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Social competencies and academic achievement in deaf and hard of hearing students in the higher grades of primary school

dc.creatorRadovanović, Vesna
dc.creatorKovačević, Jasmina
dc.creatorDrobac, Ana
dc.date.accessioned2021-09-21T07:58:43Z
dc.date.available2021-09-21T07:58:43Z
dc.date.issued2020
dc.identifier.isbn978-86-6203-145-7
dc.identifier.urihttp://www.icf.fasper.bg.ac.rs/zbornici/20201221_1-ZBORNIK-RADOVA-SKUP-NAC_2020.pdf
dc.identifier.urihttp://rfasper.fasper.bg.ac.rs/handle/123456789/3452
dc.description.abstractSchool plays an important role in the personality development of children and adolescents as aplace where the ability to establish social relations is developed and improved and which can also affect school success. The aim of this study was to determine the level of social competencies and differences in relation to the school success of deaf and hard of hearing pupils in the upper grades of primary school. The research sample consisted of 24 pupils of which 13 boys and 11 girls, who attend the seventh and eighth grade of primary schools for the deaf and hard of hearing. The study used the subscale of the Scale of Social Behavior in School which was filled in by class teachers. The results of this study show that teachers assess social competencies of deaf pupils’ as average when it comes to relationships with peers, risky when it comes to managing behavior in a quarter of pupils, while academic behavior is assessed as average with the exception of deviations in three pupils, while social competenciesin total were assessed as risky in a quarter of pupils. It was determined that there are significant differences in the level of social competencies in relation to school success, with pupils with excellent school success having the highest scores. Activities to improve the social competencies of deaf and hard of hearing children need to be undertaken at an early age, in order to facilitate the transition period from primary to secondary school.sr
dc.description.abstractU razvoju ličnosti dece i adolescenata značajno mesto zauzima škola, mesto na kome se razvija i unapređuje sposobnost uspostavljanja socijalnih odnosa, a koje mogu da se odraze i na školski uspeh. Utvrđivanje nivoa socijalnih kompetencija i razlika u odnosu na školski uspeh gluvih i nagluvih učenika viših razreda osnovne škole je postavljeno za cilj istraživanja. Uzorak za istraživanje činilo je 24 učenika, 13 dečaka i 11 devojčica, sedmog i osmog razreda iz dve os- novne škole za gluve i nagluve učenike. U istraživanju je korišćena subskala Skala socijalnog ponašanja u školi, koju su popunjavale razredne starešine. Rezultati istražaivanja su pokazali da nastavnici procenjuju socijalne kompetencije nagluvih učenika kada su u pitanju odnosi sa vršnjacima proseč- nim, u odnosu na upravljanje ponašanjem rizičnim kod četvrtine učenika, u odno- su na akademsko ponašanje prosečnim, sa izuzetkom odstupanja kod 3 učenika, dok su socijalne kompetencije u celini procenili rizičnim kod četvrtine učenika. Utvrđeno je da postoje značajne razlike u nivou socijalnih kompetencija u odno- su na školski uspeh, pri čemu su učenici sa odličnim uspehom imali najviše sko- rove. Aktivnosti na unapređenju socijalnih kompetencija gluve i nagluve dece potrebnoје предузети у раном узрасту, како би се олакшао период транзиције из основне у средњу школу.sr
dc.language.isosrsr
dc.publisherUniverzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitacijusr
dc.rightsopenAccesssr
dc.rights.urihttps://creativecommons.org/licenses/by-sa/4.0/
dc.sourceNacionalni naučni skup „evaluacija efekata inkluzivnog obrazovanja u republici Srbiji” zbornik radovasr
dc.subjectdeaf and hard of hearing pupilssr
dc.subjectsocial competenciessr
dc.subjectschool successsr
dc.subjectschools for the deaf and hard of hearingsr
dc.subjectgluvi i nagluvi učenicisr
dc.subjectsocijalne kompetencijesr
dc.subjectškolski uspehsr
dc.subjectškole za gluve i nagluvesr
dc.titleSocijalne kompetencije i školski uspeh gluvih i nagluvih učenika viših razreda osnovne školesr
dc.titleSocial competencies and academic achievement in deaf and hard of hearing students in the higher grades of primary schoolsr
dc.typeconferenceObjectsr
dc.rights.licenseBY-SAsr
dc.citation.epage91
dc.citation.spage83
dc.identifier.fulltexthttp://rfasper.fasper.bg.ac.rs/bitstream/id/2661/bitstream_2661.pdf
dc.type.versionpublishedVersionsr


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