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Specifics of social inclusion of deaf and hard of hearing students

dc.contributorJugović Aleksandar
dc.contributorJapundža-Milisavljević Mirjana
dc.contributorGrbović Aleksandra
dc.creatorRadić-Šestić, Marina
dc.creatorŠešum, Mia
dc.date.accessioned2021-06-17T13:20:27Z
dc.date.available2021-06-17T13:20:27Z
dc.date.issued2016
dc.identifier.isbn978-86-6203-089-4
dc.identifier.urihttp://rfasper.fasper.bg.ac.rs/handle/123456789/2470
dc.description.abstractInkluzija podrazumeva proces kojim se omogućava osobama sa ometenošću da učestvuju u aktivnostima društvene zajednice na način na koji u njima učestvuju i tipični pojedinci. Socijalna inkluzija je vid inkluzije čiji je cilj pomoganje učenicima sa ometenošću da ostvare prijateljstva i učešće u zajednici – ona uključuje društvene procese tokom kojih učesnici uče kako da se odnose prema međusobnim različitostima. Gluva i nagluva deca su rizična u pogledu razvoja socijalne kompetencije, socijalnih veš- tina i odnosa. Ograničene sposobnosti izražavanja i razumevanja govornog jezika značajno otežavaju njihove interakcije sa tipič- nim vršnjacima. Ipak, sama primena inkluzije ne dovodi obavezno do povećanja broja socijalnih kontakata i prijateljstava sa ti- pičnim vršnjacima. Rezultati sprovedenih istraživanja ukazuju da su gluva i nagluva deca u inkluzivnim školama često izopšte- na iz socijalnih interakcija sa tipičnim vršnjacima zbog komu- nikacionih barijera, kao i činjeničnih međusobnih različitosti.
dc.description.abstractThe term inclusion refers to a process of providing support to individuals with disabilities to participate in activities in community-based settings where individuals without disabilities typically engage in those same activities. Social inclusion is one of the types and forms of inclusion that is perceived as helping students with special needs to establish friendships and join in the community – it involve an essentially social process within which those within a school learn how to live with differences. Children who are deaf or hard of hearing are at risk for social competence problems and difficulty in peer skills and relationships; they have limited ability to express and understand spoken language, which makes interaction with typical peers difficult. unfortunately, inclusion does not automatically lead to more social contacts and friendships with typical peers. Research has shown that, in mainstream schools, deaf children often are excluded from social interactions with hearing students by virtue of communication barriers and the fact that they are different from their hearing peers.
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 - Nacionalni naučni skup, „Socijalna inkluzija dece sa razvojnim smetnjama i problemima u ponašanju”, Beograd, 6. decembar 2016
dc.subjectsocijalna inkluzija
dc.subjectgluvi i nagluvi učenici
dc.subjectsocijalne interakcije
dc.subjectsocial inclusion
dc.subjectdeaf and hard of hearing students
dc.subjectsocial interactions
dc.titleSpecifičnosti socijalne inkluzije gluvih i nagluvih učenikasr
dc.titleSpecifics of social inclusion of deaf and hard of hearing students
dc.typeconferenceObject
dc.rights.licenseBY-SA
dc.citation.epage236
dc.citation.other: 227-236
dc.citation.spage227
dc.identifier.fulltexthttp://rfasper.fasper.bg.ac.rs/bitstream/id/6407/Untitled23.pdf
dc.identifier.rcubhttps://hdl.handle.net/21.15107/rcub_rfasper_2470
dc.type.versionpublishedVersion


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