Приказ основних података о документу
Management inclusive classroom
Upravljanje inkluzivnim razredom
dc.creator | Radić-Šestić, Marina | |
dc.creator | Milanović-Dobrota, Biljana | |
dc.date.accessioned | 2021-06-09T13:38:06Z | |
dc.date.available | 2021-06-09T13:38:06Z | |
dc.date.issued | 2011 | |
dc.identifier.issn | 1452-7367 | |
dc.identifier.uri | http://rfasper.fasper.bg.ac.rs/handle/123456789/433 | |
dc.description.abstract | Control of students' behavior, and creating and maintaining discipline are crucial factors in the wide concept of classroom management. As an organizational unit of a school, a classroom represents space which should facilitate students' physical engagement, achieving educational goals, and successful interaction between teachers and students. New requirements for organizing learning space have appeared with the development of inclusive education, modern technology, educational processes, and teaching methods. Nowadays, organizing learning space brings the learning process into focus, as an integrated, interactive, interdependent, complex, and multidirectional process. Active involvement of teachers, special educators and students in space organization has a positive influence on teaching and the processes of acquiring knowledge, skills, and experiences in the classroom. | en |
dc.description.abstract | Unutar širokog koncepta upravljanja razredom, kontrola učeničkog ponašanja, stvaranje i održavanje discipline su komponente koje se mogu smatrati ključnim. Učionica kao organizaciona jedinica škole, predstavlja prostor koji treba da omogući nesmetano kretanje učenika, ostvarivanje vaspitno-obrazovnih ciljeva, omogući interakciju nastavnika i učenika. Sa razvojem inkluzivnog obrazovanja, savremene tehnologije, obrazovnih procesa i nastavnih metoda u vaspitno-obrazovnom procesu, javili su se novi zahtevi organizovanja prostora za učenje. Organizovanje prostora za učenje u savremenim uslovima postavlja proces učenja u sam centar zbivanja, kao integrisan, interaktivan, međuzavisan, kompleksan i višesmerni proces. Aktivno angažovanje i uključivanje nastavnika, defektologa i učenika u proces planiranja prostora utiče pozitivno na nastavu, na proces sticanja znanja, veštine i iskustva u učionici. | sr |
dc.publisher | Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd | |
dc.rights | openAccess | |
dc.rights.uri | https://creativecommons.org/licenses/by-sa/4.0/ | |
dc.source | Specijalna edukacija i rehabilitacija | |
dc.subject | classroom management | en |
dc.subject | inclusive education | en |
dc.subject | space organization | en |
dc.subject | upravljanje razredom | sr |
dc.subject | inkluzivno obrazovanje | sr |
dc.subject | organizovanje prostora | sr |
dc.title | Management inclusive classroom | en |
dc.title | Upravljanje inkluzivnim razredom | sr |
dc.type | article | |
dc.rights.license | BY-SA | |
dc.citation.epage | 120 | |
dc.citation.issue | 1 | |
dc.citation.other | 10(1): 107-120 | |
dc.citation.rank | M51 | |
dc.citation.spage | 107 | |
dc.citation.volume | 10 | |
dc.identifier.fulltext | http://rfasper.fasper.bg.ac.rs/bitstream/id/6047/Untitled8.pdf | |
dc.identifier.rcub | https://hdl.handle.net/21.15107/rcub_rfasper_433 | |
dc.type.version | publishedVersion |