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Communicative skills in persons with intellectual disability

dc.contributorGligorović Milica
dc.creatorKaljača, Svetlana
dc.creatorVuković, Mile
dc.creatorPetrović-Lazić, Mirjana
dc.date.accessioned2021-06-17T13:01:02Z
dc.date.available2021-06-17T13:01:02Z
dc.date.issued2013
dc.identifier.isbn978-86-6203-044-3
dc.identifier.urihttp://rfasper.fasper.bg.ac.rs/handle/123456789/2140
dc.description.abstractOgraničenja i teškoće u razvoju komunikativnih sposobnosti, kao i mogućnosti funkcionalne primene stečenih znanja, predstavljaju jednu od osnovnih krakteristika saznajnog i socijalnog razvoja osoba sa intelektualnom ometenošću. Prisustvo navedenih teškoća uslovljava visok nivo zavisnosti od podrške drugih osoba u obavljanju svakodnevnih životnih aktivnosti, socijalnoj participaciji i poboljšanju kvaliteta života i životnog zadovoljstva tih osoba. Zbog toga se kreiranje i primena obrazovnih i terapeutskih individualnih programa, namenjenih razvoju komunikativnih veština, može smatrati jednim od prioriteta u pružanju podrške. Pored primene standardnih bihejvioralnih procedura, neophodna je i primena različitih tipova asistivnih tehnika, kako bi se obezbedio visok nivo individualizacije i efikasnosti u procesu učenja novih i složenijih komunikativnih strategija.
dc.description.abstractLimitations and difficulties in developing communicative abilities, and functional application of the acquired knowledge, represent some of the main characteristics of cognitive and social development in persons with intellectual disability. Presence of the above mentioned difficulties leads to a high level of dependence on and support from other people in performing every day activities, social participation, improvement of life quality and life satisfaction of these persons. Thus, the development and application of educational and therapeutic individual programs, aimed at the development of communicative skills, may be considered as priority in providing support. Apart from the application of standard behavioral procedures, the application of different assistive techniques is also necessary in order to provide a high level of individualization and efficiency in the process of learning new and more complex communicative strategies.
dc.languagesr
dc.publisherUniverzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
dc.relationinfo:eu-repo/grantAgreement/MESTD/Basic Research (BR or ON)/179068/RS//
dc.rightsopenAccess
dc.rights.urihttps://creativecommons.org/licenses/by-sa/4.0/
dc.sourceTematski zbornik radova - „Novine u specijalnoj edukaciji i rehabilitaciji“,Beograd, Srbija, 2013
dc.subjectkomunikativne veštine
dc.subjectintelektualna ometenost
dc.subjectmetodske procedure
dc.subjectprogrami učenja
dc.subjectcommunicative skills
dc.subjectintellectual disability
dc.subjectmethod procedures
dc.subjectlearning programs
dc.titleKomunikativne veštine osoba sa intelektualnom ometenošćusr
dc.titleCommunicative skills in persons with intellectual disability
dc.typeconferenceObject
dc.rights.licenseBY-SA
dc.citation.epage371
dc.citation.other: 353-371
dc.citation.rankM45
dc.citation.spage353
dc.identifier.fulltexthttp://rfasper.fasper.bg.ac.rs/bitstream/id/6976/hgfjhdgfnfgh.pdf
dc.identifier.rcubhttps://hdl.handle.net/21.15107/rcub_rfasper_2140
dc.type.versionpublishedVersion


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