@article{
author = "Marković, Vedrana and Veljić, Čedo",
year = "2011",
abstract = "Inkluzivno
obrazovanje
je već nekoliko
godina
aktuelno
u crnogorskim
osnovnim
školama.
U redovna
odjeljenja
su uključena
djeca
sa različitim
teškoćama
u razvoju:
senzornim,
tjelesnim
ili intelektualnim.
I pored
snažne
podrške
koju
inkluzija
ima u pedagoškim,
defektološkim
i širim
društvenim
krugovima,
određen
broj djece
sa teškoćama
u razvoju
i dalje
se,
prema
preporuci
komisija
za kategorizaciju,
školuje
u Centru
za školovanje
i osposobljavanje
„1.Jun“. To je ustanova
specijalizovanog
internatskog
tipa,
namijenjena
vaspitanju,
obrazovanju
i profesionalnom
osposobljavanju
intelektualno
ometene
djece
iz cijele
Crne
Gore.
Posebno
nas je zanimao
proces
muzičkog
vaspitanja
i obrazovanja
navedene
populacije
djece
u ovoj ustanovi,
kao i značaj
koji
bavljenje
muzičkim
aktivnostima
ima u životu
intelektualno
ometenog
djeteta.
U saradnji
sa profesorom
muzičke
kulture,
učiteljima
i učiteljicama,
te defektolozima
zaposlenim
u ovoj ustanovi,
sproveli
smo jedno
mikro
istraživanje,
sa
ciljem
da ustanovimo
koliko
je muzičko
vaspitanje
i obrazovanje
prisutno
u
životu
intelektualno
ometenog
djeteta,
da dođemo
do konkretnih
prijedloga
šta treba
uraditi
kako
bi nastava
muzike
bila
u korak
sa najnovijim
naučnim
istraživanjima,
što svrsishodnija
i u funkciji
poboljšanja
sposobnosti
i vještina
intelektualno
ometenog
djeteta., General
and unique
contemporary
system of education
of school children
shows its necessity
in building
and forming
of child’s personality,
as
well as in providing
for best possibilities
for development
and shaping
of
each individual
into
a positive,
creative
and complete
person.
Education
of children
with developmental
disabilities
should
be an integral
part of the contemporary
education
system. Such a system cannot
be
perceived
without
application
of the latest
scientific
achievements
in the
field
of psychology,
defectology
and pedagogy.
In this context,
particular
importance
should
be placed
on Music
Culture,
which implies
teaching
music,
instead
of studying music.
Special
place
in the education
system of children
with developmental
disabilities
has a music
teacher,
who must have
certain
knowledge
on defectology
and methodology
of teaching
children
with developmental
disabilities,
beside
professional
knowledge
on music
art, methodology
of music
teaching,
pedagogy
and psychology.
In the light of this, it would
be useful
and almost
necessary
to organize
seminars,
workshops
and similar
professional
trainings
which would
enable
teachers
who work with children
with
disabilities
to learn
about
the most recent
achievements
in the field
of methodology
of teaching
children
with disabilities.
Therefore,
professional
engagement
of each teacher
would
be of higher
quality
and functionality.
Significance
and role
that music
can have
in the life
of a child with developmental
disabilities
are undoubtedly
major.
All the potentials
provided
by music
should
be exploited,
and it should
be a part of an everyday educative
work as much as possible.",
publisher = "Drustvo defektologa Srbije, Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju (ICF)",
journal = "Beogradska defektološka škola",
title = "Muzičko vaspitanje i obrazovanje intelektualno ometene dece – podučavanje muzikom, Music education for children with developmental disabilities – teaching music",
pages = "587-571",
number = "3",
volume = "17",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3753"
}