TY  - CONF
AU  - Radovanović, Vesna
AU  - Karić, Jasmina
AU  - Drobac, Ana
PY  - 2021
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3732
AB  - Uvod: Efekti inkluzivnog obrazovanja se često u literaturi sagledavaju kroz stavove učenika tipične populacije prema vršnjacima sa smetnjama i poremećajima, pri čemu veliki broj istraživačkih nalaza sugeriše da neposredni kontakt učenika predstavlja jedan od preduslova za formiranje pozitivnijih stavova.
Cilj: Cilj istraživanja je bio da se ispitaju i uporede stavovi učenika tipičnog razvoja u zavisnosti od toga da li pohađaju nastavu sa vršnjacima sa senzornim smetnjama i poremećajima.
Metod: Prigodni uzorak za istraživanje činilo je 174 učenika prvog i drugog razreda iz tri srednje škole, od kojih je 52 učenika imalo neposredni kontakt u razredu sa vršnjacima sa senzornim smetnjama i poremećajima.
U istraživanju je korišćena Čedok Mekmaster skala za procenu stavova prema osobama sa hendikepom. Interna konzistentnost je utvrđena Kronbahovim alfa koeficijentom i iznosi 0,73 za skalu u celini.
Rezultati: Prosečni skorovi dobijeni na skali ukazuju da učenici tipičnog razvoja imaju pozitivne stavove prema vršnjacima sa senzornim smetnjama i poremećajima, ukupan skor iznosi 78,86. Utvrđeno je da postoje veoma male razlike u stavovima srednjoškolaca na skali u celini, njenom kognitivnom i bihevioralnom domenu, dok je jedina razlika pronađena u afektivnom domenu skale, gde su učenici koji su imali kontakt sa vršnjacima sa senzornim smetnjama i poremećajima pokazali značajno viši skor (t=2,473; df=172; p=0,01).
Zaključak: Pretežno pozitivni stavovi prema vršnjacima sa senzornim smetnjama i poremećajima ukazuju na pozitivne efekte inkluzivnog obrazovanja, a da li su nastali usled samog prisustva učenika sa senzornim smetnjama i poremećajima ili kroz druženje i zajedničke aktivnosti je otvoreno pitanje za buduća istraživanja.
AB  - Introduction: The effects of inclusive education in the literature are most often observed through the attitudes of typically developing students towards peers with disabilities where a large number of research findings suggest that direct contact between students is one of the prerequisites for forming more positive attitudes.
Aim: The aim of this study was to examine and compare the attitudes of typically developing students depending on direct contacts in classes with peers with sensory disabilities.
Method: A convenient sample for the research consisted of 174 first and second grade students from three high schools, of which 52 students had direct contact in class with peers with sensory disabilities. The study used the Chedoke-McMaster scale to assess attitudes toward people with disabilities. Internal consistency was determined by the Cronbach’s alpha coefficient of .73 for the scale as a whole.
Results: The average scores obtained on the scale indicate that typically developing students had positive attitudes towards peers with sensory disabilities and the total score was 78.86. It was found that there were very small differences in the attitudes of high school students on the scale as a whole as well as its cognitive and behavioral domain, while the only difference was found in the affective domain of the scale, where students who have peers with sensory disabilities in their immediate surrounding showed significantly higher scores (t=2.473; df=172; p=.01).
Conclusion: The majority of positive attitudes towards peers with sensory disabilities indicate a positive effect of inclusive education, and whether that is due to the presence of students with sensory disabilities or socializing and joint activities remains an open question for future research.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju / University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Zbornik rezimea 11. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 29–30. oktobar 2021. godine
T1  - Stavovi srednjoškolaca tipičnog razvoja prema vršnjacima sa senzornim smetnjama i poremećajima
T1  - Attitudes of typically developing secondary school students towards peers with sensory disabilities
EP  - 171
SP  - 170
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3732
ER  - 

@conference{
author = "Radovanović, Vesna and Karić, Jasmina and Drobac, Ana",
year = "2021",
abstract = "Uvod: Efekti inkluzivnog obrazovanja se često u literaturi sagledavaju kroz stavove učenika tipične populacije prema vršnjacima sa smetnjama i poremećajima, pri čemu veliki broj istraživačkih nalaza sugeriše da neposredni kontakt učenika predstavlja jedan od preduslova za formiranje pozitivnijih stavova.
Cilj: Cilj istraživanja je bio da se ispitaju i uporede stavovi učenika tipičnog razvoja u zavisnosti od toga da li pohađaju nastavu sa vršnjacima sa senzornim smetnjama i poremećajima.
Metod: Prigodni uzorak za istraživanje činilo je 174 učenika prvog i drugog razreda iz tri srednje škole, od kojih je 52 učenika imalo neposredni kontakt u razredu sa vršnjacima sa senzornim smetnjama i poremećajima.
U istraživanju je korišćena Čedok Mekmaster skala za procenu stavova prema osobama sa hendikepom. Interna konzistentnost je utvrđena Kronbahovim alfa koeficijentom i iznosi 0,73 za skalu u celini.
Rezultati: Prosečni skorovi dobijeni na skali ukazuju da učenici tipičnog razvoja imaju pozitivne stavove prema vršnjacima sa senzornim smetnjama i poremećajima, ukupan skor iznosi 78,86. Utvrđeno je da postoje veoma male razlike u stavovima srednjoškolaca na skali u celini, njenom kognitivnom i bihevioralnom domenu, dok je jedina razlika pronađena u afektivnom domenu skale, gde su učenici koji su imali kontakt sa vršnjacima sa senzornim smetnjama i poremećajima pokazali značajno viši skor (t=2,473; df=172; p=0,01).
Zaključak: Pretežno pozitivni stavovi prema vršnjacima sa senzornim smetnjama i poremećajima ukazuju na pozitivne efekte inkluzivnog obrazovanja, a da li su nastali usled samog prisustva učenika sa senzornim smetnjama i poremećajima ili kroz druženje i zajedničke aktivnosti je otvoreno pitanje za buduća istraživanja., Introduction: The effects of inclusive education in the literature are most often observed through the attitudes of typically developing students towards peers with disabilities where a large number of research findings suggest that direct contact between students is one of the prerequisites for forming more positive attitudes.
Aim: The aim of this study was to examine and compare the attitudes of typically developing students depending on direct contacts in classes with peers with sensory disabilities.
Method: A convenient sample for the research consisted of 174 first and second grade students from three high schools, of which 52 students had direct contact in class with peers with sensory disabilities. The study used the Chedoke-McMaster scale to assess attitudes toward people with disabilities. Internal consistency was determined by the Cronbach’s alpha coefficient of .73 for the scale as a whole.
Results: The average scores obtained on the scale indicate that typically developing students had positive attitudes towards peers with sensory disabilities and the total score was 78.86. It was found that there were very small differences in the attitudes of high school students on the scale as a whole as well as its cognitive and behavioral domain, while the only difference was found in the affective domain of the scale, where students who have peers with sensory disabilities in their immediate surrounding showed significantly higher scores (t=2.473; df=172; p=.01).
Conclusion: The majority of positive attitudes towards peers with sensory disabilities indicate a positive effect of inclusive education, and whether that is due to the presence of students with sensory disabilities or socializing and joint activities remains an open question for future research.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju / University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik rezimea 11. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 29–30. oktobar 2021. godine",
title = "Stavovi srednjoškolaca tipičnog razvoja prema vršnjacima sa senzornim smetnjama i poremećajima, Attitudes of typically developing secondary school students towards peers with sensory disabilities",
pages = "171-170",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3732"
}

Radovanović, V., Karić, J.,& Drobac, A.. (2021). Stavovi srednjoškolaca tipičnog razvoja prema vršnjacima sa senzornim smetnjama i poremećajima. in Zbornik rezimea 11. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 29–30. oktobar 2021. godine
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju / University of Belgrade – Faculty of Special Education and Rehabilitation., 170-171.
https://hdl.handle.net/21.15107/rcub_rfasper_3732

Radovanović V, Karić J, Drobac A. Stavovi srednjoškolaca tipičnog razvoja prema vršnjacima sa senzornim smetnjama i poremećajima. in Zbornik rezimea 11. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 29–30. oktobar 2021. godine. 2021;:170-171.
https://hdl.handle.net/21.15107/rcub_rfasper_3732 .

Radovanović, Vesna, Karić, Jasmina, Drobac, Ana, "Stavovi srednjoškolaca tipičnog razvoja prema vršnjacima sa senzornim smetnjama i poremećajima" in Zbornik rezimea 11. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 29–30. oktobar 2021. godine (2021):170-171,
https://hdl.handle.net/21.15107/rcub_rfasper_3732 .

TY  - CONF
AU  - Radovanović, Vesna
AU  - Radić-Šestić, Marina
AU  - Drobac, Ana
AU  - Mijatović, Svetlana
PY  - 2020
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3249
AB  - Deaf and hard of hearing children lag in communication skills, which may consequently result in a lower level of resilience. Determining resiliency levels in deaf and hard of hearing adolescents in comparison to the typical development of their peers is for this reason set as the objective of this research. The sample included 60 sixth, seventh and eighth grade primary school pupils, aged 12 to 14. The subjects were divided into two groups: Group A (30 deaf and hard of hearing subjects) and Group B (30 subjects with typical development). The Resiliency Scale for Children & Adolescents (RSCA) was used in this research. The results showed that deaf and hard of hearing students perceive their resiliency the same as their typical developing peers. Under conditions where more and more deaf and hard of hearing children are educated with peers of the typical population, the social integration of these children becomes a key concern. Programmes intended to promote the development of resiliency, which are drafted in accordance with the individual characteristics of deaf and hard of hearing children may contribute to their successful inclusion in mainstream education
PB  - University of Belgrade – Faculty of special education and rehabilitation
C3  - Approaches and Models in Special Education and Rehabilitation – Thematic Collection of International Importance
T1  - The comparison of resiliency levels of deaf and hard of hearing adolescents and their typically developing peers
EP  - 314
SP  - 305
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3249
ER  - 

@conference{
author = "Radovanović, Vesna and Radić-Šestić, Marina and Drobac, Ana and Mijatović, Svetlana",
year = "2020",
abstract = "Deaf and hard of hearing children lag in communication skills, which may consequently result in a lower level of resilience. Determining resiliency levels in deaf and hard of hearing adolescents in comparison to the typical development of their peers is for this reason set as the objective of this research. The sample included 60 sixth, seventh and eighth grade primary school pupils, aged 12 to 14. The subjects were divided into two groups: Group A (30 deaf and hard of hearing subjects) and Group B (30 subjects with typical development). The Resiliency Scale for Children & Adolescents (RSCA) was used in this research. The results showed that deaf and hard of hearing students perceive their resiliency the same as their typical developing peers. Under conditions where more and more deaf and hard of hearing children are educated with peers of the typical population, the social integration of these children becomes a key concern. Programmes intended to promote the development of resiliency, which are drafted in accordance with the individual characteristics of deaf and hard of hearing children may contribute to their successful inclusion in mainstream education",
publisher = "University of Belgrade – Faculty of special education and rehabilitation",
journal = "Approaches and Models in Special Education and Rehabilitation – Thematic Collection of International Importance",
title = "The comparison of resiliency levels of deaf and hard of hearing adolescents and their typically developing peers",
pages = "314-305",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3249"
}

Radovanović, V., Radić-Šestić, M., Drobac, A.,& Mijatović, S.. (2020). The comparison of resiliency levels of deaf and hard of hearing adolescents and their typically developing peers. in Approaches and Models in Special Education and Rehabilitation – Thematic Collection of International Importance
University of Belgrade – Faculty of special education and rehabilitation., 305-314.
https://hdl.handle.net/21.15107/rcub_rfasper_3249

Radovanović V, Radić-Šestić M, Drobac A, Mijatović S. The comparison of resiliency levels of deaf and hard of hearing adolescents and their typically developing peers. in Approaches and Models in Special Education and Rehabilitation – Thematic Collection of International Importance. 2020;:305-314.
https://hdl.handle.net/21.15107/rcub_rfasper_3249 .

Radovanović, Vesna, Radić-Šestić, Marina, Drobac, Ana, Mijatović, Svetlana, "The comparison of resiliency levels of deaf and hard of hearing adolescents and their typically developing peers" in Approaches and Models in Special Education and Rehabilitation – Thematic Collection of International Importance (2020):305-314,
https://hdl.handle.net/21.15107/rcub_rfasper_3249 .

TY  - CONF
AU  - Radovanović, Vesna
AU  - Kovačević, Jasmina
AU  - Drobac, Ana
PY  - 2020
UR  - http://www.icf.fasper.bg.ac.rs/zbornici/20201221_1-ZBORNIK-RADOVA-SKUP-NAC_2020.pdf
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3452
AB  - School plays an important role in the personality development of children and
adolescents as aplace where the ability
to establish social relations is developed
and improved and which can also affect school success. The aim of this study was to determine the level of social competencies and differences in relation to the school success of deaf and hard of hearing pupils in the upper grades of primary school. The research sample consisted of 24 pupils of which 13 boys and 11 girls, who attend the seventh and eighth grade of primary schools for the deaf and hard of hearing. The study
used the subscale of the Scale of Social Behavior in School which was filled in by
class teachers. The results of this study show
that teachers assess social competencies of deaf pupils’ as average when it comes to relationships with peers, risky when it comes to managing behavior in a quarter of pupils, while academic behavior is assessed as average with the exception of deviations in three pupils, while social competenciesin total were assessed as risky in a quarter of pupils. It was determined that there are significant differences in the level of social competencies in relation to school success, with pupils with excellent school success having the highest scores. Activities to improve the social competencies of deaf and hard of hearing children need to be undertaken at an early age, in order to facilitate the transition period from primary
to secondary school.
AB  - U razvoju ličnosti dece i adolescenata značajno mesto zauzima škola, mesto na kome se razvija i unapređuje sposobnost uspostavljanja socijalnih odnosa, a koje mogu da se odraze i na školski uspeh. Utvrđivanje nivoa socijalnih kompetencija i razlika u odnosu na školski uspeh gluvih i nagluvih učenika viših razreda osnovne škole je postavljeno za cilj istraživanja. Uzorak za istraživanje činilo je 24 učenika, 13 dečaka i 11 devojčica, sedmog i osmog razreda iz dve os- novne škole za gluve i nagluve učenike. U istraživanju je korišćena subskala Skala socijalnog ponašanja u školi, koju su popunjavale razredne starešine. Rezultati istražaivanja su pokazali da nastavnici procenjuju socijalne kompetencije nagluvih učenika kada su u pitanju odnosi sa vršnjacima proseč- nim, u odnosu na upravljanje ponašanjem rizičnim kod četvrtine učenika, u odno- su na akademsko ponašanje prosečnim, sa izuzetkom odstupanja kod 3 učenika, dok su socijalne kompetencije u celini procenili rizičnim kod četvrtine učenika. Utvrđeno je da postoje značajne razlike u nivou socijalnih kompetencija u odno- su na školski uspeh, pri čemu su učenici sa odličnim uspehom imali najviše sko- rove. Aktivnosti na unapređenju socijalnih kompetencija gluve i nagluve dece potrebnoје предузети у раном узрасту, како би се олакшао период транзиције из основне у средњу школу.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju
C3  - Nacionalni naučni skup „Evaluacija efekata inkluzivnog obrazovanja u republici Srbiji” - Zbornik radova
T1  - Socijalne kompetencije i školski uspeh gluvih i nagluvih učenika viših razreda osnovne škole
T1  - Social competencies and academic achievement in deaf and hard of hearing students in the higher grades of primary school
EP  - 91
SP  - 83
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3452
ER  - 

@conference{
author = "Radovanović, Vesna and Kovačević, Jasmina and Drobac, Ana",
year = "2020",
abstract = "School plays an important role in the personality development of children and
adolescents as aplace where the ability
to establish social relations is developed
and improved and which can also affect school success. The aim of this study was to determine the level of social competencies and differences in relation to the school success of deaf and hard of hearing pupils in the upper grades of primary school. The research sample consisted of 24 pupils of which 13 boys and 11 girls, who attend the seventh and eighth grade of primary schools for the deaf and hard of hearing. The study
used the subscale of the Scale of Social Behavior in School which was filled in by
class teachers. The results of this study show
that teachers assess social competencies of deaf pupils’ as average when it comes to relationships with peers, risky when it comes to managing behavior in a quarter of pupils, while academic behavior is assessed as average with the exception of deviations in three pupils, while social competenciesin total were assessed as risky in a quarter of pupils. It was determined that there are significant differences in the level of social competencies in relation to school success, with pupils with excellent school success having the highest scores. Activities to improve the social competencies of deaf and hard of hearing children need to be undertaken at an early age, in order to facilitate the transition period from primary
to secondary school., U razvoju ličnosti dece i adolescenata značajno mesto zauzima škola, mesto na kome se razvija i unapređuje sposobnost uspostavljanja socijalnih odnosa, a koje mogu da se odraze i na školski uspeh. Utvrđivanje nivoa socijalnih kompetencija i razlika u odnosu na školski uspeh gluvih i nagluvih učenika viših razreda osnovne škole je postavljeno za cilj istraživanja. Uzorak za istraživanje činilo je 24 učenika, 13 dečaka i 11 devojčica, sedmog i osmog razreda iz dve os- novne škole za gluve i nagluve učenike. U istraživanju je korišćena subskala Skala socijalnog ponašanja u školi, koju su popunjavale razredne starešine. Rezultati istražaivanja su pokazali da nastavnici procenjuju socijalne kompetencije nagluvih učenika kada su u pitanju odnosi sa vršnjacima proseč- nim, u odnosu na upravljanje ponašanjem rizičnim kod četvrtine učenika, u odno- su na akademsko ponašanje prosečnim, sa izuzetkom odstupanja kod 3 učenika, dok su socijalne kompetencije u celini procenili rizičnim kod četvrtine učenika. Utvrđeno je da postoje značajne razlike u nivou socijalnih kompetencija u odno- su na školski uspeh, pri čemu su učenici sa odličnim uspehom imali najviše sko- rove. Aktivnosti na unapređenju socijalnih kompetencija gluve i nagluve dece potrebnoје предузети у раном узрасту, како би се олакшао период транзиције из основне у средњу школу.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju",
journal = "Nacionalni naučni skup „Evaluacija efekata inkluzivnog obrazovanja u republici Srbiji” - Zbornik radova",
title = "Socijalne kompetencije i školski uspeh gluvih i nagluvih učenika viših razreda osnovne škole, Social competencies and academic achievement in deaf and hard of hearing students in the higher grades of primary school",
pages = "91-83",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3452"
}

Radovanović, V., Kovačević, J.,& Drobac, A.. (2020). Socijalne kompetencije i školski uspeh gluvih i nagluvih učenika viših razreda osnovne škole. in Nacionalni naučni skup „Evaluacija efekata inkluzivnog obrazovanja u republici Srbiji” - Zbornik radova
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju., 83-91.
https://hdl.handle.net/21.15107/rcub_rfasper_3452

Radovanović V, Kovačević J, Drobac A. Socijalne kompetencije i školski uspeh gluvih i nagluvih učenika viših razreda osnovne škole. in Nacionalni naučni skup „Evaluacija efekata inkluzivnog obrazovanja u republici Srbiji” - Zbornik radova. 2020;:83-91.
https://hdl.handle.net/21.15107/rcub_rfasper_3452 .

Radovanović, Vesna, Kovačević, Jasmina, Drobac, Ana, "Socijalne kompetencije i školski uspeh gluvih i nagluvih učenika viših razreda osnovne škole" in Nacionalni naučni skup „Evaluacija efekata inkluzivnog obrazovanja u republici Srbiji” - Zbornik radova (2020):83-91,
https://hdl.handle.net/21.15107/rcub_rfasper_3452 .

TY  - JOUR
AU  - Mitić, Ljiljana
AU  - Drobac, Ana
PY  - 2020
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1275
AB  - The main aim of this paper is to point out the specifics of teachers' work in teaching the subject Nature and Society, using different forms of teaching, learning and assessment, which ensure equal access to education for all children in accordance with developmental and personal educational affinities, and age. The paper focuses on a teachers' need for education, expertise, knowledge and the skills necessary for inclusive teaching of the subject Nature and Society in regular classes with students with disabilities. The importance of the teachers' role in the teaching process with students with disabilities has been emphasized, in relation to their integration and inclusion into normal life. The success of an education system is reflected in attracting, and choosing the right candidates, capable people for work in the classroom, which contributes to greater and better student achievement.
AB  - Cilj rada je da se ukaže na specifičnosti rada učitelja u nastavi prirode i društva, primenom različitih oblika nastave, učenja i ocenjivanja, što obezbeđuje jednako pravo i dostupnost obrazovanju i vaspitanju za svu decu, a u skladu sa razvojnim, ličnim obrazovnim i starosnim afinitetima. Rad se bavi potrebom učitelja za obrazovanjem, stručnošću, posedovanjem znanja i sposobnostima za izvođenje inkluzivne nastave kroz predmet prirode i društva u redovnim odeljenjima sa učenicima sa posebnim potrebama. Istaknut je značaj uloge učitelja u nastavnom procesu sa učenicima sa posebnim potrebama, u odnosu na njihovu integraciju i inkluziju i normalan život. Uspešnost jednog obrazovnog sistema ogleda u privlačenju i u odabiru pravih kandidata, sposobnih ljudi za rad u nastavi, koji će doprineti većim i boljim postignućima učenika.
PB  - Univerzitet u Nišu, Niš
T2  - Facta universitatis - series: Physical Education and Sport
T1  - The role of the teacher in the application of inclusive teaching of the subject nature and society in regular classes
T1  - Učitelj i specifičnosti njegovog rada na izvođenju inkluzivne nastave iz predmeta prirode i društva u redovnim odeljenjima
EP  - 178
IS  - 1
SP  - 169
VL  - 18
DO  - 10.22190/FUPES200226014M
ER  - 

@article{
author = "Mitić, Ljiljana and Drobac, Ana",
year = "2020",
abstract = "The main aim of this paper is to point out the specifics of teachers' work in teaching the subject Nature and Society, using different forms of teaching, learning and assessment, which ensure equal access to education for all children in accordance with developmental and personal educational affinities, and age. The paper focuses on a teachers' need for education, expertise, knowledge and the skills necessary for inclusive teaching of the subject Nature and Society in regular classes with students with disabilities. The importance of the teachers' role in the teaching process with students with disabilities has been emphasized, in relation to their integration and inclusion into normal life. The success of an education system is reflected in attracting, and choosing the right candidates, capable people for work in the classroom, which contributes to greater and better student achievement., Cilj rada je da se ukaže na specifičnosti rada učitelja u nastavi prirode i društva, primenom različitih oblika nastave, učenja i ocenjivanja, što obezbeđuje jednako pravo i dostupnost obrazovanju i vaspitanju za svu decu, a u skladu sa razvojnim, ličnim obrazovnim i starosnim afinitetima. Rad se bavi potrebom učitelja za obrazovanjem, stručnošću, posedovanjem znanja i sposobnostima za izvođenje inkluzivne nastave kroz predmet prirode i društva u redovnim odeljenjima sa učenicima sa posebnim potrebama. Istaknut je značaj uloge učitelja u nastavnom procesu sa učenicima sa posebnim potrebama, u odnosu na njihovu integraciju i inkluziju i normalan život. Uspešnost jednog obrazovnog sistema ogleda u privlačenju i u odabiru pravih kandidata, sposobnih ljudi za rad u nastavi, koji će doprineti većim i boljim postignućima učenika.",
publisher = "Univerzitet u Nišu, Niš",
journal = "Facta universitatis - series: Physical Education and Sport",
title = "The role of the teacher in the application of inclusive teaching of the subject nature and society in regular classes, Učitelj i specifičnosti njegovog rada na izvođenju inkluzivne nastave iz predmeta prirode i društva u redovnim odeljenjima",
pages = "178-169",
number = "1",
volume = "18",
doi = "10.22190/FUPES200226014M"
}

Mitić, L.,& Drobac, A.. (2020). The role of the teacher in the application of inclusive teaching of the subject nature and society in regular classes. in Facta universitatis - series: Physical Education and Sport
Univerzitet u Nišu, Niš., 18(1), 169-178.
https://doi.org/10.22190/FUPES200226014M

Mitić L, Drobac A. The role of the teacher in the application of inclusive teaching of the subject nature and society in regular classes. in Facta universitatis - series: Physical Education and Sport. 2020;18(1):169-178.
doi:10.22190/FUPES200226014M .

Mitić, Ljiljana, Drobac, Ana, "The role of the teacher in the application of inclusive teaching of the subject nature and society in regular classes" in Facta universitatis - series: Physical Education and Sport, 18, no. 1 (2020):169-178,
https://doi.org/10.22190/FUPES200226014M . .