TY  - JOUR
AU  - Janjić, Jovana
AU  - Nikolić, Snežana
AU  - Ilić-Stošović, Danijela
PY  - 2021
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3802
AB  - Uvod: Razvojni poremećaj koordinacije predstavlja poremećaj planiranja i koordinacije
složenih pokreta tokom akcije, bez prethodno dijagnostikovane intelektualne ometenosti,
neurološkog ili senzornog oštećenja. Iako je relativno čest poremećaj u školskoj
populaciji dece, povezanost fonoloških smetnji i pravopisa kod ove dece nije dovoljno
istražena. Cilj: Cilj rada bilo je utvrđivanje povezanosti fonološke svesnosti i pravopisnih
postignuća kod dece sa razvojnim poremećajem koordinacije u odnosu na decu bez
smetnji u koordinaciji. Metode: Istraživanjem je obuhvaćeno 65 dece trećeg razreda
osnovnih škola iz Beograda. Kod 29 dece uočen je razvojni poremećaj koordinacije, dok
je 36 dece bilo bez takvih smetnji. Za utvrđivanje razvojnog poremećaja koordinacije
korišćen je Upitnik za razvojni poremećaj koordinacije. Fonološka svesnost procenjena
je Testom fonološke svesnosti srpskog jezika, a pravopis diktatom. Rezultati: Rezultati
istraživanja pokazuju značajna ispodprosečna postignuća na proceni fonološke svesnosti
i pravopisa kod dece sa razvojnim poremećajem koordinacije. Fonemska supstitucija je
najmanje razvijen element fonološke svesnosti. Najveći broj grešaka opaža se na nivou
reči usled njihovog nepravilnog rastavljanja, dok je najčešća opažena greška na slogovnom
i slovnom nivou supstitucija. Pozitivna korelacija između fonemskih segmenata i
postignuća u pravopisu kod dece sa razvojnim poremećajem koordinacije ukazuje na
povezanost subleksičkog nivoa i ovladavanja pravopisom. Zaključak: Slabija ovladanost
fonološkom svesnošću i pravopisom nesumnjivo dovodi do smetnji u učenju, koje decu
sa razvojnim poremećajem koordinacije prate od najranijeg školovanja. Neprepoznate
smetnje tu populaciju dece, u manjoj ili većoj meri, ograničavaju tokom obrazovnog
procesa. Posledica toga je sveukupno slabije obrazovno postignuće ove populacije dece.
AB  - Introduction. Developmental coordination disorder is a disorder of planning and
coordination of complex movements during action, without previously diagnosed
intellectual disability, neurological or any other sensory impairment. Although it is a
relatively common disorderin school-age population,the correlation between phonological
awareness and spelling in these children has not been sufficiently investigated. Objective.
The aim of this study was to determine the relationship between phonological awareness
and spelling in children with developmental coordination disorder compared to children
without coordination difficulty. Methods. The research included 65 children of the third
grade of primary schoolsin Belgrade. Developmental coordination disorder was observed
in 29 children, while 36 children did not have this disorder. The Questionnaire for
Developmental Coordination Disorder was used to determine its presence. Phonological
awareness was assessed by the Test of Phonological Awareness, and spelling by dictation.
Results. The results show significant below-average achievements in the assessment of
phonological awareness and spelling in childrenwith developmental coordination disorder.
Phonemic substitution was the least developed element of phonological awareness. The
largest number of errors was observed at the word level, while substitution was the most
common error at the syllabic and letter level. A positive correlation between phonemic
segments and achievements in spelling indicates a relationship between the sublexical
level and spelling development. Conclusion. Poor phonological awareness and spelling
ability lead to learning disabilities during the educational process, which results in an
overall poorer educational achievement in these children
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju
T2  - Specijalna edukacija i rehabilitacija
T1  - Ortografske kompetencije i fonološka svesnost dece sa razvojnim poremećajem koordinacije
T1  - Orthographic competencies and phonological awareness in children with developmental coordination disorder
EP  - 183
IS  - 3
SP  - 171
VL  - 20
DO  - 10.5937/specedreh20-33182
ER  - 

@article{
author = "Janjić, Jovana and Nikolić, Snežana and Ilić-Stošović, Danijela",
year = "2021",
abstract = "Uvod: Razvojni poremećaj koordinacije predstavlja poremećaj planiranja i koordinacije
složenih pokreta tokom akcije, bez prethodno dijagnostikovane intelektualne ometenosti,
neurološkog ili senzornog oštećenja. Iako je relativno čest poremećaj u školskoj
populaciji dece, povezanost fonoloških smetnji i pravopisa kod ove dece nije dovoljno
istražena. Cilj: Cilj rada bilo je utvrđivanje povezanosti fonološke svesnosti i pravopisnih
postignuća kod dece sa razvojnim poremećajem koordinacije u odnosu na decu bez
smetnji u koordinaciji. Metode: Istraživanjem je obuhvaćeno 65 dece trećeg razreda
osnovnih škola iz Beograda. Kod 29 dece uočen je razvojni poremećaj koordinacije, dok
je 36 dece bilo bez takvih smetnji. Za utvrđivanje razvojnog poremećaja koordinacije
korišćen je Upitnik za razvojni poremećaj koordinacije. Fonološka svesnost procenjena
je Testom fonološke svesnosti srpskog jezika, a pravopis diktatom. Rezultati: Rezultati
istraživanja pokazuju značajna ispodprosečna postignuća na proceni fonološke svesnosti
i pravopisa kod dece sa razvojnim poremećajem koordinacije. Fonemska supstitucija je
najmanje razvijen element fonološke svesnosti. Najveći broj grešaka opaža se na nivou
reči usled njihovog nepravilnog rastavljanja, dok je najčešća opažena greška na slogovnom
i slovnom nivou supstitucija. Pozitivna korelacija između fonemskih segmenata i
postignuća u pravopisu kod dece sa razvojnim poremećajem koordinacije ukazuje na
povezanost subleksičkog nivoa i ovladavanja pravopisom. Zaključak: Slabija ovladanost
fonološkom svesnošću i pravopisom nesumnjivo dovodi do smetnji u učenju, koje decu
sa razvojnim poremećajem koordinacije prate od najranijeg školovanja. Neprepoznate
smetnje tu populaciju dece, u manjoj ili većoj meri, ograničavaju tokom obrazovnog
procesa. Posledica toga je sveukupno slabije obrazovno postignuće ove populacije dece., Introduction. Developmental coordination disorder is a disorder of planning and
coordination of complex movements during action, without previously diagnosed
intellectual disability, neurological or any other sensory impairment. Although it is a
relatively common disorderin school-age population,the correlation between phonological
awareness and spelling in these children has not been sufficiently investigated. Objective.
The aim of this study was to determine the relationship between phonological awareness
and spelling in children with developmental coordination disorder compared to children
without coordination difficulty. Methods. The research included 65 children of the third
grade of primary schoolsin Belgrade. Developmental coordination disorder was observed
in 29 children, while 36 children did not have this disorder. The Questionnaire for
Developmental Coordination Disorder was used to determine its presence. Phonological
awareness was assessed by the Test of Phonological Awareness, and spelling by dictation.
Results. The results show significant below-average achievements in the assessment of
phonological awareness and spelling in childrenwith developmental coordination disorder.
Phonemic substitution was the least developed element of phonological awareness. The
largest number of errors was observed at the word level, while substitution was the most
common error at the syllabic and letter level. A positive correlation between phonemic
segments and achievements in spelling indicates a relationship between the sublexical
level and spelling development. Conclusion. Poor phonological awareness and spelling
ability lead to learning disabilities during the educational process, which results in an
overall poorer educational achievement in these children",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju",
journal = "Specijalna edukacija i rehabilitacija",
title = "Ortografske kompetencije i fonološka svesnost dece sa razvojnim poremećajem koordinacije, Orthographic competencies and phonological awareness in children with developmental coordination disorder",
pages = "183-171",
number = "3",
volume = "20",
doi = "10.5937/specedreh20-33182"
}

Janjić, J., Nikolić, S.,& Ilić-Stošović, D.. (2021). Ortografske kompetencije i fonološka svesnost dece sa razvojnim poremećajem koordinacije. in Specijalna edukacija i rehabilitacija
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju., 20(3), 171-183.
https://doi.org/10.5937/specedreh20-33182

Janjić J, Nikolić S, Ilić-Stošović D. Ortografske kompetencije i fonološka svesnost dece sa razvojnim poremećajem koordinacije. in Specijalna edukacija i rehabilitacija. 2021;20(3):171-183.
doi:10.5937/specedreh20-33182 .

Janjić, Jovana, Nikolić, Snežana, Ilić-Stošović, Danijela, "Ortografske kompetencije i fonološka svesnost dece sa razvojnim poremećajem koordinacije" in Specijalna edukacija i rehabilitacija, 20, no. 3 (2021):171-183,
https://doi.org/10.5937/specedreh20-33182 . .

TY  - CHAP
AU  - Šćepanović, Marinela
AU  - Nikolić, Snežana
PY  - 2021
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4239
AB  - The paper aims to analyze and show the situation and needs
in schools related to the inclusion of students with disabilities
in mainstream education in the Republic of Serbia in the previous
decade, during which inclusive education became legally
obliged. The study consisted of two parts: a review and analysis
of relevant scientific and professional literature, and empirical
pedagogical research, that included 234 respondents. Research
findings show that the school’s inclusiveness depends on developing
relationships, experience, and competence of teachers
to work with students with disabilities. The research showed
significant challenges of inclusive education and proposed measures
to improve it. Improvements in the education system in
terms of the education of students with disabilities will contribute
to improving the care and sensitivity of the system for the
specific needs of other minority groups of students. An action
plan to improve inclusive education needs to be adopted.
PB  - CeRC – “Robert Castel” Centre for Governmentality and Disability Studies dell’Università di Napoli “Suor Orsola Benincasa”.
T2  - Minority Reports Cultural Disability Studies- l’inclusione educativa E scolastica nel quadro europeo / educational And school inclusion in the european framework
T1  - The decade of inclusive educational system in the Republic of Serbia
EP  - 148
SP  - 127
VL  - 13
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4239
ER  - 

@inbook{
author = "Šćepanović, Marinela and Nikolić, Snežana",
year = "2021",
abstract = "The paper aims to analyze and show the situation and needs
in schools related to the inclusion of students with disabilities
in mainstream education in the Republic of Serbia in the previous
decade, during which inclusive education became legally
obliged. The study consisted of two parts: a review and analysis
of relevant scientific and professional literature, and empirical
pedagogical research, that included 234 respondents. Research
findings show that the school’s inclusiveness depends on developing
relationships, experience, and competence of teachers
to work with students with disabilities. The research showed
significant challenges of inclusive education and proposed measures
to improve it. Improvements in the education system in
terms of the education of students with disabilities will contribute
to improving the care and sensitivity of the system for the
specific needs of other minority groups of students. An action
plan to improve inclusive education needs to be adopted.",
publisher = "CeRC – “Robert Castel” Centre for Governmentality and Disability Studies dell’Università di Napoli “Suor Orsola Benincasa”.",
journal = "Minority Reports Cultural Disability Studies- l’inclusione educativa E scolastica nel quadro europeo / educational And school inclusion in the european framework",
booktitle = "The decade of inclusive educational system in the Republic of Serbia",
pages = "148-127",
volume = "13",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4239"
}

Šćepanović, M.,& Nikolić, S.. (2021). The decade of inclusive educational system in the Republic of Serbia. in Minority Reports Cultural Disability Studies- l’inclusione educativa E scolastica nel quadro europeo / educational And school inclusion in the european framework
CeRC – “Robert Castel” Centre for Governmentality and Disability Studies dell’Università di Napoli “Suor Orsola Benincasa”.., 13, 127-148.
https://hdl.handle.net/21.15107/rcub_rfasper_4239

Šćepanović M, Nikolić S. The decade of inclusive educational system in the Republic of Serbia. in Minority Reports Cultural Disability Studies- l’inclusione educativa E scolastica nel quadro europeo / educational And school inclusion in the european framework. 2021;13:127-148.
https://hdl.handle.net/21.15107/rcub_rfasper_4239 .

Šćepanović, Marinela, Nikolić, Snežana, "The decade of inclusive educational system in the Republic of Serbia" in Minority Reports Cultural Disability Studies- l’inclusione educativa E scolastica nel quadro europeo / educational And school inclusion in the european framework, 13 (2021):127-148,
https://hdl.handle.net/21.15107/rcub_rfasper_4239 .

TY  - CONF
AU  - Janjić, Jovana
AU  - Nikolić, Snežana
AU  - Ilić-Stošović, Danijela
PY  - 2021
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3765
AB  - Uvod: Razvojni poremećaj koordinacije karakterišu smetnje u planiranju i ko- ordinaciji složenih pokreta tokom akcije, bez prethodno dijagnostikovane inte- lektualne ometenosti, neurološkog ili nekog drugog senzornog oštećenja. Iako je relativno čest poremećaj u populaciji dece školskog uzrasta, povezanost sla- bijeg fonološkog razvoja na maternjem jeziku I čitanja na stranom jeziku kod ove grupe dece nije dovoljno istražena.
Cilj: Cilj rada je bio utvrđivanje povezanosti fonološke svesnosti srpskog jezika i početnog čitanja na engleskom jeziku kod dece sa razvojnim poremećajem koordinacije u odnosu na decu bez ove teškoće.
Metod: Uzorak je činilo 30 dece sa razvojnim poremećajem koordinacije i 41 dete bez ovih smetnji, starosti od 9,0 do 10,6 godina iz Beograda. Uzorak je bio ujednačen prema uzrastu. Za utvrđivanje razvojnog poremećaja koordinacije korišćen je Upitnik za razvojni poremećaj koordinacije. Fonološka svesnost je procenjena Testom fonološke svesnosti srpskog jezika. Čitanje pojedinačnih reči na engleskom jeziku procenjeno je BURT testom (The Burt Word Reading Test).
Rezultati: Na proceni fonološke svesnosti i čitanja pojedinačnih reči na engle- skom jeziku, deca sa razvojnim poremećajem koordinacije pokazuju statistički značajne razlike u odnosu na decu bez ovih smetnji, i ispodprosečna posti- gnuća. Korelacionom analizom pojedinačnih elemenata fonološke svesnosti srpskog jezika i čitanja pojedinačnih reči na engleskom jeziku, kod dece bez smetnji u koordinaciji, se uočava veći broj korelacija između elemenata fono- loške svesnosti maternjeg jezika i postignuća u čitanju reči na stranom jeziku.
Za razliku od ove dece, kod dece sa razvojnim poremećajem koordinacije se eliminacija fonema izdvaja kao najznačajniji element fonologije, ostvarujući snažnu korelaciju sa postignućima u čitanju reči na engleskom jeziku. 
Zaključak: Dobijeni rezultati ukazuju da deca sa razvojnim poremećajem ko- ordinacije pokazuju smetnje u fonološkoj obradi, ali i slabije čitanje na engle- skom jeziku, u odnosu na decu bez ove teškoće. Dobijeni rezultati korelacione analize ukazuju na značajnost njenog razvoja u početnom ovladavanju vešti- nom čitanja na novom jeziku.
AB  - Introduction: Developmental coordination disorder is manifested by difficulties in the planning and coordination of complex movements during action, without previously diagnosed intellectual disability, neurological or other sensory impairment. As a frequent disorder in school age children, the relationship between weak phonological awareness in the native language and reading in a foreign language in this group of children has not been investigated before. 
Aim: The aim was to determine the correlation between phonological awareness of the Serbian language and initial reading in English in children with developmental coordination disorder and children without coordination difficulty.
Method: The sample consisted of 30 children with developmental coordination disorder and 41 children without this disorder, aged from 9.0 to 10.6 years from Belgrade.
The sample was matched by age. The Developmental Coordination Questionnaire was used to assess developmental coordination disorder. Phonological awareness was assessed by the Phonological Awareness Test of the Serbian language. The BURT Test was used for the assessment of word reading in English.
Results: Children with developmental coordination disorder showed below average achievements in phonological awareness and reading single words in English. Correlation analysis of single aspects of phonological awareness in the Serbian language and reading single words in English, in children without coordination difficulties, shows a larger number of correlations between elements of phonological awareness of the native language and better word reading in a foreign language. In contrast, in children with developmental coordination disorder, the elimination of phonemes stands out as the most important element of phonology, achieving a strong correlation with success of single word reading in English.
Conclusion: The obtained results indicate that children with developmental coordination disorder show a phonological delay in their native language, but also a low-level reading in English. The results of correlation analysis indicate the importance of phonological development in the native language for early reading in a new language.
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, 29–30. oktobar 2021. godine
T1  - Značajnost fonološke svesnosti srpskog jezika u ovladavanju čitanjem na engleskom jeziku kod dece sa razvojnim poremećajem koordinacije
T1  - Importance of phonological awareness of the Serbian language in early English reading in children with developmental coordination disorder
EP  - 136
SP  - 127
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3765
ER  - 

@conference{
author = "Janjić, Jovana and Nikolić, Snežana and Ilić-Stošović, Danijela",
year = "2021",
abstract = "Uvod: Razvojni poremećaj koordinacije karakterišu smetnje u planiranju i ko- ordinaciji složenih pokreta tokom akcije, bez prethodno dijagnostikovane inte- lektualne ometenosti, neurološkog ili nekog drugog senzornog oštećenja. Iako je relativno čest poremećaj u populaciji dece školskog uzrasta, povezanost sla- bijeg fonološkog razvoja na maternjem jeziku I čitanja na stranom jeziku kod ove grupe dece nije dovoljno istražena.
Cilj: Cilj rada je bio utvrđivanje povezanosti fonološke svesnosti srpskog jezika i početnog čitanja na engleskom jeziku kod dece sa razvojnim poremećajem koordinacije u odnosu na decu bez ove teškoće.
Metod: Uzorak je činilo 30 dece sa razvojnim poremećajem koordinacije i 41 dete bez ovih smetnji, starosti od 9,0 do 10,6 godina iz Beograda. Uzorak je bio ujednačen prema uzrastu. Za utvrđivanje razvojnog poremećaja koordinacije korišćen je Upitnik za razvojni poremećaj koordinacije. Fonološka svesnost je procenjena Testom fonološke svesnosti srpskog jezika. Čitanje pojedinačnih reči na engleskom jeziku procenjeno je BURT testom (The Burt Word Reading Test).
Rezultati: Na proceni fonološke svesnosti i čitanja pojedinačnih reči na engle- skom jeziku, deca sa razvojnim poremećajem koordinacije pokazuju statistički značajne razlike u odnosu na decu bez ovih smetnji, i ispodprosečna posti- gnuća. Korelacionom analizom pojedinačnih elemenata fonološke svesnosti srpskog jezika i čitanja pojedinačnih reči na engleskom jeziku, kod dece bez smetnji u koordinaciji, se uočava veći broj korelacija između elemenata fono- loške svesnosti maternjeg jezika i postignuća u čitanju reči na stranom jeziku.
Za razliku od ove dece, kod dece sa razvojnim poremećajem koordinacije se eliminacija fonema izdvaja kao najznačajniji element fonologije, ostvarujući snažnu korelaciju sa postignućima u čitanju reči na engleskom jeziku. 
Zaključak: Dobijeni rezultati ukazuju da deca sa razvojnim poremećajem ko- ordinacije pokazuju smetnje u fonološkoj obradi, ali i slabije čitanje na engle- skom jeziku, u odnosu na decu bez ove teškoće. Dobijeni rezultati korelacione analize ukazuju na značajnost njenog razvoja u početnom ovladavanju vešti- nom čitanja na novom jeziku., Introduction: Developmental coordination disorder is manifested by difficulties in the planning and coordination of complex movements during action, without previously diagnosed intellectual disability, neurological or other sensory impairment. As a frequent disorder in school age children, the relationship between weak phonological awareness in the native language and reading in a foreign language in this group of children has not been investigated before. 
Aim: The aim was to determine the correlation between phonological awareness of the Serbian language and initial reading in English in children with developmental coordination disorder and children without coordination difficulty.
Method: The sample consisted of 30 children with developmental coordination disorder and 41 children without this disorder, aged from 9.0 to 10.6 years from Belgrade.
The sample was matched by age. The Developmental Coordination Questionnaire was used to assess developmental coordination disorder. Phonological awareness was assessed by the Phonological Awareness Test of the Serbian language. The BURT Test was used for the assessment of word reading in English.
Results: Children with developmental coordination disorder showed below average achievements in phonological awareness and reading single words in English. Correlation analysis of single aspects of phonological awareness in the Serbian language and reading single words in English, in children without coordination difficulties, shows a larger number of correlations between elements of phonological awareness of the native language and better word reading in a foreign language. In contrast, in children with developmental coordination disorder, the elimination of phonemes stands out as the most important element of phonology, achieving a strong correlation with success of single word reading in English.
Conclusion: The obtained results indicate that children with developmental coordination disorder show a phonological delay in their native language, but also a low-level reading in English. The results of correlation analysis indicate the importance of phonological development in the native language for early reading in a new language.",
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, 29–30. oktobar 2021. godine",
title = "Značajnost fonološke svesnosti srpskog jezika u ovladavanju čitanjem na engleskom jeziku kod dece sa razvojnim poremećajem koordinacije, Importance of phonological awareness of the Serbian language in early English reading in children with developmental coordination disorder",
pages = "136-127",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3765"
}

Janjić, J., Nikolić, S.,& Ilić-Stošović, D.. (2021). Značajnost fonološke svesnosti srpskog jezika u ovladavanju čitanjem na engleskom jeziku kod dece sa razvojnim poremećajem koordinacije. in Zbornik radova 11. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 29–30. oktobar 2021. godine
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju / University of Belgrade – Faculty of Special Education and Rehabilitation., 127-136.
https://hdl.handle.net/21.15107/rcub_rfasper_3765

Janjić J, Nikolić S, Ilić-Stošović D. Značajnost fonološke svesnosti srpskog jezika u ovladavanju čitanjem na engleskom jeziku kod dece sa razvojnim poremećajem koordinacije. in Zbornik radova 11. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 29–30. oktobar 2021. godine. 2021;:127-136.
https://hdl.handle.net/21.15107/rcub_rfasper_3765 .

Janjić, Jovana, Nikolić, Snežana, Ilić-Stošović, Danijela, "Značajnost fonološke svesnosti srpskog jezika u ovladavanju čitanjem na engleskom jeziku kod dece sa razvojnim poremećajem koordinacije" in Zbornik radova 11. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 29–30. oktobar 2021. godine (2021):127-136,
https://hdl.handle.net/21.15107/rcub_rfasper_3765 .

TY  - CONF
AU  - Janjić, Jovana
AU  - Nikolić, Snežana
AU  - Ilić Stošović, Danijela
PY  - 2021
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3612
AB  - Uvod: Razvojni poremećaj koordinacije karakterišu smetnje u planiranju i 
koordinaciji složenih pokreta tokom akcije, bez prethodno dijagnostikovane 
intelektualne ometenosti, neurološkog ili nekog drugog senzornog 
oštećenja. Iako je relativno čest poremećaj u populaciji dece školskog 
uzrasta, povezanost slabijeg fonološkog razvoja na maternjem jeziku i 
čitanja na stranom jeziku kod ove grupe dece nije dovoljno istražena.
Cilj: Cilj rada je bio utvrđivanje povezanosti fonološke svesnosti srpskog 
jezika i početnog čitanja na engleskom jeziku kod dece sa razvojnim 
poremećajem koordinacije u odnosu na decu bez ove teškoće.
Metod: Uzorak je činilo 30 dece sa razvojnim poremećajem koordinacije i 
41 dete bez ovih smetnji, starosti od 9,0 do 10,6 godina iz Beograda. Uzorak 
je bio ujednačen prema uzrastu. Za utvrđivanje razvojnog poremećaja 
koordinacije korišćen je Upitnik za razvojni poremećaj koordinacije. 
Fonološka svesnost je procenjena Testom fonološke svesnosti srpskog 
jezika. Čitanje pojedinačnih reči na engleskom jeziku procenjeno je BURT 
testom (The Burt Word Reading Test).
Rezultati: Na proceni fonološke svesnosti i čitanja pojedinačnih reči 
na engleskom jeziku, deca sa razvojnim poremećajem koordinacije 
pokazuju statistički značajne razlike u odnosu na decu bez ovih smetnji, 
i ispodprosečna postignuća. Korelacionom analizom pojedinačnih 
elemenata fonološke svesnosti srpskog jezika i čitanja pojedinačnih reči 
na engleskom jeziku, kod dece bez smetnji u koordinaciji, se uočava veći 
broj korelacija između elemenata fonološke svesnosti maternjeg jezika i 
postignuća u čitanju reči na stranom jeziku. Za razliku od ove dece, kod 
dece sa razvojnim poremećajem koordinacije se eliminacija fonema 
izdvaja kao najznačajniji element fonologije, ostvarujući snažnu korelaciju 
sa postignućima u čitanju reči na engleskom jeziku.
Zaključak: Dobijeni rezultati ukazuju da deca sa razvojnim poremećajem 
koordinacije pokazuju smetnje u fonološkoj obradi, ali i slabije čitanje na 
engleskom jeziku, u odnosu na decu bez ove teškoće. Dobijeni rezultati 
korelacione analize ukazuju na značajnost njenog razvoja u početnom 
ovladavanju veštinom čitanja na novom jeziku.
AB  - Introduction: Developmental coordination disorder is manifested by 
difficulties in the planning and coordination of complex movements during 
action, without previously diagnosed intellectual disability, neurological 
or other sensory impairment. As a frequent disorder in school age 
children, the relationship between weak phonological awareness in the 
native language and reading in a foreign language in this group of children 
has not been investigated before.
Aim: The aim was to determine the correlation between phonological 
awareness of the Serbian language and initial reading in English in 
children with developmental coordination disorder and children without 
coordination difficulty.
Method: The sample consisted of 30 children with developmental 
coordination disorder and 41 children without this disorder, aged from 
9.0 to 10.6 years from Belgrade. The sample was matched by age. 
The Developmental Coordination Questionnaire was used to assess 
developmental coordination disorder. Phonological awareness was 
assessed by the Phonological Awareness Test of the Serbian language. 
The BURT Test was used for the assessment of word reading in English.
Results: Children with developmental coordination disorder showed below-
average achievements in phonological awareness and reading single words 
in English. Correlation analysis of single aspects of phonological awareness 
in the Serbian language and reading single words in English, in children 
without coordination difficulties, shows a larger number of correlations 
between elements of phonological awareness of the native language and 
better word reading in a foreign language. In contrast, in children with 
developmental coordination disorder, the elimination of phonemes stands 
out as the most important element of phonology, achieving a strong 
correlation with success of single word reading in English.
Conclusion: The obtained results indicate that children with developmental 
coordination disorder show a phonological delay in their native language, 
but also a low-level reading in English. The results of correlation analysis 
indicate the importance of phonological development in the native 
language for early reading in a new language.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Zbornik rezimea 11. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 29–30. oktobar 2021. godine
T1  - Značajnost fonološke svesnosti srpskog jezika u ovladavanju  Čitanjem na engleskom jeziku kod dece sa razvojnim poremećajem Koordinacije
T1  - Importance of phonological awareness of the serbian language
In early english reading in children with developmental
Coordination disorder
EP  - 58
SP  - 57
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3612
ER  - 

@conference{
author = "Janjić, Jovana and Nikolić, Snežana and Ilić Stošović, Danijela",
year = "2021",
abstract = "Uvod: Razvojni poremećaj koordinacije karakterišu smetnje u planiranju i 
koordinaciji složenih pokreta tokom akcije, bez prethodno dijagnostikovane 
intelektualne ometenosti, neurološkog ili nekog drugog senzornog 
oštećenja. Iako je relativno čest poremećaj u populaciji dece školskog 
uzrasta, povezanost slabijeg fonološkog razvoja na maternjem jeziku i 
čitanja na stranom jeziku kod ove grupe dece nije dovoljno istražena.
Cilj: Cilj rada je bio utvrđivanje povezanosti fonološke svesnosti srpskog 
jezika i početnog čitanja na engleskom jeziku kod dece sa razvojnim 
poremećajem koordinacije u odnosu na decu bez ove teškoće.
Metod: Uzorak je činilo 30 dece sa razvojnim poremećajem koordinacije i 
41 dete bez ovih smetnji, starosti od 9,0 do 10,6 godina iz Beograda. Uzorak 
je bio ujednačen prema uzrastu. Za utvrđivanje razvojnog poremećaja 
koordinacije korišćen je Upitnik za razvojni poremećaj koordinacije. 
Fonološka svesnost je procenjena Testom fonološke svesnosti srpskog 
jezika. Čitanje pojedinačnih reči na engleskom jeziku procenjeno je BURT 
testom (The Burt Word Reading Test).
Rezultati: Na proceni fonološke svesnosti i čitanja pojedinačnih reči 
na engleskom jeziku, deca sa razvojnim poremećajem koordinacije 
pokazuju statistički značajne razlike u odnosu na decu bez ovih smetnji, 
i ispodprosečna postignuća. Korelacionom analizom pojedinačnih 
elemenata fonološke svesnosti srpskog jezika i čitanja pojedinačnih reči 
na engleskom jeziku, kod dece bez smetnji u koordinaciji, se uočava veći 
broj korelacija između elemenata fonološke svesnosti maternjeg jezika i 
postignuća u čitanju reči na stranom jeziku. Za razliku od ove dece, kod 
dece sa razvojnim poremećajem koordinacije se eliminacija fonema 
izdvaja kao najznačajniji element fonologije, ostvarujući snažnu korelaciju 
sa postignućima u čitanju reči na engleskom jeziku.
Zaključak: Dobijeni rezultati ukazuju da deca sa razvojnim poremećajem 
koordinacije pokazuju smetnje u fonološkoj obradi, ali i slabije čitanje na 
engleskom jeziku, u odnosu na decu bez ove teškoće. Dobijeni rezultati 
korelacione analize ukazuju na značajnost njenog razvoja u početnom 
ovladavanju veštinom čitanja na novom jeziku., Introduction: Developmental coordination disorder is manifested by 
difficulties in the planning and coordination of complex movements during 
action, without previously diagnosed intellectual disability, neurological 
or other sensory impairment. As a frequent disorder in school age 
children, the relationship between weak phonological awareness in the 
native language and reading in a foreign language in this group of children 
has not been investigated before.
Aim: The aim was to determine the correlation between phonological 
awareness of the Serbian language and initial reading in English in 
children with developmental coordination disorder and children without 
coordination difficulty.
Method: The sample consisted of 30 children with developmental 
coordination disorder and 41 children without this disorder, aged from 
9.0 to 10.6 years from Belgrade. The sample was matched by age. 
The Developmental Coordination Questionnaire was used to assess 
developmental coordination disorder. Phonological awareness was 
assessed by the Phonological Awareness Test of the Serbian language. 
The BURT Test was used for the assessment of word reading in English.
Results: Children with developmental coordination disorder showed below-
average achievements in phonological awareness and reading single words 
in English. Correlation analysis of single aspects of phonological awareness 
in the Serbian language and reading single words in English, in children 
without coordination difficulties, shows a larger number of correlations 
between elements of phonological awareness of the native language and 
better word reading in a foreign language. In contrast, in children with 
developmental coordination disorder, the elimination of phonemes stands 
out as the most important element of phonology, achieving a strong 
correlation with success of single word reading in English.
Conclusion: The obtained results indicate that children with developmental 
coordination disorder show a phonological delay in their native language, 
but also a low-level reading in English. The results of correlation analysis 
indicate the importance of phonological development in the native 
language for early reading in a new language.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik rezimea 11. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 29–30. oktobar 2021. godine",
title = "Značajnost fonološke svesnosti srpskog jezika u ovladavanju  Čitanjem na engleskom jeziku kod dece sa razvojnim poremećajem Koordinacije, Importance of phonological awareness of the serbian language
In early english reading in children with developmental
Coordination disorder",
pages = "58-57",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3612"
}

Janjić, J., Nikolić, S.,& Ilić Stošović, D.. (2021). Značajnost fonološke svesnosti srpskog jezika u ovladavanju  Čitanjem na engleskom jeziku kod dece sa razvojnim poremećajem Koordinacije. in Zbornik rezimea 11. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 29–30. oktobar 2021. godine
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju University of Belgrade – Faculty of Special Education and Rehabilitation., 57-58.
https://hdl.handle.net/21.15107/rcub_rfasper_3612

Janjić J, Nikolić S, Ilić Stošović D. Značajnost fonološke svesnosti srpskog jezika u ovladavanju  Čitanjem na engleskom jeziku kod dece sa razvojnim poremećajem Koordinacije. in Zbornik rezimea 11. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 29–30. oktobar 2021. godine. 2021;:57-58.
https://hdl.handle.net/21.15107/rcub_rfasper_3612 .

Janjić, Jovana, Nikolić, Snežana, Ilić Stošović, Danijela, "Značajnost fonološke svesnosti srpskog jezika u ovladavanju  Čitanjem na engleskom jeziku kod dece sa razvojnim poremećajem Koordinacije" in Zbornik rezimea 11. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 29–30. oktobar 2021. godine (2021):57-58,
https://hdl.handle.net/21.15107/rcub_rfasper_3612 .

TY  - JOUR
AU  - Ilić, Snežana
AU  - Nikolić, Snežana
AU  - Ilić-Stošović, Danijela
AU  - Golubović, Špela
PY  - 2020
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3512
AB  - The main goal of this research was to describe the type and level of parents' concerns about child development and behaviour according to the PEDS test (Parents' Evaluation of Developmental Status). The sample included 289 parents of children from three to seven years of age, from two preschool institutions in Serbia. A significantly high correlation was determined between parents' general concerns and expressed concerns with regard to behaviour ((2)=17.86, df=2, p lt .001) and getting along with others ((2)=22.57, df=2, p lt .000). A marginally significant correlation was determined between parents' general concerns and manifested concerns with regard to fine motor skills ((2)=5.90, df=2, p=.052), as well as expressive language ((2)=5.858, df=2, p=.053). According to the criteria of PEDS test, this research identified 56.4% of children whose development needed to be monitored, 27.7% of children who needed to be referred for detailed diagnostic procedures, and 1.7% who needed to be included in treatment or special education support.
PB  - Routledge Journals, Taylor & Francis Ltd, Abingdon
T2  - Early Child Development and Care
T1  - Early identification of children with developmental delay and behavioural problems according to parents concerns in the Republic of Serbia
EP  - 2611
IS  - 16
SP  - 2605
VL  - 190
DO  - 10.1080/03004430.2019.1595610
ER  - 

@article{
author = "Ilić, Snežana and Nikolić, Snežana and Ilić-Stošović, Danijela and Golubović, Špela",
year = "2020",
abstract = "The main goal of this research was to describe the type and level of parents' concerns about child development and behaviour according to the PEDS test (Parents' Evaluation of Developmental Status). The sample included 289 parents of children from three to seven years of age, from two preschool institutions in Serbia. A significantly high correlation was determined between parents' general concerns and expressed concerns with regard to behaviour ((2)=17.86, df=2, p lt .001) and getting along with others ((2)=22.57, df=2, p lt .000). A marginally significant correlation was determined between parents' general concerns and manifested concerns with regard to fine motor skills ((2)=5.90, df=2, p=.052), as well as expressive language ((2)=5.858, df=2, p=.053). According to the criteria of PEDS test, this research identified 56.4% of children whose development needed to be monitored, 27.7% of children who needed to be referred for detailed diagnostic procedures, and 1.7% who needed to be included in treatment or special education support.",
publisher = "Routledge Journals, Taylor & Francis Ltd, Abingdon",
journal = "Early Child Development and Care",
title = "Early identification of children with developmental delay and behavioural problems according to parents concerns in the Republic of Serbia",
pages = "2611-2605",
number = "16",
volume = "190",
doi = "10.1080/03004430.2019.1595610"
}

Ilić, S., Nikolić, S., Ilić-Stošović, D.,& Golubović, Š.. (2020). Early identification of children with developmental delay and behavioural problems according to parents concerns in the Republic of Serbia. in Early Child Development and Care
Routledge Journals, Taylor & Francis Ltd, Abingdon., 190(16), 2605-2611.
https://doi.org/10.1080/03004430.2019.1595610

Ilić S, Nikolić S, Ilić-Stošović D, Golubović Š. Early identification of children with developmental delay and behavioural problems according to parents concerns in the Republic of Serbia. in Early Child Development and Care. 2020;190(16):2605-2611.
doi:10.1080/03004430.2019.1595610 .

Ilić, Snežana, Nikolić, Snežana, Ilić-Stošović, Danijela, Golubović, Špela, "Early identification of children with developmental delay and behavioural problems according to parents concerns in the Republic of Serbia" in Early Child Development and Care, 190, no. 16 (2020):2605-2611,
https://doi.org/10.1080/03004430.2019.1595610 . .

TY  - JOUR
AU  - Ilić, Snežana
AU  - Nikolić, Snežana
AU  - Ilić-Stošović, Danijela
AU  - Golubović, Špela
PY  - 2020
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1260
AB  - The main goal of this research was to describe the type and level of parents' concerns about child development and behaviour according to the PEDS test (Parents' Evaluation of Developmental Status). The sample included 289 parents of children from three to seven years of age, from two preschool institutions in Serbia. A significantly high correlation was determined between parents' general concerns and expressed concerns with regard to behaviour ((2)=17.86, df=2, p lt .001) and getting along with others ((2)=22.57, df=2, p lt .000). A marginally significant correlation was determined between parents' general concerns and manifested concerns with regard to fine motor skills ((2)=5.90, df=2, p=.052), as well as expressive language ((2)=5.858, df=2, p=.053). According to the criteria of PEDS test, this research identified 56.4% of children whose development needed to be monitored, 27.7% of children who needed to be referred for detailed diagnostic procedures, and 1.7% who needed to be included in treatment or special education support.
PB  - Routledge Journals, Taylor & Francis Ltd, Abingdon
T2  - Early Child Development and Care
T1  - Early identification of children with developmental delay and behavioural problems according to parents concerns in the Republic of Serbia
EP  - 2611
IS  - 16
SP  - 2605
VL  - 190
DO  - 10.1080/03004430.2019.1595610
ER  - 

@article{
author = "Ilić, Snežana and Nikolić, Snežana and Ilić-Stošović, Danijela and Golubović, Špela",
year = "2020",
abstract = "The main goal of this research was to describe the type and level of parents' concerns about child development and behaviour according to the PEDS test (Parents' Evaluation of Developmental Status). The sample included 289 parents of children from three to seven years of age, from two preschool institutions in Serbia. A significantly high correlation was determined between parents' general concerns and expressed concerns with regard to behaviour ((2)=17.86, df=2, p lt .001) and getting along with others ((2)=22.57, df=2, p lt .000). A marginally significant correlation was determined between parents' general concerns and manifested concerns with regard to fine motor skills ((2)=5.90, df=2, p=.052), as well as expressive language ((2)=5.858, df=2, p=.053). According to the criteria of PEDS test, this research identified 56.4% of children whose development needed to be monitored, 27.7% of children who needed to be referred for detailed diagnostic procedures, and 1.7% who needed to be included in treatment or special education support.",
publisher = "Routledge Journals, Taylor & Francis Ltd, Abingdon",
journal = "Early Child Development and Care",
title = "Early identification of children with developmental delay and behavioural problems according to parents concerns in the Republic of Serbia",
pages = "2611-2605",
number = "16",
volume = "190",
doi = "10.1080/03004430.2019.1595610"
}

Ilić, S., Nikolić, S., Ilić-Stošović, D.,& Golubović, Š.. (2020). Early identification of children with developmental delay and behavioural problems according to parents concerns in the Republic of Serbia. in Early Child Development and Care
Routledge Journals, Taylor & Francis Ltd, Abingdon., 190(16), 2605-2611.
https://doi.org/10.1080/03004430.2019.1595610

Ilić S, Nikolić S, Ilić-Stošović D, Golubović Š. Early identification of children with developmental delay and behavioural problems according to parents concerns in the Republic of Serbia. in Early Child Development and Care. 2020;190(16):2605-2611.
doi:10.1080/03004430.2019.1595610 .

Ilić, Snežana, Nikolić, Snežana, Ilić-Stošović, Danijela, Golubović, Špela, "Early identification of children with developmental delay and behavioural problems according to parents concerns in the Republic of Serbia" in Early Child Development and Care, 190, no. 16 (2020):2605-2611,
https://doi.org/10.1080/03004430.2019.1595610 . .

TY  - JOUR
AU  - Šćepanović, Marinela
AU  - Nikolić, Snežana
PY  - 2020
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4322
AB  - The study aims to determine the circumstances and usefulness of online learning and
teaching that have been organized for students with disabilities during the COVID 19
virus pandemic and the closure of schools in Serbia and Montenegro. Online teaching in
this case includes all measures taken with the aim of education and upbringing of children
and students with disabilities, which were applied in the online environment, through the
Internet. Education regulations mention distance education but education systems do not
have elaborate procedures for implementing this form of education. During the pandemic,
states have organized classes in two segments: the transmission of video lessons on
national TV stations, and the preparation, production, distribution, and evaluation of
assignments for students, have done by their teachers. There have been no special
procedures and methods implemented for educating students with disabilities. The
research on the education of children with disabilities in the online environment included
parents and teachers of students with disabilities (N = 286) from Serbia and Montenegro.
The respondents were surveyed electronically, using specially created questionnaires for
both groups of respondents. The data were systematized and analyzed. The results show
that the majority of respondents, with a significant difference between groups of teachers
and parents (p = .05), think that online learning was not a good replacement for real
learning but that in some sense it was useful for children with disabilities; also, most
respondents claim that children with disabilities cannot learn online or cannot learn in that
way without significant support. The level in organizing online learning for children with
disabilities is visible from the results which show that teachers were in contact with
students mostly indirectly, through parents to whom they sent materials for learning and
practicing. Online learning for children with disabilities has yet to be developed and
established as an additional form of real learning and teaching (p= .008). Such learning in
special conditions (such as the one brought by the COVID 19 virus pandemic) can be a
temporary substitution for real teaching, but with the application of specially adapted
approaches and procedures that are suitable for children with disabilities. States should
develop appropriate guidelines and establish the necessary conditions to implement the
learning of children and students with disabilities in the online environment.
PB  - Društvo defektologa Vojvodine
T2  - Exceptional Children: Education and Treatment
T1  - Inclusive education of children with disabilities in the online environment
EP  - 288
IS  - 3
SP  - 275
VL  - 2
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4322
ER  - 

@article{
author = "Šćepanović, Marinela and Nikolić, Snežana",
year = "2020",
abstract = "The study aims to determine the circumstances and usefulness of online learning and
teaching that have been organized for students with disabilities during the COVID 19
virus pandemic and the closure of schools in Serbia and Montenegro. Online teaching in
this case includes all measures taken with the aim of education and upbringing of children
and students with disabilities, which were applied in the online environment, through the
Internet. Education regulations mention distance education but education systems do not
have elaborate procedures for implementing this form of education. During the pandemic,
states have organized classes in two segments: the transmission of video lessons on
national TV stations, and the preparation, production, distribution, and evaluation of
assignments for students, have done by their teachers. There have been no special
procedures and methods implemented for educating students with disabilities. The
research on the education of children with disabilities in the online environment included
parents and teachers of students with disabilities (N = 286) from Serbia and Montenegro.
The respondents were surveyed electronically, using specially created questionnaires for
both groups of respondents. The data were systematized and analyzed. The results show
that the majority of respondents, with a significant difference between groups of teachers
and parents (p = .05), think that online learning was not a good replacement for real
learning but that in some sense it was useful for children with disabilities; also, most
respondents claim that children with disabilities cannot learn online or cannot learn in that
way without significant support. The level in organizing online learning for children with
disabilities is visible from the results which show that teachers were in contact with
students mostly indirectly, through parents to whom they sent materials for learning and
practicing. Online learning for children with disabilities has yet to be developed and
established as an additional form of real learning and teaching (p= .008). Such learning in
special conditions (such as the one brought by the COVID 19 virus pandemic) can be a
temporary substitution for real teaching, but with the application of specially adapted
approaches and procedures that are suitable for children with disabilities. States should
develop appropriate guidelines and establish the necessary conditions to implement the
learning of children and students with disabilities in the online environment.",
publisher = "Društvo defektologa Vojvodine",
journal = "Exceptional Children: Education and Treatment",
title = "Inclusive education of children with disabilities in the online environment",
pages = "288-275",
number = "3",
volume = "2",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4322"
}

Šćepanović, M.,& Nikolić, S.. (2020). Inclusive education of children with disabilities in the online environment. in Exceptional Children: Education and Treatment
Društvo defektologa Vojvodine., 2(3), 275-288.
https://hdl.handle.net/21.15107/rcub_rfasper_4322

Šćepanović M, Nikolić S. Inclusive education of children with disabilities in the online environment. in Exceptional Children: Education and Treatment. 2020;2(3):275-288.
https://hdl.handle.net/21.15107/rcub_rfasper_4322 .

Šćepanović, Marinela, Nikolić, Snežana, "Inclusive education of children with disabilities in the online environment" in Exceptional Children: Education and Treatment, 2, no. 3 (2020):275-288,
https://hdl.handle.net/21.15107/rcub_rfasper_4322 .

TY  - CONF
AU  - Janjić, Jovana
AU  - Nikolić, Snežana
AU  - Maksić, Jasmina
AU  - Ilić-Stošović, Danijela
PY  - 2020
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4340
AB  - Holoprozencefalija obuhvata niz abnormalnosti koje su nastale rano u
embrionalnom razvoju prednjeg mozga. Odsustvo ili neadekvatno razdvajanje prednjeg
mozga na cerebralne hemisfere uzrokuje lobarnu, semilobarnu ili alobarnu
holoprozencefaliju. Facijalni fenotip je, uz druge deficite, u pozitivnoj korelaciji sa
težinom patološkog razvoja mozga. Stopa preživljavanja novorođenčeta sa
prozencefalijom iznosi 1 na 10000 do 16000 novorođenih beba.
Uopšteno, kod blažih formi, kod kojih dolazi do delimičnog razvoja hemisfera
prisustvo deficita obično uključuje širok spektar kliničkih manifestacija, koje zahtevaju
multidisciplinarni pristup u dijagnostici i tretmanu.
Istraživanje predstavlja pirkaz slučaja devetnaestomesečnog dečaka sa lobarnom
prozencefalijom, agenezom korpusa kalozuma, cerebralnom paralizom, kašnjenjem u
kognitivnom i jezičkom razvoju, izmenjenim obrascima spavanja, poremećajem gutanja i
manjom telesnom težinom. Za prikupljanje podataka korišćena je medicinska
dokumentacija, opservacija deteta i upitnik za roditelje posebno dizajniran za potrebe
istraživanja.
Dobijeni podaci upućuju na značajno kašnjenje u svim sferama razvoja. Najbolja
postignuća su uočena u sferi razumevanja situacionih naloga koja ne zahtevaju motoričku
komponentu odgovra.
Blaže forme holoprozencefalije predstavljaju složene poremećaje sa širokim
spektrom manifestakcija kojima je neophodan multidisciplinaran pristup u dijagnostici i
tretmanu. Dalja istraživanja u ovoj oblasti omogući će ne samo bolje razumevanje
patogeneze i precizniju dijagnostiku ovog poremećaja već i pružanje neophodne
razvojne stimulacije u okviru multidisciplinarne rane intervencije.
PB  - Društvo defektologa Srbije
C3  - Zbornik rezimea – Stručno-naučna konferencija sa međunarodnim učešćem „Dani defektologa Srbije”, Beograd
T1  - Holoprozencefalija razvojne karakteristike - studija slučaja
SP  - 142
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4340
ER  - 

@conference{
author = "Janjić, Jovana and Nikolić, Snežana and Maksić, Jasmina and Ilić-Stošović, Danijela",
year = "2020",
abstract = "Holoprozencefalija obuhvata niz abnormalnosti koje su nastale rano u
embrionalnom razvoju prednjeg mozga. Odsustvo ili neadekvatno razdvajanje prednjeg
mozga na cerebralne hemisfere uzrokuje lobarnu, semilobarnu ili alobarnu
holoprozencefaliju. Facijalni fenotip je, uz druge deficite, u pozitivnoj korelaciji sa
težinom patološkog razvoja mozga. Stopa preživljavanja novorođenčeta sa
prozencefalijom iznosi 1 na 10000 do 16000 novorođenih beba.
Uopšteno, kod blažih formi, kod kojih dolazi do delimičnog razvoja hemisfera
prisustvo deficita obično uključuje širok spektar kliničkih manifestacija, koje zahtevaju
multidisciplinarni pristup u dijagnostici i tretmanu.
Istraživanje predstavlja pirkaz slučaja devetnaestomesečnog dečaka sa lobarnom
prozencefalijom, agenezom korpusa kalozuma, cerebralnom paralizom, kašnjenjem u
kognitivnom i jezičkom razvoju, izmenjenim obrascima spavanja, poremećajem gutanja i
manjom telesnom težinom. Za prikupljanje podataka korišćena je medicinska
dokumentacija, opservacija deteta i upitnik za roditelje posebno dizajniran za potrebe
istraživanja.
Dobijeni podaci upućuju na značajno kašnjenje u svim sferama razvoja. Najbolja
postignuća su uočena u sferi razumevanja situacionih naloga koja ne zahtevaju motoričku
komponentu odgovra.
Blaže forme holoprozencefalije predstavljaju složene poremećaje sa širokim
spektrom manifestakcija kojima je neophodan multidisciplinaran pristup u dijagnostici i
tretmanu. Dalja istraživanja u ovoj oblasti omogući će ne samo bolje razumevanje
patogeneze i precizniju dijagnostiku ovog poremećaja već i pružanje neophodne
razvojne stimulacije u okviru multidisciplinarne rane intervencije.",
publisher = "Društvo defektologa Srbije",
journal = "Zbornik rezimea – Stručno-naučna konferencija sa međunarodnim učešćem „Dani defektologa Srbije”, Beograd",
title = "Holoprozencefalija razvojne karakteristike - studija slučaja",
pages = "142",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4340"
}

Janjić, J., Nikolić, S., Maksić, J.,& Ilić-Stošović, D.. (2020). Holoprozencefalija razvojne karakteristike - studija slučaja. in Zbornik rezimea – Stručno-naučna konferencija sa međunarodnim učešćem „Dani defektologa Srbije”, Beograd
Društvo defektologa Srbije., 142.
https://hdl.handle.net/21.15107/rcub_rfasper_4340

Janjić J, Nikolić S, Maksić J, Ilić-Stošović D. Holoprozencefalija razvojne karakteristike - studija slučaja. in Zbornik rezimea – Stručno-naučna konferencija sa međunarodnim učešćem „Dani defektologa Srbije”, Beograd. 2020;:142.
https://hdl.handle.net/21.15107/rcub_rfasper_4340 .

Janjić, Jovana, Nikolić, Snežana, Maksić, Jasmina, Ilić-Stošović, Danijela, "Holoprozencefalija razvojne karakteristike - studija slučaja" in Zbornik rezimea – Stručno-naučna konferencija sa međunarodnim učešćem „Dani defektologa Srbije”, Beograd (2020):142,
https://hdl.handle.net/21.15107/rcub_rfasper_4340 .

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  - Janjić, Jovana
AU  - Nikolić, Snežana
AU  - Ilić-Stošović, Danijela
PY  - 2019
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3167
AB  - Razvojni poremećaj koordinacije se manifestuje smetnjama u planiranju
i koordinaciji složenih pokreta potrebnih za prilagođavanje okolini tokom
akcije, bez prethodno dijagnostikovane intelektualne ometenosti, neurološkog
ili nekog drugog senzornog oštećenja. Kako se radi o relativno čestom
poremećaju kod školske dece, neretko udruženim sa govorno-jezičkim
poremećajima i smetnjama u ovladavanju akademskih veština čitanja
i pisanja, procena fonoloških karakteristika na maternjem i stranom jeziku
kod ove grupe dece može omogućiti detekciju smetnji na fonološkom nivou,
koje su u osnovi veština čitanja i pisanja na oba jezika. Uzorak je činilo
50 učenika trećeg razreda redovne osnovne škole sa teritorije Beograda,
podeljenih u dve grupe, 25 dece sa razvojnim poremećajem kоordinacije
i 25 dece bez teškoća u koordinaciji. U istraživanju je korišćen Upitnik za
razvojni poremećaj koordinacije (DCDQ), Test fonološke svesnosti (Subotić,
2011) i Dynamic Indicators of Basic Early Literacy Skills (DIBELS, 2007) –
Test za procenu imenovanja slova na engleskom jeziku (Letter Naming
Fluency) i Test za procenu prepoznavanja inicijalnog glasa na engleskom
jeziku (Initial Sound Fluency). Analiza rezultata pokazuje statistički značajne
razlike u postignućima dece sa razvojnim poremećajem koordinacije
u odnosu na decu bez ove teškoće na testovima identifikacije početnog
i završnog fonema, na testu eliminacije fonema i fonemske supstitucije,
kao i na testu imenovanja slova na engleskom jeziku i testu prepoznavanja
inicijalnog glasa. Dobijeni rezultati ukazuju na to da deca sa razvojnim
poremećajem koordinacije pokazuju smetnje u fonološkoj obradi na oba
jezika u odnosu na decu bez ove teškoće, što može biti značajan prediktor
u ovladavanju veštine čitanja i pisanja na oba jezika kod ove grupe dece.
AB  - The developmental coordination disorder is manifested by difficulties in the planning
and execution of coordinated motor abilities, without previously diagnosed intellectual
delay, neurological condition or other sensory impairments. As a frequent disorder in
school age children, commonly associated with speech-language disorders and learning
disabilities associated with academic skills, primarily reading and writing, the assessment of
phonological characteristics in mother tongue and foreign language in this group of children
can provide detection of a delay on phonological level, which is the basis of reading and
writing skills in both languages. The sample consisted of 50 third grade elementary school
children from Belgrade, divided into two groups, 25 children with developmental coordination
disorder and 25 children without coordination difficulties. For the assessment we used The
Developmental Coordination Disorder Questionnaire (DCDQ), Phonological Awareness Test
(Subotić, 2011) and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS, 2007) – Test
of Letter Naming Fluency and Test of Initial Sound Fluency. The analysis of the results showed
statistically significant differences in the achievement of children with developmental
coordination disorder in relation to children without coordination difficulties on the tests
of identification of initial and final phonemes, on the test of elimination of phonemes and
phonemic substitution, as well as on the Test of Letter Naming Fluency and Test of Initial
Sound Fluency. The obtained results indicate that children with developmental coordination
disorder show phonological processing delay in both languages compared to children without
this difficulty, which can be a significant predictor in mastering of reading and writing in both
languages in this group of children.
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  - Fonološke karakteristike maternjeg i stranog jezika kod
dece sa razvojnim poremećajem koordinacije
T1  - Phonological characteristics of mother and
foreign language in children with developmental
coordination disorder
EP  - 118
SP  - 111
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3167
ER  - 

@conference{
author = "Janjić, Jovana and Nikolić, Snežana and Ilić-Stošović, Danijela",
year = "2019",
abstract = "Razvojni poremećaj koordinacije se manifestuje smetnjama u planiranju
i koordinaciji složenih pokreta potrebnih za prilagođavanje okolini tokom
akcije, bez prethodno dijagnostikovane intelektualne ometenosti, neurološkog
ili nekog drugog senzornog oštećenja. Kako se radi o relativno čestom
poremećaju kod školske dece, neretko udruženim sa govorno-jezičkim
poremećajima i smetnjama u ovladavanju akademskih veština čitanja
i pisanja, procena fonoloških karakteristika na maternjem i stranom jeziku
kod ove grupe dece može omogućiti detekciju smetnji na fonološkom nivou,
koje su u osnovi veština čitanja i pisanja na oba jezika. Uzorak je činilo
50 učenika trećeg razreda redovne osnovne škole sa teritorije Beograda,
podeljenih u dve grupe, 25 dece sa razvojnim poremećajem kоordinacije
i 25 dece bez teškoća u koordinaciji. U istraživanju je korišćen Upitnik za
razvojni poremećaj koordinacije (DCDQ), Test fonološke svesnosti (Subotić,
2011) i Dynamic Indicators of Basic Early Literacy Skills (DIBELS, 2007) –
Test za procenu imenovanja slova na engleskom jeziku (Letter Naming
Fluency) i Test za procenu prepoznavanja inicijalnog glasa na engleskom
jeziku (Initial Sound Fluency). Analiza rezultata pokazuje statistički značajne
razlike u postignućima dece sa razvojnim poremećajem koordinacije
u odnosu na decu bez ove teškoće na testovima identifikacije početnog
i završnog fonema, na testu eliminacije fonema i fonemske supstitucije,
kao i na testu imenovanja slova na engleskom jeziku i testu prepoznavanja
inicijalnog glasa. Dobijeni rezultati ukazuju na to da deca sa razvojnim
poremećajem koordinacije pokazuju smetnje u fonološkoj obradi na oba
jezika u odnosu na decu bez ove teškoće, što može biti značajan prediktor
u ovladavanju veštine čitanja i pisanja na oba jezika kod ove grupe dece., The developmental coordination disorder is manifested by difficulties in the planning
and execution of coordinated motor abilities, without previously diagnosed intellectual
delay, neurological condition or other sensory impairments. As a frequent disorder in
school age children, commonly associated with speech-language disorders and learning
disabilities associated with academic skills, primarily reading and writing, the assessment of
phonological characteristics in mother tongue and foreign language in this group of children
can provide detection of a delay on phonological level, which is the basis of reading and
writing skills in both languages. The sample consisted of 50 third grade elementary school
children from Belgrade, divided into two groups, 25 children with developmental coordination
disorder and 25 children without coordination difficulties. For the assessment we used The
Developmental Coordination Disorder Questionnaire (DCDQ), Phonological Awareness Test
(Subotić, 2011) and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS, 2007) – Test
of Letter Naming Fluency and Test of Initial Sound Fluency. The analysis of the results showed
statistically significant differences in the achievement of children with developmental
coordination disorder in relation to children without coordination difficulties on the tests
of identification of initial and final phonemes, on the test of elimination of phonemes and
phonemic substitution, as well as on the Test of Letter Naming Fluency and Test of Initial
Sound Fluency. The obtained results indicate that children with developmental coordination
disorder show phonological processing delay in both languages compared to children without
this difficulty, which can be a significant predictor in mastering of reading and writing in both
languages in this group of children.",
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 = "Fonološke karakteristike maternjeg i stranog jezika kod
dece sa razvojnim poremećajem koordinacije, Phonological characteristics of mother and
foreign language in children with developmental
coordination disorder",
pages = "118-111",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3167"
}

Janjić, J., Nikolić, S.,& Ilić-Stošović, D.. (2019). Fonološke karakteristike maternjeg i stranog jezika kod
dece sa razvojnim poremećajem koordinacije. 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., 111-118.
https://hdl.handle.net/21.15107/rcub_rfasper_3167

Janjić J, Nikolić S, Ilić-Stošović D. Fonološke karakteristike maternjeg i stranog jezika kod
dece sa razvojnim poremećajem koordinacije. in Zbornik radova - 10. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 25–26. 10.2019.. 2019;:111-118.
https://hdl.handle.net/21.15107/rcub_rfasper_3167 .

Janjić, Jovana, Nikolić, Snežana, Ilić-Stošović, Danijela, "Fonološke karakteristike maternjeg i stranog jezika kod
dece sa razvojnim poremećajem koordinacije" in Zbornik radova - 10. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 25–26. 10.2019. (2019):111-118,
https://hdl.handle.net/21.15107/rcub_rfasper_3167 .

TY  - CONF
AU  - Maksić, Jasmina
AU  - Nikolić, Snežana
AU  - Ilić-Stošović, Danijela
PY  - 2019
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3225
AB  - Genetsko savetovalište je značajn vid podrške roditeljima koji imaju dete
sa nekim genetskim ili negenetskim poremećajem, ali i onima koji planiraju
porodicu, posebno ukoliko imaju pozitivnu porodičnu istoriju malformacija
ili genetskih oboljenja. Genetsko savetovanje pomaže članovima porodice da
razumeju i prihvate bolest, i daje smernice za donošenje odluka u smislu daljih
genetskih testiranja i moguće prevencije.
U radu je kroz Dišenovu i Bekerovu mišićnu distrofiju dat model H-vezanog
recesivnog nasleđivanja, njegove specifičnosti, moguća testiranja obolelih i
žena prenosioca, kao i poteškoće u proceni rizika za ponovno javljanje bole-
sti (nove mutacije, germinativni mozaicizam kod majke). Činjenica da su žene
uglavnom fenotipski zdravi prenosioci mutacije, otežava njihovo blagovre-
meno otkrivanje. Ipak, oko 20% žena prenosioca ima simptomatologiju pore-
klom skeletnih i/ili srčanog mišića.
Važnost informisanja roditelja i članova porodice, kao i otkrivanje žena
prenosioca mutacije, jeste rađanje zdravog deteta, ali i potreba za kardio-
loškim praćenjem žena prenosioca mutacije.
AB  - Genetic counseling is a significant form of
support for parents who have a child with a
genetic or non-genetic disorder, but also for
those planning a family, especially if they have
a positive family history of malformations or
genetic diseases. Genetic counseling helps
family members to understand and accept the
disease and provides guidance for decision
making in terms of further genetic testing
and possible prevention.
In the paper, through Duchenne and Becker
muscular dystrophy, we gave an overview
of X linked recessive inheritance pattern,
its specificity, possible testing of diseased
and female carriers, as well as difficulties
in assessing the risk of disease recurrence
(new mutations, germline mosaicism in the
mother). The fact that women are generally
phenotypically healthy carriers of the
mutation makes it difficult to detect them
in a timely manner. However, in about 8%
of cases, women are manifest carriers of
symptoms on skeletal muscle, and in about
20% of cases, cardiac muscle is involved.The importance of informing parents and
family members, as well as the carrier
detection, is the birth of a healthy child,
but also the need for cardiac monitoring of
women carrying the mutation.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju (ICF)
C3  - Nacionalni naučni skup
„edukativna i rehabilitaciona podrška detetu, porodici i instituciji”
Zbornik radova
T1  - Važnost informisanja roditelja i
članova porodice o nasleđivanju rizičnog
X hromozoma kod distrofinopatija
T1  - The importance of informing
Parents and family members
About the inheritance of
The risky x chromosome in
Dystrophinopa
EP  - 84
SP  - 79
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3225
ER  - 

@conference{
author = "Maksić, Jasmina and Nikolić, Snežana and Ilić-Stošović, Danijela",
year = "2019",
abstract = "Genetsko savetovalište je značajn vid podrške roditeljima koji imaju dete
sa nekim genetskim ili negenetskim poremećajem, ali i onima koji planiraju
porodicu, posebno ukoliko imaju pozitivnu porodičnu istoriju malformacija
ili genetskih oboljenja. Genetsko savetovanje pomaže članovima porodice da
razumeju i prihvate bolest, i daje smernice za donošenje odluka u smislu daljih
genetskih testiranja i moguće prevencije.
U radu je kroz Dišenovu i Bekerovu mišićnu distrofiju dat model H-vezanog
recesivnog nasleđivanja, njegove specifičnosti, moguća testiranja obolelih i
žena prenosioca, kao i poteškoće u proceni rizika za ponovno javljanje bole-
sti (nove mutacije, germinativni mozaicizam kod majke). Činjenica da su žene
uglavnom fenotipski zdravi prenosioci mutacije, otežava njihovo blagovre-
meno otkrivanje. Ipak, oko 20% žena prenosioca ima simptomatologiju pore-
klom skeletnih i/ili srčanog mišića.
Važnost informisanja roditelja i članova porodice, kao i otkrivanje žena
prenosioca mutacije, jeste rađanje zdravog deteta, ali i potreba za kardio-
loškim praćenjem žena prenosioca mutacije., Genetic counseling is a significant form of
support for parents who have a child with a
genetic or non-genetic disorder, but also for
those planning a family, especially if they have
a positive family history of malformations or
genetic diseases. Genetic counseling helps
family members to understand and accept the
disease and provides guidance for decision
making in terms of further genetic testing
and possible prevention.
In the paper, through Duchenne and Becker
muscular dystrophy, we gave an overview
of X linked recessive inheritance pattern,
its specificity, possible testing of diseased
and female carriers, as well as difficulties
in assessing the risk of disease recurrence
(new mutations, germline mosaicism in the
mother). The fact that women are generally
phenotypically healthy carriers of the
mutation makes it difficult to detect them
in a timely manner. However, in about 8%
of cases, women are manifest carriers of
symptoms on skeletal muscle, and in about
20% of cases, cardiac muscle is involved.The importance of informing parents and
family members, as well as the carrier
detection, is the birth of a healthy child,
but also the need for cardiac monitoring of
women carrying the mutation.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju (ICF)",
journal = "Nacionalni naučni skup
„edukativna i rehabilitaciona podrška detetu, porodici i instituciji”
Zbornik radova",
title = "Važnost informisanja roditelja i
članova porodice o nasleđivanju rizičnog
X hromozoma kod distrofinopatija, The importance of informing
Parents and family members
About the inheritance of
The risky x chromosome in
Dystrophinopa",
pages = "84-79",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3225"
}

Maksić, J., Nikolić, S.,& Ilić-Stošović, D.. (2019). Važnost informisanja roditelja i
članova porodice o nasleđivanju rizičnog
X hromozoma kod distrofinopatija. in Nacionalni naučni skup
„edukativna i rehabilitaciona podrška detetu, porodici i instituciji”
Zbornik radova
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju (ICF)., 79-84.
https://hdl.handle.net/21.15107/rcub_rfasper_3225

Maksić J, Nikolić S, Ilić-Stošović D. Važnost informisanja roditelja i
članova porodice o nasleđivanju rizičnog
X hromozoma kod distrofinopatija. in Nacionalni naučni skup
„edukativna i rehabilitaciona podrška detetu, porodici i instituciji”
Zbornik radova. 2019;:79-84.
https://hdl.handle.net/21.15107/rcub_rfasper_3225 .

Maksić, Jasmina, Nikolić, Snežana, Ilić-Stošović, Danijela, "Važnost informisanja roditelja i
članova porodice o nasleđivanju rizičnog
X hromozoma kod distrofinopatija" in Nacionalni naučni skup
„edukativna i rehabilitaciona podrška detetu, porodici i instituciji”
Zbornik radova (2019):79-84,
https://hdl.handle.net/21.15107/rcub_rfasper_3225 .

TY  - JOUR
AU  - Babić, Nikola
AU  - Nikolić, Snežana
AU  - llić-Stosović, Danijela
PY  - 2019
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4737
AB  - Objective: The aims of this paper were detennining of
discrepancy extensiveness in motoric functioning among
children with intellectual disabilities and their peers of
preschool age. After that, next objectives were detennining
the area of motoric functioning in which the discrepancy is
most pronounced, and identifying the differences in motoric
functioning regarding sex and age.
Method: The testing of the subjects using Educational
test of motor functioning, a review of literature dealing
with the subject of motoric functioning and knowledge
systematization were the base on which this research was
conducted on. SPSS was used for the data analysis.
Results: The analysis oftest results indicate the presence of
the largest discrepancy between children with intellectual
disabilities and their peers with typical development in the
area of balance, then gross motor skills. followed by
coordination and eye-hand coordination, and in the end. in
the area of fine motor skills. Regarding the age of the
children, by using Pearson's correlations, deviations in the
performing of certain tasks in the field of balance (One foot
standing: r = -0,52, n = 30, p < 0,0 I ; Ankle pronation in om:
foot standing: r = -0,37, n = 30, p < 0,05), and in the field
of gross motor skills (Catching and tapping a ball: r = -0.44.
n = 30, p < 0,05; Catching the ball carefully: r = -0.37.
n = 30, p < 0,05) were found. Regarding the gender.
differences exist in the specific tasks in the area of balance
(Jumping: r = -0,38, n = 30, p < 0,05) and coordination
(Climbing: r = -0,43, n = 30, p < 0,05), in which boys
demonstrate better developed skills.
Conclusions: Balance and Gross motor skills arc shown to
be the areas of motorical functioning with a most
pronounced discrepancy between intellectually disabled
children and their preschool age peers.
PB  - Nova Science Publishers, Inc
T2  - Brain, Body, Cognition
T1  - Motoric abilities assessment of preschool-age children with intellectual disabilities
IS  - 1
SP  - 35
VL  - 9
VL  - 39
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4737
ER  - 

@article{
author = "Babić, Nikola and Nikolić, Snežana and llić-Stosović, Danijela",
year = "2019",
abstract = "Objective: The aims of this paper were detennining of
discrepancy extensiveness in motoric functioning among
children with intellectual disabilities and their peers of
preschool age. After that, next objectives were detennining
the area of motoric functioning in which the discrepancy is
most pronounced, and identifying the differences in motoric
functioning regarding sex and age.
Method: The testing of the subjects using Educational
test of motor functioning, a review of literature dealing
with the subject of motoric functioning and knowledge
systematization were the base on which this research was
conducted on. SPSS was used for the data analysis.
Results: The analysis oftest results indicate the presence of
the largest discrepancy between children with intellectual
disabilities and their peers with typical development in the
area of balance, then gross motor skills. followed by
coordination and eye-hand coordination, and in the end. in
the area of fine motor skills. Regarding the age of the
children, by using Pearson's correlations, deviations in the
performing of certain tasks in the field of balance (One foot
standing: r = -0,52, n = 30, p < 0,0 I ; Ankle pronation in om:
foot standing: r = -0,37, n = 30, p < 0,05), and in the field
of gross motor skills (Catching and tapping a ball: r = -0.44.
n = 30, p < 0,05; Catching the ball carefully: r = -0.37.
n = 30, p < 0,05) were found. Regarding the gender.
differences exist in the specific tasks in the area of balance
(Jumping: r = -0,38, n = 30, p < 0,05) and coordination
(Climbing: r = -0,43, n = 30, p < 0,05), in which boys
demonstrate better developed skills.
Conclusions: Balance and Gross motor skills arc shown to
be the areas of motorical functioning with a most
pronounced discrepancy between intellectually disabled
children and their preschool age peers.",
publisher = "Nova Science Publishers, Inc",
journal = "Brain, Body, Cognition",
title = "Motoric abilities assessment of preschool-age children with intellectual disabilities",
number = "1",
pages = "35",
volume = "9, 39",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4737"
}

Babić, N., Nikolić, S.,& llić-Stosović, D.. (2019). Motoric abilities assessment of preschool-age children with intellectual disabilities. in Brain, Body, Cognition
Nova Science Publishers, Inc., 9(1), 35.
https://hdl.handle.net/21.15107/rcub_rfasper_4737

Babić N, Nikolić S, llić-Stosović D. Motoric abilities assessment of preschool-age children with intellectual disabilities. in Brain, Body, Cognition. 2019;9(1):35.
https://hdl.handle.net/21.15107/rcub_rfasper_4737 .

Babić, Nikola, Nikolić, Snežana, llić-Stosović, Danijela, "Motoric abilities assessment of preschool-age children with intellectual disabilities" in Brain, Body, Cognition, 9, no. 1 (2019):35,
https://hdl.handle.net/21.15107/rcub_rfasper_4737 .

TY  - CONF
AU  - Janjić, Jovana
AU  - Nikolić, Snežana
AU  - Ilić-Stošović, Danijela
PY  - 2019
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4338
AB  - Razvojni poremećaj koordinacije i specifični jezički poremećaj predstavljaju dva najčešća poremećaja razvojne dobi.Iako je u definicijama oba poremećaja istaknuto specifično funkcionisanje u domenu motoričkog, odnosno jezičkog razvoja, bez prethodno dijagnostikovane neurološke povrede, senzornog poremećaja ili intelektualne ometenosti, u praksi se neretko sreće njihova udruženost. Cilj ovog rada je, da se pregledom literature izdvoje istraživanja u kojima je obraĎivana udruženost motoričkih i jezičkih smetnji koddece sa razvojnim poremećajem koordinacije i dece sa specifičnim jezičkim pormećajem. Pri pregledu literature korišćen je servis Konzorcijuma biblioteka Srbije za objedinjenu nabavku – KOBSON, kao i Google Scholar Advanced Search. Na osnovu pregledanih istraživanja može sezaključiti da kod dece sa razvojnim poremećajem koordinacije i dece sa specifičnim jezičkim poremećajem postoje udružene motoričke i jezičke teškoće, na prvom mestu u fonološkoj obradi informacija,praksiji i koordinaciji.
AB  - Developmental coordination disorder and specific language impairment represent the two most common developmental disorders in childhood. Although definitions of both disorders highlight specific development in motor or language domain, without previously diagnosing any sensory disorder, neurological or intellectual condition, their comorbidity is frequent in practice.
Primary aim of this paper is to identify researches that address the existing comorbidity of motor and speech difficulties in children with developmental coordination disorder and children with specific language impairment. In purpose of finding and reviewing the appropriate scientific papers and articles, used was the KOBSON, as well as Google Scholar Advanced Search.
Based on the reviewed researches, it can be scientifically determined that there is comorbidity of motor and speech difficulties in children with developmental coordination disorder and children with specific language impairment - primarily in domain of phonological processing of information, planning and sequencing (praxis) and coordination.
PB  - Centar modernih znanja, Banja Luka
C3  - Društvo znanja
T1  - Udruženost motoričkih i jezičkih smetnji sa razvojnim poremedajem koordinacije i dece sa specifičnim jezičkim poremedajem
T1  - Comorbidityof language and motor difficulties in children with developmental coordination disorder and children with specific language impairment
EP  - 292
SP  - 279
DO  - 10.7251/DZZ1903279J
ER  - 

@conference{
author = "Janjić, Jovana and Nikolić, Snežana and Ilić-Stošović, Danijela",
year = "2019",
abstract = "Razvojni poremećaj koordinacije i specifični jezički poremećaj predstavljaju dva najčešća poremećaja razvojne dobi.Iako je u definicijama oba poremećaja istaknuto specifično funkcionisanje u domenu motoričkog, odnosno jezičkog razvoja, bez prethodno dijagnostikovane neurološke povrede, senzornog poremećaja ili intelektualne ometenosti, u praksi se neretko sreće njihova udruženost. Cilj ovog rada je, da se pregledom literature izdvoje istraživanja u kojima je obraĎivana udruženost motoričkih i jezičkih smetnji koddece sa razvojnim poremećajem koordinacije i dece sa specifičnim jezičkim pormećajem. Pri pregledu literature korišćen je servis Konzorcijuma biblioteka Srbije za objedinjenu nabavku – KOBSON, kao i Google Scholar Advanced Search. Na osnovu pregledanih istraživanja može sezaključiti da kod dece sa razvojnim poremećajem koordinacije i dece sa specifičnim jezičkim poremećajem postoje udružene motoričke i jezičke teškoće, na prvom mestu u fonološkoj obradi informacija,praksiji i koordinaciji., Developmental coordination disorder and specific language impairment represent the two most common developmental disorders in childhood. Although definitions of both disorders highlight specific development in motor or language domain, without previously diagnosing any sensory disorder, neurological or intellectual condition, their comorbidity is frequent in practice.
Primary aim of this paper is to identify researches that address the existing comorbidity of motor and speech difficulties in children with developmental coordination disorder and children with specific language impairment. In purpose of finding and reviewing the appropriate scientific papers and articles, used was the KOBSON, as well as Google Scholar Advanced Search.
Based on the reviewed researches, it can be scientifically determined that there is comorbidity of motor and speech difficulties in children with developmental coordination disorder and children with specific language impairment - primarily in domain of phonological processing of information, planning and sequencing (praxis) and coordination.",
publisher = "Centar modernih znanja, Banja Luka",
journal = "Društvo znanja",
title = "Udruženost motoričkih i jezičkih smetnji sa razvojnim poremedajem koordinacije i dece sa specifičnim jezičkim poremedajem, Comorbidityof language and motor difficulties in children with developmental coordination disorder and children with specific language impairment",
pages = "292-279",
doi = "10.7251/DZZ1903279J"
}

Janjić, J., Nikolić, S.,& Ilić-Stošović, D.. (2019). Udruženost motoričkih i jezičkih smetnji sa razvojnim poremedajem koordinacije i dece sa specifičnim jezičkim poremedajem. in Društvo znanja
Centar modernih znanja, Banja Luka., 279-292.
https://doi.org/10.7251/DZZ1903279J

Janjić J, Nikolić S, Ilić-Stošović D. Udruženost motoričkih i jezičkih smetnji sa razvojnim poremedajem koordinacije i dece sa specifičnim jezičkim poremedajem. in Društvo znanja. 2019;:279-292.
doi:10.7251/DZZ1903279J .

Janjić, Jovana, Nikolić, Snežana, Ilić-Stošović, Danijela, "Udruženost motoričkih i jezičkih smetnji sa razvojnim poremedajem koordinacije i dece sa specifičnim jezičkim poremedajem" in Društvo znanja (2019):279-292,
https://doi.org/10.7251/DZZ1903279J . .

TY  - JOUR
AU  - Ivanović, Lidija
AU  - Ilić-Stošović, Danijela
AU  - Nikolić, Snežana
AU  - Medenica, Veselin
PY  - 2019
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1188
AB  - Background/Aim. Studies that investigated the presence of soft neurological signs in terms of neuromotor immaturity and impact on the ability of reading, writing and calculation are rare. At school age, cognitive development in children of the typical population is monitored over, while much less was focused on motor development. This is one of the important reasons for conducting this research. The aim of this study is to determine whether neuromotor immaturity of children poses a risk for the adoption of the basic academic skills in school children. Most authors investigated the presence of dysgraphia, dyslexia and dyscalculia in clinically diagnosed conditions. Methods. The data were obtained by testing. To assess neuromotor maturity, The Developmental Screening Test was used. The quality of handwriting was evaluated according to the criteria proposed by Simner and Eidlitz. Quality of reading skills is assessed by the Three-dimensional Reading Test. Evaluation of the presence of difficulties in numeracy was performed by a series of adapted tasks, taken from the Romanian Screening Instrument for Dyscalculia. Results. The sample was divided into two groups of pupils according to the results. The groups consisted of students with and without the presence of neuromotor immaturity. There was a significantly higher prevalence of students with difficulties in reading, writing and numeracy in the group of neuromotor immature students. Conclusion. The results clearly indicated that neuromotor immaturity of children represents a risk to the adoption of the basic academic skills in children in school age. We believe that the school age is very important time to monitor motor development of a child to the same extent as the cognitive development. In this way, we would have the opportunity to intervene on time and reduce a possibility of school failure. Wider studies in this area are urgently needed.
AB  - Uvod/Cilj. Retka su istraživanja koja istražuju prisustvo blagih neuroloških simptoma u smislu neuromotorne nezrelosti i uticaj na sposobnosti usvajanja čitanja, pisanja i računanja. U školskom uzrastu najviše se prati kognitivni razvoj dece opšte populacije, a mnogo manje motorni, te je ovo jedan od bitnih razloga za sprovođenje ovog istraživanja. Cilj ovog rada je bio da se utvrdi da li neuromotorna nezrelost dece predstavlja rizik za usvajanje bazičnih akademskih veština dece u školskom uzrastu. Uobičajeno se ispituje prisustvo disgrafije, disleksije i diskalkulije kod klinički dijagnostikovanih stanja. Metode. Podaci su dobijeni testiranjem. Za procenu neuromotorne zrelosti korišćen je Developmental Screening Test. Kvalitet rukopisa je procenjen prema kriterijumima koje su predložili Simner and Eidlitc. Kvalitet čitanja je procenjen Trodimenzionalnim testom čitanja. Prisustvo poteškoća pri računanju procenjeno je adaptiranim Rumunskim skrining testom za procenu prisustva diskalkulije. Rezultati. Uzorak je prema dobijenim rezultatima podeljen u dve grupe učenika, onih sa i onih bez prisustva neuromotorne nezrelosti. Nađena je statistički značajno veća prevalencija učenika sa poteškoćama čitanja, pisanja i računanja u grupi neuromotorno nezrelih učenika. Zaključak. Dobijeni rezultati nedvosmisleno pokazuju da neuromotorna nezrelost dece predstavlja rizik za usvajanje bazičnih akademskih veština kod dece školskog uzrasta. Zbog toga smatramo da je u školskom uzrastu veoma bitno pratiti i motorni razvoj deteta u istoj meri kao i kognitivni, kako bi se na vreme intervenisalo i kako bi se smanjila mogućnost neuspeha deteta u školi. Potrebna su dalja istraživanja u ovoj oblasti.
PB  - Vojnomedicinska akademija - Institut za naučne informacije, Beograd
T2  - Vojnosanitetski pregled
T1  - Does neuromotor immaturity represents a risk for acquiring basic academic skills in school-age children?
T1  - Da li neuromotorna nezrelost predstavlja rizik za usvajanje bazičnih akademskih veština kod dece školskog uzrasta?
EP  - 1070
IS  - 10
SP  - 1062
VL  - 76
DO  - 10.2298/VSP170417011I
ER  - 

@article{
author = "Ivanović, Lidija and Ilić-Stošović, Danijela and Nikolić, Snežana and Medenica, Veselin",
year = "2019",
abstract = "Background/Aim. Studies that investigated the presence of soft neurological signs in terms of neuromotor immaturity and impact on the ability of reading, writing and calculation are rare. At school age, cognitive development in children of the typical population is monitored over, while much less was focused on motor development. This is one of the important reasons for conducting this research. The aim of this study is to determine whether neuromotor immaturity of children poses a risk for the adoption of the basic academic skills in school children. Most authors investigated the presence of dysgraphia, dyslexia and dyscalculia in clinically diagnosed conditions. Methods. The data were obtained by testing. To assess neuromotor maturity, The Developmental Screening Test was used. The quality of handwriting was evaluated according to the criteria proposed by Simner and Eidlitz. Quality of reading skills is assessed by the Three-dimensional Reading Test. Evaluation of the presence of difficulties in numeracy was performed by a series of adapted tasks, taken from the Romanian Screening Instrument for Dyscalculia. Results. The sample was divided into two groups of pupils according to the results. The groups consisted of students with and without the presence of neuromotor immaturity. There was a significantly higher prevalence of students with difficulties in reading, writing and numeracy in the group of neuromotor immature students. Conclusion. The results clearly indicated that neuromotor immaturity of children represents a risk to the adoption of the basic academic skills in children in school age. We believe that the school age is very important time to monitor motor development of a child to the same extent as the cognitive development. In this way, we would have the opportunity to intervene on time and reduce a possibility of school failure. Wider studies in this area are urgently needed., Uvod/Cilj. Retka su istraživanja koja istražuju prisustvo blagih neuroloških simptoma u smislu neuromotorne nezrelosti i uticaj na sposobnosti usvajanja čitanja, pisanja i računanja. U školskom uzrastu najviše se prati kognitivni razvoj dece opšte populacije, a mnogo manje motorni, te je ovo jedan od bitnih razloga za sprovođenje ovog istraživanja. Cilj ovog rada je bio da se utvrdi da li neuromotorna nezrelost dece predstavlja rizik za usvajanje bazičnih akademskih veština dece u školskom uzrastu. Uobičajeno se ispituje prisustvo disgrafije, disleksije i diskalkulije kod klinički dijagnostikovanih stanja. Metode. Podaci su dobijeni testiranjem. Za procenu neuromotorne zrelosti korišćen je Developmental Screening Test. Kvalitet rukopisa je procenjen prema kriterijumima koje su predložili Simner and Eidlitc. Kvalitet čitanja je procenjen Trodimenzionalnim testom čitanja. Prisustvo poteškoća pri računanju procenjeno je adaptiranim Rumunskim skrining testom za procenu prisustva diskalkulije. Rezultati. Uzorak je prema dobijenim rezultatima podeljen u dve grupe učenika, onih sa i onih bez prisustva neuromotorne nezrelosti. Nađena je statistički značajno veća prevalencija učenika sa poteškoćama čitanja, pisanja i računanja u grupi neuromotorno nezrelih učenika. Zaključak. Dobijeni rezultati nedvosmisleno pokazuju da neuromotorna nezrelost dece predstavlja rizik za usvajanje bazičnih akademskih veština kod dece školskog uzrasta. Zbog toga smatramo da je u školskom uzrastu veoma bitno pratiti i motorni razvoj deteta u istoj meri kao i kognitivni, kako bi se na vreme intervenisalo i kako bi se smanjila mogućnost neuspeha deteta u školi. Potrebna su dalja istraživanja u ovoj oblasti.",
publisher = "Vojnomedicinska akademija - Institut za naučne informacije, Beograd",
journal = "Vojnosanitetski pregled",
title = "Does neuromotor immaturity represents a risk for acquiring basic academic skills in school-age children?, Da li neuromotorna nezrelost predstavlja rizik za usvajanje bazičnih akademskih veština kod dece školskog uzrasta?",
pages = "1070-1062",
number = "10",
volume = "76",
doi = "10.2298/VSP170417011I"
}

Ivanović, L., Ilić-Stošović, D., Nikolić, S.,& Medenica, V.. (2019). Does neuromotor immaturity represents a risk for acquiring basic academic skills in school-age children?. in Vojnosanitetski pregled
Vojnomedicinska akademija - Institut za naučne informacije, Beograd., 76(10), 1062-1070.
https://doi.org/10.2298/VSP170417011I

Ivanović L, Ilić-Stošović D, Nikolić S, Medenica V. Does neuromotor immaturity represents a risk for acquiring basic academic skills in school-age children?. in Vojnosanitetski pregled. 2019;76(10):1062-1070.
doi:10.2298/VSP170417011I .

Ivanović, Lidija, Ilić-Stošović, Danijela, Nikolić, Snežana, Medenica, Veselin, "Does neuromotor immaturity represents a risk for acquiring basic academic skills in school-age children?" in Vojnosanitetski pregled, 76, no. 10 (2019):1062-1070,
https://doi.org/10.2298/VSP170417011I . .

TY  - CONF
AU  - Ilić, Snežana
AU  - Nikolić, Snežana
AU  - Ilić-Stošović, Danijela
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4339
AB  - Rad analizira značaj kompetentnog roditeljstva u podršci razvoju
deteta u svim razvojnim domenima. Ono što dete doživljava ima snažan uticaj
na razvoj dečjeg mozga, a time i dalekosežne posledice za njegove kasnije
životne prilike. Istraživanja pokazuju da roditeljski izveštaji daju nešto
više procene detetovih veština i sposobnosti, nego kada stručnjaci, te iste
veštine, direktno procenjuju na detetu. Istraživanja sprovedena u Srbiji,
predstavljena u ovom radu, pokazuju najučestalije simptome koje roditelji
uočavaju kod dece koja imaju teškoće iz autističnog spektra, kao i
distribuciju i stepen roditeljske zabrinutosti koju izražavaju u situaciji
opšte zabrinutosti za dete ili prema oblastima razvoja, kada su u situaciji
da je izraze stručnjacima. Kako programi podrške roditeljstvu olakšavaju
roditeljima rast kompetencija i imaju direkni pozitivan uticaj na dete, tako
i kontinuirana edukacija, supervizija i meёusobna podrška olakšavaju rast
kompetencija stručnjaka u ispunjavanju njihovih profesionalnih odgovornosti
u programu podrške roditeljstvu.
AB  - в работе анализируется значимость компетентности родителей,
поддерживающих развитие детей во всех сферах. Впечатления, полученные в
детстве, имеют сильное влияние на мозг ребенка и определяют последствия
дальнейшей его жизни. Исследования доказывают, что родительские
наблюдения за детьми дают более высокие оценки детских навыков и
возможностей, в отличие от оценок специалистов. Исследования, проведенные
в Сербии и представленные в данной работе, показывают наиболее частые
симптомы, которые родители обнаруживают у детей с аутистическим спектром,
а также дистрибуцию и степень родительской озабоченности, которую они
выражают в ситуации общего беспокойства за ребенка или в связи с отдельным
направлением его развития. Эти мысли родители пытаются донести до
специалистов. Как программы поддержки обеспечивают родителям рост
компетенций и имеют непосредственное положительное влияние на ребенка,
так и непрерывное образование, супервизия и взаимная поддержка
способствуют росту компетенций специалистов в выполнении их
профессиональных обязанностей по программе поддержки родительства.
PB  - Тюменский государственный университет, Институт психологии и педагогики. - Тюмень
C3  - Сборник материалов Всероссийской научно-практической (очно-заочной) конференции с международным участием
T1  - Razvojna podrška roditeljstvu kroz partnerstvo stručnjaka i roditelja
T1  - Развитие поддержки родительства через партнерство специалистов и родителей в Сербии
EP  - 26
SP  - 19
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4339
ER  - 

@conference{
author = "Ilić, Snežana and Nikolić, Snežana and Ilić-Stošović, Danijela",
year = "2018",
abstract = "Rad analizira značaj kompetentnog roditeljstva u podršci razvoju
deteta u svim razvojnim domenima. Ono što dete doživljava ima snažan uticaj
na razvoj dečjeg mozga, a time i dalekosežne posledice za njegove kasnije
životne prilike. Istraživanja pokazuju da roditeljski izveštaji daju nešto
više procene detetovih veština i sposobnosti, nego kada stručnjaci, te iste
veštine, direktno procenjuju na detetu. Istraživanja sprovedena u Srbiji,
predstavljena u ovom radu, pokazuju najučestalije simptome koje roditelji
uočavaju kod dece koja imaju teškoće iz autističnog spektra, kao i
distribuciju i stepen roditeljske zabrinutosti koju izražavaju u situaciji
opšte zabrinutosti za dete ili prema oblastima razvoja, kada su u situaciji
da je izraze stručnjacima. Kako programi podrške roditeljstvu olakšavaju
roditeljima rast kompetencija i imaju direkni pozitivan uticaj na dete, tako
i kontinuirana edukacija, supervizija i meёusobna podrška olakšavaju rast
kompetencija stručnjaka u ispunjavanju njihovih profesionalnih odgovornosti
u programu podrške roditeljstvu., в работе анализируется значимость компетентности родителей,
поддерживающих развитие детей во всех сферах. Впечатления, полученные в
детстве, имеют сильное влияние на мозг ребенка и определяют последствия
дальнейшей его жизни. Исследования доказывают, что родительские
наблюдения за детьми дают более высокие оценки детских навыков и
возможностей, в отличие от оценок специалистов. Исследования, проведенные
в Сербии и представленные в данной работе, показывают наиболее частые
симптомы, которые родители обнаруживают у детей с аутистическим спектром,
а также дистрибуцию и степень родительской озабоченности, которую они
выражают в ситуации общего беспокойства за ребенка или в связи с отдельным
направлением его развития. Эти мысли родители пытаются донести до
специалистов. Как программы поддержки обеспечивают родителям рост
компетенций и имеют непосредственное положительное влияние на ребенка,
так и непрерывное образование, супервизия и взаимная поддержка
способствуют росту компетенций специалистов в выполнении их
профессиональных обязанностей по программе поддержки родительства.",
publisher = "Тюменский государственный университет, Институт психологии и педагогики. - Тюмень",
journal = "Сборник материалов Всероссийской научно-практической (очно-заочной) конференции с международным участием",
title = "Razvojna podrška roditeljstvu kroz partnerstvo stručnjaka i roditelja, Развитие поддержки родительства через партнерство специалистов и родителей в Сербии",
pages = "26-19",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4339"
}

Ilić, S., Nikolić, S.,& Ilić-Stošović, D.. (2018). Razvojna podrška roditeljstvu kroz partnerstvo stručnjaka i roditelja. in Сборник материалов Всероссийской научно-практической (очно-заочной) конференции с международным участием
Тюменский государственный университет, Институт психологии и педагогики. - Тюмень., 19-26.
https://hdl.handle.net/21.15107/rcub_rfasper_4339

Ilić S, Nikolić S, Ilić-Stošović D. Razvojna podrška roditeljstvu kroz partnerstvo stručnjaka i roditelja. in Сборник материалов Всероссийской научно-практической (очно-заочной) конференции с международным участием. 2018;:19-26.
https://hdl.handle.net/21.15107/rcub_rfasper_4339 .

Ilić, Snežana, Nikolić, Snežana, Ilić-Stošović, Danijela, "Razvojna podrška roditeljstvu kroz partnerstvo stručnjaka i roditelja" in Сборник материалов Всероссийской научно-практической (очно-заочной) конференции с международным участием (2018):19-26,
https://hdl.handle.net/21.15107/rcub_rfasper_4339 .

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  - JOUR
AU  - Ivanović, Lidija
AU  - Ilić-Stošović, Danijela
AU  - Medenica, Veselin
AU  - Nikolić, Snežana
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1130
AB  - Background/Purpose: Prevalence of behavior problems in school children ranging from 8% to 35%. The causes of behavioral problems are often attributed to socio-cultural factors and interpersonal relationships and not to biological factors like neuromotor condition. Neuromotor condition often stay undetected in population of Serbian school children, also relationship between neuromotor condition and behavior problems are not studied. The aim of the research is to verify whether atypical neuromotor condition is important for occurrence of behavior problems. Participants included 256 elementary students from second-, third-, and fourth-grade classrooms. Method: Using the Developmental Screening Test (DST), the children's neuromotor condition was assessed. Behavioral problems were detected using the Strengths and Difficulties Questionnaire (SDQ) for teachers. Results: Statistical analysis has shown that behavior problems were more common in participants from the group of atypical neuromotor condition (12 participants or 28.57%) in contrast to the group of those with typical neuromotor condition (24 participants or 11.22%). The degree of behavior problems was higher in those children whose degree of neuromotor problems was higher. There was a statistically significant difference at the p lt 0.05 degree in SDQ scores for the groups: F (2.253) = 8.414, p=0.001. Conclusion: We can conclude that atypical neuromotor condition is important for occurrence and grade of behavior problems in children.
PB  - Suamthi Publications, Ahmednagar
T2  - International Journal of Medical Research & Health Sciences
T1  - Neuromotor Status and Behavior Problems in School Children
EP  - 24
IS  - 2
SP  - 13
VL  - 7
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_1130
ER  - 

@article{
author = "Ivanović, Lidija and Ilić-Stošović, Danijela and Medenica, Veselin and Nikolić, Snežana",
year = "2018",
abstract = "Background/Purpose: Prevalence of behavior problems in school children ranging from 8% to 35%. The causes of behavioral problems are often attributed to socio-cultural factors and interpersonal relationships and not to biological factors like neuromotor condition. Neuromotor condition often stay undetected in population of Serbian school children, also relationship between neuromotor condition and behavior problems are not studied. The aim of the research is to verify whether atypical neuromotor condition is important for occurrence of behavior problems. Participants included 256 elementary students from second-, third-, and fourth-grade classrooms. Method: Using the Developmental Screening Test (DST), the children's neuromotor condition was assessed. Behavioral problems were detected using the Strengths and Difficulties Questionnaire (SDQ) for teachers. Results: Statistical analysis has shown that behavior problems were more common in participants from the group of atypical neuromotor condition (12 participants or 28.57%) in contrast to the group of those with typical neuromotor condition (24 participants or 11.22%). The degree of behavior problems was higher in those children whose degree of neuromotor problems was higher. There was a statistically significant difference at the p lt 0.05 degree in SDQ scores for the groups: F (2.253) = 8.414, p=0.001. Conclusion: We can conclude that atypical neuromotor condition is important for occurrence and grade of behavior problems in children.",
publisher = "Suamthi Publications, Ahmednagar",
journal = "International Journal of Medical Research & Health Sciences",
title = "Neuromotor Status and Behavior Problems in School Children",
pages = "24-13",
number = "2",
volume = "7",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_1130"
}

Ivanović, L., Ilić-Stošović, D., Medenica, V.,& Nikolić, S.. (2018). Neuromotor Status and Behavior Problems in School Children. in International Journal of Medical Research & Health Sciences
Suamthi Publications, Ahmednagar., 7(2), 13-24.
https://hdl.handle.net/21.15107/rcub_rfasper_1130

Ivanović L, Ilić-Stošović D, Medenica V, Nikolić S. Neuromotor Status and Behavior Problems in School Children. in International Journal of Medical Research & Health Sciences. 2018;7(2):13-24.
https://hdl.handle.net/21.15107/rcub_rfasper_1130 .

Ivanović, Lidija, Ilić-Stošović, Danijela, Medenica, Veselin, Nikolić, Snežana, "Neuromotor Status and Behavior Problems in School Children" in International Journal of Medical Research & Health Sciences, 7, no. 2 (2018):13-24,
https://hdl.handle.net/21.15107/rcub_rfasper_1130 .

TY  - JOUR
AU  - Nikolić, Snežana
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2833
T2  - Vospitanie i obučenie deteй s narušeniяmi razvitiя
T1  - Inklюzivnoe i specialьnoe obrazovanie v Respublike Serbii
EP  - 32
IS  - 5
SP  - 27
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2833
ER  - 

@article{
author = "Nikolić, Snežana",
year = "2018",
journal = "Vospitanie i obučenie deteй s narušeniяmi razvitiя",
title = "Inklюzivnoe i specialьnoe obrazovanie v Respublike Serbii",
pages = "32-27",
number = "5",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2833"
}

Nikolić, S.. (2018). Inklюzivnoe i specialьnoe obrazovanie v Respublike Serbii. in Vospitanie i obučenie deteй s narušeniяmi razvitiя(5), 27-32.
https://hdl.handle.net/21.15107/rcub_rfasper_2833

Nikolić S. Inklюzivnoe i specialьnoe obrazovanie v Respublike Serbii. in Vospitanie i obučenie deteй s narušeniяmi razvitiя. 2018;(5):27-32.
https://hdl.handle.net/21.15107/rcub_rfasper_2833 .

Nikolić, Snežana, "Inklюzivnoe i specialьnoe obrazovanie v Respublike Serbii" in Vospitanie i obučenie deteй s narušeniяmi razvitiя, no. 5 (2018):27-32,
https://hdl.handle.net/21.15107/rcub_rfasper_2833 .

TY  - CONF
AU  - Ilić, Snežana
AU  - Nikolić, Snežana
AU  - Ilić-Stošović, Danijela
PY  - 2017
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2658
AB  - Rana intervencija i kvalitetni predškolski programi mogu imati pozitiv-
ne uticaje na ugroženi dečji razvoj, intelektualni i emocionalni razvoj i
unapređenje obrazovnih postignuća dece.
Studije prikazane u ovom radu pokazuju pozitivan uticaj programa rane
intervencije na razvoj dece u svim razvojnim domenima kod prevremeno rođene
dece, dece sa izrazito niskom porođajnom težinom, dece sa smetnjama u razvoju,
kao i uticaj predškolskih programa na kasnija bolja akademska postignuća dece.
Efikasnost programa rane intervencije ogleda se i u postizanju više funk-
cionalnosti porodice kroz edukacije oba roditelja tokom programa rane
intervencije. Programi kojima podržavamo roditelje omogućavaju pozitivan
ishod za roditeljstvo (viši stepen zadovoljstva u roditeljskoj ulozi i veća
osetljivost na ponašanja odojčadi) i za odojčad (više mentalne i motoričke
sposobnosti u okviru očekivanog razvoja) u odnosu na kontrolne grupe u kojima
edukacija roditeljima nije omogućena.
Programi koji se sprovode u ranom detinjstvu posebno mogu biti značajni za decu
sa smetnjama u razvoju, jer omogućavaju jačanje njihovih celokupnih kapaciteta i
dovode ih u poziciju u kojoj će imati najveću korist prilikom uključivanja u va-
spitno-obrazovne programe. U procesu rane intervencije mnoga deca prevaziđu
razvojna kašnjenja kada im se obezbedi razvojno podržavajuća interakcija, adek-
vatnog intenziteta i trajanja.
AB  - Early intervention and quality preschool
programs can have a positive impact on
endangered child development, intellectual
and emotional development, and the
advancement of educational achievement of
children.
The studies presented in this paper show
the positive impact of the early intervention
program on the development of children in
all developmental domains in prematurely
born children, children with extremely low
birth weight, children with developmental
disabilities, and the impact of preschool
programs on later better academic
achievements of children.
The effectiveness of the early intervention
program is also reflected in achieving more
family functionality through the education
of both parents during the early intervention
program. The programs supported by
parents provide a positive outcome for
parenting (a higher degree of satisfaction in
the parental role and higher sensitivity to
the behavior of infants) and for infants (more
mental and motor abilities within expected
development) than control groups in which
education is not provided to parents.
Early childhood programs can be
particularly important for children with
disabilities because they help to strengthen
their overall capacities and bring them into
a position where they will have the greatest
benefit when engaging in educational
programs. In the early intervention process,
many children overcome developmental
delays when they are provided with a
developmentally supportive interaction of
adequate intensity and duration.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Zbornik radova - Nacionalni naučni skup „Prevencija razvojnih smetnji i
problema u ponašanju”, Beograd, 21. Decembar 2017.
T1  - Efikasnosti rane intervencije i predškolskih
programa u razvoju optimalnih
potencijala dece
T1  - Early childhood intervention and preschool programs efficiency in
developing children optimal potential
EP  - 34
SP  - 27
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2658
ER  - 

@conference{
author = "Ilić, Snežana and Nikolić, Snežana and Ilić-Stošović, Danijela",
year = "2017",
abstract = "Rana intervencija i kvalitetni predškolski programi mogu imati pozitiv-
ne uticaje na ugroženi dečji razvoj, intelektualni i emocionalni razvoj i
unapređenje obrazovnih postignuća dece.
Studije prikazane u ovom radu pokazuju pozitivan uticaj programa rane
intervencije na razvoj dece u svim razvojnim domenima kod prevremeno rođene
dece, dece sa izrazito niskom porođajnom težinom, dece sa smetnjama u razvoju,
kao i uticaj predškolskih programa na kasnija bolja akademska postignuća dece.
Efikasnost programa rane intervencije ogleda se i u postizanju više funk-
cionalnosti porodice kroz edukacije oba roditelja tokom programa rane
intervencije. Programi kojima podržavamo roditelje omogućavaju pozitivan
ishod za roditeljstvo (viši stepen zadovoljstva u roditeljskoj ulozi i veća
osetljivost na ponašanja odojčadi) i za odojčad (više mentalne i motoričke
sposobnosti u okviru očekivanog razvoja) u odnosu na kontrolne grupe u kojima
edukacija roditeljima nije omogućena.
Programi koji se sprovode u ranom detinjstvu posebno mogu biti značajni za decu
sa smetnjama u razvoju, jer omogućavaju jačanje njihovih celokupnih kapaciteta i
dovode ih u poziciju u kojoj će imati najveću korist prilikom uključivanja u va-
spitno-obrazovne programe. U procesu rane intervencije mnoga deca prevaziđu
razvojna kašnjenja kada im se obezbedi razvojno podržavajuća interakcija, adek-
vatnog intenziteta i trajanja., Early intervention and quality preschool
programs can have a positive impact on
endangered child development, intellectual
and emotional development, and the
advancement of educational achievement of
children.
The studies presented in this paper show
the positive impact of the early intervention
program on the development of children in
all developmental domains in prematurely
born children, children with extremely low
birth weight, children with developmental
disabilities, and the impact of preschool
programs on later better academic
achievements of children.
The effectiveness of the early intervention
program is also reflected in achieving more
family functionality through the education
of both parents during the early intervention
program. The programs supported by
parents provide a positive outcome for
parenting (a higher degree of satisfaction in
the parental role and higher sensitivity to
the behavior of infants) and for infants (more
mental and motor abilities within expected
development) than control groups in which
education is not provided to parents.
Early childhood programs can be
particularly important for children with
disabilities because they help to strengthen
their overall capacities and bring them into
a position where they will have the greatest
benefit when engaging in educational
programs. In the early intervention process,
many children overcome developmental
delays when they are provided with a
developmentally supportive interaction of
adequate intensity and duration.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik radova - Nacionalni naučni skup „Prevencija razvojnih smetnji i
problema u ponašanju”, Beograd, 21. Decembar 2017.",
title = "Efikasnosti rane intervencije i predškolskih
programa u razvoju optimalnih
potencijala dece, Early childhood intervention and preschool programs efficiency in
developing children optimal potential",
pages = "34-27",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2658"
}

Ilić, S., Nikolić, S.,& Ilić-Stošović, D.. (2017). Efikasnosti rane intervencije i predškolskih
programa u razvoju optimalnih
potencijala dece. in Zbornik radova - Nacionalni naučni skup „Prevencija razvojnih smetnji i
problema u ponašanju”, Beograd, 21. Decembar 2017.
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 27-34.
https://hdl.handle.net/21.15107/rcub_rfasper_2658

Ilić S, Nikolić S, Ilić-Stošović D. Efikasnosti rane intervencije i predškolskih
programa u razvoju optimalnih
potencijala dece. in Zbornik radova - Nacionalni naučni skup „Prevencija razvojnih smetnji i
problema u ponašanju”, Beograd, 21. Decembar 2017.. 2017;:27-34.
https://hdl.handle.net/21.15107/rcub_rfasper_2658 .

Ilić, Snežana, Nikolić, Snežana, Ilić-Stošović, Danijela, "Efikasnosti rane intervencije i predškolskih
programa u razvoju optimalnih
potencijala dece" in Zbornik radova - Nacionalni naučni skup „Prevencija razvojnih smetnji i
problema u ponašanju”, Beograd, 21. Decembar 2017. (2017):27-34,
https://hdl.handle.net/21.15107/rcub_rfasper_2658 .

TY  - CONF
AU  - Gligorović, Milica
AU  - Vučinić, Vesna
AU  - Jablan, Branka
AU  - Radovanović, Vesna
AU  - Nikolić, Snežana
AU  - Buha, Nataša
PY  - 2017
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2632
C3  - Zbornik rezimea
T1  - Procena edukativnih potencijala dece sa smetnjama u razvoju
EP  - 207
SP  - 207
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2632
ER  - 

@conference{
author = "Gligorović, Milica and Vučinić, Vesna and Jablan, Branka and Radovanović, Vesna and Nikolić, Snežana and Buha, Nataša",
year = "2017",
journal = "Zbornik rezimea",
title = "Procena edukativnih potencijala dece sa smetnjama u razvoju",
pages = "207-207",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2632"
}

Gligorović, M., Vučinić, V., Jablan, B., Radovanović, V., Nikolić, S.,& Buha, N.. (2017). Procena edukativnih potencijala dece sa smetnjama u razvoju. in Zbornik rezimea, 207-207.
https://hdl.handle.net/21.15107/rcub_rfasper_2632

Gligorović M, Vučinić V, Jablan B, Radovanović V, Nikolić S, Buha N. Procena edukativnih potencijala dece sa smetnjama u razvoju. in Zbornik rezimea. 2017;:207-207.
https://hdl.handle.net/21.15107/rcub_rfasper_2632 .

Gligorović, Milica, Vučinić, Vesna, Jablan, Branka, Radovanović, Vesna, Nikolić, Snežana, Buha, Nataša, "Procena edukativnih potencijala dece sa smetnjama u razvoju" in Zbornik rezimea (2017):207-207,
https://hdl.handle.net/21.15107/rcub_rfasper_2632 .

TY  - CONF
AU  - Babić, Nikola
AU  - Radulović, Danka
AU  - Nikolić, Snežana
PY  - 2017
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4171
AB  - Predmet: Komunikacija između defektologa i roditelja deteta sa cerebralnom
paralizom zahteva visok nivo kompetentnosti i potrebno je da bude
prožeta motivisanjem roditelja za aktivno učešće u habilitacionom tretmanu.
Cilj rada je da se na osnovu pregleda dostupne literature postavi polazna
osnova za pospešenje komunikacije na relaciji između defektologa i
roditelja, koja će se posmatrati kroz prizmu načina odabira habilitacionih
ciljeva. Iznete su pretpostavke o adekvatnosti odabira određenog komunikacionog
pristupa u odnosu na komunikacione potrebe roditelja.
Metod: Na osnovu proučavanja dostupne literature, u svrhu definisanja
komunikacionog pristupa defektologa, predlaže se upotreba edukativnih
stilova postavljenih od strane Baumrind i određivanje komunikacionih pristupa
vođenja, saradnje i na kraju podrške, odnosno autoritativosti, kooperativnosti
i suportivnosti. Adekvatnim odabirom komunikacionog pristupa
podstiče se progresija ka sve većem stepenu učešća roditelja u postavljanju
habilitacionih ciljeva. Sa druge strane, pretpostavlja se da komunikacione
potrebe roditelja koreliraju sa stadijumima prihvatanja ometenosti deteta
od strane roditelja. Stadijumi prihvatanja ometenosti definisani su o odnosu
na stadijume žaljenja iznete od strane Kubler Ros, a elaborirane u svrhu
rada sa decom ometenom u razvoju od strane Huber.
Zaključak: Predlog je da se odabir komunikacionog pristupa vrši u odnosu
na stadijum prihvatanja na kome se roditelj nalazi, ali je neizostavno zapažanje
moguće dvosmernosti u uticajima – adekvatno odabran komunikacioni
pristup trebalo bi da doprinese uspostavljanju višeg stadijuma prihvatanja
ometenosti deteta. Pored eventualnog doprinosa u oblasti rada sa
roditeljima dece sa cerebralnom paralizom, pretpostavka je da bi se ovakav
pristup mogao implementirati i u rad sa roditeljima dece čiji je razvojni tok
narušen dejstvom različitih činilaca, bez isključivosti postavljanja fokusa na
motoričke poremećaje kao dominantne.
AB  - Research subject: Communication between rehabilitators and parents of children
with cerebral palsy has to be accompanied with empathy and has to enhance
parents’ motive for taking active participation in a rehabilitation process.
Method: The aim of this paper is to, based on a review of available literature, set a
starting point for enhancing communication between parents and rehabilitators,
and that is to be viewed through the process of selecting rehabilitation goals.
This paper shows assumptions on the possibility of selecting a particular
communicational standpoint on the basis of communication needs of parents.
Results: For the purpose of defining a communicational standpoint, the use of
Baumrinds educational styles is proposed, including authoritative, cooperative
and, ultimately, supportive approach. The specified communicational standpoints
characteristic is that they progressively increase the level of participation of
parents in the rehabilitation goals setting. On the other hand, the communication
needs of parents are assumed to be correlated with the stages of acceptance of
child disability by the parents. The stages of acceptance, derived from the stages
of mourning as presented by Kübler-Ross, were later elaborated by Huber in order
to work with children with disabilities.
Conclusion: It is suggested that the choice of a communicational standpoint should
be made with respect to the stage of parental acceptance of child disability, with
an inevitable observation of the possible duality in influences – an adequately
chosen communication standpoint should contribute to the establishment of a
higher stage of child disability acceptance. Beside the possible contributions in
the field of working with parents of children with cerebral palsy, the assumption is
that the approach presented in this paper could be implemented in working with
parents of children whose developmental course was affected by various factors,
without excluding other conditions where a motor disorder is not dominant.
PB  - University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia / Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju
C3  - University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia / Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju
T1  - Odabir komunikacionog pristupa u odnosu između defektologa i roditelјa
T1  - Communicational standpoint selection in rehabilitator – parent relation
EP  - 267
SP  - 261
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4171
ER  - 

@conference{
author = "Babić, Nikola and Radulović, Danka and Nikolić, Snežana",
year = "2017",
abstract = "Predmet: Komunikacija između defektologa i roditelja deteta sa cerebralnom
paralizom zahteva visok nivo kompetentnosti i potrebno je da bude
prožeta motivisanjem roditelja za aktivno učešće u habilitacionom tretmanu.
Cilj rada je da se na osnovu pregleda dostupne literature postavi polazna
osnova za pospešenje komunikacije na relaciji između defektologa i
roditelja, koja će se posmatrati kroz prizmu načina odabira habilitacionih
ciljeva. Iznete su pretpostavke o adekvatnosti odabira određenog komunikacionog
pristupa u odnosu na komunikacione potrebe roditelja.
Metod: Na osnovu proučavanja dostupne literature, u svrhu definisanja
komunikacionog pristupa defektologa, predlaže se upotreba edukativnih
stilova postavljenih od strane Baumrind i određivanje komunikacionih pristupa
vođenja, saradnje i na kraju podrške, odnosno autoritativosti, kooperativnosti
i suportivnosti. Adekvatnim odabirom komunikacionog pristupa
podstiče se progresija ka sve većem stepenu učešća roditelja u postavljanju
habilitacionih ciljeva. Sa druge strane, pretpostavlja se da komunikacione
potrebe roditelja koreliraju sa stadijumima prihvatanja ometenosti deteta
od strane roditelja. Stadijumi prihvatanja ometenosti definisani su o odnosu
na stadijume žaljenja iznete od strane Kubler Ros, a elaborirane u svrhu
rada sa decom ometenom u razvoju od strane Huber.
Zaključak: Predlog je da se odabir komunikacionog pristupa vrši u odnosu
na stadijum prihvatanja na kome se roditelj nalazi, ali je neizostavno zapažanje
moguće dvosmernosti u uticajima – adekvatno odabran komunikacioni
pristup trebalo bi da doprinese uspostavljanju višeg stadijuma prihvatanja
ometenosti deteta. Pored eventualnog doprinosa u oblasti rada sa
roditeljima dece sa cerebralnom paralizom, pretpostavka je da bi se ovakav
pristup mogao implementirati i u rad sa roditeljima dece čiji je razvojni tok
narušen dejstvom različitih činilaca, bez isključivosti postavljanja fokusa na
motoričke poremećaje kao dominantne., Research subject: Communication between rehabilitators and parents of children
with cerebral palsy has to be accompanied with empathy and has to enhance
parents’ motive for taking active participation in a rehabilitation process.
Method: The aim of this paper is to, based on a review of available literature, set a
starting point for enhancing communication between parents and rehabilitators,
and that is to be viewed through the process of selecting rehabilitation goals.
This paper shows assumptions on the possibility of selecting a particular
communicational standpoint on the basis of communication needs of parents.
Results: For the purpose of defining a communicational standpoint, the use of
Baumrinds educational styles is proposed, including authoritative, cooperative
and, ultimately, supportive approach. The specified communicational standpoints
characteristic is that they progressively increase the level of participation of
parents in the rehabilitation goals setting. On the other hand, the communication
needs of parents are assumed to be correlated with the stages of acceptance of
child disability by the parents. The stages of acceptance, derived from the stages
of mourning as presented by Kübler-Ross, were later elaborated by Huber in order
to work with children with disabilities.
Conclusion: It is suggested that the choice of a communicational standpoint should
be made with respect to the stage of parental acceptance of child disability, with
an inevitable observation of the possible duality in influences – an adequately
chosen communication standpoint should contribute to the establishment of a
higher stage of child disability acceptance. Beside the possible contributions in
the field of working with parents of children with cerebral palsy, the assumption is
that the approach presented in this paper could be implemented in working with
parents of children whose developmental course was affected by various factors,
without excluding other conditions where a motor disorder is not dominant.",
publisher = "University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia / Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju",
journal = "University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia / Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju",
title = "Odabir komunikacionog pristupa u odnosu između defektologa i roditelјa, Communicational standpoint selection in rehabilitator – parent relation",
pages = "267-261",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4171"
}

Babić, N., Radulović, D.,& Nikolić, S.. (2017). Odabir komunikacionog pristupa u odnosu između defektologa i roditelјa. in University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia / Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju
University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia / Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju., 261-267.
https://hdl.handle.net/21.15107/rcub_rfasper_4171

Babić N, Radulović D, Nikolić S. Odabir komunikacionog pristupa u odnosu između defektologa i roditelјa. in University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia / Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju. 2017;:261-267.
https://hdl.handle.net/21.15107/rcub_rfasper_4171 .

Babić, Nikola, Radulović, Danka, Nikolić, Snežana, "Odabir komunikacionog pristupa u odnosu između defektologa i roditelјa" in University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia / Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju (2017):261-267,
https://hdl.handle.net/21.15107/rcub_rfasper_4171 .

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  - Babić, Nikola
AU  - Radulović, Danka
AU  - Nikolić, Snežana
PY  - 2017
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2747
C3  - Early Childhood Intervention: Meeting Sustainable development goals of the new millenium
T1  - Communicational standpoint selection in rehabilitator – parent relation
EP  - 267
SP  - 261
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2747
ER  - 

@conference{
author = "Babić, Nikola and Radulović, Danka and Nikolić, Snežana",
year = "2017",
journal = "Early Childhood Intervention: Meeting Sustainable development goals of the new millenium",
title = "Communicational standpoint selection in rehabilitator – parent relation",
pages = "267-261",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2747"
}

Babić, N., Radulović, D.,& Nikolić, S.. (2017). Communicational standpoint selection in rehabilitator – parent relation. in Early Childhood Intervention: Meeting Sustainable development goals of the new millenium, 261-267.
https://hdl.handle.net/21.15107/rcub_rfasper_2747

Babić N, Radulović D, Nikolić S. Communicational standpoint selection in rehabilitator – parent relation. in Early Childhood Intervention: Meeting Sustainable development goals of the new millenium. 2017;:261-267.
https://hdl.handle.net/21.15107/rcub_rfasper_2747 .

Babić, Nikola, Radulović, Danka, Nikolić, Snežana, "Communicational standpoint selection in rehabilitator – parent relation" in Early Childhood Intervention: Meeting Sustainable development goals of the new millenium (2017):261-267,
https://hdl.handle.net/21.15107/rcub_rfasper_2747 .