Mišljenje srednjoškolaca sa oštećenjem vida o obrazovanju u redovnoj školi
The opinion of visually impaired high school students about education in mainstream schools
Konferencijski prilog (Objavljena verzija)
Metapodaci
Prikaz svih podataka o dokumentuApstrakt
Inkluzija podrazumeva fleksibilan sistem u kome se polazi od toga da sva
deca mogu da uče. Kao jedan od osnovnih preduslova uspešnosti inkluzivnog
pristupa u obrazovanju ističe se spremnost škole za uvođenje inkluzivne
obrazovne prakse, odnosno zainteresovanost, sposobnost i volja školske
zajednice da primeni model inkluzivnog obrazovanja. S druge strane, deca
ometena u razvoju uključivanjem u vaspitno-obrazovni proces i institucije
postaju zainteresovana za pripadanje grupi vršnjaka sa kojima dele mišljenja,
interesovanja, aktivnosti i stavove.
Cilj rada je da utvrdimo na koji način srednjoškolci s oštećenjem vida, koji se
obrazuju u redovnom školskom sistemu, percipiraju i ocenjuju rad nastavnika,
opremljenost škole, odnose sa vršnjacima i dostupnu pomoć u školovanju.
Prema odgovorima ispitanika najveće teškoće u obrazovanju predstavljaju
prilagođavanje i uklapanje u novu školsku sredinu i savladavanju
školskog gradiva. Kao teškoću, deca izdvajaju i način rada nastavnika..., ali
naglašavaju i njihovu spremnost da im omoguće dodatne pogodnosti (prilagođavaju
brzinu izlaganja, pokazuju spremnost za dodatne konsultacije u
vezi gradiva i izmene u načinu ocenjivanja njihovog znanja).
Učenici smatraju da su bolje prihvaćeni od strane vršnjaka sa oštećenjem
vida i da se skoro nikada za pomoć ne obraćaju vršnjacima bez oštećenja
vida. Pomoć personalnog asistenta nema nijedan učenik.
Inclusion demands a flexible system based on the presumption that all
children are capable of learning. One of the main prerequisites of a successful
inclusive approach in education is the school’s willingness to introduce inclusive
educational practices, i.e. the interest, ability, and desire of the school community
to apply an inclusive educational model. On the other hand, by being made a
part of the educational process and its institutions children with developmental
problems become more interested in assimilating with peers, whose opinions,
interests, ativities, and views they share.
The purpose of our work is to find out how visually impaired high school
students, who are educated in mainstream schools, perceive and assess the work
of their teachers, school facilities, relations with peers, and educational assistance
available in the course of their education.
According to the responses of the interviewed students, their main difficulties
in education are adjustment ...to the new school environment and keeping up with
the school curriculum. One of the problems cited is the teachers’ manner of work,
although the students pointed out that teachers were ready and willing to make
allowances and adjustments to suit the student’s needs (by modifying the speed
of their presentation, being available for additional consultations regarding the
curriculum, and adjusting the manner of grading the students’ knowledge).
The students feel that they are more accepted by visually impaired peers and
they never turn for assistance to peers who are not visually impaired. None of the
students has a personal assistant.
Ključne reči:
deca sa oštećenjem vida / obrazovanje u redovnoj školi / spremnost / visually impaired children / mainstream education / willingnessIzvor:
Zbornik radova - „Istraživanja u specijalnoj edukaciji i rehabilitaciji / Research in Special Education and Rehabilitation“,Beograd / Belgrade,2009, 2009, 469-481Izdavač:
- Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
Institucija/grupa
rFASPERTY - CONF AU - Jablan, Branka AU - Jolić, Zorana AU - Grbović, Aleksandra PY - 2009 UR - http://rfasper.fasper.bg.ac.rs/handle/123456789/1728 AB - Inkluzija podrazumeva fleksibilan sistem u kome se polazi od toga da sva deca mogu da uče. Kao jedan od osnovnih preduslova uspešnosti inkluzivnog pristupa u obrazovanju ističe se spremnost škole za uvođenje inkluzivne obrazovne prakse, odnosno zainteresovanost, sposobnost i volja školske zajednice da primeni model inkluzivnog obrazovanja. S druge strane, deca ometena u razvoju uključivanjem u vaspitno-obrazovni proces i institucije postaju zainteresovana za pripadanje grupi vršnjaka sa kojima dele mišljenja, interesovanja, aktivnosti i stavove. Cilj rada je da utvrdimo na koji način srednjoškolci s oštećenjem vida, koji se obrazuju u redovnom školskom sistemu, percipiraju i ocenjuju rad nastavnika, opremljenost škole, odnose sa vršnjacima i dostupnu pomoć u školovanju. Prema odgovorima ispitanika najveće teškoće u obrazovanju predstavljaju prilagođavanje i uklapanje u novu školsku sredinu i savladavanju školskog gradiva. Kao teškoću, deca izdvajaju i način rada nastavnika, ali naglašavaju i njihovu spremnost da im omoguće dodatne pogodnosti (prilagođavaju brzinu izlaganja, pokazuju spremnost za dodatne konsultacije u vezi gradiva i izmene u načinu ocenjivanja njihovog znanja). Učenici smatraju da su bolje prihvaćeni od strane vršnjaka sa oštećenjem vida i da se skoro nikada za pomoć ne obraćaju vršnjacima bez oštećenja vida. Pomoć personalnog asistenta nema nijedan učenik. AB - Inclusion demands a flexible system based on the presumption that all children are capable of learning. One of the main prerequisites of a successful inclusive approach in education is the school’s willingness to introduce inclusive educational practices, i.e. the interest, ability, and desire of the school community to apply an inclusive educational model. On the other hand, by being made a part of the educational process and its institutions children with developmental problems become more interested in assimilating with peers, whose opinions, interests, ativities, and views they share. The purpose of our work is to find out how visually impaired high school students, who are educated in mainstream schools, perceive and assess the work of their teachers, school facilities, relations with peers, and educational assistance available in the course of their education. According to the responses of the interviewed students, their main difficulties in education are adjustment to the new school environment and keeping up with the school curriculum. One of the problems cited is the teachers’ manner of work, although the students pointed out that teachers were ready and willing to make allowances and adjustments to suit the student’s needs (by modifying the speed of their presentation, being available for additional consultations regarding the curriculum, and adjusting the manner of grading the students’ knowledge). The students feel that they are more accepted by visually impaired peers and they never turn for assistance to peers who are not visually impaired. None of the students has a personal assistant. PB - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation C3 - Zbornik radova - „Istraživanja u specijalnoj edukaciji i rehabilitaciji / Research in Special Education and Rehabilitation“,Beograd / Belgrade,2009 T1 - Mišljenje srednjoškolaca sa oštećenjem vida o obrazovanju u redovnoj školi T1 - The opinion of visually impaired high school students about education in mainstream schools EP - 481 SP - 469 UR - https://hdl.handle.net/21.15107/rcub_rfasper_1728 ER -
@conference{ author = "Jablan, Branka and Jolić, Zorana and Grbović, Aleksandra", year = "2009", abstract = "Inkluzija podrazumeva fleksibilan sistem u kome se polazi od toga da sva deca mogu da uče. Kao jedan od osnovnih preduslova uspešnosti inkluzivnog pristupa u obrazovanju ističe se spremnost škole za uvođenje inkluzivne obrazovne prakse, odnosno zainteresovanost, sposobnost i volja školske zajednice da primeni model inkluzivnog obrazovanja. S druge strane, deca ometena u razvoju uključivanjem u vaspitno-obrazovni proces i institucije postaju zainteresovana za pripadanje grupi vršnjaka sa kojima dele mišljenja, interesovanja, aktivnosti i stavove. Cilj rada je da utvrdimo na koji način srednjoškolci s oštećenjem vida, koji se obrazuju u redovnom školskom sistemu, percipiraju i ocenjuju rad nastavnika, opremljenost škole, odnose sa vršnjacima i dostupnu pomoć u školovanju. Prema odgovorima ispitanika najveće teškoće u obrazovanju predstavljaju prilagođavanje i uklapanje u novu školsku sredinu i savladavanju školskog gradiva. Kao teškoću, deca izdvajaju i način rada nastavnika, ali naglašavaju i njihovu spremnost da im omoguće dodatne pogodnosti (prilagođavaju brzinu izlaganja, pokazuju spremnost za dodatne konsultacije u vezi gradiva i izmene u načinu ocenjivanja njihovog znanja). Učenici smatraju da su bolje prihvaćeni od strane vršnjaka sa oštećenjem vida i da se skoro nikada za pomoć ne obraćaju vršnjacima bez oštećenja vida. Pomoć personalnog asistenta nema nijedan učenik., Inclusion demands a flexible system based on the presumption that all children are capable of learning. One of the main prerequisites of a successful inclusive approach in education is the school’s willingness to introduce inclusive educational practices, i.e. the interest, ability, and desire of the school community to apply an inclusive educational model. On the other hand, by being made a part of the educational process and its institutions children with developmental problems become more interested in assimilating with peers, whose opinions, interests, ativities, and views they share. The purpose of our work is to find out how visually impaired high school students, who are educated in mainstream schools, perceive and assess the work of their teachers, school facilities, relations with peers, and educational assistance available in the course of their education. According to the responses of the interviewed students, their main difficulties in education are adjustment to the new school environment and keeping up with the school curriculum. One of the problems cited is the teachers’ manner of work, although the students pointed out that teachers were ready and willing to make allowances and adjustments to suit the student’s needs (by modifying the speed of their presentation, being available for additional consultations regarding the curriculum, and adjusting the manner of grading the students’ knowledge). The students feel that they are more accepted by visually impaired peers and they never turn for assistance to peers who are not visually impaired. None of the students has a personal assistant.", publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation", journal = "Zbornik radova - „Istraživanja u specijalnoj edukaciji i rehabilitaciji / Research in Special Education and Rehabilitation“,Beograd / Belgrade,2009", title = "Mišljenje srednjoškolaca sa oštećenjem vida o obrazovanju u redovnoj školi, The opinion of visually impaired high school students about education in mainstream schools", pages = "481-469", url = "https://hdl.handle.net/21.15107/rcub_rfasper_1728" }
Jablan, B., Jolić, Z.,& Grbović, A.. (2009). Mišljenje srednjoškolaca sa oštećenjem vida o obrazovanju u redovnoj školi. in Zbornik radova - „Istraživanja u specijalnoj edukaciji i rehabilitaciji / Research in Special Education and Rehabilitation“,Beograd / Belgrade,2009 Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 469-481. https://hdl.handle.net/21.15107/rcub_rfasper_1728
Jablan B, Jolić Z, Grbović A. Mišljenje srednjoškolaca sa oštećenjem vida o obrazovanju u redovnoj školi. in Zbornik radova - „Istraživanja u specijalnoj edukaciji i rehabilitaciji / Research in Special Education and Rehabilitation“,Beograd / Belgrade,2009. 2009;:469-481. https://hdl.handle.net/21.15107/rcub_rfasper_1728 .
Jablan, Branka, Jolić, Zorana, Grbović, Aleksandra, "Mišljenje srednjoškolaca sa oštećenjem vida o obrazovanju u redovnoj školi" in Zbornik radova - „Istraživanja u specijalnoj edukaciji i rehabilitaciji / Research in Special Education and Rehabilitation“,Beograd / Belgrade,2009 (2009):469-481, https://hdl.handle.net/21.15107/rcub_rfasper_1728 .