TY  - CONF
AU  - Vasiljević Prodanović, Danica
AU  - Markov, Zagorka
AU  - Kovačević, Milica
AU  - Raspopović, Antonija
AU  - Stevković, Ljiljana
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5398
AB  - Остваривање вишедимензионалне сарадње и партнерског односа између породице
и
предшколске
установе
директно
се
рефлектује
на
добробит
детета.
Циљ

овог
рада
је
да
укаже
у
којој
мери
се
ефективна
комуникација
између
родитеља
и

васпитача
позитивно
рефлектује
на
добробит
детета.
Заправо,
дискурс
који
деле

васпитачи
и
родитељи
преноси
се
и
на
дете,
чиме
се
добија
квалитативно
нови

однос
у
којем
су
сви
актери
равноправни
чланови.
Квалитетна
сарадња
у
великој

мери
зависи
и
од
комуникативних
способности
васпитача.
Интегративни
приступ
у
учењу
предшколске
деце
се
примењује
у
Србији
већ
деценијама,
а
званично

од
2018.
године.
Овај
приступ
захтева
грађење
партнерства
између
породица
и

предшколске
установе
и
ефективну
комуникацију
међу
свим
актерима
васпитно-образовног
рада.
У
овом
раду
фокус
је
на
компатибилности
комуникације
на

релацији:
родитељи/породица
–
дете
–
васпитач.
Ово
ће
допринети
да
дете
уз

подршку
васпитача
и
родитеља
истражује,
испробава
користећи
искуства
која

је
претходно
стекло.
Кроз
ефективну
комуникацију
и
размену
информација
васпитач
у
васпитно-образовној
групи
развија
индивидуализован
приступ
и
стил

подучавања
прилагођава
детету.
Васпитач
о
свему
обавештва
родитеље,
који

су
комплементарна
страна
у
комуникацији,
и
који
активности
детета
код
куће

усмеравају

ка томе да изражава своја интересовања и потребе и развија критичко
мишљење.
Ово
се
остварује
интегративним
приступом
учењу.
Ефективна

комуникација

између родитеља и васпитача омогућава праћење учења и
напредовања детета и мењања стратегија кад год се за то укаже потреба.
AB  - Achieving multidimensional cooperation
and partnership between the family and the
preschool institution is reflected in the wellbeing
of
the
child.
The
aim
of
this
paper
is
to

show
to
what
extent
effective
communication

between

parents and educators reflects
on the well-being of the child. In fact, the 
discourse between educators and parents is also transferred to the child, which results in a
new relationship in which all involved parties
are equal. Quality cooperation depends to a
great extent on the communicative abilities
of the teacher. The integrative approach
to the learning of preschool children
has been applied in Serbia for decades,
and officially since 2018. This approach
requires building of a partnership between 
families and preschool institutions and 
effective communication among all actors
of educational work. In this paper, the focus
is on the compatibility of communication
in the relationship: parents/family - child -
educator. Support of educators and parents
will contribute the child to explore, try out and
use the experiences he has gained. Through
effective communication and exchange of
information, the teacher in the educational
group develops individualised approache
and adapts the teaching style to the child.
The teacher informs about everything the
parents, who are a complementary party in
communication and who direct the child’s
activities at home to express his interests and
needs and develop critical thinking. This is
achieved through an integrative approach to
learning. Effective communication between
parents and educators enables monitoring
of the child’s learning and progress, and
changing strategies whenever the need
arises.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Национални научни скуп „Интервенције у раном детињству и предшколству” Београд, 22. децембар 2023. Зборник радова
T1  - Значај ефективне комуникације између васпитача, родитеља и деце
T1  - Тhe importance of effective communication between  teachers, parents and children
EP  - 71
SP  - 65
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5398
ER  - 

@conference{
author = "Vasiljević Prodanović, Danica and Markov, Zagorka and Kovačević, Milica and Raspopović, Antonija and Stevković, Ljiljana",
year = "2023",
abstract = "Остваривање вишедимензионалне сарадње и партнерског односа између породице
и
предшколске
установе
директно
се
рефлектује
на
добробит
детета.
Циљ

овог
рада
је
да
укаже
у
којој
мери
се
ефективна
комуникација
између
родитеља
и

васпитача
позитивно
рефлектује
на
добробит
детета.
Заправо,
дискурс
који
деле

васпитачи
и
родитељи
преноси
се
и
на
дете,
чиме
се
добија
квалитативно
нови

однос
у
којем
су
сви
актери
равноправни
чланови.
Квалитетна
сарадња
у
великој

мери
зависи
и
од
комуникативних
способности
васпитача.
Интегративни
приступ
у
учењу
предшколске
деце
се
примењује
у
Србији
већ
деценијама,
а
званично

од
2018.
године.
Овај
приступ
захтева
грађење
партнерства
између
породица
и

предшколске
установе
и
ефективну
комуникацију
међу
свим
актерима
васпитно-образовног
рада.
У
овом
раду
фокус
је
на
компатибилности
комуникације
на

релацији:
родитељи/породица
–
дете
–
васпитач.
Ово
ће
допринети
да
дете
уз

подршку
васпитача
и
родитеља
истражује,
испробава
користећи
искуства
која

је
претходно
стекло.
Кроз
ефективну
комуникацију
и
размену
информација
васпитач
у
васпитно-образовној
групи
развија
индивидуализован
приступ
и
стил

подучавања
прилагођава
детету.
Васпитач
о
свему
обавештва
родитеље,
који

су
комплементарна
страна
у
комуникацији,
и
који
активности
детета
код
куће

усмеравају

ка томе да изражава своја интересовања и потребе и развија критичко
мишљење.
Ово
се
остварује
интегративним
приступом
учењу.
Ефективна

комуникација

између родитеља и васпитача омогућава праћење учења и
напредовања детета и мењања стратегија кад год се за то укаже потреба., Achieving multidimensional cooperation
and partnership between the family and the
preschool institution is reflected in the wellbeing
of
the
child.
The
aim
of
this
paper
is
to

show
to
what
extent
effective
communication

between

parents and educators reflects
on the well-being of the child. In fact, the 
discourse between educators and parents is also transferred to the child, which results in a
new relationship in which all involved parties
are equal. Quality cooperation depends to a
great extent on the communicative abilities
of the teacher. The integrative approach
to the learning of preschool children
has been applied in Serbia for decades,
and officially since 2018. This approach
requires building of a partnership between 
families and preschool institutions and 
effective communication among all actors
of educational work. In this paper, the focus
is on the compatibility of communication
in the relationship: parents/family - child -
educator. Support of educators and parents
will contribute the child to explore, try out and
use the experiences he has gained. Through
effective communication and exchange of
information, the teacher in the educational
group develops individualised approache
and adapts the teaching style to the child.
The teacher informs about everything the
parents, who are a complementary party in
communication and who direct the child’s
activities at home to express his interests and
needs and develop critical thinking. This is
achieved through an integrative approach to
learning. Effective communication between
parents and educators enables monitoring
of the child’s learning and progress, and
changing strategies whenever the need
arises.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Национални научни скуп „Интервенције у раном детињству и предшколству” Београд, 22. децембар 2023. Зборник радова",
title = "Значај ефективне комуникације између васпитача, родитеља и деце, Тhe importance of effective communication between  teachers, parents and children",
pages = "71-65",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5398"
}

Vasiljević Prodanović, D., Markov, Z., Kovačević, M., Raspopović, A.,& Stevković, L.. (2023). Значај ефективне комуникације између васпитача, родитеља и деце. in Национални научни скуп „Интервенције у раном детињству и предшколству” Београд, 22. децембар 2023. Зборник радова
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju University of Belgrade – Faculty of Special Education and Rehabilitation., 65-71.
https://hdl.handle.net/21.15107/rcub_rfasper_5398

Vasiljević Prodanović D, Markov Z, Kovačević M, Raspopović A, Stevković L. Значај ефективне комуникације између васпитача, родитеља и деце. in Национални научни скуп „Интервенције у раном детињству и предшколству” Београд, 22. децембар 2023. Зборник радова. 2023;:65-71.
https://hdl.handle.net/21.15107/rcub_rfasper_5398 .

Vasiljević Prodanović, Danica, Markov, Zagorka, Kovačević, Milica, Raspopović, Antonija, Stevković, Ljiljana, "Значај ефективне комуникације између васпитача, родитеља и деце" in Национални научни скуп „Интервенције у раном детињству и предшколству” Београд, 22. децембар 2023. Зборник радова (2023):65-71,
https://hdl.handle.net/21.15107/rcub_rfasper_5398 .

TY  - CONF
AU  - Vasiljević Prodanović, Danica
AU  - Markov, Zagorka
PY  - 2021
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4065
AB  - Predmet ovog istraživanja su opažanja studenata o iskustvu onlajn na- stave tokom pandemije Covid-19, prema modelu istraživačke zajednice. Cilj istraživanja je da se utvrdi kakav je odnos studenata prema onlajn nastavi u okolnostima pandemije Covid-19 i da li postoje razlike u opažanjima prema polu, nivou studija, godini studija, zaposlenosti i boravištu ispitanika. Uzorak je činio 91 student Visoke škole strukovnih studija za obrazovanje va- spitača u Kikindi koji su školske 2020/21. pohađali master i osnovne studije. Rezultati pokazuju da studenti u proseku imaju negativan odnos prema isku- stvu onlajn nastave. Ustanovljeno je da postoje statistički značajne razlike između studenata prema nivou i godini studija.
AB  - The subject of this research is students’ perceptions about the experience of online teaching during the COVID-19 pandemic, according to the Community of Inquiry model. The aim of the research is to assess the opinions of students towards online teaching in the circumstances of the COVID-19 pandemic and to determine whether there are differences in perceptions according to gender, level of study, year of study, employment and residence of the respondents. The sample consisted of 91 students of the College Of Vocational Studies for the education of preschool teachers in Kikinda who are in the 2020/21 school year attending master’s and undergraduate studies. The results show that students, on average, have a negative opinions about the online teaching experience. It was found that there are statistically significant differences between students by level and year of study.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju / University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Zbornik radova - Nacionalni naučni skup "Specijalna edukacija i rehabilitacija u uslovima pandemije Covid 19", Beograd, Srbija, 23. decembar 2021. godine
T1  - Opažanja studenata o iskustvu onlajn nastave tokom pandemije Covid-19
T1  - Students’ perceptions of the online teaching experience during the Covid-19 pandemic
EP  - 17
SP  - 11
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4065
ER  - 

@conference{
author = "Vasiljević Prodanović, Danica and Markov, Zagorka",
year = "2021",
abstract = "Predmet ovog istraživanja su opažanja studenata o iskustvu onlajn na- stave tokom pandemije Covid-19, prema modelu istraživačke zajednice. Cilj istraživanja je da se utvrdi kakav je odnos studenata prema onlajn nastavi u okolnostima pandemije Covid-19 i da li postoje razlike u opažanjima prema polu, nivou studija, godini studija, zaposlenosti i boravištu ispitanika. Uzorak je činio 91 student Visoke škole strukovnih studija za obrazovanje va- spitača u Kikindi koji su školske 2020/21. pohađali master i osnovne studije. Rezultati pokazuju da studenti u proseku imaju negativan odnos prema isku- stvu onlajn nastave. Ustanovljeno je da postoje statistički značajne razlike između studenata prema nivou i godini studija., The subject of this research is students’ perceptions about the experience of online teaching during the COVID-19 pandemic, according to the Community of Inquiry model. The aim of the research is to assess the opinions of students towards online teaching in the circumstances of the COVID-19 pandemic and to determine whether there are differences in perceptions according to gender, level of study, year of study, employment and residence of the respondents. The sample consisted of 91 students of the College Of Vocational Studies for the education of preschool teachers in Kikinda who are in the 2020/21 school year attending master’s and undergraduate studies. The results show that students, on average, have a negative opinions about the online teaching experience. It was found that there are statistically significant differences between students by level and year of study.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju / University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik radova - Nacionalni naučni skup "Specijalna edukacija i rehabilitacija u uslovima pandemije Covid 19", Beograd, Srbija, 23. decembar 2021. godine",
title = "Opažanja studenata o iskustvu onlajn nastave tokom pandemije Covid-19, Students’ perceptions of the online teaching experience during the Covid-19 pandemic",
pages = "17-11",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4065"
}

Vasiljević Prodanović, D.,& Markov, Z.. (2021). Opažanja studenata o iskustvu onlajn nastave tokom pandemije Covid-19. in Zbornik radova - Nacionalni naučni skup "Specijalna edukacija i rehabilitacija u uslovima pandemije Covid 19", Beograd, Srbija, 23. decembar 2021. godine
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju / University of Belgrade – Faculty of Special Education and Rehabilitation., 11-17.
https://hdl.handle.net/21.15107/rcub_rfasper_4065

Vasiljević Prodanović D, Markov Z. Opažanja studenata o iskustvu onlajn nastave tokom pandemije Covid-19. in Zbornik radova - Nacionalni naučni skup "Specijalna edukacija i rehabilitacija u uslovima pandemije Covid 19", Beograd, Srbija, 23. decembar 2021. godine. 2021;:11-17.
https://hdl.handle.net/21.15107/rcub_rfasper_4065 .

Vasiljević Prodanović, Danica, Markov, Zagorka, "Opažanja studenata o iskustvu onlajn nastave tokom pandemije Covid-19" in Zbornik radova - Nacionalni naučni skup "Specijalna edukacija i rehabilitacija u uslovima pandemije Covid 19", Beograd, Srbija, 23. decembar 2021. godine (2021):11-17,
https://hdl.handle.net/21.15107/rcub_rfasper_4065 .

TY  - JOUR
AU  - Markov, Zagorka
AU  - Stepanov, Milorad
AU  - Vasiljević-Prodanović, Danica
PY  - 2019
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1185
AB  - The authors consider the monitoring and documentation of the development of children with disabilities from the point of its rebounding in the practice of educators, and not as a formal documentation collection. Activities of artistic education are seen as an opportunity for educators to gain a more realistic insight into the development and progress of preschool children. Products of art education are exact and in that sense they can be analyzed right after the activity and from a certain time distance. The discourse of educators and artistic works is a good basis for planning and programming the educational work. During the realization of art activities, the educator has the opportunity to observe the behavior of children and make notes. The research involved 127 educators. For the needs of the research, a questionnaire was created that contains, besides general data on respondents, 12 questions related to the observations of educators on the preparation of children with developmental disabilities for going to school. The results of the study show that there are significant statistical differences in teachers' responses about several claims. The conclusion of the work that educators in their practice should use focused art activities as one of the most reliable sources for documenting and monitoring the development of preschool children. In this direction, they should improve their practice and contribute to the creativity of the educational process that will be based on the individual interests and abilities of children.
AB  - Praćenje i dokumentovanje razvoja dece sa smetnjama u razvoju autori razmatraju sa gledišta refleksije u praksi vaspitača, a ne kao formalno prikupljanje dokumentacije. Aktivnosti likovnog vaspitanja sagledavaju se kao mogućnost da vaspitači steknu realniji uvid u razvoj i napredovanje predškolske dece. Produkti likovnog vaspitanja su egzaktni pa u tom smislu mogu da se analiziraju nakon aktivnosti, ali i sa određene vremenske distance. Diskurs vaspitača i produkata likovnih aktivnosti jeste dobra osnova za planiranje i programiranje vaspitno-obrazovnog rada. Tokom realizacije likovnih aktivnosti vaspitač ima mogućnost da posmatra ponašanje dece i pravi beleške. U istraživanju je učestvovalo 127 vaspitača. Za potrebe istraživanja konstruisan je upitnik koji sadrži pored opštih podataka o ispitanicima i 12 pitanja koja se odnose na opažanja vaspitača o pripremi dece sa smetnjama u razvoju za polazak u školu. Rezultati istraživanja pokazuju da postoje značajne statističke razlike u odgovorima vaspitača na nekoliko tvrdnji. Zaključak rada da je vaspitači u svojoj praksi treba da koriste usmerene likovni aktivnosti kao jedan od najpouzdanijih izvora za dokumentovanje i praćenja razvoja predškolske dece. U tom pravcu treba da unapređuju svoju praksu i doprinose kreativnosti vaspito-obrazovnog procesa koji će zasnivati na individualnim interesovanjima i sposobnostima dece.
PB  - Univerzitet u Novom Sadu - Pedagoški fakultet, Sombor
T2  - Norma
T1  - An empirical approach to monitoring and documenting the development of children with disabilities during focused arts education activities
T1  - Empirijski pristup u praćenju i dokumentovanju razvoja i napredovanja dece sa smetnjama u razvoju tokom usmerenih aktivnosti likovnog vaspitanja
EP  - 120
IS  - 2
SP  - 107
VL  - 24
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_1185
ER  - 

@article{
author = "Markov, Zagorka and Stepanov, Milorad and Vasiljević-Prodanović, Danica",
year = "2019",
abstract = "The authors consider the monitoring and documentation of the development of children with disabilities from the point of its rebounding in the practice of educators, and not as a formal documentation collection. Activities of artistic education are seen as an opportunity for educators to gain a more realistic insight into the development and progress of preschool children. Products of art education are exact and in that sense they can be analyzed right after the activity and from a certain time distance. The discourse of educators and artistic works is a good basis for planning and programming the educational work. During the realization of art activities, the educator has the opportunity to observe the behavior of children and make notes. The research involved 127 educators. For the needs of the research, a questionnaire was created that contains, besides general data on respondents, 12 questions related to the observations of educators on the preparation of children with developmental disabilities for going to school. The results of the study show that there are significant statistical differences in teachers' responses about several claims. The conclusion of the work that educators in their practice should use focused art activities as one of the most reliable sources for documenting and monitoring the development of preschool children. In this direction, they should improve their practice and contribute to the creativity of the educational process that will be based on the individual interests and abilities of children., Praćenje i dokumentovanje razvoja dece sa smetnjama u razvoju autori razmatraju sa gledišta refleksije u praksi vaspitača, a ne kao formalno prikupljanje dokumentacije. Aktivnosti likovnog vaspitanja sagledavaju se kao mogućnost da vaspitači steknu realniji uvid u razvoj i napredovanje predškolske dece. Produkti likovnog vaspitanja su egzaktni pa u tom smislu mogu da se analiziraju nakon aktivnosti, ali i sa određene vremenske distance. Diskurs vaspitača i produkata likovnih aktivnosti jeste dobra osnova za planiranje i programiranje vaspitno-obrazovnog rada. Tokom realizacije likovnih aktivnosti vaspitač ima mogućnost da posmatra ponašanje dece i pravi beleške. U istraživanju je učestvovalo 127 vaspitača. Za potrebe istraživanja konstruisan je upitnik koji sadrži pored opštih podataka o ispitanicima i 12 pitanja koja se odnose na opažanja vaspitača o pripremi dece sa smetnjama u razvoju za polazak u školu. Rezultati istraživanja pokazuju da postoje značajne statističke razlike u odgovorima vaspitača na nekoliko tvrdnji. Zaključak rada da je vaspitači u svojoj praksi treba da koriste usmerene likovni aktivnosti kao jedan od najpouzdanijih izvora za dokumentovanje i praćenja razvoja predškolske dece. U tom pravcu treba da unapređuju svoju praksu i doprinose kreativnosti vaspito-obrazovnog procesa koji će zasnivati na individualnim interesovanjima i sposobnostima dece.",
publisher = "Univerzitet u Novom Sadu - Pedagoški fakultet, Sombor",
journal = "Norma",
title = "An empirical approach to monitoring and documenting the development of children with disabilities during focused arts education activities, Empirijski pristup u praćenju i dokumentovanju razvoja i napredovanja dece sa smetnjama u razvoju tokom usmerenih aktivnosti likovnog vaspitanja",
pages = "120-107",
number = "2",
volume = "24",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_1185"
}

Markov, Z., Stepanov, M.,& Vasiljević-Prodanović, D.. (2019). An empirical approach to monitoring and documenting the development of children with disabilities during focused arts education activities. in Norma
Univerzitet u Novom Sadu - Pedagoški fakultet, Sombor., 24(2), 107-120.
https://hdl.handle.net/21.15107/rcub_rfasper_1185

Markov Z, Stepanov M, Vasiljević-Prodanović D. An empirical approach to monitoring and documenting the development of children with disabilities during focused arts education activities. in Norma. 2019;24(2):107-120.
https://hdl.handle.net/21.15107/rcub_rfasper_1185 .

Markov, Zagorka, Stepanov, Milorad, Vasiljević-Prodanović, Danica, "An empirical approach to monitoring and documenting the development of children with disabilities during focused arts education activities" in Norma, 24, no. 2 (2019):107-120,
https://hdl.handle.net/21.15107/rcub_rfasper_1185 .

TY  - CONF
AU  - Markov, Zagorka
AU  - Jelić, Marija
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3019
C3  - Zbornik rezimea I stručno-naučnog skup sa međunarodnim učešćem “Specifičnosti obrazovanja, vaspitanja i socijalne zaštite osoba sa smetnjama u razvoju“. Kikinda: Škola za osnovno obrazovanje i vaspitanje učenika sa smetnjama u razvoju '6. Oktobar“
T1  - Priprema dece sa teškoćama za polazak u školu
EP  - 31
SP  - 30
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3019
ER  - 

@conference{
author = "Markov, Zagorka and Jelić, Marija",
year = "2018",
journal = "Zbornik rezimea I stručno-naučnog skup sa međunarodnim učešćem “Specifičnosti obrazovanja, vaspitanja i socijalne zaštite osoba sa smetnjama u razvoju“. Kikinda: Škola za osnovno obrazovanje i vaspitanje učenika sa smetnjama u razvoju '6. Oktobar“",
title = "Priprema dece sa teškoćama za polazak u školu",
pages = "31-30",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3019"
}

Markov, Z.,& Jelić, M.. (2018). Priprema dece sa teškoćama za polazak u školu. in Zbornik rezimea I stručno-naučnog skup sa međunarodnim učešćem “Specifičnosti obrazovanja, vaspitanja i socijalne zaštite osoba sa smetnjama u razvoju“. Kikinda: Škola za osnovno obrazovanje i vaspitanje učenika sa smetnjama u razvoju '6. Oktobar“, 30-31.
https://hdl.handle.net/21.15107/rcub_rfasper_3019

Markov Z, Jelić M. Priprema dece sa teškoćama za polazak u školu. in Zbornik rezimea I stručno-naučnog skup sa međunarodnim učešćem “Specifičnosti obrazovanja, vaspitanja i socijalne zaštite osoba sa smetnjama u razvoju“. Kikinda: Škola za osnovno obrazovanje i vaspitanje učenika sa smetnjama u razvoju '6. Oktobar“. 2018;:30-31.
https://hdl.handle.net/21.15107/rcub_rfasper_3019 .

Markov, Zagorka, Jelić, Marija, "Priprema dece sa teškoćama za polazak u školu" in Zbornik rezimea I stručno-naučnog skup sa međunarodnim učešćem “Specifičnosti obrazovanja, vaspitanja i socijalne zaštite osoba sa smetnjama u razvoju“. Kikinda: Škola za osnovno obrazovanje i vaspitanje učenika sa smetnjama u razvoju '6. Oktobar“ (2018):30-31,
https://hdl.handle.net/21.15107/rcub_rfasper_3019 .

TY  - CONF
AU  - Jelić, Marija
AU  - Markov, Zagorka
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2993
C3  - Zbornik rezimea I stručno-naučnog skup sa međunarodnim učešćem “Specifičnosti obrazovanja, vaspitanja i socijalne zaštite osoba sa smetnjama u razvoju“. Kikinda: Škola za osnovno obrazovanje i vaspitanje učenika sa smetnjama u razvoju '6. Oktobar“
T1  - Stavovi roditelja dece sa smetnjama u razvoju obuhvaćene pripremnim programom za polazak u školu prema saradnji sa vaspitačima
EP  - 43
SP  - 42
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2993
ER  - 

@conference{
author = "Jelić, Marija and Markov, Zagorka",
year = "2018",
journal = "Zbornik rezimea I stručno-naučnog skup sa međunarodnim učešćem “Specifičnosti obrazovanja, vaspitanja i socijalne zaštite osoba sa smetnjama u razvoju“. Kikinda: Škola za osnovno obrazovanje i vaspitanje učenika sa smetnjama u razvoju '6. Oktobar“",
title = "Stavovi roditelja dece sa smetnjama u razvoju obuhvaćene pripremnim programom za polazak u školu prema saradnji sa vaspitačima",
pages = "43-42",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2993"
}

Jelić, M.,& Markov, Z.. (2018). Stavovi roditelja dece sa smetnjama u razvoju obuhvaćene pripremnim programom za polazak u školu prema saradnji sa vaspitačima. in Zbornik rezimea I stručno-naučnog skup sa međunarodnim učešćem “Specifičnosti obrazovanja, vaspitanja i socijalne zaštite osoba sa smetnjama u razvoju“. Kikinda: Škola za osnovno obrazovanje i vaspitanje učenika sa smetnjama u razvoju '6. Oktobar“, 42-43.
https://hdl.handle.net/21.15107/rcub_rfasper_2993

Jelić M, Markov Z. Stavovi roditelja dece sa smetnjama u razvoju obuhvaćene pripremnim programom za polazak u školu prema saradnji sa vaspitačima. in Zbornik rezimea I stručno-naučnog skup sa međunarodnim učešćem “Specifičnosti obrazovanja, vaspitanja i socijalne zaštite osoba sa smetnjama u razvoju“. Kikinda: Škola za osnovno obrazovanje i vaspitanje učenika sa smetnjama u razvoju '6. Oktobar“. 2018;:42-43.
https://hdl.handle.net/21.15107/rcub_rfasper_2993 .

Jelić, Marija, Markov, Zagorka, "Stavovi roditelja dece sa smetnjama u razvoju obuhvaćene pripremnim programom za polazak u školu prema saradnji sa vaspitačima" in Zbornik rezimea I stručno-naučnog skup sa međunarodnim učešćem “Specifičnosti obrazovanja, vaspitanja i socijalne zaštite osoba sa smetnjama u razvoju“. Kikinda: Škola za osnovno obrazovanje i vaspitanje učenika sa smetnjama u razvoju '6. Oktobar“ (2018):42-43,
https://hdl.handle.net/21.15107/rcub_rfasper_2993 .

TY  - JOUR
AU  - Jelić, Marija
AU  - Stojković, Irena
AU  - Markov, Zagorka
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1140
AB  - Partnership between schools and parents has been the subject of numerous papers, but there is a small number of research studies on the partnership between preschool institutions and parents in Serbia. Taking into account the importance of early education, the aim of this study was to examine various aspects of partnership between parents and preschool teachers and differences in the level of partnership in individual domains. Also, the aim was to determine whether there were any differences in cooperation with parents of children with and without developmental disabilities. The study included 120 preschool teachers who evaluated the partnership with 197 parents of children 3 to 7 years of age. The Parent involvement questionnaire was used, which included the following subscales: mutual information, parent involvement in preschool- and home-based activities. The results showed that parent involvement was the lowest in preschool-based activities. Statistically significant differences in partnership with parents of children with and without disabilities existed on certain issues, but there were no significant differences on the subscales as a whole. In conclusion, the interventions that need to be taken in terms of partnership between parents and educators in order to make the effects on the development of children better were pointed out.
AB  - Saradnja škole i roditelja bila je predmet brojnih radova, ali je broj istraživanja u našoj sredini o saradnji predškolske ustanove i roditelja mali. Uzimajući u obzir značaj ranog vaspitnog delovanja, cilj rada je da ispitamo različita područja saradnje roditelja i vaspitača, da li postoje razlike u nivou saradnje u pojedinim područjima, kao i da li postoje razlike u saradnji sa roditeljima dece sa smetnjama u razvoju i bez smetnji. U istraživanju je učestvovalo 120 vaspitača, koji su procenjivali saradnju sa 197 roditelja dece uzrasta od 3 do7 godina. Korišćen je Upitnik uključenosti roditelja, i to subskale: međusobno informisanje, uključenost roditelja u aktivnosti u vrtiću i kod kuće. Rezultati su pokazali da je saradnja najlošija u području uključenosti roditelja u aktivnosti u vrtiću. Statistički značajne razlike u saradnji sa roditeljima dece sa smetnjama i bez smetnji postoje na pojedinim pitanjima, ali na subskalama u celini nema značajnih razlika. U zaključku je ukazano na intervencije koje je potrebno preduzeti na planu saradnje roditelja i vaspitača kako bi efekti na razvoj dece bili bolji.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd
T2  - Specijalna edukacija i rehabilitacija
T1  - Partnership between preschool institution and parents from the standpoint of preschool teachers
T1  - Saradnja predškolske ustanove i roditelja iz ugla vaspitača
EP  - 187
IS  - 2
SP  - 165
VL  - 17
DO  - 10.5937/specedreh17-16592
ER  - 

@article{
author = "Jelić, Marija and Stojković, Irena and Markov, Zagorka",
year = "2018",
abstract = "Partnership between schools and parents has been the subject of numerous papers, but there is a small number of research studies on the partnership between preschool institutions and parents in Serbia. Taking into account the importance of early education, the aim of this study was to examine various aspects of partnership between parents and preschool teachers and differences in the level of partnership in individual domains. Also, the aim was to determine whether there were any differences in cooperation with parents of children with and without developmental disabilities. The study included 120 preschool teachers who evaluated the partnership with 197 parents of children 3 to 7 years of age. The Parent involvement questionnaire was used, which included the following subscales: mutual information, parent involvement in preschool- and home-based activities. The results showed that parent involvement was the lowest in preschool-based activities. Statistically significant differences in partnership with parents of children with and without disabilities existed on certain issues, but there were no significant differences on the subscales as a whole. In conclusion, the interventions that need to be taken in terms of partnership between parents and educators in order to make the effects on the development of children better were pointed out., Saradnja škole i roditelja bila je predmet brojnih radova, ali je broj istraživanja u našoj sredini o saradnji predškolske ustanove i roditelja mali. Uzimajući u obzir značaj ranog vaspitnog delovanja, cilj rada je da ispitamo različita područja saradnje roditelja i vaspitača, da li postoje razlike u nivou saradnje u pojedinim područjima, kao i da li postoje razlike u saradnji sa roditeljima dece sa smetnjama u razvoju i bez smetnji. U istraživanju je učestvovalo 120 vaspitača, koji su procenjivali saradnju sa 197 roditelja dece uzrasta od 3 do7 godina. Korišćen je Upitnik uključenosti roditelja, i to subskale: međusobno informisanje, uključenost roditelja u aktivnosti u vrtiću i kod kuće. Rezultati su pokazali da je saradnja najlošija u području uključenosti roditelja u aktivnosti u vrtiću. Statistički značajne razlike u saradnji sa roditeljima dece sa smetnjama i bez smetnji postoje na pojedinim pitanjima, ali na subskalama u celini nema značajnih razlika. U zaključku je ukazano na intervencije koje je potrebno preduzeti na planu saradnje roditelja i vaspitača kako bi efekti na razvoj dece bili bolji.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd",
journal = "Specijalna edukacija i rehabilitacija",
title = "Partnership between preschool institution and parents from the standpoint of preschool teachers, Saradnja predškolske ustanove i roditelja iz ugla vaspitača",
pages = "187-165",
number = "2",
volume = "17",
doi = "10.5937/specedreh17-16592"
}

Jelić, M., Stojković, I.,& Markov, Z.. (2018). Partnership between preschool institution and parents from the standpoint of preschool teachers. in Specijalna edukacija i rehabilitacija
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd., 17(2), 165-187.
https://doi.org/10.5937/specedreh17-16592

Jelić M, Stojković I, Markov Z. Partnership between preschool institution and parents from the standpoint of preschool teachers. in Specijalna edukacija i rehabilitacija. 2018;17(2):165-187.
doi:10.5937/specedreh17-16592 .

Jelić, Marija, Stojković, Irena, Markov, Zagorka, "Partnership between preschool institution and parents from the standpoint of preschool teachers" in Specijalna edukacija i rehabilitacija, 17, no. 2 (2018):165-187,
https://doi.org/10.5937/specedreh17-16592 . .

TY  - CONF
AU  - Jeremić, Biljana
AU  - Markov, Zagorka
AU  - Vasiljević-Prodanović, Danica
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1153
AB  - The development of technology contributes to the rapid flow of information that affects all areas of social life. Contemporary preschool teachers, of the 21st century, are expected to follow all contemporary events related to their profession and implement them in their practice. It is necessary that they adapt their teaching style to the individual needs and interests of preschool children. In this context, preschool teachers need to have lifelong training in order to acquire expert and professional competencies and be recognized on the labour market as professionals who meet the criteria stipulated by the set standards. It is impossible to imagine a contemporary preschool teacher who does not use contemporary technologies in order to gain additional expert and professional competencies for working with preschool children. Nowadays, pedagogical record-keeping, planning, programming, realization of educational work and evaluation are all carried out with the use and support of contemporary technologies. Accredited trainings of preschool teachers and other educational workers can be realized through e-learning. The aim of this paper is to determine the observations of students future preschool teachers about the possibilities of acquiring professional competencies through contemporary technologies. As a research problem, an issue arises as to whether the respondents already, during the course of their studies, acquire additional knowledge through contemporary technologies in order to advance their knowledge related to theoretical concepts and practical work. The sample included 200 respondents, students of undergraduate and specialist studies. A questionnaire was constructed for the needs of the research which was used in conducting a survey of students in November 2017. The results of the research show significant statistical differences regarding the responses of preschool teachers to several items. The research results suggest that students ( future preschool teachers) need to be instructed in the direction of raising their awareness about the possibilities of using contemporary technologies with an aim of acquiring expert and professional competencies for a better quality of implementation of educational work in their future profession. The task of their university teachers is to point out the requirements of lifelong learning and the possibilities of contemporary technologies starting from their first year of studies and facilitate the acquisition of knowledge for them, in order to strengthen their expert and professional competencies. It should be kept in mind that students will implement educational work in the most sensitive population, and that this topic and these issues should be approached with the utmost care and at the highest levels.
PB  - Carol I Natl Defence Univ Publishing House, Bucharest
C3  - Elearning Challenges and New Horizons, Vol 1
T1  - Observations of Students - Future Preschool Teachers About the Possibilities of Acquiring Professional Competencies Through Contemporary Technologies
EP  - 140
SP  - 135
DO  - 10.12753/2066-026X-18-018
ER  - 

@conference{
author = "Jeremić, Biljana and Markov, Zagorka and Vasiljević-Prodanović, Danica",
year = "2018",
abstract = "The development of technology contributes to the rapid flow of information that affects all areas of social life. Contemporary preschool teachers, of the 21st century, are expected to follow all contemporary events related to their profession and implement them in their practice. It is necessary that they adapt their teaching style to the individual needs and interests of preschool children. In this context, preschool teachers need to have lifelong training in order to acquire expert and professional competencies and be recognized on the labour market as professionals who meet the criteria stipulated by the set standards. It is impossible to imagine a contemporary preschool teacher who does not use contemporary technologies in order to gain additional expert and professional competencies for working with preschool children. Nowadays, pedagogical record-keeping, planning, programming, realization of educational work and evaluation are all carried out with the use and support of contemporary technologies. Accredited trainings of preschool teachers and other educational workers can be realized through e-learning. The aim of this paper is to determine the observations of students future preschool teachers about the possibilities of acquiring professional competencies through contemporary technologies. As a research problem, an issue arises as to whether the respondents already, during the course of their studies, acquire additional knowledge through contemporary technologies in order to advance their knowledge related to theoretical concepts and practical work. The sample included 200 respondents, students of undergraduate and specialist studies. A questionnaire was constructed for the needs of the research which was used in conducting a survey of students in November 2017. The results of the research show significant statistical differences regarding the responses of preschool teachers to several items. The research results suggest that students ( future preschool teachers) need to be instructed in the direction of raising their awareness about the possibilities of using contemporary technologies with an aim of acquiring expert and professional competencies for a better quality of implementation of educational work in their future profession. The task of their university teachers is to point out the requirements of lifelong learning and the possibilities of contemporary technologies starting from their first year of studies and facilitate the acquisition of knowledge for them, in order to strengthen their expert and professional competencies. It should be kept in mind that students will implement educational work in the most sensitive population, and that this topic and these issues should be approached with the utmost care and at the highest levels.",
publisher = "Carol I Natl Defence Univ Publishing House, Bucharest",
journal = "Elearning Challenges and New Horizons, Vol 1",
title = "Observations of Students - Future Preschool Teachers About the Possibilities of Acquiring Professional Competencies Through Contemporary Technologies",
pages = "140-135",
doi = "10.12753/2066-026X-18-018"
}

Jeremić, B., Markov, Z.,& Vasiljević-Prodanović, D.. (2018). Observations of Students - Future Preschool Teachers About the Possibilities of Acquiring Professional Competencies Through Contemporary Technologies. in Elearning Challenges and New Horizons, Vol 1
Carol I Natl Defence Univ Publishing House, Bucharest., 135-140.
https://doi.org/10.12753/2066-026X-18-018

Jeremić B, Markov Z, Vasiljević-Prodanović D. Observations of Students - Future Preschool Teachers About the Possibilities of Acquiring Professional Competencies Through Contemporary Technologies. in Elearning Challenges and New Horizons, Vol 1. 2018;:135-140.
doi:10.12753/2066-026X-18-018 .

Jeremić, Biljana, Markov, Zagorka, Vasiljević-Prodanović, Danica, "Observations of Students - Future Preschool Teachers About the Possibilities of Acquiring Professional Competencies Through Contemporary Technologies" in Elearning Challenges and New Horizons, Vol 1 (2018):135-140,
https://doi.org/10.12753/2066-026X-18-018 . .

TY  - CONF
AU  - Stojković, Irena
AU  - Markov, Zagorka
AU  - Jelić, Marija
PY  - 2017
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2732
C3  - U: M. Stančić, A. Tadić i T. Nikolić Maksić (ur.), Zbornik radova sa nacionalnog naučnog skupa Susreti pedagoga: “VasPITANjE danas''. Beograd: Institut za pedagogiju i andragogiju Filozofskog fakulteta u Beogradu i Pedagoško društvo Srbije
T1  - Korelati opažanja saradnje između roditelјa i vaspitača u predškolskim ustanovama
EP  - 132
SP  - 127
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2732
ER  - 

@conference{
author = "Stojković, Irena and Markov, Zagorka and Jelić, Marija",
year = "2017",
journal = "U: M. Stančić, A. Tadić i T. Nikolić Maksić (ur.), Zbornik radova sa nacionalnog naučnog skupa Susreti pedagoga: “VasPITANjE danas''. Beograd: Institut za pedagogiju i andragogiju Filozofskog fakulteta u Beogradu i Pedagoško društvo Srbije",
title = "Korelati opažanja saradnje između roditelјa i vaspitača u predškolskim ustanovama",
pages = "132-127",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2732"
}

Stojković, I., Markov, Z.,& Jelić, M.. (2017). Korelati opažanja saradnje između roditelјa i vaspitača u predškolskim ustanovama. in U: M. Stančić, A. Tadić i T. Nikolić Maksić (ur.), Zbornik radova sa nacionalnog naučnog skupa Susreti pedagoga: “VasPITANjE danas''. Beograd: Institut za pedagogiju i andragogiju Filozofskog fakulteta u Beogradu i Pedagoško društvo Srbije, 127-132.
https://hdl.handle.net/21.15107/rcub_rfasper_2732

Stojković I, Markov Z, Jelić M. Korelati opažanja saradnje između roditelјa i vaspitača u predškolskim ustanovama. in U: M. Stančić, A. Tadić i T. Nikolić Maksić (ur.), Zbornik radova sa nacionalnog naučnog skupa Susreti pedagoga: “VasPITANjE danas''. Beograd: Institut za pedagogiju i andragogiju Filozofskog fakulteta u Beogradu i Pedagoško društvo Srbije. 2017;:127-132.
https://hdl.handle.net/21.15107/rcub_rfasper_2732 .

Stojković, Irena, Markov, Zagorka, Jelić, Marija, "Korelati opažanja saradnje između roditelјa i vaspitača u predškolskim ustanovama" in U: M. Stančić, A. Tadić i T. Nikolić Maksić (ur.), Zbornik radova sa nacionalnog naučnog skupa Susreti pedagoga: “VasPITANjE danas''. Beograd: Institut za pedagogiju i andragogiju Filozofskog fakulteta u Beogradu i Pedagoško društvo Srbije (2017):127-132,
https://hdl.handle.net/21.15107/rcub_rfasper_2732 .

TY  - CONF
AU  - Markov, Zagorka
AU  - Jelić, Marija
PY  - 2017
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2619
C3  - Zbornik radova sa nacionalnog naučnog skupa: 'Istraživački pristup vaspitnoj praksi“, 7-10 decembar 2017, Tara. Smederevo: Savez udruženja vaspitača Srbije
T1  - Mišljenja i iskustva vaspitača o primeni inkluzivnog vaspitno-obrazovnog rada u praksi
EP  - 5
SP  - 14
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2619
ER  - 

@conference{
author = "Markov, Zagorka and Jelić, Marija",
year = "2017",
journal = "Zbornik radova sa nacionalnog naučnog skupa: 'Istraživački pristup vaspitnoj praksi“, 7-10 decembar 2017, Tara. Smederevo: Savez udruženja vaspitača Srbije",
title = "Mišljenja i iskustva vaspitača o primeni inkluzivnog vaspitno-obrazovnog rada u praksi",
pages = "5-14",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2619"
}

Markov, Z.,& Jelić, M.. (2017). Mišljenja i iskustva vaspitača o primeni inkluzivnog vaspitno-obrazovnog rada u praksi. in Zbornik radova sa nacionalnog naučnog skupa: 'Istraživački pristup vaspitnoj praksi“, 7-10 decembar 2017, Tara. Smederevo: Savez udruženja vaspitača Srbije, 14-5.
https://hdl.handle.net/21.15107/rcub_rfasper_2619

Markov Z, Jelić M. Mišljenja i iskustva vaspitača o primeni inkluzivnog vaspitno-obrazovnog rada u praksi. in Zbornik radova sa nacionalnog naučnog skupa: 'Istraživački pristup vaspitnoj praksi“, 7-10 decembar 2017, Tara. Smederevo: Savez udruženja vaspitača Srbije. 2017;:14-5.
https://hdl.handle.net/21.15107/rcub_rfasper_2619 .

Markov, Zagorka, Jelić, Marija, "Mišljenja i iskustva vaspitača o primeni inkluzivnog vaspitno-obrazovnog rada u praksi" in Zbornik radova sa nacionalnog naučnog skupa: 'Istraživački pristup vaspitnoj praksi“, 7-10 decembar 2017, Tara. Smederevo: Savez udruženja vaspitača Srbije (2017):14-5,
https://hdl.handle.net/21.15107/rcub_rfasper_2619 .

TY  - JOUR
AU  - Markov, Zagorka
AU  - Stepanov, Milorad
AU  - Jelić, Marija
PY  - 2016
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2600
T2  - Zbornik Visoke škole strukovnih studija za obrazovanje vaspitača
T1  - Saradnja roditelja dece sa smetnjama u razvoju i vrtića iz perspektive vaspitača
EP  - 140
IS  - 1
SP  - 127
VL  - 11
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2600
ER  - 

@article{
author = "Markov, Zagorka and Stepanov, Milorad and Jelić, Marija",
year = "2016",
journal = "Zbornik Visoke škole strukovnih studija za obrazovanje vaspitača",
title = "Saradnja roditelja dece sa smetnjama u razvoju i vrtića iz perspektive vaspitača",
pages = "140-127",
number = "1",
volume = "11",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2600"
}

Markov, Z., Stepanov, M.,& Jelić, M.. (2016). Saradnja roditelja dece sa smetnjama u razvoju i vrtića iz perspektive vaspitača. in Zbornik Visoke škole strukovnih studija za obrazovanje vaspitača, 11(1), 127-140.
https://hdl.handle.net/21.15107/rcub_rfasper_2600

Markov Z, Stepanov M, Jelić M. Saradnja roditelja dece sa smetnjama u razvoju i vrtića iz perspektive vaspitača. in Zbornik Visoke škole strukovnih studija za obrazovanje vaspitača. 2016;11(1):127-140.
https://hdl.handle.net/21.15107/rcub_rfasper_2600 .

Markov, Zagorka, Stepanov, Milorad, Jelić, Marija, "Saradnja roditelja dece sa smetnjama u razvoju i vrtića iz perspektive vaspitača" in Zbornik Visoke škole strukovnih studija za obrazovanje vaspitača, 11, no. 1 (2016):127-140,
https://hdl.handle.net/21.15107/rcub_rfasper_2600 .

TY  - CONF
AU  - Vasiljević-Prodanović, Danica
AU  - Markov, Zagorka
AU  - Kojić, Miroslava
PY  - 2010
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1790
C3  - Društveni izazovi evropskih integracija: Srbija i uporedna iskustva, deo 2. Zbornik radova sa međunarodnog naučnog skupa
T1  - Osobe sa invaliditetom u Srbiji kroz prizmu evropskih izazova i integracija
EP  - 69
SP  - 53
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_1790
ER  - 

@conference{
author = "Vasiljević-Prodanović, Danica and Markov, Zagorka and Kojić, Miroslava",
year = "2010",
journal = "Društveni izazovi evropskih integracija: Srbija i uporedna iskustva, deo 2. Zbornik radova sa međunarodnog naučnog skupa",
title = "Osobe sa invaliditetom u Srbiji kroz prizmu evropskih izazova i integracija",
pages = "69-53",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_1790"
}

Vasiljević-Prodanović, D., Markov, Z.,& Kojić, M.. (2010). Osobe sa invaliditetom u Srbiji kroz prizmu evropskih izazova i integracija. in Društveni izazovi evropskih integracija: Srbija i uporedna iskustva, deo 2. Zbornik radova sa međunarodnog naučnog skupa, 53-69.
https://hdl.handle.net/21.15107/rcub_rfasper_1790

Vasiljević-Prodanović D, Markov Z, Kojić M. Osobe sa invaliditetom u Srbiji kroz prizmu evropskih izazova i integracija. in Društveni izazovi evropskih integracija: Srbija i uporedna iskustva, deo 2. Zbornik radova sa međunarodnog naučnog skupa. 2010;:53-69.
https://hdl.handle.net/21.15107/rcub_rfasper_1790 .

Vasiljević-Prodanović, Danica, Markov, Zagorka, Kojić, Miroslava, "Osobe sa invaliditetom u Srbiji kroz prizmu evropskih izazova i integracija" in Društveni izazovi evropskih integracija: Srbija i uporedna iskustva, deo 2. Zbornik radova sa međunarodnog naučnog skupa (2010):53-69,
https://hdl.handle.net/21.15107/rcub_rfasper_1790 .