TY  - JOUR
AU  - Bogavac, I.
AU  - Jeličić, L.
AU  - Đorđević, J.
AU  - Veselinović, Ivana
AU  - Marisavljević, M.
AU  - Subotić, M.
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5290
AB  - The COVID-19 pandemic undoubtedly burdened families, perhaps even more for parents of children with neurodevelopmental disabilities. This research aims to determine the anxiety levels in mothers of children with neurodevelopmental disorders (autism spectrum disorder and specific language impairment) and mothers of typically developed children. The cross-sectional study comprised 280 mothers from the period of the COVID-19 pandemic in Serbia. A confidential survey included main demographic data and the State-Trait Anxiety Inventory (STAI). Results revealed that the mean levels of STAI-S and STAI-T are elevated in the observed sample of mothers in the first pandemic wave; the STAI-S level is in the high category (STAI-S mean = 46.69), while STAI-T is in the intermediate category near the cut-off value for the high level (STAI-T mean = 43.04). A statistically significant strong positive correlation between STAI-S and STAI-T is seen (r = 0.802, p = 0.001). GLMM analysis revealed that interactions, rather than independent variables, significantly impact anxiety, implying a complex relationship between the observed variables and STAI. Compared with the results from the pre-pandemic study, our findings reveal that COVID-19 affects mothers of children with and without neurodevelopmental disorders in a complex manner, imposing a need for psychological support, which may positively affect mothers’ mental health and the development of their offspring. © 2023 by the authors.
PB  - MDPI
T2  - Children
T2  - Children
T1  - Comparing Anxiety Levels during the COVID-19 Pandemic among Mothers of Children with and without Neurodevelopmental Disorders
IS  - 8
VL  - 10
DO  - 10.3390/children10081292
ER  - 

@article{
author = "Bogavac, I. and Jeličić, L. and Đorđević, J. and Veselinović, Ivana and Marisavljević, M. and Subotić, M.",
year = "2023",
abstract = "The COVID-19 pandemic undoubtedly burdened families, perhaps even more for parents of children with neurodevelopmental disabilities. This research aims to determine the anxiety levels in mothers of children with neurodevelopmental disorders (autism spectrum disorder and specific language impairment) and mothers of typically developed children. The cross-sectional study comprised 280 mothers from the period of the COVID-19 pandemic in Serbia. A confidential survey included main demographic data and the State-Trait Anxiety Inventory (STAI). Results revealed that the mean levels of STAI-S and STAI-T are elevated in the observed sample of mothers in the first pandemic wave; the STAI-S level is in the high category (STAI-S mean = 46.69), while STAI-T is in the intermediate category near the cut-off value for the high level (STAI-T mean = 43.04). A statistically significant strong positive correlation between STAI-S and STAI-T is seen (r = 0.802, p = 0.001). GLMM analysis revealed that interactions, rather than independent variables, significantly impact anxiety, implying a complex relationship between the observed variables and STAI. Compared with the results from the pre-pandemic study, our findings reveal that COVID-19 affects mothers of children with and without neurodevelopmental disorders in a complex manner, imposing a need for psychological support, which may positively affect mothers’ mental health and the development of their offspring. © 2023 by the authors.",
publisher = "MDPI",
journal = "Children, Children",
title = "Comparing Anxiety Levels during the COVID-19 Pandemic among Mothers of Children with and without Neurodevelopmental Disorders",
number = "8",
volume = "10",
doi = "10.3390/children10081292"
}

Bogavac, I., Jeličić, L., Đorđević, J., Veselinović, I., Marisavljević, M.,& Subotić, M.. (2023). Comparing Anxiety Levels during the COVID-19 Pandemic among Mothers of Children with and without Neurodevelopmental Disorders. in Children
MDPI., 10(8).
https://doi.org/10.3390/children10081292

Bogavac I, Jeličić L, Đorđević J, Veselinović I, Marisavljević M, Subotić M. Comparing Anxiety Levels during the COVID-19 Pandemic among Mothers of Children with and without Neurodevelopmental Disorders. in Children. 2023;10(8).
doi:10.3390/children10081292 .

Bogavac, I., Jeličić, L., Đorđević, J., Veselinović, Ivana, Marisavljević, M., Subotić, M., "Comparing Anxiety Levels during the COVID-19 Pandemic among Mothers of Children with and without Neurodevelopmental Disorders" in Children, 10, no. 8 (2023),
https://doi.org/10.3390/children10081292 . .

TY  - CONF
AU  - Radojević, Tamara
AU  - Kovačević, Jasmina
AU  - Veselinović, Ivana
AU  - Jačova, Zora
PY  - 2021
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3736
AB  - Uvod: Uvođenjem inkluzivnog obrazovanja stvorila se potreba za smeštajem i uključivanjem učenika sa smetnjama u razvoju i invaliditetom u domove učenka srednjih škola.
Cilj: Cilj ovog istraživanja bio je da se ispita pripremljenost domova, kao i spremnost za uključivanje učenika sa smetnjama u razvoju i invaliditetom.
Metod: Prigodan uzorak za istraživanje činilo je 17 direktora domova učenika srednjih škola na teritoriji Republike Srbije, 10 ispitanika muškog i 7 ženskog pola sa visokim obrazovanjem iz polja društveno-humanističkih nauka, prosečnog radnog staža 17,5 godina. Od 17 domova, 11 prihvata učenike sa smetnjama u razvoju i invaliditetom, od kojih 7 pruža usluge učenicima sa smetnjama u razvoju i invaliditetom i to nagluvim, slabovidim i učenicima sa motoričkim smetnjama i poremećajima. Za potrebe istraživanja dizajnirana je skala procene Likertovog tipa koja sadrži 15 tvrdnji klasifikovanih u tri grupe: pripremljenost domova za smeštaj i nesmetano funkcionisanje učenika sa smetnjama u razvoju i invaliditetom, odnos vršnjaka i spremnost za prihvat učenika sa smetnjama u razvoju i invaliditetom u domove. Stepen slaganja sa tvrdnjama kretao se u rasponu od 1 do 5.
Rezultati: Rezultati su pokazali da još uvek postoje arhitektonske barijere (76,47%), neadekvatna kadrovska struktura (64,70%), neadekvatne kompetencije nastavnika-vaspitača (82,35%) kao i negativni stavovi roditelja vršnjaka tipičnog razvoja prema uključivanju dece sa smetnjama u razvoju i invaliditetom u domove u kojima borave njihova deca. U domovima u kojima borave učenici sa smetnjama u razvoju i invaliditetom odnos vršnjaka, kao i svih članova domskog kolektiva je prijateljski (75%) i prisutno je obostrano prihvatanje. U odnosu na spremnost za uključivanje učenika sa smetnjama u razvoju i invaliditetom u domove, ispitanici su procenili da je primereniji smeštaj u domovima za učenike sa smetnjama u razvoju (90%), dok bi inkluziju u domovima podržali, ali uz uključivanje učenika sa lakšim oblicima smetnji i invaliditeta.
Zaključak: Dobijeni rezultati pokazuju da u domovima za učenike srednjih škola još uvek nisu ostvareni zadovoljavajući subjektivni i objektivni predsulovi za prihvat učenika sa smetnjama u razvoju.
AB  - Introduction: The development of inclusion created the need for admission of children with disabilities to boarding high schools.
Aim: The aim of the research was to examine whether boarding high schools were prepared to include students with disabilities.
Method: The sample consisted of 17 principals of boarding high schools in the Republic of Serbia. Ten respondents were male and seven were female, they all had university degrees and an average work experience of 17.5 years. Eleven out of 17 boarding high school accepted students with disabilities, seven of those 11 provided services to students with disabilities: hard of hearing, visually impaired and students with motor disorders. A special Likert scale questionnaire was designed for the purpose of this research. The questionnaire contained 15 statements divided into three groups: preparedness of boarding high schools for students with disabilities, student relationships, and willingness to accept students with disabilities. The level of agreement with the statements was marked from 1 to 5.
Results: The research results indicate the existence of architectural barriers (76.47%), inadequate staff (64.74%), inadequate competencies of educators (82.35%) and negative attitudes of parents of children without disabilities. The relationships between students, staff and students with disabilities were mostly friendly (75%).
Conclusion: The research findings show that boarding high schools are not yet adequately prepared for children with disabilities. Therefore, it is necessary to work on improving the external and internal organization so that the function of these institutions can be adequately recognized in the process of inclusive education.
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  - Domovi učenika srednjih škola u inkluzivnom obrazovanju
T1  - Boarding high schools in inclusive education
EP  - 159
SP  - 158
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3736
ER  - 

@conference{
author = "Radojević, Tamara and Kovačević, Jasmina and Veselinović, Ivana and Jačova, Zora",
year = "2021",
abstract = "Uvod: Uvođenjem inkluzivnog obrazovanja stvorila se potreba za smeštajem i uključivanjem učenika sa smetnjama u razvoju i invaliditetom u domove učenka srednjih škola.
Cilj: Cilj ovog istraživanja bio je da se ispita pripremljenost domova, kao i spremnost za uključivanje učenika sa smetnjama u razvoju i invaliditetom.
Metod: Prigodan uzorak za istraživanje činilo je 17 direktora domova učenika srednjih škola na teritoriji Republike Srbije, 10 ispitanika muškog i 7 ženskog pola sa visokim obrazovanjem iz polja društveno-humanističkih nauka, prosečnog radnog staža 17,5 godina. Od 17 domova, 11 prihvata učenike sa smetnjama u razvoju i invaliditetom, od kojih 7 pruža usluge učenicima sa smetnjama u razvoju i invaliditetom i to nagluvim, slabovidim i učenicima sa motoričkim smetnjama i poremećajima. Za potrebe istraživanja dizajnirana je skala procene Likertovog tipa koja sadrži 15 tvrdnji klasifikovanih u tri grupe: pripremljenost domova za smeštaj i nesmetano funkcionisanje učenika sa smetnjama u razvoju i invaliditetom, odnos vršnjaka i spremnost za prihvat učenika sa smetnjama u razvoju i invaliditetom u domove. Stepen slaganja sa tvrdnjama kretao se u rasponu od 1 do 5.
Rezultati: Rezultati su pokazali da još uvek postoje arhitektonske barijere (76,47%), neadekvatna kadrovska struktura (64,70%), neadekvatne kompetencije nastavnika-vaspitača (82,35%) kao i negativni stavovi roditelja vršnjaka tipičnog razvoja prema uključivanju dece sa smetnjama u razvoju i invaliditetom u domove u kojima borave njihova deca. U domovima u kojima borave učenici sa smetnjama u razvoju i invaliditetom odnos vršnjaka, kao i svih članova domskog kolektiva je prijateljski (75%) i prisutno je obostrano prihvatanje. U odnosu na spremnost za uključivanje učenika sa smetnjama u razvoju i invaliditetom u domove, ispitanici su procenili da je primereniji smeštaj u domovima za učenike sa smetnjama u razvoju (90%), dok bi inkluziju u domovima podržali, ali uz uključivanje učenika sa lakšim oblicima smetnji i invaliditeta.
Zaključak: Dobijeni rezultati pokazuju da u domovima za učenike srednjih škola još uvek nisu ostvareni zadovoljavajući subjektivni i objektivni predsulovi za prihvat učenika sa smetnjama u razvoju., Introduction: The development of inclusion created the need for admission of children with disabilities to boarding high schools.
Aim: The aim of the research was to examine whether boarding high schools were prepared to include students with disabilities.
Method: The sample consisted of 17 principals of boarding high schools in the Republic of Serbia. Ten respondents were male and seven were female, they all had university degrees and an average work experience of 17.5 years. Eleven out of 17 boarding high school accepted students with disabilities, seven of those 11 provided services to students with disabilities: hard of hearing, visually impaired and students with motor disorders. A special Likert scale questionnaire was designed for the purpose of this research. The questionnaire contained 15 statements divided into three groups: preparedness of boarding high schools for students with disabilities, student relationships, and willingness to accept students with disabilities. The level of agreement with the statements was marked from 1 to 5.
Results: The research results indicate the existence of architectural barriers (76.47%), inadequate staff (64.74%), inadequate competencies of educators (82.35%) and negative attitudes of parents of children without disabilities. The relationships between students, staff and students with disabilities were mostly friendly (75%).
Conclusion: The research findings show that boarding high schools are not yet adequately prepared for children with disabilities. Therefore, it is necessary to work on improving the external and internal organization so that the function of these institutions can be adequately recognized in the process of inclusive education.",
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 = "Domovi učenika srednjih škola u inkluzivnom obrazovanju, Boarding high schools in inclusive education",
pages = "159-158",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3736"
}

Radojević, T., Kovačević, J., Veselinović, I.,& Jačova, Z.. (2021). Domovi učenika srednjih škola u inkluzivnom obrazovanju. 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., 158-159.
https://hdl.handle.net/21.15107/rcub_rfasper_3736

Radojević T, Kovačević J, Veselinović I, Jačova Z. Domovi učenika srednjih škola u inkluzivnom obrazovanju. in Zbornik rezimea 11. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 29–30. oktobar 2021. godine. 2021;:158-159.
https://hdl.handle.net/21.15107/rcub_rfasper_3736 .

Radojević, Tamara, Kovačević, Jasmina, Veselinović, Ivana, Jačova, Zora, "Domovi učenika srednjih škola u inkluzivnom obrazovanju" in Zbornik rezimea 11. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 29–30. oktobar 2021. godine (2021):158-159,
https://hdl.handle.net/21.15107/rcub_rfasper_3736 .

TY  - CONF
AU  - Veselinović, Ivana
PY  - 2020
UR  - http://www.icf.fasper.bg.ac.rs/zbornici/20200914_1-Tematski-zbornik-Surdo-2020.pdf
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3479
AB  - The verbal communication of partially and completely deaf persons is
specific. In the verbal expression of partially and completely deaf children,
adjectives are a particular problem. Adjectives express abstract features, which
is why partially and completely deaf children later adopt and specifically use
this type of word.
Research aim was to estimate the difference in use of adjectives types in
partially and completely deaf children and typically developing children.
The study included 130 children of both sexes, average intellectual abilities
and without additional impairments. All children attended higher classes
of elementary school. Sample was divided into two experimental groups
(E and E1) and one control group (C). All students in E and E1 group have
hearing impairment more than 70 dB. The E group consisted of 40 children
who attended schools for hearing impaired children in Serbia. The E1 group
consisted of 10 children who attended schools for the typically developing
children in Serbia. The C group consisted of 80 typically developing children
from Belgrade.
A special protocol for data collection was constructed. In addition to this
protocol, predefined topics for writing four compositions of different genres
were used: narrative, descriptive, exposition and argumentative.
Obtained data were processed using the statistical package SAS 9.3, and a
qualitative analysis of the material was done. Research results are presented in
tabular form and then discussed.
Research results suggest that partially and completely deaf children who
attend schools for hearing impaired children, during sentence construction
used statistically significant less different adjectives in relation to partially
and completely deaf children who attend schools for the typically developing
children, but in relation to typically developing children.
Partially and completely deaf children who attend schools for the typically
developing children showed the best results between all three groups of
examined children. Their results regarding the use of different types of adjectives are qualitatively much more similar to those of children with
typical language development than to their peers from schools for hearing
impaired children.
Within all three study groups, significant individual differences were
observed between children.
Agrammatic constructs and meaningless lexemes appeared in large
percent in children from schools for hearing impaired children, which was
not the case in the group of partially and completely deaf children who attend
schools for the typically developing children.
AB  - Verbalna komunikacija gluvih i nagluvih osoba je specifična. U ver- balnom izražavanju gluve i nagluve dece pridevi predstavljaju poseban problem. Pridevima se izražavaju apstraktne osobine, pa zato gluva i nagluva deca ovu vrstu reči kasnije usvajaju i specifično upotrebljavaju. Cilj rada bio je da se utvrdi razlika u upotrebi pojedinih vrsta prideva kod gluve i nagluve dece i kod dece tipičnog jezičkog razvoja. Uzorak istraživanja činilo je 130 učenika V, VI, VII i VIII razreda, oba pola, prosečnih intelektualnih sposobnosti. Uzorak je podeljen u dve eksperimentalne (E i E1) i jednu kontrolnu (K) grupu. Svi ispita- nici iz E i E1 grupe imali su oštećenje sluha od preko 70 dB. E grupa je obuhvatila 40 učenika koji su pohađali škole za gluvu i nagluvu decu u Srbiji. E1 grupu činilo je 10 učenika koji su pohađali škole za decu tipičnog razvoja u Srbiji. Kao kontrolna grupa ispitano je 80 učenika tipičnog razvoja. Za prikupljanje podataka koristili smo protokol konstruisan za potrebe ovog istraživanja i teme za pisanje sastava različitih ža- nrova – narativ, deskripcija, ekspozicija i argumentativ. Podaci dobijeni istraživanjem obrađeni su pomoću statistič- kog paketa SAS 9.3, a urađena je i kvalitativna analiza materija- la. Rezultati istraživanja prikazani su tabelarno, a zatim su i diskutovani. Rezultati istraživanja govore da su deca koja pohađaju škole za gluve i nagluve prilikom formiranja iskaza upotrebila bitno manje različi- tih vrsta prideva u odnosu na gluvu i nagluvu decu koja pohađaju škole za decu tipičnog razvoja, ali i u odnosu na decu tipičnog jezičkog razvoja. Gluva i nagluva deca iz škola za decu tipičnog razvoja pokazala su ubedljivo najbolje rezultate u okviru sve tri ispitivane grupe dece. Njihovi rezultati u upotrebi različitih vrsta prideva su kvalita- tivno mnogo sličniji rezultatima dece tipičnog jezičkog razvoja, nego rezultatima njihovih vršnjaka iz škola za gluve i nagluve. U okviru sve tri ispitivane grupe zabeležene su i velike individu- alne razlike između dece.U okviru sve tri ispitivane grupe zabeležene su i velike individualne razlike između dece.Agramatične konstrukcije i besmislene lekseme pojavile su se u velikom procentu kod dece iz škola za gluve i nagluve, što nije bio slučaj u grupi gluve i nagluve dece koja pohađaju škole za decu tipičnog razvoja.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju
C3  - Specifičnost oštećenja sluha – nove tendencije tematski zbornik radova
T1  - Verbalno izražavanje osobina kod gluve i nagluve dece
T1  - Verbal expression of features in partially and Completely deaf children
EP  - 250
SP  - 235
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3479
ER  - 

@conference{
author = "Veselinović, Ivana",
year = "2020",
abstract = "The verbal communication of partially and completely deaf persons is
specific. In the verbal expression of partially and completely deaf children,
adjectives are a particular problem. Adjectives express abstract features, which
is why partially and completely deaf children later adopt and specifically use
this type of word.
Research aim was to estimate the difference in use of adjectives types in
partially and completely deaf children and typically developing children.
The study included 130 children of both sexes, average intellectual abilities
and without additional impairments. All children attended higher classes
of elementary school. Sample was divided into two experimental groups
(E and E1) and one control group (C). All students in E and E1 group have
hearing impairment more than 70 dB. The E group consisted of 40 children
who attended schools for hearing impaired children in Serbia. The E1 group
consisted of 10 children who attended schools for the typically developing
children in Serbia. The C group consisted of 80 typically developing children
from Belgrade.
A special protocol for data collection was constructed. In addition to this
protocol, predefined topics for writing four compositions of different genres
were used: narrative, descriptive, exposition and argumentative.
Obtained data were processed using the statistical package SAS 9.3, and a
qualitative analysis of the material was done. Research results are presented in
tabular form and then discussed.
Research results suggest that partially and completely deaf children who
attend schools for hearing impaired children, during sentence construction
used statistically significant less different adjectives in relation to partially
and completely deaf children who attend schools for the typically developing
children, but in relation to typically developing children.
Partially and completely deaf children who attend schools for the typically
developing children showed the best results between all three groups of
examined children. Their results regarding the use of different types of adjectives are qualitatively much more similar to those of children with
typical language development than to their peers from schools for hearing
impaired children.
Within all three study groups, significant individual differences were
observed between children.
Agrammatic constructs and meaningless lexemes appeared in large
percent in children from schools for hearing impaired children, which was
not the case in the group of partially and completely deaf children who attend
schools for the typically developing children., Verbalna komunikacija gluvih i nagluvih osoba je specifična. U ver- balnom izražavanju gluve i nagluve dece pridevi predstavljaju poseban problem. Pridevima se izražavaju apstraktne osobine, pa zato gluva i nagluva deca ovu vrstu reči kasnije usvajaju i specifično upotrebljavaju. Cilj rada bio je da se utvrdi razlika u upotrebi pojedinih vrsta prideva kod gluve i nagluve dece i kod dece tipičnog jezičkog razvoja. Uzorak istraživanja činilo je 130 učenika V, VI, VII i VIII razreda, oba pola, prosečnih intelektualnih sposobnosti. Uzorak je podeljen u dve eksperimentalne (E i E1) i jednu kontrolnu (K) grupu. Svi ispita- nici iz E i E1 grupe imali su oštećenje sluha od preko 70 dB. E grupa je obuhvatila 40 učenika koji su pohađali škole za gluvu i nagluvu decu u Srbiji. E1 grupu činilo je 10 učenika koji su pohađali škole za decu tipičnog razvoja u Srbiji. Kao kontrolna grupa ispitano je 80 učenika tipičnog razvoja. Za prikupljanje podataka koristili smo protokol konstruisan za potrebe ovog istraživanja i teme za pisanje sastava različitih ža- nrova – narativ, deskripcija, ekspozicija i argumentativ. Podaci dobijeni istraživanjem obrađeni su pomoću statistič- kog paketa SAS 9.3, a urađena je i kvalitativna analiza materija- la. Rezultati istraživanja prikazani su tabelarno, a zatim su i diskutovani. Rezultati istraživanja govore da su deca koja pohađaju škole za gluve i nagluve prilikom formiranja iskaza upotrebila bitno manje različi- tih vrsta prideva u odnosu na gluvu i nagluvu decu koja pohađaju škole za decu tipičnog razvoja, ali i u odnosu na decu tipičnog jezičkog razvoja. Gluva i nagluva deca iz škola za decu tipičnog razvoja pokazala su ubedljivo najbolje rezultate u okviru sve tri ispitivane grupe dece. Njihovi rezultati u upotrebi različitih vrsta prideva su kvalita- tivno mnogo sličniji rezultatima dece tipičnog jezičkog razvoja, nego rezultatima njihovih vršnjaka iz škola za gluve i nagluve. U okviru sve tri ispitivane grupe zabeležene su i velike individu- alne razlike između dece.U okviru sve tri ispitivane grupe zabeležene su i velike individualne razlike između dece.Agramatične konstrukcije i besmislene lekseme pojavile su se u velikom procentu kod dece iz škola za gluve i nagluve, što nije bio slučaj u grupi gluve i nagluve dece koja pohađaju škole za decu tipičnog razvoja.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju",
journal = "Specifičnost oštećenja sluha – nove tendencije tematski zbornik radova",
title = "Verbalno izražavanje osobina kod gluve i nagluve dece, Verbal expression of features in partially and Completely deaf children",
pages = "250-235",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3479"
}

Veselinović, I.. (2020). Verbalno izražavanje osobina kod gluve i nagluve dece. in Specifičnost oštećenja sluha – nove tendencije tematski zbornik radova
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju., 235-250.
https://hdl.handle.net/21.15107/rcub_rfasper_3479

Veselinović I. Verbalno izražavanje osobina kod gluve i nagluve dece. in Specifičnost oštećenja sluha – nove tendencije tematski zbornik radova. 2020;:235-250.
https://hdl.handle.net/21.15107/rcub_rfasper_3479 .

Veselinović, Ivana, "Verbalno izražavanje osobina kod gluve i nagluve dece" in Specifičnost oštećenja sluha – nove tendencije tematski zbornik radova (2020):235-250,
https://hdl.handle.net/21.15107/rcub_rfasper_3479 .

TY  - THES
AU  - Veselinović, Ivana
PY  - 2019
UR  - http://nardus.mpn.gov.rs/handle/123456789/11641
UR  - http://eteze.bg.ac.rs/application/showtheses?thesesId=6943
UR  - https://fedorabg.bg.ac.rs/fedora/get/o:20345/bdef:Content/download
UR  - http://vbs.rs/scripts/cobiss?command=DISPLAY&base=70036&RID=51649295
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/24
AB  - Verbal communication is the most dominant form of communication among people. For speech and language development, a good auditory perception is necessary, along with many other factors. Hearing impairment leads to delays in the speech and language development. It prevents the child from spontaneous adoption of speech and language in conjunction with sound and meaning. Disturbances in the speech and language development reflect on cognitive, social and emotional development. This causes negative changes in the development of all relevant aspects of the personality of a person with hearing impairment. During partially and completely deaf people’s verbal production, constructions that are non-characteristic in the Serbian language emerge. During verbal expression, partially and completely deaf children do not use adverbial words (adjectives, possessive pronouns and ordinal numbers) sufficiently, they use them in a different function in a sentence, in relation to the sentence constructions of children with typical language development. The study included N = 130 students of both sexes, average intellectual abilities, and without additional impairments. All students attended higher classes (V, VI, VII and VIII) of elementary school. Sample was divided into three groups-two experimental and one control group. One experimental group (E) was consisted of N = 40 students whose hearing loss was more than 70 dB and who attended schools for children with hearing impairments. The second experimental group (E1) was formed out of N=10 students whose hearing loss was more than 70 dB and who attended schools for the typically developing children. The control group (K) was consisted of N = 80 typically developing students. The control group was equalized with the experimental group by children’s sex and class in which they were included. This study included partially and completely deaf children from schools for children with hearing impairment in Serbia and partially and completely deaf children who attended schools for typically developing children in Serbia, and were included into re/habilitation treatment within Institute for experimental phonetics and speech pathology in Belgrade, Department for Hearing and Speech Rehabilitation, Institute for ORL and MFS of Clinical center in Serbia and/or „Children’s house“, Clinical-Hospital Center Zvezdara. Research with children from the control group was conducted in elementary school „Zaga Malivuk“, in Belgrade. For the research needs, a special protocol for data collection was constructed. In addition to this protocol, we also used predefined topics for writing four compositions of different genres: narrative, descriptive, exposition and argumentative. The obtained data were processed using a statistical package SAS 9.3 (SAS Institute Inc., 2002-2010), and the method choice depended on the data structure and nature, the homogeneity of the variance and the normality of distribution. In addition to the quantitative analysis, the collected material was also qualitatively analyzed. The research results were presented in a tabular form, and the most significant results were discussed in particular. The results of our research suggest that completely and partially deaf children from schools for children with typical development use significantly greater number of adverbial words in relation to the completely and partially deaf children from schools for children with hearing impairments, but also in relation to the typically developing children. This group of children is more successful in comparison to the other two groups of children not only in the number of used adverbial words, but also in the use of different types of adjectives and possessive pronouns. During the formation of statements, partially and completely deaf children who attend schools for children with hearing impairment used significantly less (by number and type) adverbial words than typically developing children. The research results indicate that the use and functions of the adverbial words in children of typical development depend on the sex and the class that the child attends, and in the group of partially and completely deaf children they depend on the dominant mode of communication and the length of the applied re/habilitation treatment. Based on the research results, we concluded that, in children of typical development, the use of adverbial words during statement formation increases with the maturation and richness of the speech and language and educational experience. Because of their dependency and abstractness, the use of adverbial words represents a problem for partially and completely deaf children. For that reason, early detection and diagnosis of hearing impairment is necessary, as well as an adequate amplification and the initiation of re/habilitation treatment immediately after hearing damage detection. The re/habilitation treatment of partially and completely deaf children must be planned and systematically and continuously performed over a long period of time (from the moment of hearing loss detection, throughout the pre-school and elementary school, and even longer), so that partially and completely deaf children could be empowered for quality verbal communication, in order to develop their potentials to the maximum, to develop their overall personality and to successfully integrate into the social environment.
AB  - Verbalna komunikacija je dominantan vid sporazumevanja među ljudima. Za razvoj govora i jezika, neophodna je, uz mnoštvo drugih faktora, i dobra auditivna percepcija. Oštećenje sluha dovodi do zastoja u razvoju govora i jezika. Ono onemogućava dete da spontano usvaja govor i jezik u sprezi zvuka i značenja. Smetnje u razvoju govora i jezika reflektuju se i na kognitivni, socijalni i emocionalni razvoj, što uslovljava negativne promene u razvoju svih bitnih aspekata ličnosti osobe oštećenog sluha. Prilikom verbalne produkcije gluvih i nagluvih osoba javljaju se konstrukcije koje nisu karakteristične za srpski jezik. U verbalnom izražavanju gluve i nagluve dece odredbene reči (pridevi, pridevske zamenice i redni brojevi) se nedovoljno upotrebljavaju, a i koriste se u drugačijoj funkciji u rečenici, u odnosu na rečenične konstrukcije dece tipičnog jezičkog razvoja. Cilj našeg istraživanja bio je da se utvrdi i razjasni upotreba i funkcije odredbenih reči u formiranju iskaza kod gluve i nagluve dece, a zatim i da se utvrde, uporede i razjasne upotreba i funkcije odredbenih reči u formiranju iskaza gluve i nagluve dece i dece tipičnog jezičkog razvoja. Istraživanjem je obuhvaćeno N=130 učenika, oba pola, prosečnih intelektualnih sposobnosti, bez dodatnih oštećenja. Svi učenici pohađali su više razrede (V, VI, VII i VIII) osnovne škole. Uzorak je podeljen u tri grupe – dve eksperimentalne i jednu kontrolnu. Jednu ksperimentalnu grupu (E) činilo je N=40 učenika čije je oštećenje sluha preko 70 dB i koji su pohađali škole za gluvu i nagluvu decu. Druga eksperimntalna grupa (E1) formirana je od N=10 učenika čije je oštećenje sluha preko 70 dB i koji su pohađali škole za decu tipičnog razvoja. Kontrolna grupa obuhvatila je N=80 učenika tipičnog razvoja. Kontrolna grupa ujednačena je sa eksperimentalnom grupom prema polu i razredu u koji su uključena ispitivana deca. Istraživanjem su obuhvaćena deca iz škola za gluve i nagluve u Srbiji i gluva i nagluva deca koja pohađaju osnovne škole za decu tipičnog razvoja u Srbiji, a bila su uključena u re/habilitacioni tretman u Institutu za eksperimentalnu fonetiku i patologiju govora u Beogradu, Odeljenju za rehabilitaciju slušanja i govora, Instituta za ORL i MFH Kliničkog centra Srbije i/ ili ''Dečjoj kući'', Kliničko bolničkog centra Zvezdara. Istraživanje sa decom iz kontrolne grupe obavljeno je u osnovnoj školi ''Zaga Malivuk'' u Beogradu. Za potrebe istraživanja konstruisan je poseban protokol za prikupljanje podataka. Osim ovog protokola, koristili smo i unapred definisane teme za pisanje četiri sastava različitih žanrova: narativ, deskripcija, ekspozicija i argumentativ. Prikupljeni podaci obrađivani su pomoću statističkog paketa SAS 9.3 (SAS Institute Inc., 2002-2010), a izbor metoda zavisio je od strukture i prirode podataka, homogenosti varijanse i normalnosti raspodele. Pored kvantitativne analize, prikupljeni materijal analizirali smo i kvalitativno. Rezultate istraživanja prikazali smo tabelarno, a najznačajnije rezultate smo i posebno diskutovali. Rezultati našeg istraživanja govore da gluva i nagluva deca iz škola za decu tipičnog razvoja na starijem osnovnoškolskom uzrastu upotrebljavaju značajno veći broj odredbenih reči u odnosu na decu iz škola za gluve i nagluve, ali i u odnosu na decu tipičnog jezičkog razvoja. Ova grupa dece uspešnija je u odnosu na druge dve ispitivane grupe dece ne samo u broju upotrebljenih odredbenih reči, već i u upotrebi različitih vrsta prideva i pridevskih zamenica. Deca koja pohađaju škole za gluve i nagluve prilikom formiranja iskaza upotrebila su bitno manje (po broju i po vrsti) odredbenih reči od dece tipičnog jezičkog razvoja. Rezultati istraživanja govore da upotreba i funkcije odredbenih reči kod dece tipičnog razvoja zavise od pola i razreda koji dete pohađa, a kod gluve i nagluve dece od dominantnog načina komunikacije i dužine primenjenog re/habilitacionog tretmana. Na osnovu rezultata istraživanja zaključili smo da se upotreba odredbenih reči u formiranju iskaza povećava sa sazrevanjem i bogaćenjem govorno-jezičkog i vaspitno-obrazovnog iskustva kod dece tipičnog razvoja. Pošto upotreba odredbenih reči zbog njihove nesamostalnosti i apstraktnosti predstavlja problem gluvoj i nagluvoj deci, neophodna je rana detekcija i dijagnostika oštećenja sluha, kao i adekvatna amplifikacija i otpočinjanje re/habilitacionog tretmana odmah po detekciji oštećenja sluha. Re/habilitacioni tretman gluve i nagluve dece mora da bude planski osmišljen i sistematski i kontinuirano izvođen kroz dug vremenski period (od momenta detekcije oštećenja sluha, kroz čitav predškolski i osnovnoškolski period, pa i duže), kako bi gluva i nagluva deca bila osposobljena za kvalitetnu verbalnu komunikaciju i kako bi njihovi potencijali bili razvijeni do maksimuma, u cilju razvoja celokupne ličnosti deteta i njihove uspešne integracije u socijalnu sredinu.
PB  - Univerzitet u Beogradu, Fakultet za specijalnu edukaciju i rehabilitaciju
T2  - Univerzitet u Beogradu
T1  - The use and functions of adverbial words in partially and completely deaf children.
T1  - Upotreba i funkcije odredbenih reči kod gluve i nagluve dece
UR  - https://hdl.handle.net/21.15107/rcub_nardus_11641
ER  - 

@phdthesis{
author = "Veselinović, Ivana",
year = "2019",
abstract = "Verbal communication is the most dominant form of communication among people. For speech and language development, a good auditory perception is necessary, along with many other factors. Hearing impairment leads to delays in the speech and language development. It prevents the child from spontaneous adoption of speech and language in conjunction with sound and meaning. Disturbances in the speech and language development reflect on cognitive, social and emotional development. This causes negative changes in the development of all relevant aspects of the personality of a person with hearing impairment. During partially and completely deaf people’s verbal production, constructions that are non-characteristic in the Serbian language emerge. During verbal expression, partially and completely deaf children do not use adverbial words (adjectives, possessive pronouns and ordinal numbers) sufficiently, they use them in a different function in a sentence, in relation to the sentence constructions of children with typical language development. The study included N = 130 students of both sexes, average intellectual abilities, and without additional impairments. All students attended higher classes (V, VI, VII and VIII) of elementary school. Sample was divided into three groups-two experimental and one control group. One experimental group (E) was consisted of N = 40 students whose hearing loss was more than 70 dB and who attended schools for children with hearing impairments. The second experimental group (E1) was formed out of N=10 students whose hearing loss was more than 70 dB and who attended schools for the typically developing children. The control group (K) was consisted of N = 80 typically developing students. The control group was equalized with the experimental group by children’s sex and class in which they were included. This study included partially and completely deaf children from schools for children with hearing impairment in Serbia and partially and completely deaf children who attended schools for typically developing children in Serbia, and were included into re/habilitation treatment within Institute for experimental phonetics and speech pathology in Belgrade, Department for Hearing and Speech Rehabilitation, Institute for ORL and MFS of Clinical center in Serbia and/or „Children’s house“, Clinical-Hospital Center Zvezdara. Research with children from the control group was conducted in elementary school „Zaga Malivuk“, in Belgrade. For the research needs, a special protocol for data collection was constructed. In addition to this protocol, we also used predefined topics for writing four compositions of different genres: narrative, descriptive, exposition and argumentative. The obtained data were processed using a statistical package SAS 9.3 (SAS Institute Inc., 2002-2010), and the method choice depended on the data structure and nature, the homogeneity of the variance and the normality of distribution. In addition to the quantitative analysis, the collected material was also qualitatively analyzed. The research results were presented in a tabular form, and the most significant results were discussed in particular. The results of our research suggest that completely and partially deaf children from schools for children with typical development use significantly greater number of adverbial words in relation to the completely and partially deaf children from schools for children with hearing impairments, but also in relation to the typically developing children. This group of children is more successful in comparison to the other two groups of children not only in the number of used adverbial words, but also in the use of different types of adjectives and possessive pronouns. During the formation of statements, partially and completely deaf children who attend schools for children with hearing impairment used significantly less (by number and type) adverbial words than typically developing children. The research results indicate that the use and functions of the adverbial words in children of typical development depend on the sex and the class that the child attends, and in the group of partially and completely deaf children they depend on the dominant mode of communication and the length of the applied re/habilitation treatment. Based on the research results, we concluded that, in children of typical development, the use of adverbial words during statement formation increases with the maturation and richness of the speech and language and educational experience. Because of their dependency and abstractness, the use of adverbial words represents a problem for partially and completely deaf children. For that reason, early detection and diagnosis of hearing impairment is necessary, as well as an adequate amplification and the initiation of re/habilitation treatment immediately after hearing damage detection. The re/habilitation treatment of partially and completely deaf children must be planned and systematically and continuously performed over a long period of time (from the moment of hearing loss detection, throughout the pre-school and elementary school, and even longer), so that partially and completely deaf children could be empowered for quality verbal communication, in order to develop their potentials to the maximum, to develop their overall personality and to successfully integrate into the social environment., Verbalna komunikacija je dominantan vid sporazumevanja među ljudima. Za razvoj govora i jezika, neophodna je, uz mnoštvo drugih faktora, i dobra auditivna percepcija. Oštećenje sluha dovodi do zastoja u razvoju govora i jezika. Ono onemogućava dete da spontano usvaja govor i jezik u sprezi zvuka i značenja. Smetnje u razvoju govora i jezika reflektuju se i na kognitivni, socijalni i emocionalni razvoj, što uslovljava negativne promene u razvoju svih bitnih aspekata ličnosti osobe oštećenog sluha. Prilikom verbalne produkcije gluvih i nagluvih osoba javljaju se konstrukcije koje nisu karakteristične za srpski jezik. U verbalnom izražavanju gluve i nagluve dece odredbene reči (pridevi, pridevske zamenice i redni brojevi) se nedovoljno upotrebljavaju, a i koriste se u drugačijoj funkciji u rečenici, u odnosu na rečenične konstrukcije dece tipičnog jezičkog razvoja. Cilj našeg istraživanja bio je da se utvrdi i razjasni upotreba i funkcije odredbenih reči u formiranju iskaza kod gluve i nagluve dece, a zatim i da se utvrde, uporede i razjasne upotreba i funkcije odredbenih reči u formiranju iskaza gluve i nagluve dece i dece tipičnog jezičkog razvoja. Istraživanjem je obuhvaćeno N=130 učenika, oba pola, prosečnih intelektualnih sposobnosti, bez dodatnih oštećenja. Svi učenici pohađali su više razrede (V, VI, VII i VIII) osnovne škole. Uzorak je podeljen u tri grupe – dve eksperimentalne i jednu kontrolnu. Jednu ksperimentalnu grupu (E) činilo je N=40 učenika čije je oštećenje sluha preko 70 dB i koji su pohađali škole za gluvu i nagluvu decu. Druga eksperimntalna grupa (E1) formirana je od N=10 učenika čije je oštećenje sluha preko 70 dB i koji su pohađali škole za decu tipičnog razvoja. Kontrolna grupa obuhvatila je N=80 učenika tipičnog razvoja. Kontrolna grupa ujednačena je sa eksperimentalnom grupom prema polu i razredu u koji su uključena ispitivana deca. Istraživanjem su obuhvaćena deca iz škola za gluve i nagluve u Srbiji i gluva i nagluva deca koja pohađaju osnovne škole za decu tipičnog razvoja u Srbiji, a bila su uključena u re/habilitacioni tretman u Institutu za eksperimentalnu fonetiku i patologiju govora u Beogradu, Odeljenju za rehabilitaciju slušanja i govora, Instituta za ORL i MFH Kliničkog centra Srbije i/ ili ''Dečjoj kući'', Kliničko bolničkog centra Zvezdara. Istraživanje sa decom iz kontrolne grupe obavljeno je u osnovnoj školi ''Zaga Malivuk'' u Beogradu. Za potrebe istraživanja konstruisan je poseban protokol za prikupljanje podataka. Osim ovog protokola, koristili smo i unapred definisane teme za pisanje četiri sastava različitih žanrova: narativ, deskripcija, ekspozicija i argumentativ. Prikupljeni podaci obrađivani su pomoću statističkog paketa SAS 9.3 (SAS Institute Inc., 2002-2010), a izbor metoda zavisio je od strukture i prirode podataka, homogenosti varijanse i normalnosti raspodele. Pored kvantitativne analize, prikupljeni materijal analizirali smo i kvalitativno. Rezultate istraživanja prikazali smo tabelarno, a najznačajnije rezultate smo i posebno diskutovali. Rezultati našeg istraživanja govore da gluva i nagluva deca iz škola za decu tipičnog razvoja na starijem osnovnoškolskom uzrastu upotrebljavaju značajno veći broj odredbenih reči u odnosu na decu iz škola za gluve i nagluve, ali i u odnosu na decu tipičnog jezičkog razvoja. Ova grupa dece uspešnija je u odnosu na druge dve ispitivane grupe dece ne samo u broju upotrebljenih odredbenih reči, već i u upotrebi različitih vrsta prideva i pridevskih zamenica. Deca koja pohađaju škole za gluve i nagluve prilikom formiranja iskaza upotrebila su bitno manje (po broju i po vrsti) odredbenih reči od dece tipičnog jezičkog razvoja. Rezultati istraživanja govore da upotreba i funkcije odredbenih reči kod dece tipičnog razvoja zavise od pola i razreda koji dete pohađa, a kod gluve i nagluve dece od dominantnog načina komunikacije i dužine primenjenog re/habilitacionog tretmana. Na osnovu rezultata istraživanja zaključili smo da se upotreba odredbenih reči u formiranju iskaza povećava sa sazrevanjem i bogaćenjem govorno-jezičkog i vaspitno-obrazovnog iskustva kod dece tipičnog razvoja. Pošto upotreba odredbenih reči zbog njihove nesamostalnosti i apstraktnosti predstavlja problem gluvoj i nagluvoj deci, neophodna je rana detekcija i dijagnostika oštećenja sluha, kao i adekvatna amplifikacija i otpočinjanje re/habilitacionog tretmana odmah po detekciji oštećenja sluha. Re/habilitacioni tretman gluve i nagluve dece mora da bude planski osmišljen i sistematski i kontinuirano izvođen kroz dug vremenski period (od momenta detekcije oštećenja sluha, kroz čitav predškolski i osnovnoškolski period, pa i duže), kako bi gluva i nagluva deca bila osposobljena za kvalitetnu verbalnu komunikaciju i kako bi njihovi potencijali bili razvijeni do maksimuma, u cilju razvoja celokupne ličnosti deteta i njihove uspešne integracije u socijalnu sredinu.",
publisher = "Univerzitet u Beogradu, Fakultet za specijalnu edukaciju i rehabilitaciju",
journal = "Univerzitet u Beogradu",
title = "The use and functions of adverbial words in partially and completely deaf children., Upotreba i funkcije odredbenih reči kod gluve i nagluve dece",
url = "https://hdl.handle.net/21.15107/rcub_nardus_11641"
}

Veselinović, I.. (2019). The use and functions of adverbial words in partially and completely deaf children.. in Univerzitet u Beogradu
Univerzitet u Beogradu, Fakultet za specijalnu edukaciju i rehabilitaciju..
https://hdl.handle.net/21.15107/rcub_nardus_11641

Veselinović I. The use and functions of adverbial words in partially and completely deaf children.. in Univerzitet u Beogradu. 2019;.
https://hdl.handle.net/21.15107/rcub_nardus_11641 .

Veselinović, Ivana, "The use and functions of adverbial words in partially and completely deaf children." in Univerzitet u Beogradu (2019),
https://hdl.handle.net/21.15107/rcub_nardus_11641 .

TY  - JOUR
AU  - Nikolić, Mina
AU  - Ostojić-Zeljković, Sanja
AU  - Veselinović, Ivana
PY  - 2019
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1213
AB  - Auditory behavior is a social skill representing specific response to stimulation by sound, speech or other acoustic stimuli. Normal hearing newborn babies prefer their mother's voice to any other due to experience during the late intrauterine development. Some prematurely born babies lack that experience and acquire their first acoustic experience under specific conditions in neonatal intensive care unit. Te lack of family environment, separation from mother and high ambient noise could have negative impact on early auditory development of a prematurely born child. Te goal of the study was to investigate the impact of socioeconomic characteristics of family on auditory development of prematurely born children during the first year of life. Te sample consisted of 150 prematurely born children of both genders, born in the Republic of Serbia. Data about family environment were obtained from parents or case history, while auditory development was assessed by LittlEARS® auditory scale. Te results of the study showed that permanent employment of the mother and occasional employment of the father had a positive correlation with higher auditory achievement in children at the corrected age of 12 months. Analysis of the impact of family factors on trajectories of auditory development in prematurely born children showed that father's occasional employment improved the pace of auditory development, while siblings in the family significantly improved auditory achievement initially. Te results imply that multiple heterogeneous auditory (especially language) stimulation during the first year of life have a positive impact on auditory development of preterm babies regardless of the prematurity level.
AB  - Auditivno ponašanje odražava specifičan odgovor na stimulaciju zvukom, govorom ili drugim akustičkim nadražajima i na ranom uzrastu predstavlja socijalnu veštinu. Novorođene čujuće bebe iskazuju afinitet prema majčinom glasu u odnosu na druge glasove, što predstavlja posledicu slušnog iskustva u toku kasnog intrauterinog razvoja. Prevremeno rođene bebe često svoja prva akustička iskustva stiču u odeljenjima za intenzivnu neonatalnu negu. Visok nivo ambijentalne buke te odvojenost od majki i ostalih članova primarne porodice samo su neki od faktora koji mogu negativno da utiču na rani slušni razvoj prevremeno rođenog deteta. Cilj istraživanja bio je da se utvrdi da li socioekonomske karakteristike porodice utiču na dinamiku auditivnog razvoja prevremeno rođene dece u toku prve godine života. Uzorak je činilo 150 prevremeno rođene dece sa teritorije Republike Srbije. Podaci o socioekonomskim karakteristikama porodice prikupljani su od roditelja i/ili preuzimani iz kliničkih dosijea ispitanika, dok je procena slušnog razvoja vršena pomoću LittlEARS® auditivnog upitnika (LittlEARS® Auditory Questionnaire). Rezultati istraživanja pokazuju da zaposlenje majki na neodređeno vreme i povremeno zaposlenje očeva korelira sa višim nivoom auditivnog razvoja prevremeno rođene dece na korigovanom uzrastu od godinu dana. Ispitujući uticaj karakteristika porodice na trajektoriju (koju čine početni nivo i tempo) auditivnog razvoja prevremeno rođene dece, dobili smo da povremeno zaposlenje oca utiče na brži tempo slušnog razvoja, dok prisustvo siblinga u porodici ima značajan uticaj na viši početni nivo njihovog razvoja. S obzirom na to da su pojedine karakteristike porodične sredine (stručna sprema roditelja, radni status, prisustvo siblinga) pokazale statistički značajan uticaj na starijim uzrastima prevremeno rođene dece, kada raste značaj jezičkih kompetencija, ovakve rezultate doveli smo u vezu sa rezultatima velikog broja istraživanja koja ističu važnost kvantiteta i kvaliteta ranih socijalnih interakcija u razvoju govorne percepcije, kao najvišeg nivoa auditivnog razvoja.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd
T2  - Specijalna edukacija i rehabilitacija
T1  - Influence of socioeconomic characteristics of family on auditory development of prematurely born children
T1  - Uticaj socioekonomskih karakteristika porodice na auditivni razvoj prevremeno rođene dece
EP  - 318
IS  - 3
SP  - 299
VL  - 18
DO  - 10.5937/specedreh18-23021
ER  - 

@article{
author = "Nikolić, Mina and Ostojić-Zeljković, Sanja and Veselinović, Ivana",
year = "2019",
abstract = "Auditory behavior is a social skill representing specific response to stimulation by sound, speech or other acoustic stimuli. Normal hearing newborn babies prefer their mother's voice to any other due to experience during the late intrauterine development. Some prematurely born babies lack that experience and acquire their first acoustic experience under specific conditions in neonatal intensive care unit. Te lack of family environment, separation from mother and high ambient noise could have negative impact on early auditory development of a prematurely born child. Te goal of the study was to investigate the impact of socioeconomic characteristics of family on auditory development of prematurely born children during the first year of life. Te sample consisted of 150 prematurely born children of both genders, born in the Republic of Serbia. Data about family environment were obtained from parents or case history, while auditory development was assessed by LittlEARS® auditory scale. Te results of the study showed that permanent employment of the mother and occasional employment of the father had a positive correlation with higher auditory achievement in children at the corrected age of 12 months. Analysis of the impact of family factors on trajectories of auditory development in prematurely born children showed that father's occasional employment improved the pace of auditory development, while siblings in the family significantly improved auditory achievement initially. Te results imply that multiple heterogeneous auditory (especially language) stimulation during the first year of life have a positive impact on auditory development of preterm babies regardless of the prematurity level., Auditivno ponašanje odražava specifičan odgovor na stimulaciju zvukom, govorom ili drugim akustičkim nadražajima i na ranom uzrastu predstavlja socijalnu veštinu. Novorođene čujuće bebe iskazuju afinitet prema majčinom glasu u odnosu na druge glasove, što predstavlja posledicu slušnog iskustva u toku kasnog intrauterinog razvoja. Prevremeno rođene bebe često svoja prva akustička iskustva stiču u odeljenjima za intenzivnu neonatalnu negu. Visok nivo ambijentalne buke te odvojenost od majki i ostalih članova primarne porodice samo su neki od faktora koji mogu negativno da utiču na rani slušni razvoj prevremeno rođenog deteta. Cilj istraživanja bio je da se utvrdi da li socioekonomske karakteristike porodice utiču na dinamiku auditivnog razvoja prevremeno rođene dece u toku prve godine života. Uzorak je činilo 150 prevremeno rođene dece sa teritorije Republike Srbije. Podaci o socioekonomskim karakteristikama porodice prikupljani su od roditelja i/ili preuzimani iz kliničkih dosijea ispitanika, dok je procena slušnog razvoja vršena pomoću LittlEARS® auditivnog upitnika (LittlEARS® Auditory Questionnaire). Rezultati istraživanja pokazuju da zaposlenje majki na neodređeno vreme i povremeno zaposlenje očeva korelira sa višim nivoom auditivnog razvoja prevremeno rođene dece na korigovanom uzrastu od godinu dana. Ispitujući uticaj karakteristika porodice na trajektoriju (koju čine početni nivo i tempo) auditivnog razvoja prevremeno rođene dece, dobili smo da povremeno zaposlenje oca utiče na brži tempo slušnog razvoja, dok prisustvo siblinga u porodici ima značajan uticaj na viši početni nivo njihovog razvoja. S obzirom na to da su pojedine karakteristike porodične sredine (stručna sprema roditelja, radni status, prisustvo siblinga) pokazale statistički značajan uticaj na starijim uzrastima prevremeno rođene dece, kada raste značaj jezičkih kompetencija, ovakve rezultate doveli smo u vezu sa rezultatima velikog broja istraživanja koja ističu važnost kvantiteta i kvaliteta ranih socijalnih interakcija u razvoju govorne percepcije, kao najvišeg nivoa auditivnog razvoja.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd",
journal = "Specijalna edukacija i rehabilitacija",
title = "Influence of socioeconomic characteristics of family on auditory development of prematurely born children, Uticaj socioekonomskih karakteristika porodice na auditivni razvoj prevremeno rođene dece",
pages = "318-299",
number = "3",
volume = "18",
doi = "10.5937/specedreh18-23021"
}

Nikolić, M., Ostojić-Zeljković, S.,& Veselinović, I.. (2019). Influence of socioeconomic characteristics of family on auditory development of prematurely born children. in Specijalna edukacija i rehabilitacija
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd., 18(3), 299-318.
https://doi.org/10.5937/specedreh18-23021

Nikolić M, Ostojić-Zeljković S, Veselinović I. Influence of socioeconomic characteristics of family on auditory development of prematurely born children. in Specijalna edukacija i rehabilitacija. 2019;18(3):299-318.
doi:10.5937/specedreh18-23021 .

Nikolić, Mina, Ostojić-Zeljković, Sanja, Veselinović, Ivana, "Influence of socioeconomic characteristics of family on auditory development of prematurely born children" in Specijalna edukacija i rehabilitacija, 18, no. 3 (2019):299-318,
https://doi.org/10.5937/specedreh18-23021 . .

TY  - CONF
AU  - Veselinović, Ivana
AU  - Slavnić, Svetlana
AU  - Jeličić, Ljiljana
PY  - 2019
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4102
AB  - U verbalnom izražavanju gluve i nagluve dece pravi pridevi se nedovoljno upotrebljavaju, a i koriste se u drugačijoj funkciji u rečenici, u odnosu na rečenične konstrukcije dece tipičnog jezičkog razvoja. Cilj rada bio je da se utvrdi,
uporedi i razjasni upotreba i funkcije pravih prideva u formiranju iskaza kod
gluve i nagluve dece i dece tipičnog razvoja. Istraživanjem je obuhvaćeno 130
učenika starijih razreda osnovne škole, oba pola, prosečnih intelektualnih sposobnosti, bez dodatnih oštećenja. Eksperimentalnu grupu je činilo 50 učenika
čije je oštećenje sluha preko 70 dB. Ovi učenici pohađali su škole za gluvu i
nagluvu decu u Srbiji (40 učenika) i škole za decu tipičnog razvoja (10 učenika).
Kontrolna grupa obuhvatila je 80 učenika tipičnog razvoja. Za potrebe istraživanja koristili smo i unapred definisane teme za pisanje četiri sastava različitih žanrova: narativ, deskripcija, ekspozicija i argumentativ, kao i poseban
protokol za prikupljanje podataka koji je konstruisan za potrebe ovog istraživanja. Prikupljeni podaci obrađivani su pomoću statističkog paketa SAS 9.3.
Pored kvantitativne analize, prikupljeni materijal analizirali smo i kvalitativno.
Rezultate istraživanja prikazali smo tabelarno, a najznačajnije rezultate smo
i posebno diskutovali. Rezultati istraživanja govore da su deca koja pohađaju
škole za gluve i nagluve prilikom formiranja iskaza upotrebila značajno manje
pravih prideva od dece tipičnog jezičkog razvoja. Upotreba i funkcije pravih
prideva kod dece tipičnog razvoja zavise od pola i razreda koji dete pohađa,
a kod gluve i nagluve dece od razreda koji dete pohađa, dominantnog načina komunikacije i dužine primenjenog re/habilitacionog tretmana. Na osnovu
rezultata istraživanja zaključili smo da se upotreba pravih prideva u formiranju iskaza povećava sa sazrevanjem i bogaćenjem govorno-jezičkog i vaspitno-obrazovnog iskustva kod gluve i nagluve dece, kao i povećanjem dužine
trajanja njihove re/habilitacije na predškolskom uzrastu.
AB  - During verbal expression, partially and completely deaf children do not use descriptive
adjectives sufficiently compared to sentence constructions in children with typical language
development. The research aim was to estimate, compare and explain the use and function
of descriptive adjectives during statement formation in partially and completely deaf
children and typically developing children. The study included 130 children of both sexes,
with average intellectual abilities and without additional impairments. All children attended
higher classes of elementary school. The sample was divided into three groups: the first
experimental group (E) consisted of 40 children whose hearing loss was more than 70 dB
and who attended schools for hearing impaired children; the second experimental group (E1)
consisted of 10 children whose hearing loss was more than 70 dB and who attended schools
for typically developing children. The control group (K) consisted of 80 typically developing
children. A special protocol for data collection was constructed. In addition to this protocol,
predefined topics for writing four compositions of different genres were used: narrative,
descriptive, exposition and argumentative. The research results suggest that partially and
completely deaf children who attend schools for hearing impaired children used significantly
fewer descriptive adjectives in sentence constructions compared to typically developing
children. The use and functions of descriptive adjectives in typical children depend on the sex
and the class while in the group of partially and completely deaf children they depend on sex,
dominant mode of communication and the length of applied re/habilitation treatment. Based
on the obtained results, it may be concluded that, in the group of partially and completely
deaf children, the use of descriptive adjectives during statement formation increases with
maturation and richness of speech and language and educational experience
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Zbornik radova - 10. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija,
T1  - Upotreba pravih prideva kod gluve i nagluve dece
T1  - The use of descriptive adjectives in partially and completely deaf children
EP  - 423
SP  - 417
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4102
ER  - 

@conference{
author = "Veselinović, Ivana and Slavnić, Svetlana and Jeličić, Ljiljana",
year = "2019",
abstract = "U verbalnom izražavanju gluve i nagluve dece pravi pridevi se nedovoljno upotrebljavaju, a i koriste se u drugačijoj funkciji u rečenici, u odnosu na rečenične konstrukcije dece tipičnog jezičkog razvoja. Cilj rada bio je da se utvrdi,
uporedi i razjasni upotreba i funkcije pravih prideva u formiranju iskaza kod
gluve i nagluve dece i dece tipičnog razvoja. Istraživanjem je obuhvaćeno 130
učenika starijih razreda osnovne škole, oba pola, prosečnih intelektualnih sposobnosti, bez dodatnih oštećenja. Eksperimentalnu grupu je činilo 50 učenika
čije je oštećenje sluha preko 70 dB. Ovi učenici pohađali su škole za gluvu i
nagluvu decu u Srbiji (40 učenika) i škole za decu tipičnog razvoja (10 učenika).
Kontrolna grupa obuhvatila je 80 učenika tipičnog razvoja. Za potrebe istraživanja koristili smo i unapred definisane teme za pisanje četiri sastava različitih žanrova: narativ, deskripcija, ekspozicija i argumentativ, kao i poseban
protokol za prikupljanje podataka koji je konstruisan za potrebe ovog istraživanja. Prikupljeni podaci obrađivani su pomoću statističkog paketa SAS 9.3.
Pored kvantitativne analize, prikupljeni materijal analizirali smo i kvalitativno.
Rezultate istraživanja prikazali smo tabelarno, a najznačajnije rezultate smo
i posebno diskutovali. Rezultati istraživanja govore da su deca koja pohađaju
škole za gluve i nagluve prilikom formiranja iskaza upotrebila značajno manje
pravih prideva od dece tipičnog jezičkog razvoja. Upotreba i funkcije pravih
prideva kod dece tipičnog razvoja zavise od pola i razreda koji dete pohađa,
a kod gluve i nagluve dece od razreda koji dete pohađa, dominantnog načina komunikacije i dužine primenjenog re/habilitacionog tretmana. Na osnovu
rezultata istraživanja zaključili smo da se upotreba pravih prideva u formiranju iskaza povećava sa sazrevanjem i bogaćenjem govorno-jezičkog i vaspitno-obrazovnog iskustva kod gluve i nagluve dece, kao i povećanjem dužine
trajanja njihove re/habilitacije na predškolskom uzrastu., During verbal expression, partially and completely deaf children do not use descriptive
adjectives sufficiently compared to sentence constructions in children with typical language
development. The research aim was to estimate, compare and explain the use and function
of descriptive adjectives during statement formation in partially and completely deaf
children and typically developing children. The study included 130 children of both sexes,
with average intellectual abilities and without additional impairments. All children attended
higher classes of elementary school. The sample was divided into three groups: the first
experimental group (E) consisted of 40 children whose hearing loss was more than 70 dB
and who attended schools for hearing impaired children; the second experimental group (E1)
consisted of 10 children whose hearing loss was more than 70 dB and who attended schools
for typically developing children. The control group (K) consisted of 80 typically developing
children. A special protocol for data collection was constructed. In addition to this protocol,
predefined topics for writing four compositions of different genres were used: narrative,
descriptive, exposition and argumentative. The research results suggest that partially and
completely deaf children who attend schools for hearing impaired children used significantly
fewer descriptive adjectives in sentence constructions compared to typically developing
children. The use and functions of descriptive adjectives in typical children depend on the sex
and the class while in the group of partially and completely deaf children they depend on sex,
dominant mode of communication and the length of applied re/habilitation treatment. Based
on the obtained results, it may be concluded that, in the group of partially and completely
deaf children, the use of descriptive adjectives during statement formation increases with
maturation and richness of speech and language and educational experience",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik radova - 10. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija,",
title = "Upotreba pravih prideva kod gluve i nagluve dece, The use of descriptive adjectives in partially and completely deaf children",
pages = "423-417",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4102"
}

Veselinović, I., Slavnić, S.,& Jeličić, L.. (2019). Upotreba pravih prideva kod gluve i nagluve dece. in Zbornik radova - 10. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija,
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 417-423.
https://hdl.handle.net/21.15107/rcub_rfasper_4102

Veselinović I, Slavnić S, Jeličić L. Upotreba pravih prideva kod gluve i nagluve dece. in Zbornik radova - 10. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija,. 2019;:417-423.
https://hdl.handle.net/21.15107/rcub_rfasper_4102 .

Veselinović, Ivana, Slavnić, Svetlana, Jeličić, Ljiljana, "Upotreba pravih prideva kod gluve i nagluve dece" in Zbornik radova - 10. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, (2019):417-423,
https://hdl.handle.net/21.15107/rcub_rfasper_4102 .

TY  - JOUR
AU  - Maletić-Sekulić, Ivana
AU  - Petković, Staša
AU  - Dragutinović, Ninoslava
AU  - Veselinović, Ivana
AU  - Jeličić, Ljiljana
PY  - 2019
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1239
AB  - Introduction/Objective Presbycusis, elderly hearing loss, is a progressive, bilateral sensoryneural hearing loss characterized by reduced sensitivity of hearing and understanding speech in a noisy environment, thereby impairing communication and inducing anxiety. The objective was to examine the impact of hearing amplification on subjective hearing disability assessment and anxiety in people with presbycusis. Method Sample consisted of 120 respondents aged 47-85 with presbycusis, 60 subjects with and 60 subjects with no auditory amplification. The standardized Hearing Handicap Inventory for the Elderly and the Spielberger State Trait Anxiety Inventory were used in the study. Results In subjects with hearing amplification, test/retest has no statistical significance in the STAI and HHIE scales and subscales, except the HHIE-S (p = 0.004) with a lower score on the retest. Respondents in whom hearing amplification was performed during the year was statistically significant in HHIE (p = 0.016), HHIE-S (p = 0.004) and STAI-S (p = 0.029) which speaks of favorable effect of hearing amplification. In the group with no hearing amplification, statistical significance was observed in relation to the HHIE scores (p = 0.002), HHIE-E (p = 0.000), STAI (p = 0.000), STAI-S (p = 0.001) and STAI-T (p = 0.001) and it was noticed that anxiety, loss of emotional contacts, and more pronounced degree of hearing impairment were the result of unassisted hearing rehabilitation. Conclusion Audiological practice should include tests for assessment of hearing disability and anxiety in order to preserve health in later life.
AB  - Uvod/Cilj Presbiakuzija, staračka nagluvost, jeste progresivni, bilateralni senzorineuralni gubitak sluha koji karakteriše smanjena osetljivost sluha i razumevanja govora u bučnoj sredini, čime narušava komunikaciju i značajno utiče na ispoljavanje anksioznosti. Cilj rada je bio ispitati uticaj slušne amplifikacije na ispoljavanje slušne onesposobljenosti i anksioznosti kod osoba sa presbiakuzijom. Metode Uzorak su činila 120 ispitanika oba pola, starosti 47-85 godina sa presbiakuzijom, 60 ispitanika sa slušnom amplifikacijom i 60 bez sprovedene amplifikacije. U istraživanju su korišćene standardizovane skale Hearing Handicap Inventory for the Elderly i Spielberger State Trait Anxiety Inventory za procenu prisustva anksioznosti. Rezultati Kod ispitanika sa slušnom amplifikacijom test/retest nema statističke značajnosti u rezultatima skala i podskala STAI i HHIE, sem HHIE-S (p = 0,004) sa manjim rezultatom na retestu. Kod ispitanika kod kojih je tokom godine sprovedena slušna amplifikacija zapažena je statistički značajna razlika u HHIE (p = 0,016), HHIE-S (p = 0,004) i STAI-S (p = 0,029), što govori o povoljnom uticaju slušne amplifikacije. U grupi bez slušne amplifikacije zapažena je statistička značajnost u odnosu na rezultate HHIE (p = 0,002), HHIE-E (p = 0,000), STAI (p = 0,000), STAI-S (p = 0,001) i STAI-T (p = 0,001) i zapaženo je da su anksioznost, gubitak emocionalnih kontakata i izraženiji stepen slušne onesposobljenosti posledica nesprovedene slušne rehabilitacije. Zaključak U audiološku praksu bi trebalo uvesti testove za procenu slušne onesposobljenosti i anksioznosti u cilju očuvanja zdravlja u kasnijem životnom dobu.
PB  - Srpsko lekarsko društvo, Beograd
T2  - Srpski arhiv za celokupno lekarstvo
T1  - The effects of auditory amplification on subjective assessments of hearing impairment and anxiety in people with presbycusis
T1  - Efekti slušne amplifikacije na subjektivnu procenu slušne onesposobljenosti i anksioznost kod osoba sa presbiakuzijom
EP  - 467
IS  - 7-8
SP  - 461
VL  - 147
DO  - 10.2298/SARH190123067M
ER  - 

@article{
author = "Maletić-Sekulić, Ivana and Petković, Staša and Dragutinović, Ninoslava and Veselinović, Ivana and Jeličić, Ljiljana",
year = "2019",
abstract = "Introduction/Objective Presbycusis, elderly hearing loss, is a progressive, bilateral sensoryneural hearing loss characterized by reduced sensitivity of hearing and understanding speech in a noisy environment, thereby impairing communication and inducing anxiety. The objective was to examine the impact of hearing amplification on subjective hearing disability assessment and anxiety in people with presbycusis. Method Sample consisted of 120 respondents aged 47-85 with presbycusis, 60 subjects with and 60 subjects with no auditory amplification. The standardized Hearing Handicap Inventory for the Elderly and the Spielberger State Trait Anxiety Inventory were used in the study. Results In subjects with hearing amplification, test/retest has no statistical significance in the STAI and HHIE scales and subscales, except the HHIE-S (p = 0.004) with a lower score on the retest. Respondents in whom hearing amplification was performed during the year was statistically significant in HHIE (p = 0.016), HHIE-S (p = 0.004) and STAI-S (p = 0.029) which speaks of favorable effect of hearing amplification. In the group with no hearing amplification, statistical significance was observed in relation to the HHIE scores (p = 0.002), HHIE-E (p = 0.000), STAI (p = 0.000), STAI-S (p = 0.001) and STAI-T (p = 0.001) and it was noticed that anxiety, loss of emotional contacts, and more pronounced degree of hearing impairment were the result of unassisted hearing rehabilitation. Conclusion Audiological practice should include tests for assessment of hearing disability and anxiety in order to preserve health in later life., Uvod/Cilj Presbiakuzija, staračka nagluvost, jeste progresivni, bilateralni senzorineuralni gubitak sluha koji karakteriše smanjena osetljivost sluha i razumevanja govora u bučnoj sredini, čime narušava komunikaciju i značajno utiče na ispoljavanje anksioznosti. Cilj rada je bio ispitati uticaj slušne amplifikacije na ispoljavanje slušne onesposobljenosti i anksioznosti kod osoba sa presbiakuzijom. Metode Uzorak su činila 120 ispitanika oba pola, starosti 47-85 godina sa presbiakuzijom, 60 ispitanika sa slušnom amplifikacijom i 60 bez sprovedene amplifikacije. U istraživanju su korišćene standardizovane skale Hearing Handicap Inventory for the Elderly i Spielberger State Trait Anxiety Inventory za procenu prisustva anksioznosti. Rezultati Kod ispitanika sa slušnom amplifikacijom test/retest nema statističke značajnosti u rezultatima skala i podskala STAI i HHIE, sem HHIE-S (p = 0,004) sa manjim rezultatom na retestu. Kod ispitanika kod kojih je tokom godine sprovedena slušna amplifikacija zapažena je statistički značajna razlika u HHIE (p = 0,016), HHIE-S (p = 0,004) i STAI-S (p = 0,029), što govori o povoljnom uticaju slušne amplifikacije. U grupi bez slušne amplifikacije zapažena je statistička značajnost u odnosu na rezultate HHIE (p = 0,002), HHIE-E (p = 0,000), STAI (p = 0,000), STAI-S (p = 0,001) i STAI-T (p = 0,001) i zapaženo je da su anksioznost, gubitak emocionalnih kontakata i izraženiji stepen slušne onesposobljenosti posledica nesprovedene slušne rehabilitacije. Zaključak U audiološku praksu bi trebalo uvesti testove za procenu slušne onesposobljenosti i anksioznosti u cilju očuvanja zdravlja u kasnijem životnom dobu.",
publisher = "Srpsko lekarsko društvo, Beograd",
journal = "Srpski arhiv za celokupno lekarstvo",
title = "The effects of auditory amplification on subjective assessments of hearing impairment and anxiety in people with presbycusis, Efekti slušne amplifikacije na subjektivnu procenu slušne onesposobljenosti i anksioznost kod osoba sa presbiakuzijom",
pages = "467-461",
number = "7-8",
volume = "147",
doi = "10.2298/SARH190123067M"
}

Maletić-Sekulić, I., Petković, S., Dragutinović, N., Veselinović, I.,& Jeličić, L.. (2019). The effects of auditory amplification on subjective assessments of hearing impairment and anxiety in people with presbycusis. in Srpski arhiv za celokupno lekarstvo
Srpsko lekarsko društvo, Beograd., 147(7-8), 461-467.
https://doi.org/10.2298/SARH190123067M

Maletić-Sekulić I, Petković S, Dragutinović N, Veselinović I, Jeličić L. The effects of auditory amplification on subjective assessments of hearing impairment and anxiety in people with presbycusis. in Srpski arhiv za celokupno lekarstvo. 2019;147(7-8):461-467.
doi:10.2298/SARH190123067M .

Maletić-Sekulić, Ivana, Petković, Staša, Dragutinović, Ninoslava, Veselinović, Ivana, Jeličić, Ljiljana, "The effects of auditory amplification on subjective assessments of hearing impairment and anxiety in people with presbycusis" in Srpski arhiv za celokupno lekarstvo, 147, no. 7-8 (2019):461-467,
https://doi.org/10.2298/SARH190123067M . .

TY  - CONF
AU  - Ostojić-Zeljković, Sanja
AU  - Slavnić, Svetlana
AU  - Đoković, Sanja
AU  - Nikolić, Mina
AU  - Veselinović, Ivana
AU  - Juhas, Čila
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2912
AB  - Značajan pomak auditivnih i ukupnih komunikacijskih sposobnosti
gluve i nagluve dece desio se zahvaljujući: 1) primeni programa rane in-
tervencije (Early Hearing Detection and Intervention programs), 2) inova-
tivnim tehnikama procene stanja sluha i 3) naprednim tehnološkim
pomagalima za sluh. Auditivni kapacitet se definiše kao sposobnost
kortikalnih i subkortikalnih auditivnih struktura (uz upotre-
bu kohlearnog implanta i slušnih aparata) da šalju konzistetnu i
preciznu informaciju do viših kortikalnih centara. Za auditivni
kapacitet važni su auditivna osetljivost i auditivna rezolucija.
Predmet ovog istraživanja su faktori koji utiču na početnu fazu
razvoja auditivnog kapaciteta kohlearno implantirane dece. Za po-
trebe ovog istraživanja ispitivan je početni nivo senzorne percep-
cije iz modela auditornog senzornog razvoja kao početne faze u razvoju
ukupnog auditivnog kapaciteta. U uzorku je ispitano 45 gluve i nagluve
dece sa različitim modelima amplifikacije, uzrasta od 2 do 7 godina.
Instrument u ovom istraživanju je bio test za Procenu dečjih sluš-
nih sposobnosti – Infant Listening Skills Assessment (ILIP), jedan od testo-
va baterije testova za ranu procenu auditivnih i komunikacijskih
sposobnosti korisnika kohlearnog implanta. Kao značajan faktor u
početnoj fazi razvoja auditivnog kapaciteta ustanovljena je stati-
stička značajnost hronološkog i slušnog uzrasta.
AB  - Successful implementation of Early Hearing Detection and Intervention
programs contributed to effective communication skill development in young
children with hearing loss. This breakthrough is possible because of innovative
techniques in hearing assessment combined with advances in sensory device
technology. Auditory capacity is defined as an ability of cortical and subcortical
auditory systems (plus cochlear implants or hearing aids, if used)
to send consistent and differentiable information to higher brain centers.
Auditory capacity involves auditory sensitivity and auditory resolution.
The object of this study was determination of factors of auditory perceptual
development (level I) in infants and toddlers. In this study we examinee sound
awareness. The sample consisted of 45 children with hearing loss age 2 to 7,
with cochlear implants and hearing aids. Instrument used in this research was
Infant Listening Skills Assessment (ILIP) that belongs to Nottingham Early
Assessment Package (NEAP), The Ear Foundation 2004. Results shows that
main factors in early phase of auditory capacity development is chronological
and hearing age in the group of cochlear implanted and children with hearing
aids.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Tematski zbornik radova - 
„Specifičnost oštećenja
sluha – koraci i iskoraci,” Beograd, 2018.
T1  - Faktori razvoja auditivnog kapaciteta kod kohlearno implantirane dece
T1  - Factors cobntributing to auditory capacity of cochlerar
implanted children
EP  - 83
SP  - 73
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2912
ER  - 

@conference{
author = "Ostojić-Zeljković, Sanja and Slavnić, Svetlana and Đoković, Sanja and Nikolić, Mina and Veselinović, Ivana and Juhas, Čila",
year = "2018",
abstract = "Značajan pomak auditivnih i ukupnih komunikacijskih sposobnosti
gluve i nagluve dece desio se zahvaljujući: 1) primeni programa rane in-
tervencije (Early Hearing Detection and Intervention programs), 2) inova-
tivnim tehnikama procene stanja sluha i 3) naprednim tehnološkim
pomagalima za sluh. Auditivni kapacitet se definiše kao sposobnost
kortikalnih i subkortikalnih auditivnih struktura (uz upotre-
bu kohlearnog implanta i slušnih aparata) da šalju konzistetnu i
preciznu informaciju do viših kortikalnih centara. Za auditivni
kapacitet važni su auditivna osetljivost i auditivna rezolucija.
Predmet ovog istraživanja su faktori koji utiču na početnu fazu
razvoja auditivnog kapaciteta kohlearno implantirane dece. Za po-
trebe ovog istraživanja ispitivan je početni nivo senzorne percep-
cije iz modela auditornog senzornog razvoja kao početne faze u razvoju
ukupnog auditivnog kapaciteta. U uzorku je ispitano 45 gluve i nagluve
dece sa različitim modelima amplifikacije, uzrasta od 2 do 7 godina.
Instrument u ovom istraživanju je bio test za Procenu dečjih sluš-
nih sposobnosti – Infant Listening Skills Assessment (ILIP), jedan od testo-
va baterije testova za ranu procenu auditivnih i komunikacijskih
sposobnosti korisnika kohlearnog implanta. Kao značajan faktor u
početnoj fazi razvoja auditivnog kapaciteta ustanovljena je stati-
stička značajnost hronološkog i slušnog uzrasta., Successful implementation of Early Hearing Detection and Intervention
programs contributed to effective communication skill development in young
children with hearing loss. This breakthrough is possible because of innovative
techniques in hearing assessment combined with advances in sensory device
technology. Auditory capacity is defined as an ability of cortical and subcortical
auditory systems (plus cochlear implants or hearing aids, if used)
to send consistent and differentiable information to higher brain centers.
Auditory capacity involves auditory sensitivity and auditory resolution.
The object of this study was determination of factors of auditory perceptual
development (level I) in infants and toddlers. In this study we examinee sound
awareness. The sample consisted of 45 children with hearing loss age 2 to 7,
with cochlear implants and hearing aids. Instrument used in this research was
Infant Listening Skills Assessment (ILIP) that belongs to Nottingham Early
Assessment Package (NEAP), The Ear Foundation 2004. Results shows that
main factors in early phase of auditory capacity development is chronological
and hearing age in the group of cochlear implanted and children with hearing
aids.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Tematski zbornik radova - 
„Specifičnost oštećenja
sluha – koraci i iskoraci,” Beograd, 2018.",
title = "Faktori razvoja auditivnog kapaciteta kod kohlearno implantirane dece, Factors cobntributing to auditory capacity of cochlerar
implanted children",
pages = "83-73",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2912"
}

Ostojić-Zeljković, S., Slavnić, S., Đoković, S., Nikolić, M., Veselinović, I.,& Juhas, Č.. (2018). Faktori razvoja auditivnog kapaciteta kod kohlearno implantirane dece. in Tematski zbornik radova - 
„Specifičnost oštećenja
sluha – koraci i iskoraci,” Beograd, 2018.
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 73-83.
https://hdl.handle.net/21.15107/rcub_rfasper_2912

Ostojić-Zeljković S, Slavnić S, Đoković S, Nikolić M, Veselinović I, Juhas Č. Faktori razvoja auditivnog kapaciteta kod kohlearno implantirane dece. in Tematski zbornik radova - 
„Specifičnost oštećenja
sluha – koraci i iskoraci,” Beograd, 2018.. 2018;:73-83.
https://hdl.handle.net/21.15107/rcub_rfasper_2912 .

Ostojić-Zeljković, Sanja, Slavnić, Svetlana, Đoković, Sanja, Nikolić, Mina, Veselinović, Ivana, Juhas, Čila, "Faktori razvoja auditivnog kapaciteta kod kohlearno implantirane dece" in Tematski zbornik radova - 
„Specifičnost oštećenja
sluha – koraci i iskoraci,” Beograd, 2018. (2018):73-83,
https://hdl.handle.net/21.15107/rcub_rfasper_2912 .

TY  - CONF
AU  - Veselinović, Ivana
AU  - Slavnić, Svetlana
AU  - Jeličić, Ljiljana
AU  - Ostojić Zeljković, Sanja
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4547
AB  - Dijagnostikovanje oštećenja sluha kod deteta predstavlja
ogroman šok za roditelje. Pred roditeljima se odjednom nalaze ozbiljni
problemi i potreba za pronalaženjem drugačijih načina za ostvarivanje
kvalitetne komunikacije sa detetom. Ovo zahteva ogromno vreme,
strpljenje i trud, To fizički i emocionalno iscrpljuje kapacitete
roditelja i utiče na povećanje nivoa stresa.
Cilj našeg istraživanja bio je da se ispita i objasni uticaj prisustva
oštećenja sluha kod dece na podizanje nivoa stresa kod roditelja.
Uzorak je obuhvatio 160 ispitanika starosti 23-53 godine. Svi
ispitanici su roditelji dece predškolskog uzrasta (0-7 godina).
Eksperimentalnu grupu sačinjavalo je 80 roditelja dece oštećenog
sluha. Kao kontrolna grupa ispitano je 80 roditelja dece tipičnog
razvoja. Ispitanici ženskog i muškog pola (očevi i majke) bili su za-
stupljeni u istom broju.
U istraživanju je korišćena Roditeljska stres skala (Parental
Stress Scale; PSS; Berry & Jones, 1995) i Upitnik za procenu kvaliteta
komunikacije roditelj-dete, osmišljen za potrebe našeg istraživanja.
Statistička analiza dobijenih rezultata istraživanja rađena je
programom SPSS v. 23zaWIDOWS.
Rezultati istraživanja prikazani su tabelarno, a zatim su i
diskutovani
AB  - It is a huge stress for parents when child’s hearing impairment is diagnosed.
Suddenly there are serious problems and need for parents to find different
ways to achieve quality communication with the child. This requires a lot of
time, patience and effort, physically and emotionally exhausting the parents
capacities and increases the level of parenting stress.
Research aim was to examine and explain the effects of hearing loss in
children on raising the level of parenting stress in parents who have hearing
impaireџцd children.
The sample included N=160 subjects aged 23–53 years. All subjects are
parents of pre-school children (0-7 years). The experimental group consisted
of N=80 parents who have hearing impaired children, while Control group
consisted of N=80 parents whose children have typical development. Female
and male respondents (fathers and mothers) were represented in the same
number.
Methodological procedures included the application of Parental Stress
Scale (PSS, Berry, Jones, 1995), and the questionnaire for parents – child
comuunication assessment which was designed for the needs of our research.
The statistical analysis of the obtained results was done by SPSS v. 23 for
WINDOWS.
Research results are presented in tables and discussed in paper
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Tematski zbornik radova -  „Specifičnost oštećenja sluha – koraci i iskoraci,” Beograd, 2018.
T1  - Stres roditelja dece oštećenog sluha
T1  - Parenting stress in hearing impaired children
EP  - 297
SP  - 283
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4547
ER  - 

@conference{
author = "Veselinović, Ivana and Slavnić, Svetlana and Jeličić, Ljiljana and Ostojić Zeljković, Sanja",
year = "2018",
abstract = "Dijagnostikovanje oštećenja sluha kod deteta predstavlja
ogroman šok za roditelje. Pred roditeljima se odjednom nalaze ozbiljni
problemi i potreba za pronalaženjem drugačijih načina za ostvarivanje
kvalitetne komunikacije sa detetom. Ovo zahteva ogromno vreme,
strpljenje i trud, To fizički i emocionalno iscrpljuje kapacitete
roditelja i utiče na povećanje nivoa stresa.
Cilj našeg istraživanja bio je da se ispita i objasni uticaj prisustva
oštećenja sluha kod dece na podizanje nivoa stresa kod roditelja.
Uzorak je obuhvatio 160 ispitanika starosti 23-53 godine. Svi
ispitanici su roditelji dece predškolskog uzrasta (0-7 godina).
Eksperimentalnu grupu sačinjavalo je 80 roditelja dece oštećenog
sluha. Kao kontrolna grupa ispitano je 80 roditelja dece tipičnog
razvoja. Ispitanici ženskog i muškog pola (očevi i majke) bili su za-
stupljeni u istom broju.
U istraživanju je korišćena Roditeljska stres skala (Parental
Stress Scale; PSS; Berry & Jones, 1995) i Upitnik za procenu kvaliteta
komunikacije roditelj-dete, osmišljen za potrebe našeg istraživanja.
Statistička analiza dobijenih rezultata istraživanja rađena je
programom SPSS v. 23zaWIDOWS.
Rezultati istraživanja prikazani su tabelarno, a zatim su i
diskutovani, It is a huge stress for parents when child’s hearing impairment is diagnosed.
Suddenly there are serious problems and need for parents to find different
ways to achieve quality communication with the child. This requires a lot of
time, patience and effort, physically and emotionally exhausting the parents
capacities and increases the level of parenting stress.
Research aim was to examine and explain the effects of hearing loss in
children on raising the level of parenting stress in parents who have hearing
impaireџцd children.
The sample included N=160 subjects aged 23–53 years. All subjects are
parents of pre-school children (0-7 years). The experimental group consisted
of N=80 parents who have hearing impaired children, while Control group
consisted of N=80 parents whose children have typical development. Female
and male respondents (fathers and mothers) were represented in the same
number.
Methodological procedures included the application of Parental Stress
Scale (PSS, Berry, Jones, 1995), and the questionnaire for parents – child
comuunication assessment which was designed for the needs of our research.
The statistical analysis of the obtained results was done by SPSS v. 23 for
WINDOWS.
Research results are presented in tables and discussed in paper",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Tematski zbornik radova -  „Specifičnost oštećenja sluha – koraci i iskoraci,” Beograd, 2018.",
title = "Stres roditelja dece oštećenog sluha, Parenting stress in hearing impaired children",
pages = "297-283",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4547"
}

Veselinović, I., Slavnić, S., Jeličić, L.,& Ostojić Zeljković, S.. (2018). Stres roditelja dece oštećenog sluha. in Tematski zbornik radova -  „Specifičnost oštećenja sluha – koraci i iskoraci,” Beograd, 2018.
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 283-297.
https://hdl.handle.net/21.15107/rcub_rfasper_4547

Veselinović I, Slavnić S, Jeličić L, Ostojić Zeljković S. Stres roditelja dece oštećenog sluha. in Tematski zbornik radova -  „Specifičnost oštećenja sluha – koraci i iskoraci,” Beograd, 2018.. 2018;:283-297.
https://hdl.handle.net/21.15107/rcub_rfasper_4547 .

Veselinović, Ivana, Slavnić, Svetlana, Jeličić, Ljiljana, Ostojić Zeljković, Sanja, "Stres roditelja dece oštećenog sluha" in Tematski zbornik radova -  „Specifičnost oštećenja sluha – koraci i iskoraci,” Beograd, 2018. (2018):283-297,
https://hdl.handle.net/21.15107/rcub_rfasper_4547 .

TY  - JOUR
AU  - Maletić-Sekulić, Ivana
AU  - Veselinović, Ivana
AU  - Jeličić, Ljiljana
AU  - Šijan-Gobeljić, Mirjana
AU  - Dragutinović, Ninoslava
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1176
AB  - Background/Aim. Initial experiences in rehabilitation of children with cochlear implants and frequent debates regarding the effects of their application have imposed the necessity to compare the effects of speech rehabilitation in children with hearing aids with those having cochlear implants. The aim of this study was to evaluate and compare the level of lexical development in hearing impaired children who are involved in the process of hearing and speech-language rehabilitation and who were amplified by hearing aids or cochlear implants. Methods. The sample consisted of 55 children aged 3-6 years, diagnosed with prelingual bilateral hearing impairment with a hearing threshold above 90 dB. All examined children had average intellectual abilities and no additonal impairments. The sample was divided into 2 groups: E1 group consisted of 30 children with cochlear implants and E2 group consisted of 25 children who were amplified by individual hearing aids. Research methodology included a Test of Vocabulary. The testing was performed individually. A year after the testing, a retest was done. Statistical analysis was performed using the SPSS v. 17 for Windows. Results. The largest number of children had average achievements on a Test of Vocabulary during initial testing. After a year (retest) significant improvements were noticed. A large number of children had above average achievements (46.7% in the E1 and 36% in the E2 group) while the number of children with below average achievements was significantly reduced (3.3% in the E1 and 8% in the E2). A comparative analysis of the test and those with gearing aids achievements showed that there was no statistically significant difference between children with cochlear implants and retest. Conclusion. Significant improvement of the achievements on retest in both groups can be explained by positive effects of systematic, planned, intensive and continuous rehabilitation of hearing impaired children, and not by application of certain type of hearing amplification.
AB  - Uvod/Cilj. Početna iskustva sa rehabilitacijom dece sa kohlearnim implantima i česte debate u vezi efekata njihove primene nameću neophodnost poređenja efekata rehabilitacije govora dece sa slušnim pomagalima sa decom koja imaju kohlearne implante. Cilj ovog rada bio je da se proceni i uporedi nivo razvijenosti leksičkog fonda dece oštećenog sluha koja su uključena u proces rehabilitacije slušanja i govora, a koja su amplifikovana slušnim aparatima ili kohlearnim implantom. Metode. Uzorak je obuhvatio 55-oro dece uzrasta 3-6 godina kod kojih je dijagnostifikovano prelingvalno obostrano oštećenje sluha sa pragom čujnosti od preko 90 dB. Sva deca, su imala prosečne intelektualne sposobnosti i bila su bez dodatnih oštećenja. Uzorak je podeljen na grupu dece koja su kohlearno implantirana (E1 grupa = 30) i grupu dece koja su amplifikovana individualnim slušnim aparatima (E2 grupa = 25). U istraživanju je korišćen Test rečnik. Testiranje je obavljano individualno. Nakon godinu dana od testiranja, rađen je retest. Statistička obrada rezultata izvršena je pomoću je programom SPSS v. 17 for WIDOWS. Rezultati. Najveći broj ispitanika pokazao je prosečna postignuća na Test rečniku, na prvom testiranju. Nakon godinu dana (na retestu) uočena su značajna poboljšanja. Veliki broj ispitanika imao je iznadprosečna postignuća (46,7% u grupi E1 i 36% u grupi E2), a smanjen je i broj ispitanika koji su imali ispodprosečna postignuća (3.3% u grupi E1 i 8% u grupi E2). Komparativnom analizom postignuća dece (na testu i retestu) sa kohlearnim implantom i dece sa individualnim slušnim aparatima primećeno je da između pomenutih grupa ispitanika nije bilo statistički značajne razlike. Zaključak. Na osnovu dobijenih rezultata istraživanja možemo zaključiti da je značajno poboljšanje postignuća ispitanika na retestu u obe ispitivane grupe moguće objasniti pozitivnim efektima sistematski planirane, intenzivne i kontinuirane rehabilitacije dece oštećenog sluha, a ne primenom određenog tipa slušne amplifikacije.
PB  - Vojnomedicinska akademija - Institut za naučne informacije, Beograd
T2  - Vojnosanitetski pregled
T1  - Positive effects of hearing and speech rehabilitation on lexical range quality in hearing impaired children
T1  - Pozitivni efekti rehabilitacije sluha i govora na kvalitet leksičkog fonda dece sa oštećenim sluhom
EP  - 581
IS  - 6
SP  - 576
VL  - 75
DO  - 10.2298/VSP160815375M
ER  - 

@article{
author = "Maletić-Sekulić, Ivana and Veselinović, Ivana and Jeličić, Ljiljana and Šijan-Gobeljić, Mirjana and Dragutinović, Ninoslava",
year = "2018",
abstract = "Background/Aim. Initial experiences in rehabilitation of children with cochlear implants and frequent debates regarding the effects of their application have imposed the necessity to compare the effects of speech rehabilitation in children with hearing aids with those having cochlear implants. The aim of this study was to evaluate and compare the level of lexical development in hearing impaired children who are involved in the process of hearing and speech-language rehabilitation and who were amplified by hearing aids or cochlear implants. Methods. The sample consisted of 55 children aged 3-6 years, diagnosed with prelingual bilateral hearing impairment with a hearing threshold above 90 dB. All examined children had average intellectual abilities and no additonal impairments. The sample was divided into 2 groups: E1 group consisted of 30 children with cochlear implants and E2 group consisted of 25 children who were amplified by individual hearing aids. Research methodology included a Test of Vocabulary. The testing was performed individually. A year after the testing, a retest was done. Statistical analysis was performed using the SPSS v. 17 for Windows. Results. The largest number of children had average achievements on a Test of Vocabulary during initial testing. After a year (retest) significant improvements were noticed. A large number of children had above average achievements (46.7% in the E1 and 36% in the E2 group) while the number of children with below average achievements was significantly reduced (3.3% in the E1 and 8% in the E2). A comparative analysis of the test and those with gearing aids achievements showed that there was no statistically significant difference between children with cochlear implants and retest. Conclusion. Significant improvement of the achievements on retest in both groups can be explained by positive effects of systematic, planned, intensive and continuous rehabilitation of hearing impaired children, and not by application of certain type of hearing amplification., Uvod/Cilj. Početna iskustva sa rehabilitacijom dece sa kohlearnim implantima i česte debate u vezi efekata njihove primene nameću neophodnost poređenja efekata rehabilitacije govora dece sa slušnim pomagalima sa decom koja imaju kohlearne implante. Cilj ovog rada bio je da se proceni i uporedi nivo razvijenosti leksičkog fonda dece oštećenog sluha koja su uključena u proces rehabilitacije slušanja i govora, a koja su amplifikovana slušnim aparatima ili kohlearnim implantom. Metode. Uzorak je obuhvatio 55-oro dece uzrasta 3-6 godina kod kojih je dijagnostifikovano prelingvalno obostrano oštećenje sluha sa pragom čujnosti od preko 90 dB. Sva deca, su imala prosečne intelektualne sposobnosti i bila su bez dodatnih oštećenja. Uzorak je podeljen na grupu dece koja su kohlearno implantirana (E1 grupa = 30) i grupu dece koja su amplifikovana individualnim slušnim aparatima (E2 grupa = 25). U istraživanju je korišćen Test rečnik. Testiranje je obavljano individualno. Nakon godinu dana od testiranja, rađen je retest. Statistička obrada rezultata izvršena je pomoću je programom SPSS v. 17 for WIDOWS. Rezultati. Najveći broj ispitanika pokazao je prosečna postignuća na Test rečniku, na prvom testiranju. Nakon godinu dana (na retestu) uočena su značajna poboljšanja. Veliki broj ispitanika imao je iznadprosečna postignuća (46,7% u grupi E1 i 36% u grupi E2), a smanjen je i broj ispitanika koji su imali ispodprosečna postignuća (3.3% u grupi E1 i 8% u grupi E2). Komparativnom analizom postignuća dece (na testu i retestu) sa kohlearnim implantom i dece sa individualnim slušnim aparatima primećeno je da između pomenutih grupa ispitanika nije bilo statistički značajne razlike. Zaključak. Na osnovu dobijenih rezultata istraživanja možemo zaključiti da je značajno poboljšanje postignuća ispitanika na retestu u obe ispitivane grupe moguće objasniti pozitivnim efektima sistematski planirane, intenzivne i kontinuirane rehabilitacije dece oštećenog sluha, a ne primenom određenog tipa slušne amplifikacije.",
publisher = "Vojnomedicinska akademija - Institut za naučne informacije, Beograd",
journal = "Vojnosanitetski pregled",
title = "Positive effects of hearing and speech rehabilitation on lexical range quality in hearing impaired children, Pozitivni efekti rehabilitacije sluha i govora na kvalitet leksičkog fonda dece sa oštećenim sluhom",
pages = "581-576",
number = "6",
volume = "75",
doi = "10.2298/VSP160815375M"
}

Maletić-Sekulić, I., Veselinović, I., Jeličić, L., Šijan-Gobeljić, M.,& Dragutinović, N.. (2018). Positive effects of hearing and speech rehabilitation on lexical range quality in hearing impaired children. in Vojnosanitetski pregled
Vojnomedicinska akademija - Institut za naučne informacije, Beograd., 75(6), 576-581.
https://doi.org/10.2298/VSP160815375M

Maletić-Sekulić I, Veselinović I, Jeličić L, Šijan-Gobeljić M, Dragutinović N. Positive effects of hearing and speech rehabilitation on lexical range quality in hearing impaired children. in Vojnosanitetski pregled. 2018;75(6):576-581.
doi:10.2298/VSP160815375M .

Maletić-Sekulić, Ivana, Veselinović, Ivana, Jeličić, Ljiljana, Šijan-Gobeljić, Mirjana, Dragutinović, Ninoslava, "Positive effects of hearing and speech rehabilitation on lexical range quality in hearing impaired children" in Vojnosanitetski pregled, 75, no. 6 (2018):576-581,
https://doi.org/10.2298/VSP160815375M . .

TY  - BOOK
AU  - Slavnić, Svetlana
AU  - Veselinović, Ivana
PY  - 2015
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2317
AB  - Odlukom Nastavno-naučnog veća Univerziteta u Beogradu
Fakulteta za specijalnu edukaciju i rehabilitaciju
br. 3/81 od 09.10.2015. godine, usvojene su recenzije rukopisa
univerzitetskog udžbenika „Uvod u defektologiju“, autora
prof. dr Svetlane Slavnić i Ivane Veselinović.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
T1  - Uvod u defektologiju
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2317
ER  - 

@book{
author = "Slavnić, Svetlana and Veselinović, Ivana",
year = "2015",
abstract = "Odlukom Nastavno-naučnog veća Univerziteta u Beogradu
Fakulteta za specijalnu edukaciju i rehabilitaciju
br. 3/81 od 09.10.2015. godine, usvojene su recenzije rukopisa
univerzitetskog udžbenika „Uvod u defektologiju“, autora
prof. dr Svetlane Slavnić i Ivane Veselinović.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
title = "Uvod u defektologiju",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2317"
}

Slavnić, S.,& Veselinović, I.. (2015). Uvod u defektologiju. 
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation..
https://hdl.handle.net/21.15107/rcub_rfasper_2317

Slavnić S, Veselinović I. Uvod u defektologiju. 2015;.
https://hdl.handle.net/21.15107/rcub_rfasper_2317 .

Slavnić, Svetlana, Veselinović, Ivana, "Uvod u defektologiju" (2015),
https://hdl.handle.net/21.15107/rcub_rfasper_2317 .

TY  - CONF
AU  - Veselinović, Ivana
AU  - Kašić, Zorka
AU  - Svetlana, Slavnić
PY  - 2012
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4740
AB  - U radu se izlaiu rezultati pilot istraiivanja razvoja /eksikona u maternjem jeziku
SQ aspekta imenovanja i definisanja pojmova. Ova} aspekt je odabran zbog toga sto je
nivo razvijenosti leksikona i sposobnost definisanja pojmova vaian pokazatelj jezickog
razvoja.
Cilj istraiivanja bio je da se ispita sposobnost imenovanja i definisanja kod dece predskolskog
uzrasta kako bi se pratio proces usvajanja razlicitih dimenzija znacenja reCi.
Uzorakje obuhvatao tridesetoro dece, uzrasta 3 do 7 godina. Na svakom ad ispitivanih
uzrasta bi/a je po 6 ispitanika. /spitanici ienskog i muskog po/a bili su zastupljeni
u istom broju, po troje na svakom ispitivanom uzrastu. Sva deca su bi/a prosecnih inte/
ektualnih sposobnosti.
lstraiivanje je radeno 2011. godine u Predskolskoj ustanovi ,,Bosko Buha" u Beogradu.
Svi ispitanici testirani SU Testom recnika za decu ad 3 do 7 godina. Podaci 0
intelektua/nom statusu ispitanika preuzeti su iz deeje dokumentacije. Rezultati su
kvantitativno i kvalitativno analizirani.
Komparativna analiza rezultata testiranja na razliCitim uzrastima pokazuje da se
decje sposobnosti imenovanja i definisanja pojmova razvijaju sa uzrastom, odnosno
da se /eksikon ekspanzivno bogati prema starijem predskolskom uzrastu. Definisanje
kojim se isticu karakteristike koje Jedan po jam jasno odvajaju ad ostalih pojmova javlja
se samo sporadicno.
AB  - The paper presents the results of a pilot study of the development lexicon in native
language in terms of naming and defining terms. This aspect was chosen because the level
of development of vocabulary and the ability to define concepts is an important indicator of
language development.
The aim of this study was to investigate the ability of naming and defining in preschool
children in order to monitor the process of adopting different dimensions of meaning of words.
The sample consisted of thirty children, aged 3 to 7 years. Each age was represented by
6 respondents. Female and male respondents were represented in the same number, three of
each sex per age examined. All the children were of average intellectual ability.
The survey was conducted in the period June-September 2011 in the preschool institution
,,Bosko Buha': in ,,The Danube Fairy Tale" branch in Belgrade. All subjects were tested by
Vocabulary Test for Children from 3 to 7 (Smiljka Vasic). Data on the intellectual status of the
respondents were taken from the children's records. The results were analyzed quantitatively
and qualitatively.
Comparative analysis of test results at different ages shows that children's ability to
name and define concepts develops with age, which means that the lexicon is expanding as
children grow towards older preschool age, and that defining is mostly at the level of functional
definitions. Defining, which highlights the characteristics that clearly distinguish one term
from another, occurs only sporadically.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Zbornik radova – 6. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 14–16.09.2012
T1  - Sposobnost imenovanja i definisanja pojmova kod dece predškolskog uzrasta
T1  - The abilities of nomination and definitions in preschool children
SP  - 11
VL  - 17
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4740
ER  - 

@conference{
author = "Veselinović, Ivana and Kašić, Zorka and Svetlana, Slavnić",
year = "2012",
abstract = "U radu se izlaiu rezultati pilot istraiivanja razvoja /eksikona u maternjem jeziku
SQ aspekta imenovanja i definisanja pojmova. Ova} aspekt je odabran zbog toga sto je
nivo razvijenosti leksikona i sposobnost definisanja pojmova vaian pokazatelj jezickog
razvoja.
Cilj istraiivanja bio je da se ispita sposobnost imenovanja i definisanja kod dece predskolskog
uzrasta kako bi se pratio proces usvajanja razlicitih dimenzija znacenja reCi.
Uzorakje obuhvatao tridesetoro dece, uzrasta 3 do 7 godina. Na svakom ad ispitivanih
uzrasta bi/a je po 6 ispitanika. /spitanici ienskog i muskog po/a bili su zastupljeni
u istom broju, po troje na svakom ispitivanom uzrastu. Sva deca su bi/a prosecnih inte/
ektualnih sposobnosti.
lstraiivanje je radeno 2011. godine u Predskolskoj ustanovi ,,Bosko Buha" u Beogradu.
Svi ispitanici testirani SU Testom recnika za decu ad 3 do 7 godina. Podaci 0
intelektua/nom statusu ispitanika preuzeti su iz deeje dokumentacije. Rezultati su
kvantitativno i kvalitativno analizirani.
Komparativna analiza rezultata testiranja na razliCitim uzrastima pokazuje da se
decje sposobnosti imenovanja i definisanja pojmova razvijaju sa uzrastom, odnosno
da se /eksikon ekspanzivno bogati prema starijem predskolskom uzrastu. Definisanje
kojim se isticu karakteristike koje Jedan po jam jasno odvajaju ad ostalih pojmova javlja
se samo sporadicno., The paper presents the results of a pilot study of the development lexicon in native
language in terms of naming and defining terms. This aspect was chosen because the level
of development of vocabulary and the ability to define concepts is an important indicator of
language development.
The aim of this study was to investigate the ability of naming and defining in preschool
children in order to monitor the process of adopting different dimensions of meaning of words.
The sample consisted of thirty children, aged 3 to 7 years. Each age was represented by
6 respondents. Female and male respondents were represented in the same number, three of
each sex per age examined. All the children were of average intellectual ability.
The survey was conducted in the period June-September 2011 in the preschool institution
,,Bosko Buha': in ,,The Danube Fairy Tale" branch in Belgrade. All subjects were tested by
Vocabulary Test for Children from 3 to 7 (Smiljka Vasic). Data on the intellectual status of the
respondents were taken from the children's records. The results were analyzed quantitatively
and qualitatively.
Comparative analysis of test results at different ages shows that children's ability to
name and define concepts develops with age, which means that the lexicon is expanding as
children grow towards older preschool age, and that defining is mostly at the level of functional
definitions. Defining, which highlights the characteristics that clearly distinguish one term
from another, occurs only sporadically.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik radova – 6. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 14–16.09.2012",
title = "Sposobnost imenovanja i definisanja pojmova kod dece predškolskog uzrasta, The abilities of nomination and definitions in preschool children",
pages = "11",
volume = "17",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4740"
}

Veselinović, I., Kašić, Z.,& Svetlana, S.. (2012). Sposobnost imenovanja i definisanja pojmova kod dece predškolskog uzrasta. in Zbornik radova – 6. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 14–16.09.2012
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 17, 11.
https://hdl.handle.net/21.15107/rcub_rfasper_4740

Veselinović I, Kašić Z, Svetlana S. Sposobnost imenovanja i definisanja pojmova kod dece predškolskog uzrasta. in Zbornik radova – 6. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 14–16.09.2012. 2012;17:11.
https://hdl.handle.net/21.15107/rcub_rfasper_4740 .

Veselinović, Ivana, Kašić, Zorka, Svetlana, Slavnić, "Sposobnost imenovanja i definisanja pojmova kod dece predškolskog uzrasta" in Zbornik radova – 6. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 14–16.09.2012, 17 (2012):11,
https://hdl.handle.net/21.15107/rcub_rfasper_4740 .

TY  - CONF
AU  - Slavnić, Svetlana
AU  - Sokolovac, Ivana
AU  - Komazec, Zoran
AU  - Veselinović, Ivana
PY  - 2012
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4370
AB  - Ovim radom smo želeli da ispitamo sintaksičke konstrukcije kod
dece oštećenog sluha sa kohlearnim implantom koja se nalaze na re/
habilitacionom tretmanu.
Istraživanjem je obuhvaćeno 25 prelingvalno gluve dece sa kohlearnim
implantom i 25 dece sa urednim sluhom, uzrasta od 4 do
8 godina. Grupe su ujednačene prema polu, uzrastu, intelektualnim
sposobnostima, toku trudnoće i apgar skoru u prvom i petom minutu.
Pratili smo tok razvoja govora i korišćenja rečenica kod dece sa kohlearnim
implantom i poredili ih sa kontrolnom grupom dece koja imaju
uredan sluh.
Istraživanjem je potvrdjeno da produkcija prostih i nezavisnih
rečenica kao i usvajanje ovog segmenta jezičke strukture dece sa kohlearnim
implantom sledi tok urednog jezičkog razvoja. Međutim uočeno
je da postoji značajan zaostarak u odnosu na uzrast. Deca sa
kohlearnim implantom u prvoj godini rehabilitacije i slušanja pomoću
implanta nemaju prostu i nezavisnu recenicu. Prosta rečnica se pojavljuje
u toku druge, a nezavisna u toku treće godine slušne starosti
i rehabilitacije.
AB  - The aim of this paper is to test syntactic constructions in hearing
impaired children with cochlear implants undergoing a rehabilitation
treatment. The research included 25 prelingually deaf children with
cochlear implants and 25 children with regular hearing, aged between
4 and 8. The groups are equal in gender, age, intellectual abilities,
course of pregnancy and the Apgar score in the 1st and 5th minute. The
development of speech and use of sentences in children with cochlear
implants was observed and compared to the control group of children
with regular hearing.
The research confirmed that the production of simple sentences
and independent clauses and mastering this segment of language
structures follow normal language development in children with
cochlear implants. However, a significant delay was observed with
regard to age. Children with cochlear implants do not use simple
sentences and independent clauses in the first year of rehabilitation
and hearing with the aid of implants. A simple sentence occurs during
the second, and an independent clause during the third year of hearing
age and rehabilitation.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Zbornik radova –2. Naučni skup, „Stremljenja i novine u Specijalnoj edukaciji i rehabilitaciji”, Beograd, 28. decembar 2012
T1  - Upotreba prostih i nezavisnih rečenica kod dece sa kohlearnim implantom
T1  - Use of simple sentences and independent clauses in children with cochlear implants
EP  - 256
SP  - 245
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4370
ER  - 

@conference{
author = "Slavnić, Svetlana and Sokolovac, Ivana and Komazec, Zoran and Veselinović, Ivana",
year = "2012",
abstract = "Ovim radom smo želeli da ispitamo sintaksičke konstrukcije kod
dece oštećenog sluha sa kohlearnim implantom koja se nalaze na re/
habilitacionom tretmanu.
Istraživanjem je obuhvaćeno 25 prelingvalno gluve dece sa kohlearnim
implantom i 25 dece sa urednim sluhom, uzrasta od 4 do
8 godina. Grupe su ujednačene prema polu, uzrastu, intelektualnim
sposobnostima, toku trudnoće i apgar skoru u prvom i petom minutu.
Pratili smo tok razvoja govora i korišćenja rečenica kod dece sa kohlearnim
implantom i poredili ih sa kontrolnom grupom dece koja imaju
uredan sluh.
Istraživanjem je potvrdjeno da produkcija prostih i nezavisnih
rečenica kao i usvajanje ovog segmenta jezičke strukture dece sa kohlearnim
implantom sledi tok urednog jezičkog razvoja. Međutim uočeno
je da postoji značajan zaostarak u odnosu na uzrast. Deca sa
kohlearnim implantom u prvoj godini rehabilitacije i slušanja pomoću
implanta nemaju prostu i nezavisnu recenicu. Prosta rečnica se pojavljuje
u toku druge, a nezavisna u toku treće godine slušne starosti
i rehabilitacije., The aim of this paper is to test syntactic constructions in hearing
impaired children with cochlear implants undergoing a rehabilitation
treatment. The research included 25 prelingually deaf children with
cochlear implants and 25 children with regular hearing, aged between
4 and 8. The groups are equal in gender, age, intellectual abilities,
course of pregnancy and the Apgar score in the 1st and 5th minute. The
development of speech and use of sentences in children with cochlear
implants was observed and compared to the control group of children
with regular hearing.
The research confirmed that the production of simple sentences
and independent clauses and mastering this segment of language
structures follow normal language development in children with
cochlear implants. However, a significant delay was observed with
regard to age. Children with cochlear implants do not use simple
sentences and independent clauses in the first year of rehabilitation
and hearing with the aid of implants. A simple sentence occurs during
the second, and an independent clause during the third year of hearing
age and rehabilitation.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik radova –2. Naučni skup, „Stremljenja i novine u Specijalnoj edukaciji i rehabilitaciji”, Beograd, 28. decembar 2012",
title = "Upotreba prostih i nezavisnih rečenica kod dece sa kohlearnim implantom, Use of simple sentences and independent clauses in children with cochlear implants",
pages = "256-245",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4370"
}

Slavnić, S., Sokolovac, I., Komazec, Z.,& Veselinović, I.. (2012). Upotreba prostih i nezavisnih rečenica kod dece sa kohlearnim implantom. in Zbornik radova –2. Naučni skup, „Stremljenja i novine u Specijalnoj edukaciji i rehabilitaciji”, Beograd, 28. decembar 2012
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 245-256.
https://hdl.handle.net/21.15107/rcub_rfasper_4370

Slavnić S, Sokolovac I, Komazec Z, Veselinović I. Upotreba prostih i nezavisnih rečenica kod dece sa kohlearnim implantom. in Zbornik radova –2. Naučni skup, „Stremljenja i novine u Specijalnoj edukaciji i rehabilitaciji”, Beograd, 28. decembar 2012. 2012;:245-256.
https://hdl.handle.net/21.15107/rcub_rfasper_4370 .

Slavnić, Svetlana, Sokolovac, Ivana, Komazec, Zoran, Veselinović, Ivana, "Upotreba prostih i nezavisnih rečenica kod dece sa kohlearnim implantom" in Zbornik radova –2. Naučni skup, „Stremljenja i novine u Specijalnoj edukaciji i rehabilitaciji”, Beograd, 28. decembar 2012 (2012):245-256,
https://hdl.handle.net/21.15107/rcub_rfasper_4370 .