TY  - JOUR
AU  - Šešum, Mia
AU  - Isaković, Ljubica
AU  - Radić Šestić, Marina
AU  - Kovačević, Tamara
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5358
AB  - Uvod: Karakteristika sporta da, pored unapređenja fizičkih sposobnosti, pomaže i socijalizaciju osoba koje ga upražnjavaju, čini ga veoma značajnim sistemom aktivnosti u životu gluvih i nagluvih. S obzirom na to da su gluvi i nagluvi često marginalizovani od tipične populacije, učešće u sportskim aktivnostima može u velikoj meri doprineti njihovoj vidljivosti, a time i inkluziji u većinsku društvenu zajednicu. Važno je naglasiti da gluvoća ili nagluvost pojedinca ne predstavljaju ograničavajući faktor za njegovo bavljenje sportom ukoliko je očuvana funkcija centra za ravnotežu. Cilj: Cilj ovog rada je da putem analize dostupne literature pruži sistematski uvid u mogućnosti gluvih da participiraju u sportskim aktivnostima, kao i da ukaže na značaj koji sport može da ima u njihovim životima. Metode: Deskriptivna, analiza, sinteza, evaluacija sadržaja. Rezultati: Sport predstavlja značajnu komponentu u životu mnogih gluvih i nagluvih osoba. Gluve i nagluve osobe mogu se baviti sportom u okviru organizovanih aktivnosti, samostalno, rekreativno, ali i profesionalno. Profesionalni gluvi i nagluvi sportisti imaju mogućnost da se takmiče na specijalizovanim takmičenjima, koja su namenjena osobama sa ometenošću ili samo gluvima i nagluvima, kao i na takmičenjima na kojima nastupaju prevalentno tipični sportisti. Zaključak: U cilju postizanja inkluzije gluvih važno je koristiti potencijal koji imaju sportske aktivnosti kao podjednako dostupne i gluvim osobama, i pripadnicima tipične populacije.
AB  - Introduction. Apart from developing physical skills, a characteristic of sport is that it also helps the socialization of the persons who do it. Thus, it is a rather significant system of activities in the lives of people who are deaf or hard of hearing. Considering the fact that these persons are often marginalized by the typical population, participating in sports activities may contribute to their visibility to a great extent and thus to their inclusion in the social community. It is important to underline that an individual’s deafness or being hard of hearing does not represent a limiting factor for their doing sports if the function of the center of gravity is preserved. Objective. The aim of this work was to provide a systematic insight into the possibilities of the deaf to participate in sports activities through the analysis of the available literature, as well as to indicate the importance that sports can have in their lives. Methods. The descriptive method, analysis, synthesis, and content evaluation were used. Results. Sports are an important component in the lives of many deaf and hard-of-hearing people. Deaf and hard-of-hearing persons may do sports as part of organized activities, independently, for recreational purposes, but also professionally. Professional deaf and hard-of-hearing athletes have the possibility of taking part in specialized competitions which are intended for persons with disabilities or only for deaf and hard-of-hearing persons, as well as in competitions in which predominantly typical athletes participate. Conclusion. In order to achieve the inclusion of the deaf, it is important to use the potential of sports activities as equally accessible to deaf people and members of the typical population.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
T2  - Specijalna edukacija i rehabilitacija
T1  - Značaj sporta za pripadnike zajednice gluvih
T1  - The importance of sport for members of the deaf community
EP  - 182
IS  - 3
SP  - 167
VL  - 22
DO  - 10.5937/specedreh22-41270
ER  - 

@article{
author = "Šešum, Mia and Isaković, Ljubica and Radić Šestić, Marina and Kovačević, Tamara",
year = "2023",
abstract = "Uvod: Karakteristika sporta da, pored unapređenja fizičkih sposobnosti, pomaže i socijalizaciju osoba koje ga upražnjavaju, čini ga veoma značajnim sistemom aktivnosti u životu gluvih i nagluvih. S obzirom na to da su gluvi i nagluvi često marginalizovani od tipične populacije, učešće u sportskim aktivnostima može u velikoj meri doprineti njihovoj vidljivosti, a time i inkluziji u većinsku društvenu zajednicu. Važno je naglasiti da gluvoća ili nagluvost pojedinca ne predstavljaju ograničavajući faktor za njegovo bavljenje sportom ukoliko je očuvana funkcija centra za ravnotežu. Cilj: Cilj ovog rada je da putem analize dostupne literature pruži sistematski uvid u mogućnosti gluvih da participiraju u sportskim aktivnostima, kao i da ukaže na značaj koji sport može da ima u njihovim životima. Metode: Deskriptivna, analiza, sinteza, evaluacija sadržaja. Rezultati: Sport predstavlja značajnu komponentu u životu mnogih gluvih i nagluvih osoba. Gluve i nagluve osobe mogu se baviti sportom u okviru organizovanih aktivnosti, samostalno, rekreativno, ali i profesionalno. Profesionalni gluvi i nagluvi sportisti imaju mogućnost da se takmiče na specijalizovanim takmičenjima, koja su namenjena osobama sa ometenošću ili samo gluvima i nagluvima, kao i na takmičenjima na kojima nastupaju prevalentno tipični sportisti. Zaključak: U cilju postizanja inkluzije gluvih važno je koristiti potencijal koji imaju sportske aktivnosti kao podjednako dostupne i gluvim osobama, i pripadnicima tipične populacije., Introduction. Apart from developing physical skills, a characteristic of sport is that it also helps the socialization of the persons who do it. Thus, it is a rather significant system of activities in the lives of people who are deaf or hard of hearing. Considering the fact that these persons are often marginalized by the typical population, participating in sports activities may contribute to their visibility to a great extent and thus to their inclusion in the social community. It is important to underline that an individual’s deafness or being hard of hearing does not represent a limiting factor for their doing sports if the function of the center of gravity is preserved. Objective. The aim of this work was to provide a systematic insight into the possibilities of the deaf to participate in sports activities through the analysis of the available literature, as well as to indicate the importance that sports can have in their lives. Methods. The descriptive method, analysis, synthesis, and content evaluation were used. Results. Sports are an important component in the lives of many deaf and hard-of-hearing people. Deaf and hard-of-hearing persons may do sports as part of organized activities, independently, for recreational purposes, but also professionally. Professional deaf and hard-of-hearing athletes have the possibility of taking part in specialized competitions which are intended for persons with disabilities or only for deaf and hard-of-hearing persons, as well as in competitions in which predominantly typical athletes participate. Conclusion. In order to achieve the inclusion of the deaf, it is important to use the potential of sports activities as equally accessible to deaf people and members of the typical population.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Specijalna edukacija i rehabilitacija",
title = "Značaj sporta za pripadnike zajednice gluvih, The importance of sport for members of the deaf community",
pages = "182-167",
number = "3",
volume = "22",
doi = "10.5937/specedreh22-41270"
}

Šešum, M., Isaković, L., Radić Šestić, M.,& Kovačević, T.. (2023). Značaj sporta za pripadnike zajednice gluvih. in Specijalna edukacija i rehabilitacija
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 22(3), 167-182.
https://doi.org/10.5937/specedreh22-41270

Šešum M, Isaković L, Radić Šestić M, Kovačević T. Značaj sporta za pripadnike zajednice gluvih. in Specijalna edukacija i rehabilitacija. 2023;22(3):167-182.
doi:10.5937/specedreh22-41270 .

Šešum, Mia, Isaković, Ljubica, Radić Šestić, Marina, Kovačević, Tamara, "Značaj sporta za pripadnike zajednice gluvih" in Specijalna edukacija i rehabilitacija, 22, no. 3 (2023):167-182,
https://doi.org/10.5937/specedreh22-41270 . .

TY  - CONF
AU  - Radić-Šestić, Marina
AU  - Šešum, Mia
AU  - Milanović-Dobrota, Biljana
PY  - 2016
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4191
AB  - Today, there are two main perspectives from which deafness and deaf people are
perceived. First, physiological (medical) view is predominant and deafness is perceived
as disability, so the child with hearing impairment who steps out of ordinary, has to learn
how to speak, how to hear as better as it can (with some types of hearing aid) and has to
accomplish interaction and communication with the hearing population. Second, sociocultural
view sees deaf people as part of cultural, lingual and ethnic minority. In this
context identity development of deaf people is very complex and longterm process which
is studied by many scientists around the world. Reviewing the research it was determined
that there are lots of factors which affect the identity development of deaf and hard
of hearing people, such as the hearing status (when was the hearing impairment, the
degree of hearing impairment and early intervention), family environment, educational
experience, the mode of communication etc. The hearing screening is the first step of
diagnosis of hearing impairment which positively contributes parents adjustments
to newly created situation. Scientists have determined that alongside compulsory
implementation of newborn hearing screening, 50% of children doesn`t get the timely
diagnosis and early intervention. Deaf children are 90-92% born in hearing families.
Deaf children with hearing parents that communicate verbaly or orally with each other,
are likely to experience deafness as a disability and will develop cultural identity of
the hearing population and vice versa. Deaf children born in deaf family will use sign
language and will develop cultural identity of ethnic minority and deaf people. However,
between this two angles there can develop many different models and ways of identity
development of deaf persons which will be considered in details. Next major factor in
identity development of deaf persons is educational experience. Most of the researchers
point that the type of the school which deaf person attends (regular or special) dominant
way of communication (verbal language, sign language, total communication) teacher
attitudes to deafness and the acceptance of hearing peers, significantly affect identity
development of deaf people.
PB  - University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia / Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju
C3  - Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016.
T1  - Determening the factors that affect deaf and hard of hearing persons indentity
EP  - 373
SP  - 361
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4191
ER  - 

@conference{
author = "Radić-Šestić, Marina and Šešum, Mia and Milanović-Dobrota, Biljana",
year = "2016",
abstract = "Today, there are two main perspectives from which deafness and deaf people are
perceived. First, physiological (medical) view is predominant and deafness is perceived
as disability, so the child with hearing impairment who steps out of ordinary, has to learn
how to speak, how to hear as better as it can (with some types of hearing aid) and has to
accomplish interaction and communication with the hearing population. Second, sociocultural
view sees deaf people as part of cultural, lingual and ethnic minority. In this
context identity development of deaf people is very complex and longterm process which
is studied by many scientists around the world. Reviewing the research it was determined
that there are lots of factors which affect the identity development of deaf and hard
of hearing people, such as the hearing status (when was the hearing impairment, the
degree of hearing impairment and early intervention), family environment, educational
experience, the mode of communication etc. The hearing screening is the first step of
diagnosis of hearing impairment which positively contributes parents adjustments
to newly created situation. Scientists have determined that alongside compulsory
implementation of newborn hearing screening, 50% of children doesn`t get the timely
diagnosis and early intervention. Deaf children are 90-92% born in hearing families.
Deaf children with hearing parents that communicate verbaly or orally with each other,
are likely to experience deafness as a disability and will develop cultural identity of
the hearing population and vice versa. Deaf children born in deaf family will use sign
language and will develop cultural identity of ethnic minority and deaf people. However,
between this two angles there can develop many different models and ways of identity
development of deaf persons which will be considered in details. Next major factor in
identity development of deaf persons is educational experience. Most of the researchers
point that the type of the school which deaf person attends (regular or special) dominant
way of communication (verbal language, sign language, total communication) teacher
attitudes to deafness and the acceptance of hearing peers, significantly affect identity
development of deaf people.",
publisher = "University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia / Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju",
journal = "Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016.",
title = "Determening the factors that affect deaf and hard of hearing persons indentity",
pages = "373-361",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4191"
}

Radić-Šestić, M., Šešum, M.,& Milanović-Dobrota, B.. (2016). Determening the factors that affect deaf and hard of hearing persons indentity. in Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016.
University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia / Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju., 361-373.
https://hdl.handle.net/21.15107/rcub_rfasper_4191

Radić-Šestić M, Šešum M, Milanović-Dobrota B. Determening the factors that affect deaf and hard of hearing persons indentity. in Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016.. 2016;:361-373.
https://hdl.handle.net/21.15107/rcub_rfasper_4191 .

Radić-Šestić, Marina, Šešum, Mia, Milanović-Dobrota, Biljana, "Determening the factors that affect deaf and hard of hearing persons indentity" in Thematic Collection of International Importance- Early Intervention in Special Education and Rehabilitation“, Beograd, Srbija, 2016. (2016):361-373,
https://hdl.handle.net/21.15107/rcub_rfasper_4191 .

TY  - CONF
AU  - Gligorović, Milica
AU  - Radić Šestić, Marina
AU  - Buha Đurović, Nataša
PY  - 2011
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4380
AB  - Na zapošljavanje osoba sa intelektualnom ometenošću utiče niz faktora. Neki od njih
su podrška porodice, profesionalna obuka i radno iskustvo, težina intelektualne ometenosti
i motivacija za rad. Za motivacioni sistem osoba sa intelektualnom ometenošću (IO) se
najčešće vezuje dominacija spoljašnjeg lokusa kontrole, teškoće uvida u posledice vlastitog
ponašanja i očekivanje neuspeha u rešavanju zadataka. U ovom radu razmatraju se
mogućnosti procene motivacije za usavršavanje, rad i zapošljavanje osoba sa IO. Ovi
aspekti motivacije mogu da budu od krucijalne važnosti za uspešnost zapošljavanja. Za
njihovu procenu se primenjuju tehnike intervjua, čekliste (postojeće ili dizajnirane za
konkretnu situaciju), skale socijalnih veština i sl. Prikazan je Upitnik za procenu dimenzija
usavršavanja (Dimensions of Mastery Questionnaire), kojim se ispituju instrumentalni i
ekspresivni aspekti motivacije za usavršavanje i opšta kompetencija. Instrumentalni aspekt
se odnosi na motivaciju osobe da pokuša, na fokusiran i istrajan način, da reši problem ili
usavrši veštine ili zadatke koji su inicijalno za nju predstavljali izazov. Ekspresivni aspekt
motivacije je vezan za afektivne reakcije tokom izvršavanja zadatka ili neposredno po
njegovom obavljanju. Motivacija za zapošljavanje, kao jedan od najznačajnijih prediktora
uspešnog nalaženja posla, najčešće se procenjuje primenom struktuiranog intervjua i/ili
tematske analize. Za procenu motivacije za rad konstruisano je više instrumenata, najčešće
dizajniranih kao višečlane skale Likertovog tipa, koju popunjava sam ispitanik. Postoji
dovoljno dokaza da tzv. unutrašnje barijere predstavljaju ozbiljnu prepreku zapošljavanju,
pa je u procenu opštih funkcionalnih potencijala za profesionalno osposobljavanje i
zapošljavanje osoba sa IO neophodno uključiti različite aspekate motivacije za rad.
AB  - A number of factors influence the employment of people with intellectual disability.
Some of them are family support, professional training and work experience, the severity of
intellectual disability, and work motivation. The domination of external locus of control,
difficulties to perceive the consequences of one’s own behavior, and expecting failure in
solving tasks, are most frequently related to the motivational system of people with
intellectual disability (ID). This paper analyzes the possibilities of assessing the motivation
for advancement, work, and finding employment of people with ID. These motivational
aspects can be crucial in finding employment. Interviews, checklists (already existing or
specially designed for a specific situation), social skills scales, etc, are used for their
assessment. Dimensions of Mastery Questionnaire, which assesses instrumental and
expressive aspects of advancement motivation and general competence, is presented in this
paper. The instrumental aspect relates to a person’s motivation for trying to solve a
problem in a focused and persistent way, or improve skills or tasks which previously
represented a challenge. The expressive motivational aspect is related to affective reactions
while solving a task or immediately after completing it. Motivation for finding employment,
as one of the most important predictors of successful employment, is most often assessed by
means of structured interviews and/or thematic analysis. Several instruments were
designed for the assessment of work motivation, most often as multi-item Likert type scales
completed by the examiner. There is enough proof that the so-called internal barriers
greatly hinder employment. Thus, it is necessary to include different aspects of work
motivation in assessing general functional potentials for professional training and
employment of people with ID.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Zbornik radova - 5. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Zlatibor, 24-27. septembar 2011
T1  - Procena motivacije za rad kod osoba sa intelektualnom ometenošću
T1  - Assessment of work motivation in people with intellectual disability
EP  - 172
SP  - 167
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4380
ER  - 

@conference{
author = "Gligorović, Milica and Radić Šestić, Marina and Buha Đurović, Nataša",
year = "2011",
abstract = "Na zapošljavanje osoba sa intelektualnom ometenošću utiče niz faktora. Neki od njih
su podrška porodice, profesionalna obuka i radno iskustvo, težina intelektualne ometenosti
i motivacija za rad. Za motivacioni sistem osoba sa intelektualnom ometenošću (IO) se
najčešće vezuje dominacija spoljašnjeg lokusa kontrole, teškoće uvida u posledice vlastitog
ponašanja i očekivanje neuspeha u rešavanju zadataka. U ovom radu razmatraju se
mogućnosti procene motivacije za usavršavanje, rad i zapošljavanje osoba sa IO. Ovi
aspekti motivacije mogu da budu od krucijalne važnosti za uspešnost zapošljavanja. Za
njihovu procenu se primenjuju tehnike intervjua, čekliste (postojeće ili dizajnirane za
konkretnu situaciju), skale socijalnih veština i sl. Prikazan je Upitnik za procenu dimenzija
usavršavanja (Dimensions of Mastery Questionnaire), kojim se ispituju instrumentalni i
ekspresivni aspekti motivacije za usavršavanje i opšta kompetencija. Instrumentalni aspekt
se odnosi na motivaciju osobe da pokuša, na fokusiran i istrajan način, da reši problem ili
usavrši veštine ili zadatke koji su inicijalno za nju predstavljali izazov. Ekspresivni aspekt
motivacije je vezan za afektivne reakcije tokom izvršavanja zadatka ili neposredno po
njegovom obavljanju. Motivacija za zapošljavanje, kao jedan od najznačajnijih prediktora
uspešnog nalaženja posla, najčešće se procenjuje primenom struktuiranog intervjua i/ili
tematske analize. Za procenu motivacije za rad konstruisano je više instrumenata, najčešće
dizajniranih kao višečlane skale Likertovog tipa, koju popunjava sam ispitanik. Postoji
dovoljno dokaza da tzv. unutrašnje barijere predstavljaju ozbiljnu prepreku zapošljavanju,
pa je u procenu opštih funkcionalnih potencijala za profesionalno osposobljavanje i
zapošljavanje osoba sa IO neophodno uključiti različite aspekate motivacije za rad., A number of factors influence the employment of people with intellectual disability.
Some of them are family support, professional training and work experience, the severity of
intellectual disability, and work motivation. The domination of external locus of control,
difficulties to perceive the consequences of one’s own behavior, and expecting failure in
solving tasks, are most frequently related to the motivational system of people with
intellectual disability (ID). This paper analyzes the possibilities of assessing the motivation
for advancement, work, and finding employment of people with ID. These motivational
aspects can be crucial in finding employment. Interviews, checklists (already existing or
specially designed for a specific situation), social skills scales, etc, are used for their
assessment. Dimensions of Mastery Questionnaire, which assesses instrumental and
expressive aspects of advancement motivation and general competence, is presented in this
paper. The instrumental aspect relates to a person’s motivation for trying to solve a
problem in a focused and persistent way, or improve skills or tasks which previously
represented a challenge. The expressive motivational aspect is related to affective reactions
while solving a task or immediately after completing it. Motivation for finding employment,
as one of the most important predictors of successful employment, is most often assessed by
means of structured interviews and/or thematic analysis. Several instruments were
designed for the assessment of work motivation, most often as multi-item Likert type scales
completed by the examiner. There is enough proof that the so-called internal barriers
greatly hinder employment. Thus, it is necessary to include different aspects of work
motivation in assessing general functional potentials for professional training and
employment of people with ID.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik radova - 5. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Zlatibor, 24-27. septembar 2011",
title = "Procena motivacije za rad kod osoba sa intelektualnom ometenošću, Assessment of work motivation in people with intellectual disability",
pages = "172-167",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4380"
}

Gligorović, M., Radić Šestić, M.,& Buha Đurović, N.. (2011). Procena motivacije za rad kod osoba sa intelektualnom ometenošću. in Zbornik radova - 5. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Zlatibor, 24-27. septembar 2011
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 167-172.
https://hdl.handle.net/21.15107/rcub_rfasper_4380

Gligorović M, Radić Šestić M, Buha Đurović N. Procena motivacije za rad kod osoba sa intelektualnom ometenošću. in Zbornik radova - 5. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Zlatibor, 24-27. septembar 2011. 2011;:167-172.
https://hdl.handle.net/21.15107/rcub_rfasper_4380 .

Gligorović, Milica, Radić Šestić, Marina, Buha Đurović, Nataša, "Procena motivacije za rad kod osoba sa intelektualnom ometenošću" in Zbornik radova - 5. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Zlatibor, 24-27. septembar 2011 (2011):167-172,
https://hdl.handle.net/21.15107/rcub_rfasper_4380 .