rFASPER - Repository of the Faculty of Special Education and Rehabilitation
Faculty of Special Education and Rehabilitation
    • English
    • Српски
    • Српски (Serbia)
  • English 
    • English
    • Serbian (Cyrillic)
    • Serbian (Latin)
  • Login
View Item 
  •   rFASPER
  • rFASPER
  • Radovi istraživača / Researcher's publications
  • View Item
  •   rFASPER
  • rFASPER
  • Radovi istraživača / Researcher's publications
  • View Item
JavaScript is disabled for your browser. Some features of this site may not work without it.

Proces inkluzije u beogradskim školama

Process of inclusion in Belgrade schools

Thumbnail
2008
Untitled08.pdf (13.95Mb)
Authors
Slavnić, Svetlana
Deljanin, Ljiljana
Contributors
Matejić-Đuričić, Zorica
Conference object (Published version)
Metadata
Show full item record
Abstract
Proces inkluzije između ostalog, predviđa i uključivanje dece sa posebnim potrebama u redovne škole. Poznato je da se oko 10% dece sa posebnim potrebama već nalazi u redovnim odeljenjima. Svako dete ima svoje posebne potrebe. Zadatak je svakog savremenog društva da obezbedi najadekvatnije uslove koji će omogućiti fleksibilniji sistem obrazovanja. Ovakav koncept pruža podršku svoj deci da napreduju prema svojim mogućnostima. Ovaj rad apostrofira određene grupe dece sa posebnim potrebama koje se nalaze u školama na teritoriji grada Beograda, kao i strukturu kadra koji učestvuje u realizaciji dodatnih programa. Uzorkom je obuhvaćeno 72101 dece osnovno školskog uzrasta od prvog do osmog razreda. U radu je korišćen upitnik koji je konstruisan za ovu vrstu rada, upućenog od Ministarstva za prosvetu Srbije. Podaci su dobijeni od učitelja, stručnih saradnika škole (psiholog, pedagog i defektolog). Upitnikom smo želeli da utvrdimo broj dece sa oštećenjem vida, sluha, telesnim ošt...ećenjem i motorike, sa teškoćama u mentalnom razvoju, teškoćama u socijalizaciji, emocionalnom funkcionisanju i neprilagođenom ponašanju, kao i teškoće vezane za pisanje, čitanje i usvajanje matematičkih pojmova. Dobijeni rezultati pokazuju da je najveći broj dece sa teškoćama u pisanju i neprilagođenim ponašanjem, dok je najmanji broj dece sa senzornim oštećenjima (vid i sluh) i deca sa telesnim i motoričkim oštećenjima.

Process of inclusion, amongst other things, predict and include children needs in regular schools. It is a known fact that around 10% of children with special needs are alredy enrolled at regular schools. Every child has their unique needs. The task of every modern organization is to provide the most adequate conditions which will enable a flexible schooling system. This concept offers support to children to progress towards reaching their full potential. This work concentrates on a group of children with special needs, which are enrolled in schools throughout Belgrade, like a regular profesion which participates in addotional realization programs. The sample consisted of 72101 children attending primary school from grades one to eight. In work we used a survey from the Ministry of Education of Serbia which is specially prepared for this kind of research. Data are received from teachers, professional collaborators of the school (psychologist, pedagogue and special educati...on teachers). With the questionnaire we wished to establish the number of children with visual impairment, physical disabiilties and mobility, disturbances in mental development, difficulty with writing, reading and adoption of mathematical concepts. Results shows that the largest number of children have writing difficulties and unprogressive behavior, whilst the smallest number of children have a sensory impairment (sight and hearing) and children with physical and motorized impairment.

Keywords:
inkluzija / smetnje / oštećenje / inclusion / disability / impairment
Source:
Zbornik radova - „U susret inkluziji – dileme u teoriji i praksi“,Zlatibor,2008, 2008, 107-135
Publisher:
  • Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation

ISBN: 978-86-80113-71-5

[ Google Scholar ]
Handle
https://hdl.handle.net/21.15107/rcub_rfasper_4433
URI
http://rfasper.fasper.bg.ac.rs/handle/123456789/4433
Collections
  • Radovi istraživača / Researcher's publications
Institution/Community
rFASPER
TY  - CONF
AU  - Slavnić, Svetlana
AU  - Deljanin, Ljiljana
PY  - 2008
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4433
AB  - Proces inkluzije između ostalog, predviđa i uključivanje dece sa
posebnim potrebama u redovne škole. Poznato je da se oko 10% dece
sa posebnim potrebama već nalazi u redovnim odeljenjima.
Svako dete ima svoje posebne potrebe. Zadatak je svakog savremenog
društva da obezbedi najadekvatnije uslove koji će omogućiti
fleksibilniji sistem obrazovanja. Ovakav koncept pruža podršku svoj
deci da napreduju prema svojim mogućnostima.
Ovaj rad apostrofira određene grupe dece sa posebnim potrebama
koje se nalaze u školama na teritoriji grada Beograda, kao i
strukturu kadra koji učestvuje u realizaciji dodatnih programa.
Uzorkom je obuhvaćeno 72101 dece osnovno školskog uzrasta od prvog
do osmog razreda. U radu je korišćen upitnik koji je konstruisan
za ovu vrstu rada, upućenog od Ministarstva za prosvetu Srbije. Podaci
su dobijeni od učitelja, stručnih saradnika škole (psiholog, pedagog
i defektolog). Upitnikom smo želeli da utvrdimo broj dece sa
oštećenjem vida, sluha, telesnim oštećenjem i motorike, sa teškoćama
u mentalnom razvoju, teškoćama u socijalizaciji, emocionalnom
funkcionisanju i neprilagođenom ponašanju, kao i teškoće vezane za
pisanje, čitanje i usvajanje matematičkih pojmova.
Dobijeni rezultati pokazuju da je najveći broj dece sa teškoćama u
pisanju i neprilagođenim ponašanjem, dok je najmanji broj dece sa
senzornim oštećenjima (vid i sluh) i deca sa telesnim i motoričkim
oštećenjima.
AB  - Process of inclusion, amongst other things, predict and include
children needs in regular schools. It is a known fact that around 10%
of children with special needs are alredy enrolled at regular schools.
Every child has their unique needs. The task of every modern
organization is to provide the most adequate conditions which will
enable a flexible schooling system. This concept offers support to
children to progress towards reaching their full potential.
This work concentrates on a group of children with special needs,
which are enrolled in schools throughout Belgrade, like a regular
profesion which participates in addotional realization programs. The
sample consisted of 72101 children attending primary school from
grades one to eight. In work we used a survey from the Ministry of
Education of Serbia which is specially prepared for this kind of
research. Data are received from teachers, professional collaborators
of the school (psychologist, pedagogue and special education
teachers). With the questionnaire we wished to establish the number
of children with visual impairment, physical disabiilties and mobility,
disturbances in mental development, difficulty with writing, reading
and adoption of mathematical concepts.
Results shows that the largest number of children have writing
difficulties and unprogressive behavior, whilst the smallest number
of children have a sensory impairment (sight and hearing) and
children with physical and motorized impairment.
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  - Proces inkluzije u beogradskim školama
T1  - Process of inclusion in Belgrade schools
EP  - 135
SP  - 107
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4433
ER  - 
@conference{
author = "Slavnić, Svetlana and Deljanin, Ljiljana",
year = "2008",
abstract = "Proces inkluzije između ostalog, predviđa i uključivanje dece sa
posebnim potrebama u redovne škole. Poznato je da se oko 10% dece
sa posebnim potrebama već nalazi u redovnim odeljenjima.
Svako dete ima svoje posebne potrebe. Zadatak je svakog savremenog
društva da obezbedi najadekvatnije uslove koji će omogućiti
fleksibilniji sistem obrazovanja. Ovakav koncept pruža podršku svoj
deci da napreduju prema svojim mogućnostima.
Ovaj rad apostrofira određene grupe dece sa posebnim potrebama
koje se nalaze u školama na teritoriji grada Beograda, kao i
strukturu kadra koji učestvuje u realizaciji dodatnih programa.
Uzorkom je obuhvaćeno 72101 dece osnovno školskog uzrasta od prvog
do osmog razreda. U radu je korišćen upitnik koji je konstruisan
za ovu vrstu rada, upućenog od Ministarstva za prosvetu Srbije. Podaci
su dobijeni od učitelja, stručnih saradnika škole (psiholog, pedagog
i defektolog). Upitnikom smo želeli da utvrdimo broj dece sa
oštećenjem vida, sluha, telesnim oštećenjem i motorike, sa teškoćama
u mentalnom razvoju, teškoćama u socijalizaciji, emocionalnom
funkcionisanju i neprilagođenom ponašanju, kao i teškoće vezane za
pisanje, čitanje i usvajanje matematičkih pojmova.
Dobijeni rezultati pokazuju da je najveći broj dece sa teškoćama u
pisanju i neprilagođenim ponašanjem, dok je najmanji broj dece sa
senzornim oštećenjima (vid i sluh) i deca sa telesnim i motoričkim
oštećenjima., Process of inclusion, amongst other things, predict and include
children needs in regular schools. It is a known fact that around 10%
of children with special needs are alredy enrolled at regular schools.
Every child has their unique needs. The task of every modern
organization is to provide the most adequate conditions which will
enable a flexible schooling system. This concept offers support to
children to progress towards reaching their full potential.
This work concentrates on a group of children with special needs,
which are enrolled in schools throughout Belgrade, like a regular
profesion which participates in addotional realization programs. The
sample consisted of 72101 children attending primary school from
grades one to eight. In work we used a survey from the Ministry of
Education of Serbia which is specially prepared for this kind of
research. Data are received from teachers, professional collaborators
of the school (psychologist, pedagogue and special education
teachers). With the questionnaire we wished to establish the number
of children with visual impairment, physical disabiilties and mobility,
disturbances in mental development, difficulty with writing, reading
and adoption of mathematical concepts.
Results shows that the largest number of children have writing
difficulties and unprogressive behavior, whilst the smallest number
of children have a sensory impairment (sight and hearing) and
children with physical and motorized impairment.",
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 = "Proces inkluzije u beogradskim školama, Process of inclusion in Belgrade schools",
pages = "135-107",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4433"
}
Slavnić, S.,& Deljanin, L.. (2008). Proces inkluzije u beogradskim školama. 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., 107-135.
https://hdl.handle.net/21.15107/rcub_rfasper_4433
Slavnić S, Deljanin L. Proces inkluzije u beogradskim školama. in Zbornik radova - „U susret inkluziji – dileme u teoriji i praksi“,Zlatibor,2008. 2008;:107-135.
https://hdl.handle.net/21.15107/rcub_rfasper_4433 .
Slavnić, Svetlana, Deljanin, Ljiljana, "Proces inkluzije u beogradskim školama" in Zbornik radova - „U susret inkluziji – dileme u teoriji i praksi“,Zlatibor,2008 (2008):107-135,
https://hdl.handle.net/21.15107/rcub_rfasper_4433 .

DSpace software copyright © 2002-2015  DuraSpace
About the rFASPER Repository | Send Feedback

OpenAIRERCUB
 

 

All of DSpaceCommunitiesAuthorsTitlesSubjectsThis institutionAuthorsTitlesSubjects

Statistics

View Usage Statistics

DSpace software copyright © 2002-2015  DuraSpace
About the rFASPER Repository | Send Feedback

OpenAIRERCUB