TY  - CONF
AU  - Vujanović, Marina
AU  - Ilić-Stošović, Danijela
PY  - 2021
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3763
AB  - Uvod: Pisanje je kompleksan proces na koji utiče niz subjektivnih i objektivnih faktora. Veštinama pisanja deca ovaladavaju u mlađim razredima osnovne škole. U prvom i drugom razredu ovladavaju činom pisanja i uglavnom su usredsređena na reprodukovanje grafomotornog niza (kaligrafska faza), a to- kom trećeg i četvrtog razreda dolazi do individualizacije rukopisa.
Cilj: Cilj ove studije jeste da se utvrdi da li postoji povezanost između faze opi- smenjavanja i kvaliteta pisanja učenika koji tek ovladavaju činom pisanja i onih učenika koji su pisanjem već ovladali.
Metod: Istraživanje je sprovedeno tokom 2016. godine u osam beogradskih osnovnih škola, na uzorku od 1156 učenika prvog ciklusa osnovnog obrazo- vanja i vaspitanja, 603 učenika prvog i drugog razreda i 553 trećeg i četvr- tog razreda. Za procenu brzine pisanja i čitljivosti napisanog teksta korišćen je Protokol za procenu sposobnosti pisanja (The McMaster Handwriting Assessment Protocol – 2nd edition).
Rezultati: Na osnovu dobijenih rezultata može se zaključiti da postoji statistič- ki značajna razlika u brzini pisanja (p=,000) među učenicima koji se nalaze u početnoj fazi opismenjavanja i učenika koji su pisanjem već ovladali. Međutim, uočava se da se broj učenika čija je brzina pisanja ispod norme definisane za svaki razred, a koja ukazuje na postojanje teškoća u pisanju, javlja s jedna- kom učestalošću među učenicima koji ovladavaju činom pisanja i učenika koji su pisanjem već ovladali. Analizom čitljivosti napisnog teksta kod dve grupe ispitanika uočava se da se prikazane sume indikatora koje ukazuju na postoja- nje teškoća u pisanju javljaju s jednakom učestalošću i da među njima u tom pogledu nema uočljivih razlika. Samim tim, ne beleži se povezanost teškoća u pisanju s fazom opismenjavanja, pri čemu su teškoće u pisanju prisutne kod 10,9% učenika koji tek ovladavaju pisanjem i 9,4% učenika koji su pisanjem već ovladali.
Zaključak: Kako dobijeni rezultati pokazuju de se teškoće u pisanju javljaju nezavisno od razreda koji učenici pohađaju i faze opismenjavanja, posebna pažnja u organizovanju obrazovno-vaspitnog rada mora se posvetiti pružanju dodatne podrške i uključivanju u stimulativno-defektološki tretman učenika koji se tokom osnovnoškolskog perioda suočavaju sa teškoćama u pisanju, bez obzira na uzrast kada se teškoće detektuju.
AB  - ntroduction: Writing is a complex process that is influenced by subjective and objective factors. Children master writing skills in the younger grades of elementary school. In the first and second grade, they master the act of writing and are mainly focused on the reproduction of the graphomotor sequence (calligraphic phase), and during the third and fourth grade, the handwriting is individualized.
Aim: The aim of this study is to determine whether there is a connection between the literacy phase and the quality of writing of students who are just mastering the act of writing and those students who have already mastered writing.
Method: The research was conducted in 2016 in eight Belgrade elementary schools, on a sample of 1156 students in the first cycle of elementary education, 603 students in the first and second grade and 553 in the third and fourth grade. The McMaster Handwriting Assessment Protocol – 2nd edition was used to assess the speed of writing and the legibility of the written text.
Results: Based on the obtained results, it can be concluded that there is a statistically significant difference in writing speed (p=.000) between students who are in the initial phase of literacy and students who have already mastered writing. However, it is noticed that the number of students whose writing speed is below the norm defined for each grade, and which indicates the existence of difficulties in writing, occurs with equal frequency among students who master the act of writing and students who have already mastered writing.
The analysis of the legibility of the written text in two groups of respondents shows that the presented sums of indicators that indicate the existence of difficulties in writing occur with equal frequency and that there are no noticeable differences between them in this regard.
Therefore, there is no connection between writing difficulties and the literacy phase, with writing difficulties present in 10.9% of students who are just mastering writing and 9.4% of students who have already mastered writing.
Conclusion: As the obtained results show that difficulties in writing occur regardless of the grade that students attend and the literacy phase, special attention in organizing educational work must be paid to providing additional support and inclusion in the stimulative treatment of a special educator for students who face writing difficulties during elementary school, regardless of the age at which the difficulties are detected.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju / University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Zbornik radova - 11. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 29–30.10.2021.
T1  - Kvalitet pisanja učenika u odnosu na fazu opismenjavanja
T1  - Quality of students writing in regard to the literacy phase
EP  - 145
SP  - 137
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3763
ER  - 

@conference{
author = "Vujanović, Marina and Ilić-Stošović, Danijela",
year = "2021",
abstract = "Uvod: Pisanje je kompleksan proces na koji utiče niz subjektivnih i objektivnih faktora. Veštinama pisanja deca ovaladavaju u mlađim razredima osnovne škole. U prvom i drugom razredu ovladavaju činom pisanja i uglavnom su usredsređena na reprodukovanje grafomotornog niza (kaligrafska faza), a to- kom trećeg i četvrtog razreda dolazi do individualizacije rukopisa.
Cilj: Cilj ove studije jeste da se utvrdi da li postoji povezanost između faze opi- smenjavanja i kvaliteta pisanja učenika koji tek ovladavaju činom pisanja i onih učenika koji su pisanjem već ovladali.
Metod: Istraživanje je sprovedeno tokom 2016. godine u osam beogradskih osnovnih škola, na uzorku od 1156 učenika prvog ciklusa osnovnog obrazo- vanja i vaspitanja, 603 učenika prvog i drugog razreda i 553 trećeg i četvr- tog razreda. Za procenu brzine pisanja i čitljivosti napisanog teksta korišćen je Protokol za procenu sposobnosti pisanja (The McMaster Handwriting Assessment Protocol – 2nd edition).
Rezultati: Na osnovu dobijenih rezultata može se zaključiti da postoji statistič- ki značajna razlika u brzini pisanja (p=,000) među učenicima koji se nalaze u početnoj fazi opismenjavanja i učenika koji su pisanjem već ovladali. Međutim, uočava se da se broj učenika čija je brzina pisanja ispod norme definisane za svaki razred, a koja ukazuje na postojanje teškoća u pisanju, javlja s jedna- kom učestalošću među učenicima koji ovladavaju činom pisanja i učenika koji su pisanjem već ovladali. Analizom čitljivosti napisnog teksta kod dve grupe ispitanika uočava se da se prikazane sume indikatora koje ukazuju na postoja- nje teškoća u pisanju javljaju s jednakom učestalošću i da među njima u tom pogledu nema uočljivih razlika. Samim tim, ne beleži se povezanost teškoća u pisanju s fazom opismenjavanja, pri čemu su teškoće u pisanju prisutne kod 10,9% učenika koji tek ovladavaju pisanjem i 9,4% učenika koji su pisanjem već ovladali.
Zaključak: Kako dobijeni rezultati pokazuju de se teškoće u pisanju javljaju nezavisno od razreda koji učenici pohađaju i faze opismenjavanja, posebna pažnja u organizovanju obrazovno-vaspitnog rada mora se posvetiti pružanju dodatne podrške i uključivanju u stimulativno-defektološki tretman učenika koji se tokom osnovnoškolskog perioda suočavaju sa teškoćama u pisanju, bez obzira na uzrast kada se teškoće detektuju., ntroduction: Writing is a complex process that is influenced by subjective and objective factors. Children master writing skills in the younger grades of elementary school. In the first and second grade, they master the act of writing and are mainly focused on the reproduction of the graphomotor sequence (calligraphic phase), and during the third and fourth grade, the handwriting is individualized.
Aim: The aim of this study is to determine whether there is a connection between the literacy phase and the quality of writing of students who are just mastering the act of writing and those students who have already mastered writing.
Method: The research was conducted in 2016 in eight Belgrade elementary schools, on a sample of 1156 students in the first cycle of elementary education, 603 students in the first and second grade and 553 in the third and fourth grade. The McMaster Handwriting Assessment Protocol – 2nd edition was used to assess the speed of writing and the legibility of the written text.
Results: Based on the obtained results, it can be concluded that there is a statistically significant difference in writing speed (p=.000) between students who are in the initial phase of literacy and students who have already mastered writing. However, it is noticed that the number of students whose writing speed is below the norm defined for each grade, and which indicates the existence of difficulties in writing, occurs with equal frequency among students who master the act of writing and students who have already mastered writing.
The analysis of the legibility of the written text in two groups of respondents shows that the presented sums of indicators that indicate the existence of difficulties in writing occur with equal frequency and that there are no noticeable differences between them in this regard.
Therefore, there is no connection between writing difficulties and the literacy phase, with writing difficulties present in 10.9% of students who are just mastering writing and 9.4% of students who have already mastered writing.
Conclusion: As the obtained results show that difficulties in writing occur regardless of the grade that students attend and the literacy phase, special attention in organizing educational work must be paid to providing additional support and inclusion in the stimulative treatment of a special educator for students who face writing difficulties during elementary school, regardless of the age at which the difficulties are detected.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju / University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik radova - 11. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 29–30.10.2021.",
title = "Kvalitet pisanja učenika u odnosu na fazu opismenjavanja, Quality of students writing in regard to the literacy phase",
pages = "145-137",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3763"
}

Vujanović, M.,& Ilić-Stošović, D.. (2021). Kvalitet pisanja učenika u odnosu na fazu opismenjavanja. 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., 137-145.
https://hdl.handle.net/21.15107/rcub_rfasper_3763

Vujanović M, Ilić-Stošović D. Kvalitet pisanja učenika u odnosu na fazu opismenjavanja. in Zbornik radova - 11. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 29–30.10.2021.. 2021;:137-145.
https://hdl.handle.net/21.15107/rcub_rfasper_3763 .

Vujanović, Marina, Ilić-Stošović, Danijela, "Kvalitet pisanja učenika u odnosu na fazu opismenjavanja" in Zbornik radova - 11. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 29–30.10.2021. (2021):137-145,
https://hdl.handle.net/21.15107/rcub_rfasper_3763 .

TY  - CONF
AU  - Vujanović, Marina
AU  - Ilić Stošović, Danijela
PY  - 2021
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3611
AB  - Uvod: Pisanje je kompleksan proces na koji utiče niz subjektivnih i 
objektivnih faktora. Veštinama pisanja deca ovladavaju u mlađim 
razredima osnovne škole. U prvom i drugom razredu ovladavaju činom 
pisanja i uglavnom su usredsređena na reprodukovanje grafomotornog 
niza (kaligrafska faza), a tokom trećeg i četvrtog razreda dolazi do 
individualizacije rukopisa.
Cilj: Cilj ove studije jeste da se utvrdi da li postoji povezanost između 
faze opismenjavanja i kvaliteta pisanja učenika koji tek ovladavaju činom 
pisanja i onih učenika koji su pisanjem već ovladali.
Metod: Istraživanje je sprovedeno tokom 2016. godine u osam 
beogradskih osnovnih škola, na uzorku od 1,156 učenika prvog ciklusa 
osnovnog obrazovanja i vaspitanja, 603 učenika prvog i drugog razreda 
i 553 učenika trećeg i četvrtog razreda. Za procenu brzine pisanja i 
čitljivosti napisanog teksta korišćen je Protokol za procenu sposobnosti 
pisanja (The McMaster Handwriting Assessment Protocol – 2nd edition).
Rezultati: Na osnovu dobijenih rezultata može se zaključiti da postoji 
statistički značajna razlika u brzini pisanja (p=0,000) među učenicima koji 
se nalaze u početnoj fazi opismenjavanja i učenika koji su pisanjem već 
ovladali. Međutim, uočava se da se broj učenika čija je brzina pisanja ispod 
norme definisane za svaki razred, a koja ukazuje na postojanje teškoća u 
pisanju, javlja s jednakom učestalošću među učenicima koji ovladavaju 
činom pisanja i učenika koji su pisanjem već ovladali. Analizom čitljivosti 
napisnog teksta kod dve grupe ispitanika uočava se da se prikazane sume 
indikatora koje ukazuju na postojanje teškoća u pisanju javljaju s jednakom 
učestalošću i da među njima u tom pogledu nema uočljivih razlika. Samim 
tim, ne beleži se povezanost teškoća u pisanju s fazom opismenjavanja, pri 
čemu su teškoće u pisanju prisutne kod 10,9% učenika koji tek ovladavaju 
pisanjem i 9,4% učenika koji su pisanjem već ovladali.
Zaključak: Kako dobijeni rezultati pokazuju da se teškoće u pisanju javljaju 
nezavisno od razreda koji učenici pohađaju i faze opismenjavanja, posebna 
pažnja u organizovanju obrazovno-vaspitnog rada mora se posvetiti 
pružanju dodatne podrške i uključivanju u stimulativno-defektološki 
tretman učenika koji se tokom osnovnoškolskog perioda suočavaju sa 
teškoćama u pisanju, bez obzira na uzrast kada se teškoće detektuju.
AB  - Introduction: Writing is a complex process that is influenced by subjective 
and objective factors. Children master writing skills in the younger grades 
of elementary school. In the first and second grade, they master the act of 
writing and are mainly focused on the reproduction of the graphomotor 
sequence (calligraphic phase), and during the third and fourth grade, the 
handwriting is individualized.
Aim: The aim of this study is to determine whether there is a connection 
between the literacy phase and the quality of writing of students who are 
just mastering the act of writing and those students who have already 
mastered writing.
Method: The research was conducted in 2016 in eight Belgrade elementary 
schools, on a sample of 1,156 students in the first cycle of elementary 
education, 603 students in the first and second grade and 553 students 
in the third and fourth grade. The McMaster Handwriting Assessment 
Protocol - 2nd edition was used to assess the speed of writing and the 
legibility of the written text.
Results: Based on the obtained results, it can be concluded that there 
is a statistically significant difference in writing speed (p=.000) between 
students who are in the initial phase of literacy and students who have 
already mastered writing. However, it is noticed that the number of 
students whose writing speed is below the norm defined for each grade, 
and which indicates the existence of difficulties in writing, occurs with 
equal frequency among students who are mastering the act of writing and 
students who have already mastered writing. The analysis of the legibility 
of the written text in two groups of respondents shows that the presented 
sums of indicators that indicate the existence of difficulties in writing 
occur with equal frequency and that there are no noticeable differences 
between them in this regard. Therefore, there is no connection between 
writing difficulties and the literacy phase, with writing difficulties present 
in 10.9% of students who are mastering writing and 9.4% of students who 
have already mastered writing.
Conclusion: As the obtained results show that difficulties in writing occur 
regardless of the grade that students attend and the literacy phase, 
special attention in organizing educational work must be paid to providing 
additional support and inclusion in the stimulative treatment of a special 
educator for students who face writing difficulties during elementary 
school, regardless of the age at which the difficulties are detected.
C3  - Zbornik rezimea 11. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 29–30. oktobar 2021. godine
T1  - Kvalitet pisanja učenika u odnosu na fazu opismenjavanja
T1  - Quality of students writing in regard to the literacy phase
EP  - 60
SP  - 59
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3611
ER  - 

@conference{
author = "Vujanović, Marina and Ilić Stošović, Danijela",
year = "2021",
abstract = "Uvod: Pisanje je kompleksan proces na koji utiče niz subjektivnih i 
objektivnih faktora. Veštinama pisanja deca ovladavaju u mlađim 
razredima osnovne škole. U prvom i drugom razredu ovladavaju činom 
pisanja i uglavnom su usredsređena na reprodukovanje grafomotornog 
niza (kaligrafska faza), a tokom trećeg i četvrtog razreda dolazi do 
individualizacije rukopisa.
Cilj: Cilj ove studije jeste da se utvrdi da li postoji povezanost između 
faze opismenjavanja i kvaliteta pisanja učenika koji tek ovladavaju činom 
pisanja i onih učenika koji su pisanjem već ovladali.
Metod: Istraživanje je sprovedeno tokom 2016. godine u osam 
beogradskih osnovnih škola, na uzorku od 1,156 učenika prvog ciklusa 
osnovnog obrazovanja i vaspitanja, 603 učenika prvog i drugog razreda 
i 553 učenika trećeg i četvrtog razreda. Za procenu brzine pisanja i 
čitljivosti napisanog teksta korišćen je Protokol za procenu sposobnosti 
pisanja (The McMaster Handwriting Assessment Protocol – 2nd edition).
Rezultati: Na osnovu dobijenih rezultata može se zaključiti da postoji 
statistički značajna razlika u brzini pisanja (p=0,000) među učenicima koji 
se nalaze u početnoj fazi opismenjavanja i učenika koji su pisanjem već 
ovladali. Međutim, uočava se da se broj učenika čija je brzina pisanja ispod 
norme definisane za svaki razred, a koja ukazuje na postojanje teškoća u 
pisanju, javlja s jednakom učestalošću među učenicima koji ovladavaju 
činom pisanja i učenika koji su pisanjem već ovladali. Analizom čitljivosti 
napisnog teksta kod dve grupe ispitanika uočava se da se prikazane sume 
indikatora koje ukazuju na postojanje teškoća u pisanju javljaju s jednakom 
učestalošću i da među njima u tom pogledu nema uočljivih razlika. Samim 
tim, ne beleži se povezanost teškoća u pisanju s fazom opismenjavanja, pri 
čemu su teškoće u pisanju prisutne kod 10,9% učenika koji tek ovladavaju 
pisanjem i 9,4% učenika koji su pisanjem već ovladali.
Zaključak: Kako dobijeni rezultati pokazuju da se teškoće u pisanju javljaju 
nezavisno od razreda koji učenici pohađaju i faze opismenjavanja, posebna 
pažnja u organizovanju obrazovno-vaspitnog rada mora se posvetiti 
pružanju dodatne podrške i uključivanju u stimulativno-defektološki 
tretman učenika koji se tokom osnovnoškolskog perioda suočavaju sa 
teškoćama u pisanju, bez obzira na uzrast kada se teškoće detektuju., Introduction: Writing is a complex process that is influenced by subjective 
and objective factors. Children master writing skills in the younger grades 
of elementary school. In the first and second grade, they master the act of 
writing and are mainly focused on the reproduction of the graphomotor 
sequence (calligraphic phase), and during the third and fourth grade, the 
handwriting is individualized.
Aim: The aim of this study is to determine whether there is a connection 
between the literacy phase and the quality of writing of students who are 
just mastering the act of writing and those students who have already 
mastered writing.
Method: The research was conducted in 2016 in eight Belgrade elementary 
schools, on a sample of 1,156 students in the first cycle of elementary 
education, 603 students in the first and second grade and 553 students 
in the third and fourth grade. The McMaster Handwriting Assessment 
Protocol - 2nd edition was used to assess the speed of writing and the 
legibility of the written text.
Results: Based on the obtained results, it can be concluded that there 
is a statistically significant difference in writing speed (p=.000) between 
students who are in the initial phase of literacy and students who have 
already mastered writing. However, it is noticed that the number of 
students whose writing speed is below the norm defined for each grade, 
and which indicates the existence of difficulties in writing, occurs with 
equal frequency among students who are mastering the act of writing and 
students who have already mastered writing. The analysis of the legibility 
of the written text in two groups of respondents shows that the presented 
sums of indicators that indicate the existence of difficulties in writing 
occur with equal frequency and that there are no noticeable differences 
between them in this regard. Therefore, there is no connection between 
writing difficulties and the literacy phase, with writing difficulties present 
in 10.9% of students who are mastering writing and 9.4% of students who 
have already mastered writing.
Conclusion: As the obtained results show that difficulties in writing occur 
regardless of the grade that students attend and the literacy phase, 
special attention in organizing educational work must be paid to providing 
additional support and inclusion in the stimulative treatment of a special 
educator for students who face writing difficulties during elementary 
school, regardless of the age at which the difficulties are detected.",
journal = "Zbornik rezimea 11. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 29–30. oktobar 2021. godine",
title = "Kvalitet pisanja učenika u odnosu na fazu opismenjavanja, Quality of students writing in regard to the literacy phase",
pages = "60-59",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3611"
}

Vujanović, M.,& Ilić Stošović, D.. (2021). Kvalitet pisanja učenika u odnosu na fazu opismenjavanja. in Zbornik rezimea 11. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 29–30. oktobar 2021. godine, 59-60.
https://hdl.handle.net/21.15107/rcub_rfasper_3611

Vujanović M, Ilić Stošović D. Kvalitet pisanja učenika u odnosu na fazu opismenjavanja. in Zbornik rezimea 11. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 29–30. oktobar 2021. godine. 2021;:59-60.
https://hdl.handle.net/21.15107/rcub_rfasper_3611 .

Vujanović, Marina, Ilić Stošović, Danijela, "Kvalitet pisanja učenika u odnosu na fazu opismenjavanja" in Zbornik rezimea 11. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 29–30. oktobar 2021. godine (2021):59-60,
https://hdl.handle.net/21.15107/rcub_rfasper_3611 .

TY  - CONF
AU  - Vujanović, Marina
AU  - Ilić-Stošović, Danijela
PY  - 2020
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3536
AB  - Writing as one of the most complex human activities is the ability to properly graphic formatting of letters, the quality of which is viewed through the speed of writing and the legibility of written text. The main aim of this research is to investigate the writing speed of elementary school students. The survey was conducted in Belgrade, 2016 in eight elementary schools. The sample of research was formed from 1156 elementary school students, students from I to IV grade. The McMaster Handwriting Assessment Protocol was used as the measuring instrument. The obtained data show that the average writing speed of the students of lower grades of elementary school is the highest in the writing task to mind (40.86 letters per minute] and the lowest when the text is transcribed from a longer distance (36.31 letters per minute]. Consequently, there is a difference in the average writing speed of the students in the classroom, with respect to the class of students, with a significant effect of the type of task on the writing speed (F (2.778, 3208.02] = 466.34, p = 0.000]. The speed of writing increases with age, that is, with class, both on individual and total tasks. Inadequate writing speed, when looking at average speed on all four tasks, occurs in 78 (6.7%] students. Since most of the school activities are based on the writing process, and the existing results show that a number of students face a problem of writing speed, special attention must be paid to the adaptation of the educational process to these students. In addition to the difficulty of achieving a satisfactory writing speed, these students very often achieve worse school achievement, so this problem may also affect the emotional aspects of the students.
PB  - University of Belgrade – Faculty of Special Education and Rehabilitation Publishing Center of the Faculty
C3  - Approaches and Models in Special Education and Rehabilitation – Thematic Collection of International Importance
T1  - Handwriting speed students of lower grades of elementary school
EP  - 83
SP  - 73
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3536
ER  - 

@conference{
author = "Vujanović, Marina and Ilić-Stošović, Danijela",
year = "2020",
abstract = "Writing as one of the most complex human activities is the ability to properly graphic formatting of letters, the quality of which is viewed through the speed of writing and the legibility of written text. The main aim of this research is to investigate the writing speed of elementary school students. The survey was conducted in Belgrade, 2016 in eight elementary schools. The sample of research was formed from 1156 elementary school students, students from I to IV grade. The McMaster Handwriting Assessment Protocol was used as the measuring instrument. The obtained data show that the average writing speed of the students of lower grades of elementary school is the highest in the writing task to mind (40.86 letters per minute] and the lowest when the text is transcribed from a longer distance (36.31 letters per minute]. Consequently, there is a difference in the average writing speed of the students in the classroom, with respect to the class of students, with a significant effect of the type of task on the writing speed (F (2.778, 3208.02] = 466.34, p = 0.000]. The speed of writing increases with age, that is, with class, both on individual and total tasks. Inadequate writing speed, when looking at average speed on all four tasks, occurs in 78 (6.7%] students. Since most of the school activities are based on the writing process, and the existing results show that a number of students face a problem of writing speed, special attention must be paid to the adaptation of the educational process to these students. In addition to the difficulty of achieving a satisfactory writing speed, these students very often achieve worse school achievement, so this problem may also affect the emotional aspects of the students.",
publisher = "University of Belgrade – Faculty of Special Education and Rehabilitation Publishing Center of the Faculty",
journal = "Approaches and Models in Special Education and Rehabilitation – Thematic Collection of International Importance",
title = "Handwriting speed students of lower grades of elementary school",
pages = "83-73",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3536"
}

Vujanović, M.,& Ilić-Stošović, D.. (2020). Handwriting speed students of lower grades of elementary school. in Approaches and Models in Special Education and Rehabilitation – Thematic Collection of International Importance
University of Belgrade – Faculty of Special Education and Rehabilitation Publishing Center of the Faculty., 73-83.
https://hdl.handle.net/21.15107/rcub_rfasper_3536

Vujanović M, Ilić-Stošović D. Handwriting speed students of lower grades of elementary school. in Approaches and Models in Special Education and Rehabilitation – Thematic Collection of International Importance. 2020;:73-83.
https://hdl.handle.net/21.15107/rcub_rfasper_3536 .

Vujanović, Marina, Ilić-Stošović, Danijela, "Handwriting speed students of lower grades of elementary school" in Approaches and Models in Special Education and Rehabilitation – Thematic Collection of International Importance (2020):73-83,
https://hdl.handle.net/21.15107/rcub_rfasper_3536 .

TY  - CONF
AU  - Vujanović, Marina
AU  - Ilić Stošović, Danijela
PY  - 2019
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4094
AB  - Pisanje kao veština od čijeg kvaliteta zavisi vaspitno-obrazovni proces učenika,
pod uticajem je mnogobrojnih faktora. Kako je kinestetička senzitivnost
jedna od determinanti kvaliteta pisanja, cilj ove studije jeste da se utvrdi povezanost
kinestetičke senzitivnosti i čitljivosti rukopisa učenika sa i bez teškoća
u pisanju. Istraživanje je sprovedeno tokom 2016. godine u osam beogradskih
osnovnih škola, na uzorku od 1156 učenika nižih razreda osnovne škole. Kao
instrumenti procene korišćeni su Protokol za procenu pisanja (The McMaster
Handwriting Assessment Protocol – 2nd edition), Lurija Nebraska neuropsihološka
baterija testova (Luria-Nebraska Neuropsychological Battery: Children’s
Revision) i posebna metodologija za procenu jačine i konzistentnosti pritiska.
Rezultati dobijeni procenom brzine pisanja i čitljivosti napisanog teksta pokazuju
da se kod 118 učenika (10,2%) beleže teškoće u pisanju. Kada se posmatra
povezanost čitljivosti rukopisa i kompozitnog skora kinestetičke senzitivnosti
kod učenika sa teškoćama u pisanju (r = -0,42) i učenika bez teškoća u pisanju
(r = -0,47), dolazi se do rezultata da postoji umerena negativna korelacija kod
obe grupe učenika. Ukoliko se posmatra korelacija pojedinačnih proba za procenu
kinestetičke senzitivnosti i čitljivosti rukopisa, dolazi se do rezultata da se
najjača povezanost kod učenika sa teškoćama u pisanju beleži sa hvatom olovke
(r = -0,49) i konzistentnosti pritiska (r = -0,39). Najveća razlika u jačini povezanosti
kinestetičke senzitivnosti i čitljivosti rukopisa učenika sa i bez teškoća
u pisanju beleži se prilikom procene konzistentnosti pritiska, pri čemu se jača
povezanost beleži u grupi učenika koji nemaju teškoće u pisanju (r = -0,65).
Dobijeni rezultati su veoma značajni za proces prilagođavanja vaspitno-obrazovnog
procesa učeniku sa teškoćama u pisanju, kroz mere individualizacije ili individualni obrazovni plan. Učešće defektologa u ovim aktivnostima jeste
neophodno zbog toga što su pravovremena detekcija ovih teškoća i njihova
stimulacija izuzetno važne, ne samo zbog povezanosti razvoja sposobnosti
pisanja sa školskim postignućima, već i sa formiranjem ličnosti učenika kao
bio-psiho-socijalne jedinke.
AB  - Writing, as a skill whose quality depends on the educational process of students, is
influenced by many factors. As kinesthetic sensitivity is one of the determinants of the quality
of writing, the aim of this study was to determine the correlation of kinesthetic sensitivity
and the legibility of writing in students with and without writing difficulties. The survey
was conducted in 2016 in eight Belgrade elementary schools, on a sample of 1156 students
of lower grades of elementary school. The McMaster Handwriting Assessment Protocol
(2nd edition), the Luria Nebraska Neuropsychological Battery (Children’s Revision) and a
specific methodology for assessing the strength and consistency of the pressure were used
as measuring instruments. The results obtained by assessing the speed of writing and the
legibility of the written text show that 118 students (10.2%) had writing difficulty. When one
examines the relation between the legibility of writing and the composite score of kinesthetic
sensitivity in students with difficulty in writing (r = -0.42) and students without writing
difficulty (r = -0.47), the result shows a moderate negative correlation in both groups of
students. If we examine the correlation of individual tests for assessing kinesthetic sensitivity
and the legibility of the writing task, the result shows that the strongest relation among
the students with writing difficulties was recorded with regard to pen grasp (r = -0.49) and
pressure consistency (r = -0.39). The greatest difference in the degree of correlation between
kinesthetic sensitivity and the readability of students’ handwriting with and without writing
difficulty was noted when assessing the consistency of the pressure, while stronger interaction
was recorded in the group of students who did not have writing difficulties (r = -0.65). These
results are very important for the process of adapting the educational process to students
with writing difficulties, through individualization measures or individual educational plan.
The participation of special educator in these activities is necessary because timely detection
of these difficulties and their stimulation is extremely important, not only because of the
connection between the development of writing skills and school achievements, but also for
the formation of students’ personalities as a bio-psycho-social entity.
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  - Kinestetička senzitivnost kao determinanta čitljivosti rukopisa učenika sa i bez teškoća u pisanju
T1  - Kinesthetic sensitivity as a determinant of writing legibility in students with and without writing difficulties
EP  - 128
SP  - 119
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4094
ER  - 

@conference{
author = "Vujanović, Marina and Ilić Stošović, Danijela",
year = "2019",
abstract = "Pisanje kao veština od čijeg kvaliteta zavisi vaspitno-obrazovni proces učenika,
pod uticajem je mnogobrojnih faktora. Kako je kinestetička senzitivnost
jedna od determinanti kvaliteta pisanja, cilj ove studije jeste da se utvrdi povezanost
kinestetičke senzitivnosti i čitljivosti rukopisa učenika sa i bez teškoća
u pisanju. Istraživanje je sprovedeno tokom 2016. godine u osam beogradskih
osnovnih škola, na uzorku od 1156 učenika nižih razreda osnovne škole. Kao
instrumenti procene korišćeni su Protokol za procenu pisanja (The McMaster
Handwriting Assessment Protocol – 2nd edition), Lurija Nebraska neuropsihološka
baterija testova (Luria-Nebraska Neuropsychological Battery: Children’s
Revision) i posebna metodologija za procenu jačine i konzistentnosti pritiska.
Rezultati dobijeni procenom brzine pisanja i čitljivosti napisanog teksta pokazuju
da se kod 118 učenika (10,2%) beleže teškoće u pisanju. Kada se posmatra
povezanost čitljivosti rukopisa i kompozitnog skora kinestetičke senzitivnosti
kod učenika sa teškoćama u pisanju (r = -0,42) i učenika bez teškoća u pisanju
(r = -0,47), dolazi se do rezultata da postoji umerena negativna korelacija kod
obe grupe učenika. Ukoliko se posmatra korelacija pojedinačnih proba za procenu
kinestetičke senzitivnosti i čitljivosti rukopisa, dolazi se do rezultata da se
najjača povezanost kod učenika sa teškoćama u pisanju beleži sa hvatom olovke
(r = -0,49) i konzistentnosti pritiska (r = -0,39). Najveća razlika u jačini povezanosti
kinestetičke senzitivnosti i čitljivosti rukopisa učenika sa i bez teškoća
u pisanju beleži se prilikom procene konzistentnosti pritiska, pri čemu se jača
povezanost beleži u grupi učenika koji nemaju teškoće u pisanju (r = -0,65).
Dobijeni rezultati su veoma značajni za proces prilagođavanja vaspitno-obrazovnog
procesa učeniku sa teškoćama u pisanju, kroz mere individualizacije ili individualni obrazovni plan. Učešće defektologa u ovim aktivnostima jeste
neophodno zbog toga što su pravovremena detekcija ovih teškoća i njihova
stimulacija izuzetno važne, ne samo zbog povezanosti razvoja sposobnosti
pisanja sa školskim postignućima, već i sa formiranjem ličnosti učenika kao
bio-psiho-socijalne jedinke., Writing, as a skill whose quality depends on the educational process of students, is
influenced by many factors. As kinesthetic sensitivity is one of the determinants of the quality
of writing, the aim of this study was to determine the correlation of kinesthetic sensitivity
and the legibility of writing in students with and without writing difficulties. The survey
was conducted in 2016 in eight Belgrade elementary schools, on a sample of 1156 students
of lower grades of elementary school. The McMaster Handwriting Assessment Protocol
(2nd edition), the Luria Nebraska Neuropsychological Battery (Children’s Revision) and a
specific methodology for assessing the strength and consistency of the pressure were used
as measuring instruments. The results obtained by assessing the speed of writing and the
legibility of the written text show that 118 students (10.2%) had writing difficulty. When one
examines the relation between the legibility of writing and the composite score of kinesthetic
sensitivity in students with difficulty in writing (r = -0.42) and students without writing
difficulty (r = -0.47), the result shows a moderate negative correlation in both groups of
students. If we examine the correlation of individual tests for assessing kinesthetic sensitivity
and the legibility of the writing task, the result shows that the strongest relation among
the students with writing difficulties was recorded with regard to pen grasp (r = -0.49) and
pressure consistency (r = -0.39). The greatest difference in the degree of correlation between
kinesthetic sensitivity and the readability of students’ handwriting with and without writing
difficulty was noted when assessing the consistency of the pressure, while stronger interaction
was recorded in the group of students who did not have writing difficulties (r = -0.65). These
results are very important for the process of adapting the educational process to students
with writing difficulties, through individualization measures or individual educational plan.
The participation of special educator in these activities is necessary because timely detection
of these difficulties and their stimulation is extremely important, not only because of the
connection between the development of writing skills and school achievements, but also for
the formation of students’ personalities as a bio-psycho-social entity.",
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 = "Kinestetička senzitivnost kao determinanta čitljivosti rukopisa učenika sa i bez teškoća u pisanju, Kinesthetic sensitivity as a determinant of writing legibility in students with and without writing difficulties",
pages = "128-119",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4094"
}

Vujanović, M.,& Ilić Stošović, D.. (2019). Kinestetička senzitivnost kao determinanta čitljivosti rukopisa učenika sa i bez teškoća u pisanju. 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., 119-128.
https://hdl.handle.net/21.15107/rcub_rfasper_4094

Vujanović M, Ilić Stošović D. Kinestetička senzitivnost kao determinanta čitljivosti rukopisa učenika sa i bez teškoća u pisanju. in Zbornik radova - 10. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 25–26. 10.2019.. 2019;:119-128.
https://hdl.handle.net/21.15107/rcub_rfasper_4094 .

Vujanović, Marina, Ilić Stošović, Danijela, "Kinestetička senzitivnost kao determinanta čitljivosti rukopisa učenika sa i bez teškoća u pisanju" in Zbornik radova - 10. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 25–26. 10.2019. (2019):119-128,
https://hdl.handle.net/21.15107/rcub_rfasper_4094 .

TY  - CONF
AU  - Vujanović, Marina
AU  - Ilić-Stošović, Danijela
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2825
C3  - Obrazovanje dece i učenika u inkluzivnim uslovima
T1  - Teškoće u pisanju kao determinanta brzine pisanja
EP  - 68
SP  - 56
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2825
ER  - 

@conference{
author = "Vujanović, Marina and Ilić-Stošović, Danijela",
year = "2018",
journal = "Obrazovanje dece i učenika u inkluzivnim uslovima",
title = "Teškoće u pisanju kao determinanta brzine pisanja",
pages = "68-56",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2825"
}

Vujanović, M.,& Ilić-Stošović, D.. (2018). Teškoće u pisanju kao determinanta brzine pisanja. in Obrazovanje dece i učenika u inkluzivnim uslovima, 56-68.
https://hdl.handle.net/21.15107/rcub_rfasper_2825

Vujanović M, Ilić-Stošović D. Teškoće u pisanju kao determinanta brzine pisanja. in Obrazovanje dece i učenika u inkluzivnim uslovima. 2018;:56-68.
https://hdl.handle.net/21.15107/rcub_rfasper_2825 .

Vujanović, Marina, Ilić-Stošović, Danijela, "Teškoće u pisanju kao determinanta brzine pisanja" in Obrazovanje dece i učenika u inkluzivnim uslovima (2018):56-68,
https://hdl.handle.net/21.15107/rcub_rfasper_2825 .

TY  - CONF
AU  - Sretenović, Ivana
AU  - Marković, Marija
AU  - Vujanović, Marina
AU  - Kovačić, Anita
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2934
AB  - The aim of this study was to identify and cxamine attitudcs of studcnts of typical
development towards their peers with disabilitics. ·1 hc rcscarch sample was
formed by 104 students of both sexes (43,7'.Yc, male, and 56,3 fcmalc), and they
attended the sixth and the seventh grade of primary school. 'Jhc survcy was conducted
in three primary schools in Belgradc, during May 2014. ·1 hc rcsults show
that students with disabilities nced to providc additional assistancc in cducation.
More than half of the students of typical developmcnt (53,81Yr1) agrcc that students
with disabilities should be paid more attention than studcnts who do not have
a disability. For a large number of claims, the rcspondcnts do not havc a clearly
defined stance. Knowledge of students' attitudcs toward pccrs with disabilities,
can be used to create a variety of programs in ordcr to cstablish positive attitudes.
PB  - Mostar: Svcućrlrštc, Fakultet prrrodosllovno-rnilternatrćkih  odgojnih znanosti
C3  - 3rd International Scientific Conference 'Pedagogy, Education and Instruction“: Conference Proceedings
T1  - Attitudes of students of typical development towards their peers with disabilities
EP  - 528
SP  - 522
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2934
ER  - 

@conference{
author = "Sretenović, Ivana and Marković, Marija and Vujanović, Marina and Kovačić, Anita",
year = "2018",
abstract = "The aim of this study was to identify and cxamine attitudcs of studcnts of typical
development towards their peers with disabilitics. ·1 hc rcscarch sample was
formed by 104 students of both sexes (43,7'.Yc, male, and 56,3 fcmalc), and they
attended the sixth and the seventh grade of primary school. 'Jhc survcy was conducted
in three primary schools in Belgradc, during May 2014. ·1 hc rcsults show
that students with disabilities nced to providc additional assistancc in cducation.
More than half of the students of typical developmcnt (53,81Yr1) agrcc that students
with disabilities should be paid more attention than studcnts who do not have
a disability. For a large number of claims, the rcspondcnts do not havc a clearly
defined stance. Knowledge of students' attitudcs toward pccrs with disabilities,
can be used to create a variety of programs in ordcr to cstablish positive attitudes.",
publisher = "Mostar: Svcućrlrštc, Fakultet prrrodosllovno-rnilternatrćkih  odgojnih znanosti",
journal = "3rd International Scientific Conference 'Pedagogy, Education and Instruction“: Conference Proceedings",
title = "Attitudes of students of typical development towards their peers with disabilities",
pages = "528-522",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2934"
}

Sretenović, I., Marković, M., Vujanović, M.,& Kovačić, A.. (2018). Attitudes of students of typical development towards their peers with disabilities. in 3rd International Scientific Conference 'Pedagogy, Education and Instruction“: Conference Proceedings
Mostar: Svcućrlrštc, Fakultet prrrodosllovno-rnilternatrćkih  odgojnih znanosti., 522-528.
https://hdl.handle.net/21.15107/rcub_rfasper_2934

Sretenović I, Marković M, Vujanović M, Kovačić A. Attitudes of students of typical development towards their peers with disabilities. in 3rd International Scientific Conference 'Pedagogy, Education and Instruction“: Conference Proceedings. 2018;:522-528.
https://hdl.handle.net/21.15107/rcub_rfasper_2934 .

Sretenović, Ivana, Marković, Marija, Vujanović, Marina, Kovačić, Anita, "Attitudes of students of typical development towards their peers with disabilities" in 3rd International Scientific Conference 'Pedagogy, Education and Instruction“: Conference Proceedings (2018):522-528,
https://hdl.handle.net/21.15107/rcub_rfasper_2934 .

TY  - CONF
AU  - Vujanović, Marina
AU  - Ilić-Stošović, Danijela
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4708
AB  - Pisanje predstavlja veštinu veoma važnu u razvoju svakog pojedinca, a brzina pisanja jeste veoma značajna za vaspitno-obrazovni proces učenika. Kako bi se ispitala brzina pisanja učenika nižih razreda osnovne škole i prikazale razlike u brzini pisanja učenika sa i bez teškoća u pisanju, tokom 2016. godine sprovedeno je istraživanje u Beogradu, na uzorku od 1156 učenika nižih razreda osnovne škole. Brzina pisanja posmatrana je kroz postignuća na četiri zadatka pisanja, a prosečna brzina pisanja je najviša u zadatku pisanja napamet (40,86 slova po minuti), a najmanja onda kada se tekst prepisuje s veće razdaljine (36,31). Neadekvatna brzina pisanja, ukoliko se posmatra prosečna brzina na sva četiri zadatka, javlja se kod 78 (6,7%) učenika, dok su teškoće u pisanju, posmatrane kroz brzinu pisanja i čitljivost rukopisa prisutne kod 10,2% učenika. Najveći broj učenika sa teškoćama u pisanju pohađa prvi razred (12,2%), a najmanji broj učenika sa teškoćama u pisanju pohađa treći razred (8,5%), međutim, oni su ravnomerno raspoređeni po razredima (χ(2)= 2,13, p= ,546). Učenici bez teškoća u pisanju ostvaruju veću brzinu u izvršavanju svih zadataka i ukupno od učenika kod kojih su konstatovane teškoće u pisanju, a ova razlika je i statistički značajna (p= ,000). Kvalitet pisanja učenika nižih razreda osnovne škole jeste jedan od pokazatelja njihove uspešnosti u vaspitno-obrazovnom procesu, a brzina pisanja jeste pokazatelja koji može ukazivati na postojanje teškoća u pisanju. S obzirom na to da dobijeni rezultati pokazuju da se učenici sa teškoćama u pisanju u mnogo većem broju susreću sa problemima brzine pisanja, nameće se potreba za prilagođavanjem vaspitno-obrzovnog procesa sposobnostima i potrebema učenika, kroz mere individualizacije ili izradu individualnog obrazovnog plana, uz angažovanje defektologa kao člana stručnog tima škole.
AB  - Writing is a skill that is very important in the development of each individual, and writing speed is very important for the educational process of students. In order to examine the speed of writing students of lower grades of elementary school, and to show differences in the speed of writing students with and without difficulty in writing, a survey in Belgrade was conducted in 2016 on a sample of 1156 pupils of lower grades of elementary school. The speed of writing is viewed through the achievements of the four writing tasks, and the average writing speed is the highest in the writing task at a memory (40.86 letters per minute), and the smallest when the text is copied from a greater distance (36.31). Inadequate writing speed, if the average speed is observed for all four tasks, occurs in 78 (6.7%) of students, while the writing difficulties observed through the writing speed and the legibility of the manuscript are present in 10.2% of the students. The highest number of students with writing difficulties attend the first grade (12.2%), while the smallest number of students with difficulty in writing attend the third grade (8.5%), however, they are equally scattered by classes (χ (2)= 2.13, p= .546). Students with no difficulty in writing accomplish higher speed in performing all tasks, and in total from pupils with writing difficulties, and this difference is also statistically significant (p = .000).
The quality of writing students of lower grades of elementary school is one of the indicators of their success in the educational process, and the speed of writing is an indicator that can indicate the existence of writing difficulty. Given that the obtained results show that students with writing difficulties are more likely to meet the problems of writing speed, will be imposed the need for adapting the educational process to the student's abilities, through the measures of individualization or the development of an individual education plan, with the engagement of a special educator as a member of the professional team of the schoo
PB  - Društvo defektologa Vojvodine
C3  - Obrazovanje dece i učenika  u inkluzivnim uslovima  Tematski zbornik radova međunarodnog značaja
T1  - Teškoća u pisanju kao determinanta brzine pisanja
T1  - Handwriting difficulty as a determinant of writing speed
EP  - 68
SP  - 56
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4708
ER  - 

@conference{
author = "Vujanović, Marina and Ilić-Stošović, Danijela",
year = "2018",
abstract = "Pisanje predstavlja veštinu veoma važnu u razvoju svakog pojedinca, a brzina pisanja jeste veoma značajna za vaspitno-obrazovni proces učenika. Kako bi se ispitala brzina pisanja učenika nižih razreda osnovne škole i prikazale razlike u brzini pisanja učenika sa i bez teškoća u pisanju, tokom 2016. godine sprovedeno je istraživanje u Beogradu, na uzorku od 1156 učenika nižih razreda osnovne škole. Brzina pisanja posmatrana je kroz postignuća na četiri zadatka pisanja, a prosečna brzina pisanja je najviša u zadatku pisanja napamet (40,86 slova po minuti), a najmanja onda kada se tekst prepisuje s veće razdaljine (36,31). Neadekvatna brzina pisanja, ukoliko se posmatra prosečna brzina na sva četiri zadatka, javlja se kod 78 (6,7%) učenika, dok su teškoće u pisanju, posmatrane kroz brzinu pisanja i čitljivost rukopisa prisutne kod 10,2% učenika. Najveći broj učenika sa teškoćama u pisanju pohađa prvi razred (12,2%), a najmanji broj učenika sa teškoćama u pisanju pohađa treći razred (8,5%), međutim, oni su ravnomerno raspoređeni po razredima (χ(2)= 2,13, p= ,546). Učenici bez teškoća u pisanju ostvaruju veću brzinu u izvršavanju svih zadataka i ukupno od učenika kod kojih su konstatovane teškoće u pisanju, a ova razlika je i statistički značajna (p= ,000). Kvalitet pisanja učenika nižih razreda osnovne škole jeste jedan od pokazatelja njihove uspešnosti u vaspitno-obrazovnom procesu, a brzina pisanja jeste pokazatelja koji može ukazivati na postojanje teškoća u pisanju. S obzirom na to da dobijeni rezultati pokazuju da se učenici sa teškoćama u pisanju u mnogo većem broju susreću sa problemima brzine pisanja, nameće se potreba za prilagođavanjem vaspitno-obrzovnog procesa sposobnostima i potrebema učenika, kroz mere individualizacije ili izradu individualnog obrazovnog plana, uz angažovanje defektologa kao člana stručnog tima škole., Writing is a skill that is very important in the development of each individual, and writing speed is very important for the educational process of students. In order to examine the speed of writing students of lower grades of elementary school, and to show differences in the speed of writing students with and without difficulty in writing, a survey in Belgrade was conducted in 2016 on a sample of 1156 pupils of lower grades of elementary school. The speed of writing is viewed through the achievements of the four writing tasks, and the average writing speed is the highest in the writing task at a memory (40.86 letters per minute), and the smallest when the text is copied from a greater distance (36.31). Inadequate writing speed, if the average speed is observed for all four tasks, occurs in 78 (6.7%) of students, while the writing difficulties observed through the writing speed and the legibility of the manuscript are present in 10.2% of the students. The highest number of students with writing difficulties attend the first grade (12.2%), while the smallest number of students with difficulty in writing attend the third grade (8.5%), however, they are equally scattered by classes (χ (2)= 2.13, p= .546). Students with no difficulty in writing accomplish higher speed in performing all tasks, and in total from pupils with writing difficulties, and this difference is also statistically significant (p = .000).
The quality of writing students of lower grades of elementary school is one of the indicators of their success in the educational process, and the speed of writing is an indicator that can indicate the existence of writing difficulty. Given that the obtained results show that students with writing difficulties are more likely to meet the problems of writing speed, will be imposed the need for adapting the educational process to the student's abilities, through the measures of individualization or the development of an individual education plan, with the engagement of a special educator as a member of the professional team of the schoo",
publisher = "Društvo defektologa Vojvodine",
journal = "Obrazovanje dece i učenika  u inkluzivnim uslovima  Tematski zbornik radova međunarodnog značaja",
title = "Teškoća u pisanju kao determinanta brzine pisanja, Handwriting difficulty as a determinant of writing speed",
pages = "68-56",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4708"
}

Vujanović, M.,& Ilić-Stošović, D.. (2018). Teškoća u pisanju kao determinanta brzine pisanja. in Obrazovanje dece i učenika  u inkluzivnim uslovima  Tematski zbornik radova međunarodnog značaja
Društvo defektologa Vojvodine., 56-68.
https://hdl.handle.net/21.15107/rcub_rfasper_4708

Vujanović M, Ilić-Stošović D. Teškoća u pisanju kao determinanta brzine pisanja. in Obrazovanje dece i učenika  u inkluzivnim uslovima  Tematski zbornik radova međunarodnog značaja. 2018;:56-68.
https://hdl.handle.net/21.15107/rcub_rfasper_4708 .

Vujanović, Marina, Ilić-Stošović, Danijela, "Teškoća u pisanju kao determinanta brzine pisanja" in Obrazovanje dece i učenika  u inkluzivnim uslovima  Tematski zbornik radova međunarodnog značaja (2018):56-68,
https://hdl.handle.net/21.15107/rcub_rfasper_4708 .

TY  - JOUR
AU  - Vujanović, Marina M.
AU  - Ilić-Stošović, Danijela
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1172
AB  - Writing, as a skill of correct graphic design, represents an activity which is very important in each individual's life and work, and the period of elementary school, when writing skills are masteres, is the period when special attention must be devoted to determinants that can affect the process of writing. Gender, literacy phase and writing difficulties are the determinants that have been tested in 1156 elementary school students, and the research was done in the eight Belgrade elementary schools in 2016. Statistically significant differences in the writing tools and materials manipulation skills among students with and without writing difficulties were present. The students without writing difficulties had higher manipulation skills, and the biggest difference was recorded in the effective stabilization of paper with the non-dominant hand (r= .000), placing paper under an adequate angle (r= .000) and presenting comments and complaints of pain or fatigue (r= .000). The strongest statistically significant difference with the presence of difficulties in the writing tools and materials manipulation skills between boys and girls is recorded in the effective stabilization of paper with the non-dominant hand (r= .000). Students who are in the process of acquiring literacy skills have the greatest difficulties in the presence of pain or fatigue during writing (23.2% of students). The strongest statistically significant difference in the manipulating skills between students of the first and second grades, compared to the students who have already mastered writing, is in setting up paper at an adequate angle (r= .000) and in the presence of pain or fatigue (r= .000). Gender, the stage of literacy and writing difficulties are determinants that affect the skill of manipulating writing tools. Thus, studying this problem is very important in order to help students master the skills of writing. Individualization measures, as one of the modes of adapting teaching to the abilities of students, can make this complex process significantly easier for them.
PB  - Srpska akademija obrazovanja, Beograd i Visoka škola strukovnih studija za vaspitače "Mihailo Palov", Vršac
T2  - Istraživanja u pedagogiji
T1  - Determinants of elementary student's writing tool manipulation skills
EP  - 225
IS  - 2
SP  - 214
VL  - 8
DO  - 10.17810/2015.85
ER  - 

@article{
author = "Vujanović, Marina M. and Ilić-Stošović, Danijela",
year = "2018",
abstract = "Writing, as a skill of correct graphic design, represents an activity which is very important in each individual's life and work, and the period of elementary school, when writing skills are masteres, is the period when special attention must be devoted to determinants that can affect the process of writing. Gender, literacy phase and writing difficulties are the determinants that have been tested in 1156 elementary school students, and the research was done in the eight Belgrade elementary schools in 2016. Statistically significant differences in the writing tools and materials manipulation skills among students with and without writing difficulties were present. The students without writing difficulties had higher manipulation skills, and the biggest difference was recorded in the effective stabilization of paper with the non-dominant hand (r= .000), placing paper under an adequate angle (r= .000) and presenting comments and complaints of pain or fatigue (r= .000). The strongest statistically significant difference with the presence of difficulties in the writing tools and materials manipulation skills between boys and girls is recorded in the effective stabilization of paper with the non-dominant hand (r= .000). Students who are in the process of acquiring literacy skills have the greatest difficulties in the presence of pain or fatigue during writing (23.2% of students). The strongest statistically significant difference in the manipulating skills between students of the first and second grades, compared to the students who have already mastered writing, is in setting up paper at an adequate angle (r= .000) and in the presence of pain or fatigue (r= .000). Gender, the stage of literacy and writing difficulties are determinants that affect the skill of manipulating writing tools. Thus, studying this problem is very important in order to help students master the skills of writing. Individualization measures, as one of the modes of adapting teaching to the abilities of students, can make this complex process significantly easier for them.",
publisher = "Srpska akademija obrazovanja, Beograd i Visoka škola strukovnih studija za vaspitače "Mihailo Palov", Vršac",
journal = "Istraživanja u pedagogiji",
title = "Determinants of elementary student's writing tool manipulation skills",
pages = "225-214",
number = "2",
volume = "8",
doi = "10.17810/2015.85"
}

Vujanović, M. M.,& Ilić-Stošović, D.. (2018). Determinants of elementary student's writing tool manipulation skills. in Istraživanja u pedagogiji
Srpska akademija obrazovanja, Beograd i Visoka škola strukovnih studija za vaspitače "Mihailo Palov", Vršac., 8(2), 214-225.
https://doi.org/10.17810/2015.85

Vujanović MM, Ilić-Stošović D. Determinants of elementary student's writing tool manipulation skills. in Istraživanja u pedagogiji. 2018;8(2):214-225.
doi:10.17810/2015.85 .

Vujanović, Marina M., Ilić-Stošović, Danijela, "Determinants of elementary student's writing tool manipulation skills" in Istraživanja u pedagogiji, 8, no. 2 (2018):214-225,
https://doi.org/10.17810/2015.85 . .

TY  - JOUR
AU  - Vujanović, Marina
AU  - Ilić-Stošović, Danijela
AU  - Kovačić-Popović, Anita
PY  - 2017
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2702
T2  - Pedagogija
T1  - Hvat olovke i pritisak tokom pisanja kao determinante kvaliteta pisanja kod učenika razredne nastave
EP  - 289
IS  - 3
SP  - 279
VL  - 72
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2702
ER  - 

@article{
author = "Vujanović, Marina and Ilić-Stošović, Danijela and Kovačić-Popović, Anita",
year = "2017",
journal = "Pedagogija",
title = "Hvat olovke i pritisak tokom pisanja kao determinante kvaliteta pisanja kod učenika razredne nastave",
pages = "289-279",
number = "3",
volume = "72",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2702"
}

Vujanović, M., Ilić-Stošović, D.,& Kovačić-Popović, A.. (2017). Hvat olovke i pritisak tokom pisanja kao determinante kvaliteta pisanja kod učenika razredne nastave. in Pedagogija, 72(3), 279-289.
https://hdl.handle.net/21.15107/rcub_rfasper_2702

Vujanović M, Ilić-Stošović D, Kovačić-Popović A. Hvat olovke i pritisak tokom pisanja kao determinante kvaliteta pisanja kod učenika razredne nastave. in Pedagogija. 2017;72(3):279-289.
https://hdl.handle.net/21.15107/rcub_rfasper_2702 .

Vujanović, Marina, Ilić-Stošović, Danijela, Kovačić-Popović, Anita, "Hvat olovke i pritisak tokom pisanja kao determinante kvaliteta pisanja kod učenika razredne nastave" in Pedagogija, 72, no. 3 (2017):279-289,
https://hdl.handle.net/21.15107/rcub_rfasper_2702 .

TY  - JOUR
AU  - Vujanović, Marina M.
AU  - Ilić-Stošović, Danijela
PY  - 2017
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1037
AB  - Writing, a skill that students practice as soon as they start primary school, requires coordination between motor, perceptual and cognitive abilities. In order to determine the effect of gender on writing difficulties and the possible differences in the relationship between tactile-kinesthetic perception and writing skills of boys and girls with and without writing difficulties, a study was conducted in 2016 on a sample of 1,156 fifth to eighth grade students of eight Belgrade primary schools. Although the results obtained suggest that girls write faster than boys, difficulties with writing fast were equally present in both groups of students. However, difficulties with writing quality occurred with statistically significantly greater frequency among boys. Pencil grip, kinesthetic sensibility test results and consistency of pressure were not unrelated to students' gender, with girls achieving better results. Moreover, boys had significantly lower scores than girls on tactile function tests. The obtained results indicate that gender is a determinant of writing difficulties as measured through speed of writing and legibility. Also, girls have more developed kinesthetic-tactile functions, which are correlated with writing quality.
AB  - Pisanje, kao veština sa kojom se učenici susreću polaskom u osnovnu školu, zahteva koordinisano delovanje motoričkih, perceptivnih i gnostičkih sposobnosti. Da bi se ispitao uticaj pola na javljanje teškoća u pisanju, kao i postojanje razlika u povezanosti taktilno-kinestetičke percepcije sa veštinom pisanja dečaka i devojčica sa i bez teškoća u pisanju, 2016. godine sprovedeno je istraživanje u osam beogradskih osnovnih škola, u kojem je učestvovalo 1.156 učenika razredne nastave. Iako dobijeni rezultati pokazuju da devojčice pišu brže od dečaka, teškoće u brzini pisanja podjednako se javljaju kod obe grupe učenika. Međutim, ukoliko se posmatraju teškoće u kvalitetu pisanja, ove teškoće se sa statistički značajno većom učestalošću javljaju među dečacima. Hvat olovke, postignuća na probama kinestetičke senzitivnosti i konzistentnost pritiska nisu nezavisni od pola učenika, pri čemu devojčice ostvaruju bolja postignuća. Takođe, dečaci imaju znatno niži učinak od devojčica na testu taktilnih funkcija. Dobijeni rezultati pokazuju da pol jeste determinanta teškoća u pisanju, koje su posmatrane kroz brzinu i čitljivost pisanja. Takođe, devojčice imaju razvijenije kinestetičko-taktilne funkcije koje su u korelaciji sa kvalitetom pisanja.
PB  - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Nastava i vaspitanje
T1  - Relationship between gender and tactile-kinesthetic sensitivity and the quality of writing among students with and without writing difficulties
T1  - Povezanost pola i taktilno-kinestetičke senzitivnosti sa kvalitetom pisanja učenika sa i bez teškoća u pisanju
EP  - 319
IS  - 2
SP  - 305
VL  - 66
DO  - 10.5937/nasvas1702305V
ER  - 

@article{
author = "Vujanović, Marina M. and Ilić-Stošović, Danijela",
year = "2017",
abstract = "Writing, a skill that students practice as soon as they start primary school, requires coordination between motor, perceptual and cognitive abilities. In order to determine the effect of gender on writing difficulties and the possible differences in the relationship between tactile-kinesthetic perception and writing skills of boys and girls with and without writing difficulties, a study was conducted in 2016 on a sample of 1,156 fifth to eighth grade students of eight Belgrade primary schools. Although the results obtained suggest that girls write faster than boys, difficulties with writing fast were equally present in both groups of students. However, difficulties with writing quality occurred with statistically significantly greater frequency among boys. Pencil grip, kinesthetic sensibility test results and consistency of pressure were not unrelated to students' gender, with girls achieving better results. Moreover, boys had significantly lower scores than girls on tactile function tests. The obtained results indicate that gender is a determinant of writing difficulties as measured through speed of writing and legibility. Also, girls have more developed kinesthetic-tactile functions, which are correlated with writing quality., Pisanje, kao veština sa kojom se učenici susreću polaskom u osnovnu školu, zahteva koordinisano delovanje motoričkih, perceptivnih i gnostičkih sposobnosti. Da bi se ispitao uticaj pola na javljanje teškoća u pisanju, kao i postojanje razlika u povezanosti taktilno-kinestetičke percepcije sa veštinom pisanja dečaka i devojčica sa i bez teškoća u pisanju, 2016. godine sprovedeno je istraživanje u osam beogradskih osnovnih škola, u kojem je učestvovalo 1.156 učenika razredne nastave. Iako dobijeni rezultati pokazuju da devojčice pišu brže od dečaka, teškoće u brzini pisanja podjednako se javljaju kod obe grupe učenika. Međutim, ukoliko se posmatraju teškoće u kvalitetu pisanja, ove teškoće se sa statistički značajno većom učestalošću javljaju među dečacima. Hvat olovke, postignuća na probama kinestetičke senzitivnosti i konzistentnost pritiska nisu nezavisni od pola učenika, pri čemu devojčice ostvaruju bolja postignuća. Takođe, dečaci imaju znatno niži učinak od devojčica na testu taktilnih funkcija. Dobijeni rezultati pokazuju da pol jeste determinanta teškoća u pisanju, koje su posmatrane kroz brzinu i čitljivost pisanja. Takođe, devojčice imaju razvijenije kinestetičko-taktilne funkcije koje su u korelaciji sa kvalitetom pisanja.",
publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Nastava i vaspitanje",
title = "Relationship between gender and tactile-kinesthetic sensitivity and the quality of writing among students with and without writing difficulties, Povezanost pola i taktilno-kinestetičke senzitivnosti sa kvalitetom pisanja učenika sa i bez teškoća u pisanju",
pages = "319-305",
number = "2",
volume = "66",
doi = "10.5937/nasvas1702305V"
}

Vujanović, M. M.,& Ilić-Stošović, D.. (2017). Relationship between gender and tactile-kinesthetic sensitivity and the quality of writing among students with and without writing difficulties. in Nastava i vaspitanje
Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 66(2), 305-319.
https://doi.org/10.5937/nasvas1702305V

Vujanović MM, Ilić-Stošović D. Relationship between gender and tactile-kinesthetic sensitivity and the quality of writing among students with and without writing difficulties. in Nastava i vaspitanje. 2017;66(2):305-319.
doi:10.5937/nasvas1702305V .

Vujanović, Marina M., Ilić-Stošović, Danijela, "Relationship between gender and tactile-kinesthetic sensitivity and the quality of writing among students with and without writing difficulties" in Nastava i vaspitanje, 66, no. 2 (2017):305-319,
https://doi.org/10.5937/nasvas1702305V . .

TY  - CONF
AU  - Vujanović, Marina
AU  - Ilić-Stošović, Danijela
AU  - Vujanović, Dragan
AU  - Kovačić Popović, Anita
PY  - 2016
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4190
AB  - Drawing represent complex motor-gnostic skill that require a certain maturity level
neuromuscular structures, and precedes the skill of writing, which is very important in
the development of each child. Kinesthetic and tactile sensitivity of hand are perceptual
abilities that are closely related to the act of writing, and therefore the aim of the
research is showing the importance of tactile-kinesthetic sensitivity of hand during
drawing geometric shapes. The research has been conducted in Belgrade, 2016., in a
special elementary school “Miodrag Matić“, in sample of 14 children with cerebral palsy
and associated mild intellectual disability. For assessing tactile-kinesthetic sensitivity of
hand was used Luria-Nebraska Neuropsychological Battery and for assessing the skills of
drawing geometric shapes is used Acadia test of development abilities. The results show
the presence of correlation between the kinesthetic sensitivity of the hands and skills
of drawing geometric shapes, drawing a square (p=.000), cross (p=.000), diagonal lines
(p=.000), triangle (p =. 000) and circuit (p=.005). Also, tactile perception is determinant
of drawing skills, and the strongest correlation between the examined parameters was
found between discrimination two points of contact with drawing a circle (p=.020),
square (p=.000), cross (p=.001), slashes (p=.002) and the triangle (p=.001). Also,
graphesthesia form is correlated with drawing a circle (p=.009), square (p=.000),
cross (p=.000), slashes (p=.000) and the triangle (p=.000) and graphesthesia numbers.
Stereognosis also correlated with drawing a circle (p=.003), square (p=.003), cross
(p=.004), slashes (p=.003) and the triangle (p=.006). Despite the limitations of a small
sample the results obtained support the theoretical a
PB  - University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia / Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju
C3  - Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016.
T1  - Kinesthetic-tactile sensitivity of hand and skill of drawing shape students with cerebral palsy
EP  - 346
SP  - 335
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4190
ER  - 

@conference{
author = "Vujanović, Marina and Ilić-Stošović, Danijela and Vujanović, Dragan and Kovačić Popović, Anita",
year = "2016",
abstract = "Drawing represent complex motor-gnostic skill that require a certain maturity level
neuromuscular structures, and precedes the skill of writing, which is very important in
the development of each child. Kinesthetic and tactile sensitivity of hand are perceptual
abilities that are closely related to the act of writing, and therefore the aim of the
research is showing the importance of tactile-kinesthetic sensitivity of hand during
drawing geometric shapes. The research has been conducted in Belgrade, 2016., in a
special elementary school “Miodrag Matić“, in sample of 14 children with cerebral palsy
and associated mild intellectual disability. For assessing tactile-kinesthetic sensitivity of
hand was used Luria-Nebraska Neuropsychological Battery and for assessing the skills of
drawing geometric shapes is used Acadia test of development abilities. The results show
the presence of correlation between the kinesthetic sensitivity of the hands and skills
of drawing geometric shapes, drawing a square (p=.000), cross (p=.000), diagonal lines
(p=.000), triangle (p =. 000) and circuit (p=.005). Also, tactile perception is determinant
of drawing skills, and the strongest correlation between the examined parameters was
found between discrimination two points of contact with drawing a circle (p=.020),
square (p=.000), cross (p=.001), slashes (p=.002) and the triangle (p=.001). Also,
graphesthesia form is correlated with drawing a circle (p=.009), square (p=.000),
cross (p=.000), slashes (p=.000) and the triangle (p=.000) and graphesthesia numbers.
Stereognosis also correlated with drawing a circle (p=.003), square (p=.003), cross
(p=.004), slashes (p=.003) and the triangle (p=.006). Despite the limitations of a small
sample the results obtained support the theoretical a",
publisher = "University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia / Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju",
journal = "Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016.",
title = "Kinesthetic-tactile sensitivity of hand and skill of drawing shape students with cerebral palsy",
pages = "346-335",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4190"
}

Vujanović, M., Ilić-Stošović, D., Vujanović, D.,& Kovačić Popović, A.. (2016). Kinesthetic-tactile sensitivity of hand and skill of drawing shape students with cerebral palsy. in Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016.
University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia / Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju., 335-346.
https://hdl.handle.net/21.15107/rcub_rfasper_4190

Vujanović M, Ilić-Stošović D, Vujanović D, Kovačić Popović A. Kinesthetic-tactile sensitivity of hand and skill of drawing shape students with cerebral palsy. in Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016.. 2016;:335-346.
https://hdl.handle.net/21.15107/rcub_rfasper_4190 .

Vujanović, Marina, Ilić-Stošović, Danijela, Vujanović, Dragan, Kovačić Popović, Anita, "Kinesthetic-tactile sensitivity of hand and skill of drawing shape students with cerebral palsy" in Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016. (2016):335-346,
https://hdl.handle.net/21.15107/rcub_rfasper_4190 .

TY  - CONF
AU  - Kovačić-Popović, Anita
AU  - Vujanović, Marina
AU  - Sretenović, Ivana
AU  - Nikić, Radmila
PY  - 2016
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2572
C3  - Zbornik rezimea sa Stručno-naučnog seminara sa međunarodnim učešćem "Dani defektologa Srbije"
T1  - Radna memorija i konstruktivna praksija kod osoba sa cerebralnom paralizom
EP  - 162
SP  - 162
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2572
ER  - 

@conference{
author = "Kovačić-Popović, Anita and Vujanović, Marina and Sretenović, Ivana and Nikić, Radmila",
year = "2016",
journal = "Zbornik rezimea sa Stručno-naučnog seminara sa međunarodnim učešćem "Dani defektologa Srbije"",
title = "Radna memorija i konstruktivna praksija kod osoba sa cerebralnom paralizom",
pages = "162-162",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2572"
}

Kovačić-Popović, A., Vujanović, M., Sretenović, I.,& Nikić, R.. (2016). Radna memorija i konstruktivna praksija kod osoba sa cerebralnom paralizom. in Zbornik rezimea sa Stručno-naučnog seminara sa međunarodnim učešćem "Dani defektologa Srbije", 162-162.
https://hdl.handle.net/21.15107/rcub_rfasper_2572

Kovačić-Popović A, Vujanović M, Sretenović I, Nikić R. Radna memorija i konstruktivna praksija kod osoba sa cerebralnom paralizom. in Zbornik rezimea sa Stručno-naučnog seminara sa međunarodnim učešćem "Dani defektologa Srbije". 2016;:162-162.
https://hdl.handle.net/21.15107/rcub_rfasper_2572 .

Kovačić-Popović, Anita, Vujanović, Marina, Sretenović, Ivana, Nikić, Radmila, "Radna memorija i konstruktivna praksija kod osoba sa cerebralnom paralizom" in Zbornik rezimea sa Stručno-naučnog seminara sa međunarodnim učešćem "Dani defektologa Srbije" (2016):162-162,
https://hdl.handle.net/21.15107/rcub_rfasper_2572 .

TY  - CONF
AU  - Sretenović, Ivana
AU  - Marković, Marija
AU  - Vujanović, Marina
AU  - Kovačić, Anita
PY  - 2016
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2416
C3  - 3rd International Scientific Conference 'Pedagogy, Education and Instruction“, Book of Abstracts
T1  - Attitudes of students without disabilities towards their peers with disabilities
EP  - 71
SP  - 71
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2416
ER  - 

@conference{
author = "Sretenović, Ivana and Marković, Marija and Vujanović, Marina and Kovačić, Anita",
year = "2016",
journal = "3rd International Scientific Conference 'Pedagogy, Education and Instruction“, Book of Abstracts",
title = "Attitudes of students without disabilities towards their peers with disabilities",
pages = "71-71",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2416"
}

Sretenović, I., Marković, M., Vujanović, M.,& Kovačić, A.. (2016). Attitudes of students without disabilities towards their peers with disabilities. in 3rd International Scientific Conference 'Pedagogy, Education and Instruction“, Book of Abstracts, 71-71.
https://hdl.handle.net/21.15107/rcub_rfasper_2416

Sretenović I, Marković M, Vujanović M, Kovačić A. Attitudes of students without disabilities towards their peers with disabilities. in 3rd International Scientific Conference 'Pedagogy, Education and Instruction“, Book of Abstracts. 2016;:71-71.
https://hdl.handle.net/21.15107/rcub_rfasper_2416 .

Sretenović, Ivana, Marković, Marija, Vujanović, Marina, Kovačić, Anita, "Attitudes of students without disabilities towards their peers with disabilities" in 3rd International Scientific Conference 'Pedagogy, Education and Instruction“, Book of Abstracts (2016):71-71,
https://hdl.handle.net/21.15107/rcub_rfasper_2416 .