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Сocial incluсion and communication of deaf and hard of hearing preсchool children

dc.contributorJugović Aleksandar
dc.contributorJapundža-Milisavljević Mirjana
dc.contributorGrbović Aleksandra
dc.creatorKovačević, Tamara
dc.creatorIsaković, Ljubica
dc.creatorDimić, Nadežda
dc.date.accessioned2021-06-17T13:20:34Z
dc.date.available2021-06-17T13:20:34Z
dc.date.issued2016
dc.identifier.isbn978-86-6203-089-4
dc.identifier.urihttp://rfasper.fasper.bg.ac.rs/handle/123456789/2472
dc.description.abstractInkluzija u predškolskim ustanovama podrazumeva povećanu mogućnost učešća u igri i učenju za svu decu. U predškolskim ustanovama, deca kroz igru uče o svom okruženju, objektima, situacijama, usvajaju jezik i razvijaju sposobnosti interakcije. Uzrasno adekvatno usvajanje jezika i govora daje mogućnost detetu da se igra, usvaja pojmove i da bude uključeno u socijalnu interakciju sa svojim vršnjacima. Deca koja uspešno komuniciraju lakše uspostavljaju socijalne odnose. Detetova nemogućnost da se igra i komunicira sa drugom decom ga vremenom izoluje i vodi ka dubljim teškoćama na emocionalnom, socijalnom i planu ukupnog razvoja. Veliki broj gluve i nagluve dece ima specifične probleme na planu komunikacije i interakcije. Oštećenje sluha i govora dovo- di do određenih specifičnosti i teškoća u razvoju ove dece, što zahteva adekvatne metode i postupke u procesu rehabilitacije i edukacije, veliku podršku i podsticaj porodice, predškolske ustanove i okoline. Usvojenost znakovnog jezika, od najranijeg uzrasta, pomaže glu- vom detetu, da upozna svet, da razvija svoje kognitivne sposobno- sti, komunicira sa svojim roditeljima i okolinom. Na predškolskom uzrastu, zadatak vrtića je omogućiti deci da nastave da usvajaju jezik koja su počela da usvajaju u porodici (znakovni ili govorni). Deca će najbolje usvojiti oba jezička mo- daliteta kroz interakcije sa drugim fluentnim govornicima (odraslima i decom).
dc.description.abstractInclusion, in preschools,means increased possibility, for all children, to participate in playing and learning. In preschools children learn, through playing, about their environment, objects, situations, they adopt the language and develop interaction skills. age-appropriate language and speech acquisition gives the child the possibility to play, adopt notions and be involved in social interaction with its peers. Children who communicate successfully establish social relations more easily. The child’s inability to play and communicate with other children isolates it, with the passage of time, and leads to deeper difficulties in the social and emotional plan and overall development. a large number of deaf children have specific problems in the field of communication and interaction. Hearing and speech impairment leads to certain specificities and difficulties in the development of these children, which requires adequate methods and procedures in the process of rehabilitation and education, strong support and encouragement of the family, nursery school and the environment. The adoption of sign language from the earliest age helps a deaf child to get to know the world, developits cognitive abilities, communicate with its parents and the environment. at a child’s preschool age, the task of a nursery school is to enable children to continue adopting the language which they started adopting in the family (sign or spoken language). Children will learn both linguistic modalities best through the interaction with other fluent speakers (adults and children).
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.subjectgluva i nagluva deca
dc.subjectpredškolski uzrast
dc.subjectkomunikacija
dc.subjectinkluzija
dc.titleSocijalna inkluzija i komunikacija gluve i nagluve dece predškolskog uzrastasr
dc.titleСocial incluсion and communication of deaf and hard of hearing preсchool children
dc.typeconferenceObject
dc.rights.licenseBY-SA
dc.citation.epage226
dc.citation.other: 217-226
dc.citation.spage217
dc.identifier.fulltexthttp://rfasper.fasper.bg.ac.rs/bitstream/id/6406/Untitled22.pdf
dc.identifier.rcubhttps://hdl.handle.net/21.15107/rcub_rfasper_2472
dc.type.versionpublishedVersion


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