TY  - CONF
AU  - Nestorov, Stevan
AU  - Nestorov, Violeta
PY  - 2020
UR  - http://www.icf.fasper.bg.ac.rs/zbornici/20200914_1-Tematski-zbornik-Surdo-2020.pdf
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3483
AB  - The family plays the most important role in the life of each individual,
and especially in the life of a person who needs additional support due to
developmental disabilities. In a situation when the child is deaf, the family
faces painful and traumatic knowledge and numerous internal and external
problems, and the family’s support will last a long time, usually permanently.
The aim of the research was to assess the quality of life of the family of deaf
children through the analysis of free time, communication, socio-economic
status, as well as self-assessment of the quality of life.
The research included families of deaf and hard of hearing children (N –
68) who made up our sample.
The paper presents the results of the research in tables and graphs. The
general conclusion is, although the sample is relatively small, that there
is a fairly high unemployment rate of parents of deaf and hard of hearing
children, mostly mothers. On the other hand, those who are employed spend
most of their time at work. Interactions of parents of deaf children in society
are limited to a narrow circle of friends, neighbors, and family, while wider
social engagement is lacking. A small percentage of parents sometimes have
the opportunity to do the things they want.
AB  - Porodica igra najvažniju ulogu u životu svakog pojedinca, a posebno u životu osobe kojoj je usled smetnji u razvoju ili invalidnosti potreb- na dodatna podrška. U situaciji kada je dete gluvo, porodica se suočava sa bolnim i traumatičnim saznanjima i brojnim unutrašnjim i spolj- nim problemima, a podrška porodice će trajati dugo, najčešće trajno. Cilj istraživanja bio je da se izvrši procena kvaliteta života porodice gluve dece kroz analizu slobodnog vremena, komunikacije, so- cioekonomskog statusa, kao i samoprocenu o kvalitetu života. Istraživanjem su bile obuhvaćene porodice gluve i nagluve dece (N – 68) koje su činile naš uzorak. U radu su tabelarno i grafički predstavljeni rezultati istraži- vanja. Opšti zaključak je, iako je uzorak relativno mali, da postoji dosta visok stepen nezaposlenosti roditelja gluve i nagluve dece i to najviše majki. Sa druge strane, oni koji su zaposleni najveći deo svog vremena provode na poslu. Interakcije roditelja gluve dece u društvu su ograničene na uži krug prijatelja, komšija i i porodice, dok širi društveni angažman izostaje. Mali procenat roditelja ponekad ima priliku da se bavi stvarima koje želi.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju
C3  - Specifičnost oštećenja sluha – nove tendencije tematski zbornik radova
T1  - Kvalitet života porodice gluve dece
T1  - Quality of life of families with hearing impaired child
EP  - 333
SP  - 315
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3483
ER  - 

@conference{
author = "Nestorov, Stevan and Nestorov, Violeta",
year = "2020",
abstract = "The family plays the most important role in the life of each individual,
and especially in the life of a person who needs additional support due to
developmental disabilities. In a situation when the child is deaf, the family
faces painful and traumatic knowledge and numerous internal and external
problems, and the family’s support will last a long time, usually permanently.
The aim of the research was to assess the quality of life of the family of deaf
children through the analysis of free time, communication, socio-economic
status, as well as self-assessment of the quality of life.
The research included families of deaf and hard of hearing children (N –
68) who made up our sample.
The paper presents the results of the research in tables and graphs. The
general conclusion is, although the sample is relatively small, that there
is a fairly high unemployment rate of parents of deaf and hard of hearing
children, mostly mothers. On the other hand, those who are employed spend
most of their time at work. Interactions of parents of deaf children in society
are limited to a narrow circle of friends, neighbors, and family, while wider
social engagement is lacking. A small percentage of parents sometimes have
the opportunity to do the things they want., Porodica igra najvažniju ulogu u životu svakog pojedinca, a posebno u životu osobe kojoj je usled smetnji u razvoju ili invalidnosti potreb- na dodatna podrška. U situaciji kada je dete gluvo, porodica se suočava sa bolnim i traumatičnim saznanjima i brojnim unutrašnjim i spolj- nim problemima, a podrška porodice će trajati dugo, najčešće trajno. Cilj istraživanja bio je da se izvrši procena kvaliteta života porodice gluve dece kroz analizu slobodnog vremena, komunikacije, so- cioekonomskog statusa, kao i samoprocenu o kvalitetu života. Istraživanjem su bile obuhvaćene porodice gluve i nagluve dece (N – 68) koje su činile naš uzorak. U radu su tabelarno i grafički predstavljeni rezultati istraži- vanja. Opšti zaključak je, iako je uzorak relativno mali, da postoji dosta visok stepen nezaposlenosti roditelja gluve i nagluve dece i to najviše majki. Sa druge strane, oni koji su zaposleni najveći deo svog vremena provode na poslu. Interakcije roditelja gluve dece u društvu su ograničene na uži krug prijatelja, komšija i i porodice, dok širi društveni angažman izostaje. Mali procenat roditelja ponekad ima priliku da se bavi stvarima koje želi.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju",
journal = "Specifičnost oštećenja sluha – nove tendencije tematski zbornik radova",
title = "Kvalitet života porodice gluve dece, Quality of life of families with hearing impaired child",
pages = "333-315",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3483"
}

Nestorov, S.,& Nestorov, V.. (2020). Kvalitet života porodice gluve dece. in Specifičnost oštećenja sluha – nove tendencije tematski zbornik radova
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju., 315-333.
https://hdl.handle.net/21.15107/rcub_rfasper_3483

Nestorov S, Nestorov V. Kvalitet života porodice gluve dece. in Specifičnost oštećenja sluha – nove tendencije tematski zbornik radova. 2020;:315-333.
https://hdl.handle.net/21.15107/rcub_rfasper_3483 .

Nestorov, Stevan, Nestorov, Violeta, "Kvalitet života porodice gluve dece" in Specifičnost oštećenja sluha – nove tendencije tematski zbornik radova (2020):315-333,
https://hdl.handle.net/21.15107/rcub_rfasper_3483 .

TY  - CONF
AU  - Nestorov, Stevan
AU  - Glumbić, Nenad
AU  - Nestorov, Violeta
AU  - Vukić, Jelena
AU  - Abramović-Savić, Ljiljana
PY  - 2019
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3234
AB  - Educational systems in Europe are reforming from year to year. When we talk
about the education of children with disabilities, the changes are even more visible. In all
areas of science, even in special education and rehabilitation, there are changes, both
because of new knowledge, as well as because of changes in society and the new demands
of the society. On the one hand, in accordance with the inclusive concept of social
development, children with disabilities attend "regular" schools, and, in such an
educational environment, special education and rehabilitation has a different role. On the
other hand, according to research, we have an increasing number of children with autism
spectrum disorders and an increasing number of children with multiple disabilities. The
majority of children with these disabilities are in special schools. These children need
education that will focus on functional knowledge and functional skills, and it is therefore
necessary to provide evidence-based support systems and evidence-based interventions.
Within the framework of the EU-funded Erasmus+ program, Serbian NGO
"Family Care" is implementing a project titled "Let's make our special education schools
more European". The aim of this project is to improve special education and
rehabilitation of children with disabilities in Serbia. The project name symbolically depicts
our idea of a European dimension of changes in the education of children with disabilities
in "special" schools in Serbia. The project team is working on it.
This paper provides an overview of domestic and foreign practices, as well as
guidelines for reforming schools for the education of children with disabilities. The
presentation is illustrated with adequate videos.
AB  - Educational systems in Europe are reforming from year to year. When we talk
about the education of children with disabilities, the changes are even more visible. In all
areas of science, even in special education and rehabilitation, there are changes, both
because of new knowledge, as well as because of changes in society and the new demands
of the society. On the one hand, in accordance with the inclusive concept of social
development, children with disabilities attend "regular" schools, and, in such an
educational environment, special education and rehabilitation has a different role. On the
other hand, according to research, we have an increasing number of children with autism
spectrum disorders and an increasing number of children with multiple disabilities. The
majority of children with these disabilities are in special schools. These children need
education that will focus on functional knowledge and functional skills, and it is therefore
necessary to provide evidence-based support systems and evidence-based interventions.
Within the framework of the EU-funded Erasmus+ program, Serbian NGO
"Family Care" is implementing a project titled "Let's make our special education schools
more European". The aim of this project is to improve special education and
rehabilitation of children with disabilities in Serbia. The project name symbolically depicts
our idea of a European dimension of changes in the education of children with disabilities
in "special" schools in Serbia. The project team is working on it.
This paper provides an overview of domestic and foreign practices, as well as
guidelines for reforming schools for the education of children with disabilities. The
presentation is illustrated with adequate videos
PB  - Društvo defektologa Srbije
C3  - Zbornik rezimea stručno-naučne konferencije sa međunarodnim učešćem
C3  - Zbornik rezimea stručno-naučne konferencije sa međunarodnim učešćem
T1  - Da naše specijalne škole budu kao evropske: promena paradigme
T1  - Let's make our special education schools more european –
Changing special education paradigms
T1  - Let's make our special education schools more european –
changing special education paradigms
EP  - 42
SP  - 41
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3234
ER  - 

@conference{
author = "Nestorov, Stevan and Glumbić, Nenad and Nestorov, Violeta and Vukić, Jelena and Abramović-Savić, Ljiljana",
year = "2019",
abstract = "Educational systems in Europe are reforming from year to year. When we talk
about the education of children with disabilities, the changes are even more visible. In all
areas of science, even in special education and rehabilitation, there are changes, both
because of new knowledge, as well as because of changes in society and the new demands
of the society. On the one hand, in accordance with the inclusive concept of social
development, children with disabilities attend "regular" schools, and, in such an
educational environment, special education and rehabilitation has a different role. On the
other hand, according to research, we have an increasing number of children with autism
spectrum disorders and an increasing number of children with multiple disabilities. The
majority of children with these disabilities are in special schools. These children need
education that will focus on functional knowledge and functional skills, and it is therefore
necessary to provide evidence-based support systems and evidence-based interventions.
Within the framework of the EU-funded Erasmus+ program, Serbian NGO
"Family Care" is implementing a project titled "Let's make our special education schools
more European". The aim of this project is to improve special education and
rehabilitation of children with disabilities in Serbia. The project name symbolically depicts
our idea of a European dimension of changes in the education of children with disabilities
in "special" schools in Serbia. The project team is working on it.
This paper provides an overview of domestic and foreign practices, as well as
guidelines for reforming schools for the education of children with disabilities. The
presentation is illustrated with adequate videos., Educational systems in Europe are reforming from year to year. When we talk
about the education of children with disabilities, the changes are even more visible. In all
areas of science, even in special education and rehabilitation, there are changes, both
because of new knowledge, as well as because of changes in society and the new demands
of the society. On the one hand, in accordance with the inclusive concept of social
development, children with disabilities attend "regular" schools, and, in such an
educational environment, special education and rehabilitation has a different role. On the
other hand, according to research, we have an increasing number of children with autism
spectrum disorders and an increasing number of children with multiple disabilities. The
majority of children with these disabilities are in special schools. These children need
education that will focus on functional knowledge and functional skills, and it is therefore
necessary to provide evidence-based support systems and evidence-based interventions.
Within the framework of the EU-funded Erasmus+ program, Serbian NGO
"Family Care" is implementing a project titled "Let's make our special education schools
more European". The aim of this project is to improve special education and
rehabilitation of children with disabilities in Serbia. The project name symbolically depicts
our idea of a European dimension of changes in the education of children with disabilities
in "special" schools in Serbia. The project team is working on it.
This paper provides an overview of domestic and foreign practices, as well as
guidelines for reforming schools for the education of children with disabilities. The
presentation is illustrated with adequate videos",
publisher = "Društvo defektologa Srbije",
journal = "Zbornik rezimea stručno-naučne konferencije sa međunarodnim učešćem, Zbornik rezimea stručno-naučne konferencije sa međunarodnim učešćem",
title = "Da naše specijalne škole budu kao evropske: promena paradigme, Let's make our special education schools more european –
Changing special education paradigms, Let's make our special education schools more european –
changing special education paradigms",
pages = "42-41",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3234"
}

Nestorov, S., Glumbić, N., Nestorov, V., Vukić, J.,& Abramović-Savić, L.. (2019). Da naše specijalne škole budu kao evropske: promena paradigme. in Zbornik rezimea stručno-naučne konferencije sa međunarodnim učešćem
Društvo defektologa Srbije., 41-42.
https://hdl.handle.net/21.15107/rcub_rfasper_3234

Nestorov S, Glumbić N, Nestorov V, Vukić J, Abramović-Savić L. Da naše specijalne škole budu kao evropske: promena paradigme. in Zbornik rezimea stručno-naučne konferencije sa međunarodnim učešćem. 2019;:41-42.
https://hdl.handle.net/21.15107/rcub_rfasper_3234 .

Nestorov, Stevan, Glumbić, Nenad, Nestorov, Violeta, Vukić, Jelena, Abramović-Savić, Ljiljana, "Da naše specijalne škole budu kao evropske: promena paradigme" in Zbornik rezimea stručno-naučne konferencije sa međunarodnim učešćem (2019):41-42,
https://hdl.handle.net/21.15107/rcub_rfasper_3234 .

TY  - CONF
AU  - Nestorov, Stevan
AU  - Glumbić, Nenad
AU  - Nestorov, Violeta
AU  - Vukić, Jelena
AU  - Abramović-Savić, Ljiljana
PY  - 2019
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3136
AB  - Educational systems in Europe are reforming from year to year. When we talk
about the education of children with disabilities, the changes are even more
visible. In all areas of science, even in special education and rehabilitation, there
are changes, both because of new knowledge, as well as because of changes in
society and the new demands of the society. On the one hand, in accordance
with the inclusive concept of social development, children with disabilities attend
"regular" schools, and, in such an educational environment, special education
and rehabilitation has a different role. On the other hand, according
to research, we have an increasing number of children with autism spectrum
disorders and an increasing number of children with multiple disabilities. The
majority of children with these disabilities are in special schools. These children
need education that will focus on functional knowledge and functional skills,
and it is therefore necessary to provide evidence-based support systems and
evidence-based interventions.
Within the framework of the EU-funded Erasmus+ program, Serbian NGO
"Family Care" is implementing a project titled "Let's make our special education
schools more European". The aim of this project is to improve special education
and rehabilitation of children with disabilities in Serbia. The project name symbolically
represents our idea of a European dimension of changes in the education
of children with disabilities in "special" schools in Serbia. The project team
is working on it.
This paper provides an overview of domestic and foreign practices, as well as
guidelines for reforming schools for the education of children with disabilities.
The presentation is illustrated in the form of a documentary video.
AB  - U Evropi se obrazovni sistemi iz godine u godinu reformišu, a kada je u pitanju
obrazovanje dece sa smetnjama u razvoju, promene su još vidljivije. Kao i
u svakoj naučnoj i stručnoj oblasti i u specijalnoj edukaciji i rehabilitaciji dolazi
do promena, kako zbog novih saznanja, tako i zbog promena u društvu i novih
zahteva koje društvo postavlja. S jedne strane, u skladu sa inkluzivnim konceptom
razvoja društva, deca sa smetnjama u razvoju pohađaju „redovne“ škole,
a u ovakvom obrazovnom okruženju specijalna edukacija i rehabilitacija dobija
drugačiju ulogu. S druge strane, kako istraživanja pokazuju, sve veći je broj dece
sa poremećajem iz spektra autizma i dece sa višestrukom ometenošću koja pohađaju
škole za obrazovanje dece sa smetnjama u razvoju i invaliditetom. Ova
deca zahtevaju obrazovanje koje će staviti fokus na funkcionalna znanja i funkcionalne
veštine i zato je neophodno obezbediti sistem podrške i intervencije
koje su zasnovane na dokazima.
Projekat “Da naše specijalne škole budu kao evropske” sprovodi organizacija
„Pomoć porodici“ u okviru Erasmus+ programa koji finansira Evropska Unija.
Cilj ovog projekta je unapređivanje specijalne edukacije i rehabilitacije dece sa
smetnjama u razvoju i invaliditetom u Srbiji. Naziv projekta simbolično oslikava
našu ideju evropske dimenzije promena u oblasti obrazovanja dece sa smetnjama
u razvoju u „specijalnim“ školama u Srbiji na čemu radi projektni tim.
U radu je dat pregled domaće i inostrane prakse, kao i smernice za reformu
škola za obrazovanje dece sa smetnjama u razvoju i invaliditetom. Izlaganje je
ilustrovanio adekvatnim video zapisima.
PB  - Pedagoški fakultet Univerziteta u Sarajevu
C3  - II konferencija sa međunarodnim učešćem 'Multidisciplinarni pristupi edukaciji i rehabilitaciji“
T1  - Transformacija škola za decu sa smetnjama u razvoju i invaliditetom – promena paradigme
T1  - Transformation of schools for education of children with
disabilities - changing special education paradigms
EP  - 133
SP  - 132
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3136
ER  - 

@conference{
author = "Nestorov, Stevan and Glumbić, Nenad and Nestorov, Violeta and Vukić, Jelena and Abramović-Savić, Ljiljana",
year = "2019",
abstract = "Educational systems in Europe are reforming from year to year. When we talk
about the education of children with disabilities, the changes are even more
visible. In all areas of science, even in special education and rehabilitation, there
are changes, both because of new knowledge, as well as because of changes in
society and the new demands of the society. On the one hand, in accordance
with the inclusive concept of social development, children with disabilities attend
"regular" schools, and, in such an educational environment, special education
and rehabilitation has a different role. On the other hand, according
to research, we have an increasing number of children with autism spectrum
disorders and an increasing number of children with multiple disabilities. The
majority of children with these disabilities are in special schools. These children
need education that will focus on functional knowledge and functional skills,
and it is therefore necessary to provide evidence-based support systems and
evidence-based interventions.
Within the framework of the EU-funded Erasmus+ program, Serbian NGO
"Family Care" is implementing a project titled "Let's make our special education
schools more European". The aim of this project is to improve special education
and rehabilitation of children with disabilities in Serbia. The project name symbolically
represents our idea of a European dimension of changes in the education
of children with disabilities in "special" schools in Serbia. The project team
is working on it.
This paper provides an overview of domestic and foreign practices, as well as
guidelines for reforming schools for the education of children with disabilities.
The presentation is illustrated in the form of a documentary video., U Evropi se obrazovni sistemi iz godine u godinu reformišu, a kada je u pitanju
obrazovanje dece sa smetnjama u razvoju, promene su još vidljivije. Kao i
u svakoj naučnoj i stručnoj oblasti i u specijalnoj edukaciji i rehabilitaciji dolazi
do promena, kako zbog novih saznanja, tako i zbog promena u društvu i novih
zahteva koje društvo postavlja. S jedne strane, u skladu sa inkluzivnim konceptom
razvoja društva, deca sa smetnjama u razvoju pohađaju „redovne“ škole,
a u ovakvom obrazovnom okruženju specijalna edukacija i rehabilitacija dobija
drugačiju ulogu. S druge strane, kako istraživanja pokazuju, sve veći je broj dece
sa poremećajem iz spektra autizma i dece sa višestrukom ometenošću koja pohađaju
škole za obrazovanje dece sa smetnjama u razvoju i invaliditetom. Ova
deca zahtevaju obrazovanje koje će staviti fokus na funkcionalna znanja i funkcionalne
veštine i zato je neophodno obezbediti sistem podrške i intervencije
koje su zasnovane na dokazima.
Projekat “Da naše specijalne škole budu kao evropske” sprovodi organizacija
„Pomoć porodici“ u okviru Erasmus+ programa koji finansira Evropska Unija.
Cilj ovog projekta je unapređivanje specijalne edukacije i rehabilitacije dece sa
smetnjama u razvoju i invaliditetom u Srbiji. Naziv projekta simbolično oslikava
našu ideju evropske dimenzije promena u oblasti obrazovanja dece sa smetnjama
u razvoju u „specijalnim“ školama u Srbiji na čemu radi projektni tim.
U radu je dat pregled domaće i inostrane prakse, kao i smernice za reformu
škola za obrazovanje dece sa smetnjama u razvoju i invaliditetom. Izlaganje je
ilustrovanio adekvatnim video zapisima.",
publisher = "Pedagoški fakultet Univerziteta u Sarajevu",
journal = "II konferencija sa međunarodnim učešćem 'Multidisciplinarni pristupi edukaciji i rehabilitaciji“",
title = "Transformacija škola za decu sa smetnjama u razvoju i invaliditetom – promena paradigme, Transformation of schools for education of children with
disabilities - changing special education paradigms",
pages = "133-132",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3136"
}

Nestorov, S., Glumbić, N., Nestorov, V., Vukić, J.,& Abramović-Savić, L.. (2019). Transformacija škola za decu sa smetnjama u razvoju i invaliditetom – promena paradigme. in II konferencija sa međunarodnim učešćem 'Multidisciplinarni pristupi edukaciji i rehabilitaciji“
Pedagoški fakultet Univerziteta u Sarajevu., 132-133.
https://hdl.handle.net/21.15107/rcub_rfasper_3136

Nestorov S, Glumbić N, Nestorov V, Vukić J, Abramović-Savić L. Transformacija škola za decu sa smetnjama u razvoju i invaliditetom – promena paradigme. in II konferencija sa međunarodnim učešćem 'Multidisciplinarni pristupi edukaciji i rehabilitaciji“. 2019;:132-133.
https://hdl.handle.net/21.15107/rcub_rfasper_3136 .

Nestorov, Stevan, Glumbić, Nenad, Nestorov, Violeta, Vukić, Jelena, Abramović-Savić, Ljiljana, "Transformacija škola za decu sa smetnjama u razvoju i invaliditetom – promena paradigme" in II konferencija sa međunarodnim učešćem 'Multidisciplinarni pristupi edukaciji i rehabilitaciji“ (2019):132-133,
https://hdl.handle.net/21.15107/rcub_rfasper_3136 .

TY  - CONF
AU  - Nestorov, Stevan
AU  - Glumbić, Nenad
AU  - Nestorov, Violeta
AU  - Vukić, Jelena
AU  - Abramović-Savić, Ljiljana
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2921
AB  - Projekat “Da naše specijalne škole budu kao evropske” sprovodi
organizacija „Pomoć porodici“ u okviru Erasmus+ programa koji
finansira Evropska Unija. Cilj ovog projekta je unapređivanje specijalne
edukacije i rehabilitacije dece sa smetnjama u razvoju u Srbiji. Naziv
projekta simbolično oslikava našu ideju evropske dimenzije promena u
oblasti obrazovanja dece sa smetnjama u razvoju u specijalnim školama u
Srbiji na čemu radi projektni tim.
Projekat će doprineti unapređenju i promociji implementacije
relevantnih zakonskih i strateških okvira koji se odnose na decu sa
smetnjama u razvoju i invaliditetom kroz dodatno usaglašavanje sa
evropskim standardima.
Važan element projekta čini promocija primene znanja koja se
odnose na savremene metode rada sa decom sa smetnjama u razvoju u
specijalnim školama i specijalnim trening školama sa čim se naš tim
upoznao kroz program učenja u Švedskoj, što ćemo u ovom radu
predstaviti.
Projektom je planirano da se izrade preporuke za unapređivanje
rada škola za decu sa smetnjama u razvoju u Srbiji. U toku pripremne
procedure za izradu dokumenta preporuka posetili smo ustanove koje su
izabrane kao primeri dobre prakse u Srbiji, a to su: Škola sa domom
učenika "Bubanj" u Nišu, Škola "Radivoj Popović" u Zemunu i Škola za
osnovno i srednje obrazovanje “Milan Petrović” u Novom Sadu. Poseban
fokus stavljen je na analizu postojećih dobrih kapaciteta i na
inovativna rešenja u radu sa decom sa smetnjama u razvoju u Srbiji, na
osnovu čega su izrađene preporuke koje su u radu prikazane.
PB  - Društvo defektologa Srbije
C3  - Zbornik rezimea sa stručno-naučne konferencije Dani defektologa Srbije
T1  - Da naše specijalne škole budu kao evropske – izazovi problemi rešenja
EP  - 39
SP  - 39
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2921
ER  - 

@conference{
author = "Nestorov, Stevan and Glumbić, Nenad and Nestorov, Violeta and Vukić, Jelena and Abramović-Savić, Ljiljana",
year = "2018",
abstract = "Projekat “Da naše specijalne škole budu kao evropske” sprovodi
organizacija „Pomoć porodici“ u okviru Erasmus+ programa koji
finansira Evropska Unija. Cilj ovog projekta je unapređivanje specijalne
edukacije i rehabilitacije dece sa smetnjama u razvoju u Srbiji. Naziv
projekta simbolično oslikava našu ideju evropske dimenzije promena u
oblasti obrazovanja dece sa smetnjama u razvoju u specijalnim školama u
Srbiji na čemu radi projektni tim.
Projekat će doprineti unapređenju i promociji implementacije
relevantnih zakonskih i strateških okvira koji se odnose na decu sa
smetnjama u razvoju i invaliditetom kroz dodatno usaglašavanje sa
evropskim standardima.
Važan element projekta čini promocija primene znanja koja se
odnose na savremene metode rada sa decom sa smetnjama u razvoju u
specijalnim školama i specijalnim trening školama sa čim se naš tim
upoznao kroz program učenja u Švedskoj, što ćemo u ovom radu
predstaviti.
Projektom je planirano da se izrade preporuke za unapređivanje
rada škola za decu sa smetnjama u razvoju u Srbiji. U toku pripremne
procedure za izradu dokumenta preporuka posetili smo ustanove koje su
izabrane kao primeri dobre prakse u Srbiji, a to su: Škola sa domom
učenika "Bubanj" u Nišu, Škola "Radivoj Popović" u Zemunu i Škola za
osnovno i srednje obrazovanje “Milan Petrović” u Novom Sadu. Poseban
fokus stavljen je na analizu postojećih dobrih kapaciteta i na
inovativna rešenja u radu sa decom sa smetnjama u razvoju u Srbiji, na
osnovu čega su izrađene preporuke koje su u radu prikazane.",
publisher = "Društvo defektologa Srbije",
journal = "Zbornik rezimea sa stručno-naučne konferencije Dani defektologa Srbije",
title = "Da naše specijalne škole budu kao evropske – izazovi problemi rešenja",
pages = "39-39",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2921"
}

Nestorov, S., Glumbić, N., Nestorov, V., Vukić, J.,& Abramović-Savić, L.. (2018). Da naše specijalne škole budu kao evropske – izazovi problemi rešenja. in Zbornik rezimea sa stručno-naučne konferencije Dani defektologa Srbije
Društvo defektologa Srbije., 39-39.
https://hdl.handle.net/21.15107/rcub_rfasper_2921

Nestorov S, Glumbić N, Nestorov V, Vukić J, Abramović-Savić L. Da naše specijalne škole budu kao evropske – izazovi problemi rešenja. in Zbornik rezimea sa stručno-naučne konferencije Dani defektologa Srbije. 2018;:39-39.
https://hdl.handle.net/21.15107/rcub_rfasper_2921 .

Nestorov, Stevan, Glumbić, Nenad, Nestorov, Violeta, Vukić, Jelena, Abramović-Savić, Ljiljana, "Da naše specijalne škole budu kao evropske – izazovi problemi rešenja" in Zbornik rezimea sa stručno-naučne konferencije Dani defektologa Srbije (2018):39-39,
https://hdl.handle.net/21.15107/rcub_rfasper_2921 .

TY  - BOOK
AU  - Nestorov, Stevan
AU  - Glumbić, Nenad
AU  - Nestorov, Violeta
AU  - Abramović-Savić, Ljiljana
AU  - Vukić, Jelena
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2889
PB  - Pomoć porodici
T1  - Da naše specijalne škole budu kao evropske : preporuke za unapređivanje rada škola za decu sa smetnjama u razvoju u Srbiji
SP  - 18
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2889
ER  - 

@book{
author = "Nestorov, Stevan and Glumbić, Nenad and Nestorov, Violeta and Abramović-Savić, Ljiljana and Vukić, Jelena",
year = "2018",
publisher = "Pomoć porodici",
title = "Da naše specijalne škole budu kao evropske : preporuke za unapređivanje rada škola za decu sa smetnjama u razvoju u Srbiji",
pages = "18",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2889"
}

Nestorov, S., Glumbić, N., Nestorov, V., Abramović-Savić, L.,& Vukić, J.. (2018). Da naše specijalne škole budu kao evropske : preporuke za unapređivanje rada škola za decu sa smetnjama u razvoju u Srbiji. 
Pomoć porodici., 18.
https://hdl.handle.net/21.15107/rcub_rfasper_2889

Nestorov S, Glumbić N, Nestorov V, Abramović-Savić L, Vukić J. Da naše specijalne škole budu kao evropske : preporuke za unapređivanje rada škola za decu sa smetnjama u razvoju u Srbiji. 2018;:18.
https://hdl.handle.net/21.15107/rcub_rfasper_2889 .

Nestorov, Stevan, Glumbić, Nenad, Nestorov, Violeta, Abramović-Savić, Ljiljana, Vukić, Jelena, "Da naše specijalne škole budu kao evropske : preporuke za unapređivanje rada škola za decu sa smetnjama u razvoju u Srbiji" (2018):18,
https://hdl.handle.net/21.15107/rcub_rfasper_2889 .

TY  - CONF
AU  - Nestorov, Stevan
AU  - Kovačević, Jasmina
AU  - Nestorov, Violeta
PY  - 2016
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2419
T1  - Porodice dece sa smetnjama u razvoju i problemi sa kojima se suočavaju
EP  - 261
SP  - 245
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2419
ER  - 

@conference{
author = "Nestorov, Stevan and Kovačević, Jasmina and Nestorov, Violeta",
year = "2016",
title = "Porodice dece sa smetnjama u razvoju i problemi sa kojima se suočavaju",
pages = "261-245",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2419"
}

Nestorov, S., Kovačević, J.,& Nestorov, V.. (2016). Porodice dece sa smetnjama u razvoju i problemi sa kojima se suočavaju. , 245-261.
https://hdl.handle.net/21.15107/rcub_rfasper_2419

Nestorov S, Kovačević J, Nestorov V. Porodice dece sa smetnjama u razvoju i problemi sa kojima se suočavaju. 2016;:245-261.
https://hdl.handle.net/21.15107/rcub_rfasper_2419 .

Nestorov, Stevan, Kovačević, Jasmina, Nestorov, Violeta, "Porodice dece sa smetnjama u razvoju i problemi sa kojima se suočavaju" (2016):245-261,
https://hdl.handle.net/21.15107/rcub_rfasper_2419 .

TY  - JOUR
AU  - Nestorov, Stevan J.
AU  - Kovačević, Jasmina
PY  - 2016
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1025
AB  - The aim of this research was to determine how mentally retarded children spend free time in families. The sample included 57 families of mentally retarded children. Gathering data was done with the aid of specially designed questionnaire for parents of mentally retarded children. Results show that more than two thirds of parents include children into mutual family activities, whereas 16% do not take children to visit friends, because they feel embarrassed, because a child does not feel all right there or because the host is embarrassed. Almost all parents have confirmed that mentally retarded children spend their free time in the family environment, watching TV or playing computer games. In addition, 83.6% of mentally retarded children spend their free time without any special activity, i.e. 'they do nothing special, they mainly sit'. The way of spending free time depends on the type of disability. Passive way o spending free time is common in the whole sample. Parents state many obstacles in organisation o free time of mentally disabled children. It can be concluded that it is necessary to offer organised and systematic support to families in organising free time with the aim of improving the quality o life, both of mentally disabled children and their families.
AB  - Cilj istraživanja bio je da se utvrdi kako deca ometena u razvoju provode slobodno vreme u porodici. Uzorak je sačinjen od 57 porodica dece ometene u razvoju. Za prikupljanje podataka korišćen je posebno dizajniran upitnik za roditelje dece ometene u razvoju. Rezultati pokazuju da više od 2/3 roditelja uključuje decu u zajedničke porodične aktivnosti, dok 16% roditelja ne vodi svoju decu u posete prijateljima, zbog lične nelagodnosti, zbog toga što detetu ne prija ili zbog nelagodnosti domaćina. Skoro svi roditelji su potvrdili da njihova deca ometena u razvoju slobodno vreme najviše provode u porodičnom okruženju, gledajući televiziju i igrajući video-igre. Takođe, 83,6% dece ometene u razvoju slobodno vreme provodi bez neke posebne aktivnosti, odnosno 'ne rade ništa posebno i uglavnom samo sede'. Način provođenja slobodnog vremena se razlikuje u zavisnosti od vrste ometenosti. Pasivan način provođenja slobodnog vremena je izuzetno zastupljen u celokupnom uzorku. Roditelji navode brojne prepreke u organizaciji slobodnog vremena dece ometene u razvoju. Može se zaključiti da je neophodno pružiti organizovanu i sistemsku podršku porodicama u organizaciji slobodnog vremena sa ciljem podizanja kvaliteta života, kako dece ometene u razvoju, tako i same porodice.
PB  - Forum pedagoga Srbije i Crne Gore, Beograd
T2  - Pedagogija
T1  - Organisation of free time of mentally disabled children in the families
T1  - Organizacija slobodnog vremena dece ometene u razvoju u porodici
EP  - 213
IS  - 2
SP  - 202
VL  - 71
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_1025
ER  - 

@article{
author = "Nestorov, Stevan J. and Kovačević, Jasmina",
year = "2016",
abstract = "The aim of this research was to determine how mentally retarded children spend free time in families. The sample included 57 families of mentally retarded children. Gathering data was done with the aid of specially designed questionnaire for parents of mentally retarded children. Results show that more than two thirds of parents include children into mutual family activities, whereas 16% do not take children to visit friends, because they feel embarrassed, because a child does not feel all right there or because the host is embarrassed. Almost all parents have confirmed that mentally retarded children spend their free time in the family environment, watching TV or playing computer games. In addition, 83.6% of mentally retarded children spend their free time without any special activity, i.e. 'they do nothing special, they mainly sit'. The way of spending free time depends on the type of disability. Passive way o spending free time is common in the whole sample. Parents state many obstacles in organisation o free time of mentally disabled children. It can be concluded that it is necessary to offer organised and systematic support to families in organising free time with the aim of improving the quality o life, both of mentally disabled children and their families., Cilj istraživanja bio je da se utvrdi kako deca ometena u razvoju provode slobodno vreme u porodici. Uzorak je sačinjen od 57 porodica dece ometene u razvoju. Za prikupljanje podataka korišćen je posebno dizajniran upitnik za roditelje dece ometene u razvoju. Rezultati pokazuju da više od 2/3 roditelja uključuje decu u zajedničke porodične aktivnosti, dok 16% roditelja ne vodi svoju decu u posete prijateljima, zbog lične nelagodnosti, zbog toga što detetu ne prija ili zbog nelagodnosti domaćina. Skoro svi roditelji su potvrdili da njihova deca ometena u razvoju slobodno vreme najviše provode u porodičnom okruženju, gledajući televiziju i igrajući video-igre. Takođe, 83,6% dece ometene u razvoju slobodno vreme provodi bez neke posebne aktivnosti, odnosno 'ne rade ništa posebno i uglavnom samo sede'. Način provođenja slobodnog vremena se razlikuje u zavisnosti od vrste ometenosti. Pasivan način provođenja slobodnog vremena je izuzetno zastupljen u celokupnom uzorku. Roditelji navode brojne prepreke u organizaciji slobodnog vremena dece ometene u razvoju. Može se zaključiti da je neophodno pružiti organizovanu i sistemsku podršku porodicama u organizaciji slobodnog vremena sa ciljem podizanja kvaliteta života, kako dece ometene u razvoju, tako i same porodice.",
publisher = "Forum pedagoga Srbije i Crne Gore, Beograd",
journal = "Pedagogija",
title = "Organisation of free time of mentally disabled children in the families, Organizacija slobodnog vremena dece ometene u razvoju u porodici",
pages = "213-202",
number = "2",
volume = "71",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_1025"
}

Nestorov, S. J.,& Kovačević, J.. (2016). Organisation of free time of mentally disabled children in the families. in Pedagogija
Forum pedagoga Srbije i Crne Gore, Beograd., 71(2), 202-213.
https://hdl.handle.net/21.15107/rcub_rfasper_1025

Nestorov SJ, Kovačević J. Organisation of free time of mentally disabled children in the families. in Pedagogija. 2016;71(2):202-213.
https://hdl.handle.net/21.15107/rcub_rfasper_1025 .

Nestorov, Stevan J., Kovačević, Jasmina, "Organisation of free time of mentally disabled children in the families" in Pedagogija, 71, no. 2 (2016):202-213,
https://hdl.handle.net/21.15107/rcub_rfasper_1025 .

TY  - JOUR
AU  - Nestorov, Stevan
AU  - Nestorov, Violeta
PY  - 2016
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3633
PB  - Drustvo defektologa Srbije
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju (ICF)
T2  - Beogradska defektološka škola
T1  - Svetomir Bojanin: Tretman pokretom i savetovanje
EP  - 109
IS  - 1
SP  - 105
VL  - 22
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3633
ER  - 

@article{
author = "Nestorov, Stevan and Nestorov, Violeta",
year = "2016",
publisher = "Drustvo defektologa Srbije, Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju (ICF)",
journal = "Beogradska defektološka škola",
title = "Svetomir Bojanin: Tretman pokretom i savetovanje",
pages = "109-105",
number = "1",
volume = "22",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3633"
}

Nestorov, S.,& Nestorov, V.. (2016). Svetomir Bojanin: Tretman pokretom i savetovanje. in Beogradska defektološka škola
Drustvo defektologa Srbije., 22(1), 105-109.
https://hdl.handle.net/21.15107/rcub_rfasper_3633

Nestorov S, Nestorov V. Svetomir Bojanin: Tretman pokretom i savetovanje. in Beogradska defektološka škola. 2016;22(1):105-109.
https://hdl.handle.net/21.15107/rcub_rfasper_3633 .

Nestorov, Stevan, Nestorov, Violeta, "Svetomir Bojanin: Tretman pokretom i savetovanje" in Beogradska defektološka škola, 22, no. 1 (2016):105-109,
https://hdl.handle.net/21.15107/rcub_rfasper_3633 .

TY  - JOUR
AU  - Nestorov, Stevan
PY  - 2014
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3666
AB  - Socijalna uključenost je jedan od najvažniji prioriteta kada govorimo o inkluzivnom konceptu razvoja društva. Učestvovanje u redovnim društvenim tokovima je, ne jedini, ali svakako važan, pokazatelj kvaliteta života osoba sa invaliditetom.
Učešće osoba sa invaliditetom u svakodnevnim društvenim aktivnostima je ograničeno zbog ekonomskih i socijalnih barijera. Predrasude opšte populacije takođe igraju značajnu ulogu. Gluvi i nagluvi se teško prilagođavaju ovim uticajima, pa je razumljivo da se druže i okupljaju u klubovima gluvih unutar zajednice Gluvih.
Osnovni cilj istraživanja bio je da odgovorimo na pitanje kojim aktivnostima se bave mladi gluvi i nagluvi tokom slobodnog vremena, odnosno da opišemo na koji način oni provode slobodno vreme. Interesovalo nas je koje su specifične aktivnosti i sadržaji kojima se mladi gluvi i nagluvi bave tokom slobodnog vremena.
Na osnovu rezultata ovog istraživanja pokušali smo da na smislen način interpretiramo ponašanje mladih gluvih i nagluvih tokom slobodnog vremena.
Rezultati istraživanja su pokazali da je najzastupljeniji model slobodnog vremena orijentisanom na sadržaje koji predstavljaju aktivnosti usmerene ka zabavi. To su uglavnom aktivnosti, poput praćenja televizijskih serija i čitanja časopisa, koje ne zahtevaju veće intelektualno angažovanje.
Gluvi i nagluvi se najviše druže međusobno, što potvrđuje naše pretpostavke o povezanosti u zajednici gluvih. Svi ispitanici redovno posećuju klubove gluvih. Naši ispitanici dosta slobodnog
vremena provode uz kompjutere, retko prate vesti na znakovnom jeziku, a od filmskih žanrova najviše vole horor filmove.
Ovi rezultati o slobodnom vremenu gluvih i nagluvih su u skladu sa rezultatima drugih istraživanja o slobodnom vremenu mladih opšte populacije, u smislu toga da govore da su mladi uglavnom „potrošači“ kulture, okrenuti kulturnoj recepciji i pasivnijim oblicima provođenja slobodnog vremena
Ovo polje specijalne edukacije i rehabilitacije koje se tiče kvaliteta života osoba sa invaliditetom, odnosno kvaliteta života gluvih i nagluvih je kod nas nedovoljno istraženo. Tim pitanjima su se do sada uglavnom bavile nevladine organizacije kroz međunarodne projekte koji su se bavili praćenjem ostvarivanja prava osoba sa invaliditetom. Dobijeni rezultati predstavljaju dobru osnovu za dalja istraživanja kulturnih navika mladih gluvih i nagluvih. Valjalo bi istražiti povezanost između aktivnosti u slobodnom vremenu sa socio- ekonomskim statusom porodice, polom, uslovima života kao i mestom stanovanja.
AB  - Social inclusion is one of the most important priorities when we talk
about the concept of inclusive social development. Participation in regular
social activities is not the only, but certainly an important indicator of the
quality of life of people with disabilities.
The participation of people with disabilities in everyday social activities
is limited due to economic and social barriers. The prejudices of the general population also play a significant role. Deaf and hard of hearing is hard to
adapt to these impacts, so it is understandable to socialize and gather in
clubs within the Deaf community.
The main objective of this research was to answer the question of what
activities dealing with young deaf and hard of hearing during free time,
or to describe the way they spend their leisure time. We were interested
in specific activities and facilities which young deaf and hard of hearing
dealing with during free time.
Based on the results of this study, we tried to meaningfully interpret
the behavior of young deaf and hard of hearing during free time.
Results showed that the most common leisure-oriented model to
represent the contents of activities geared towards entertainment. These
are mainly activities, such as watching the television series and reading
magazines that do not require higher intellectual engagement.
Deaf and hard of hearing is the most socialize with each other, which
confirms our assumptions about the connection in the deaf community. All
respondents regularly visit the Deaf clubs. Our respondents plenty of their
free time spend with computers, rarely follow the news in sign language,
and most of the film genres prefer horror movies.
These results on the free time of the Deaf and Hard of Hearing are in
accordance with the results of other studies on the free time of young of the
general population, in the sense that they are saying that they are mostly
young „consumers“ of culture, facing cultural reception and more passive
forms of leisure time.
This field of special education and rehabilitation concerning the quality
of life of people with disabilities, or the quality of life of deaf and hard of
hearing is the insufficiently explored_ These issues are usually addressed
through international non-governmental organization projects that are
concerned with monitoring the realization of the rights of persons with
disabilities_
Our results provide a good basis for further research on the cultural
habits of young deaf and hard of hearing_ One should investigate the
relationship between leisure activities with socio-economic status of the
family, gender, living conditions as well as place of residence_
PB  - Drustvo defektologa Srbije
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju (ICF)
T2  - Beogradska defektološka škola
T1  - Specifičnosti slobodnog vremena mladih gluvih i nagluvih
T1  - Characteristics of leisure time of young Deaf and hard of hearing
EP  - 578
IS  - 3
SP  - 563
VL  - 20
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3666
ER  - 

@article{
author = "Nestorov, Stevan",
year = "2014",
abstract = "Socijalna uključenost je jedan od najvažniji prioriteta kada govorimo o inkluzivnom konceptu razvoja društva. Učestvovanje u redovnim društvenim tokovima je, ne jedini, ali svakako važan, pokazatelj kvaliteta života osoba sa invaliditetom.
Učešće osoba sa invaliditetom u svakodnevnim društvenim aktivnostima je ograničeno zbog ekonomskih i socijalnih barijera. Predrasude opšte populacije takođe igraju značajnu ulogu. Gluvi i nagluvi se teško prilagođavaju ovim uticajima, pa je razumljivo da se druže i okupljaju u klubovima gluvih unutar zajednice Gluvih.
Osnovni cilj istraživanja bio je da odgovorimo na pitanje kojim aktivnostima se bave mladi gluvi i nagluvi tokom slobodnog vremena, odnosno da opišemo na koji način oni provode slobodno vreme. Interesovalo nas je koje su specifične aktivnosti i sadržaji kojima se mladi gluvi i nagluvi bave tokom slobodnog vremena.
Na osnovu rezultata ovog istraživanja pokušali smo da na smislen način interpretiramo ponašanje mladih gluvih i nagluvih tokom slobodnog vremena.
Rezultati istraživanja su pokazali da je najzastupljeniji model slobodnog vremena orijentisanom na sadržaje koji predstavljaju aktivnosti usmerene ka zabavi. To su uglavnom aktivnosti, poput praćenja televizijskih serija i čitanja časopisa, koje ne zahtevaju veće intelektualno angažovanje.
Gluvi i nagluvi se najviše druže međusobno, što potvrđuje naše pretpostavke o povezanosti u zajednici gluvih. Svi ispitanici redovno posećuju klubove gluvih. Naši ispitanici dosta slobodnog
vremena provode uz kompjutere, retko prate vesti na znakovnom jeziku, a od filmskih žanrova najviše vole horor filmove.
Ovi rezultati o slobodnom vremenu gluvih i nagluvih su u skladu sa rezultatima drugih istraživanja o slobodnom vremenu mladih opšte populacije, u smislu toga da govore da su mladi uglavnom „potrošači“ kulture, okrenuti kulturnoj recepciji i pasivnijim oblicima provođenja slobodnog vremena
Ovo polje specijalne edukacije i rehabilitacije koje se tiče kvaliteta života osoba sa invaliditetom, odnosno kvaliteta života gluvih i nagluvih je kod nas nedovoljno istraženo. Tim pitanjima su se do sada uglavnom bavile nevladine organizacije kroz međunarodne projekte koji su se bavili praćenjem ostvarivanja prava osoba sa invaliditetom. Dobijeni rezultati predstavljaju dobru osnovu za dalja istraživanja kulturnih navika mladih gluvih i nagluvih. Valjalo bi istražiti povezanost između aktivnosti u slobodnom vremenu sa socio- ekonomskim statusom porodice, polom, uslovima života kao i mestom stanovanja., Social inclusion is one of the most important priorities when we talk
about the concept of inclusive social development. Participation in regular
social activities is not the only, but certainly an important indicator of the
quality of life of people with disabilities.
The participation of people with disabilities in everyday social activities
is limited due to economic and social barriers. The prejudices of the general population also play a significant role. Deaf and hard of hearing is hard to
adapt to these impacts, so it is understandable to socialize and gather in
clubs within the Deaf community.
The main objective of this research was to answer the question of what
activities dealing with young deaf and hard of hearing during free time,
or to describe the way they spend their leisure time. We were interested
in specific activities and facilities which young deaf and hard of hearing
dealing with during free time.
Based on the results of this study, we tried to meaningfully interpret
the behavior of young deaf and hard of hearing during free time.
Results showed that the most common leisure-oriented model to
represent the contents of activities geared towards entertainment. These
are mainly activities, such as watching the television series and reading
magazines that do not require higher intellectual engagement.
Deaf and hard of hearing is the most socialize with each other, which
confirms our assumptions about the connection in the deaf community. All
respondents regularly visit the Deaf clubs. Our respondents plenty of their
free time spend with computers, rarely follow the news in sign language,
and most of the film genres prefer horror movies.
These results on the free time of the Deaf and Hard of Hearing are in
accordance with the results of other studies on the free time of young of the
general population, in the sense that they are saying that they are mostly
young „consumers“ of culture, facing cultural reception and more passive
forms of leisure time.
This field of special education and rehabilitation concerning the quality
of life of people with disabilities, or the quality of life of deaf and hard of
hearing is the insufficiently explored_ These issues are usually addressed
through international non-governmental organization projects that are
concerned with monitoring the realization of the rights of persons with
disabilities_
Our results provide a good basis for further research on the cultural
habits of young deaf and hard of hearing_ One should investigate the
relationship between leisure activities with socio-economic status of the
family, gender, living conditions as well as place of residence_",
publisher = "Drustvo defektologa Srbije, Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju (ICF)",
journal = "Beogradska defektološka škola",
title = "Specifičnosti slobodnog vremena mladih gluvih i nagluvih, Characteristics of leisure time of young Deaf and hard of hearing",
pages = "578-563",
number = "3",
volume = "20",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3666"
}

Nestorov, S.. (2014). Specifičnosti slobodnog vremena mladih gluvih i nagluvih. in Beogradska defektološka škola
Drustvo defektologa Srbije., 20(3), 563-578.
https://hdl.handle.net/21.15107/rcub_rfasper_3666

Nestorov S. Specifičnosti slobodnog vremena mladih gluvih i nagluvih. in Beogradska defektološka škola. 2014;20(3):563-578.
https://hdl.handle.net/21.15107/rcub_rfasper_3666 .

Nestorov, Stevan, "Specifičnosti slobodnog vremena mladih gluvih i nagluvih" in Beogradska defektološka škola, 20, no. 3 (2014):563-578,
https://hdl.handle.net/21.15107/rcub_rfasper_3666 .

TY  - CONF
AU  - Dimić, Nadežda
AU  - Kovačević, Tamara
AU  - Isaković, Ljubica
AU  - Nestorov, Stevan
PY  - 2010
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1846
C3  - Book of Abstracts NHS 2010 Conference, Cernobbio (Como Lake) Italy
T1  - The Specificity of Sign Language and Verbal Expression in Deaf and Hard of Hearing Preschool Aged Children
EP  - 16
SP  - 16
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_1846
ER  - 

@conference{
author = "Dimić, Nadežda and Kovačević, Tamara and Isaković, Ljubica and Nestorov, Stevan",
year = "2010",
journal = "Book of Abstracts NHS 2010 Conference, Cernobbio (Como Lake) Italy",
title = "The Specificity of Sign Language and Verbal Expression in Deaf and Hard of Hearing Preschool Aged Children",
pages = "16-16",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_1846"
}

Dimić, N., Kovačević, T., Isaković, L.,& Nestorov, S.. (2010). The Specificity of Sign Language and Verbal Expression in Deaf and Hard of Hearing Preschool Aged Children. in Book of Abstracts NHS 2010 Conference, Cernobbio (Como Lake) Italy, 16-16.
https://hdl.handle.net/21.15107/rcub_rfasper_1846

Dimić N, Kovačević T, Isaković L, Nestorov S. The Specificity of Sign Language and Verbal Expression in Deaf and Hard of Hearing Preschool Aged Children. in Book of Abstracts NHS 2010 Conference, Cernobbio (Como Lake) Italy. 2010;:16-16.
https://hdl.handle.net/21.15107/rcub_rfasper_1846 .

Dimić, Nadežda, Kovačević, Tamara, Isaković, Ljubica, Nestorov, Stevan, "The Specificity of Sign Language and Verbal Expression in Deaf and Hard of Hearing Preschool Aged Children" in Book of Abstracts NHS 2010 Conference, Cernobbio (Como Lake) Italy (2010):16-16,
https://hdl.handle.net/21.15107/rcub_rfasper_1846 .

TY  - CONF
AU  - Dimić, Nadežda
AU  - Nestorov, Stevan
AU  - Nestorov, Violeta
AU  - Kovačević, Tamara
AU  - Isaković, Ljubica
PY  - 2010
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1844
C3  - Book of abstracts, 2nd International Congress on Deafness: Communication and Learning Advances in the Oral Modality, Barcelona, Spain
T1  - Understanding of spoken and sign language commands in deaf and hard of hearing children with multiple disabilities
EP  - 56
SP  - 56
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_1844
ER  - 

@conference{
author = "Dimić, Nadežda and Nestorov, Stevan and Nestorov, Violeta and Kovačević, Tamara and Isaković, Ljubica",
year = "2010",
journal = "Book of abstracts, 2nd International Congress on Deafness: Communication and Learning Advances in the Oral Modality, Barcelona, Spain",
title = "Understanding of spoken and sign language commands in deaf and hard of hearing children with multiple disabilities",
pages = "56-56",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_1844"
}

Dimić, N., Nestorov, S., Nestorov, V., Kovačević, T.,& Isaković, L.. (2010). Understanding of spoken and sign language commands in deaf and hard of hearing children with multiple disabilities. in Book of abstracts, 2nd International Congress on Deafness: Communication and Learning Advances in the Oral Modality, Barcelona, Spain, 56-56.
https://hdl.handle.net/21.15107/rcub_rfasper_1844

Dimić N, Nestorov S, Nestorov V, Kovačević T, Isaković L. Understanding of spoken and sign language commands in deaf and hard of hearing children with multiple disabilities. in Book of abstracts, 2nd International Congress on Deafness: Communication and Learning Advances in the Oral Modality, Barcelona, Spain. 2010;:56-56.
https://hdl.handle.net/21.15107/rcub_rfasper_1844 .

Dimić, Nadežda, Nestorov, Stevan, Nestorov, Violeta, Kovačević, Tamara, Isaković, Ljubica, "Understanding of spoken and sign language commands in deaf and hard of hearing children with multiple disabilities" in Book of abstracts, 2nd International Congress on Deafness: Communication and Learning Advances in the Oral Modality, Barcelona, Spain (2010):56-56,
https://hdl.handle.net/21.15107/rcub_rfasper_1844 .

TY  - JOUR
AU  - Nestorov, Stevan J.
AU  - Dimić, Nadežda
PY  - 2010
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/398
AB  - Testing of verbal-linguistic deficits in children with multiple disability and impaired hearing is a complex and multidimensional problem that demands engagement of know-how and achievements in all special education scientific disciplines, in a way which will avoid individual and partial approach, namely, in a way that will integrate knowledge about the handicaps and provide answers to the problems of each individual child with multiple disability who is deaf or hard of hearing. Knowledge of sign language is extremely important for the development of children with impaired hearing and children with multiple disability and impaired hearing. It was our goal with the conducted research to determine the specific characteristics in understanding verbal and sign orders in children with multiple disability and impaired hearing. The research was conducted in the territory of the Republic of Serbia, at all schools for children with impaired hearing and speech. The samples consisted of two groups of subjects: students with impaired hearing without multiple disabilities, aged form 9-13., N=34, and students with impaired hearing and multiple disabilities, aged from 8-26, N=76. The following instrument was used in the research: List for assessment of understanding of verbal and sign orders (Nestorov S, Dimić N.) Based on the analysis of obtained data we have concluded that the understanding of verbal orders from all tested categories of terms, by the subjects of experimental group, is quite low, and the understanding of the sign orders for the terms from the tested category, is better, but partially. If the results of tasks of all tested categories are observed, there is an obvious statistically significant difference in the results between the subjects of the control and the experimental group, in favor of the subjects of the control group.
AB  - Ispitivanje govorno-jezičkih deficita kod višestruko ometene dece oštećenog sluha predstavlja kompleksan i višedimenzionalan problem koji zahteva angažovanje znanja i dostignuća svih defektoloških naučnih disciplina na način koji he izbeći pojedinačan i parcijalni pristup, odnosno na način koji će objediniti znanja o svim hendikepima i dati odgovor na problem svakog višestruko ometenog gluvog i nagluvog deteta pojedinačno. Poznavanje znakovnog jezika je izuzetno važno za razvoj dece oštećenog sluha i višestruko ometene dece oštećenog sluha. Sprovedenim istraživanjem imali smo cilj da utvrdimo specifičnosti u razumevanju verbalnih i znakovnih naloga kod višestruko ometene dece oštećenog sluha. Istraživanje )e sprovedeno na teritoriji Republike Srbije, u svim školama za decu oštećenog sluha i govora. Uzorak su činile dve grupe ispitanika: učenici oštećenog sluha bez višestruke ometenosti uzrasta od 9-13 godina, N=34, i učenici oštećenog sluha sa višestrukom ometenošću uzrasta od 8-26 godina N=76. U istraživanju je korišćen sledeći instrument: Lista za procenu razumevanja verbalnih i znakovnih naloga (Nestorov S,Dimić N.). Na osnovu analize dobijenih podataka zaključili smo da je razumevanje govornih naloga iz svih ispitivanih kategorija pojmova, ispitanika eksperimentalne grupe dosta nisko, a razumevanje znakovnih naloga za pojmove iz ispitivanih kategorija je bolje, ali polovično. Ako se posmatraju rezultati zadataka svih ispitivanih kategorija evidentna je statistički značajna razlika u uspehu između ispitanika kontrolne i eksperimentalne grupe, u korist ispitanika kontrolne grupe.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd
T2  - Beogradska defektološka škola
T1  - Specific characteristics of verbal and sign expression in children with multiple disability and impaired hearing
T1  - Specifičnost verbalnog i znakovnog izraza kod višestruko ometene dece oštećenog sluha
EP  - 142
IS  - 1
SP  - 131
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_398
ER  - 

@article{
author = "Nestorov, Stevan J. and Dimić, Nadežda",
year = "2010",
abstract = "Testing of verbal-linguistic deficits in children with multiple disability and impaired hearing is a complex and multidimensional problem that demands engagement of know-how and achievements in all special education scientific disciplines, in a way which will avoid individual and partial approach, namely, in a way that will integrate knowledge about the handicaps and provide answers to the problems of each individual child with multiple disability who is deaf or hard of hearing. Knowledge of sign language is extremely important for the development of children with impaired hearing and children with multiple disability and impaired hearing. It was our goal with the conducted research to determine the specific characteristics in understanding verbal and sign orders in children with multiple disability and impaired hearing. The research was conducted in the territory of the Republic of Serbia, at all schools for children with impaired hearing and speech. The samples consisted of two groups of subjects: students with impaired hearing without multiple disabilities, aged form 9-13., N=34, and students with impaired hearing and multiple disabilities, aged from 8-26, N=76. The following instrument was used in the research: List for assessment of understanding of verbal and sign orders (Nestorov S, Dimić N.) Based on the analysis of obtained data we have concluded that the understanding of verbal orders from all tested categories of terms, by the subjects of experimental group, is quite low, and the understanding of the sign orders for the terms from the tested category, is better, but partially. If the results of tasks of all tested categories are observed, there is an obvious statistically significant difference in the results between the subjects of the control and the experimental group, in favor of the subjects of the control group., Ispitivanje govorno-jezičkih deficita kod višestruko ometene dece oštećenog sluha predstavlja kompleksan i višedimenzionalan problem koji zahteva angažovanje znanja i dostignuća svih defektoloških naučnih disciplina na način koji he izbeći pojedinačan i parcijalni pristup, odnosno na način koji će objediniti znanja o svim hendikepima i dati odgovor na problem svakog višestruko ometenog gluvog i nagluvog deteta pojedinačno. Poznavanje znakovnog jezika je izuzetno važno za razvoj dece oštećenog sluha i višestruko ometene dece oštećenog sluha. Sprovedenim istraživanjem imali smo cilj da utvrdimo specifičnosti u razumevanju verbalnih i znakovnih naloga kod višestruko ometene dece oštećenog sluha. Istraživanje )e sprovedeno na teritoriji Republike Srbije, u svim školama za decu oštećenog sluha i govora. Uzorak su činile dve grupe ispitanika: učenici oštećenog sluha bez višestruke ometenosti uzrasta od 9-13 godina, N=34, i učenici oštećenog sluha sa višestrukom ometenošću uzrasta od 8-26 godina N=76. U istraživanju je korišćen sledeći instrument: Lista za procenu razumevanja verbalnih i znakovnih naloga (Nestorov S,Dimić N.). Na osnovu analize dobijenih podataka zaključili smo da je razumevanje govornih naloga iz svih ispitivanih kategorija pojmova, ispitanika eksperimentalne grupe dosta nisko, a razumevanje znakovnih naloga za pojmove iz ispitivanih kategorija je bolje, ali polovično. Ako se posmatraju rezultati zadataka svih ispitivanih kategorija evidentna je statistički značajna razlika u uspehu između ispitanika kontrolne i eksperimentalne grupe, u korist ispitanika kontrolne grupe.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd",
journal = "Beogradska defektološka škola",
title = "Specific characteristics of verbal and sign expression in children with multiple disability and impaired hearing, Specifičnost verbalnog i znakovnog izraza kod višestruko ometene dece oštećenog sluha",
pages = "142-131",
number = "1",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_398"
}

Nestorov, S. J.,& Dimić, N.. (2010). Specific characteristics of verbal and sign expression in children with multiple disability and impaired hearing. in Beogradska defektološka škola
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd.(1), 131-142.
https://hdl.handle.net/21.15107/rcub_rfasper_398

Nestorov SJ, Dimić N. Specific characteristics of verbal and sign expression in children with multiple disability and impaired hearing. in Beogradska defektološka škola. 2010;(1):131-142.
https://hdl.handle.net/21.15107/rcub_rfasper_398 .

Nestorov, Stevan J., Dimić, Nadežda, "Specific characteristics of verbal and sign expression in children with multiple disability and impaired hearing" in Beogradska defektološka škola, no. 1 (2010):131-142,
https://hdl.handle.net/21.15107/rcub_rfasper_398 .

TY  - JOUR
AU  - Dimić, Nadežda
AU  - Nestorov, Stevan J.
PY  - 2009
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/248
AB  - The disorders that accompany hearing impairment, such as somatic, sensory or most often intellectual function impairments, largely limit the child in speech and language development and call for a special treatment and support. Therefore, in practice we come across multiply disabled deaf and hard-of-hearing children whose oral language is extremely limited and unintelligible, and it is also difficult to analyze and study it. This fact has influenced the subject of our research which refers to studying the intelligibility of speech in multiply disabled deaf and hard-of-hearing children. The goal of the conducted research was to determine what, except the lack of auditory component, causes speech and language deficits in multiply disabled deaf and hard-of-hearing children. We also studied the linkage between pupil's age, pupil's gender, degree of hearing impairment, the kind of additional disability and the quality of intelligibility of speech of multiply disabled deaf and hard-of-hearing children compared to deaf and hard-of-hearing children without the additional disability. The research was conducted on the territory of the Republic of Serbia in all eight schools for children with impaired hearing and speech. The sample consisted of two groups of respondents: pupils with impaired hearing without multiple disabilities, aged 9 to 13, N=34, and pupils with impaired hearing with multiple disabilities, aged 8 to 26, N=76. The following instruments were used in the research: the Test for Studying Speech Intelligibility (S. Vladisavljevic). Based on the analysis of obtained data, we arrived at the conclusion that there are fairly large differences in intelligibility of speech between the respondents from experimental and control group, which can be explained, fist and foremost, by the presence of additional disability. The experimental group comprised the children who, besides hearing impairment, have various kinds of disability in different degrees. One of the characteristics of the experimental group is also its heterogeneity with respect to age and the kind of additional disability. The control group is homogeneous, especially with respect to age, which is in the narrow range, from 9 to 13.
AB  - Poremećaji koji prate oštećenje sluha, kao što su somatska, senzorna ili najčešće oštećenja intelektualnih funkcija, u velikoj meri limitiraju dete u govorno-jezičkom razvoju i zahtevaju poseban tretman i podršku. Tako u praksi srećemo višestruko ometenu gluvu i nagluvu decu kojoj je govorni jezik izuzetno ograničen i nerazumljiv, a teško ga je analizirati i ispitivati. Ova činjenica je uticala na naš predmet istraživanja koji se odnosi na ispitivanje razumljivosti govora kod višestruko ometene gluve i nagluve dece. Sprovedeno istraživanje je imalo za cilj da utvrdi šta osim odsustva auditivne komponente dovodi do govorno-jezičkih deficita kod višestruko ometene gluve i nagluve dece. Ispitivali smo i povezanost između uzrasta učenika, pola učenika, stepena oštećenja sluha, vrste dodatne ometenosti na kvalitet razumljivosti govora kod višestruko ometene gluve i nagluve dece u odnosu na gluvu i nagluvu decu bez dodatne ometenosti. Istraživanje je sprovedeno na teritoriji Republike Srbije, u svih osam škola za decu oštećenog sluha i govora. Uzorak su činile dve grupe ispitanika: učenici oštećenog sluha bez višestruke ometenosti uzrasta od 9 do 13 godina, N=34, i učenici oštećenog sluha sa višestrukom ometenošću uzrasta od 8 do 26 godina N= 76. U istraživanju su korišćeni sledeći instrumenti: Test za ispitivanje razumljivosti govora (S.Vladisavljević). Na osnovu analize dobijenih podataka zaključili smo da postoje izrazito velike razlike u razumljivosti govora između ispitanika eksperimentalne i kontrolne grupe, što se može objasniti, pre svega, prisustvom dodatne ometenosti. U eksperimentalnoj grupi su deca koja osim oštećenja sluha imaju razne vrste ometenosti različitog stepena. Jedna od karakteristika eksperimentalne grupe je i heterogenost u odnosu na uzrast i vrstu dodatne ometenosti. Kontrolnu grupa je homogena, posebno u smislu uzrasta koji je u uskom opsegu, od 9 do 13 godina.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd
T2  - Beogradska defektološka škola
T1  - Intelligibility of speech in multiply disabled deaf and hard of hearing children
T1  - Razumljivost govora kod višestruko ometene gluve i nagluve dece
EP  - 47
IS  - 2
SP  - 29
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_248
ER  - 

@article{
author = "Dimić, Nadežda and Nestorov, Stevan J.",
year = "2009",
abstract = "The disorders that accompany hearing impairment, such as somatic, sensory or most often intellectual function impairments, largely limit the child in speech and language development and call for a special treatment and support. Therefore, in practice we come across multiply disabled deaf and hard-of-hearing children whose oral language is extremely limited and unintelligible, and it is also difficult to analyze and study it. This fact has influenced the subject of our research which refers to studying the intelligibility of speech in multiply disabled deaf and hard-of-hearing children. The goal of the conducted research was to determine what, except the lack of auditory component, causes speech and language deficits in multiply disabled deaf and hard-of-hearing children. We also studied the linkage between pupil's age, pupil's gender, degree of hearing impairment, the kind of additional disability and the quality of intelligibility of speech of multiply disabled deaf and hard-of-hearing children compared to deaf and hard-of-hearing children without the additional disability. The research was conducted on the territory of the Republic of Serbia in all eight schools for children with impaired hearing and speech. The sample consisted of two groups of respondents: pupils with impaired hearing without multiple disabilities, aged 9 to 13, N=34, and pupils with impaired hearing with multiple disabilities, aged 8 to 26, N=76. The following instruments were used in the research: the Test for Studying Speech Intelligibility (S. Vladisavljevic). Based on the analysis of obtained data, we arrived at the conclusion that there are fairly large differences in intelligibility of speech between the respondents from experimental and control group, which can be explained, fist and foremost, by the presence of additional disability. The experimental group comprised the children who, besides hearing impairment, have various kinds of disability in different degrees. One of the characteristics of the experimental group is also its heterogeneity with respect to age and the kind of additional disability. The control group is homogeneous, especially with respect to age, which is in the narrow range, from 9 to 13., Poremećaji koji prate oštećenje sluha, kao što su somatska, senzorna ili najčešće oštećenja intelektualnih funkcija, u velikoj meri limitiraju dete u govorno-jezičkom razvoju i zahtevaju poseban tretman i podršku. Tako u praksi srećemo višestruko ometenu gluvu i nagluvu decu kojoj je govorni jezik izuzetno ograničen i nerazumljiv, a teško ga je analizirati i ispitivati. Ova činjenica je uticala na naš predmet istraživanja koji se odnosi na ispitivanje razumljivosti govora kod višestruko ometene gluve i nagluve dece. Sprovedeno istraživanje je imalo za cilj da utvrdi šta osim odsustva auditivne komponente dovodi do govorno-jezičkih deficita kod višestruko ometene gluve i nagluve dece. Ispitivali smo i povezanost između uzrasta učenika, pola učenika, stepena oštećenja sluha, vrste dodatne ometenosti na kvalitet razumljivosti govora kod višestruko ometene gluve i nagluve dece u odnosu na gluvu i nagluvu decu bez dodatne ometenosti. Istraživanje je sprovedeno na teritoriji Republike Srbije, u svih osam škola za decu oštećenog sluha i govora. Uzorak su činile dve grupe ispitanika: učenici oštećenog sluha bez višestruke ometenosti uzrasta od 9 do 13 godina, N=34, i učenici oštećenog sluha sa višestrukom ometenošću uzrasta od 8 do 26 godina N= 76. U istraživanju su korišćeni sledeći instrumenti: Test za ispitivanje razumljivosti govora (S.Vladisavljević). Na osnovu analize dobijenih podataka zaključili smo da postoje izrazito velike razlike u razumljivosti govora između ispitanika eksperimentalne i kontrolne grupe, što se može objasniti, pre svega, prisustvom dodatne ometenosti. U eksperimentalnoj grupi su deca koja osim oštećenja sluha imaju razne vrste ometenosti različitog stepena. Jedna od karakteristika eksperimentalne grupe je i heterogenost u odnosu na uzrast i vrstu dodatne ometenosti. Kontrolnu grupa je homogena, posebno u smislu uzrasta koji je u uskom opsegu, od 9 do 13 godina.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd",
journal = "Beogradska defektološka škola",
title = "Intelligibility of speech in multiply disabled deaf and hard of hearing children, Razumljivost govora kod višestruko ometene gluve i nagluve dece",
pages = "47-29",
number = "2",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_248"
}

Dimić, N.,& Nestorov, S. J.. (2009). Intelligibility of speech in multiply disabled deaf and hard of hearing children. in Beogradska defektološka škola
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd.(2), 29-47.
https://hdl.handle.net/21.15107/rcub_rfasper_248

Dimić N, Nestorov SJ. Intelligibility of speech in multiply disabled deaf and hard of hearing children. in Beogradska defektološka škola. 2009;(2):29-47.
https://hdl.handle.net/21.15107/rcub_rfasper_248 .

Dimić, Nadežda, Nestorov, Stevan J., "Intelligibility of speech in multiply disabled deaf and hard of hearing children" in Beogradska defektološka škola, no. 2 (2009):29-47,
https://hdl.handle.net/21.15107/rcub_rfasper_248 .

TY  - JOUR
AU  - Dimić, Nadežda
AU  - Nestorov, Stevan J.
PY  - 2009
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/239
AB  - This paper presents the form of education and rehabilitation of multiply disabled children with impaired hearing in schools for children with impaired hearing in Serbia. We studied the attitudes of defectologists surdologists about the possibilities and forms of education and rehabilitation of multiply disabled children with impaired hearing. Research comprised 18 defectologists surdologists who work as teachers in schools for children with impaired hearing in Subotica, Novi Sad, Belgrade, Zemun, Jagodina, Uzice and Nis, and who have in their class one or more students who, besides hearing impairment, have an additional disability. The final part of the paper provides conclusions and suggestions for improving educational work with multiply disabled children with impaired hearing.
AB  - U radu je prikazan oblik edukacije i rehabilitacije višestruko ometene dece oštećenog sluha u školama za decu oštećenog sluha u Srbiji. Ispitali smo stavove defektologa surdologa o mogućnostima i oblicima edukacije i rehabilitacije višestruko ometene dece oštećenog sluha. Istraživanjem je obuhvaćeno 18 defektologa surdologa koji rade kao nastavnici u školama za decu oštećenog sluha u Subotici, Novom Sadu, Beogradu, Zemunu, Jagodini, Užicu i Nišu i koji u svom odeljenju imaju jednog ili više učenika koji pored oštećenja sluha ima dodatnu ometenost. Na kraju rada je dat zaključak i predlozi za unapređenje vaspitno obrazovnog rada sa višestruko ometenom decom oštećenog sluha.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd
T2  - Beogradska defektološka škola
T1  - Attitudes of surdologists on the form of education of multiply disabled children with impaired hearing
T1  - Stavovi surdologa o obliku obrazovanja i vaspitanja višestruko ometene dece oštećenog sluha
EP  - 12
IS  - 3
SP  - 1
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_239
ER  - 

@article{
author = "Dimić, Nadežda and Nestorov, Stevan J.",
year = "2009",
abstract = "This paper presents the form of education and rehabilitation of multiply disabled children with impaired hearing in schools for children with impaired hearing in Serbia. We studied the attitudes of defectologists surdologists about the possibilities and forms of education and rehabilitation of multiply disabled children with impaired hearing. Research comprised 18 defectologists surdologists who work as teachers in schools for children with impaired hearing in Subotica, Novi Sad, Belgrade, Zemun, Jagodina, Uzice and Nis, and who have in their class one or more students who, besides hearing impairment, have an additional disability. The final part of the paper provides conclusions and suggestions for improving educational work with multiply disabled children with impaired hearing., U radu je prikazan oblik edukacije i rehabilitacije višestruko ometene dece oštećenog sluha u školama za decu oštećenog sluha u Srbiji. Ispitali smo stavove defektologa surdologa o mogućnostima i oblicima edukacije i rehabilitacije višestruko ometene dece oštećenog sluha. Istraživanjem je obuhvaćeno 18 defektologa surdologa koji rade kao nastavnici u školama za decu oštećenog sluha u Subotici, Novom Sadu, Beogradu, Zemunu, Jagodini, Užicu i Nišu i koji u svom odeljenju imaju jednog ili više učenika koji pored oštećenja sluha ima dodatnu ometenost. Na kraju rada je dat zaključak i predlozi za unapređenje vaspitno obrazovnog rada sa višestruko ometenom decom oštećenog sluha.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd",
journal = "Beogradska defektološka škola",
title = "Attitudes of surdologists on the form of education of multiply disabled children with impaired hearing, Stavovi surdologa o obliku obrazovanja i vaspitanja višestruko ometene dece oštećenog sluha",
pages = "12-1",
number = "3",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_239"
}

Dimić, N.,& Nestorov, S. J.. (2009). Attitudes of surdologists on the form of education of multiply disabled children with impaired hearing. in Beogradska defektološka škola
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd.(3), 1-12.
https://hdl.handle.net/21.15107/rcub_rfasper_239

Dimić N, Nestorov SJ. Attitudes of surdologists on the form of education of multiply disabled children with impaired hearing. in Beogradska defektološka škola. 2009;(3):1-12.
https://hdl.handle.net/21.15107/rcub_rfasper_239 .

Dimić, Nadežda, Nestorov, Stevan J., "Attitudes of surdologists on the form of education of multiply disabled children with impaired hearing" in Beogradska defektološka škola, no. 3 (2009):1-12,
https://hdl.handle.net/21.15107/rcub_rfasper_239 .

TY  - JOUR
AU  - Nestorov, Stevan J.
AU  - Dimić, Nadežda
AU  - Nestorov, Violeta
PY  - 2009
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/236
AB  - Recently, there has been an impression that in schools for children with impaired hearing there are more and more children who, besides hearing impairment, have one or more additional disabilities. This paper discusses the concept of multiple disabilities in children with impaired hearing and the criteria for classifying these children. Goal of the paper was to study how many multiply disabled children with impaired hearing there are in schools for children with impaired hearing in Serbia and what are the kinds of additional disabilities present in this population. Research was performed in all schools for children with impaired hearing in Serbia. We established that there are 76 pupils in those schools who, besides impaired hearing, have one or more additional disabilities. The paper presents in form of tables and charts the structure of the group of multiply disabled pupils with impaired hearing with respect to demographic variables and type of disability.
AB  - Poslednjih godina stiče se utisak da je u školama za decu oštećenog sluha sve više dece koja pored oštećenja sluha imaju jednu ili više dodatnih ometenosti. U radu smo razmotrili pojam višestruke ometenosti kod dece oštećenog sluha i kriterijume za razvrstavanje ove dece. Cilj rada je bio da se ispita koliko u školama za decu oštećenog sluha u Srbiji ima višestruko ometene dece oštećenog sluha i koje su vrste dodatnih ometenosti zastupljene u ovoj populaciji. Istraživanje je obavljeno u svim školama za decu oštećenog sluha u Srbiji. Utvrdili smo da se u pomenutim školama nalazi 76 učenika koji pored oštećenja sluha imaju jedno ili više dodatnih oštećenja. U radu je tabelarno i grafički prikazana struktura grupe učenika oštećenog sluha sa višestrukom ometenošću, s obzirom na demografske varijable i tip oštećenja.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd
T2  - Beogradska defektološka škola
T1  - Multiply disabled children with impaired hearing in schools in Serbia
T1  - Višestruko ometena deca oštećenog sluha u školama u Srbiji
EP  - 63
IS  - 3
SP  - 53
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_236
ER  - 

@article{
author = "Nestorov, Stevan J. and Dimić, Nadežda and Nestorov, Violeta",
year = "2009",
abstract = "Recently, there has been an impression that in schools for children with impaired hearing there are more and more children who, besides hearing impairment, have one or more additional disabilities. This paper discusses the concept of multiple disabilities in children with impaired hearing and the criteria for classifying these children. Goal of the paper was to study how many multiply disabled children with impaired hearing there are in schools for children with impaired hearing in Serbia and what are the kinds of additional disabilities present in this population. Research was performed in all schools for children with impaired hearing in Serbia. We established that there are 76 pupils in those schools who, besides impaired hearing, have one or more additional disabilities. The paper presents in form of tables and charts the structure of the group of multiply disabled pupils with impaired hearing with respect to demographic variables and type of disability., Poslednjih godina stiče se utisak da je u školama za decu oštećenog sluha sve više dece koja pored oštećenja sluha imaju jednu ili više dodatnih ometenosti. U radu smo razmotrili pojam višestruke ometenosti kod dece oštećenog sluha i kriterijume za razvrstavanje ove dece. Cilj rada je bio da se ispita koliko u školama za decu oštećenog sluha u Srbiji ima višestruko ometene dece oštećenog sluha i koje su vrste dodatnih ometenosti zastupljene u ovoj populaciji. Istraživanje je obavljeno u svim školama za decu oštećenog sluha u Srbiji. Utvrdili smo da se u pomenutim školama nalazi 76 učenika koji pored oštećenja sluha imaju jedno ili više dodatnih oštećenja. U radu je tabelarno i grafički prikazana struktura grupe učenika oštećenog sluha sa višestrukom ometenošću, s obzirom na demografske varijable i tip oštećenja.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd",
journal = "Beogradska defektološka škola",
title = "Multiply disabled children with impaired hearing in schools in Serbia, Višestruko ometena deca oštećenog sluha u školama u Srbiji",
pages = "63-53",
number = "3",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_236"
}

Nestorov, S. J., Dimić, N.,& Nestorov, V.. (2009). Multiply disabled children with impaired hearing in schools in Serbia. in Beogradska defektološka škola
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd.(3), 53-63.
https://hdl.handle.net/21.15107/rcub_rfasper_236

Nestorov SJ, Dimić N, Nestorov V. Multiply disabled children with impaired hearing in schools in Serbia. in Beogradska defektološka škola. 2009;(3):53-63.
https://hdl.handle.net/21.15107/rcub_rfasper_236 .

Nestorov, Stevan J., Dimić, Nadežda, Nestorov, Violeta, "Multiply disabled children with impaired hearing in schools in Serbia" in Beogradska defektološka škola, no. 3 (2009):53-63,
https://hdl.handle.net/21.15107/rcub_rfasper_236 .