TY  - CONF
AU  - Glavinić, Svetlana
AU  - Kovačević, Jasmina
AU  - Drobac, Ana
AU  - Radovanović, Vesna
PY  - 2023
UR  - http://ipir.ipisr.org.rs/handle/123456789/1017
AB  - Introduction: By exercising the right to a personal assistant, direct support
is provided to the child, enabling him or her to be as autonomous as
possible in fulfilling his or her personal needs, activities, and obligations.
Aim: The aim of this descriptive study was to examine parents’ perception
on the role of personal assistants, the areas in which the service of
personal assistants is most prevalent, as well as areas that are important
for the development of children with disabilities, for which there is no
support in our educational system.
Method: The sample consisted of parents of 104 elementary and high
school pupils aged 7 to 15 from the territory of southeastern Serbia.
The adapted questionnaire consisted of 28 questions related to the
satisfaction of parents of children with developmental disabilities with
the participation of personal assistants was used.
Results: The results of this study showed that the support of a personal
assistant is most prevalent in the area of movement, 88.4%, maintaining
personal hygiene, 58.7%, while 52.9% of pupils needed support in
communicating with the teacher and peers. According to the parents’
perception, the largest number of pupils with developmental disabilities
with the support of personal assistants achieved better socialization,
76.9%. Furthermore, they corrected undesirable forms of behavior, 40.4%.
All the parents stated that support is necessary in learning and solving
everyday tasks in class, as well as help with homework. In addition, 82,7%
of the parents stated that they need daily help in studying after classes
and help in learning at home.
Conclusion: Parents expressed their satisfaction with the support of
personal assistants, however, they also indicate the need to expand the
competences of personal assistants, so therefore, attention should be
focused on their education and permanent engagement in the school.
PB  - Beograd : Univerzitet, Fakultet za specijalnu edukaciju i rehabilitaciju
C3  - 12th international scientific conference “Special education and rehabilitation today"
T1  - Parents’ perception about the role of personal assistants for children with developmental disabilities
EP  - 182
SP  - 182
UR  - https://hdl.handle.net/21.15107/rcub_ipir_1017
ER  - 

@conference{
author = "Glavinić, Svetlana and Kovačević, Jasmina and Drobac, Ana and Radovanović, Vesna",
year = "2023",
abstract = "Introduction: By exercising the right to a personal assistant, direct support
is provided to the child, enabling him or her to be as autonomous as
possible in fulfilling his or her personal needs, activities, and obligations.
Aim: The aim of this descriptive study was to examine parents’ perception
on the role of personal assistants, the areas in which the service of
personal assistants is most prevalent, as well as areas that are important
for the development of children with disabilities, for which there is no
support in our educational system.
Method: The sample consisted of parents of 104 elementary and high
school pupils aged 7 to 15 from the territory of southeastern Serbia.
The adapted questionnaire consisted of 28 questions related to the
satisfaction of parents of children with developmental disabilities with
the participation of personal assistants was used.
Results: The results of this study showed that the support of a personal
assistant is most prevalent in the area of movement, 88.4%, maintaining
personal hygiene, 58.7%, while 52.9% of pupils needed support in
communicating with the teacher and peers. According to the parents’
perception, the largest number of pupils with developmental disabilities
with the support of personal assistants achieved better socialization,
76.9%. Furthermore, they corrected undesirable forms of behavior, 40.4%.
All the parents stated that support is necessary in learning and solving
everyday tasks in class, as well as help with homework. In addition, 82,7%
of the parents stated that they need daily help in studying after classes
and help in learning at home.
Conclusion: Parents expressed their satisfaction with the support of
personal assistants, however, they also indicate the need to expand the
competences of personal assistants, so therefore, attention should be
focused on their education and permanent engagement in the school.",
publisher = "Beograd : Univerzitet, Fakultet za specijalnu edukaciju i rehabilitaciju",
journal = "12th international scientific conference “Special education and rehabilitation today"",
title = "Parents’ perception about the role of personal assistants for children with developmental disabilities",
pages = "182-182",
url = "https://hdl.handle.net/21.15107/rcub_ipir_1017"
}

Glavinić, S., Kovačević, J., Drobac, A.,& Radovanović, V.. (2023). Parents’ perception about the role of personal assistants for children with developmental disabilities. in 12th international scientific conference “Special education and rehabilitation today"
Beograd : Univerzitet, Fakultet za specijalnu edukaciju i rehabilitaciju., 182-182.
https://hdl.handle.net/21.15107/rcub_ipir_1017

Glavinić S, Kovačević J, Drobac A, Radovanović V. Parents’ perception about the role of personal assistants for children with developmental disabilities. in 12th international scientific conference “Special education and rehabilitation today". 2023;:182-182.
https://hdl.handle.net/21.15107/rcub_ipir_1017 .

Glavinić, Svetlana, Kovačević, Jasmina, Drobac, Ana, Radovanović, Vesna, "Parents’ perception about the role of personal assistants for children with developmental disabilities" in 12th international scientific conference “Special education and rehabilitation today" (2023):182-182,
https://hdl.handle.net/21.15107/rcub_ipir_1017 .

TY  - CONF
AU  - Drobac, Ana
AU  - Radovanović, Vesna
AU  - Kovačević, Jasmina
PY  - 2023
UR  - https://urn.nsk.hr/urn:nbn:hr:158:614290
UR  - http://ipir.ipisr.org.rs/handle/123456789/979
AB  - Sensory processing represents a neurological process that involves sensory perception, organisation,
and reaction to sensory stimuli. It is a broad mechanism that refers to how our
central and peripheral nervous systems regulate sensory information from our seven (peripheral)
sensory systems. The aim of this paper was to examine the sensory processing features
in children with cochlear implants and to determine the correlation between the processing
of sensory information with emotional and social responses, as well as behavioural
outcomes. Parents of 24 children with cochlear implants, ranging in age from 1 to 10 years old,
completed the Sensory Profile questionnaire. The results show that children with cochlear
implants had lower sensory processing performance in several domains of the Sensory Profile.
Pearson’s r correlation revealed that there were significant relationships between social/
emotional responses and behavioural outcomes with almost all sensory inputs, except the
vestibular. Based on these results, it can be concluded that the respondents from this convenient
sample had significant difficulties in adjusting their levels of activity to the requirements
of everyday life and daily tasks. These research findings can contribute to improving
the effective implementation of sensory integration therapy, as well as highlighting the need
to adjust a child’s environment based on their profile of sensory needs.
PB  - University of Zagreb, Faculty of Education and Rehabilitation Sciences
C3  - 10th International Conference: Research in Education and Rehabilitation Sciences ERFCON
T1  - Sensory processing features in children with cochlear implants
EP  - 90
IS  - 26
SP  - 90
UR  - https://hdl.handle.net/21.15107/rcub_ipir_979
ER  - 

@conference{
author = "Drobac, Ana and Radovanović, Vesna and Kovačević, Jasmina",
year = "2023",
abstract = "Sensory processing represents a neurological process that involves sensory perception, organisation,
and reaction to sensory stimuli. It is a broad mechanism that refers to how our
central and peripheral nervous systems regulate sensory information from our seven (peripheral)
sensory systems. The aim of this paper was to examine the sensory processing features
in children with cochlear implants and to determine the correlation between the processing
of sensory information with emotional and social responses, as well as behavioural
outcomes. Parents of 24 children with cochlear implants, ranging in age from 1 to 10 years old,
completed the Sensory Profile questionnaire. The results show that children with cochlear
implants had lower sensory processing performance in several domains of the Sensory Profile.
Pearson’s r correlation revealed that there were significant relationships between social/
emotional responses and behavioural outcomes with almost all sensory inputs, except the
vestibular. Based on these results, it can be concluded that the respondents from this convenient
sample had significant difficulties in adjusting their levels of activity to the requirements
of everyday life and daily tasks. These research findings can contribute to improving
the effective implementation of sensory integration therapy, as well as highlighting the need
to adjust a child’s environment based on their profile of sensory needs.",
publisher = "University of Zagreb, Faculty of Education and Rehabilitation Sciences",
journal = "10th International Conference: Research in Education and Rehabilitation Sciences ERFCON",
title = "Sensory processing features in children with cochlear implants",
pages = "90-90",
number = "26",
url = "https://hdl.handle.net/21.15107/rcub_ipir_979"
}

Drobac, A., Radovanović, V.,& Kovačević, J.. (2023). Sensory processing features in children with cochlear implants. in 10th International Conference: Research in Education and Rehabilitation Sciences ERFCON
University of Zagreb, Faculty of Education and Rehabilitation Sciences.(26), 90-90.
https://hdl.handle.net/21.15107/rcub_ipir_979

Drobac A, Radovanović V, Kovačević J. Sensory processing features in children with cochlear implants. in 10th International Conference: Research in Education and Rehabilitation Sciences ERFCON. 2023;(26):90-90.
https://hdl.handle.net/21.15107/rcub_ipir_979 .

Drobac, Ana, Radovanović, Vesna, Kovačević, Jasmina, "Sensory processing features in children with cochlear implants" in 10th International Conference: Research in Education and Rehabilitation Sciences ERFCON, no. 26 (2023):90-90,
https://hdl.handle.net/21.15107/rcub_ipir_979 .

TY  - JOUR
AU  - Jablan, Branka
AU  - Kovačević, Jasmina
AU  - Vujačić, Milja
PY  - 2010
UR  - http://ipir.ipisr.org.rs/handle/123456789/169
AB  - The paper studies the issue of education of visually impaired children, hearing impaired children and children with intellectual disabilities in regular primary schools in the context of mathematics instruction for beginners. The authors state the basic characteristics of mathematics instruction for beginners with respect to the contents studied in the first four grades of primary school, as well as the key problems and educational needs of visually impaired children, hearing impaired children and children with intellectual disabilities. The basic characteristics of inclusive education and the key role of teacher in this process are pointed out. Starting from the developmental peculiarities of children with disabilities, the authors emphasize the importance of applying an individualized approach in teaching mathematics. Possible didactic and methodical solutions are discussed, as well as different approaches in teaching this subject that can facilitate learning of mathematical contents to visually impaired children, hearing impaired children and children with intellectual disabilities. Bearing in mind the peculiarities of inclusive education, i.e. the need for the children with disabilities to participate in common activities with the other children in the class, the authors emphasize the importance of encouraging interaction and communication among children in the process of learning mathematical contents.
AB  - U radu se razmatra pitanje obrazovanja dece sa oštećenjem vida, oštećenjem sluha i dece sa teškoćama u intelektualnom razvoju u redovnim osnovnim školama u kontekstu početne nastave matematike. Navode se osnovne karakteristike početne nastave matematike u pogledu sadržaja koji se izučavaju u prva četiri razreda osnovne škole, kao i ključni problemi i obrazovne potrebe dece sa oštećenjem vida, oštećenjem sluha i dece sa teškoćama u intelektualnom razvoju. Ukazano je na osnovne karakteristike inkluzivne nastave i ključne uloge nastavnika u ovom procesu. Polazeći od razvojnih specifičnosti dece sa teškoćama u razvoju, naglašava se značaj primene individualizovanog pristupa u nastavi matematike. Razmatraju se moguća didaktičko-metodička rešenja i različiti pristupi u nastavi ovog predmeta koji deci sa oštećenjem vida, oštećenjem sluha i teškoćama u intelektualnom razvoju mogu da olakšaju učenje matematičkih sadržaja. Imajući u vidu specifičnosti inkluzivne nastave, odnosno potrebu da deca sa teškoćama u razvoju učestvuju u zajedničkim aktivnostima sa ostalom decom u odeljenju, ističe se značaj podsticanja interakcije i komunikacije među decom u procesu učenja matematičkih sadržaja.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Peculiarities of mathematics instruction for beginners for children with disabilities in regular primary schools
T1  - Specifičnosti početne nastave matematike za decu sa teškoćama u razvoju u redovnim osnovnim školama
EP  - 184
IS  - 1
SP  - 165
VL  - 42
UR  - https://hdl.handle.net/21.15107/rcub_ipir_169
ER  - 

@article{
author = "Jablan, Branka and Kovačević, Jasmina and Vujačić, Milja",
year = "2010",
abstract = "The paper studies the issue of education of visually impaired children, hearing impaired children and children with intellectual disabilities in regular primary schools in the context of mathematics instruction for beginners. The authors state the basic characteristics of mathematics instruction for beginners with respect to the contents studied in the first four grades of primary school, as well as the key problems and educational needs of visually impaired children, hearing impaired children and children with intellectual disabilities. The basic characteristics of inclusive education and the key role of teacher in this process are pointed out. Starting from the developmental peculiarities of children with disabilities, the authors emphasize the importance of applying an individualized approach in teaching mathematics. Possible didactic and methodical solutions are discussed, as well as different approaches in teaching this subject that can facilitate learning of mathematical contents to visually impaired children, hearing impaired children and children with intellectual disabilities. Bearing in mind the peculiarities of inclusive education, i.e. the need for the children with disabilities to participate in common activities with the other children in the class, the authors emphasize the importance of encouraging interaction and communication among children in the process of learning mathematical contents., U radu se razmatra pitanje obrazovanja dece sa oštećenjem vida, oštećenjem sluha i dece sa teškoćama u intelektualnom razvoju u redovnim osnovnim školama u kontekstu početne nastave matematike. Navode se osnovne karakteristike početne nastave matematike u pogledu sadržaja koji se izučavaju u prva četiri razreda osnovne škole, kao i ključni problemi i obrazovne potrebe dece sa oštećenjem vida, oštećenjem sluha i dece sa teškoćama u intelektualnom razvoju. Ukazano je na osnovne karakteristike inkluzivne nastave i ključne uloge nastavnika u ovom procesu. Polazeći od razvojnih specifičnosti dece sa teškoćama u razvoju, naglašava se značaj primene individualizovanog pristupa u nastavi matematike. Razmatraju se moguća didaktičko-metodička rešenja i različiti pristupi u nastavi ovog predmeta koji deci sa oštećenjem vida, oštećenjem sluha i teškoćama u intelektualnom razvoju mogu da olakšaju učenje matematičkih sadržaja. Imajući u vidu specifičnosti inkluzivne nastave, odnosno potrebu da deca sa teškoćama u razvoju učestvuju u zajedničkim aktivnostima sa ostalom decom u odeljenju, ističe se značaj podsticanja interakcije i komunikacije među decom u procesu učenja matematičkih sadržaja.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Peculiarities of mathematics instruction for beginners for children with disabilities in regular primary schools, Specifičnosti početne nastave matematike za decu sa teškoćama u razvoju u redovnim osnovnim školama",
pages = "184-165",
number = "1",
volume = "42",
url = "https://hdl.handle.net/21.15107/rcub_ipir_169"
}

Jablan, B., Kovačević, J.,& Vujačić, M.. (2010). Peculiarities of mathematics instruction for beginners for children with disabilities in regular primary schools. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 42(1), 165-184.
https://hdl.handle.net/21.15107/rcub_ipir_169

Jablan B, Kovačević J, Vujačić M. Peculiarities of mathematics instruction for beginners for children with disabilities in regular primary schools. in Zbornik Instituta za pedagoška istraživanja. 2010;42(1):165-184.
https://hdl.handle.net/21.15107/rcub_ipir_169 .

Jablan, Branka, Kovačević, Jasmina, Vujačić, Milja, "Peculiarities of mathematics instruction for beginners for children with disabilities in regular primary schools" in Zbornik Instituta za pedagoška istraživanja, 42, no. 1 (2010):165-184,
https://hdl.handle.net/21.15107/rcub_ipir_169 .