Od integracije ka inkluziji - longitudinalna studija praćenja osoba sa posebnim potrebama
From integration to inclusion following children with special needs in the context of the system of Education and upbringing
Конференцијски прилог (Објављена верзија)
Метаподаци
Приказ свих података о документуАпстракт
Specijalna odeljenja za lako mentalno retardiranu decu u redovnim
osnovnim školama ne mogu predstavljati primer inkluzivnog
principa u obrazovanju iako su programi, koji su bili prepreka
uspešnom sticanju znanja, prilagođeni individualnim sposobnostima
dece i ona ostaju u svojim porodicama. Svoje emocionalne i socijalne
potrebe mogu da ostvaruju u interakciji sa drugom decom u zajedničkoj
igri, druženju i kreiranju vannastavnih aktivnosti, što su nesumnjive
pozitivne odlike integracije. Ipak, ne smemo prenebregnuti
činjenicu da je ovde dete “ubačeno“ u redovan vaspitno-obrazovni sistem
i svakako bi bilo pogrešno postojeće stanje u vaspitanju i obrazovanju
mešati sa inkluzijom
Special classes for children with mild mental retardation in
regular schools cannot be viewed as an example of inclusive approach
in education although programs that posed an obstacle to successful
gathering of knowledge were adapted to abilities of the children and
the children stay in their families. They can fulfill their emotional and
social needs in interaction with other children in joint play,
socializing and creating non-class activities which are all, without a
doubt, positive qualities of integration. Yet, we cannot neglect the fact
the child has been thrown into regular education system – it would
surely be wrong to confuse the current state in knowledge and
education with inclusion.
Кључне речи:
vaspitanje i obrazovanje / integracija / inkluzija / knowledge and education / integration / inclusionИзвор:
Zbornik radova - „U susret inkluziji – dileme u teoriji i praksi“,Zlatibor,2008, 2008, 63-70Издавач:
- Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
Институција/група
rFASPERTY - CONF AU - Karić, Jasmina AU - Butković, Biljana PY - 2008 UR - http://rfasper.fasper.bg.ac.rs/handle/123456789/4430 AB - Specijalna odeljenja za lako mentalno retardiranu decu u redovnim osnovnim školama ne mogu predstavljati primer inkluzivnog principa u obrazovanju iako su programi, koji su bili prepreka uspešnom sticanju znanja, prilagođeni individualnim sposobnostima dece i ona ostaju u svojim porodicama. Svoje emocionalne i socijalne potrebe mogu da ostvaruju u interakciji sa drugom decom u zajedničkoj igri, druženju i kreiranju vannastavnih aktivnosti, što su nesumnjive pozitivne odlike integracije. Ipak, ne smemo prenebregnuti činjenicu da je ovde dete “ubačeno“ u redovan vaspitno-obrazovni sistem i svakako bi bilo pogrešno postojeće stanje u vaspitanju i obrazovanju mešati sa inkluzijom AB - Special classes for children with mild mental retardation in regular schools cannot be viewed as an example of inclusive approach in education although programs that posed an obstacle to successful gathering of knowledge were adapted to abilities of the children and the children stay in their families. They can fulfill their emotional and social needs in interaction with other children in joint play, socializing and creating non-class activities which are all, without a doubt, positive qualities of integration. Yet, we cannot neglect the fact the child has been thrown into regular education system – it would surely be wrong to confuse the current state in knowledge and education with inclusion. PB - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation C3 - Zbornik radova - „U susret inkluziji – dileme u teoriji i praksi“,Zlatibor,2008 T1 - Od integracije ka inkluziji - longitudinalna studija praćenja osoba sa posebnim potrebama T1 - From integration to inclusion following children with special needs in the context of the system of Education and upbringing EP - 70 SP - 63 UR - https://hdl.handle.net/21.15107/rcub_rfasper_4430 ER -
@conference{ author = "Karić, Jasmina and Butković, Biljana", year = "2008", abstract = "Specijalna odeljenja za lako mentalno retardiranu decu u redovnim osnovnim školama ne mogu predstavljati primer inkluzivnog principa u obrazovanju iako su programi, koji su bili prepreka uspešnom sticanju znanja, prilagođeni individualnim sposobnostima dece i ona ostaju u svojim porodicama. Svoje emocionalne i socijalne potrebe mogu da ostvaruju u interakciji sa drugom decom u zajedničkoj igri, druženju i kreiranju vannastavnih aktivnosti, što su nesumnjive pozitivne odlike integracije. Ipak, ne smemo prenebregnuti činjenicu da je ovde dete “ubačeno“ u redovan vaspitno-obrazovni sistem i svakako bi bilo pogrešno postojeće stanje u vaspitanju i obrazovanju mešati sa inkluzijom, Special classes for children with mild mental retardation in regular schools cannot be viewed as an example of inclusive approach in education although programs that posed an obstacle to successful gathering of knowledge were adapted to abilities of the children and the children stay in their families. They can fulfill their emotional and social needs in interaction with other children in joint play, socializing and creating non-class activities which are all, without a doubt, positive qualities of integration. Yet, we cannot neglect the fact the child has been thrown into regular education system – it would surely be wrong to confuse the current state in knowledge and education with inclusion.", publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation", journal = "Zbornik radova - „U susret inkluziji – dileme u teoriji i praksi“,Zlatibor,2008", title = "Od integracije ka inkluziji - longitudinalna studija praćenja osoba sa posebnim potrebama, From integration to inclusion following children with special needs in the context of the system of Education and upbringing", pages = "70-63", url = "https://hdl.handle.net/21.15107/rcub_rfasper_4430" }
Karić, J.,& Butković, B.. (2008). Od integracije ka inkluziji - longitudinalna studija praćenja osoba sa posebnim potrebama. in Zbornik radova - „U susret inkluziji – dileme u teoriji i praksi“,Zlatibor,2008 Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 63-70. https://hdl.handle.net/21.15107/rcub_rfasper_4430
Karić J, Butković B. Od integracije ka inkluziji - longitudinalna studija praćenja osoba sa posebnim potrebama. in Zbornik radova - „U susret inkluziji – dileme u teoriji i praksi“,Zlatibor,2008. 2008;:63-70. https://hdl.handle.net/21.15107/rcub_rfasper_4430 .
Karić, Jasmina, Butković, Biljana, "Od integracije ka inkluziji - longitudinalna studija praćenja osoba sa posebnim potrebama" in Zbornik radova - „U susret inkluziji – dileme u teoriji i praksi“,Zlatibor,2008 (2008):63-70, https://hdl.handle.net/21.15107/rcub_rfasper_4430 .