Приказ основних података о документу
Inclusion of intellectually challenged children into regular pedagogical groups
Uključivanje dece sa intelektualnom ometenošću u redovne vaspitne grupe
dc.creator | Brojčin, Branislav | |
dc.creator | Glumbić, Nenad | |
dc.date.accessioned | 2021-06-09T13:20:41Z | |
dc.date.available | 2021-06-09T13:20:41Z | |
dc.date.issued | 2007 | |
dc.identifier.issn | 0031-3807 | |
dc.identifier.uri | http://rfasper.fasper.bg.ac.rs/handle/123456789/164 | |
dc.description.abstract | Inclusion of intellectually challenged children into regular pre school and school institutions has been a central topic of special education for several decades. Integration of children with a challenge of pre school age is particularly stressed, both because of their abilities development and the possibilities to be accepted by the peers of similar development. Opposite to these tendencies, it is stressed that opposition to integrative processes are the greatest when the children with intellectual challenge are in question, and particularly those with stronger forms of this challenge. The aim of this paper is to offer a review of attitudes and knowledge about inclusion of children with intellectual challenge into regular school institutions. Results of the study of this review do not allow clear conclusions. Although positive outcomes are stated, clear proofs of advantages of inclusive education are still missing, particularly when there is social inclusion of children who are intellectually challenged. Results of the up-to-date studies stress the need of further research so that they can determine which children and under which circumstances can benefit from inclusion. | en |
dc.description.abstract | Uključivanje dece s ometenošću u redovne predškolske i školske institucije već je nekoliko decenija centralna tema specijalnog obrazovanja. Posebno se ističe značaj integracije dece s ometenošću predškolskog uzrasta kako zbog razvoja njihovih sposobnosti, tako i zbog veće mogućnosti da budu prihvaćena od strane vršnjaka tipičnog razvoja. Nasuprot ovim težnjama ističe se da su otpori integrativnim procesima najveći kada su u pitanju deca s intelektualnom ometenošću posebno ona sa težim formama ove ometenosti. Cilj ovog rada je da pruži pregled stavova i saznanja o uključivanju dece sa intelektualnom ometenošću u redovne predškolske ustanove. Rezultati studija koje obuhvata ovaj pregled ne dozvoljavaju donošenje jasnih zaključaka. Iako se saopštavaju pozitivni ishodi, jasni dokazi o prednosti inkluzivnog obrazovanja još uvek nedostaju, posebno kada je u pitanju socijalna inkluzija dece sa intelektualnom ometenošću. Rezultati dosadašnjih studija naglašavaju potrebu daljih istraživanja kako bi se utvrdilo koja deca i pod kojim uslovima mogu imati koristi od inkluzije. | sr |
dc.publisher | Forum pedagoga Srbije i Crne Gore, Beograd | |
dc.rights | openAccess | |
dc.source | Pedagogija | |
dc.subject | inclusion | en |
dc.subject | integration | en |
dc.subject | intellectual challenge | en |
dc.subject | kindergarten | en |
dc.subject | inkluzija | sr |
dc.subject | integracija | sr |
dc.subject | intelektualna ometenost | sr |
dc.subject | vrtići | sr |
dc.title | Inclusion of intellectually challenged children into regular pedagogical groups | en |
dc.title | Uključivanje dece sa intelektualnom ometenošću u redovne vaspitne grupe | sr |
dc.type | article | |
dc.rights.license | ARR | |
dc.citation.epage | 619 | |
dc.citation.issue | 4 | |
dc.citation.other | 62(4): 610-619 | |
dc.citation.spage | 610 | |
dc.citation.volume | 62 | |
dc.identifier.fulltext | http://rfasper.fasper.bg.ac.rs/bitstream/id/310/161.pdf | |
dc.identifier.rcub | https://hdl.handle.net/21.15107/rcub_rfasper_164 | |
dc.type.version | publishedVersion |