Darovitost - izazovi pri definisanju, identifikaciji i obrazovanju darovitih osoba
Giftedness: Challenges when defining, identification and education of the gifted persons
Апстракт
Iako se 2010. godine otpočelo sa inkluzivnom praksom u školama u Srbiji, često se u javnim raspravama, naučnim radovima, a posebno u interventnim programima zapostavljaju darovita deca jer se veruje da 'nemaju potrebu za posebnom obrazovnom podrškom'. Cilj ovog rada jeste da ukaže na raznovrsnost koncepcija darovitosti, kao i načina identifikovanja i obrazovanja darovite dece. Posebna pažnja posvećena je obrazovanju darovite dece sa teškoćama u učenju. Autor se kritički osvrnuo na koncept zasebnog školovanja darovitih i ukazao na prednosti kreiranja inkluzivne škole u kojoj će sva deca, pa i darovita, imati priliku da dobiju kvalitetno obrazovanje.
Although in 2010, the inclusive praxis started at schools in Serbia, very often in public disputes, scientific papers, and particularly in the special programs, gifted children are neglected, because 'it is believed that they do not have the need for special education and support'. The aim of this paper is to point at the varieties of the gifted, as well as ways of identification and education of the gifted children. Special attention is given to children with difficulties in learning. The author had a critical review on the concept of separate education of the gifted and pointed ate the benefits of creating an inclusive school in which all children, including the gifted ones, have the chance to get quality education.
Кључне речи:
obrazovanje / inkluzivna škola / darovitost / inclusive school / giftedness / educationИзвор:
Pedagogija, 2012, 67, 4, 505-515Издавач:
- Forum pedagoga Srbije i Crne Gore, Beograd
Институција/група
Psihologija / PsychologyTY - JOUR AU - Simić, Nataša PY - 2012 UR - http://reff.f.bg.ac.rs/handle/123456789/1388 AB - Iako se 2010. godine otpočelo sa inkluzivnom praksom u školama u Srbiji, često se u javnim raspravama, naučnim radovima, a posebno u interventnim programima zapostavljaju darovita deca jer se veruje da 'nemaju potrebu za posebnom obrazovnom podrškom'. Cilj ovog rada jeste da ukaže na raznovrsnost koncepcija darovitosti, kao i načina identifikovanja i obrazovanja darovite dece. Posebna pažnja posvećena je obrazovanju darovite dece sa teškoćama u učenju. Autor se kritički osvrnuo na koncept zasebnog školovanja darovitih i ukazao na prednosti kreiranja inkluzivne škole u kojoj će sva deca, pa i darovita, imati priliku da dobiju kvalitetno obrazovanje. AB - Although in 2010, the inclusive praxis started at schools in Serbia, very often in public disputes, scientific papers, and particularly in the special programs, gifted children are neglected, because 'it is believed that they do not have the need for special education and support'. The aim of this paper is to point at the varieties of the gifted, as well as ways of identification and education of the gifted children. Special attention is given to children with difficulties in learning. The author had a critical review on the concept of separate education of the gifted and pointed ate the benefits of creating an inclusive school in which all children, including the gifted ones, have the chance to get quality education. PB - Forum pedagoga Srbije i Crne Gore, Beograd T2 - Pedagogija T1 - Darovitost - izazovi pri definisanju, identifikaciji i obrazovanju darovitih osoba T1 - Giftedness: Challenges when defining, identification and education of the gifted persons EP - 515 IS - 4 SP - 505 VL - 67 UR - https://hdl.handle.net/21.15107/rcub_reff_1388 ER -
@article{ author = "Simić, Nataša", year = "2012", abstract = "Iako se 2010. godine otpočelo sa inkluzivnom praksom u školama u Srbiji, često se u javnim raspravama, naučnim radovima, a posebno u interventnim programima zapostavljaju darovita deca jer se veruje da 'nemaju potrebu za posebnom obrazovnom podrškom'. Cilj ovog rada jeste da ukaže na raznovrsnost koncepcija darovitosti, kao i načina identifikovanja i obrazovanja darovite dece. Posebna pažnja posvećena je obrazovanju darovite dece sa teškoćama u učenju. Autor se kritički osvrnuo na koncept zasebnog školovanja darovitih i ukazao na prednosti kreiranja inkluzivne škole u kojoj će sva deca, pa i darovita, imati priliku da dobiju kvalitetno obrazovanje., Although in 2010, the inclusive praxis started at schools in Serbia, very often in public disputes, scientific papers, and particularly in the special programs, gifted children are neglected, because 'it is believed that they do not have the need for special education and support'. The aim of this paper is to point at the varieties of the gifted, as well as ways of identification and education of the gifted children. Special attention is given to children with difficulties in learning. The author had a critical review on the concept of separate education of the gifted and pointed ate the benefits of creating an inclusive school in which all children, including the gifted ones, have the chance to get quality education.", publisher = "Forum pedagoga Srbije i Crne Gore, Beograd", journal = "Pedagogija", title = "Darovitost - izazovi pri definisanju, identifikaciji i obrazovanju darovitih osoba, Giftedness: Challenges when defining, identification and education of the gifted persons", pages = "515-505", number = "4", volume = "67", url = "https://hdl.handle.net/21.15107/rcub_reff_1388" }
Simić, N.. (2012). Darovitost - izazovi pri definisanju, identifikaciji i obrazovanju darovitih osoba. in Pedagogija Forum pedagoga Srbije i Crne Gore, Beograd., 67(4), 505-515. https://hdl.handle.net/21.15107/rcub_reff_1388
Simić N. Darovitost - izazovi pri definisanju, identifikaciji i obrazovanju darovitih osoba. in Pedagogija. 2012;67(4):505-515. https://hdl.handle.net/21.15107/rcub_reff_1388 .
Simić, Nataša, "Darovitost - izazovi pri definisanju, identifikaciji i obrazovanju darovitih osoba" in Pedagogija, 67, no. 4 (2012):505-515, https://hdl.handle.net/21.15107/rcub_reff_1388 .