TY  - CONF
AU  - Anđelković, Slađana
AU  - Karić, Jasmina
PY  - 2011
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4400
AB  - Uvo�����enjem dece sa posebnim potrebama u redovan sistem školovanja, otvaraju se novi
horizonti u radu primenom raznovrsnih strategija, ali istovremeno se otvaraju i nova pitanja
na koja treba odgovoriti u pedagoškoj teoriji i praksi. Broj studija koje se bave iskustvom
u radu sa decom sa posebnim potrebama u različitim ambijentima, kao i uticajem
konteksta na njihov saznajni proces, ponašanje, stavove i vrednosti, još uvek je nedovoljan.
Raznovrsni ambijenti i priroda postaju sve zanimljiviji vaspitno-obrazovni fenomen. Povratak
prirodi i korišćenje što više resursa u nastavi iz objektivne stvarnosti, izlazak iz učionica
i neposredno učešće u svakodnenom životu, razvijanje komunikacije, interakcije i socijalnih
veština me�����u decom postaju priroiteti savremenog obrazovanja.
U radu, deskriptivnom metodom analiziramo iskustva do kojih smo došli realizacijom projekta
Škola u Prirodi (Constance Green Foundation iz V. Britanije, Registered Charity
No.270775). Cilj projekta je da se u radu sa decom sa posebnim potrebama (gluva i nagluva deca),
u specifičnom ambijentu prikažu izvanredne mogućnosti za individualizaciju i diferencijaciju
nastavnog rada, kao i povezivanja školskih i vanškolskih iskustava i primene znanja u različitim
kontekstima. Upotrebom raznovrsnih istraživačkih metoda i grupnog rada, fleksibilnijom organizacijom
i trajanjem aktivnosti podstiče se kognitivni, afektivni i psihomotorni razvoj dece.
Rad, zajedno sa filmom, svakako predstavlja uvod u dalje i šire bavljenje kao i istraživanje oblika
i pristupa u obrazovanju i vaspitanju dece sa i bez posebnih potreba.
AB  - With the development of inclusive society and the introduction of inclusion in
education and inclusion of children with special needs in the regular educational system,
new horizons are opened with the possibility to apply various strategies in one’s work, but
at the same time, new questions are posed that need to be answered about applicable
solutions in pedagogical practice. The number of studies exploring experience in practice
with children with special needs in different environments, and the influence of the context
on their process of knowledge acquisition, behaviour, attitude and values is still
insufficient. Various environments and nature are becoming increasingly interesting
educational phenomena. The return to nature and the use of as many resources from the
objective reality in teaching as possible, going out of the classroom, and hands-on
experience in everyday life, development of communication, interaction and social skills
among children are becoming priorities of contemporary education. In this paper, with the
use of the descriptive method, the experiences gained in the realization of the project
“Nature School” (Constance Green Foundation from Great Britain, Registered Charity
No.270775) are analyzed. The aim of this project is to present outstanding possibilities for
the individualization and differentiation of teaching practice, integration of in- an out-ofschool
experiences and the application of knowledge in different contexts, in practice with
children with special needs (deaf and hard of hearing) in specific environments. Using
various research methods and group work, flexible organization and length of activities, a
cognitive, affective and psycho-motor development of the children is abetted. The study
along with the film certainly presents an introduction to further and broader exploration of
forms of and approaches in education of children with and without special needs.
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  - Kontekstualni i integrativni pristup u obrazovanju dece sa posebnim potrebama – izazovi škole u prirodi
T1  - Contextual and integrative approach in education of children with special needs – challenges of school in nature
EP  - 288
SP  - 282
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4400
ER  - 

@conference{
author = "Anđelković, Slađana and Karić, Jasmina",
year = "2011",
abstract = "Uvo�����enjem dece sa posebnim potrebama u redovan sistem školovanja, otvaraju se novi
horizonti u radu primenom raznovrsnih strategija, ali istovremeno se otvaraju i nova pitanja
na koja treba odgovoriti u pedagoškoj teoriji i praksi. Broj studija koje se bave iskustvom
u radu sa decom sa posebnim potrebama u različitim ambijentima, kao i uticajem
konteksta na njihov saznajni proces, ponašanje, stavove i vrednosti, još uvek je nedovoljan.
Raznovrsni ambijenti i priroda postaju sve zanimljiviji vaspitno-obrazovni fenomen. Povratak
prirodi i korišćenje što više resursa u nastavi iz objektivne stvarnosti, izlazak iz učionica
i neposredno učešće u svakodnenom životu, razvijanje komunikacije, interakcije i socijalnih
veština me�����u decom postaju priroiteti savremenog obrazovanja.
U radu, deskriptivnom metodom analiziramo iskustva do kojih smo došli realizacijom projekta
Škola u Prirodi (Constance Green Foundation iz V. Britanije, Registered Charity
No.270775). Cilj projekta je da se u radu sa decom sa posebnim potrebama (gluva i nagluva deca),
u specifičnom ambijentu prikažu izvanredne mogućnosti za individualizaciju i diferencijaciju
nastavnog rada, kao i povezivanja školskih i vanškolskih iskustava i primene znanja u različitim
kontekstima. Upotrebom raznovrsnih istraživačkih metoda i grupnog rada, fleksibilnijom organizacijom
i trajanjem aktivnosti podstiče se kognitivni, afektivni i psihomotorni razvoj dece.
Rad, zajedno sa filmom, svakako predstavlja uvod u dalje i šire bavljenje kao i istraživanje oblika
i pristupa u obrazovanju i vaspitanju dece sa i bez posebnih potreba., With the development of inclusive society and the introduction of inclusion in
education and inclusion of children with special needs in the regular educational system,
new horizons are opened with the possibility to apply various strategies in one’s work, but
at the same time, new questions are posed that need to be answered about applicable
solutions in pedagogical practice. The number of studies exploring experience in practice
with children with special needs in different environments, and the influence of the context
on their process of knowledge acquisition, behaviour, attitude and values is still
insufficient. Various environments and nature are becoming increasingly interesting
educational phenomena. The return to nature and the use of as many resources from the
objective reality in teaching as possible, going out of the classroom, and hands-on
experience in everyday life, development of communication, interaction and social skills
among children are becoming priorities of contemporary education. In this paper, with the
use of the descriptive method, the experiences gained in the realization of the project
“Nature School” (Constance Green Foundation from Great Britain, Registered Charity
No.270775) are analyzed. The aim of this project is to present outstanding possibilities for
the individualization and differentiation of teaching practice, integration of in- an out-ofschool
experiences and the application of knowledge in different contexts, in practice with
children with special needs (deaf and hard of hearing) in specific environments. Using
various research methods and group work, flexible organization and length of activities, a
cognitive, affective and psycho-motor development of the children is abetted. The study
along with the film certainly presents an introduction to further and broader exploration of
forms of and approaches in education of children with and without special needs.",
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 = "Kontekstualni i integrativni pristup u obrazovanju dece sa posebnim potrebama – izazovi škole u prirodi, Contextual and integrative approach in education of children with special needs – challenges of school in nature",
pages = "288-282",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4400"
}

Anđelković, S.,& Karić, J.. (2011). Kontekstualni i integrativni pristup u obrazovanju dece sa posebnim potrebama – izazovi škole u prirodi. 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., 282-288.
https://hdl.handle.net/21.15107/rcub_rfasper_4400

Anđelković S, Karić J. Kontekstualni i integrativni pristup u obrazovanju dece sa posebnim potrebama – izazovi škole u prirodi. in Zbornik radova - 5. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Zlatibor, 24-27. septembar 2011. 2011;:282-288.
https://hdl.handle.net/21.15107/rcub_rfasper_4400 .

Anđelković, Slađana, Karić, Jasmina, "Kontekstualni i integrativni pristup u obrazovanju dece sa posebnim potrebama – izazovi škole u prirodi" in Zbornik radova - 5. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Zlatibor, 24-27. septembar 2011 (2011):282-288,
https://hdl.handle.net/21.15107/rcub_rfasper_4400 .

TY  - JOUR
AU  - Karić, Jasmina
AU  - Radovanović, Vesna
AU  - Anđelković, Slađana
PY  - 2010
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1872
T2  - Pedagogija
T1  - Computer-Assisted Instruction (CAI) for Deaf and Hard of Hearing Children
EP  - 117
SP  - 111
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_1872
ER  - 

@article{
author = "Karić, Jasmina and Radovanović, Vesna and Anđelković, Slađana",
year = "2010",
journal = "Pedagogija",
title = "Computer-Assisted Instruction (CAI) for Deaf and Hard of Hearing Children",
pages = "117-111",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_1872"
}

Karić, J., Radovanović, V.,& Anđelković, S.. (2010). Computer-Assisted Instruction (CAI) for Deaf and Hard of Hearing Children. in Pedagogija, 111-117.
https://hdl.handle.net/21.15107/rcub_rfasper_1872

Karić J, Radovanović V, Anđelković S. Computer-Assisted Instruction (CAI) for Deaf and Hard of Hearing Children. in Pedagogija. 2010;:111-117.
https://hdl.handle.net/21.15107/rcub_rfasper_1872 .

Karić, Jasmina, Radovanović, Vesna, Anđelković, Slađana, "Computer-Assisted Instruction (CAI) for Deaf and Hard of Hearing Children" in Pedagogija (2010):111-117,
https://hdl.handle.net/21.15107/rcub_rfasper_1872 .