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KNOWLEDGE WITHOUT BORDERS
Eight International Scientific Conference (8-10.4.2016, Bulgaria)
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KNOWLEDGE WITHOUT BORDERS
Eight International Scientific Conference (8-10.4.2016, Bulgaria)
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INTERNATIONAL JOURNAL
PROFESSIONAL PAPERS
VOL 12.3
8-10 APRIL, 2016
BANSKO, REPUBLIC OF BULGARIA
KNOWLEDGE WITHOUT BORDERS
Eight International Scientific Conference (8-10.4.2016, Bulgaria)
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INSTITUTE OF KNOWLEDGE MANAGEMENT
SKOPJE, MACEDONIA
KNOWLEDGE
International Journal Professional papers Vol. 12.3
Editing Board
PhD Vlado Kambovski, PhD Robert Dimitrovski, PhD Predrag Trajkovi, PhD Maria Kavdanska,
PhD Svetlana Trajkovi, PhD Zivota Radosavljevik, PhD Margarita Koleva, PhD Mile Matijevi,
PhD Nonka Mateva, PhD Rositsa Chobanova,PhD Mirjana Borota Popovska, PhD Aleksandar
Nikolovski, PhD Jove Kekenovski, PhD Marija Knezevik, PhD Ilija Nasov, PhD Irina Singaveskaya,
PhD Nonka Mateva, PhD Dzulijana Tomovska, PhD Oliver Dimitrijevik, PhD Nedzat Koraljik, PhD
Nebojsha Pavlovik, PhD Nikolina Ognenska, PhD Dimitrija Popovski, PhD Lisen Bashkurti, PhD
Tome Naumov, PhD Trajce Dojcinovski, PhD Jana Merdzanova, PhD Zoran Srzentic, PhD Nikolai
Sashkov Cankov
Preparing and correction: Liljana Pushova, Jasmina Dimitrovska
Print: GRAFOPROM Bitola
Editor: IKM Skopje
For editor
PhD Robert Dimitrovski
KNOWLEDGE
International Journal Professional Papers Vol. 12.3
ISSN 1857-92
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SCIENTIFIC COMMITTEE
President: Academic, Prof. Vlado Kambovski, PhD
- Prof. Robert Dimitrovski PhD, Faculty of Management, MIT University, Skopje
(Macedonia)
- Prof. Zivota Radosavljevik PhD, Dean, Faculty FORCUP, Union University, Belgrade
(Serbia)
- Prof. Rosica Cobanova PhD, Bulgarian Academy of Sciences (Bulgaria)
- Prof. Ilija Nasov PhD, Research and Development center PLASMA, Skopje (Macedonia)
- Prof. Aleksandar Nikolovski PhD, FON University, Skopje (Macedonia)
- Prof. Anita Trajkovska PhD, Rochester University (USA)
- Prof. Milan Radosavljevic PhD, Dean, Faculty of strategic and operational management,
Union University, Belgrade (Serbia)
- Prof. Anka Trajkovska-Petkoska PhD, UKLO, Faculty of technology and technical sciences,
Bitola (Macedonia)
- Prof. Predrag Trajkovic PhD, JMPNT, (Serbia)
- Prof. Lidija Tozi PhD, Faculty of Pharmacy, Ss. Cyril and Methodius University, Skopje
(Macedonia)
- Prof. Bistra Angelovska, Faculty of Medicine, University Goce Delcev, Shtip
(Macedonia)
- Prof. Misho Hristovski PhD, Faculty of Veterinary Medicine, Ss. Cyril and Methodius
University, Skopje (Macedonia)
- Prof. Jove Kekenovski PhD, Faculty of Tourism, UKLO , Bitola (Macedonia)
- Prof. Sasho Korunoski, Dean, Faculty of Tourism, UKLO, Bitola (Macedonia)
- Prof. Cvetko Andreevski, Vise rector, Faculty of Tourism, UKLO, Bitola (Macedonia)
- Prof. Margarita Koleva PhD, Dean, Faculty of Pedagogy, University Neofit Rilski,
Blagoevgrad (Bulgaria)
- Prof. Aleksandar Donchev, MIT University, Faculty of Law, Skopje (Macedonia)
- Prof. Maria Kavdanska PhD, Faculty of Pedagogy, University Neofit Rilski, Blagoevgrad
(Bulgaria)
- Prof. Mirjana Borota-Popovska, PhD, Centre for Management and Human Resource Development,
Institute for Sociological, Political and Juridical Research, Skopje (Macedonia)
- Prof. Marija Topuzovska-Latkovic, PhD, Centre for Management and Human Resource
Development, Institute for Sociological, Political and Juridical Research, Skopje (Macedonia)
- Prof. Marija Knezevic PhD, Academic, Banja Luka, (Bosnia and Herzegovina)
- Ljupco Naumovski PhD, Forum for Mobility and Research, Bitola (Macedonia)
- Prof. Oliver Iliev PhD , Faculty of Communication and IT, FON University, Skopje
(Macedonia)
- Prof. Dimitrija Popovski PhD, Faculty of Sport, Ss. Cyril and Methodius University, Skopje
(Macedonia)
- Prof. Yuri Doroshenko PhD, Dean, Faculty of Economics and Management, Belgorod
(Russian Federation)
- Prof. Sashko Plachkov PhD, Faculty of Pedagogy, University Neofit Rilski, Blagoevgrad
(Bulgaria)
- Prof. Ivan Petkov PhD, Rector, European Polytechnic University, Pernik (Bulgaria)
- Prof. Vladimir Lazarov PhD, European Polytechnic University, Pernik (Bulgaria)
- Prof. Tosko Krstev PhD, European Polytechnic University, Pernik (Bulgaria)
- Prof. Antoanela Hristova PhD, European Polytechnic University, Pernik (Bulgaria)
- Prof. Azra Adjajlic Dedovic PhD, Faculty of criminology and security, Sarajevo (Bosnia &
Herzegovina)
- Prof. Aleksandr Korablev, PhD, Dean, Faculty for economy and management, Saint
Petrsburg State Forest Technical University, Saint Petrsburg (Russian Federation)
- Prof. Primoz Dolenc, PhD, Faculty of Management, Primorska University, Koper (Slovenia)
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- Doc. Igor Stubelj, PhD, PhD, Faculty of Management, Primorska University, Koper
(Slovenia)
- Prof. Hristo Beloev PhD, Bulgarian Academy of Science, Rector of the University of
Rousse (Bulgaria)
- Prof. Venelin Terziev PhD, University of Rousse (Bulgaria)
- Prof. Branko Sotirov PhD, University of Rousse (Bulgaria)
- Prof Karl Schopf, PhD, Akademie fur wissenschaftliche forchung und studium, Wien
(Austria)
-Prof. Isa Spahiju PhD, International Balkan University (Macedonia)
- Prof. Volodymyr Denysyuk, PhD, Dobrov Center for Scientific and Technologogical
Potential and History studies at the National Academy of Sciences of Ukraine (Ukraine)
- Prof. Laste Spasovski PhD, Vocational and educational centre, Skopje (Macedonia)
- Prof. Branislav Simonovic PhD, Faculty of law, Kragujevac (Serbia)
- Prof. Dragan Kokovic PhD, University of Novi Sad, Novi Sad (Serbia)
- Prof. Sasha Kicoshev PhD, University of Novi Sad, Novi Sad (Serbia)
- Prof. Pere Tumbas PhD, Faculty of Economics , University of Novi Sad , Subotica (Serbia)
- Prof. Natalija Kirejenko PhD, Faculty For economic and Business, Institute of
Entrepreneurial Activity, Minsk (Belarus)
- Prof. Zoja Katru PhD, Prorector, Euro College, Istanbul (Turkey)
- Prof. Mustafa Kacar PhD, Euro College, Istanbul (Turkey)
- Prof Evgenia Penkova-Pantaleeva PhD, UNWE -Sofia (Bulgaria)
- Prof. Nikolina Ognenska PhD, Faculty of Music, SEU - Blagoevgrad (Bulgaria)
- Prof. Tihomir Domazet PhD, President of the Croatian Institute for Finance and
Accounting
- Prof. Stojan Ivanov Ivanov PhD, Faculty of Public Health and Sport, SWU Neofit Rilski,
Blagoevgrad (Bulgaria)
- Maja Lubenova Cholakova PhD, Faculty of Public Health and Sport, SWU Neofit Rilski,
Blagoevgrad (Bulgaria)
- Daniela Ivanova Popova PhD, Faculty of Public Health and Sport, SWU Neofit Rilski,
Blagoevgrad (Bulgaria)
- Prof. Branimir Kampl PhD, Institute SANO, Zagreb (Croatia)
- Prof. Marina Simin PhD, College of professional studies in Management and Business
Communication, Sremski Karlovci (Serbia)
- Prof. Miladin Kalinic, College of professional studies in Management and Business
Communication, Sremski Karlovci (Serbia)
- Prof. Helmut Shramke PhD, former Head of the University of Vienna Reform Group
(Austria)
- Prof. Ahmad Zakeri PhD, University of Wolver Hampton, (United Kingdom)
- Prof. Tzako Pantaleev PhD, NBUniversity , Sofia (Bulgaria)
- Prof. Lisen Bashkurti PhD, Global Vice President of Sun Moon University (Albania)
- Prof. Baki Koleci PhD , University Hadzi Zeka , (Kosovo)
- Prof. Ivana Jelik PhD, University of Podgorica, Faculty of Law, (MNE)
- Prof. Islam Hasani PhD, Kingston University (Bahrein)
- Prof. Rumen Valcovski PhD, Imunolab Sofia (Bulgaria)
- Prof. Jonko Kunchev PhD, University Cernorizec Hrabar - Varna (Bulgaria)
- Prof. Nedjad Korajlic PhD, Faculty of criminology and security, Sarajevo (Bosnia &
Herzegovina) - Prof. Alisabri Sabani PhD, Faculty of criminology and security, Sarajevo (Bosnia &
Herzegovina)
- Prof. Jov Ateljevic PhD, Faculty of Economy, University of Banja Luka, (Bosnia &
Herzegovina)
- Prof. Branislav Simonovic PhD, Faculty of law University of Kragujevac (Serbia)
- Doc. Tatyana Sobolieva PhD, State Higher Education Establishment Vadiym Getman
Kiyev National Economic University, Kiyev (Ukraine)
- Prof. Svetlana Trajkovic PhD, High college for professional applied studies, Vranje
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(Serbia)
- Prof. Suzana Pavlovic PhD, High health sanitary school for professional studies,
Belgrade (Serbia)
- Prof. Zorka Jugovic PhD, High health sanitary school for professional studies, Belgrade
(Serbia)
- Prof. Dragan Marinkovic PhD, High health sanitary school for professional studies,
Belgrade (Serbia)
- Prof. Dusan Ristic, PhD Emeritus Faculty of Management, Sremski Karlovci (Serbia)
- Prof. Rumen Stefanov, PhD, Dean, Faculty of public health, Medical University of Plovdiv
(Bulgaria)
- Prof. Stojna Ristevska PhD, Dean, High Medicine School, Bitola, (Macedonia)
- Prof. Snezana Stoilova, PhD, High Medicine School, Bitola, (Macedonia)
- Prof. Lence Mircevska PhD, High Medicine School, Bitola, (Macedonia)
- Prof. Dzulijana Tomovska, PhD, Dean, Faculty of Biotechnical sciences, Bitola(Macedonia)
- Prof. Mitre Stojanovski PhD, Faculty of Biotechnical sciences, Bitola (Macedonia)
- Prof. Ljupce Kocovski PhD, Faculty of Biotechnical sciences, Bitola (Macedonia)
- Prof. Vasil Zecev PhD, College of tourism, Blagoevgrad (Bulgaria)
- Prof. Nikola Bozkov PhD, College of tourism, Blagoevgrad (Bulgaria)
- Prof. Vasil Pehlivanov PhD, College of tourism, Blagoevgrad (Bulgaria)
- Prof. Oliver Dimitrijevic PhD, High medicine school for professional studies Hipokrat,
Bujanovac (Serbia)
- Prof. Erzika Antic PhD, High medicine school for professional studies Hipokrat,
Bujanovac (Serbia)
- Prof. Jelena Stojanovic PhD, High medicine school for professional studies Hipokrat,
Bujanovac (Serbia)
- Prof. Miodrag Smelcerovic PhD, High medicine school for professional studies
Hipokrat, Bujanovac (Serbia)
- Doc. Marija Kosti PhD, Faculty of Hotel Management and Tourism, Vrnjaka Banja (Serbia)
- Doc. Sandra ivanovi PhD, Faculty of Hotel Management and Tourism, Vrnjaka Banja
(Serbia)
- Doc. Sneana Milievi PhD, Faculty of Hotel Management and Tourism, Vrnjaka Banja
(Serbia)
- Doc. Nebojsa Pavlovic PhD, Faculty of Hotel Management and Tourism, Vrnjaka Banja
(Serbia)
- Prof. Kamal Al-Nakib PhD, College of Business Administration Department, Kingdom
University (Bahrain)
- Venus Del Rosario, Arab Open University (Philippines)
- Nishad M. Navaz, Kingdom University (India)
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Contents
STATISTICAL PROCESSING AND ANALYSIS OF RESEARCH RESULTS IN THE AREA OF
STUDENT SUPPORT, BASED ON A PRIVATE AND A PUBLIC SCHOOL EXAMPLE ............. 11
MS Aleksandra Penjisevic ................................................................................................................ 11
EDUCATIONAL STRATEGIES IN TURKISH LANGUAGE AND LITERATURE LESSONS IN
PRIMARY SCHOOLS IN MACEDONIA ........................................................................................... 17
Umit Suleymani ................................................................................................................................ 17
GIFTED STUDENTS DEVELOPMENT AND SUPPORT ............................................................. 21
Katarina arapi ............................................................................................................................... 21
eljka Radojii Luki ...................................................................................................................... 21
INCLUSIVE CULTURE AT DIMO HADZI DIMOV- SKOPJE ...................................................... 25
Lidija Vodjanik ................................................................................................................................. 25
Nevena Petkovska ............................................................................................................................. 25
Marija Tripunoska ............................................................................................................................. 25
MARKETING IN THE SERVICE OF EDUCATION OF CHILDREN ............................................. 29
WITH PSYCHOPHYSICAL DEVELOPMENTAL DISABILITIES .................................................. 29
Salim Goranac ................................................................................................................................... 29
Ana Nikoli ....................................................................................................................................... 29
INCREASING SELF-CONFIDENCE USING POSITIVE PSYCHOLOGY ...................................... 33
Svetlana Zlateska Shkrbina ............................................................................................................ 33
Jadranka Maros Karakasheva......................................................................................................... 33
CREATIVE WORKSHOP ,,ECO - BAZAAR .................................................................................. 39
Snezana Djordjevic ........................................................................................................................... 39
THE FUNCTION OF STUDENTS HOMEWORK AND THE DIDACTICAL- METHODICAL
REQUIREMENTS WHEN THEY ARE GIVEN ................................................................................. 43
Sinolichka Sabotkovska .................................................................................................................... 43
Jasminka Mircheska .......................................................................................................................... 43
Slavjanka Hristovska ........................................................................................................................ 43
ACTIVE LISTENING AND PARAPHRASING - BASIS FOR HIGH QUALITY
COMMUNICATION ............................................................................................................................ 47
Slagjana Simunoska .......................................................................................................................... 47
Jovanka Nikoloska ............................................................................................................................ 47
Jasminka Durdubakova ..................................................................................................................... 47
SCHOOL DISCIPLINE ........................................................................................................................ 53
Vesna Nicheva MSc .......................................................................................................................... 53
ANALYSIS OF ENVIRONMENTAL EDUCATION IN COMPULSORY EDUCATION OF THE
REPUBLIC OF SERBIA AND EU COUNTRIES ............................................................................... 57
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Nataa Birovljev .Sc ...................................................................................................................... 57
Zdravka Marjanovi .Sc ................................................................................................................ 57
Branka Jemuovi ............................................................................................................................... 57
PRACTICAL APPLICATION OF THEORETICAL KNOWLEDGE IN SCIENCE AND THE
WORLD AROUND US TEACHING METHODS .............................................................................. 63
Vesna Pavlovic.................................................................................................................................. 63
COMMUNICATION AND ACTIVE LISTENING ............................................................................. 69
Gordana Vasileva Vukasinovik ........................................................................................................ 69
INSTRUMENTS FOR EVALUATION IN TEACHING GERMAN AND ENGLISH LANGUAGE 73
Evgenija Angeleska, MSc. ................................................................................................................ 73
Natasha Ilieva.................................................................................................................................... 73
COMPETENCES OF THE TEACHER MANAGER ......................................................................... 79
Valentina Risteska Rubanoska .......................................................................................................... 79
CHILDRENS CAMP MY SUPER HOLIDAY ................................................................................ 83
Milica Ostojic.................................................................................................................................... 83
LEAD AS A CONTEMPORARY APPROCH IN THE MANAGEMENT OF ................................... 87
DYNAMIC SCHOOL .......................................................................................................................... 87
Vera Veljanovska .............................................................................................................................. 87
Menka Trepalkovska ......................................................................................................................... 87
Gabriela Misovska ............................................................................................................................ 87
ALCOHOLISM AS AN ADDICTION IN PRILEP ............................................................................. 91
Petra Lukaroska ............................................................................................................................... 91
Daniela Jordanoska .......................................................................................................................... 91
(HPV)-
........................................................................................................................................... 97
................................................................................................................. 97
......................................................................................................................... 97
....................................................................................................... 101
........................................................................................................................... 101
. ...................................................................................................................... 101
,
............................................................................................................................................................ 107
. .................................................................................................................................... 107
THE IMPORTANCE OF PHYSICAL EDUCATION FOR CHILDREN AND YOUTH HEALTH
............................................................................................................................................................ 112
Maja Ashkilova ............................................................................................................................... 112
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THE CONCEPT OF HOME IN THE NOVELS WIND SERPENTS AND FLAT LAND BY
TASHKO GEORGIEVSKI AND SNOW IN CASABLANCA BY KICA KOLBE ..................... 116
Vesna Kozhinkova .......................................................................................................................... 116
ROLE OF COGENERATION PLANTS CONTROLED ONLINE INTO ENERGY EFFICIENCY122
Dimitrija Angelkov ......................................................................................................................... 122
Dusko Lazov ................................................................................................................................... 122
VIRTUAL PRIVATE NETWORK .................................................................................................... 128
Miroslav Markoski .......................................................................................................................... 128
Nade Nikoloska ............................................................................................................................... 128
HE IMPACT OF ULTRASOUND AND MICROWAVES ON THE ACTIVITY OF CATALASE
IN TOBACCO SEED (Nicotiana tabacum L.) ................................................................................... 134
Gjoko Atanasovski MSc ................................................................................................................. 134
...................................................................... 140
- ...................................................................................................................... 140
STUDENT MOTIVATION THROUGH THE ACTIVE APPROACH TO LITERARY WORK..... 144
Sladjan Mihajlovi .......................................................................................................................... 144
MOTIVAION ................................................................................................................................... 148
Vesna Pavlovi................................................................................................................................ 148
Dobrica Sindjelic ............................................................................................................................ 148
LEARNING AND MOTIVATION .................................................................................................... 154
Adriana Ivanova .............................................................................................................................. 154
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STATISTICAL PROCESSING AND ANALYSIS OF RESEARCH RESULTS IN THE
AREA OF STUDENT SUPPORT, BASED ON A PRIVATE AND A PUBLIC
SCHOOL EXAMPLE
MS Aleksandra Penjisevic
Elementary School Stari Grad, Belgrade, [email protected]
Abstract: Being a foundation and a driving force of every society, education demands special treatment and
attention, regardless of whether we focus on the adjustments in the capacities of the system itself, its efficacy or
its competitiveness, provoked by social occurrences and changes. Education, as a specific form of service, must
possess an established system of quality assurance. Modern educational institutions' reliance on homogenous
markets decreases steadily. In order to reach a suitable strategy, it is necessary to establish a correlation between
supply and the characteristics of consumers as its agents. A research involving service users should be the
starting point in a more precise process of defining needs, motives and factors that influence a decision-making
process, its time span, up-to-date sources of information, needs and desires in relation to subsequent education
choices. Observation of the educational process aims at achieving a desired quality which puts a certain
educational institution in advantageous position over its competitors and makes room for possible investments
from other fields. The aim of this study is the analysis of educational services' users and their expectations based
on the polls conducted within the area of Student Support.
Keywords: student support, educational process, statistical processing and analysis of data
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EDUCATIONAL STRATEGIES IN TURKISH LANGUAGE AND LITERATURE
LESSONS IN PRIMARY SCHOOLS IN MACEDONIA Umit Suleymani
Elementary School Vrapciste, Republic of Macedonia [email protected]
Abstract: The educational strategy of an hour consists of methods and techniques. Strategies are determined
before and apply during the lesson. The paper refers to the educational strategies -as David Ausubel and his
strategy of presentation (reception), Jerome Bruner - discovery strategy (innovation) and John Devej- strategy
of research-analysis. To investigate how teachers pay attention to these methods and techniques has been
developed and tested a questionnaire to 14 teachers who teach Turkish language and literature in primary
schools in Macedonia.
Keywords: strategy, methods and techniques, teachers, schools.
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.2 78,57%
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[1] Demirel, . (2007). retim ke ve Yntemleri retme Sanat (12. bask). Ankara: Pegem A Yaynclk.
[2] Demirel, . (1999). Kuramdan Uygulamaya Eitimde Program Gelitirme. Ankara:
Pegem A Yaynclk. / 141.
[3] Hakan, A.(1991). Eitim Sorunlarnn zmnde Akretim. Eskiehir: A.. Ak retim Fakltesi Yaynlar,. s. 78.
[4] Tan, S., Aknolu, O., Erciyes, G., Gven, B., Kl, A., Kksal, F. N. vedierleri., (2007). retim lke ve
Yntemleri. Ankara: Pegem A Yaynclk. s.150.
[5] , . (2015)
. ( ). ,
" " . . 38.
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GIFTED STUDENTS DEVELOPMENT AND SUPPORT Katarina arapi
Mionica Secondary School, Mionica, Serbia, [email protected] eljka Radojii Luki
Ministry of Education, Belgrade, Serbia, [email protected]
Abstract:This paper discusses the questions of the opportunities which contemporary educational system
provides for gifted students, in other words, if Serbian educational system is capable of providing the adequate
support to these students. Given that recognising these students is extremely complicated process, this paper
discusses the efficiency of the mechanisms established by the law in recognising gifted students and giving them
support and possibilities for further development.
The question arises what percent of the representatives of the school system is fully familiar with the notion of
giftedness. What is giftedness? Is it the same being gifted, talented, genius or intelligent? How to recognise a
gifted student? When should we start that process and how to put it into practise?
Starting with the definition of giftedness through the analysis of laws and regulations and the current state in our
school system when it comes to the matter of giftedness, this paper actualises the attitudes of certain authors
about cherishing and supporting the giftedness in students. The starting points in this segment are the attitudes
of eminent experts who dealt with giftedness in students (Sally M. Reis, Joseph S. Renzulli,Franoys Gagn,
Carol J. Mills). They state that the development of this side of a students personality is closely connected with
the qualities of teachers and their attitudes to these students. To support this fact, the abovementioned authors
give the results of certain research which clearly state the characteristics of the teachers trained and motivated to
work with gifted students.
Keywords: giftedness, students, teachers, support
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(Sally M. Reis,Joseph S. Renzulli,FranoysGagn, Carol J.
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. Sally M. Reis Joseph S. Renzulli The Gifted and Talented Constitute One Single
Homogeneous Group and Giftedness Is a Way of Being That Stays in the Person Over Time and Experiences
,
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mailto:[email protected]:[email protected]:[email protected]:[email protected]
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Renzulli 1978. : ,
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Gifted: Programming for Gifted Students Beyond the Era of Inclusionism 2003.
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3. ,
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Personality Styles of Students (2003), Carol J. Mills 63 1247
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, , .
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[6] -, , 2012. [7] The Gifted and Talented Constitute One Single Homogeneous Group and Giftedness Is a Way of Being That
Stays in the Person Over Time and Experiences, Sally M. Reis Joseph S. Renzulli
[8] Ten Commandments for Academic Talent Development, Franoys Gagn (2007)
[9] Characteristics of Effective Teachers of Gifted Students: Teacher Background and Personality Styles of
Students (2003), Carol J. Mills
[10] What makes giftedness? Reexamining a definition, Joseph S. Renzulli (1978)
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INCLUSIVE CULTURE AT DIMO HADZI DIMOV- SKOPJE
Lidija Vodjanik
Nevena Petkovska
Marija Tripunoska
ES Dimo Hadzi Dimov, Skopje, R. Macedonia
Abstract: Inclusion in school practice often refers to the provision of teaching children with special needs,
where they will be involved with the children from the regular school and will participate together in school and
outside school activities.
The goal of inclusive education is to overcome all kinds of barriers of discrimination as it relates to gender,
nationality, religion and socio-economic status, ability and health status or any other characteristic of the
individual.
Objective: Gaining knowledge about the process of inclusion in elementary school Dimo Hadzi Dimov - Skopje
through the views of teachers working at the school.
Methodology: The quantitative research was conducted to determine the views of 48 teachers from elementary
school Dimo Hadzi Dimov in Skopje.With every teacher a questionnaire was conducted to determine the
attitudes of different topics-cooperation with the inclusion team, the use of IPR,if the students with SEN and
pupils with typical development areaccepted, whether they cooperate with parents of students with SEN,
whether the school provides internal training, if they independently detect students with SEN etc.Results: the
concept that teachers work with the inclusion team dominates among the teachers (450th They believe that
students with disabilities are accepted by their classmates and teachers (41) .The teachers claim to have
cooperation with parents of students with SEN (36), and that the school implemented internal training (48).
Conclusion.: Dominance of positive attitudes of teachers in all subjects of the questionnaire indicated a positive
and inclusive index constructed inclusive culture in the school.According to the results it is considered that the
school has built an inclusive culture.
Keywords:Inclusion, students with SEN, inclusive team
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, .
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:
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:
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[1] Bartolo, P., Blake, C & Jacova, Z., 2007. International Perspectives on SEN and Inclusion.British Journal of
Learning Support22(2), 50-51.
[2] Bori, S., Tomi, R., 2002. Stavovi nastavnika osnovnih kola o inkluziji [online] Avialible at:
hrcak.srce.hr/file/130699 [Accessed at 19 December 2014].
[3] Booth, T., Ainscow, M., 2010. . :
.
[4] Booth, ., Ainscow. ., 2008. Indeks inkluzivnosti: Promicanje uenja i sudjelovanja u kolama. [Online]
Available at: http://www.csie.org.uk/resources/translations/Index_Croatia.pdf [Accesed 15 October 2013].
[5] -,.,-, ., 2009.
. . 62, 571-583.
[6] Evans L.,2007. Inclusion. London: Routledge.
[7] , ., -, ., , ., , ., 2002. :
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[9] , ., 2004. .
, 1-2, 35-46.
http://www.csie.org.uk/resources/translations/Index_Croatia.pdf
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MARKETING IN THE SERVICE OF EDUCATION OF CHILDREN
WITH PSYCHOPHYSICAL DEVELOPMENTAL DISABILITIES Salim Goranac
Ana Nikoli
Primary school Sava Jovanovi Sirogojno, Zemun, R. Srbija, [email protected]
Abstract: School promotion includes different forms of media, which are expected to create a good reputation
of the school in the public. Marketing strategies that are used in school Sava Jovanovic Sirogojno are aimed at
specific needs of its students. In this regard, the work with children with psychophysical disabilities requires the
provision of specific services. Visibility of results of the work is provided through websites, social networks,
participation in competitions, festivals, fairs and other events, as well as through the implementation of projects
thanks to which school is considered specific and recognizable. International cooperation brings greater
visibility and reputation, which is reflected in an increased enrollment. Thanks to the project engagement,
ongoing marketing moves and people of good will, the school is in the process of equipping the rehabilitation
block which is practically necessary for the children with disabilities in the psycho-physical development. In
addition, students have the opportunity to be involved in individual and group activities that are planned and
implemented into modern classrooms, equipped so as to stimulate the sensory sensation, perception of adequate
and appropriate motor activity. Programme contents cover areas of physical development, sensory, sensorimotor
and psychomotor development, linguistic, intellectual, emotional and social development. With the inclusive
approach to rehabilitation, diminishing social barriers increases the level of acceptance of diversity and
improves the quality of life. Keywords: marketing, training, specific services
MARKETING U FUNKCIJI OBRAZOVANJA DECE
SA SMETNJAMA U PSIHOFIZIKOM RAZVOJU Salim Goranac
Ana Nikoli
Osnovna kola Sava Jovanovi Sirogojno, Zemun, R. Srbija, [email protected]
Rezime: Promovisanje kole predstavlja razliite oblike javnog informisanja, od kojih se oekuje da stvore
dobru reputaciju u javnosti o koli. Strategije marketinga koje se koriste u koli Sava Jovanovi Sirogojno
usmerene su na specifine potrbe uenika. U tom smeru rad sa decom sa smetnjama u psihofizikom razvoju
zahteva izmeu ostalog i pruanje specifinih usluga. Vidljivost rezultata rada obezbeuje se preko sajtova,
drutvenih mrea, uea na takmienjima, smotrama, sajmovima i drugim manifestacijama, kao i putem
realizacije projekata, ijom implementacijom kola postaje specifina i prepoznatljiva u sredini. Kroz saradnju
sa drugim institucijama i organizacijama uenici kole ukljueni su u nekoliko zajednikih projekata
regionalnog karaktera ime se jaa inkluzija i promovie potovanje razliitosti. Meunarodna saradnja donosi
veu vidljivost i ugled, to se odraava u poveanju broja upisane dece. Zahvaljujui projektnom angaovanju,
markentinkim potezima i ljudima dobre volje, kola uveliko oprema rehabilitaciono-terapeutski blok koji je
deci sa smetnjama u psihofizikom razvoju praktino neophodan. Pored osnovne delatnosti, uenici kole imaju
priliku da u procesu celodnevne nastave budu ukljueni u individualne i grupne aktivnosti koje se planiraju i
realizuju u savremenim kabinetima, opremljenim sredstvima za rad u cilju stimulacije ulnih oseta, adekvatnog
opaaja i odgovarajuih motornih aktivnosti. Programski sadraji obuhvataju oblasti fizikog razvoja,
senzornog, senzomotornog i psihomotornog razvoja, govorno-jezikog, intelektualnog, emocionalnog i
socijalnog razvoja. Sa inkluzivnim pristupom rehabilitaciji, otklanjanjem socijalnih prepreka, poveava se
stepen prihvatanja razliitosti i poboljava kvalitet ivota.
Kljune rei: marketing, obrazovanje, specifine usluge
Svako dete zasluuje heroja: odraslu osobu koja nikad nee od njih dii ruke; nekog ko e razumeti kolika se
snaga krije u povezanosti; nekog ko e istrajati u tenji da deca iz sebe izvuku najbolje to mogu. Rita Piierson
Izgleda nemogue dok se ne uradi. Nelson Mandela
1. UVOD Promovisanje kole predstavlja razliite oblike javnog informisanja, od kojih se oekuje da stvore
dobru reputaciju u javnosti o koli. Vanost primene marketinga u neprofitnim organizacijama se ogleda u
boljem radu institucije i kvalitetnijem ostvarivanju misije i ciljeva to doprinosi reavanju drutvenih problema
zbog kojih institucija i postoji. Marketing u obrazovanju se moe posmatrati u kontekstu neprofitnog marketinga
i marketinga usluga. Usluge su aktivnosti ili koristi koje jedna strana moe ponuditi drugoj, uglavnom je
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neopipljiva i ne rezultira vlasnitvom bilo ega. Usluna organizacija mora odluiti kome eli pruati uslugu,
otkriti potrebe i elje korisnika usluge i odrediti strategiju koja je iskljuivo posveena pruanju ba takve
usluge (Barilovi,Leko imi, timac, 2013). Strategije marketinga koje e obrazovne ustanove koristiti treba da
budu usmerene na specifine potrbe korisnika budui da se u dananje vreme naglasak stavlja pre svega na
kvalitet, a ne kvantitet, organizacije koja nudi usluge u podruju obrazovanja. Markentinko angaovanje
zaposlenih u ustanovi doprinosi boljoj komunikaciji izmeu davaoca usluge i korisnika usluge, oblikuje
pozitivnu sliku o obrazovno-vaspitnoj ustanovi u svesti roditelja, kreira i odrava kvalitet obrazovno-vaspitne
ustanove, poboljava obrazovne mogunosti uz dobijanje dodatnih sredstava, a takoe i veoj organizacionoj
efikasnisti i uspenosti postignute realizovanjem kljunih zadataka menadmenta (Trmi, Dragojlovi, 2012).
Vidljivost rezultata rada obezbeuje se preko sajtova, drutvenih mrea, ueem na takmienjima, smotrama, sajmovima i drugim manifestacijama, kao i putem realizacije projekata, ijom implementacijom kole postaju
specifine i prepoznatljive u sredini (Karanac, Papi, Jolovi, 2011).
Uslovi u kojima ive deca sa smetnjama u psihofizikom razvoju svedoe u kojoj meri sredina
obezbeuje mogunosti za njihov razvoj. Brojne su prepreke jer uslovi nisu podsticajni, esto su ometajui zbog
predrasuda i stereotipa i na njima zasnovanih negativnih stavova. Transformacija specijalnih kola u resursne
centre je uveliko trend u Evropi. U tom smeru rad sa decom sa smetnjama u psihofizikom razvoju zahteva
izmeu ostalog i pruanje specifinih usluga kao to su program razvoja vizuelnog opaanja i vizuelni trening,
taktilno-kinestetiki trening, auditivne i govorno-jezike vebe, obezbeivanje tehnikih pomagala i posebne
kompjuterske tehnologije (Jablan, Kovaevi,2008). Kada se obezbede uslovi i uvedu organizovane aktivnosti u
procesu inkluzivnog obrazovanja dolazi do menjanja stavova i odnosa prema deci sa smetnjama u psihofizikom
razvoju ime se stvaraju uslovi za njihovo kvalitetno obrazovanje i razvoj u celini.
2. SAVREMENO OBRAZOVANJE Osnovna delatnost kole Sava Jovanovic - Sirogojno je obrazovanje i vaspitanje dece sa smetnjama
u psihofizikom razvoju. Sve aktivnosti u koli planiraju se i realizuju kroz timski rad. Rezultati govore u prilog
kvaliteta usluga koju dobijaju uenici kole, kao i uenici partnerskih redovnih kola i predkolskih ustanova
kojima je neophodan tretman. kola usko sarauje sa prosvetnim ustanovama, Centrom za socijalni rad,
Domom zdravlja, optinama, Fakultetom za specijalnu edukaciju i rehabilitaciju, Fakultetom politikih nauka,
nevladinim organizacijama i institucijama posebno senzibilisanim za osobe sa smetnjama u razvoju u dravi i
regionu. Kroz saradnju sa drugim institucijama i organizacijama uenici kole ukljueni su u nekoliko
zajednikih projekata regionalnog karaktera ime se jaa inkluzija i promovie potovanje razliitosti.
Meunarodna saradnja donosi veu vidljivost i ugled, to se odraava u poveanju broja upisane dece.
Vaspitno-obrazovni proces zasniva se na potovanju individualnih sposobnosti uenika i njihovih
specificnosti. Veina dece savladava programske sadraje po individualnom obrazovnom planu (IOP), koji
izradjuje Tim za inkluzivno obrazovanje sastavljen od defektologa i strunih saradnika: logopeda, reedukatora
psihomotorike, profesora korektivnih vezbi, psihologa, socijalnog radnika i nastavnika engleskog jezika. Jedan
od nezaobilaznih segmenata rada kole jeste savetodavni rad sa roditeljima, kojim se detetu dodatno olakava
integracija u socijalnu sredinu i prevazilaenje barijera sa kojima se svakodnevno susreu. Sve vreme boravka u
koli, deca imaju podrku medicinskih sestara. Takoe je obezbeena i ishrana uenika tokom boravka u koli.
Kroz vannastavne aktivnosti razvija se manipulativna spretnost dece, ljubav prema tradiciji i kulturi, likovno-
estetski senzibilitet, kreativnost... U koli funkcioniu scenska, likovno-keramika i sportsko-saobraajna
sekcija. Sekcije su paljivo birane prema sposobnostima i pokazanim afinitetima dece. Tokom kolske godine u
koli se organizuju tematske radionice i druionice sa decom i roditeljima...
Sposobnosti i talenti dece se promoviu uestvovanjem na prodajnim izlobama, manifestacijama,
takmienjima... Rukovodstvo i nastavnici kole se kontinuirano struno usavravaju, pohaaju seminare i sa
svojim naunim i strunim radovima uestvuju na mnogim meunarodnim konferencijama i simpozijumima.
kola je organizator tribina i manifestacija za nastavnike, roditelje i uenike sa smetnjama u psihofizikom
razvoju.
3. KOLA DRUGAIJA OD DRUGIH Opservirajui uenike, specifinosti u njihovom ponaanju, uoavanjem njihovih potreba, elja,
mogunosti i sposobnosti prifilisalo se nekoliko ideja ijom realizacijom je dolo do poboljanja funkcionisanja
i napredka kako u kolskom, tako u irem drutvenom okruenju. Zahvaljujui projektnom angaovanju,
markentinkim potezima i ljudima dobre volje kola uveliko oprema rehabilitaciono-terapeutski blok koji je
deci sa smetnjama u psihofizikom razvoju praktino neophodan. Pored osnovne delatnosti, uenici kole imaju
priliku da u procesu celodnevne nastave budu ukljueni u individualne i grupne aktivnosti koje se planiraju i
realizuju u savremenim kabinetima, opremljenim specijalizovanim sredstvima za rad. Programski sadraji
obuhvataju oblasti fizikog razvoja, senzornog, senzomotornog i psihomotornog razvoja, govorno-jezikog,
intelektualnog, emocionalnog i socijalnog razvoja. Zadaci vaspitno-obrazovnog rada u rehabilitaciono-
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terapeutskom bloku su: podsticanje osamostaljivanja, jaanje socio-emocionalne kompetencije, podrka
saznajnom razvoju, potovanje individualnosti, podsticanje kreativnosti i podrka fizikom razvoju.
Rehabilitaciono-terapeutski blok ine:
- Kabinet za govorno-jezike smetnje sa opremom (patule, logopedske sonde, KSAFA-m aparat, vibrafon, Montesori materijal, kartice razliitih ilustracija, Pii-brii nastavne listie, knjige, igrake,
interaktivne igrice, itd.);
- Kabinet za reedukaciju psihomotorike sa odgovarajuom opremom; - Kabinet za preventivno-korektivne vebe sa opremom; - Senzomotorna soba sa prateom opremom za stimulaciju ulnih oseta, adekvatnog opaaja i
odgovarajuih motornih aktivnosti;
- Senzorna soba (po principu snoezelen sobe) je prostorija koja je potpuno izolovana od spoljnih uticaja. Opremljena je mekanim podom i raznovrsnom opremom (rotirajua disko lopta, reflektor, snop
svetleih optikih vlakana, interaktivne tube sa mehuriima i ribicama, ogledalske folije, rasprivai
arome, UV lampe i masaeri). Predstavlja interaktivnu sobu, u kojoj terapeut kontrolie korienje
opreme i dozira stimuluse za svako ulo, prilagoavajui ih individualnim karakteristikama svakog
korisnika. Na taj nain, tretman u sobi e, u zavisnosti od potrebe imati efekat umirivanja i relaksacije
ili suprotno, stimulacije odreenog ula.Rad u senzornoj sobi pre svega namenjen je deci i omladini
koja imaju smetnje senzorne integracije, zatim onima koji imaju tekoe obrade svakodnevnih
informacija u celovit opaaj i koja manifestuju neobina ponaanja, kao to su izbegavanje ili preterano
traenje dodira, zvuka i svetlosnih senzacija. Tretmanom su obuhvaena deca sa poremeajem
autistinog spektra, deca sa nedovoljnom mentalnom razvijenou, sa senzornim oteenjem, govorno-
jezikim potekoama, smetnjama u uenju, problemima u ponaanju , deca sa poremeajem panje i
drugim smetnjama; - Slana peina-Haloterapija prestavlja tretman udisanja estica soli, tj. inhaliranje solima i ima irok
spektar pozitivnog uticaja ne samo kod respiratornih tegoba, ve i kod niza drugih bakterijskih i
virusnih infekcija. Slana peina je opremljena muzikim ureajem, kao i ureajem koji proizvodi
svetlosne efekte. Sinergija muzike i svetlosti je stimuliui, a i relaksacioni faktor koji obogauje
terapijske efekte. Boravak u slanoj peini, osim dobrobiti za zdravlje i relaksaciju, prua mogunost za
realizaciju edukativnih sadraja. U prostoriji moe biti jedno, dvoje ili grupa dece zavisno od njihovih
specifinosti u ponaanju. Za svako dete, uz obaveznu saglasnost roditelja, timski se izrauje plan
tretmana u slanoj peini, koji sadri dinamiku, trajanje, vrstu aktivnosti i ishode. U slanoj peini
mogue je realizovati opte i specifine vebe reedukacije psihomotorike: osvajanje subjektivnog i
objektivnog prostora, manipulisanje u prostoru polja pokreta, vebe za stimulaciju praktognostike i
saznajne organizovanosti. Posebna panja se posveuje vebama za poboljanje fine i grube motorike,
manipulativne spretnosti, koordinacije pokreta. Organizuju se igre i zanimljive aktivnosti za stimulaciju
vie ula, bitnih za pravilan razvoj deteta, kao to su: odreivanje izvora zvuka ili svetlosti; taktilno
opaanje, opaanje i prepoznavanje boja, spektra boja, zvukova pesama i mnoge druge. Boravak u
slanoj peini dovodi do psiho-fizike ravnotee, te tako pomae poboljanju panje i koncetracije.
Kombinacijom realizacije edukativnih sadraja i terapijskog efekta slane peine, doprinosi se boljoj
stimulaciji svih ula i kinestetskih oseaja, poboljanju psihofizikog i zdrastvenog stanja; - Kvantna soba za nano terapiju ima za cilj poboljanje opteg zdravsvenog stanja kroz primenu kristalo
terapije korienjem bioterapeut ploa i antimikrobnih sistema. Bioterapeut ploe uklanjaju stres,
vraaju polaritet elijama i uspostavljaju energetske tokove u organizmu. Antimikrobni sistemi
predstavljaju diskove sa nanokristalima metala koji su rasporeeni u sistem spirala po principu zlatnog
preseka. Sistem spirala stvara energetsko polje koje paralie rad virusa, bakterija i gljivica i time jaa
imunitet organizma;
- Isceliteljski vrt-moderno opremljeno kolsko dvorite ine ravnomerno rasporeene i opremljene zone razliitih namena za boravak dece na otvorenom: igralita, terapijski vrt i vonjak. Sadri razliite
materijale (behaton, cigla, beton, drvo, kamen, tartan podloga, trava) koji se koriste za oznaavanje
prelaska iz jedne zone u drugu; raznovrsnu biljnu vegetaciju u pogledu veliine, boje, oblika, teksture,
mirisa; opremu i rekvizite od razliitih prirodnih materijala; pomone objekte i kutke za osamljivanje.
Raznoliki materijali poboljavaju senzornu integraciju, a stimulisanje senzomotornih aktivnosti se
odvija u zonama igralita. Kora stabla nudi vizuelne i taktilne razlike. Zemlja, pesak, ljunak imaju
razliite teksture i stvaraju razliiti oseaj za dodir. Cvrkut ptica, razne zveckalice i predmeti koji
proizvode zvukove pruaju mogunost za razvijanje audio opaaja. Poseban znaaj vrta je u
mogunosti izmetanja nastave iz zatvorenog prostora u prirodno okruenje. Praktino iskustvo i igra
daju poseban doprinos u usvajanju edukativnih sadraja. Isceliteljski vrt je multisenzorno opremljen i
komunikacijski dobro organizovan prostor, predstavlja terapijsku celinu jer omoguuje hortikulturalnu
terapiju, okupacionu terapiju, muzikoterapiju, terapiju igrom i pokretom, art terapiju, senzomotornu i
psihomotornu stimulaciju, a i odmor i relaksaciju.
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U pripremi su projekti za opremanje audio-vizuelnog centra putem digitalnog umreavanja, nabavku prenosive
hiperbarine komore, ureenje konferecijske sale i ugradnju lifta.
4. ZAKLJUAK Pruanjem podrke osobama sa smetnjama u psihofizikom razvoju, u skladu sa njihovim
psihofizikim karakteristikama, i omoguavanjem uslova u zajednici za optimalan intelektualni, telesni,
emocionalni i socialni razvoj, moe se poboljati njihov kvalitet ivota (Grob, 1995). ira i ua drutvena
sredina uglavnom posmatra dete sa sa smetnjama u psihofizikom razvoju kao osobu koja je manje socijalno
kompetentna u odnosu na decu tipinog razvoja. Sa inkluzivnim pristupom rehabilitaciji, otklanjanjem
socijalnih prepreka, moe se poveati stepen prihvatanja razliitosti, ime bi se poveao broj interakcija izmeu
navedenih osoba i osoba tipine populacije. Najpre je potrebno unaprediti sistem usluga u oblasti obrazovanja i
socijalne zatite, izmeniti negativne stavove prema osobama sa smetnjama u psihofizikom razvoju i prihvatiti
ih kao jednako vredne kako bi rana rehabilitacija, sistemi podrke i mere zakona omoguile potpunu integraciju
osoba u iroj socijalnoj zajednici.
5. LITERATURA [1] Barilovi, Z.,Leko imi, M., timac, H.(2013): Istraivanje kvalitete obrazovne usluge s podruja
projektnoga menadmenta, Ekonomski vjesnik, 26 (2), 371-381. Ekonomski fakultet u Osijeku.
[2] Grob, N. G. (1995). The paradox of Deinstitutionalization. Society, 32(5), 51 - 59.
[3] Jablan, B., Kovaevi, J. (2008): Obrazovanje u redovnim kolama za decu ometenu u razvoju: zajedno ili
paralelno, Nastava i vaspitanje, 52(1). Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd.
[4] Karanac, R.,Papi, ., Jolovi,S. (2011): Promocija i marketing obrazovno-vaspitnih ustanova, Meunarodni
simpozijum-Tehnologija, Informatika i Obrazovanje za drutvo uenja i znanja, Tehniki fakultet, aak.
[5] Trmi, S., Dragojlovi, V. (2012): Markentinka kultura u obrazovno-vaspitnim ustanovama, Meunarodna
nauna konferencija-MENADMENT2012, str.697-702, Mladenovac.
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INCREASING SELF-CONFIDENCE USING POSITIVE PSYCHOLOGY Svetlana Zlateska Shkrbina
specialist of school psychology [email protected]
Gordana Nestorovska
specialist of school psychology [email protected]
Jadranka Maros Karakasheva
MSc of [email protected]
Abstract: Teaching is the most organized way of education and learning. Very often in this process, much more attention is directed to the cognitive aspect apart of social and affective. In other words, we are filling the
students head instead of shaping it. In our education system, academic skills are the most important. They are
considered the main prerequisite for a good job and successful life. That is why assessments of students from
sixth to ninth grade are taken into account for enrollment in secondary school. On the other hand, research in
positive psychology shows that professionally successful people are self-confident, optimistic, easily handles
stress and anxiety at work. This article provides an overview of the achievements of positive psychology and
their possible applications in education and teaching students in order to shape them as more self-confident,
self-respectful, self-controlled, productive, responsible, sociable, willing and cooperative, contented itself. Stop
teaching students what to think and start teaching them how to think and how to develop skills for their
reflexive, dialogical and dialectical thinking. To help students identify their strengths and to increase their using
in their daily lives. In addition, to promote resilience, positive emotions, meaning and purpose, and positive
social relations.
Keywords: self-confidence, self-esteem, positive psychology.
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Eight International Scientific Conference (8-10.4.2016, Bulgaria)
34
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Eight International Scientific Conference (8-10.4.2016, Bulgaria)
35
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Eight International Scientific Conference (8-10.4.2016, Bulgaria)
36
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Eight International Scientific Conference (8-10.4.2016, Bulgaria)
37
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5. [1] Biddulph, S. (2007) Tajna sretne dece Zagreb: Mozaik knjiga
[2] Dryden, G, Vos, J. (2001) Revolucija u uenju Zagreb: Educa
[3] Levin, M. (2003) Svako dete je pametno na svoj nain Beograd: Mo knjige
[4] Lindenfild,G. (2003) Samopouzdana deca Beograd:
[5] Rijavec, M (2000) uda se ipak dogaaju Zagreb: IEP
[6] Miljkovic, D, Rijavec, M. (2004) Bolje biti vjetar nego list Zagreb: IEP
[7] Miljkovic, D, Rijavec, M. (2006) Kako biti bolji Zagreb: IEP
[8] Miljkovic, D, Rijavec, M (2010) Razgovori sa zrcalom Zagreb: IEP
[9] Rijavec, M, Miljkovic, D. ( 2010) Pozitivna disciplina u razredu Zagreb: IEP
[10] Rijavec, M, Miljkovic, D. (2002) U potrazi za arobnom svjetiljkom Zagreb: IEP
[11] Seligman E.P.M. (2006) Naueni optimizam Zagreb: IEP
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39
CREATIVE WORKSHOP ,,ECO - BAZAAR Snezana Djordjevic
Elementary school ,,Djordje Krstic Republic of Serbia [email protected]
Abstract: Eco bazaar represents an inter-school project of two primary schools in Belgrade: Djordje
Krstic and Miloje Pavlovic, attended by students with disabilities. The aim of this project is to promote
inclusion through joint actions in the field of ecology. The project consists of nine stages, which take place
throughout the school year: 1. the formation of the ecological sections; 2. the collection of recyclable materials
at the school level; 3. the creation of everyday objects from recycled materials; 4. organizing joint eco- fairs; 5.
joint appearances in theatrical performances with designs made from recycled materials; 6. establishing a
common blog which would publish the activities carried out, including voting for the most successful works and
acting perfomances, proposing new activities, marking significant dates of the ecological calendar, etc; 7.
promoting the project through media appearances such as TV, interviews and newspapers; 8. the inclusion of
other schools from the region in the activities; 9. the expansion of the project with new content . The
implementation of the activities involves students, teachers and parents. In the first phase the financial support
to schools participating in the project to equip the eco-workshops and purchase the tools and supplies for work
is planned. In the other phases , the workshops finance themselves by selling useful objects on eco-fairs.
Possible risks are reflected in the loss of initial enthusiasm that can be overcome by reducing the scope and
number of activities. Expected outcomes of the project are: the inclusion of all students from both schools in the
collection of recyclable materials, active participation of students with disabilities in eco-exhibitions, theater
performances and on the blog, the support of parents, communities and the media in the organization and
implementation of activities, fostering tolerance and collaborative relationships among peers, the inclusion of
other schools from the region in the activities of the project, the design and implementation of new joint
activities. A new cycle begins each school year. The current action plan is expanded and adjusted in accordance
with the suggestions and needs of the participating schools.
Key words: recycling , inclusion , local community , support , cooperation
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Eight International Scientific Conference (8-10.4.2016, Bulgaria)
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Eight International Scientific Conference (8-10.4.2016, Bulgaria)
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