In the introductory paper, The Paradigm of Positive Development: the
Possibility of Innovative Practices in Inclusive Education, the author Nada Polovina presents the key points of reference for the paradigm of the positive development
of young people as a new approach to research, developmental stimulation and
improvement of potential of children and young people. The first part of the paper
considers those points which refer to: the nature of the development process and
developing goals (the ‘plasticity’ of developmental possibilities; the development
of functional behaviour); the constructive elements of positive development (the
interaction of the internal/child’s powers and the external developmental powers
– the characteristics of the socialisation system); the nature of the process of
developmental changes (the process of developing progress as a result of the mutual
efforts of the child and the contribution of the environment). The second part of the
paper analyzes t...he general points of reference for the incorporation of the values
and principles of the presented paradigm in the practice of the inclusion of children
with developmental disabilities in regular schools, and then their incorporation in
real school practice in Norway whose law on education is based on the principle of
the positive development of pupils.
Кључне речи:
inclusive education / positive development / school / Norway
Извор:
Uvažavanje različitosti u funkciji pozitivnog razvoja dece i mladih, 2018, 17-31
TY - CHAP
AU - Polovina, Nada
PY - 2018
UR - http://ipir.ipisr.org.rs/handle/123456789/595
AB - In the introductory paper, The Paradigm of Positive Development: the
Possibility of Innovative Practices in Inclusive Education, the author Nada Polovina presents the key points of reference for the paradigm of the positive development
of young people as a new approach to research, developmental stimulation and
improvement of potential of children and young people. The first part of the paper
considers those points which refer to: the nature of the development process and
developing goals (the ‘plasticity’ of developmental possibilities; the development
of functional behaviour); the constructive elements of positive development (the
interaction of the internal/child’s powers and the external developmental powers
– the characteristics of the socialisation system); the nature of the process of
developmental changes (the process of developing progress as a result of the mutual
efforts of the child and the contribution of the environment). The second part of the
paper analyzes the general points of reference for the incorporation of the values
and principles of the presented paradigm in the practice of the inclusion of children
with developmental disabilities in regular schools, and then their incorporation in
real school practice in Norway whose law on education is based on the principle of
the positive development of pupils.
PB - Beograd : Institut za pedagoška istraživanja
T2 - Uvažavanje različitosti u funkciji pozitivnog razvoja dece i mladih
T1 - Paradigma pozitivnog razvoja: Mogućnost inoviranja praksi inkluzivnog obrazovanja
T1 - The Paradigm of Positive Development: the Possibility of Innovative Practices in Inclusive Education
EP - 31
SP - 17
ER -
@inbook{
author = "Polovina, Nada",
year = "2018",
abstract = "In the introductory paper, The Paradigm of Positive Development: the
Possibility of Innovative Practices in Inclusive Education, the author Nada Polovina presents the key points of reference for the paradigm of the positive development
of young people as a new approach to research, developmental stimulation and
improvement of potential of children and young people. The first part of the paper
considers those points which refer to: the nature of the development process and
developing goals (the ‘plasticity’ of developmental possibilities; the development
of functional behaviour); the constructive elements of positive development (the
interaction of the internal/child’s powers and the external developmental powers
– the characteristics of the socialisation system); the nature of the process of
developmental changes (the process of developing progress as a result of the mutual
efforts of the child and the contribution of the environment). The second part of the
paper analyzes the general points of reference for the incorporation of the values
and principles of the presented paradigm in the practice of the inclusion of children
with developmental disabilities in regular schools, and then their incorporation in
real school practice in Norway whose law on education is based on the principle of
the positive development of pupils.",
publisher = "Beograd : Institut za pedagoška istraživanja",
journal = "Uvažavanje različitosti u funkciji pozitivnog razvoja dece i mladih",
booktitle = "Paradigma pozitivnog razvoja: Mogućnost inoviranja praksi inkluzivnog obrazovanja, The Paradigm of Positive Development: the Possibility of Innovative Practices in Inclusive Education",
pages = "31-17"
}
Polovina, N.. (2018). Paradigma pozitivnog razvoja: Mogućnost inoviranja praksi inkluzivnog obrazovanja. in Uvažavanje različitosti u funkciji pozitivnog razvoja dece i mladih
Beograd : Institut za pedagoška istraživanja., 17-31.
Polovina N. Paradigma pozitivnog razvoja: Mogućnost inoviranja praksi inkluzivnog obrazovanja. in Uvažavanje različitosti u funkciji pozitivnog razvoja dece i mladih. 2018;:17-31..
Polovina, Nada, "Paradigma pozitivnog razvoja: Mogućnost inoviranja praksi inkluzivnog obrazovanja" in Uvažavanje različitosti u funkciji pozitivnog razvoja dece i mladih (2018):17-31.
