TY  - JOUR
AU  - Hebib, Emina
AU  - Žunić-Pavlović, Vesna
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/1160
AB  - School, as an educational institution, represents an important context for the development of children and young people. It is therefore necessary to shape it as a safe and stimulating environment for student learning and development. This paper offers a definition of the concept of school as a safe and stimulating environment for student learning and development, based on a review of academic and scholarly papers from a variety of disciplines and areas of practice. The content and meaning of the concept of school safety have been considered from the physical and psychological aspects, while the concept of school as a stimulating learning environment has been specified in terms of four dimensions - the physical, psychological, social and cognitive school environment. It is pointed out that these concepts and the phenomena they denote tend to be interpreted and analysed as the components or dimensions of broader concepts, namely, school climate and school culture. One section of the paper is therefore devoted to explaining these concepts, as well as considering their interrelationship and the importance of creating a positive and stimulating school climate and culture for institutional practice. The conclusion further emphasises that creating school as a safe and stimulating environment for student learning and development, as well as creating positive and supportive school climate and culture, is an extremely complex process that entails changes in the content and structure of the school institution as a whole.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - School climate and school culture: a framework for creating school as a safe and stimulating environment for learning and development
EP  - 134
IS  - 1
SP  - 113
VL  - 50
DO  - 10.2298/ZIPI1801113H
ER  - 

@article{
author = "Hebib, Emina and Žunić-Pavlović, Vesna",
year = "2018",
abstract = "School, as an educational institution, represents an important context for the development of children and young people. It is therefore necessary to shape it as a safe and stimulating environment for student learning and development. This paper offers a definition of the concept of school as a safe and stimulating environment for student learning and development, based on a review of academic and scholarly papers from a variety of disciplines and areas of practice. The content and meaning of the concept of school safety have been considered from the physical and psychological aspects, while the concept of school as a stimulating learning environment has been specified in terms of four dimensions - the physical, psychological, social and cognitive school environment. It is pointed out that these concepts and the phenomena they denote tend to be interpreted and analysed as the components or dimensions of broader concepts, namely, school climate and school culture. One section of the paper is therefore devoted to explaining these concepts, as well as considering their interrelationship and the importance of creating a positive and stimulating school climate and culture for institutional practice. The conclusion further emphasises that creating school as a safe and stimulating environment for student learning and development, as well as creating positive and supportive school climate and culture, is an extremely complex process that entails changes in the content and structure of the school institution as a whole.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "School climate and school culture: a framework for creating school as a safe and stimulating environment for learning and development",
pages = "134-113",
number = "1",
volume = "50",
doi = "10.2298/ZIPI1801113H"
}

Hebib, E.,& Žunić-Pavlović, V.. (2018). School climate and school culture: a framework for creating school as a safe and stimulating environment for learning and development. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 50(1), 113-134.
https://doi.org/10.2298/ZIPI1801113H

Hebib E, Žunić-Pavlović V. School climate and school culture: a framework for creating school as a safe and stimulating environment for learning and development. in Zbornik Instituta za pedagoška istraživanja. 2018;50(1):113-134.
doi:10.2298/ZIPI1801113H .

Hebib, Emina, Žunić-Pavlović, Vesna, "School climate and school culture: a framework for creating school as a safe and stimulating environment for learning and development" in Zbornik Instituta za pedagoška istraživanja, 50, no. 1 (2018):113-134,
https://doi.org/10.2298/ZIPI1801113H . .

TY  - JOUR
AU  - Stančić, Milan
AU  - Stanisavljević Petrović, Zorica
PY  - 2013
UR  - https://www.casopis.fasper.bg.ac.rs/
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3410
AB  - ako bi ideja inkluzije zaista zaživela u vrtićima, uz sve blago deti koje nosi, neophodno je osigurati brojne uslove. Cilj istraživanja 
bio je da se ispita mišljenje vaspitača o svrsi i načinu ostvarivanja in kluzivnog vaspitanja i obrazovanja, odnosno gledište vaspitača o do bitima od inkluzije, faktorima koji utiču na uspešnost uključivanja 
dece sa posebnim potrebama u redovne grupe vrtića, kao i promenama 
potrebnim kako bi inkluzivno vaspitanje i obrazovanje bilo uspešno. 
Istraživanjem je obuhvaćeno 135 vaspitača iz Niša, koji su davali svoje 
odgovore u sklopu upitnika konstruisanog za svrhe ovog rada. Za obra du podataka korišćeni su postupci deskriptivne statistike i Hi-kvadrat 
test. Rezultati istraživanja ukazuju da većina vaspitača, uprkos i dalje 
značajnom broju onih koji se protive inkluziji i ne žele da se angažuju u 
njenom ostvarivanju, prepoznaje koristi od inkluzije i ističe brojne čini oce kao važne za ostvarivanje inkluzivnog vaspitanja i obrazovanja, te 
i smatra da je potrebno dosta promeniti kako bi se inkluzija ostvarila. 
Može se zaključiti da je neophodno brižljivo planiranje procesa inklu zije, pre svega u smislu osiguravanja organizacionih uslova i dodatne 
obuke vaspitača, ali i obezbeđivanja mehanizama pomoći i podrške vaspitačima pri izradi indvidualnih obrazovnih planova i pri neposred nom radu sa decom sa posebnim potrebama.
AB  - t is necessary to fulfill numerous conditions so that the idea 
of inclusion, with all its benefits, would be implemented in nursery 
schools. The aim of this research was to examine nursery school 
teaches’ attitude on the purpose and ways of implementing inclusive 
education, i.e. their attitude on the benefits of inclusion, determining 
factors for successful inclusion of children with special needs into 
regular nursery school groups, as well as the changes necessary for 
successful inclusive education. 
The research included 135 nursery school teachers from Nis, who 
completed a questionnaire designed for the purpose of this study. 
Descriptive statistics and Chi-square test were used for data analysis. 
The results indicate that despite many who do not wish to be 
engaged in inclusive education, most nursery school teachers see the 
benefits of inclusion and point out numerous factors as important 
in implementing inclusive education, and thus believe that many 
changes need to be done for that purpose. It can be concluded that it 
is necessary to conduct a detailed plan of the inclusion process, first 
of all in fulfilling organizational conditions and additional training of 
teaching staff, and also in providing support mechanisms for teachers 
in developing individual education plans and working with children 
with special needs.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju
T2  - Specijalna edukacija i rehabilitacija
T1  - Mišljenje vaspitača o koristima  od inkluzije i načinima njenog ostvarivanja
T1  - Nursery school teachers attitude on the implementation and benefits of inclusion
EP  - 369
IS  - 3
SP  - 353
VL  - 12
DO  - 10.5937/specedreh12-3506
ER  - 

@article{
author = "Stančić, Milan and Stanisavljević Petrović, Zorica",
year = "2013",
abstract = "ako bi ideja inkluzije zaista zaživela u vrtićima, uz sve blago deti koje nosi, neophodno je osigurati brojne uslove. Cilj istraživanja 
bio je da se ispita mišljenje vaspitača o svrsi i načinu ostvarivanja in kluzivnog vaspitanja i obrazovanja, odnosno gledište vaspitača o do bitima od inkluzije, faktorima koji utiču na uspešnost uključivanja 
dece sa posebnim potrebama u redovne grupe vrtića, kao i promenama 
potrebnim kako bi inkluzivno vaspitanje i obrazovanje bilo uspešno. 
Istraživanjem je obuhvaćeno 135 vaspitača iz Niša, koji su davali svoje 
odgovore u sklopu upitnika konstruisanog za svrhe ovog rada. Za obra du podataka korišćeni su postupci deskriptivne statistike i Hi-kvadrat 
test. Rezultati istraživanja ukazuju da većina vaspitača, uprkos i dalje 
značajnom broju onih koji se protive inkluziji i ne žele da se angažuju u 
njenom ostvarivanju, prepoznaje koristi od inkluzije i ističe brojne čini oce kao važne za ostvarivanje inkluzivnog vaspitanja i obrazovanja, te 
i smatra da je potrebno dosta promeniti kako bi se inkluzija ostvarila. 
Može se zaključiti da je neophodno brižljivo planiranje procesa inklu zije, pre svega u smislu osiguravanja organizacionih uslova i dodatne 
obuke vaspitača, ali i obezbeđivanja mehanizama pomoći i podrške vaspitačima pri izradi indvidualnih obrazovnih planova i pri neposred nom radu sa decom sa posebnim potrebama., t is necessary to fulfill numerous conditions so that the idea 
of inclusion, with all its benefits, would be implemented in nursery 
schools. The aim of this research was to examine nursery school 
teaches’ attitude on the purpose and ways of implementing inclusive 
education, i.e. their attitude on the benefits of inclusion, determining 
factors for successful inclusion of children with special needs into 
regular nursery school groups, as well as the changes necessary for 
successful inclusive education. 
The research included 135 nursery school teachers from Nis, who 
completed a questionnaire designed for the purpose of this study. 
Descriptive statistics and Chi-square test were used for data analysis. 
The results indicate that despite many who do not wish to be 
engaged in inclusive education, most nursery school teachers see the 
benefits of inclusion and point out numerous factors as important 
in implementing inclusive education, and thus believe that many 
changes need to be done for that purpose. It can be concluded that it 
is necessary to conduct a detailed plan of the inclusion process, first 
of all in fulfilling organizational conditions and additional training of 
teaching staff, and also in providing support mechanisms for teachers 
in developing individual education plans and working with children 
with special needs.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju",
journal = "Specijalna edukacija i rehabilitacija",
title = "Mišljenje vaspitača o koristima  od inkluzije i načinima njenog ostvarivanja, Nursery school teachers attitude on the implementation and benefits of inclusion",
pages = "369-353",
number = "3",
volume = "12",
doi = "10.5937/specedreh12-3506"
}

Stančić, M.,& Stanisavljević Petrović, Z.. (2013). Mišljenje vaspitača o koristima  od inkluzije i načinima njenog ostvarivanja. in Specijalna edukacija i rehabilitacija
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju., 12(3), 353-369.
https://doi.org/10.5937/specedreh12-3506

Stančić M, Stanisavljević Petrović Z. Mišljenje vaspitača o koristima  od inkluzije i načinima njenog ostvarivanja. in Specijalna edukacija i rehabilitacija. 2013;12(3):353-369.
doi:10.5937/specedreh12-3506 .

Stančić, Milan, Stanisavljević Petrović, Zorica, "Mišljenje vaspitača o koristima  od inkluzije i načinima njenog ostvarivanja" in Specijalna edukacija i rehabilitacija, 12, no. 3 (2013):353-369,
https://doi.org/10.5937/specedreh12-3506 . .

TY  - CONF
AU  - Anđelković, Slađana
AU  - Karić, Jasmina
PY  - 2011
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4400
AB  - Uvo�����enjem dece sa posebnim potrebama u redovan sistem školovanja, otvaraju se novi
horizonti u radu primenom raznovrsnih strategija, ali istovremeno se otvaraju i nova pitanja
na koja treba odgovoriti u pedagoškoj teoriji i praksi. Broj studija koje se bave iskustvom
u radu sa decom sa posebnim potrebama u različitim ambijentima, kao i uticajem
konteksta na njihov saznajni proces, ponašanje, stavove i vrednosti, još uvek je nedovoljan.
Raznovrsni ambijenti i priroda postaju sve zanimljiviji vaspitno-obrazovni fenomen. Povratak
prirodi i korišćenje što više resursa u nastavi iz objektivne stvarnosti, izlazak iz učionica
i neposredno učešće u svakodnenom životu, razvijanje komunikacije, interakcije i socijalnih
veština me�����u decom postaju priroiteti savremenog obrazovanja.
U radu, deskriptivnom metodom analiziramo iskustva do kojih smo došli realizacijom projekta
Škola u Prirodi (Constance Green Foundation iz V. Britanije, Registered Charity
No.270775). Cilj projekta je da se u radu sa decom sa posebnim potrebama (gluva i nagluva deca),
u specifičnom ambijentu prikažu izvanredne mogućnosti za individualizaciju i diferencijaciju
nastavnog rada, kao i povezivanja školskih i vanškolskih iskustava i primene znanja u različitim
kontekstima. Upotrebom raznovrsnih istraživačkih metoda i grupnog rada, fleksibilnijom organizacijom
i trajanjem aktivnosti podstiče se kognitivni, afektivni i psihomotorni razvoj dece.
Rad, zajedno sa filmom, svakako predstavlja uvod u dalje i šire bavljenje kao i istraživanje oblika
i pristupa u obrazovanju i vaspitanju dece sa i bez posebnih potreba.
AB  - With the development of inclusive society and the introduction of inclusion in
education and inclusion of children with special needs in the regular educational system,
new horizons are opened with the possibility to apply various strategies in one’s work, but
at the same time, new questions are posed that need to be answered about applicable
solutions in pedagogical practice. The number of studies exploring experience in practice
with children with special needs in different environments, and the influence of the context
on their process of knowledge acquisition, behaviour, attitude and values is still
insufficient. Various environments and nature are becoming increasingly interesting
educational phenomena. The return to nature and the use of as many resources from the
objective reality in teaching as possible, going out of the classroom, and hands-on
experience in everyday life, development of communication, interaction and social skills
among children are becoming priorities of contemporary education. In this paper, with the
use of the descriptive method, the experiences gained in the realization of the project
“Nature School” (Constance Green Foundation from Great Britain, Registered Charity
No.270775) are analyzed. The aim of this project is to present outstanding possibilities for
the individualization and differentiation of teaching practice, integration of in- an out-ofschool
experiences and the application of knowledge in different contexts, in practice with
children with special needs (deaf and hard of hearing) in specific environments. Using
various research methods and group work, flexible organization and length of activities, a
cognitive, affective and psycho-motor development of the children is abetted. The study
along with the film certainly presents an introduction to further and broader exploration of
forms of and approaches in education of children with and without special needs.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Zbornik radova - 5. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Zlatibor, 24-27. septembar 2011
T1  - Kontekstualni i integrativni pristup u obrazovanju dece sa posebnim potrebama – izazovi škole u prirodi
T1  - Contextual and integrative approach in education of children with special needs – challenges of school in nature
EP  - 288
SP  - 282
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4400
ER  - 

@conference{
author = "Anđelković, Slađana and Karić, Jasmina",
year = "2011",
abstract = "Uvo�����enjem dece sa posebnim potrebama u redovan sistem školovanja, otvaraju se novi
horizonti u radu primenom raznovrsnih strategija, ali istovremeno se otvaraju i nova pitanja
na koja treba odgovoriti u pedagoškoj teoriji i praksi. Broj studija koje se bave iskustvom
u radu sa decom sa posebnim potrebama u različitim ambijentima, kao i uticajem
konteksta na njihov saznajni proces, ponašanje, stavove i vrednosti, još uvek je nedovoljan.
Raznovrsni ambijenti i priroda postaju sve zanimljiviji vaspitno-obrazovni fenomen. Povratak
prirodi i korišćenje što više resursa u nastavi iz objektivne stvarnosti, izlazak iz učionica
i neposredno učešće u svakodnenom životu, razvijanje komunikacije, interakcije i socijalnih
veština me�����u decom postaju priroiteti savremenog obrazovanja.
U radu, deskriptivnom metodom analiziramo iskustva do kojih smo došli realizacijom projekta
Škola u Prirodi (Constance Green Foundation iz V. Britanije, Registered Charity
No.270775). Cilj projekta je da se u radu sa decom sa posebnim potrebama (gluva i nagluva deca),
u specifičnom ambijentu prikažu izvanredne mogućnosti za individualizaciju i diferencijaciju
nastavnog rada, kao i povezivanja školskih i vanškolskih iskustava i primene znanja u različitim
kontekstima. Upotrebom raznovrsnih istraživačkih metoda i grupnog rada, fleksibilnijom organizacijom
i trajanjem aktivnosti podstiče se kognitivni, afektivni i psihomotorni razvoj dece.
Rad, zajedno sa filmom, svakako predstavlja uvod u dalje i šire bavljenje kao i istraživanje oblika
i pristupa u obrazovanju i vaspitanju dece sa i bez posebnih potreba., With the development of inclusive society and the introduction of inclusion in
education and inclusion of children with special needs in the regular educational system,
new horizons are opened with the possibility to apply various strategies in one’s work, but
at the same time, new questions are posed that need to be answered about applicable
solutions in pedagogical practice. The number of studies exploring experience in practice
with children with special needs in different environments, and the influence of the context
on their process of knowledge acquisition, behaviour, attitude and values is still
insufficient. Various environments and nature are becoming increasingly interesting
educational phenomena. The return to nature and the use of as many resources from the
objective reality in teaching as possible, going out of the classroom, and hands-on
experience in everyday life, development of communication, interaction and social skills
among children are becoming priorities of contemporary education. In this paper, with the
use of the descriptive method, the experiences gained in the realization of the project
“Nature School” (Constance Green Foundation from Great Britain, Registered Charity
No.270775) are analyzed. The aim of this project is to present outstanding possibilities for
the individualization and differentiation of teaching practice, integration of in- an out-ofschool
experiences and the application of knowledge in different contexts, in practice with
children with special needs (deaf and hard of hearing) in specific environments. Using
various research methods and group work, flexible organization and length of activities, a
cognitive, affective and psycho-motor development of the children is abetted. The study
along with the film certainly presents an introduction to further and broader exploration of
forms of and approaches in education of children with and without special needs.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik radova - 5. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Zlatibor, 24-27. septembar 2011",
title = "Kontekstualni i integrativni pristup u obrazovanju dece sa posebnim potrebama – izazovi škole u prirodi, Contextual and integrative approach in education of children with special needs – challenges of school in nature",
pages = "288-282",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4400"
}

Anđelković, S.,& Karić, J.. (2011). Kontekstualni i integrativni pristup u obrazovanju dece sa posebnim potrebama – izazovi škole u prirodi. in Zbornik radova - 5. Međunarodni naučni skup „Specijalna edukacija i rehabilitacija danas“, Zlatibor, 24-27. septembar 2011
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 282-288.
https://hdl.handle.net/21.15107/rcub_rfasper_4400

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

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