functions of assessment.
AB  - Sagledavanje doživljaja motivacije učenika u uslovima inkluzivnog obrazovanja umnogome određuje postupke u nastavi. Osnovni cilj ovog istraživanja je da utvrdi da li postoji razlika u doživljaju motivacije učenika sa teškoćama u učenju i razvoju koji se obrazuju u inkluzivnoj nastavi i učenika bez ovih teškoća, kao i da li postoji korelacija između školskog uspeha i doživljaja motivacije ove dve grupe učenika. Uzorak istraživanja činilo je 87 učenika petog razreda, i to 24,13% učenika sa teškoćama u učenju i razvoju i 75,86% učenika bez teškoća. Ispitivanje doživljaja motivacije izvršeno je putem Skale za procenu spoljašnje i unutrašnje motivacije. Statističke analize su pokazale da postoje razlike u doživljaju ukupne, unutrašnje i spoljašnje motivacije učenika sa i bez teškoća u učenju i razvoju. Postojanje smetnje u učenju korelira sa postizanjem nižeg školskog uspeha na kraju četvrtog razreda. Sa porastom školskog uspeha opada doživljaj motivacije kod obe grupe učenika. Dobijeni rezultati ukazuju na važnost intervencije nastavnika i stručnih saradnika za održavanje i razvoj motivacije svih učenika. Rezultati ovog istraživanja stavljaju u fokus kvalitet sistema vrednovanja školskog postignuća svih učenika i pozivaju na izučavanje kako i na koji način nastavnici razumeju i primenjuju različite funkcije ocenjivanja.
PB  - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Nastava i vaspitanje
T1  - Students' motivation and academic success in inclusive classes
T1  - Motivacija učenika u inkluzivnoj nastavi i školski uspeh
EP  - 277
IS  - 2
SP  - 263
VL  - 65
DO  - 10.5937/nasvas1602263i
ER  - 

@article{
author = "Ilić-Stošović, Danijela and Dromnjaković, Ana M. and Nikolić, Snežana and Nišević, Snežana D.",
year = "2016",
abstract = "The analysis of the motivation experiences of students in the conditions of inclusive education determines teaching procedures considerably. The main aim of this research was to determine whether there were any difference in motivation experience between students with learning and developmental difficulties and the students without these difficulties, and whether there is any correlation of academic success and motivation experiences between these two groups. The sample comprised 87 students of the fifth grade (24.13% students with learning and developmental difficulties, and 75.86% students without these difficulties). The examination of motivation experience was carried out by the Scale for Estimating Extrinsic and Intrinsic Motivation. Statistics analyses show that there are differences in experiencing intrinsic and extrinsic motivation among students with and without learning and developmental difficulties. Learning difficulties correlate with lower academic achievement at the end of the fourth grade. As academic success increases the motivation experience decreases in both groups. The obtained results stress the importance of interventions by teachers and other school professionals in order to maintain motivational levels of all students. The results of this research highlight the quality of assessment system of academic achievement of all students and suggest further researching how and which way teachers understand and apply different functions of assessment., Sagledavanje doživljaja motivacije učenika u uslovima inkluzivnog obrazovanja umnogome određuje postupke u nastavi. Osnovni cilj ovog istraživanja je da utvrdi da li postoji razlika u doživljaju motivacije učenika sa teškoćama u učenju i razvoju koji se obrazuju u inkluzivnoj nastavi i učenika bez ovih teškoća, kao i da li postoji korelacija između školskog uspeha i doživljaja motivacije ove dve grupe učenika. Uzorak istraživanja činilo je 87 učenika petog razreda, i to 24,13% učenika sa teškoćama u učenju i razvoju i 75,86% učenika bez teškoća. Ispitivanje doživljaja motivacije izvršeno je putem Skale za procenu spoljašnje i unutrašnje motivacije. Statističke analize su pokazale da postoje razlike u doživljaju ukupne, unutrašnje i spoljašnje motivacije učenika sa i bez teškoća u učenju i razvoju. Postojanje smetnje u učenju korelira sa postizanjem nižeg školskog uspeha na kraju četvrtog razreda. Sa porastom školskog uspeha opada doživljaj motivacije kod obe grupe učenika. Dobijeni rezultati ukazuju na važnost intervencije nastavnika i stručnih saradnika za održavanje i razvoj motivacije svih učenika. Rezultati ovog istraživanja stavljaju u fokus kvalitet sistema vrednovanja školskog postignuća svih učenika i pozivaju na izučavanje kako i na koji način nastavnici razumeju i primenjuju različite funkcije ocenjivanja.",
publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Nastava i vaspitanje",
title = "Students' motivation and academic success in inclusive classes, Motivacija učenika u inkluzivnoj nastavi i školski uspeh",
pages = "277-263",
number = "2",
volume = "65",
doi = "10.5937/nasvas1602263i"
}

Ilić-Stošović, D., Dromnjaković, A. M., Nikolić, S.,& Nišević, S. D.. (2016). Students' motivation and academic success in inclusive classes. in Nastava i vaspitanje
Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 65(2), 263-277.
https://doi.org/10.5937/nasvas1602263i

Ilić-Stošović D, Dromnjaković AM, Nikolić S, Nišević SD. Students' motivation and academic success in inclusive classes. in Nastava i vaspitanje. 2016;65(2):263-277.
doi:10.5937/nasvas1602263i .

Ilić-Stošović, Danijela, Dromnjaković, Ana M., Nikolić, Snežana, Nišević, Snežana D., "Students' motivation and academic success in inclusive classes" in Nastava i vaspitanje, 65, no. 2 (2016):263-277,
https://doi.org/10.5937/nasvas1602263i . .