Школа и деца из социјално депривираних средина

Abstract

Due to scant investigations, social censorship and poverty in society, there is a very little knowledge about the problems of relationships between school and children from socially deprived environments. Poverty of schools and nursery schools, teachers and nursery-teachers and children produces a range of negative effects: child’s negative self-assessments, poor social adaptability, longterm and delayed negative effects on academic achievement. Studies of those relationships would require very complex research projects and multidisciplinary teams. Apart from longitudinal studies, action studies are also needed (involving students of psychology, pedagogy, special education, sociology, philology, schools for nursery teachers, teacher training faculty, political and law sciences, medicine) that should be effective. Research studies on effects of social deprivation should particularly focus on Gypsy children because of their high numbers and difficulty of the handicap. Only recently has Gypsy ethnical group been studied at our faculties, though medical sciences and law still treat Gypsies as criminalized social groups, slightly mentally retarded, or persons handicapped by outlook, hygiene and behavior. Development of multicultural curricula for faculties of social and medical sciences is suggested.