TY  - JOUR
AU  - Marković, Vedrana
AU  - Veljić, Čedo
PY  - 2012
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3722
AB  - U školovanju i rehabilitaciji učenika sa oštećenjem vida veliki značaj
ima nastava muzičke kulture. Iako je cilj muzičke nastave prvenstveno
sticanje osnovnih znanja i vještina vezanih za pjevanje pjesama, upoznavanje
muzičkih instrumenata, osnova teorije muzike i istorije muzike, ovaj
predmet ima veliki uticaj na razvijanje samopouzdanja i socijalnih
vještina, kreativnosti, maštovitosti i motoričkih sposobnosti.
To se naročito može razvijati sviranjem na dječjim instrumentima koje
je osmislio Karl Orf, njemački kompozitor i muzički pedagog. U radu
je predstavljen način rada sa slijepom i slabovidom djecom, obučavanje za
sviranje na pomenutim instrumentima, kao i metodski postupci koji
se primjenjuju u cilju razvijanja muzikalnosti i svih kategorija muzičkog
sluha.
AB  - Teaching music culture has a great importance in the framework of
education and rehabilitation of the students with visual impairment. Even
though the primary goal of teaching music is acquiring knowledge and
skills related to singing songs, getting familiar with music instruments, with
basis of the theory and history of music, this subject has a major influence
on developing confidence and social skills, creativity, imaginativeness and
motor skills. This can especially be developed by playing instruments for
children, which is conceived by Carl Orff, German composer and music
educator. The model of working with blind and partially sighted children
has been presented during work, as well as methodic actions that are applied
with an aim of developing musicality and all categories of musical ear.
PB  - Drustvo defektologa Srbije
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju (ICF)
T2  - Beogradska defektološka škola
T1  - Uloga i značaj sviranja na instrumentima orfovog instrumentarijuma u radu sa učenicima sa oštećenjem vida
T1  - The role and importance of playing the instruments of the orff instrumentarium in working With students with visual impairment
EP  - 567
IS  - 3
SP  - 557
VL  - 18
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3722
ER  - 

@article{
author = "Marković, Vedrana and Veljić, Čedo",
year = "2012",
abstract = "U školovanju i rehabilitaciji učenika sa oštećenjem vida veliki značaj
ima nastava muzičke kulture. Iako je cilj muzičke nastave prvenstveno
sticanje osnovnih znanja i vještina vezanih za pjevanje pjesama, upoznavanje
muzičkih instrumenata, osnova teorije muzike i istorije muzike, ovaj
predmet ima veliki uticaj na razvijanje samopouzdanja i socijalnih
vještina, kreativnosti, maštovitosti i motoričkih sposobnosti.
To se naročito može razvijati sviranjem na dječjim instrumentima koje
je osmislio Karl Orf, njemački kompozitor i muzički pedagog. U radu
je predstavljen način rada sa slijepom i slabovidom djecom, obučavanje za
sviranje na pomenutim instrumentima, kao i metodski postupci koji
se primjenjuju u cilju razvijanja muzikalnosti i svih kategorija muzičkog
sluha., Teaching music culture has a great importance in the framework of
education and rehabilitation of the students with visual impairment. Even
though the primary goal of teaching music is acquiring knowledge and
skills related to singing songs, getting familiar with music instruments, with
basis of the theory and history of music, this subject has a major influence
on developing confidence and social skills, creativity, imaginativeness and
motor skills. This can especially be developed by playing instruments for
children, which is conceived by Carl Orff, German composer and music
educator. The model of working with blind and partially sighted children
has been presented during work, as well as methodic actions that are applied
with an aim of developing musicality and all categories of musical ear.",
publisher = "Drustvo defektologa Srbije, Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju (ICF)",
journal = "Beogradska defektološka škola",
title = "Uloga i značaj sviranja na instrumentima orfovog instrumentarijuma u radu sa učenicima sa oštećenjem vida, The role and importance of playing the instruments of the orff instrumentarium in working With students with visual impairment",
pages = "567-557",
number = "3",
volume = "18",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3722"
}

Marković, V.,& Veljić, Č.. (2012). Uloga i značaj sviranja na instrumentima orfovog instrumentarijuma u radu sa učenicima sa oštećenjem vida. in Beogradska defektološka škola
Drustvo defektologa Srbije., 18(3), 557-567.
https://hdl.handle.net/21.15107/rcub_rfasper_3722

Marković V, Veljić Č. Uloga i značaj sviranja na instrumentima orfovog instrumentarijuma u radu sa učenicima sa oštećenjem vida. in Beogradska defektološka škola. 2012;18(3):557-567.
https://hdl.handle.net/21.15107/rcub_rfasper_3722 .

Marković, Vedrana, Veljić, Čedo, "Uloga i značaj sviranja na instrumentima orfovog instrumentarijuma u radu sa učenicima sa oštećenjem vida" in Beogradska defektološka škola, 18, no. 3 (2012):557-567,
https://hdl.handle.net/21.15107/rcub_rfasper_3722 .

TY  - JOUR
AU  - Veljić, Čedo
PY  - 2012
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3711
AB  - Duhovna slika sveta i života, formira se kroz uticaj nasleđa, poro- dice socijalne sredine, škole, društvene zajednice. Sazrevanje čoveka pred- stavlja istoriju njegovih napora da postane gospodar svoje nesavršenosti. Taj celokupni napor odvija se u etapama. Razvoj rehabilitacije, specijal- ne edukacije i socijalne zaštite osoba sa invaliditetom uvek je uslovljen društveno ekonomskim, socijalnim i kulturnim razvojem društva. Dakle, polazeći od novih društvenih okolnosti koje u prvi plan ističu potrebu prilagođavanja sistemskih rešenja i zakonodavstva postojećim evropskim rešenjima i reafirmacije povelja, deklaracija i konvencija Ujedinjenih na- cija, vaspitanje i obrazovanje dece i omladine sa invalidnošću treba da bude predmet posebne brige društva.
Crna Gora je prihvatila obavezu da kroz sistem inkluzivnog obrazo- vanja stvori takve uslove koji će omogućiti invalidnoj deci i omladini ravnopravno školovanje sa svojim vršnjacima, a u isto vrijeme uticati da se nijedan učenik ne oseća drugačijim od bilo kojeg drugog . Inkluzija objedi- njuje različite i brojne strategije, metode i tehnike razvoja kvalitetnog obrazovanja.
Učenici sa telesnim invaliditetom u Crnoj Gori do nedavno nisu imali mogućnosti obrazovanja sem u jednoj ustanovi namijenjenoj tim oso- bama(Zavod za rehabilitaciju i profesionalno osposobljavanje djece i omla- dine Podgorica). Uvođenjem inkluzije u obrazovni sistem u Crnoj Gori su se stvorili uslovi da učenici sa telesnim invaliditetom mogu da pohađaju teritorijalno najbliže škole u mestu svog življenja
Kroz istraživanje želimo da utvrdimo u kojoj meri prosvetni radni- ci prihvataju ili ne decu sa posebnim potrebama i u kojoj mjeri su stekli stručne kompetencije da mogu valjano izvoditi nastavu.
AB  - The spiritual view of the world and life is formed through the influence
of heritage, family, social environment, school, social community. The
maturation of a person represents the history of his/her efforts to
become a master of his/her imperfection. This overall effort takes place
in several stages. The evolution of rehabilitation, special education and
social protection of persons with disabilities is always conditioned by the
socio-economic, social and cultural development of the society. Therefore,
starting from the new social circumstances that emphasise the need of
adaptation of the system solutions and legislation to the existing European
legislation and reaffirmation of the charters, declarations and conventions
of the United Nations, the education of children and young people with
disabilities should be subject of the special concern of the society.
Montenegro, through its inclusive education system, has accepted
the obligation to create the conditions that will enable equal education
to disabled children and young people as to their peers, and, at the same
time, lead to a state in which no student will feel different than any other.
Inclusion brings together a number of different strategies, methods and
techniques of the development of quality education.
Students with physical disabilities in Montenegro until recently did
not have educational opportunities other than in an institution intended
for those persons (Institute for rehabilitation and professional training
of children and youth in Podgorica). The introduction of inclusion in the
educational system in Montenegro has created conditions for students
with physical disabilities to attend the territorially closest school in their
residence place.
Through the research, we want to determine the extent to which
teachers accept or do not accept children with special needs and the extent
to which they have acquired professional competencies so they can properly
teach.
PB  - Drustvo defektologa Srbije
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju (ICF)
T2  - Beogradska defektološka škola
T1  - Obrazovanje učenika sa fizičkim invaliditetom u Crnoj Gori (odnos učitelja prema uključivanju ove dece u redovne škole)
T1  - The education of students with disabilities In Montenegro
EP  - 105
IS  - 1
SP  - 93
VL  - 18
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3711
ER  - 

@article{
author = "Veljić, Čedo",
year = "2012",
abstract = "Duhovna slika sveta i života, formira se kroz uticaj nasleđa, poro- dice socijalne sredine, škole, društvene zajednice. Sazrevanje čoveka pred- stavlja istoriju njegovih napora da postane gospodar svoje nesavršenosti. Taj celokupni napor odvija se u etapama. Razvoj rehabilitacije, specijal- ne edukacije i socijalne zaštite osoba sa invaliditetom uvek je uslovljen društveno ekonomskim, socijalnim i kulturnim razvojem društva. Dakle, polazeći od novih društvenih okolnosti koje u prvi plan ističu potrebu prilagođavanja sistemskih rešenja i zakonodavstva postojećim evropskim rešenjima i reafirmacije povelja, deklaracija i konvencija Ujedinjenih na- cija, vaspitanje i obrazovanje dece i omladine sa invalidnošću treba da bude predmet posebne brige društva.
Crna Gora je prihvatila obavezu da kroz sistem inkluzivnog obrazo- vanja stvori takve uslove koji će omogućiti invalidnoj deci i omladini ravnopravno školovanje sa svojim vršnjacima, a u isto vrijeme uticati da se nijedan učenik ne oseća drugačijim od bilo kojeg drugog . Inkluzija objedi- njuje različite i brojne strategije, metode i tehnike razvoja kvalitetnog obrazovanja.
Učenici sa telesnim invaliditetom u Crnoj Gori do nedavno nisu imali mogućnosti obrazovanja sem u jednoj ustanovi namijenjenoj tim oso- bama(Zavod za rehabilitaciju i profesionalno osposobljavanje djece i omla- dine Podgorica). Uvođenjem inkluzije u obrazovni sistem u Crnoj Gori su se stvorili uslovi da učenici sa telesnim invaliditetom mogu da pohađaju teritorijalno najbliže škole u mestu svog življenja
Kroz istraživanje želimo da utvrdimo u kojoj meri prosvetni radni- ci prihvataju ili ne decu sa posebnim potrebama i u kojoj mjeri su stekli stručne kompetencije da mogu valjano izvoditi nastavu., The spiritual view of the world and life is formed through the influence
of heritage, family, social environment, school, social community. The
maturation of a person represents the history of his/her efforts to
become a master of his/her imperfection. This overall effort takes place
in several stages. The evolution of rehabilitation, special education and
social protection of persons with disabilities is always conditioned by the
socio-economic, social and cultural development of the society. Therefore,
starting from the new social circumstances that emphasise the need of
adaptation of the system solutions and legislation to the existing European
legislation and reaffirmation of the charters, declarations and conventions
of the United Nations, the education of children and young people with
disabilities should be subject of the special concern of the society.
Montenegro, through its inclusive education system, has accepted
the obligation to create the conditions that will enable equal education
to disabled children and young people as to their peers, and, at the same
time, lead to a state in which no student will feel different than any other.
Inclusion brings together a number of different strategies, methods and
techniques of the development of quality education.
Students with physical disabilities in Montenegro until recently did
not have educational opportunities other than in an institution intended
for those persons (Institute for rehabilitation and professional training
of children and youth in Podgorica). The introduction of inclusion in the
educational system in Montenegro has created conditions for students
with physical disabilities to attend the territorially closest school in their
residence place.
Through the research, we want to determine the extent to which
teachers accept or do not accept children with special needs and the extent
to which they have acquired professional competencies so they can properly
teach.",
publisher = "Drustvo defektologa Srbije, Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju (ICF)",
journal = "Beogradska defektološka škola",
title = "Obrazovanje učenika sa fizičkim invaliditetom u Crnoj Gori (odnos učitelja prema uključivanju ove dece u redovne škole), The education of students with disabilities In Montenegro",
pages = "105-93",
number = "1",
volume = "18",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3711"
}

Veljić, Č.. (2012). Obrazovanje učenika sa fizičkim invaliditetom u Crnoj Gori (odnos učitelja prema uključivanju ove dece u redovne škole). in Beogradska defektološka škola
Drustvo defektologa Srbije., 18(1), 93-105.
https://hdl.handle.net/21.15107/rcub_rfasper_3711

Veljić Č. Obrazovanje učenika sa fizičkim invaliditetom u Crnoj Gori (odnos učitelja prema uključivanju ove dece u redovne škole). in Beogradska defektološka škola. 2012;18(1):93-105.
https://hdl.handle.net/21.15107/rcub_rfasper_3711 .

Veljić, Čedo, "Obrazovanje učenika sa fizičkim invaliditetom u Crnoj Gori (odnos učitelja prema uključivanju ove dece u redovne škole)" in Beogradska defektološka škola, 18, no. 1 (2012):93-105,
https://hdl.handle.net/21.15107/rcub_rfasper_3711 .

TY  - JOUR
AU  - Medenica, Veselin
AU  - Rapaić, Dragan
AU  - Nedović, Goran
AU  - Ivanović, Lidija
AU  - Dobrosavljević-Trgovcević, Sanja
AU  - Potić, Srećko
AU  - Milićević, Milena
AU  - Odović, Gordana
AU  - Veljić, Čedo
PY  - 2012
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/669
AB  - The aim of this paper is to describe the emergence of contemporary models of the voluntary motor action. This paper describes the best known models, and preservation assessment in conceptual-production system of voluntary motor action. Paper is a review of available literature in the field of apraxia. Reviewing the literature we have found that the originator of modeling of conceptual-production system of voluntary motor action is Hugo Liepmann, that the dominant models of this system is Hailman's and Roy's models, and assessment instruments which are well known are Florida Apraxia Battery and Waterloo Apraxia Battery. The impression is made that, for the future voluntary motor actions studies, it is needed to integrate comprehensive knowledge, derived from clinical studies, testing researches and improvement of conceptual-production systems models, movement researches in functional, practical and social context.
PB  - Drunpp-Sarajevo, Sarajevo
T2  - Healthmed
T1  - Contemporary models and preservation possibilities assessment in conceptual-production system of voluntary motor action
EP  - 3201
IS  - 9
SP  - 3194
VL  - 6
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_669
ER  - 

@article{
author = "Medenica, Veselin and Rapaić, Dragan and Nedović, Goran and Ivanović, Lidija and Dobrosavljević-Trgovcević, Sanja and Potić, Srećko and Milićević, Milena and Odović, Gordana and Veljić, Čedo",
year = "2012",
abstract = "The aim of this paper is to describe the emergence of contemporary models of the voluntary motor action. This paper describes the best known models, and preservation assessment in conceptual-production system of voluntary motor action. Paper is a review of available literature in the field of apraxia. Reviewing the literature we have found that the originator of modeling of conceptual-production system of voluntary motor action is Hugo Liepmann, that the dominant models of this system is Hailman's and Roy's models, and assessment instruments which are well known are Florida Apraxia Battery and Waterloo Apraxia Battery. The impression is made that, for the future voluntary motor actions studies, it is needed to integrate comprehensive knowledge, derived from clinical studies, testing researches and improvement of conceptual-production systems models, movement researches in functional, practical and social context.",
publisher = "Drunpp-Sarajevo, Sarajevo",
journal = "Healthmed",
title = "Contemporary models and preservation possibilities assessment in conceptual-production system of voluntary motor action",
pages = "3201-3194",
number = "9",
volume = "6",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_669"
}

Medenica, V., Rapaić, D., Nedović, G., Ivanović, L., Dobrosavljević-Trgovcević, S., Potić, S., Milićević, M., Odović, G.,& Veljić, Č.. (2012). Contemporary models and preservation possibilities assessment in conceptual-production system of voluntary motor action. in Healthmed
Drunpp-Sarajevo, Sarajevo., 6(9), 3194-3201.
https://hdl.handle.net/21.15107/rcub_rfasper_669

Medenica V, Rapaić D, Nedović G, Ivanović L, Dobrosavljević-Trgovcević S, Potić S, Milićević M, Odović G, Veljić Č. Contemporary models and preservation possibilities assessment in conceptual-production system of voluntary motor action. in Healthmed. 2012;6(9):3194-3201.
https://hdl.handle.net/21.15107/rcub_rfasper_669 .

Medenica, Veselin, Rapaić, Dragan, Nedović, Goran, Ivanović, Lidija, Dobrosavljević-Trgovcević, Sanja, Potić, Srećko, Milićević, Milena, Odović, Gordana, Veljić, Čedo, "Contemporary models and preservation possibilities assessment in conceptual-production system of voluntary motor action" in Healthmed, 6, no. 9 (2012):3194-3201,
https://hdl.handle.net/21.15107/rcub_rfasper_669 .

TY  - JOUR
AU  - Marković, Vedrana
AU  - Veljić, Čedo
PY  - 2011
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3753
AB  - 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.
AB  - 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.
PB  - Drustvo defektologa Srbije
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju (ICF)
T2  - Beogradska defektološka škola
T1  - Muzičko vaspitanje i obrazovanje intelektualno ometene dece – podučavanje muzikom
T1  - Music education for children with developmental disabilities – teaching music
EP  - 587
IS  - 3
SP  - 571
VL  - 17
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3753
ER  - 

@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"
}

Marković, V.,& Veljić, Č.. (2011). Muzičko vaspitanje i obrazovanje intelektualno ometene dece – podučavanje muzikom. in Beogradska defektološka škola
Drustvo defektologa Srbije., 17(3), 571-587.
https://hdl.handle.net/21.15107/rcub_rfasper_3753

Marković V, Veljić Č. Muzičko vaspitanje i obrazovanje intelektualno ometene dece – podučavanje muzikom. in Beogradska defektološka škola. 2011;17(3):571-587.
https://hdl.handle.net/21.15107/rcub_rfasper_3753 .

Marković, Vedrana, Veljić, Čedo, "Muzičko vaspitanje i obrazovanje intelektualno ometene dece – podučavanje muzikom" in Beogradska defektološka škola, 17, no. 3 (2011):571-587,
https://hdl.handle.net/21.15107/rcub_rfasper_3753 .