- citati u SCIndeksu: [1]
- citati u CrossRef-u:0
- citati u Google Scholaru:[
 ]
- posete u poslednjih 30 dana:3
- preuzimanja u poslednjih 30 dana:2
|
|
|
2014, vol. 13, br. 1, str. 89-106
|
|
Konceptualni okvir i sadržaj vannastavnih aktivnosti oligofrenologa u osnovnoj školi
Conceptual frame and content of extracurricular activities conducted by intellectual disability specialists at primary schools
Projekat: Kreiranje Protokola za procenu edukativnih potencijala dece sa smetnjama u razvoju kao kriterijuma za izradu individualnih obrazovnih programa (MPNTR - 179025)
Sažetak
Osnovni preduslovi uspešnosti oligofrenološkog tretmana dece sa teškoćama u mentalnom razvoju su poznavanje dinamike razvoja sposobnosti, procena dostignutog nivoa razvoja deteta i načina na koji se on odražava na njegovo svakodnevno funkcionisanje. Cilj ovog rada je da se sistematski prikažu konceptualni okvir, program i sadržaji vannastavnih aktivnosti oligofrenologa sa decom koja imaju teškoće u mentalnom razvoju u osnovnoj školi. Obuhvaćeni su ciljevi, ishodi, sadržaji, način ostvarivanja i način evaluacije programa rada oligofrenologa u osnovnoj školi u oblastima tretmana kognitivnih sposobnosti, adaptivnih veština, neverbalne komunikacije i primene reedukacije psihomotorike. Primena specifičnih oblasti i procedura tretmana uslovljena je uzrastom, potencijalima i ograničenjima svakog deteta i zahtevima njegovog okruženja. Da bi tretman ispunio svoju svrhu, neophodno je da njegovi sadržaji budu prilagođeni okolnostima, očekivanjima i funkcionalim barijerama prirodnog okruženja, primenljivi u procesu edukacije, obuke, interpersonalne komunikacije i drugih sadržaja svakodnevnog života.
Abstract
The main prerequisites of a successful specialist treatment of children with intellectual disability are knowledge of the dynamics of ability development, assessment of a child's achieved developmental level and how it affects the child's everyday functioning. The aim of this paper is to systematically present a conceptual frame, program, and content of extracurricular activities conducted by intellectual disability specialists who work with children with intellectual disability at primary schools. It includes the goals, outcomes, contents, ways of implementing and evaluating the work program of intellectual disability specialists at primary schools in the fields of cognitive abilities, adaptive skills, non-verbal communication, and application of psychomotor reeducation. The application of specific fields and treatment procedure depend on age, strengths and weaknesses of every child, and environmental requirements. For a treatment to serve its purpose, it is necessary that all its contents be adapted to circumstances, expectations, and functional barriers of the natural surroundings, and applicable to the process of education, training, interpersonal communication and other contents of everyday life.
|
|
|
|
Reference
|
|
|
Adams, G., Carnine, D. (2003) Direct Iinstruction. u: Swanson H.L., Harris K.R., Graham S. [ur.] Handbook of Learning Disabilities, New York: Guilford Press, pp. 403-416
|
|
|
Ausubel, D.P. (2000) The acquisition and retention of knowledge: A cocnitive view. Dordrecht: Kluwer Academic Publishers
|
|
1
|
Bergquist, T., Malec, J. (2002) Neuropsychological assessment for treatment planning and research. u: Eslinger P. [ur.] Neuropsychological Interventions: Clinical Research and Practice, New York: Guilford, pp. 38-58
|
|
5  
|
Bojanin, S. (2006) Reedukacija psihomotorike ili tretman pokretom. Psihijatrija danas, vol. 38, br. 1, str. 11-27
|
|
|
Brophy, J.E. (2001) Motivating students to learn. Boston: McGraw-Hill
|
|
1
|
Dermitzaki, I., Stavroussi, P., Bandi, M., Nisiotou, I. (2008) Investigating ongoing strategic behaviour of students with mild mental retardation: Implementation and relations to performance in a problem-solving situation. Evaluation and Research in Education, 21(2), 96-110
|
|
|
Facon, B., Nuchadee, M.L. (2010) An item analysis of Raven's Colored Progressive Matrices among participants with Down syndrome. Research in Developmental Disabilities, 31(1): 243-249
|
|
1
|
Gligorović, M. (2009) Vidovi tretmana dece sa lakom intelektualnom ometenošću. u: Eminović F. [ur.] Savremeni tretmani dece sa posebnim potrebama, Beograd: Institut za psihofiziološke poremećaje i patologiju govora, 107-123
|
|
2
|
Gligorović, M., Buha, N. (2013) Conceptual Abilities of Children with Mild Intellectual Disability: Analysis of Wisconsin Card Sorting Test Performance. Journal of Intellectual and Developmental Disability, 38, 134-140
|
|
9
|
Gligorović, M. (2013) Klinička procena i tretman teškoća u mentalnom razvoju. Beograd: Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju
|
|
|
Gligorović, M., Buha-Đurović, N. (2014) Inhibitory control and adaptive behaviour in children with mild intellectual disability. Journal of Intellectual Disability Research, 58(3), 233-242
|
|
3
|
Gligorović, M. (2012) Auditivno pamćenje i jezička kompetencija dece mlađeg školskog uzrasta. Nastava i vaspitanje, vol. 61, br. 4, str. 565-577
|
|
|
Gligorović, M., Buha, N. (2011) Adaptivno ponašanje i uspeh u školi kod dece sa lakom intelektualnom ometenošću. Beogradska defektološka škola, br. 3, str. 525-536
|
|
1
|
Gourgey, A.F. (2001) Metacognition in basic skills instruction. u: Hartman H.J. [ur.] Metacognition in Learning and Instruction, Dordrecht: Kluwer Academic, pp. 17-32
|
|
1
|
Mccloskey, G., Perkins, L.A. (2013) Essentials of Executive Functions Assessment. Hoboken, NJ: John Wiley & Sons
|
|
|
Pierangelo, R., Giuliani, G.A. (2002) Assessment in special education: A practical approach. Boston, MA: Allyn & Bacon
|
|
2
|
Pressley, M., Hilden, K. (2006) Cognitive strategies. u: Siegler D., Kuhn R.S. [ur.] Handbook of Child Psychology: Vol. 2. Cognition, Perception, and Language, Hoboken, NJ: John Wiley & Sons, pp. 511-556
|
|
|
Schwenk, C., Bjorklund, D., Schneider, W. (2009) Developmental and individual differences in young children's use and maintenance of a selective memory strategy. Developmental Psychology, 45, 1034-1050
|
|
6 
|
Semrud-Clikeman, M. (2005) Neuropsychological aspects for evaluating learning disabilities. Journal of Learning Disabilities, 38(6): 563-568
|
|
2
|
Vig, S., Sanders, M. (2007) Assessment of mental retardation. u: Brassard M.R., Boehm A.E. [ur.] Preschool assessment: Principles and practices, The Guilford Press, 420-447
|
|
|
Volet, S. (2001) Emerging Trends in Recent Research on Motivation in Learning Contexts. u: Volet S., Jarvela S. [ur.] Motivation in Learning Contexts, Amsterdam: Pergamon, 319-334
|
|
|
|
|