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Komunikacija gluvih i nagluvih - mogućnosti i ograničenja u obrazovanju

dc.creatorIsaković, Ljubica
dc.creatorKovačević, Tamara
dc.date.accessioned2021-06-09T14:10:04Z
dc.date.available2021-06-09T14:10:04Z
dc.date.issued2015
dc.identifier.issn0353-7919
dc.identifier.urihttp://rfasper.fasper.bg.ac.rs/handle/123456789/928
dc.description.abstractCommunication of the deaf and hard of hearing can be verbal (oral and written) and non-verbal (primarily involving sign language as well as the use of manual alphabet - dactylology, mime, and lip-reading). Deaf people find verbal communication extremely difficult as it depends on a great number of factors (knowledge of a language, vocabulary, grammar, and sentence structure). They also experience great difficulties in understanding written and spoken words, while they communicate with each other using sign language, as their first and primary language. Different forms of communication as well as problems which occur within it lead to social isolation, insecurity, and difficulties in learning the mother tongue as well as all other school subjects. When discussing the possibilities of educating deaf and hard of hearing children, we have to stress that there are different attitudes, primarily of the children's parents, and, secondly, of defectology/surdology specialists, but also of teachers in regular schools. In underdeveloped countries in particular, deaf people mainly reach a level of education which is lower than their real potential and they have difficulties in adjusting to the education system of the population with no hearing impairment. Education in general, especially the education of deaf and hard of hearing persons, is also greatly influenced by the social context, application of new technologies and new, contemporary, living and working conditions.en
dc.description.abstractKomunikacija gluvih i nagluvih može biti verbalna (usmena i pisana) i neverbalna (koja obuhvata pre svega znakovni jezik, zatim upotrebu prstne azbuke-daktilologije, mimike i čitanja govora sa usana). Verbalna komunikacija predstavlja za gluve osobe veliku teškoću, jer zavisi od mnoštva faktora (poznavanje jezika, rečnika, gramatike i strukture rečenice). Oni imaju velikih teškoća u razumevanju pisane i usmene reči, dok međusobno komuniciraju koristeći znakovni jezik, kao svoj prvi i osnovni jezik. Različit vid komunikacije, kao i problemi koji tokom nje nastaju, dovode do društvene izolovanosti, nesigurnosti i teškoća u sticanju znanja iz maternjeg jezika, a i svih drugih nastavnih oblasti. Kada govorimo o mogućnostima školovanja gluve i nagluve dece moramo naglasiti da postoje različiti stavovi, pre svega roditelja dece, zatim defektologa-surdologa, ali i nastavnika u redovnim školama. Naročito u slabije razvijenim zemljama gluve osobe uglavnom postižu niži nivo obrazovanja od svog stvarnog potencijala i imaju teškoća u prilagođavanju obrazovnom sistemu čujuće populacije. Na obrazovanje uopšte, a naročito obrazovanje gluvih i nagluvih, u velikoj meri utiče i društveni kontekst, primena novih tehnologija i novi - savremeni uslovi života i rada.sr
dc.publisherUniverzitet u Nišu, Niš
dc.rightsopenAccess
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.sourceTeme
dc.subjectcommunicationen
dc.subjectsign languageen
dc.subjectwritten and spoken languageen
dc.subjecteducationen
dc.subjectkomunikacijasr
dc.subjectznakovni jeziksr
dc.subjectpisani i usmeni govorsr
dc.subjectobrazovanjesr
dc.titleCommunication of the deaf and hard of hearing: The possibilities and limitations in educationen
dc.titleKomunikacija gluvih i nagluvih - mogućnosti i ograničenja u obrazovanjusr
dc.typearticle
dc.rights.licenseBY-NC-ND
dc.citation.epage1514
dc.citation.issue4
dc.citation.other39(4): 1495-1514
dc.citation.rankM24
dc.citation.spage1495
dc.citation.volume39
dc.identifier.rcubconv_138
dc.type.versionpublishedVersion


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