@conference{
author = "Karić, Jasmina and Avdagić, Mirela",
year = "2019",
abstract = "Rad se bavi analizom trenutnog stanja u oblasti inkluzivnog obrazovanja na
tercijarnom nivou, preciznije, pregledom, tumačenjem i preporukama za dalje
unapređenje i poboljšanje mera podrške, i posledično, akademske efikasnosti
i uspešnosti studenata sa invaliditetom. U radu su prikazani rezultati analize
upitnika Univerzitetskog centra za studente sa hendikepom o potrebi za dodatnom
podrškom tokom akademske 2018/2019. godine. Upitnik je popunilo
ukupno 38 studenata sa invaliditetom Univerziteta u Beogradu, na različitim
nivoima studija, u periodu od septembra do novembra 2018. godine. Upitnik
su popunjavali studenti sa različitim vrstama invaliditeta, od motoričkih, preko
funkcionalno ograničavajućih hroničnih oboljenja do studenata sa psihičkim
poteškoćama i teškoćama u komunikaciji, kako bi se imao što širi pregled
različitih potreba. Upitnik se sastoji od 27 pitanja koja, pored opštih podataka
o trenutnom studentskom statusu, stepenu studija i postignućima, spadaju i
u specifični domen inkluzivnog obrazovanja, odnosno obuhvataju analizu postojećih
potreba određenog studenta za dodatnim merama podrške pri studiranju
i njenim formatom. Većina ispitanika kao primer potrebe za podrškom
ističe trenutnu finansijsku podršku, u vidu oslobađanja od plaćanja školarine.
Prisutna je specifična korelacija između tipa teškoća i potrebne podrške,
pa nekolicina ispitanika sa motoričkim teškoćama izražava i potrebu da se
okruženje adaptira u skladu sa principima pristupačnosti, kao i potrebu za podrškom
pri učenju i organizovanom vršnjačkom asistencijom. Ispitanicima sa
teškoćama u komunikaciji i psihičkim teškoćama ad hoc modifikacije formata
nastave i ispita pomažu pri ispunjavanju pojedinih akademskih obaveza, dok
ispitanici sa senzornim teškoćama ističu potrebu da se radi na senzibilnosti nastavnog
osoblja i nedostatku asistivnih tehnologija. Na osnovu preliminarne
analize odgovora zaključujemo da se postojeća podrška sastoji od rešavanja
prepreka na bazi trenutne potrebe, a da dugoročno gledano postoje teškoće
i neuspeh pri ispunjavanju akademskih obaveza. Ovakvi nalazi upućuju na potrebu da se sistem dodatne podrške jasno definiše i izgradi kako bi se pospešila
akademska uspešnost studenata sa invaliditetom., The paper examines the current situation in the field of inclusive education at the
tertiary level by reviewing and interpreting existing support systems and offering wideranging
recommendations for further development of support measures and consequential
improvement of educational outcomes for students with disabilities. The paper is based on
an in-depth analysis of the annual questionnaire (academic year 2018/2019) carried out at
the University Center for Students with Disabilities (University of Belgrade). The purpose
of this questionnaire is the assessment of individual and general needs of students with
disabilities for additional support. The questionnaire was filled in by a total of 38 students
with disabilities at the University of Belgrade, at different degree levels, in the time frame
September - November 2018. In order to gain a broader perspective, the questionnaire
was filled in by students with different types of disabilities, ranging from physical disability,
chronic conditions which limit the scope of everyday functionality, speech difficulties, to
students with mental health conditions and students with autism spectrum disorders. The
questionnaire consists of 27 questions which, beside general information regarding current student status, degree of studies and achievements, also deal with the specifics of inclusive
education by determining types of support students find most effective and necessary. The
majority of respondents emphasize financial support as an example of needed support, in the
form of tuition fees waiver. There is also a specific correlation between the type of difficulties
and the necessary support, so several respondents with mobility impairments express the
need to adapt the environment in accordance with the principles of accessibility, as well
as the need for support in learning and organized peer assistance. Ad hoc modifications
of teaching and exam formats help questionnaire respondents with psychological and
communication disorders in fulfilling academic obligations, while respondents with sensory
difficulties emphasize the need to work on the sensitization of teaching staff and the lack of
assistive technologies. Based on the preliminary analysis of the answers, we conclude that
the existing support consists of obstacle solving based on current needs, which in the long run
leads to difficulties and failures in fulfilling academic obligations. Such findings indicate the
need for the support system to be clearly defined and built in order to promote the academic
performance of students with disabilities.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik radova - 10. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Beograd, Srbija, 25–26. 10.2019.",
title = "Analiza postojećih mera podrške za studente sa invaliditetom na univerzitetu u Beogradu, Educational support systems for students with disabilities at university of Belgrade",
pages = "78-71",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4091"
}
