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The inclusion of children with severe intellectual disabilities within mainstream educational programmes

dc.contributorMatejić-Đuričić Zorica
dc.creatorBanković, Slobodan
dc.creatorBrojčin, Branislav
dc.creatorGlumbić, Nenad
dc.date.accessioned2021-06-17T12:36:14Z
dc.date.available2021-06-17T12:36:14Z
dc.date.issued2009
dc.identifier.isbn978-86-80113-83-8
dc.identifier.isbn978-86-80113-84-5
dc.identifier.urihttp://rfasper.fasper.bg.ac.rs/handle/123456789/1721
dc.description.abstractUključivanje dece sa ometenošću u redovne obrazovno-vaspitne programe stvara posebne nedoumice kada su u pitanju učenici sa težim oblicima intelektualne ometenosti. S jedne strane, mogućnost ostvarivanja socijalnih ciljeva kroz interakciju sa vršnjacima tipičnog razvoja navodi se kao najznačajnija prednost ovakvog načina školovanja. S druge strane, mogući izostanak očekivanih pozitivnih ishoda, ili čak pojava negativnih, otvara pitanje u kojoj meri je redovno obrazovno-vaspitno okruženje može odgovoriti potrebma ove dece. Cilj ovog rada je da se uvidom u dostupnu literaturu pruži celovitija slika o efektima uključivanja učenika sa težim oblicima intelektualne ometenosti u redovne obrazovno-vaspitne programe. Većina istraživanja beleži pozitivne, posebno socijalne, ishode zajedničkog školovanja ove dece sa vršnjacima tipičnog razvoja. Međutim, naglašava da ti ishodi nisu posledica jodenostvnog fizičkog smeštanja ove dece u redovno obrazovno-vaspitno okruženje, već da je prateća intervencija neophodna. Kao posebno kritičan period u inkluzivnom školovanju dece s težim oblicima intelektualne ometenosti navodi se prelazak u više razrede i doba adolescencije.
dc.description.abstractInclusion of the children with disabilities in mainstream educational programs raises many doubts, especially over inclusion of the children with severe forms of intellectual disabilities. The possibility of coming up to social objectives through interactions with typically developed peers has been considered as one of the most important advantages of this type of education. On the other hand, possible nonexistence of expected positive outcomes or even emergence of negative ones, raise questions about suitability of the mainstream educational setting for children with severe intellectual disabilities. Using in-depth analysis of the relevant, scientific references we were trying to present comprehensive picture of the effects of the inclusive education of children with severe intellectual disabilities within mainstream educational settings. In majority of research articles, the authors detected positive outcomes of inclusive education, especially in social area. However, most of them have stressed that obtained results could be rather accounted to provisional facilities than to their physical inclusion. Particularly critical periods in inclusive education of these children are: transition to higher grades and adolescents period.
dc.languagesr
dc.publisherUniverzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
dc.rightsopenAccess
dc.rights.urihttps://creativecommons.org/licenses/by-sa/4.0/
dc.sourceZbornik radova - „Istraživanja u specijalnoj edukaciji i rehabilitaciji / Research in Special Education and Rehabilitation“,Beograd / Belgrade,2009
dc.subjectintelektualna ometenost
dc.subjectinkluzija
dc.subjectefekti
dc.subjectintellectual disability
dc.subjectinclusion
dc.subjecteffects
dc.titleUključivanje dece s težim oblicima intelektualne ometenosti u redovne obrazovno-vaspitne programesr
dc.titleThe inclusion of children with severe intellectual disabilities within mainstream educational programmes
dc.typeconferenceObject
dc.rights.licenseBY-SA
dc.citation.epage258
dc.citation.otherhttp://www.vbs.rs/scripts/cobiss?ukaz=DISP&id=0808003435197984&rec=3&sid=4
dc.citation.rankM14
dc.citation.spage243
dc.identifier.fulltexthttp://rfasper.fasper.bg.ac.rs/bitstream/id/7748/Untitled18.pdf
dc.identifier.rcubhttps://hdl.handle.net/21.15107/rcub_rfasper_1721
dc.type.versionpublishedVersion


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