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Ученици са развојним сметњама у новој школи по мери детета

Students with developmental difficulties in new school made to measure a child

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2003
bitstream_829.pdf (2.451Mb)
Authors
Радоман, Весна
Contributors
Пантић, Драгомир
Гашић-Павишић, Слободанка
Book part (Published version)
Metadata
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Abstract
Over the past two decades the inclusive education movement has developed in the world, highly recognizing individual differences of students with developmental difficulties, and this should be followed up in Serbia, depending on our possibilities and conditions. That complex task leads us to considerations of features to be comprised by new, contemporary educational system that meets special needs and recognizes individual differences severely displayed by students with developmental difficulties. Individual differences, conditioned by the type of developmental difficulty, can create communicative, intellectual, emotional and social impediments in students with various types of developmental difficulties. The characteristics to be present in new educational system of children with developmental difficulties, except for tendency to inclusiveness, are as follows: flexibility, diversification, the outcomes not being exclusively focused on knowledge acquisition etc. We propose a ...new model of education that contains three parallel options: inclusive, partially inclusive and special, each branching into various sub-variants. The application of this model requires thorough further training of teachers and associates in regular programs, programs for developing tolerance and eliminating biases, great changes in regular and special programs as well as special educator training.

Keywords:
inclusion / individual differences / individual differences
Source:
Уважавање различитости и образовање, 2003, 65-67
Publisher:
  • Београд : Институт за педагошка истраживања
Note:
  • Назив збирке: Библиотека "Педагошка теорија и пракса” 10

ISBN: 86-7447-046-7

[ Google Scholar ]
Handle
https://hdl.handle.net/21.15107/rcub_ipir_357
URI
http://ipir.ipisr.org.rs/handle/123456789/357
Collections
  • Biblioteka "Pedagoška teorija i praksa"
Institution/Community
IPI
TY  - CHAP
AU  - Радоман, Весна
PY  - 2003
UR  - http://ipir.ipisr.org.rs/handle/123456789/357
AB  - Over the past two decades the inclusive education movement has developed in the world, highly
recognizing individual differences of students with developmental difficulties, and this should
be followed up in Serbia, depending on our possibilities and conditions. That complex task
leads us to considerations of features to be comprised by new, contemporary educational system
that meets special needs and recognizes individual differences severely displayed by students
with developmental difficulties. Individual differences, conditioned by the type of
developmental difficulty, can create communicative, intellectual, emotional and social
impediments in students with various types of developmental difficulties. The characteristics to
be present in new educational system of children with developmental difficulties, except for
tendency to inclusiveness, are as follows: flexibility, diversification, the outcomes not being
exclusively focused on knowledge acquisition etc. We propose a new model of education that
contains three parallel options: inclusive, partially inclusive and special, each branching into
various sub-variants. The application of this model requires thorough further training of
teachers and associates in regular programs, programs for developing tolerance and eliminating
biases, great changes in regular and special programs as well as special educator training.
PB  - Београд : Институт за педагошка истраживања
T2  - Уважавање различитости и образовање
T1  - Ученици са развојним сметњама у новој школи по мери детета
T1  - Students with developmental difficulties in new school made to measure a child
EP  - 67
SP  - 65
ER  - 
@inbook{
author = "Радоман, Весна",
year = "2003",
abstract = "Over the past two decades the inclusive education movement has developed in the world, highly
recognizing individual differences of students with developmental difficulties, and this should
be followed up in Serbia, depending on our possibilities and conditions. That complex task
leads us to considerations of features to be comprised by new, contemporary educational system
that meets special needs and recognizes individual differences severely displayed by students
with developmental difficulties. Individual differences, conditioned by the type of
developmental difficulty, can create communicative, intellectual, emotional and social
impediments in students with various types of developmental difficulties. The characteristics to
be present in new educational system of children with developmental difficulties, except for
tendency to inclusiveness, are as follows: flexibility, diversification, the outcomes not being
exclusively focused on knowledge acquisition etc. We propose a new model of education that
contains three parallel options: inclusive, partially inclusive and special, each branching into
various sub-variants. The application of this model requires thorough further training of
teachers and associates in regular programs, programs for developing tolerance and eliminating
biases, great changes in regular and special programs as well as special educator training.",
publisher = "Београд : Институт за педагошка истраживања",
journal = "Уважавање различитости и образовање",
booktitle = "Ученици са развојним сметњама у новој школи по мери детета, Students with developmental difficulties in new school made to measure a child",
pages = "67-65"
}
Радоман, В.. (2003). Ученици са развојним сметњама у новој школи по мери детета. in Уважавање различитости и образовање
Београд : Институт за педагошка истраживања., 65-67.
Радоман В. Ученици са развојним сметњама у новој школи по мери детета. in Уважавање различитости и образовање. 2003;:65-67..
Радоман, Весна, "Ученици са развојним сметњама у новој школи по мери детета" in Уважавање различитости и образовање (2003):65-67.

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