TY  - BOOK
AU  - Arsenović Pavlović, Marina
AU  - Antić, Slobodanka
AU  - Jolić Marjanović, Zorana
PY  - 2017
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2669
AB  - Ovaj udžbenik namenjen je studentkinjama i studentima
Fakulteta za specijalnu edukaciju i rehabilitaciju
(koji se ranije zvao Defektološki fakultet) u Beogradu,
kao i studentima srodnih profila koji će se profesionalno
baviti vaspitanjem i obrazovanjem dece i odraslih. Naše
obrazovanje je u velikoj meri kurikulocentrično i zato ima
smisla pisati ovakve udžbenike, čak i kada su predmeti,
pa i fakulteti, u krizi. Nadamo se da će ovakav udžbenik
bar delimično uputiti studentkinje i studente na probleme
marginalnih grupa u obrazovnom sistemu. Neke od glavnih
tema ovog udžbenika mogle bi se koristiti u obrazovanju
i drugih profila budućih nastavnika i nastavnica, kao i
vaspitača i vaspitačica.
Pod sadašnjim uslovima dodiplomskog obrazovanja
prosvetnih kadrova može doći do njihove dekvalifikacije
i deprofesionalizacije. Ovaj udžbenik može da se koristi
i u radu sa postdiplomcima političkih nauka i lingvističkih
studija. Potrebno je da se u drušvenim naukama
stvori realna slika deteta i čoveka uopšte, da oni postanu vidljivi u obrazovnim programima i sadržajima
drugih medija. Potrebno je da, sem fakulteta, razne lokalne organizacije, centri, klubovi i nevladine
organizacije kroz školske i vanškolske projekte, u kojima će učestvovati i predstavnici manjinskih grupa,
obezbede istinski ozbiljne, uravnotežene i obuhvatne pristupe temama vezanim za žene, decu, starije
osobe, osobe sa različitim vrstama ometenosti. Izučavanjem ovih grupa, društvene nauke treba da sistematski
oblikuju javno mnjenje o njima i da vrše neprekidno medijsko opismenjavanje dece i odraslih.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
T1  - Pedagoška psihologija: udžbenik s priručnikom za vežbe
SP  - 598
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2669
ER  - 

@book{
author = "Arsenović Pavlović, Marina and Antić, Slobodanka and Jolić Marjanović, Zorana",
year = "2017",
abstract = "Ovaj udžbenik namenjen je studentkinjama i studentima
Fakulteta za specijalnu edukaciju i rehabilitaciju
(koji se ranije zvao Defektološki fakultet) u Beogradu,
kao i studentima srodnih profila koji će se profesionalno
baviti vaspitanjem i obrazovanjem dece i odraslih. Naše
obrazovanje je u velikoj meri kurikulocentrično i zato ima
smisla pisati ovakve udžbenike, čak i kada su predmeti,
pa i fakulteti, u krizi. Nadamo se da će ovakav udžbenik
bar delimično uputiti studentkinje i studente na probleme
marginalnih grupa u obrazovnom sistemu. Neke od glavnih
tema ovog udžbenika mogle bi se koristiti u obrazovanju
i drugih profila budućih nastavnika i nastavnica, kao i
vaspitača i vaspitačica.
Pod sadašnjim uslovima dodiplomskog obrazovanja
prosvetnih kadrova može doći do njihove dekvalifikacije
i deprofesionalizacije. Ovaj udžbenik može da se koristi
i u radu sa postdiplomcima političkih nauka i lingvističkih
studija. Potrebno je da se u drušvenim naukama
stvori realna slika deteta i čoveka uopšte, da oni postanu vidljivi u obrazovnim programima i sadržajima
drugih medija. Potrebno je da, sem fakulteta, razne lokalne organizacije, centri, klubovi i nevladine
organizacije kroz školske i vanškolske projekte, u kojima će učestvovati i predstavnici manjinskih grupa,
obezbede istinski ozbiljne, uravnotežene i obuhvatne pristupe temama vezanim za žene, decu, starije
osobe, osobe sa različitim vrstama ometenosti. Izučavanjem ovih grupa, društvene nauke treba da sistematski
oblikuju javno mnjenje o njima i da vrše neprekidno medijsko opismenjavanje dece i odraslih.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
title = "Pedagoška psihologija: udžbenik s priručnikom za vežbe",
pages = "598",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2669"
}

Arsenović Pavlović, M., Antić, S.,& Jolić Marjanović, Z.. (2017). Pedagoška psihologija: udžbenik s priručnikom za vežbe. 
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 598.
https://hdl.handle.net/21.15107/rcub_rfasper_2669

Arsenović Pavlović M, Antić S, Jolić Marjanović Z. Pedagoška psihologija: udžbenik s priručnikom za vežbe. 2017;:598.
https://hdl.handle.net/21.15107/rcub_rfasper_2669 .

Arsenović Pavlović, Marina, Antić, Slobodanka, Jolić Marjanović, Zorana, "Pedagoška psihologija: udžbenik s priručnikom za vežbe" (2017):598,
https://hdl.handle.net/21.15107/rcub_rfasper_2669 .

TY  - JOUR
AU  - Arsenović Pavlović, Marina
AU  - Antić, Slobodanka
AU  - Todorović, Anđela
PY  - 2014
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3661
AB  - Naše društvo u ovom socio-ekonomskom trenutku ne deli inkluziv-
ne vrednosti: dominiraju tradicionalni stavovi prema svim različi-
tostima a posebno prema osobama sa smetnjama u razvoju. S druge stra-
ne, kontekst obrazovne politike se znatno izmenio, usvojen je Zakon o
osnovama sistema obrazovanja i vaspitanja – izmene i dopune u kome se
uvodi inkluzivno obrazovanje (ZOSOV, 2009). Takođe, usvojena je Strate-
gija razvoja obrazovanja u Republici Srbiji do 2020.godine u kojoj se pro-
moviše inkluzivno obrazovanje (Vlada Republike Srbije: Ministarstvo
prosvete, nauke i tehnološkog razvoja, 2012). Duh inkluzivne škole i
kulture treba da se stvara već na univerzitetu,posebno kroz formira-
nje bu du ćih struč nja ka za rad sa de com sa smet nja ma u raz vo ju. Gra div ni
elementi tog procesa su svi učesnici u obrazovanju i sadržaji ko ji se
obrađuju (Arsenović Pavlović, Jolić, Buha- Đurović, 2008).
Sve do sa da iz lo že no uka zu je na zna čaj is tra ži va nja i osna ži va-
nja sa mo sve sti stu de na ta Fa sper-a i dru gih bu du ćih struč nja ka u po ma-
žu ćim pro fe si ja ma, ne sa mo zbog raz voj ne do bro bi ti sa mih stu de na ta,
već i da bi bi li ospo so blje ni da raz vi ja ju sa mo svest i sa mo po što va nje
de ce u raz vo ju, mla dih i od ra slih u bu du ćem ra du. Raz voj sa mo sve sti i
sa mo po što va nja od vi ja se spon ta no ali mo že i si ste mat ski kroz uče nje,
či ta nje, raz go vo re, slu ša nje dru gih i sa mih se be i slič no. Zbog to ga,
pro fe so ri za po sle ni na fa kul te ti ma na ko ji ma se pri pre ma ju struč-
nja ci po ma žu ćih pro fe si ja, pr ven stve no oni ko ji su po obra zo va nju
psi ho lo zi, tre ba lo bi da kroz na sta vu pod sti ču osna ži va nje lič no sti
stu de na ta i stu dent ki nja, i da na ovu či nje ni cu upo zo ra va ju ko le ge iz
uni ver zi tet ske sre di ne..
De ca sa ome te no šću obič no ima ju ni sko sa mo po što va nje još na
pred škol skim uz ra sti ma i zbog to ga je po seb no va žno da de fek to lo zi
ko ji ra de u pred škol skim i škol skim usta no va ma, kao i na dru gim rad-
nim me sti ma,bu du ob u če ni da pri me nju ju raz li či te psi ho lo ške teh ni-
ke za pru ža nje po mo ći de ci sa ne ga tiv nim self-kon cep tom i ni skim
sa mo po što va njem (me to da iz grad nje ži vot ne pri če, pri me na dram skih
ra di o ni ca, de či ja te ra pi ja igrom, ko sti mi ra na te ra pi ja za osnov no-
škol ce, raz li či te te mat ske cr te že, art te ra pi j
AB  - Self-awareness, self-esteem and self-image are associated in the sociology
with the entire life of the individual because the dominant model
when we are talking about women is dual role (of presence). Occupations
dominated by women are on the lower steps of the ladder of prestige and
social status. Women do not value enough their achievements or accomplishments
of other women. Women have lower goals and thus they have
less confidence in the achievements of other women. Adopted awareness
of their inferiority leads to self-loathing, which connects the psychology of
marginalized persones. Researchers who are carrying out action research
in education are very lonely and marginal group. They constantly warn the
state about responsibility and accountability of individuals and groups of
individuals for certain actions or behaviors in the school system that lead
to decisions that can leave a huge negative consequences in the education
system. Standards of life in our country decreases with the sudden
reduction of commom consumption and reduction of social prestination.
Pauperization of society, proletarianization of teachers and the appearance
of meritocracy on University will leave big consequences for the development
of science and practice in which research results are applied. It is
hard to implement serious reforms in the education system, regardless of
the new laws without serious physical and financial investments. Training
of children and manipulation of children differ from upbringing. Special
education teachers and other professionals involved in rehabilitation and
education work should examine the relationship between his political and
pedagogical authority. In today’s conditions, the teacher can exploit, harass
and humiliate the child and that such behavior takes place in an institution where children are “subjects of factory processing”. New teacher’s roles include
new relationships with children, friendship, where children influence
the behavior of adults to accept and use the ideas and opinions of the child,
also encourages communication among children.It is expected in the coming
decade an increasing number of children with whom will work special
education teachers. Experts warn that the number of children born with
abnormalities is increasing due to fall of standards of life, environmental
pollution (15 years cumulative effects of radiation, etc.), later entring into
marriage and moving the boundaries of birth and insufficiently precise diagnosis
of the fetus. Experts of special education, staff in special schools
warn that these schools have more children with moderate mental retardation.
On the other hand, there are coming information about appearing a
growing number of children in classes so-called “transitional poor”, that social
science still have not been classified and named (homeless children and
children of homeless persones, who were stratified as: the refugees, the unemployed,
Roma returnees and non-displaced and others, whose common
characteristic is that they do not have a permanent address of residence,
which the assumed number of them is about 900.000). These alarming data
should encourage all professionals in the social sciences to introduce in
curriculum items, except the general, very specific knowledge, theoretical
as well practical. Social crisis make closer social science to ethics and reinforce
the need to develop a theory of action, which include researchers and
explorers in the field of special education and related social science. Very
important and challenging aspects of work with the population who belong
to minority groups are: education of special educators, elimination of bias,
learning about rights, the elimination of wrong stereotypes and negative attitudes,
enhancing self-awareness, positive image and self, developing self
appreciation and build democratic attitudes and values that lead to human
emancipation rather than degradation.
2. part
The educational context has significantly changed in the past decade in
the field of education policy (inclusive education was adopted in education
legislation). On the other hand, the socio-economic context has changed
(general unemployment, a large number of graduates from FASPER in the
labor market, unpredictable and dynamic changes in the labor market). The
development of the professional role of students of FASPER is a particularly
important and significant task. The development of professional roles
and identities of students is connected with the development of self-image
and self-esteem.
САМОСВЕСТ,
PB  - Drustvo defektologa Srbije
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju (ICF)
T2  - Beogradska defektološka škola
T1  - Samosvest, samopoštovanje i slika o sebi, značajan deo identiteta budućih specijalnih edukatora (defektologa) I stručnjaka pomažućih profesija (uopšte) u izmenjenim društvenim okolnostima
T1  - Self.-consciousness, self-esteem and self-concept,
A significant part of the identity of future
Special educators (special education teacher)
And experts of helping professions (in general)
In changed social circumstances
EP  - 439
IS  - 2
SP  - 421
VL  - 20
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3661
ER  - 

@article{
author = "Arsenović Pavlović, Marina and Antić, Slobodanka and Todorović, Anđela",
year = "2014",
abstract = "Naše društvo u ovom socio-ekonomskom trenutku ne deli inkluziv-
ne vrednosti: dominiraju tradicionalni stavovi prema svim različi-
tostima a posebno prema osobama sa smetnjama u razvoju. S druge stra-
ne, kontekst obrazovne politike se znatno izmenio, usvojen je Zakon o
osnovama sistema obrazovanja i vaspitanja – izmene i dopune u kome se
uvodi inkluzivno obrazovanje (ZOSOV, 2009). Takođe, usvojena je Strate-
gija razvoja obrazovanja u Republici Srbiji do 2020.godine u kojoj se pro-
moviše inkluzivno obrazovanje (Vlada Republike Srbije: Ministarstvo
prosvete, nauke i tehnološkog razvoja, 2012). Duh inkluzivne škole i
kulture treba da se stvara već na univerzitetu,posebno kroz formira-
nje bu du ćih struč nja ka za rad sa de com sa smet nja ma u raz vo ju. Gra div ni
elementi tog procesa su svi učesnici u obrazovanju i sadržaji ko ji se
obrađuju (Arsenović Pavlović, Jolić, Buha- Đurović, 2008).
Sve do sa da iz lo že no uka zu je na zna čaj is tra ži va nja i osna ži va-
nja sa mo sve sti stu de na ta Fa sper-a i dru gih bu du ćih struč nja ka u po ma-
žu ćim pro fe si ja ma, ne sa mo zbog raz voj ne do bro bi ti sa mih stu de na ta,
već i da bi bi li ospo so blje ni da raz vi ja ju sa mo svest i sa mo po što va nje
de ce u raz vo ju, mla dih i od ra slih u bu du ćem ra du. Raz voj sa mo sve sti i
sa mo po što va nja od vi ja se spon ta no ali mo že i si ste mat ski kroz uče nje,
či ta nje, raz go vo re, slu ša nje dru gih i sa mih se be i slič no. Zbog to ga,
pro fe so ri za po sle ni na fa kul te ti ma na ko ji ma se pri pre ma ju struč-
nja ci po ma žu ćih pro fe si ja, pr ven stve no oni ko ji su po obra zo va nju
psi ho lo zi, tre ba lo bi da kroz na sta vu pod sti ču osna ži va nje lič no sti
stu de na ta i stu dent ki nja, i da na ovu či nje ni cu upo zo ra va ju ko le ge iz
uni ver zi tet ske sre di ne..
De ca sa ome te no šću obič no ima ju ni sko sa mo po što va nje još na
pred škol skim uz ra sti ma i zbog to ga je po seb no va žno da de fek to lo zi
ko ji ra de u pred škol skim i škol skim usta no va ma, kao i na dru gim rad-
nim me sti ma,bu du ob u če ni da pri me nju ju raz li či te psi ho lo ške teh ni-
ke za pru ža nje po mo ći de ci sa ne ga tiv nim self-kon cep tom i ni skim
sa mo po što va njem (me to da iz grad nje ži vot ne pri če, pri me na dram skih
ra di o ni ca, de či ja te ra pi ja igrom, ko sti mi ra na te ra pi ja za osnov no-
škol ce, raz li či te te mat ske cr te že, art te ra pi j, Self-awareness, self-esteem and self-image are associated in the sociology
with the entire life of the individual because the dominant model
when we are talking about women is dual role (of presence). Occupations
dominated by women are on the lower steps of the ladder of prestige and
social status. Women do not value enough their achievements or accomplishments
of other women. Women have lower goals and thus they have
less confidence in the achievements of other women. Adopted awareness
of their inferiority leads to self-loathing, which connects the psychology of
marginalized persones. Researchers who are carrying out action research
in education are very lonely and marginal group. They constantly warn the
state about responsibility and accountability of individuals and groups of
individuals for certain actions or behaviors in the school system that lead
to decisions that can leave a huge negative consequences in the education
system. Standards of life in our country decreases with the sudden
reduction of commom consumption and reduction of social prestination.
Pauperization of society, proletarianization of teachers and the appearance
of meritocracy on University will leave big consequences for the development
of science and practice in which research results are applied. It is
hard to implement serious reforms in the education system, regardless of
the new laws without serious physical and financial investments. Training
of children and manipulation of children differ from upbringing. Special
education teachers and other professionals involved in rehabilitation and
education work should examine the relationship between his political and
pedagogical authority. In today’s conditions, the teacher can exploit, harass
and humiliate the child and that such behavior takes place in an institution where children are “subjects of factory processing”. New teacher’s roles include
new relationships with children, friendship, where children influence
the behavior of adults to accept and use the ideas and opinions of the child,
also encourages communication among children.It is expected in the coming
decade an increasing number of children with whom will work special
education teachers. Experts warn that the number of children born with
abnormalities is increasing due to fall of standards of life, environmental
pollution (15 years cumulative effects of radiation, etc.), later entring into
marriage and moving the boundaries of birth and insufficiently precise diagnosis
of the fetus. Experts of special education, staff in special schools
warn that these schools have more children with moderate mental retardation.
On the other hand, there are coming information about appearing a
growing number of children in classes so-called “transitional poor”, that social
science still have not been classified and named (homeless children and
children of homeless persones, who were stratified as: the refugees, the unemployed,
Roma returnees and non-displaced and others, whose common
characteristic is that they do not have a permanent address of residence,
which the assumed number of them is about 900.000). These alarming data
should encourage all professionals in the social sciences to introduce in
curriculum items, except the general, very specific knowledge, theoretical
as well practical. Social crisis make closer social science to ethics and reinforce
the need to develop a theory of action, which include researchers and
explorers in the field of special education and related social science. Very
important and challenging aspects of work with the population who belong
to minority groups are: education of special educators, elimination of bias,
learning about rights, the elimination of wrong stereotypes and negative attitudes,
enhancing self-awareness, positive image and self, developing self
appreciation and build democratic attitudes and values that lead to human
emancipation rather than degradation.
2. part
The educational context has significantly changed in the past decade in
the field of education policy (inclusive education was adopted in education
legislation). On the other hand, the socio-economic context has changed
(general unemployment, a large number of graduates from FASPER in the
labor market, unpredictable and dynamic changes in the labor market). The
development of the professional role of students of FASPER is a particularly
important and significant task. The development of professional roles
and identities of students is connected with the development of self-image
and self-esteem.
САМОСВЕСТ,",
publisher = "Drustvo defektologa Srbije, Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju (ICF)",
journal = "Beogradska defektološka škola",
title = "Samosvest, samopoštovanje i slika o sebi, značajan deo identiteta budućih specijalnih edukatora (defektologa) I stručnjaka pomažućih profesija (uopšte) u izmenjenim društvenim okolnostima, Self.-consciousness, self-esteem and self-concept,
A significant part of the identity of future
Special educators (special education teacher)
And experts of helping professions (in general)
In changed social circumstances",
pages = "439-421",
number = "2",
volume = "20",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3661"
}

Arsenović Pavlović, M., Antić, S.,& Todorović, A.. (2014). Samosvest, samopoštovanje i slika o sebi, značajan deo identiteta budućih specijalnih edukatora (defektologa) I stručnjaka pomažućih profesija (uopšte) u izmenjenim društvenim okolnostima. in Beogradska defektološka škola
Drustvo defektologa Srbije., 20(2), 421-439.
https://hdl.handle.net/21.15107/rcub_rfasper_3661

Arsenović Pavlović M, Antić S, Todorović A. Samosvest, samopoštovanje i slika o sebi, značajan deo identiteta budućih specijalnih edukatora (defektologa) I stručnjaka pomažućih profesija (uopšte) u izmenjenim društvenim okolnostima. in Beogradska defektološka škola. 2014;20(2):421-439.
https://hdl.handle.net/21.15107/rcub_rfasper_3661 .

Arsenović Pavlović, Marina, Antić, Slobodanka, Todorović, Anđela, "Samosvest, samopoštovanje i slika o sebi, značajan deo identiteta budućih specijalnih edukatora (defektologa) I stručnjaka pomažućih profesija (uopšte) u izmenjenim društvenim okolnostima" in Beogradska defektološka škola, 20, no. 2 (2014):421-439,
https://hdl.handle.net/21.15107/rcub_rfasper_3661 .

TY  - JOUR
AU  - Arsenović-Pavlović, Marina
AU  - Antić, Slobodanka
AU  - Todorović, Anđela
PY  - 2014
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/843
AB  - Self-awareness, self-esteem and self-image are associated in the sociology with the entire life of the individual because the dominant model when we are talking about women is dual role (of presence). Occupations dominated by women are on the lower steps of the ladder of prestige and social status. Women do not value enough their achievements or accomplishments of other women. Women have lower goals and thus they have less confidence in the achievements of other women. Adopted awareness of their inferiority leads to self-loathing, which connects the psychology of marginalized persones. Researchers who are carrying out action research in education are very lonely and marginal group. They constantly warn the state about responsibility and accountability of individuals and groups of individuals for certain actions or behaviors in the school system that lead to decisions that can leave a huge negative consequences in the education system. Standards of life in our country decreases with the sudden reduction of commom consumption and reduction of social prestination. Pauperization of society, proletarianization of teachers and the appearance of meritocracy on University will leave big consequences for the development of science and practice in which research results are applied. It is hard to implement serious reforms in the education system, regardless of the new laws without serious physical and financial investments. Training of children and manipulation of children differ from upbringing. Special education teachers and other professionals involved in rehabilitation and education work should examine the relationship between his political and pedagogical authority. In today's conditions, the teacher can exploit, harass and humiliate the child and that such behavior takes place in an institution where children are 'subjects of factory processing'. New teacher's roles include new relationships with children, friendship, where children influence the behavior of adults to accept and use the ideas and opinions of the child, also encourages communication among children.It is expected in the coming decade an increasing number of children with whom will work special education teachers. Experts warn that the number of children born with abnormalities is increasing due to fall of standards of life, environmental pollution (15 years cumulative effects of radiation, etc.), later entring into marriage and moving the boundaries of birth and insufficiently precise diagnosis of the fetus. Experts of special education, staff in special schools warn that these schools have more children with moderate mental retardation. On the other hand, there are coming information about appearing a growing number of children in classes so-called 'transitional poor', that social science still have not been classified and named (homeless children and children of homeless persones, who were stratified as: the refugees, the unemployed, Roma returnees and non-displaced and others, whose common characteristic is that they do not have a permanent address of residence, which the assumed number of them is about 900.000). These alarming data should encourage all professionals in the social sciences to introduce in curriculum items, except the general, very specific knowledge, theoretical as well practical. Social crisis make closer social science to ethics and reinforce the need to develop a theory of action, which include researchers and explorers in the field of special education and related social science. Very important and challenging aspects of work with the population who belong to minority groups are: education of special educators, elimination of bias, learning about rights, the elimination of wrong stereotypes and negative attitudes, enhancing self-awareness, positive image and self, developing self appreciation and build democratic attitudes and values that lead to human emancipation rather than degradation. The educational context has significantly changed in the past decade in the field of education policy (inclusive education was adopted in education legislation). On the other hand, the socio-economic context has changed (general unemployment, a large number of graduates from FASPER in the labor market, unpredictable and dynamic changes in the labor market). The development of the professional role of students of FASPER is a particularly important and significant task. The development of professional roles and identities of students is connected with the development of self-image and self-esteem. In this paper, we investigate some aspects of the self-image of students of the Faculty for Special Education and Rehabilitation, which is part of the professional role as the outcome of their education. Applied research method is questionnaires and unstructured projective techniques - 'Who am I', 'Who I was,' 'What I want to be.' Results indicate that students form a picture of themselves through different categories of statements (roles, positive and negative traits, typical patterns of behavior, etc.). Family roles are dominant in students selfdescribing as well in the past as in the future. The development of the professional role is not sufficiently represented. This may be due to uncertain socio-economic situation in which our students live. Part of the responsibility is on the way of studying. During the studies, it is necessary to act in a planned and systematic way to cherish development of the identification with a professional role. .
AB  - Samosvest, samopoštovanje i slika o sebi se u sociologiji povezuju sa celokupnim životom pojedinca zbog toga što je preovlađujući model kada su u pitanju žene tzv. dvostrukost uloga (prisustva). Zanimanja u kojima dominiraju žene nalaze se na nižim stepenicama na lestvici ugleda i društvenog položaja. Žene ne vrednuju dovoljno svoja postignuća, niti postignuća drugih žena. Žene sebi postavljaju niže ciljeve i zbog toga imaju i manje poverenja u dostignuća drugih žena. Interiorizovana svest o svojoj inferiornosti vodi samomržnji, koja povezuje psihologiju svih marginalaca. Istraživačice koje vrše akciona istraživanja u obrazovanju spadaju u vrlo usamljenu i marginalnu grupu. One stalno upozoravaju na odgovornost države i odgovornost pojedinaca i grupa pojedinaca za izvesne akcije ili ponašanja u školskom sistemu koji vode do odluka koje mogu da ostave velike negativ- ne posledice u obrazovnom sistemu. Životni standard u našoj zemlji opada uz naglo smanjenje zajedničke potrošnje i smanjenje socijalnih prestacija. Pauperizacija društva, proletarizacija nastavnika i pojava meritokratije na Univerzitetu ostaviće velike posledice po razvoj nauke i prakse u kojoj se rezultati istraživanja primenjuju. Teško da će, bez ozbiljnih materijalnih i finansijskih ulaganja, moći da se sprovedu ozbiljnije reforme u obrazovnom sistemu, bez obzira na nove zakone. Dresura dece i manipulacija decom razlikuju se od vaspitanja. Defektolozi i drugi profesionalci koji se bave vaspitnim i obrazovnim radom treba da preispitaju odnos između svog političkog i pedagoškog autoriteta. U današnjim uslovima nastavnik može da eksploatiše,maltretira i ponižava dete i da se tako ophođenje odvija u instituciji u kojima su deca 'predmet fabričke obrade'.Nove uloge nastavnika podrazumevaju i nove odnose sa decom ,partnerske, u kojima deca utiču na ponašanje odraslih prihvata i koristi ideje i mišljenja deteta, takođe i podstiče komunikaciju među decom. Očekuje se u narednim decenijama pojava sve većeg broja dece sa kojom će raditi defektolozi i specijalni edukatori. Stručnjaci upozoravaju da se povećava broj dece rođene sa anomalijama usled pada životnog standarda stanovništva,zagađenja sredine (15 godina kumuliranog efekta zračenja itd), sve kasnijeg stupanja u brak i pomeranja granice rađanja i nedovoljno precizne dijagnostike fetusa. Stručnjaci defektolozi, zaposleni u specijalnim školama upozoravaju da je utim školama sve više dece sa umerenom mentalnom zaostalošću. S druge strane, stižu informacije da se pojavljuje sve veći broj dece iz slojeva tzv. 'tranzicione sirotinje' koje socijalne nauke još uvek nisu prepoznale,klasifikovale i imenovale (deca beskućnici i deca beskućnika, koji su slojeviti: izbeglice,nezaposleni, Romi povratnici i domicilni,i drugi, čija je zajednička karakteristika da nemaju stalnu adresu boravka, za koje se pretpostavlja da ih ima oko devet stotina hiljada!!!) Ovi zabrinjavajući podaci treba da podstaknu sve profesionalce u društvenim naukama da u nastavne programe unose ,sem opštih, i vrlo specifična znanja,kako teoretska, tako i praktična. Društvene krize približavaju društvene nauke etici i jačaju potrebu za razvijanjem teorija akcije, koje podrazumevaju Istraživačice i istraživači u domenu defektologije i srodnih društvenih nauka. Konstruišu fenomen koji izučavaju,tako da je njihova istovremeno i društvena, i moralna. Veoma bitni i izazovni aspekti rada sa populacijama koje pripadaju marginalnim grupama su: obrazovanje defektologa, otklanjanje predrasuda, upoznavanje sa pravima, otklanjanje pogrešnih stereotipa i negativnih stavova, jačanje samosvesti, pozitivne slike o sebi, razvijanje samocenjenja i izgrađivanje demokratskih stavova i sistema vrednosti koji vodi emancipaciji a ne ljudskoj degradaciji.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd
T2  - Beogradska defektološka škola
T1  - Self-consciousness, self-esteem and self-concept, a significant part of the identity of future Special educators (special education teacher) and Experts of helping professions (in general) in changed social circumstances
T1  - Samosvest, samopoštovanje i slika o sebi, značajan deo identiteta budućih specijalnih edukatora (defektologa) i stručnjaka pomažućih profesija (uopšte) u izmenjenim društvenim okolnostima
EP  - 268
IS  - 1
SP  - 255
VL  - 20
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_843
ER  - 

@article{
author = "Arsenović-Pavlović, Marina and Antić, Slobodanka and Todorović, Anđela",
year = "2014",
abstract = "Self-awareness, self-esteem and self-image are associated in the sociology with the entire life of the individual because the dominant model when we are talking about women is dual role (of presence). Occupations dominated by women are on the lower steps of the ladder of prestige and social status. Women do not value enough their achievements or accomplishments of other women. Women have lower goals and thus they have less confidence in the achievements of other women. Adopted awareness of their inferiority leads to self-loathing, which connects the psychology of marginalized persones. Researchers who are carrying out action research in education are very lonely and marginal group. They constantly warn the state about responsibility and accountability of individuals and groups of individuals for certain actions or behaviors in the school system that lead to decisions that can leave a huge negative consequences in the education system. Standards of life in our country decreases with the sudden reduction of commom consumption and reduction of social prestination. Pauperization of society, proletarianization of teachers and the appearance of meritocracy on University will leave big consequences for the development of science and practice in which research results are applied. It is hard to implement serious reforms in the education system, regardless of the new laws without serious physical and financial investments. Training of children and manipulation of children differ from upbringing. Special education teachers and other professionals involved in rehabilitation and education work should examine the relationship between his political and pedagogical authority. In today's conditions, the teacher can exploit, harass and humiliate the child and that such behavior takes place in an institution where children are 'subjects of factory processing'. New teacher's roles include new relationships with children, friendship, where children influence the behavior of adults to accept and use the ideas and opinions of the child, also encourages communication among children.It is expected in the coming decade an increasing number of children with whom will work special education teachers. Experts warn that the number of children born with abnormalities is increasing due to fall of standards of life, environmental pollution (15 years cumulative effects of radiation, etc.), later entring into marriage and moving the boundaries of birth and insufficiently precise diagnosis of the fetus. Experts of special education, staff in special schools warn that these schools have more children with moderate mental retardation. On the other hand, there are coming information about appearing a growing number of children in classes so-called 'transitional poor', that social science still have not been classified and named (homeless children and children of homeless persones, who were stratified as: the refugees, the unemployed, Roma returnees and non-displaced and others, whose common characteristic is that they do not have a permanent address of residence, which the assumed number of them is about 900.000). These alarming data should encourage all professionals in the social sciences to introduce in curriculum items, except the general, very specific knowledge, theoretical as well practical. Social crisis make closer social science to ethics and reinforce the need to develop a theory of action, which include researchers and explorers in the field of special education and related social science. Very important and challenging aspects of work with the population who belong to minority groups are: education of special educators, elimination of bias, learning about rights, the elimination of wrong stereotypes and negative attitudes, enhancing self-awareness, positive image and self, developing self appreciation and build democratic attitudes and values that lead to human emancipation rather than degradation. The educational context has significantly changed in the past decade in the field of education policy (inclusive education was adopted in education legislation). On the other hand, the socio-economic context has changed (general unemployment, a large number of graduates from FASPER in the labor market, unpredictable and dynamic changes in the labor market). The development of the professional role of students of FASPER is a particularly important and significant task. The development of professional roles and identities of students is connected with the development of self-image and self-esteem. In this paper, we investigate some aspects of the self-image of students of the Faculty for Special Education and Rehabilitation, which is part of the professional role as the outcome of their education. Applied research method is questionnaires and unstructured projective techniques - 'Who am I', 'Who I was,' 'What I want to be.' Results indicate that students form a picture of themselves through different categories of statements (roles, positive and negative traits, typical patterns of behavior, etc.). Family roles are dominant in students selfdescribing as well in the past as in the future. The development of the professional role is not sufficiently represented. This may be due to uncertain socio-economic situation in which our students live. Part of the responsibility is on the way of studying. During the studies, it is necessary to act in a planned and systematic way to cherish development of the identification with a professional role. ., Samosvest, samopoštovanje i slika o sebi se u sociologiji povezuju sa celokupnim životom pojedinca zbog toga što je preovlađujući model kada su u pitanju žene tzv. dvostrukost uloga (prisustva). Zanimanja u kojima dominiraju žene nalaze se na nižim stepenicama na lestvici ugleda i društvenog položaja. Žene ne vrednuju dovoljno svoja postignuća, niti postignuća drugih žena. Žene sebi postavljaju niže ciljeve i zbog toga imaju i manje poverenja u dostignuća drugih žena. Interiorizovana svest o svojoj inferiornosti vodi samomržnji, koja povezuje psihologiju svih marginalaca. Istraživačice koje vrše akciona istraživanja u obrazovanju spadaju u vrlo usamljenu i marginalnu grupu. One stalno upozoravaju na odgovornost države i odgovornost pojedinaca i grupa pojedinaca za izvesne akcije ili ponašanja u školskom sistemu koji vode do odluka koje mogu da ostave velike negativ- ne posledice u obrazovnom sistemu. Životni standard u našoj zemlji opada uz naglo smanjenje zajedničke potrošnje i smanjenje socijalnih prestacija. Pauperizacija društva, proletarizacija nastavnika i pojava meritokratije na Univerzitetu ostaviće velike posledice po razvoj nauke i prakse u kojoj se rezultati istraživanja primenjuju. Teško da će, bez ozbiljnih materijalnih i finansijskih ulaganja, moći da se sprovedu ozbiljnije reforme u obrazovnom sistemu, bez obzira na nove zakone. Dresura dece i manipulacija decom razlikuju se od vaspitanja. Defektolozi i drugi profesionalci koji se bave vaspitnim i obrazovnim radom treba da preispitaju odnos između svog političkog i pedagoškog autoriteta. U današnjim uslovima nastavnik može da eksploatiše,maltretira i ponižava dete i da se tako ophođenje odvija u instituciji u kojima su deca 'predmet fabričke obrade'.Nove uloge nastavnika podrazumevaju i nove odnose sa decom ,partnerske, u kojima deca utiču na ponašanje odraslih prihvata i koristi ideje i mišljenja deteta, takođe i podstiče komunikaciju među decom. Očekuje se u narednim decenijama pojava sve većeg broja dece sa kojom će raditi defektolozi i specijalni edukatori. Stručnjaci upozoravaju da se povećava broj dece rođene sa anomalijama usled pada životnog standarda stanovništva,zagađenja sredine (15 godina kumuliranog efekta zračenja itd), sve kasnijeg stupanja u brak i pomeranja granice rađanja i nedovoljno precizne dijagnostike fetusa. Stručnjaci defektolozi, zaposleni u specijalnim školama upozoravaju da je utim školama sve više dece sa umerenom mentalnom zaostalošću. S druge strane, stižu informacije da se pojavljuje sve veći broj dece iz slojeva tzv. 'tranzicione sirotinje' koje socijalne nauke još uvek nisu prepoznale,klasifikovale i imenovale (deca beskućnici i deca beskućnika, koji su slojeviti: izbeglice,nezaposleni, Romi povratnici i domicilni,i drugi, čija je zajednička karakteristika da nemaju stalnu adresu boravka, za koje se pretpostavlja da ih ima oko devet stotina hiljada!!!) Ovi zabrinjavajući podaci treba da podstaknu sve profesionalce u društvenim naukama da u nastavne programe unose ,sem opštih, i vrlo specifična znanja,kako teoretska, tako i praktična. Društvene krize približavaju društvene nauke etici i jačaju potrebu za razvijanjem teorija akcije, koje podrazumevaju Istraživačice i istraživači u domenu defektologije i srodnih društvenih nauka. Konstruišu fenomen koji izučavaju,tako da je njihova istovremeno i društvena, i moralna. Veoma bitni i izazovni aspekti rada sa populacijama koje pripadaju marginalnim grupama su: obrazovanje defektologa, otklanjanje predrasuda, upoznavanje sa pravima, otklanjanje pogrešnih stereotipa i negativnih stavova, jačanje samosvesti, pozitivne slike o sebi, razvijanje samocenjenja i izgrađivanje demokratskih stavova i sistema vrednosti koji vodi emancipaciji a ne ljudskoj degradaciji.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd",
journal = "Beogradska defektološka škola",
title = "Self-consciousness, self-esteem and self-concept, a significant part of the identity of future Special educators (special education teacher) and Experts of helping professions (in general) in changed social circumstances, Samosvest, samopoštovanje i slika o sebi, značajan deo identiteta budućih specijalnih edukatora (defektologa) i stručnjaka pomažućih profesija (uopšte) u izmenjenim društvenim okolnostima",
pages = "268-255",
number = "1",
volume = "20",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_843"
}

Arsenović-Pavlović, M., Antić, S.,& Todorović, A.. (2014). Self-consciousness, self-esteem and self-concept, a significant part of the identity of future Special educators (special education teacher) and Experts of helping professions (in general) in changed social circumstances. in Beogradska defektološka škola
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd., 20(1), 255-268.
https://hdl.handle.net/21.15107/rcub_rfasper_843

Arsenović-Pavlović M, Antić S, Todorović A. Self-consciousness, self-esteem and self-concept, a significant part of the identity of future Special educators (special education teacher) and Experts of helping professions (in general) in changed social circumstances. in Beogradska defektološka škola. 2014;20(1):255-268.
https://hdl.handle.net/21.15107/rcub_rfasper_843 .

Arsenović-Pavlović, Marina, Antić, Slobodanka, Todorović, Anđela, "Self-consciousness, self-esteem and self-concept, a significant part of the identity of future Special educators (special education teacher) and Experts of helping professions (in general) in changed social circumstances" in Beogradska defektološka škola, 20, no. 1 (2014):255-268,
https://hdl.handle.net/21.15107/rcub_rfasper_843 .

TY  - CONF
AU  - Arsenović Pavlović, Marina
AU  - Antić, Slobodanka
AU  - Todorović, Anđela
PY  - 2012
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4747
AB  - Pitanje razvoja profesionalne uloge i identiteta studenata FASPER-a je posebno
važno u vremenima uvođenja inkluzivnog obrazovanja u praksu naše škole.
Cilj ovog rada je da utvrdi razloge za studiranje na FASPER-u kako ih navode sami
studenti, kao i njihovu procenu kvaliteta informisanosti o us/ovima u kojima će se realizovati
njihov profesionalni život. Nalaze smo uporedili sa onim dobijenim u ispitivanju
studenata Defektološkog fakulteta pre tri decenije. U radu je primenjen strukturirani
upitnik. Ispitano je 152 ispitanika, a uzorak je reprezentativan u odnosu na pol, godinu
i smer studija na FASPER-u.
Rezultati pokazuju da visok procenat studenata (73%) navodi pozitivno vrednovanje
budućeg poziva kao razlog za studiranje FASPER-a: humanost, dinamičnost, zanimljivost,
kreativnost, perspektivnost, rad sa decom i ljudima i pomoć hendikepiranima.
Drugi rang zauzimaju odgovori u kojima se navodi zanimljivost nastavnih sadržaja
(17%). Na trećem mestuje slučajan izbor bez jasnih razloga (4%). Među socijalnim uticajima
koji su mode/ovali ovaj pozitivni odnos, 25% studenata navodi da je u najbližoj
porodici neko defektolog i/ili prosvetni radnik. Podršku roditelja za izbor ovih studija
da/o je 62%, 14% je ravnodušno, 7% je promenilo mišljenje ka pozitivnijem, a 3% se još
uvek protivi.
Kvalitet informisanosti o budućem pozivu, studenti većinom procenjuju kao neodgovarajući
(60%) jer nimalo ili nedovoljno poznaju uslove rada, mogućnosti napredovanja
i zapošljavanja, vrste i težinu poslova. Procenjujući težinu studija, 68% studenata
smatra da ona odgovara njihovim sposobnostima. Važan nalaz je da je 63% studenata
promenilo mišljenje o specijalnoj edukciji posle studentske prakse, mada je približno
jednak procenat promenio mišljenje u pozitivnom (48%) i negativnom pravcu (52%).
Nalazi ukazuju da se studenti danas, u odnosu na studente pre trideset godina, na
ranijem uzrastu odlučuju za ove studije, imaju veću podršku socijalnog okruženja i značajno
više njih bira fakultet zbog budućeg poziva, a ne kao kompromis u odnosu na
druge životne i studijske zahteve i želje.
AB  - In the times of introducing inc/usive education practices in our schools, the development of
professional roles and identities of FASPER students is an especially important issue.
This study analyzes students' perception of the reasons far studying FASPER and their
assessment of the quality of information they have on conditions in which they are going to
realize their professional lije. Our findings were compared with those obtained in a similar
research three decades ago. The study inc/uded 152 subjects, and the sample was representative
with respect to gender, year and course of study at FASPER.
The obtained results show that a high percentage of students (73%) reported positive
aspects of future calls as reasons far studying FASPER: humanity, dynamism, curiosity,
creativity, perspective, working with children and handicapped people and help. The second
group of answers are those al/eging interesting educational content (17%). In third place are
the answers stating no c/ear reasons (4%). No doubt that the family is surely an important
source of influence that mode/s this positive attitude,for a/most 25% of students c/aim that they
have a c/ose family member who is a special educator and/or a teacher. 62% of the students
claim the support of parents in the selection of FASPER studies, 14% claim that parents were
indifferent, 7% that their parents changed opinion to a more positive one, and 3% of FASPER
students have parents who are stil/ opposed.
Most students evaluated the quality of information on future cal/s as inadequate (60%),
because they have no, orinsufficient, knowledge ofworking conditions, promotion opportunities,
employmentcondition, etc. Students mostly assess that FASPER studies suit theirabilities (68%).
A very important finding is that 63% of students changed their opinion on special education
after students' practice, although, to our surprise, it is approximately an equal percentage
of students who changed their opinion in a positive (48%) and negative direction (52%).
The findings indicate that students today, compared to those thirty years ago, decide to study
FASPER at an earlier age, have more social support far that decision and significantly more of
them ch ose the faculty far the sake of their future cal/s and nat, as in previous generations, as
a compromise in relation to other personal and academic preferences.
Key words: professional development, professional motives, values of
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  - Samopercepcija studenata o razlozima za studiranje na Fasper-u u izmenjenim obrazovnim i društvenim okolnostima u Srbiji
T1  - Students self-perception of reasons why they are studying Fasper in the time of educational and social changes in Serbia
EP  - 212
SP  - 205
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4747
ER  - 

@conference{
author = "Arsenović Pavlović, Marina and Antić, Slobodanka and Todorović, Anđela",
year = "2012",
abstract = "Pitanje razvoja profesionalne uloge i identiteta studenata FASPER-a je posebno
važno u vremenima uvođenja inkluzivnog obrazovanja u praksu naše škole.
Cilj ovog rada je da utvrdi razloge za studiranje na FASPER-u kako ih navode sami
studenti, kao i njihovu procenu kvaliteta informisanosti o us/ovima u kojima će se realizovati
njihov profesionalni život. Nalaze smo uporedili sa onim dobijenim u ispitivanju
studenata Defektološkog fakulteta pre tri decenije. U radu je primenjen strukturirani
upitnik. Ispitano je 152 ispitanika, a uzorak je reprezentativan u odnosu na pol, godinu
i smer studija na FASPER-u.
Rezultati pokazuju da visok procenat studenata (73%) navodi pozitivno vrednovanje
budućeg poziva kao razlog za studiranje FASPER-a: humanost, dinamičnost, zanimljivost,
kreativnost, perspektivnost, rad sa decom i ljudima i pomoć hendikepiranima.
Drugi rang zauzimaju odgovori u kojima se navodi zanimljivost nastavnih sadržaja
(17%). Na trećem mestuje slučajan izbor bez jasnih razloga (4%). Među socijalnim uticajima
koji su mode/ovali ovaj pozitivni odnos, 25% studenata navodi da je u najbližoj
porodici neko defektolog i/ili prosvetni radnik. Podršku roditelja za izbor ovih studija
da/o je 62%, 14% je ravnodušno, 7% je promenilo mišljenje ka pozitivnijem, a 3% se još
uvek protivi.
Kvalitet informisanosti o budućem pozivu, studenti većinom procenjuju kao neodgovarajući
(60%) jer nimalo ili nedovoljno poznaju uslove rada, mogućnosti napredovanja
i zapošljavanja, vrste i težinu poslova. Procenjujući težinu studija, 68% studenata
smatra da ona odgovara njihovim sposobnostima. Važan nalaz je da je 63% studenata
promenilo mišljenje o specijalnoj edukciji posle studentske prakse, mada je približno
jednak procenat promenio mišljenje u pozitivnom (48%) i negativnom pravcu (52%).
Nalazi ukazuju da se studenti danas, u odnosu na studente pre trideset godina, na
ranijem uzrastu odlučuju za ove studije, imaju veću podršku socijalnog okruženja i značajno
više njih bira fakultet zbog budućeg poziva, a ne kao kompromis u odnosu na
druge životne i studijske zahteve i želje., In the times of introducing inc/usive education practices in our schools, the development of
professional roles and identities of FASPER students is an especially important issue.
This study analyzes students' perception of the reasons far studying FASPER and their
assessment of the quality of information they have on conditions in which they are going to
realize their professional lije. Our findings were compared with those obtained in a similar
research three decades ago. The study inc/uded 152 subjects, and the sample was representative
with respect to gender, year and course of study at FASPER.
The obtained results show that a high percentage of students (73%) reported positive
aspects of future calls as reasons far studying FASPER: humanity, dynamism, curiosity,
creativity, perspective, working with children and handicapped people and help. The second
group of answers are those al/eging interesting educational content (17%). In third place are
the answers stating no c/ear reasons (4%). No doubt that the family is surely an important
source of influence that mode/s this positive attitude,for a/most 25% of students c/aim that they
have a c/ose family member who is a special educator and/or a teacher. 62% of the students
claim the support of parents in the selection of FASPER studies, 14% claim that parents were
indifferent, 7% that their parents changed opinion to a more positive one, and 3% of FASPER
students have parents who are stil/ opposed.
Most students evaluated the quality of information on future cal/s as inadequate (60%),
because they have no, orinsufficient, knowledge ofworking conditions, promotion opportunities,
employmentcondition, etc. Students mostly assess that FASPER studies suit theirabilities (68%).
A very important finding is that 63% of students changed their opinion on special education
after students' practice, although, to our surprise, it is approximately an equal percentage
of students who changed their opinion in a positive (48%) and negative direction (52%).
The findings indicate that students today, compared to those thirty years ago, decide to study
FASPER at an earlier age, have more social support far that decision and significantly more of
them ch ose the faculty far the sake of their future cal/s and nat, as in previous generations, as
a compromise in relation to other personal and academic preferences.
Key words: professional development, professional motives, values of",
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 = "Samopercepcija studenata o razlozima za studiranje na Fasper-u u izmenjenim obrazovnim i društvenim okolnostima u Srbiji, Students self-perception of reasons why they are studying Fasper in the time of educational and social changes in Serbia",
pages = "212-205",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4747"
}

Arsenović Pavlović, M., Antić, S.,& Todorović, A.. (2012). Samopercepcija studenata o razlozima za studiranje na Fasper-u u izmenjenim obrazovnim i društvenim okolnostima u Srbiji. 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., 205-212.
https://hdl.handle.net/21.15107/rcub_rfasper_4747

Arsenović Pavlović M, Antić S, Todorović A. Samopercepcija studenata o razlozima za studiranje na Fasper-u u izmenjenim obrazovnim i društvenim okolnostima u Srbiji. in Zbornik radova – 6. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 14–16.09.2012. 2012;:205-212.
https://hdl.handle.net/21.15107/rcub_rfasper_4747 .

Arsenović Pavlović, Marina, Antić, Slobodanka, Todorović, Anđela, "Samopercepcija studenata o razlozima za studiranje na Fasper-u u izmenjenim obrazovnim i društvenim okolnostima u Srbiji" in Zbornik radova – 6. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 14–16.09.2012 (2012):205-212,
https://hdl.handle.net/21.15107/rcub_rfasper_4747 .

TY  - CONF
AU  - Arsenović-Pavlović, Marina
AU  - Buha, Nataša
PY  - 2011
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4398
AB  - Cilj rada je da se istakne značaj poznavanja i izučavanja kulture i života Roma u toku fakultetskog
obrazovanja stručnjaka ovih profila za njihov profesionalni rad sa romskom populacijom.
U radu se prikazuju rezultati teorijskih i empirijskih istraživanja studentskih stereotipa o
Romima, njihova informisanost, stepen distance i obrazloženja distance prema Romima. U drugom
delu rada prikazuju se rezultati ispitivanja mišljenja i predloga studenata kako da se postigne
veća socijalna bliskost sa Romima i da se pomogne studentima romskog porekla da završe
ove fakultete da bi pomogli svome narodu da se što uspešnije integriše u većinsko društvo.
Značaj ovakvog obrazovanja je veliki jer bi oni mogli da doprinesu smanjenju broja
dece Roma koja rano napuštaju školovanje, kao i da se smanji njihov priliv u sporedne
kanale školovanja.
U prvom delu rada prikazani su rezultati 108 studenata psihologije i 139 studenata
FASPER-a na prilago�����enoj Bogardusovoj skali i upitniku, koji je za potrebe istraživanja
specijalno konstruisan. U drugom delu rada su prikazani rezultati ispitivanja putem
upitnika 70 studenata FASPER-a o tome šta da čine obrazovne institucije da bi se stvarali
kvalitetniji stručnjaci za rad sa decom Roma, posebno na univerzitetskom nivou.
AB  - The aim of this paper is to present stereotypes and some knowledge of FASPER
students and psychology students from Faculty of philosophy about Roma people. Also, we
aimed to investigate theirs social distance toward Roma people, as well as to gather
students proposals on social distance reduction which may help Roma students to finish
their studies at FASPER and Faculty of psychology so they can help their ethnic group to
successfully integrate in society of majority. The significance of these profile of
professionals reflects in their attempts to stop the flow of Roma children into marginal
schooling channels, as well as reducing the drop out from schooling system by
strengthening professional care of society.
In the first part of the paper the results of the assessment of 108 psychology students
and 139 FASPER students are presented. These data are collected during the 1999 using
the questionnaire constructed on the model of Bogardus scale of social distance. In the
second part of the paper we presents assessment results of 68 FASPER students collected
during the current school year. Assessment was related to the question what Faculty, as an
educational institution, and our society can undertake to help Roma students to enroll and
complete these study programs. Although students have usual stereotypes about Roma
people and they have lack of information about Roma culture, results show that they have
willingness for establishing most of examined relationships. The only significant difference
between students of these two faculties is that FASPER students are less bothered by the
membership of Roma people in student's associations. In the second assessment, students
gave an array of fruitful suggestions on improvement of educational work with Roma
students.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Zbornik radova - 5. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Zlatibor, 24-27. septembar 2011
T1  - Šta bismo mogli da učinimo da se poveća socijalna bliskost studenata Roma i ne-Roma na Fasperu i grupi za psihologiju
T1  - What we can do to enlarge social closeness of Roma and non-Roma students on fasper and Psychology study group
EP  - 267
SP  - 258
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4398
ER  - 

@conference{
author = "Arsenović-Pavlović, Marina and Buha, Nataša",
year = "2011",
abstract = "Cilj rada je da se istakne značaj poznavanja i izučavanja kulture i života Roma u toku fakultetskog
obrazovanja stručnjaka ovih profila za njihov profesionalni rad sa romskom populacijom.
U radu se prikazuju rezultati teorijskih i empirijskih istraživanja studentskih stereotipa o
Romima, njihova informisanost, stepen distance i obrazloženja distance prema Romima. U drugom
delu rada prikazuju se rezultati ispitivanja mišljenja i predloga studenata kako da se postigne
veća socijalna bliskost sa Romima i da se pomogne studentima romskog porekla da završe
ove fakultete da bi pomogli svome narodu da se što uspešnije integriše u većinsko društvo.
Značaj ovakvog obrazovanja je veliki jer bi oni mogli da doprinesu smanjenju broja
dece Roma koja rano napuštaju školovanje, kao i da se smanji njihov priliv u sporedne
kanale školovanja.
U prvom delu rada prikazani su rezultati 108 studenata psihologije i 139 studenata
FASPER-a na prilago�����enoj Bogardusovoj skali i upitniku, koji je za potrebe istraživanja
specijalno konstruisan. U drugom delu rada su prikazani rezultati ispitivanja putem
upitnika 70 studenata FASPER-a o tome šta da čine obrazovne institucije da bi se stvarali
kvalitetniji stručnjaci za rad sa decom Roma, posebno na univerzitetskom nivou., The aim of this paper is to present stereotypes and some knowledge of FASPER
students and psychology students from Faculty of philosophy about Roma people. Also, we
aimed to investigate theirs social distance toward Roma people, as well as to gather
students proposals on social distance reduction which may help Roma students to finish
their studies at FASPER and Faculty of psychology so they can help their ethnic group to
successfully integrate in society of majority. The significance of these profile of
professionals reflects in their attempts to stop the flow of Roma children into marginal
schooling channels, as well as reducing the drop out from schooling system by
strengthening professional care of society.
In the first part of the paper the results of the assessment of 108 psychology students
and 139 FASPER students are presented. These data are collected during the 1999 using
the questionnaire constructed on the model of Bogardus scale of social distance. In the
second part of the paper we presents assessment results of 68 FASPER students collected
during the current school year. Assessment was related to the question what Faculty, as an
educational institution, and our society can undertake to help Roma students to enroll and
complete these study programs. Although students have usual stereotypes about Roma
people and they have lack of information about Roma culture, results show that they have
willingness for establishing most of examined relationships. The only significant difference
between students of these two faculties is that FASPER students are less bothered by the
membership of Roma people in student's associations. In the second assessment, students
gave an array of fruitful suggestions on improvement of educational work with Roma
students.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik radova - 5. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Zlatibor, 24-27. septembar 2011",
title = "Šta bismo mogli da učinimo da se poveća socijalna bliskost studenata Roma i ne-Roma na Fasperu i grupi za psihologiju, What we can do to enlarge social closeness of Roma and non-Roma students on fasper and Psychology study group",
pages = "267-258",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4398"
}

Arsenović-Pavlović, M.,& Buha, N.. (2011). Šta bismo mogli da učinimo da se poveća socijalna bliskost studenata Roma i ne-Roma na Fasperu i grupi za psihologiju. in Zbornik radova - 5. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Zlatibor, 24-27. septembar 2011
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 258-267.
https://hdl.handle.net/21.15107/rcub_rfasper_4398

Arsenović-Pavlović M, Buha N. Šta bismo mogli da učinimo da se poveća socijalna bliskost studenata Roma i ne-Roma na Fasperu i grupi za psihologiju. in Zbornik radova - 5. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Zlatibor, 24-27. septembar 2011. 2011;:258-267.
https://hdl.handle.net/21.15107/rcub_rfasper_4398 .

Arsenović-Pavlović, Marina, Buha, Nataša, "Šta bismo mogli da učinimo da se poveća socijalna bliskost studenata Roma i ne-Roma na Fasperu i grupi za psihologiju" in Zbornik radova - 5. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Zlatibor, 24-27. septembar 2011 (2011):258-267,
https://hdl.handle.net/21.15107/rcub_rfasper_4398 .

TY  - CONF
AU  - Arsenović Pavlović, Marina
AU  - Jolić Marjanović, Zorana
AU  - Antić, Slobodanka
PY  - 2010
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4473
AB  - Pozicija naučnika-istraživača je danas bitno izmenjena, jer on ne otkriva
fenomen koji će izučavati, nego ga sam aktivno konstruiše. Konstrukcija
kurikuluma Pedagoške psihologije za studente koji se obrazuju za profesionalni
rad sa osobama sa poremećajima i smetnjama u razvoju, je akciono
istraživanje (AI) koje je započelo osnivanjem Fakulteta i traje do današnjeg
dana. Ovaj rad deo je refleksivne faze tog AI i ima za cilj analizu programa
pomenutog predmeta. Jedinica analize u radu je sam kurikulum, a unutar
njega se razmatraju ciljevi, teme i sadržaji od 1986. godine do danas. Rezultati
analize pokazuju da su se teme i sadržaji u naučnoistraživačkom i
nastavnom radu sa studentima FASPER-a menjali, tako da budu u funkciji
potrebа, koje proističu iz karakteristika društvenog okruženja u kome
će budući profesionalci raditi: primena dramskih radionica u edukativne,
vaspitne i rehabilitacione svrhe, školski strahovi učenika, znanja dece o sopstvenim
pravima i participaciji u školi, mišljenja nastavnika o inkluziji i
promenama u školi, predstave i stavovi nastavnika o dečijim potrebama,
feminizacija obrazovanja, uticaj krize na naučni podmladak, sociokulturni
hendikep dece Roma, socijalna distanca dece Roma i ne-Roma, socijalna
distanca studenata prema Romima, samopoštovanje učenika Roma, etnički
stereotipi i autostereotipi Roma i ne-Roma, opterećenost studenata i učenika
itd. Rezultati istraživanja pokazuju da se obrazovni proces, shvaćen
kao AI, ne može svesti na tretman, objektivno meriti i spolja oblikovati primenom
psiholoških teorija i znanja. Ovo posebno važi na FASPER-u, jer je
praktični cilj kursa edukacija budućih edukatora, tačnije formiranje refleksivnih
praktičara koji će biti osposobljeni za istraživanje i menjanje pedagoške
prakse i autonomno delovanje.
AB  - Nowadays, the position of the scientist-researcher is significantly altered, for
he does not reveal a phenomenon to study, but is actively constructing it. The
construction of the curriculum of Educational Psychology, for students who will
work with persons with developmental disabilities, is an action research (AR)
that began with the establishment of the Faculty, and lasts to this day. This paper
is a part of the reflexive phase of the AR, and is aimed at the analysis of the
aforementioned curriculum.
The unit of the analysis is the curriculum itself, and its goals, themes and
contents are being considered, from the year 1986 until today. Results of the
analysis show that themes and contents, that students are introduced to, tend to
change, in order to meet the needs arising from the social environment they work
in as professionals: for example, the use of drama workshops for educational and
rehabilitation purposes, school fears of students, knowledge of children about
their rights and the participation in the school, teachers' opinions about the
inclusion and changes in the school performance, attitudes of teachers toward
children's needs, feminization of education, impact of the society crisis on young
researchers, socio-cultural handicap of Roma children, social distance of Roma
and non-Roma students, social distance towards Roma students, self-esteem of
Roma students, ethnic stereotypes and auto-stereotypes of Roma and non-Roma
students, overburdening of students, etc.
The results show that the educational process, understood as an AR, can not
be reduced to treatment, objectively measured, and shaped from the outside
by psychological theory and knowledge. This is especially true for the Faculty
of Special Education and Rehabilitation (FASPER), since the practical goal of
the curriculum is to educate future educators, as reflective practitioners who
will be trained to research and change educational practice, as well as to act
autonomously.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Zbornik radova - „ Smetnje i poremećaji: fenomenologija, prevencija i tretman deo I / Disabilities and Disorders: Phenomenology, Prevention and Treatment Part I “,Beograd / Belgrade 2010
T1  - Razvoj nastave krizne pedagoške psihologije i formiranje stručnjaka za rad sa osobama sa smetnjama i poremećajima u razvoju
T1  - Development of the curriculum for educational psychology and of experts for persons with developmental disabilities and disorders
EP  - 420
SP  - 407
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4473
ER  - 

@conference{
author = "Arsenović Pavlović, Marina and Jolić Marjanović, Zorana and Antić, Slobodanka",
year = "2010",
abstract = "Pozicija naučnika-istraživača je danas bitno izmenjena, jer on ne otkriva
fenomen koji će izučavati, nego ga sam aktivno konstruiše. Konstrukcija
kurikuluma Pedagoške psihologije za studente koji se obrazuju za profesionalni
rad sa osobama sa poremećajima i smetnjama u razvoju, je akciono
istraživanje (AI) koje je započelo osnivanjem Fakulteta i traje do današnjeg
dana. Ovaj rad deo je refleksivne faze tog AI i ima za cilj analizu programa
pomenutog predmeta. Jedinica analize u radu je sam kurikulum, a unutar
njega se razmatraju ciljevi, teme i sadržaji od 1986. godine do danas. Rezultati
analize pokazuju da su se teme i sadržaji u naučnoistraživačkom i
nastavnom radu sa studentima FASPER-a menjali, tako da budu u funkciji
potrebа, koje proističu iz karakteristika društvenog okruženja u kome
će budući profesionalci raditi: primena dramskih radionica u edukativne,
vaspitne i rehabilitacione svrhe, školski strahovi učenika, znanja dece o sopstvenim
pravima i participaciji u školi, mišljenja nastavnika o inkluziji i
promenama u školi, predstave i stavovi nastavnika o dečijim potrebama,
feminizacija obrazovanja, uticaj krize na naučni podmladak, sociokulturni
hendikep dece Roma, socijalna distanca dece Roma i ne-Roma, socijalna
distanca studenata prema Romima, samopoštovanje učenika Roma, etnički
stereotipi i autostereotipi Roma i ne-Roma, opterećenost studenata i učenika
itd. Rezultati istraživanja pokazuju da se obrazovni proces, shvaćen
kao AI, ne može svesti na tretman, objektivno meriti i spolja oblikovati primenom
psiholoških teorija i znanja. Ovo posebno važi na FASPER-u, jer je
praktični cilj kursa edukacija budućih edukatora, tačnije formiranje refleksivnih
praktičara koji će biti osposobljeni za istraživanje i menjanje pedagoške
prakse i autonomno delovanje., Nowadays, the position of the scientist-researcher is significantly altered, for
he does not reveal a phenomenon to study, but is actively constructing it. The
construction of the curriculum of Educational Psychology, for students who will
work with persons with developmental disabilities, is an action research (AR)
that began with the establishment of the Faculty, and lasts to this day. This paper
is a part of the reflexive phase of the AR, and is aimed at the analysis of the
aforementioned curriculum.
The unit of the analysis is the curriculum itself, and its goals, themes and
contents are being considered, from the year 1986 until today. Results of the
analysis show that themes and contents, that students are introduced to, tend to
change, in order to meet the needs arising from the social environment they work
in as professionals: for example, the use of drama workshops for educational and
rehabilitation purposes, school fears of students, knowledge of children about
their rights and the participation in the school, teachers' opinions about the
inclusion and changes in the school performance, attitudes of teachers toward
children's needs, feminization of education, impact of the society crisis on young
researchers, socio-cultural handicap of Roma children, social distance of Roma
and non-Roma students, social distance towards Roma students, self-esteem of
Roma students, ethnic stereotypes and auto-stereotypes of Roma and non-Roma
students, overburdening of students, etc.
The results show that the educational process, understood as an AR, can not
be reduced to treatment, objectively measured, and shaped from the outside
by psychological theory and knowledge. This is especially true for the Faculty
of Special Education and Rehabilitation (FASPER), since the practical goal of
the curriculum is to educate future educators, as reflective practitioners who
will be trained to research and change educational practice, as well as to act
autonomously.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik radova - „ Smetnje i poremećaji: fenomenologija, prevencija i tretman deo I / Disabilities and Disorders: Phenomenology, Prevention and Treatment Part I “,Beograd / Belgrade 2010",
title = "Razvoj nastave krizne pedagoške psihologije i formiranje stručnjaka za rad sa osobama sa smetnjama i poremećajima u razvoju, Development of the curriculum for educational psychology and of experts for persons with developmental disabilities and disorders",
pages = "420-407",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4473"
}

Arsenović Pavlović, M., Jolić Marjanović, Z.,& Antić, S.. (2010). Razvoj nastave krizne pedagoške psihologije i formiranje stručnjaka za rad sa osobama sa smetnjama i poremećajima u razvoju. in Zbornik radova - „ Smetnje i poremećaji: fenomenologija, prevencija i tretman deo I / Disabilities and Disorders: Phenomenology, Prevention and Treatment Part I “,Beograd / Belgrade 2010
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 407-420.
https://hdl.handle.net/21.15107/rcub_rfasper_4473

Arsenović Pavlović M, Jolić Marjanović Z, Antić S. Razvoj nastave krizne pedagoške psihologije i formiranje stručnjaka za rad sa osobama sa smetnjama i poremećajima u razvoju. in Zbornik radova - „ Smetnje i poremećaji: fenomenologija, prevencija i tretman deo I / Disabilities and Disorders: Phenomenology, Prevention and Treatment Part I “,Beograd / Belgrade 2010. 2010;:407-420.
https://hdl.handle.net/21.15107/rcub_rfasper_4473 .

Arsenović Pavlović, Marina, Jolić Marjanović, Zorana, Antić, Slobodanka, "Razvoj nastave krizne pedagoške psihologije i formiranje stručnjaka za rad sa osobama sa smetnjama i poremećajima u razvoju" in Zbornik radova - „ Smetnje i poremećaji: fenomenologija, prevencija i tretman deo I / Disabilities and Disorders: Phenomenology, Prevention and Treatment Part I “,Beograd / Belgrade 2010 (2010):407-420,
https://hdl.handle.net/21.15107/rcub_rfasper_4473 .

TY  - CONF
AU  - Arsenović-Pavlović, Marina
AU  - Jolić, Zorana
AU  - Antić, Slobodanka
PY  - 2009
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4534
AB  - Namera istraživačica u ovom radu bila je da empirijskim putem proniknu
u način na koji nastavnici opažaju sopstvenu ulogu u zadovoljavanju potreba
njihovih učenika. Pošlo se od pretpostavke da su nastavnici, po prirodi svoga
posla, u toku svog radnog vremena dominantno upućeni na direktan kontakt
sa decom i da to oblikuje njihovo ponašanje i subjektivne doživljaje. Nastavnici
su, takođe, posebno obrazovani za profesionalno bavljenje obrazovanjem i
vaspitanjem mladih, pa u tom pogledu (zajedno sa roditeljima) imaju ključnu
ulogu, kako u zaštiti prava, tako i u zadovoljavanju potreba dece.
Istraživanjem su dobijeni odgovori od 305 nastavnika razredne i predmetne
nastave iz centralnih beogradskih škola. Rezultati pokazuju da nastavnici
najveći značaj za normalan razvoj deteta daju fizičkim, emocionalnim i potrebama
za organizacijom, a manji potrebama za ovladavanjem, raznovrsnom
stimulacijom i socijalnim potrebama. Sopstvenu i roditeljsku odgovornost
nastavnici ocenjuju kao dosta visoku. Učitelji se razlikuju od predmetnih
nastavnika u vrsti odgovornosti, a nastavnice od nastavnika u rangiranju
važnosti dečjih potreba i u oceni stepena odgovornosti različitih aktera.
AB  - The purpose of this paper was to empirically examine the way in which
teachers perceive their role in satisfaction of the needs of pupils. We started
with the assumption that teachers, by the nature of their work, are during their
working hours mostly in direct contact with children, and therefore modify their
behavior and subjective experiences. Since teachers are, also, specifically trained
for professional engagement in education and upbringing of children, they are
considered to have (along with parents) a key role in protection of rights, as well
as in satisfaction of children needs.
Research data were gathered on a sample of 305 teachers from Belgrade central
schools. Results show that teachers perceive physical, emotional and organizational
needs as more important then competence, variety and social needs. They highly
evaluate their own and parental responsibility for satisfaction of these needs.
Evaluations of teachers of younger students differ in value from ones of teachers
of older students, and female teachers differ from male teachers in average rank
of different children needs and evaluations of responsibility of various school life
partakers in their satisfaction.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Zbornik radova - „Istraživanja u specijalnoj
pedagogiji/
Research in Special pedagogy
“,Beograd / Belgrade,2009
T1  - Predstave nastavnika o sopstvenoj ulozi u zadovoljavanju dečijih potreba
T1  - Conceptions of teachers about their role in children needs satisfaction
EP  - 164
SP  - 147
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4534
ER  - 

@conference{
author = "Arsenović-Pavlović, Marina and Jolić, Zorana and Antić, Slobodanka",
year = "2009",
abstract = "Namera istraživačica u ovom radu bila je da empirijskim putem proniknu
u način na koji nastavnici opažaju sopstvenu ulogu u zadovoljavanju potreba
njihovih učenika. Pošlo se od pretpostavke da su nastavnici, po prirodi svoga
posla, u toku svog radnog vremena dominantno upućeni na direktan kontakt
sa decom i da to oblikuje njihovo ponašanje i subjektivne doživljaje. Nastavnici
su, takođe, posebno obrazovani za profesionalno bavljenje obrazovanjem i
vaspitanjem mladih, pa u tom pogledu (zajedno sa roditeljima) imaju ključnu
ulogu, kako u zaštiti prava, tako i u zadovoljavanju potreba dece.
Istraživanjem su dobijeni odgovori od 305 nastavnika razredne i predmetne
nastave iz centralnih beogradskih škola. Rezultati pokazuju da nastavnici
najveći značaj za normalan razvoj deteta daju fizičkim, emocionalnim i potrebama
za organizacijom, a manji potrebama za ovladavanjem, raznovrsnom
stimulacijom i socijalnim potrebama. Sopstvenu i roditeljsku odgovornost
nastavnici ocenjuju kao dosta visoku. Učitelji se razlikuju od predmetnih
nastavnika u vrsti odgovornosti, a nastavnice od nastavnika u rangiranju
važnosti dečjih potreba i u oceni stepena odgovornosti različitih aktera., The purpose of this paper was to empirically examine the way in which
teachers perceive their role in satisfaction of the needs of pupils. We started
with the assumption that teachers, by the nature of their work, are during their
working hours mostly in direct contact with children, and therefore modify their
behavior and subjective experiences. Since teachers are, also, specifically trained
for professional engagement in education and upbringing of children, they are
considered to have (along with parents) a key role in protection of rights, as well
as in satisfaction of children needs.
Research data were gathered on a sample of 305 teachers from Belgrade central
schools. Results show that teachers perceive physical, emotional and organizational
needs as more important then competence, variety and social needs. They highly
evaluate their own and parental responsibility for satisfaction of these needs.
Evaluations of teachers of younger students differ in value from ones of teachers
of older students, and female teachers differ from male teachers in average rank
of different children needs and evaluations of responsibility of various school life
partakers in their satisfaction.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik radova - „Istraživanja u specijalnoj
pedagogiji/
Research in Special pedagogy
“,Beograd / Belgrade,2009",
title = "Predstave nastavnika o sopstvenoj ulozi u zadovoljavanju dečijih potreba, Conceptions of teachers about their role in children needs satisfaction",
pages = "164-147",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4534"
}

Arsenović-Pavlović, M., Jolić, Z.,& Antić, S.. (2009). Predstave nastavnika o sopstvenoj ulozi u zadovoljavanju dečijih potreba. in Zbornik radova - „Istraživanja u specijalnoj
pedagogiji/
Research in Special pedagogy
“,Beograd / Belgrade,2009
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 147-164.
https://hdl.handle.net/21.15107/rcub_rfasper_4534

Arsenović-Pavlović M, Jolić Z, Antić S. Predstave nastavnika o sopstvenoj ulozi u zadovoljavanju dečijih potreba. in Zbornik radova - „Istraživanja u specijalnoj
pedagogiji/
Research in Special pedagogy
“,Beograd / Belgrade,2009. 2009;:147-164.
https://hdl.handle.net/21.15107/rcub_rfasper_4534 .

Arsenović-Pavlović, Marina, Jolić, Zorana, Antić, Slobodanka, "Predstave nastavnika o sopstvenoj ulozi u zadovoljavanju dečijih potreba" in Zbornik radova - „Istraživanja u specijalnoj
pedagogiji/
Research in Special pedagogy
“,Beograd / Belgrade,2009 (2009):147-164,
https://hdl.handle.net/21.15107/rcub_rfasper_4534 .

TY  - CONF
AU  - Arsenović-Pavlović, Marina
AU  - Jolić, Zorana
AU  - Buha, Nataša
PY  - 2008
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4432
AB  - U ovom radu pokušavamo da, kroz analizu postojeće (i zahteva
buduće) prakse specijalnih edukatora razmotrimo specifične zahteve
rada (kao i saradnje) sa romskom decom.
Novonastala klima, proizvedena zahtevom evropske zajednice o
zabrani obrazovanja romske dece u specijalnim školama i pojavom
„nove“ populacije dece Roma-povratnika u našu zemlju, a verovatno
i u obrazovni sistem, suočava stručnjake i nastavnike sa nizom novih
izazova. Grupi generičkih kompetencija i kompetencija važnih za
ovladavanje područjem koje predaju, ova grupa aktera u obrazovnoj
delatnosti pozvana je da doda još jedan (nov) skup znanja.
Novi korpus znanja stručnjaka i nastavnika uključuje sadržaje vezane
za kulturalnu specifičnost Roma, njihove psihološke odlike
(identitet, samopoštovanje, sposobnosti), uslove njihovog života, demografiju
i istoriju Roma, prakse integracije Roma, karakteristike
jezičkog razvoja romske dece (posebno probleme više i polujezičnosti),
probleme standardizacije romskog jezika, kao i sticanja samosvesti
i političkog delovanja. Znanja moraju biti dopunjena podržavajućom
praksom koja uključuje smanjivanje socijalne distance,
porast iskustvenog učenja i empatije, razvoj kritičkog mišljenja, inkluzivne
kulture i autonomnih moralnih načela kod budućih stručnjaka
kroz akciona istraživanja.
AB  - In this paper we will try to discuss specific demands of working
(and cooperating) with Roma children trough the analysis of the
existing (and future) practice of special educators.
New climate, produced by the EU prohibition of enrollment of
Roma children in schools for special education, and appearance of a
„new“ population of Roma children returned from European
countries into our educational system, confronts experts and teachers
with a set of new challenges. Generic competencies and competencies
relevant to their field of study have to be enlarged with a new set of
knowledge.
This new corps of expert and teacher knowledge includes contents
about cultural and psychological (identity, self-respect, abilities) of
Roma, practices of their integration, characteristics of their language
development (especially of problems of multi or semilinguism),
problems of standardization of Roma language, as well as development
of their self-awearness and political engagement. This knowledge
must be broaden by supporting practices that include reduction of
social distance, enlargement of experiental learning and empathy,
development of critical thinking, inclusive culture and autonomous
ethical principles of future experts trough action research.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Zbornik radova - „U susret inkluziji – dileme u teoriji i praksi“,Zlatibor,2008
T1  - Izazovi planiranja fakultetske nastave za specijalne edukatore za rad sa romskom decom
T1  - Challenges of planning of the university education of special educators for work with Roma children
EP  - 106
SP  - 87
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4432
ER  - 

@conference{
author = "Arsenović-Pavlović, Marina and Jolić, Zorana and Buha, Nataša",
year = "2008",
abstract = "U ovom radu pokušavamo da, kroz analizu postojeće (i zahteva
buduće) prakse specijalnih edukatora razmotrimo specifične zahteve
rada (kao i saradnje) sa romskom decom.
Novonastala klima, proizvedena zahtevom evropske zajednice o
zabrani obrazovanja romske dece u specijalnim školama i pojavom
„nove“ populacije dece Roma-povratnika u našu zemlju, a verovatno
i u obrazovni sistem, suočava stručnjake i nastavnike sa nizom novih
izazova. Grupi generičkih kompetencija i kompetencija važnih za
ovladavanje područjem koje predaju, ova grupa aktera u obrazovnoj
delatnosti pozvana je da doda još jedan (nov) skup znanja.
Novi korpus znanja stručnjaka i nastavnika uključuje sadržaje vezane
za kulturalnu specifičnost Roma, njihove psihološke odlike
(identitet, samopoštovanje, sposobnosti), uslove njihovog života, demografiju
i istoriju Roma, prakse integracije Roma, karakteristike
jezičkog razvoja romske dece (posebno probleme više i polujezičnosti),
probleme standardizacije romskog jezika, kao i sticanja samosvesti
i političkog delovanja. Znanja moraju biti dopunjena podržavajućom
praksom koja uključuje smanjivanje socijalne distance,
porast iskustvenog učenja i empatije, razvoj kritičkog mišljenja, inkluzivne
kulture i autonomnih moralnih načela kod budućih stručnjaka
kroz akciona istraživanja., In this paper we will try to discuss specific demands of working
(and cooperating) with Roma children trough the analysis of the
existing (and future) practice of special educators.
New climate, produced by the EU prohibition of enrollment of
Roma children in schools for special education, and appearance of a
„new“ population of Roma children returned from European
countries into our educational system, confronts experts and teachers
with a set of new challenges. Generic competencies and competencies
relevant to their field of study have to be enlarged with a new set of
knowledge.
This new corps of expert and teacher knowledge includes contents
about cultural and psychological (identity, self-respect, abilities) of
Roma, practices of their integration, characteristics of their language
development (especially of problems of multi or semilinguism),
problems of standardization of Roma language, as well as development
of their self-awearness and political engagement. This knowledge
must be broaden by supporting practices that include reduction of
social distance, enlargement of experiental learning and empathy,
development of critical thinking, inclusive culture and autonomous
ethical principles of future experts trough action research.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik radova - „U susret inkluziji – dileme u teoriji i praksi“,Zlatibor,2008",
title = "Izazovi planiranja fakultetske nastave za specijalne edukatore za rad sa romskom decom, Challenges of planning of the university education of special educators for work with Roma children",
pages = "106-87",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4432"
}

Arsenović-Pavlović, M., Jolić, Z.,& Buha, N.. (2008). Izazovi planiranja fakultetske nastave za specijalne edukatore za rad sa romskom decom. in Zbornik radova - „U susret inkluziji – dileme u teoriji i praksi“,Zlatibor,2008
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 87-106.
https://hdl.handle.net/21.15107/rcub_rfasper_4432

Arsenović-Pavlović M, Jolić Z, Buha N. Izazovi planiranja fakultetske nastave za specijalne edukatore za rad sa romskom decom. in Zbornik radova - „U susret inkluziji – dileme u teoriji i praksi“,Zlatibor,2008. 2008;:87-106.
https://hdl.handle.net/21.15107/rcub_rfasper_4432 .

Arsenović-Pavlović, Marina, Jolić, Zorana, Buha, Nataša, "Izazovi planiranja fakultetske nastave za specijalne edukatore za rad sa romskom decom" in Zbornik radova - „U susret inkluziji – dileme u teoriji i praksi“,Zlatibor,2008 (2008):87-106,
https://hdl.handle.net/21.15107/rcub_rfasper_4432 .

TY  - JOUR
AU  - Arsenović-Pavlović, Marina
AU  - Jolić, Zorana
AU  - Buha-Đurović, Nataša
PY  - 2008
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/174
AB  - The results that we present here represent a part of the results of a repeated research, originally performed in one school and then extended to 23 schools in Belgrade, including a larger sample and a greater number of students-researchers. The subject of the research was: the quality of relations, the level of social closeness, and features that Rom children assign to children of the majority nation. Half the children gave neutral, a bit less of them somewhat less positive, and a very small percentage of children gave negative descriptions of the majority nation. All children included personality traits in their descriptions; almost all included behavior patterns; less than a half physical appearance; while only about ten children included material possessions. The frequency of particular features did not show any gender differences, although girls seem to have somewhat more positive views of the majority nation. Rom children demonstrated a high level of readiness to engage in relationships of various degrees with children of the majority nation. The results of re-examination were in accordance with the results of the original research. Rom children who are integrated in regular schools with children of the majority nation develop greater social closeness with them than the children who gain their education in segregated conditions (the first research). The results bear significant implications for work and education of different profiles of practitioners and call for application of positive strategies in Rom education at all educational levels.
AB  - Rezultati koje ovde saopštavamo deo su rezultata ponovljenog istraživanja koje je prvobitno izvedeno u jednoj školi, a potom prošireno na 23 škole na teritoriji Beograda, na većem uzorku ispitanika i sa većim brojem studenata-istraživača. Predmet ispitivanja bili su kvalitet druženja i osobine koje deca Roma pripisuju deci većinskog naroda, i socijalna bliskost s njima. Polovina dece daje neutralan, nešto manje pozitivan, a veoma mali procenat negativan opis većinskog naroda. Sva deca su u opis uvrstila osobine ličnosti, skoro sva odlike ponašanja, manje od polovine odlike fizičkog izgleda, dok desetina u opis uključuje posedovanje neke imovine. U učestalosti navođenja određenih osobina nisu utvrđene značajne polne razlike, iako devojčice češće daju pozitivan opis većinskog naroda. Deca Roma pokazala su visoku spremnost za stupanje u odnose različitog stepena bliskosti sa decom većinskog naroda. Rezultati ponovljenog slažu se sa nalazima prvobitnog istraživanja. Razlika je u većoj socijalnoj bliskosti dece Roma integrisane u redovni školski sistem sa decom većinskog naroda, u odnosu na učenike koji se školuju u segregiranim uslovima (prvo istraživanje). Rezultati imaju značajne implikacije za rad i obrazovanje različitih profila stručnjaka i sugerišu primenu pozitivnih strategija u obrazovanju Roma na svim nivoima školovanja.
PB  - Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Nastava i vaspitanje
T1  - Social closeness and features that Roma school children assign to Serbs
T1  - Socijalna bliskost i opis osobina Srba koje im pripisuju deca Roma intergrisana u redovne škole
EP  - 174
IS  - 2
SP  - 165
VL  - 57
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_174
ER  - 

@article{
author = "Arsenović-Pavlović, Marina and Jolić, Zorana and Buha-Đurović, Nataša",
year = "2008",
abstract = "The results that we present here represent a part of the results of a repeated research, originally performed in one school and then extended to 23 schools in Belgrade, including a larger sample and a greater number of students-researchers. The subject of the research was: the quality of relations, the level of social closeness, and features that Rom children assign to children of the majority nation. Half the children gave neutral, a bit less of them somewhat less positive, and a very small percentage of children gave negative descriptions of the majority nation. All children included personality traits in their descriptions; almost all included behavior patterns; less than a half physical appearance; while only about ten children included material possessions. The frequency of particular features did not show any gender differences, although girls seem to have somewhat more positive views of the majority nation. Rom children demonstrated a high level of readiness to engage in relationships of various degrees with children of the majority nation. The results of re-examination were in accordance with the results of the original research. Rom children who are integrated in regular schools with children of the majority nation develop greater social closeness with them than the children who gain their education in segregated conditions (the first research). The results bear significant implications for work and education of different profiles of practitioners and call for application of positive strategies in Rom education at all educational levels., Rezultati koje ovde saopštavamo deo su rezultata ponovljenog istraživanja koje je prvobitno izvedeno u jednoj školi, a potom prošireno na 23 škole na teritoriji Beograda, na većem uzorku ispitanika i sa većim brojem studenata-istraživača. Predmet ispitivanja bili su kvalitet druženja i osobine koje deca Roma pripisuju deci većinskog naroda, i socijalna bliskost s njima. Polovina dece daje neutralan, nešto manje pozitivan, a veoma mali procenat negativan opis većinskog naroda. Sva deca su u opis uvrstila osobine ličnosti, skoro sva odlike ponašanja, manje od polovine odlike fizičkog izgleda, dok desetina u opis uključuje posedovanje neke imovine. U učestalosti navođenja određenih osobina nisu utvrđene značajne polne razlike, iako devojčice češće daju pozitivan opis većinskog naroda. Deca Roma pokazala su visoku spremnost za stupanje u odnose različitog stepena bliskosti sa decom većinskog naroda. Rezultati ponovljenog slažu se sa nalazima prvobitnog istraživanja. Razlika je u većoj socijalnoj bliskosti dece Roma integrisane u redovni školski sistem sa decom većinskog naroda, u odnosu na učenike koji se školuju u segregiranim uslovima (prvo istraživanje). Rezultati imaju značajne implikacije za rad i obrazovanje različitih profila stručnjaka i sugerišu primenu pozitivnih strategija u obrazovanju Roma na svim nivoima školovanja.",
publisher = "Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Nastava i vaspitanje",
title = "Social closeness and features that Roma school children assign to Serbs, Socijalna bliskost i opis osobina Srba koje im pripisuju deca Roma intergrisana u redovne škole",
pages = "174-165",
number = "2",
volume = "57",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_174"
}

Arsenović-Pavlović, M., Jolić, Z.,& Buha-Đurović, N.. (2008). Social closeness and features that Roma school children assign to Serbs. in Nastava i vaspitanje
Pedagoško društvo Srbije, Beograd i Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd., 57(2), 165-174.
https://hdl.handle.net/21.15107/rcub_rfasper_174

Arsenović-Pavlović M, Jolić Z, Buha-Đurović N. Social closeness and features that Roma school children assign to Serbs. in Nastava i vaspitanje. 2008;57(2):165-174.
https://hdl.handle.net/21.15107/rcub_rfasper_174 .

Arsenović-Pavlović, Marina, Jolić, Zorana, Buha-Đurović, Nataša, "Social closeness and features that Roma school children assign to Serbs" in Nastava i vaspitanje, 57, no. 2 (2008):165-174,
https://hdl.handle.net/21.15107/rcub_rfasper_174 .

TY  - JOUR
AU  - Arsenović-Pavlović, Marina
AU  - Maćešić-Petrović, Dragana
AU  - Buha-Đurović, Nataša
AU  - Jolić, Zorana
AU  - Novaković-Nikolić, Lidija
PY  - 2006
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/91
AB  - With this paper, we made an attempt of developing a new conceptualization of upbringing and education of Romany children, based on the investigation of different levels of their special needs, since they represent a very heterogeneous group. The concept is multileveled, having its economic, linguistic, family, religious and other levels. A single correct approach in upbringing and education of Romany children is an individual one. In terms of individual teaching, it is necessary to create principles, and not models, that will be combined. Teachers and special educators (oligofrenologists) and special pedagogist should be trained to use not less than ten of these principles, so that they could combine them according to the needs of every child. Our opinion is that special educators in the area of mental retardation and special pedagogists for prevention of disorders in social behavior should be primarily educated in the area of specificity of education of Romany children and preservation of Romany culture trough specially designed one-semester curriculum. The priorities for these two profiles of educators are particularly understandable when it comes to inclusion of Romanizes in highest level of education. Likewise, it would be important to create conditions at the Faculty of special education and rehabilitation for the development of Romany carriers in aim to create Romany elite. That could be a solution for the problems of strengthening Romany cultural identity, their economic and political position, education of their children, employment and general growth of standard of living. Gathered efforts of non-Romanizes and Romanizes professionals are necessary in preserving of Romany culture. Culture is a way of strengthening and homogenization of a community, and only gathered efforts create possibility of inclusion of highly educated Romanizes in political work, and in structure of power.
AB  - U ovom radu pokušali smo da razvijemo novu konceptualizaciju vaspitanja i obrazovanja dece Roma zasnovanu na izučavanju raznih stepena njihovih posebnih potreba budući da nisu homogena grupa. Taj koncept je višeslojan: ima svoj ekonomski, jezički, porodični, verski itd. sloj. Jedini ispravan pristup u vaspitanju i obrazovanju dece Roma je individualni. U okviru individualne nastave potrebno je konstruisati principe, a ne modele, koji će se međusobno kombinovati. Učitelje i specijalne edukatore (oligofrenologe) i specijalne pedagoge treba osposobiti u primeni minimalno 10 principa koje bi kombinovali prema potrebi svakog deteta. Smatramo da bi specijalni edukatori u oblasti mentalne retardacije i specijalni pedagozi za prevenciju poremećaja u društvenom ponašanju trebalo da se obrazuju pre svega u oblasti specifičnosti obrazovanja romske dece i očuvanja romske kulture po posebno urađenom programu za jednosemestralni kurikulum. Ovi prioriteti za ova dva profila su razumljivi posebno kada je u pitanju uključivanje Roma u visoko obrazovni sistem. Takođe, bilo bi značajno i da se na FASPER-u stvore uslovi za razvoj romskih karijera u cilju stvaranja romske elite.To bi značilo rešavanje niza problema kao što su: jačanje kulturnog identiteta Roma , njihovo ekonomsko i političko osnaživanje , obrazovanje njihove dece, zapošljavanje i povećanje životnog standarda uopšte. U očuvanju romske kulture važni su zajednički napori profesionalaca koji su ne- Romi i profesionalaca koji su Romi. Kultura je put osnaživanja i homogenizacije zajednice, a samo zajednički napori otvaraju mogućnost uključivanja visoko obrazovanih Roma u političko delovanje, kao i uključivanje u strukture moći.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd
T2  - Beogradska defektološka škola
T1  - New conceptualization of upbringing and education of Romany children
T1  - Nova konceptualizacija vaspitanja i obrazovanja dece Roma
EP  - 206
IS  - 3
SP  - 189
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_91
ER  - 

@article{
author = "Arsenović-Pavlović, Marina and Maćešić-Petrović, Dragana and Buha-Đurović, Nataša and Jolić, Zorana and Novaković-Nikolić, Lidija",
year = "2006",
abstract = "With this paper, we made an attempt of developing a new conceptualization of upbringing and education of Romany children, based on the investigation of different levels of their special needs, since they represent a very heterogeneous group. The concept is multileveled, having its economic, linguistic, family, religious and other levels. A single correct approach in upbringing and education of Romany children is an individual one. In terms of individual teaching, it is necessary to create principles, and not models, that will be combined. Teachers and special educators (oligofrenologists) and special pedagogist should be trained to use not less than ten of these principles, so that they could combine them according to the needs of every child. Our opinion is that special educators in the area of mental retardation and special pedagogists for prevention of disorders in social behavior should be primarily educated in the area of specificity of education of Romany children and preservation of Romany culture trough specially designed one-semester curriculum. The priorities for these two profiles of educators are particularly understandable when it comes to inclusion of Romanizes in highest level of education. Likewise, it would be important to create conditions at the Faculty of special education and rehabilitation for the development of Romany carriers in aim to create Romany elite. That could be a solution for the problems of strengthening Romany cultural identity, their economic and political position, education of their children, employment and general growth of standard of living. Gathered efforts of non-Romanizes and Romanizes professionals are necessary in preserving of Romany culture. Culture is a way of strengthening and homogenization of a community, and only gathered efforts create possibility of inclusion of highly educated Romanizes in political work, and in structure of power., U ovom radu pokušali smo da razvijemo novu konceptualizaciju vaspitanja i obrazovanja dece Roma zasnovanu na izučavanju raznih stepena njihovih posebnih potreba budući da nisu homogena grupa. Taj koncept je višeslojan: ima svoj ekonomski, jezički, porodični, verski itd. sloj. Jedini ispravan pristup u vaspitanju i obrazovanju dece Roma je individualni. U okviru individualne nastave potrebno je konstruisati principe, a ne modele, koji će se međusobno kombinovati. Učitelje i specijalne edukatore (oligofrenologe) i specijalne pedagoge treba osposobiti u primeni minimalno 10 principa koje bi kombinovali prema potrebi svakog deteta. Smatramo da bi specijalni edukatori u oblasti mentalne retardacije i specijalni pedagozi za prevenciju poremećaja u društvenom ponašanju trebalo da se obrazuju pre svega u oblasti specifičnosti obrazovanja romske dece i očuvanja romske kulture po posebno urađenom programu za jednosemestralni kurikulum. Ovi prioriteti za ova dva profila su razumljivi posebno kada je u pitanju uključivanje Roma u visoko obrazovni sistem. Takođe, bilo bi značajno i da se na FASPER-u stvore uslovi za razvoj romskih karijera u cilju stvaranja romske elite.To bi značilo rešavanje niza problema kao što su: jačanje kulturnog identiteta Roma , njihovo ekonomsko i političko osnaživanje , obrazovanje njihove dece, zapošljavanje i povećanje životnog standarda uopšte. U očuvanju romske kulture važni su zajednički napori profesionalaca koji su ne- Romi i profesionalaca koji su Romi. Kultura je put osnaživanja i homogenizacije zajednice, a samo zajednički napori otvaraju mogućnost uključivanja visoko obrazovanih Roma u političko delovanje, kao i uključivanje u strukture moći.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd",
journal = "Beogradska defektološka škola",
title = "New conceptualization of upbringing and education of Romany children, Nova konceptualizacija vaspitanja i obrazovanja dece Roma",
pages = "206-189",
number = "3",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_91"
}

Arsenović-Pavlović, M., Maćešić-Petrović, D., Buha-Đurović, N., Jolić, Z.,& Novaković-Nikolić, L.. (2006). New conceptualization of upbringing and education of Romany children. in Beogradska defektološka škola
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd.(3), 189-206.
https://hdl.handle.net/21.15107/rcub_rfasper_91

Arsenović-Pavlović M, Maćešić-Petrović D, Buha-Đurović N, Jolić Z, Novaković-Nikolić L. New conceptualization of upbringing and education of Romany children. in Beogradska defektološka škola. 2006;(3):189-206.
https://hdl.handle.net/21.15107/rcub_rfasper_91 .

Arsenović-Pavlović, Marina, Maćešić-Petrović, Dragana, Buha-Đurović, Nataša, Jolić, Zorana, Novaković-Nikolić, Lidija, "New conceptualization of upbringing and education of Romany children" in Beogradska defektološka škola, no. 3 (2006):189-206,
https://hdl.handle.net/21.15107/rcub_rfasper_91 .

TY  - CONF
AU  - Arsenović-Pavlović, Marina
AU  - Eškirović, Branka
AU  - Jablan, Branka
PY  - 2005
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1546
PB  - Beograd: Univerzitet u Beogradu – Defektološki fakultet
T1  - Mišljenja nastavnika specijalnih škola o svom položaju i promenama u školi
EP  - 362
SP  - 307
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_1546
ER  - 

@conference{
author = "Arsenović-Pavlović, Marina and Eškirović, Branka and Jablan, Branka",
year = "2005",
publisher = "Beograd: Univerzitet u Beogradu – Defektološki fakultet",
title = "Mišljenja nastavnika specijalnih škola o svom položaju i promenama u školi",
pages = "362-307",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_1546"
}

Arsenović-Pavlović, M., Eškirović, B.,& Jablan, B.. (2005). Mišljenja nastavnika specijalnih škola o svom položaju i promenama u školi. 
Beograd: Univerzitet u Beogradu – Defektološki fakultet., 307-362.
https://hdl.handle.net/21.15107/rcub_rfasper_1546

Arsenović-Pavlović M, Eškirović B, Jablan B. Mišljenja nastavnika specijalnih škola o svom položaju i promenama u školi. 2005;:307-362.
https://hdl.handle.net/21.15107/rcub_rfasper_1546 .

Arsenović-Pavlović, Marina, Eškirović, Branka, Jablan, Branka, "Mišljenja nastavnika specijalnih škola o svom položaju i promenama u školi" (2005):307-362,
https://hdl.handle.net/21.15107/rcub_rfasper_1546 .

TY  - CONF
AU  - Arsenović-Pavlović, Marina
AU  - Eškirović, Branka
AU  - Jablan, Branka
AU  - Jolić, Zorana
PY  - 2005
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1544
C3  - Zbornik rezimea
T1  - Mišljenja nastavnika specijalnih škola o svom položaju i o promenama u školi
EP  - 66
SP  - 65
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_1544
ER  - 

@conference{
author = "Arsenović-Pavlović, Marina and Eškirović, Branka and Jablan, Branka and Jolić, Zorana",
year = "2005",
journal = "Zbornik rezimea",
title = "Mišljenja nastavnika specijalnih škola o svom položaju i o promenama u školi",
pages = "66-65",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_1544"
}

Arsenović-Pavlović, M., Eškirović, B., Jablan, B.,& Jolić, Z.. (2005). Mišljenja nastavnika specijalnih škola o svom položaju i o promenama u školi. in Zbornik rezimea, 65-66.
https://hdl.handle.net/21.15107/rcub_rfasper_1544

Arsenović-Pavlović M, Eškirović B, Jablan B, Jolić Z. Mišljenja nastavnika specijalnih škola o svom položaju i o promenama u školi. in Zbornik rezimea. 2005;:65-66.
https://hdl.handle.net/21.15107/rcub_rfasper_1544 .

Arsenović-Pavlović, Marina, Eškirović, Branka, Jablan, Branka, Jolić, Zorana, "Mišljenja nastavnika specijalnih škola o svom položaju i o promenama u školi" in Zbornik rezimea (2005):65-66,
https://hdl.handle.net/21.15107/rcub_rfasper_1544 .