@conference{
author = "Glumbić, Nenad and Petrović, Sunčica",
year = "2021",
abstract = "Iako su inkluzivnim procesom obuhvaćena i deca s poremećajem iz spektra autizma,
ona se suočavaju sa teškoćama u ostvarivanju adekvatne podrške, posebno nakon
prelaska iz osnovne u srednju školu. Stoga je u okviru ERASMUS + projekta „Inclusion
of people with autism in Europe: Improving scolar transitions from primary to
secondary schools“, napravljen nacrt budućeg kurikuluma obuke za nastavnike i
druge stručnjake koji bi trebalo da pruže podršku učenicima sa autizmom u periodu
tranzicije. U Španiji, Portugalu i Srbiji primenjen je semistrukturisani intervju sa tri
osobe s poremećajem iz spektra autizma, dva člana porodice i pet nastavnika. Osobe
sa autizmom bile su uzrasta između 14 i 25 godina, i imale su iskustvo tranzicije iz
osnovne u srednju školu. Ispitano je njihovo mišljenje o razlozima lošeg akademskog
postignuća i napuštanja škole. Na osnovu dobijenih podataka napravljen je nacrt kurikuluma
za edukaciju nastavnika i saradnika koji bi trebalo da sadrži pet modula: opšte
informacije o autizmu, potrebe za podrškom učenika sa autizmom, strategije za
prevenciju školskog neuspeha, napuštanje škole i strategije koordinacije i saradnje., Although children with autism spectrum disorders are included in the inclusive process,
they face difficulties in obtaining adequate support, especially after the transition
from primary to secondary school. Therefore, within the ERASMUS + project
“Inclusion of people with autism in Europe: Improving scholar transitions from primary
to secondary schools”, a draft of a future training curriculum for teachers and
other professionals was made, which should provide support to students with autism
in transition. In Spain, Portugal and Serbia, a semi-structured interview was conducted
with three people with autism spectrum disorder, two family members and five
teachers. People with autism were between the ages of 14 and 25, and had experience
of transitioning from elementary to high school. Their opinion on the reasons
for poor academic achievement and dropping out of school was examined. Based
on the obtained data, a draft curriculum for teacher and associate education was
made, which should contain five modules: general information on autism, needs for
support of students with autism, strategies for prevention of school failure, dropping
out of school and strategies for coordination and cooperation.",
publisher = "Perfecta, Sarajevo",
journal = "Zbornik sazetaka – Četvrta međunarodna konferencija „Multidisciplinarni pristupi u edukaciji i rehabilitaciji”, Sarajevo, BiH, 9–11.04.2021",
title = "Program obuke za podsticanje tranzicije učenika sa Autizmom iz osnovne u srednju školu, Training program for transition of students with autism From primary to secondary school",
pages = "47-46",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3544"
}
