Knowledge, intellectual disabilities,and bilingualism
Samo za registrovane korisnike
2021
Članak u časopisu (Objavljena verzija)
Metapodaci
Prikaz svih podataka o dokumentuApstrakt
Aims: The scientific study deals with the problem of bilingualism in the population of the children with mild
intellectual disabilities on educational treatment. The study is based upon Lajos Genc and Tove Skutnab Kangas
theory of bilingualism. We try to assess the differences between reading and writing in different categories of
bilingual children with intellectual disabilities, such general school achievement in monolingual and bilingual
children.
Methodology: The research included the 124 children with mild intellectual disabilities, who are attending primary
schools in Belgrade, Serbia. The research was done by trained experts in special education and psychologists who
used clinical, development scales of writing and reading of the neuropsychological battery Luria-Nebrasca for
children.
Results: The results of the research point up to the conclusion about the existence of significant relationship between
balanced bilingualism and reading and also the relationship between... dominant bilingualism and writing in the
population of children with intellectual disabilities.
Conclusions: The study points up to the significance of application of rehabilitation procedures upon the standard
school treatment of this population of children.
Ključne reči:
Bilingualism / Educational treatment / Intellectual disabilitiesIzvor:
Journal of Business and Management Research, 2021, 14, 258-263Izdavač:
- Knowledge Journals
Institucija/grupa
rFASPERTY - JOUR AU - Maćešić-Petrović, Dragana AU - Bašić, Aleksandra AU - Zdravković, Ružica AU - Gajić, Anja AU - Arsić, Bojana PY - 2021 UR - http://rfasper.fasper.bg.ac.rs/handle/123456789/3343 AB - Aims: The scientific study deals with the problem of bilingualism in the population of the children with mild intellectual disabilities on educational treatment. The study is based upon Lajos Genc and Tove Skutnab Kangas theory of bilingualism. We try to assess the differences between reading and writing in different categories of bilingual children with intellectual disabilities, such general school achievement in monolingual and bilingual children. Methodology: The research included the 124 children with mild intellectual disabilities, who are attending primary schools in Belgrade, Serbia. The research was done by trained experts in special education and psychologists who used clinical, development scales of writing and reading of the neuropsychological battery Luria-Nebrasca for children. Results: The results of the research point up to the conclusion about the existence of significant relationship between balanced bilingualism and reading and also the relationship between dominant bilingualism and writing in the population of children with intellectual disabilities. Conclusions: The study points up to the significance of application of rehabilitation procedures upon the standard school treatment of this population of children. PB - Knowledge Journals T2 - Journal of Business and Management Research T1 - Knowledge, intellectual disabilities,and bilingualism EP - 263 SP - 258 VL - 14 UR - https://hdl.handle.net/21.15107/rcub_rfasper_3343 ER -
@article{ author = "Maćešić-Petrović, Dragana and Bašić, Aleksandra and Zdravković, Ružica and Gajić, Anja and Arsić, Bojana", year = "2021", abstract = "Aims: The scientific study deals with the problem of bilingualism in the population of the children with mild intellectual disabilities on educational treatment. The study is based upon Lajos Genc and Tove Skutnab Kangas theory of bilingualism. We try to assess the differences between reading and writing in different categories of bilingual children with intellectual disabilities, such general school achievement in monolingual and bilingual children. Methodology: The research included the 124 children with mild intellectual disabilities, who are attending primary schools in Belgrade, Serbia. The research was done by trained experts in special education and psychologists who used clinical, development scales of writing and reading of the neuropsychological battery Luria-Nebrasca for children. Results: The results of the research point up to the conclusion about the existence of significant relationship between balanced bilingualism and reading and also the relationship between dominant bilingualism and writing in the population of children with intellectual disabilities. Conclusions: The study points up to the significance of application of rehabilitation procedures upon the standard school treatment of this population of children.", publisher = "Knowledge Journals", journal = "Journal of Business and Management Research", title = "Knowledge, intellectual disabilities,and bilingualism", pages = "263-258", volume = "14", url = "https://hdl.handle.net/21.15107/rcub_rfasper_3343" }
Maćešić-Petrović, D., Bašić, A., Zdravković, R., Gajić, A.,& Arsić, B.. (2021). Knowledge, intellectual disabilities,and bilingualism. in Journal of Business and Management Research Knowledge Journals., 14, 258-263. https://hdl.handle.net/21.15107/rcub_rfasper_3343
Maćešić-Petrović D, Bašić A, Zdravković R, Gajić A, Arsić B. Knowledge, intellectual disabilities,and bilingualism. in Journal of Business and Management Research. 2021;14:258-263. https://hdl.handle.net/21.15107/rcub_rfasper_3343 .
Maćešić-Petrović, Dragana, Bašić, Aleksandra, Zdravković, Ružica, Gajić, Anja, Arsić, Bojana, "Knowledge, intellectual disabilities,and bilingualism" in Journal of Business and Management Research, 14 (2021):258-263, https://hdl.handle.net/21.15107/rcub_rfasper_3343 .