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dc.contributorNedović G.
dc.contributorEminović F.
dc.creatorOstojić-Zeljković, Sanja
dc.creatorNikolić, Mina
dc.creatorŽivanović, Ana
dc.date.accessioned2021-10-11T10:43:10Z
dc.date.available2021-10-11T10:43:10Z
dc.date.issued2020
dc.identifier.isbn978-86-6203-139-6
dc.identifier.urihttp://rfasper.fasper.bg.ac.rs/handle/123456789/3529
dc.description.abstractInclusion is the process of wider involvement of children with disability into mainstream education system and further on into various social aspects. Inclusion promoters claim that the acceptance of children with disability by their peers in mainstream schools is a corner stone of inclusion. Promoters believe that positive attitude of typically developing students is a crucial factor of successful implementation of inclusion process. Hearing impairment is the most frequent congenital sensory handicap. Hearing impairment affects speech and cognitive development and therefor presents significant health and social burden in the considerable part ofpopulation. The goal of this study was to assess if the presence of a disabled person in a family could affect the attitude of older students (6th, 7th and 8th grade) towards deaf and hard of hearing students in mainstream school. The instrument in this study was the adapted questionnaire Attitudes toward Deafness afour-point 25-item rating scale (Cowen etal., 1967). The study was conducted in five mainstream primary schools. The sample contained 255 typically developing students of both genders, attending 6th, Th or 8a grade. They came for various social strata. The results have shown that the students have mostly positive attitude regarding deaf and hard of hearing schoolmates. Students coming from families with disabled person usually have developed more sympathetic attitude.sr
dc.language.isoensr
dc.publisherUniversity of Belgrade – Faculty of Special Education and Rehabilitation Publishing Center of the Facultysr
dc.rightsopenAccesssr
dc.rights.urihttps://creativecommons.org/licenses/by-sa/4.0/
dc.sourceApproaches and Models in Special Education and Rehabilitation – Thematic Collection of International Importancesr
dc.subjectinclusive educationsr
dc.subjectattitude of mainstream studentssr
dc.subjectdeaf and hard of hearingsr
dc.titleDisability in a family as a factor for developing attitude towards deaf and hard of hearing students in inclusive educationsr
dc.typeconferenceObjectsr
dc.rights.licenseBY-SAsr
dc.citation.epage288
dc.citation.spage277
dc.identifier.fulltexthttp://rfasper.fasper.bg.ac.rs/bitstream/id/3349/bitstream_3349.pdf
dc.type.versionpublishedVersionsr


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