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Promena pristupa nastavi kao preduslov za participaciju učenika sa ometenošću u redovnim odeljenjima
Change in teaching approach as a prerequisite for participation of students with disabiliites in mainstream classes
dc.contributor | Vuković, Mile | |
dc.contributor | Jablan, Branka | |
dc.creator | Banković, Slobodan | |
dc.creator | Brojčin, Branislav | |
dc.creator | Stanimirov, Ksenija | |
dc.date.accessioned | 2022-04-14T07:24:36Z | |
dc.date.available | 2022-04-14T07:24:36Z | |
dc.date.issued | 2013 | |
dc.identifier.isbn | 978-86-6203-043-6 | |
dc.identifier.uri | http://rfasper.fasper.bg.ac.rs/handle/123456789/4352 | |
dc.description.abstract | Promena zakonske regulative u oblasti obrazovanja u Srbiji omogućila je veću prohodnost učenicima sa ometenošću u redovni školski sistem. Iako se u literaturi navode različite prednosti koje deca sa ometenošću mogu imati od obrazovanja u redovnim školama, koliko će te prednosti biti iskorišćene, zavisi i od onoga što se dešava u samoj učionici. Cilj ovog rada je da se ukaže na potrebu za menjanjem tradicionalnih pristupa nastavi kako bi se stvorili uslovi za veću socijalnu i akademsku participaciju učenika sa ometenošću u redovnim odeljenjima. U literaturi je ukazano na postojanje dve donekle suprotstavljene orijentacije kada su u pitanju pristupi nastavi – orijentacija u čijem je centru nastavnička aktivnost, pri čemu je takva nastava uglavnom transmisivnog karaktera i orijentacija u čijem je centru aktivnost učenika, koja podrazumeva korišćenje različitih metoda i oblika rada kojima se obezbeđuje aktivna uloga učenika u nastavi. Ovaj poslednji vid nastave pruža mogućnosti za realizaciju različitih strategija kojima se može podstaći akademska i socijalna participacija učenika sa ometenošću u redovnim odeljenjima. Neke od tih strategija su: sociometrijsko grupisanje, kooperativno učenje, tutorstvo vršnjaka, podsticanje aktivne participacije. Iako aktivni pristupi nastavi i navedene strategije ne predstavljaju novinu u obrazovanju, promovisanje njihove primene je važno u kontekstu realativno nove obrazovne politike u Srbiji. Međutim, jednu od barijera uspešnoj primeni navedenih strategija može predstavljati nedovoljna obučenost nastavnika, ali i njihova nespremnost da rade na drugačiji način. Stoga je važno profesionalno usavršavanje nastavnika, kao i obezbeđivanje stručne podrške pri realizaciji novih nastavnih strategija. | sr |
dc.description.abstract | Change of legislation in the fi eld of education in Serbia enabled greater ability for students with disabilities to be included in regular school system. Although the literature states various benefi ts that children with disabilities may have from education in mainstream schools, how these advantages are going to be used depends on what happens in the classroom. Th e goal of this paper is to indicate the need for changing traditional approach to teaching in order to create the conditions for greater social and academic participation of students with disabilities in regular classes. Th e literature points out the existence of two partly opposite orientations in terms of teaching approaches. Th e fi rst one is orientation which in center has teacher’s activity and this type of teaching is mainly transmissive in nature. Th e second one is orientation in which student’s activity is in the center and it includes use of diff erent methods and forms of work which ensure child’s active role in the classroom. Last method of teaching provides the opportunities for realization of diff erent strategies that can be used to stimulate academic and social participation of students with disabilities in regular classrooms. Some of these strategies are: sociometric grouping, cooperative learning, peer tutoring and encouraging active participation. Although active approaches to teaching and these strategies are not new in education, promotion of their use is important in the context of relatively new educational policy in Serbia. However, one of the barriers to successful implementation of above mentioned strategies may be insuffi cient teacher’s training of and also their unwillingness to work in a diff erent way. Th erefore, professional training of teachers is important, as well as providing professional support in the implementation of new teaching strategies. | sr |
dc.language.iso | sr | sr |
dc.publisher | Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation | sr |
dc.relation | info:eu-repo/grantAgreement/MESTD/Basic Research (BR or ON)/179017/RS// | sr |
dc.rights | openAccess | sr |
dc.rights.uri | https://creativecommons.org/licenses/by-sa/4.0/ | |
dc.source | Zbornik radova - sa godišnje prezentacije rezultata naučno-istraživačkog projekta „Socijalna participacija osoba sa intelektualnom ometenošću“,Beograd,2013 | sr |
dc.subject | aktivna nastava | sr |
dc.subject | redovna odeljenja | sr |
dc.subject | učenici sa ometenošću | sr |
dc.subject | active learning | sr |
dc.subject | mainstream classes | sr |
dc.subject | students with disabilities | sr |
dc.title | Promena pristupa nastavi kao preduslov za participaciju učenika sa ometenošću u redovnim odeljenjima | sr |
dc.title | Change in teaching approach as a prerequisite for participation of students with disabiliites in mainstream classes | sr |
dc.type | conferenceObject | sr |
dc.rights.license | BY-SA | sr |
dc.citation.epage | 13 | |
dc.citation.spage | 7 | |
dc.identifier.fulltext | http://rfasper.fasper.bg.ac.rs/bitstream/id/7096/awsedrf.pdf | |
dc.identifier.rcub | https://hdl.handle.net/21.15107/rcub_rfasper_4352 | |
dc.type.version | publishedVersion | sr |