Faculty of Philosophy / INCLUSIVE EDUCATION / INTERCULTURAL PEDAGOGY

Course:

INTERCULTURAL PEDAGOGY/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
12530	Obavezan	3	6	2+2+0

Programs	INCLUSIVE EDUCATION
Prerequisites	There are no conditions for applying and studying the subject
Aims	- To introduce students with current theoretical models and research relevant to the educational process based on intercultural values; - Training students for adequate socio-political contextualization of contemporary pedagogical theory and practice; - Developing students abilities for adequate organization and implementation of the educational process in an intercultural context;
Learning outcomes	- the ability to connect cultural-scientific, sociological, psychological, biological and economic influences on educational development and processes; - the ability to interpret differences in the educational process and the specifics of the educational process from the perspective of age, individual development, social and cultural origin, migrant status, etc. - the ability to place educational activities and support in a social, historical, cultural and legal context; - the ability to interpret educational development based on the following concepts: inclusion, dualization, globalization, diversity, interculturalization, etc.
Lecturer / Teaching assistant	Prof. dr Saša Milić
Methodology	Lectures, workshops and debates. Preparation of one essay on a given topic from one of the content areas of the course. Studying for tests and final exams. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Theoretical foundations of intercultural education
I week exercises
II week lectures	Human being and diversity
II week exercises
III week lectures	Human and child right concepts
III week exercises
IV week lectures	Pedagogical concepts for the development of intercultural awareness - Democratization of the educational process
IV week exercises
V week lectures	Pedagogical concepts for the development of intercultural awareness - Development of cooperation and togetherness
V week exercises
VI week lectures	Pedagogical concepts for the development of intercultural awareness - Education for social justice
VI week exercises
VII week lectures	I test/colloquium
VII week exercises
VIII week lectures	Intercultural education of specific groups - immigrants/refugees;
VIII week exercises
IX week lectures	Intercultural education of specific groups - minorities;
IX week exercises
X week lectures	Intercultural education of specific groups - Roma;
X week exercises
XI week lectures	Intercultural education of specific groups - bilingual education;
XI week exercises
XII week lectures	Intercultural education of specific groups - interreligious education
XII week exercises
XIII week lectures	Contemporary globalization trends and education
XIII week exercises
XIV week lectures	II test/colloquium
XIV week exercises
XV week lectures	Final exam
XV week exercises

Student workload	Classes and final exam: 8 hours x 16 = 128 hours Necessary preparations before the beginning of the semester (administration, registration, certification) 2 x (8 hours) = 16 hours Total workload for the course 6x30 = 180 hours Additional work for exam preparation in the make-up exam period, including taking the make-up exam from 0 to 36 hours (remaining time from the first two items to the total load for the courses) Load structure: 128 hours (Teaching) + 16 hours (Preparation) + 36 hours (Additional work)
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 4 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in debates and take two tests. Students prepare one essay each and participate in a debate after the presentation of the essay.
Consultations	Weddnesday 12:30, room no. 316
Literature	- Neuliep, J. (2012). Intercultural Communication – A Contextual Approach. London: SAGE. - Teaching for Diversity and Social Justice (2005) /eds. Adams, M., Bell, A.L. & Griffin, P./. New York: Routgedle. - Nelson, T.D. (2006). The Psychology of Prejudice. Bston: Pearson. - Parker, W.C. (2003). Teaching Democracy – Unity and Diversity in Public Life. New York: Columbia University. - Mesić, M. (2006). Multikulturalizam – društveni i teorijski izazovi. Zagreb: Školska knjiga. - Spajić-Vrkaš, V., Kukoč, M. & Bašić, S. (2001). Interdisciplinarni rječnik – obrazovanje za ljudska prava i demokraciju. Zagreb: UNESCO.
Examination methods	- Two tests with 20 points (Total 40 points), - Highlighting during lectures and participation in debates 5 points,: Essay with 6 points, - Final exam with 49 points. A passing grade is obtained if at least 51 points are accumulated cumulatively
Special remarks	No
Comment	No

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / INCLUSIVE EDUCATION / PEDAGOGICALLY-PSYCHOLOGICAL PRINCIPLES OF INCL.EDU

Course:

PEDAGOGICALLY-PSYCHOLOGICAL PRINCIPLES OF INCL.EDU/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
12629	Obavezan	1	6	2+2+0

Programs	INCLUSIVE EDUCATION
Prerequisites	There are no conditions for applying and hearing the case
Aims	Students get to know the complex area of social integration from the origin of this idea in Europe in the second half of the 20th century to the transition of integration into a new quality - inclusion as a modern and universal vision and understanding of diversity, - They get to know modern concepts of education, which are in the function of improving social inclusion. -Critically assess the participation of inclusive education in creating and overcoming social inequalities; recognize the advantages of an open education system.
Learning outcomes	The student will be able to: Knows the fundamental pedagogical and psychological starting points of inclusive education • Distinguishes and explains the concepts of integration, inclusion, medical and social model; • Develops the concepts of fairness and social inclusion in education; • Compares examples of good practice of inclusive education in Europe and evaluates the effectiveness of the inclusive model in Montenegro; knows the modalities of functional integration of children/persons with PP in the narrower and wider social context
Lecturer / Teaching assistant	Tatjana Novović Jelena Vukotić
Methodology	Lectures, workshops and debates. Preparation of one essay on a given topic from one of the content areas of the course. Studying for tests and final exams. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Conceptual framework of inclusive upbringing and education
I week exercises	Experiences in the educational environment - diversity (discussion)
II week lectures	Theoretical concepts: assumptions of inclusion: tolerance, non-discriminatory environment...
II week exercises	Terminological concepts, meaning, interpretation, discussion, conclusions
III week lectures	Pedagogical foundations of inclusion (concept of behavior, positive communication, cooperation, self-determination)
III week exercises	Essay presentation, discussion
IV week lectures	Equity and social inclusion in education
IV week exercises	work in groups: dimensions of social inclusion in school
V week lectures	Integration in the process of transition to a new quality - inclusion
V week exercises	inclusion: advantages and disadvantages debate
VI week lectures	first colloquium
VI week exercises	discussion about colloquium results, dilemmas, proposals
VII week lectures	Good practices of inclusive education in Europe
VII week exercises	presentation of different models of inclusion, discussion
VIII week lectures	Development of a child with special needs - cognitive abilities, personality traits, socio-emotional skills
VIII week exercises	essay presentation, conversation
IX week lectures	The concept of individualization in the educational process
IX week exercises	working in groups: aspects of individualization in an inclusive school
X week lectures	Regulating the behavior of children/students with POP
X week exercises	presentation of essays on self-regulation, experiences, suggestions
XI week lectures	Team approach and the role of different experts in the overall process of inclusive work
XI week exercises	Teams: roles, obstacles, advantages - experts
XII week lectures	Dimensions of reflective practice and the process of reflective practice
XII week exercises	exercises and examples of reflective practice
XIII week lectures	A case study in inclusive education
XIII week exercises	case study presentation
XIV week lectures	practitioner research in inclusive practice
XIV week exercises	examples of research-discussion
XV week lectures	second colloquium
XV week exercises	discussion about the results of the colloquium

Student workload	Weekly 5 credits x 40/30 = 6 hours and 40 minutes Structure: 2 hours of lectures 1 hour of exercises 3 hours and 40 minutes of independent work, including consultation
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 4 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in debates and take two tests. Students prepare one essay each and participate in a debate after the presentation of the essay.
Consultations	Monday and Thursday
Literature	- Thompson, N. ( 2001): Anti-discriminatory Practice, Palgrave: Houndmills. S. 194 - Heiner, M. (2004): Professionalitaet in der Sozialen Arbeit. Theoretische Konzepte, Modelle und empirische Perspektiven. Kohlhammer:Stutgart. S. 178. - Delors, J. et al (1998): Učenje blago u nama – izvješće UNESCO-u Međunarodnog povjerenstva za razvoj obrazovanja za 21. stoljeće .- Zagreb: Educa; - Gudjons, H. (1994): Pedagogija – temeljna znanja .- Zagreb: Educa; - Maja Ilić, Bojan Stanojlović: Inkluzivno visoko obrazovanje u jugoistočnoj Evropi, Udruzenje studenata s hendikepom, 2010. - Nataša Milojević i Valentina Zavišić (pr.): Inkluzivno obrazovanje=uspešan obrazovni sistem : profesionalne kompetencije za inkluzivno obrazovanje, Inicijativa za inkluziju Veliki-Mali, Beograd, 2011. - Vukovic Danijela: Evropski standardi i reforma sistema obrazovanja i vaspitanja mladih sa smetnjama u razvoju, Republike Srbije - zaključna razmatranja, 2011. - Kroflič,R., 2003: Etika in etos inkluzivne šole/vrtca, Sodobna pedagogika, posebna izdaja. - Opara, B. 2003: Otroci s posebnimi potrebami so del celotnega sistema vzgoje in izobraževanja, Sodobna pedagogika, posebna izdaja - Hrnjicа, S. i аutori: Školа po meri detetа –Priručnik zа rаd sа učenicimа redovne škole koji imаju teškoće u rаzvoju, Institut zа psihologiju, 2008 - Opara, B. (2007) . Od učljivosti do inkluzivne peradigme, Šolsko polje, 57(3/4).
Examination methods	- Two tests with 20 points (Total 40 points), - Essay with 11 points, - Final exam with 49 points. A passing grade is obtained if at least 51 points are accumulated cumulatively
Special remarks
Comment

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / INCLUSIVE EDUCATION / HOLISTIC APPROACH TO GROWTH, DEVELOP.AND DEVEL.DIS

Course:

HOLISTIC APPROACH TO GROWTH, DEVELOP.AND DEVEL.DIS/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
12630	Obavezan	1	6	2+2+0

Programs	INCLUSIVE EDUCATION
Prerequisites
Aims
Learning outcomes
Lecturer / Teaching assistant
Methodology

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures
I week exercises
II week lectures
II week exercises
III week lectures
III week exercises
IV week lectures
IV week exercises
V week lectures
V week exercises
VI week lectures
VI week exercises
VII week lectures
VII week exercises
VIII week lectures
VIII week exercises
IX week lectures
IX week exercises
X week lectures
X week exercises
XI week lectures
XI week exercises
XII week lectures
XII week exercises
XIII week lectures
XIII week exercises
XIV week lectures
XIV week exercises
XV week lectures
XV week exercises

Student workload
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 4 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations
Consultations
Literature
Examination methods
Special remarks
Comment

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / INCLUSIVE EDUCATION / METHODS OF WORKING WITH SOCIO-EMOTIONAL DISORD.

Course:

METHODS OF WORKING WITH SOCIO-EMOTIONAL DISORD./

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
12631	Obavezan	1	6	2+2+0

Programs	INCLUSIVE EDUCATION
Prerequisites	There are no pre-conditions for the attendance of this course.
Aims	Acquainting students with development paradigms and critical points of development, with different aspects of functioning and mechanisms that are the basis of socioemotional disorders, acquainting students with approaches in the educational process for persons with socioemotional disorders.
Learning outcomes	Government knowledge about specific psychopathological manifestations of children and adolescents Knows and uses the implications of certain difficulties for the functioning of children and young people in the educational process The government uses Methodology I to develop support plans and preventive interventions in the interest of children Critically reflects current practice
Lecturer / Teaching assistant	Assistant Professor Nada Šakotić, PhD; Teaching Assistant Nađa Kasalica, MA
Methodology	Lectures and discussions. The preparation of one essay on a given topic, from one area of curriculum. Studying for tests and a final exam. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Development of the child-developmental paradigm
I week exercises	Basic characteristics and introduction to development paradigms
II week lectures	Social development and socialization of children with special educational needs
II week exercises	Debate on the topic "Socialization of children with special educational needs"
III week lectures	Aggression and behavior disorder
III week exercises	Presentation of essays and discussions
IV week lectures	Mixed behavioral and emotional disorders
IV week exercises	Group work, essay presentation
V week lectures	Emotional disorders with onset specific to childhood
V week exercises	Work in groups according to prepared material, group discussion
VI week lectures	Disorder of social functioning, Tic disorders
VI week exercises	Additional clarification of terminology
VII week lectures	Other behavioral and emotional disorders with onset usually in childhood
VII week exercises	Presentation of smaller group projects
VIII week lectures	Problematic behavior
VIII week exercises	Presentation of essays and discussions after their presentation
IX week lectures	Abuse of PAS in childhood and youth
IX week exercises	Discussion, additional clarifications of terminology and symptoms
X week lectures	Child abuse and neglect
X week exercises	Additional clarification of terminology and symptoms
XI week lectures	Autism
XI week exercises	Essay presentation and discussion
XII week lectures	A hypoactive child
XII week exercises	Presentation of the book "Children that are difficult to raise", discussion
XIII week lectures	Children with ADHD
XIII week exercises	Visiting parents of children with ADHD, discussion
XIV week lectures	Symbiotic psychoses
XIV week exercises	Work in small groups, additional explanations of terminology, essay presentation and discussion. Preparation for the colloquium/test.
XV week lectures	Knowledge test
XV week exercises	Commenting on the results. Elaborations and essay analyses planned for this week.

Student workload
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 4 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes regularly, participate in discussions and working test. Students prepare an essay and participate in the discussion after the presentation of essays.
Consultations	Wednesday at 9 a.m
Literature	- Bujas Petković Z., Frey Škrinjar J.(2010): Poremećaji autističnog spektra, Zagreb; - Davison G, Neale J.(2004): Psihologija abnormalnog doživljavanja i ponašanja,Zagreb; - Essau C.A. Conradt J.(2006): Agresivnost u djece i mladeži, Zagreb; - Guzina A.K.(1999): Separaciona anksioznost, poremećaji emocionalnog vezivanja i neuroticnost dece,Beograd; - Hrnjica S.(2004):Škola po meri deteta, Beograd; - Jovanović, N, .Jovanović T. (2006): ADD-ADHD Deficit pažnje i hiperaktivnost kod djece (osobenosti,dijagnostika,tretman) Beograd; - Mitić M. (2011): Deca sa smetnjama u razvoju, potrebe i podrška, Beograd; - Milačić-Vidojević I., Glumbić N., Đorđević M. (2008): Mogućnost inkluzivnog obrazovanja dece s poremećajima autističkog spektra, U susret inkluziji – dileme u teoriji i praksi (urednik Matejić-Đuričić Z.), CIDD, str. 213 – 227 - Nikolić S.,Marangunić M.(2004) : Dječja i adolescentna psihijatrija, Zagreb; - Weaner, C.(2003): Razvojna psihopatologija i psihijatrija, Jastrebarsko:Naklada Slap - Šakotić, N. (2014): Sociometric position of students in highschool education programe in condition of inclusion In: The 2nd International Conference on Research and Education – „Challenges Toward the Future“,Shkodra; - Šakotić, N. (2023): Metodike inkluzivnog obrazovanja, MINS Knežević doo, Nikšić; - Šakotić,N. (2023): Razvojne smetnje u inkluzivnom obrazovanju, MINS Knežević doo, Nikšić.
Examination methods
Special remarks
Comment

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / INCLUSIVE EDUCATION / METHODS OF WORKING WITH CHILDREN WITH LEARN.,WRIT.

Course:

METHODS OF WORKING WITH CHILDREN WITH LEARN.,WRIT./

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
12632	Obavezan	1	6	2+2+0

Programs	INCLUSIVE EDUCATION
Prerequisites	There are no pre-conditions for the attendance of this course.
Aims	Upoznavanje studenata sa teorijskim i praktičnim radom sa djecom koja imaju disleksiju, disgrafiju i diskalkuliju; Upoznavanje sa najnovijim istraživanjima na polju disleksije, disgrafije i diskalkulije kao i metodama rada koje se primjenjuju u prevenciji, dijagnostici i tretmanu kod djece i mladih sa disleksijom, disgrafijom i diskalkulijom.
Learning outcomes	After the student passes this exam, he will be able to: Knows how to recognize dyslexia in children/students; Distinguishes between developmental and acquired dyslexia; Recognizes the characteristics of dysgraphia; Distinguishes and explains the characteristics of dysgraphia (auditory, language, graphomotor, visual dysgraphia); Recognizes the characteristics of dyscalculia and acalculia; It explains developmental dyscalculia.
Lecturer / Teaching assistant	Assistant Professor Nada Šakotić, PhD; Teaching Assistant Nađa Kasalica, MA
Methodology	Lectures and discussions. The preparation of one essay on a given topic, from one area of curriculum. Studying for test and a final exam. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Distinguishing between specific and non-specific difficulties in reading and writing
I week exercises	Basic characteristics and familiarization with specific and non-specific difficulties in reading and writing
II week lectures	Specific or true divisions of errors in dyslexia
II week exercises	Workshop "I know what dilexia is", essay presentation and discussion
III week lectures	Dyslalia and dyslexia
III week exercises	Watching a documentary film about the most famous dyslexics, discussion
IV week lectures	Secondary dyslexia
IV week exercises	Group work, essay presentation
V week lectures	Primary-specific dyslexia
V week exercises	Work in groups according to prepared material, group discussion
VI week lectures	Developmental dyslexia and acquired surface dyslexia
VI week exercises	Additional clarification of terminology
VII week lectures	Developmental phonological dyslexia and developmental orthographic dyslexia developmental letter-by-letter reading
VII week exercises	Presentation of smaller group projects
VIII week lectures	Disortography
VIII week exercises	Presentation of essays and discussions after their presentation
IX week lectures	Developmental dysgraphia
IX week exercises	Discussion, additional clarifications of terminology and symptoms
X week lectures	Visual dysgraphia
X week exercises	Additional clarification of terminology and symptoms, presentation of an essay, discussion
XI week lectures	Auditory dysgraphia
XI week exercises	Essay presentation and discussion
XII week lectures	Language dysgraphia
XII week exercises	Group work according to the prepared material
XIII week lectures	Graphomotor dysgraphia
XIII week exercises	Additional terminology clarifications
XIV week lectures	Dyscalculia, akaculia and developmental dyscalculia
XIV week exercises	Work in small groups, additional explanations of terminology, essay presentation and discussion
XV week lectures	Knowledge test
XV week exercises	Presentation of smaller group projects

Student workload
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 4 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in debates and take a test. Students prepare one essay each and participate in a discussion after the presentation of the essay.
Consultations	Wednesday at 9 am
Literature	- Golubović, S. (2011): Disleksija, disgrafija, dispraksija, Univerzitet u Beogradu, Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd; -Borzić ,M. (1994): Objektivni svijet djece koja mucaju,Prosvjeta, Zagreb; -Vladisavljević, S. (1997): Poremećaji govora u školske I predškolske djece, Savez društava defektologa Srbije, Beograd; -Vuletić, D. (1987): Govorni poremećaji, Školska knjiga, Zagreb; -Vladisavljević, S. (1995): Prepoznavanje govorno jezičkih poremećaja, Zagreb; - Golubovič, S. (2000): Disleksija, Univerzitet u Beogradu, Univerzitetska štampa, Beograd; -Golubović, S. (1997): Klinička logopedija I, Defektološki fakultet, Beograd; -Golubović, S. (1999): Klinička logopedijaII, Defektološki fakultet, Beograd; -Golubović, S. (2000): Gnosogena, pervazivna I psihopatologija verbalne komunikacije, Univerzitet u Beogradu, Beograd; -Šakotić, N., Mešalić, Š., Nikolič, M.(2007): Pristup inkluzivnoj praksi u vaspitanju i obrazovanju, Zavod za uđbenike I nastavna sredstva, Podgorica; -Golubović, S. (2005): Smetnje i poremećaji kod djece ometene u razvoju, Defektološki fakultet, Beograd; -Veljić, Č. (2005): Zaštita i tretman osoba sa invaliditetom u Crnoj Gori, Društvo defektologa Srbije i Crne Gore, Podgorica; -Rapajić, D.,Nedović, G. (2011): Cerebralna paraliza, praksičke i kognitivne funkcije, Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd; - Šakotić, N. (2023): Metodike inkluzivnog obrazovanja, MINS Knežević doo, Nikšić; - Šakotić,N. (2023): Razvojne smetnje u inkluzivnom obrazovanju, MINS Knežević doo, Nikšić.
Examination methods	- One test 30 points; - Attendance, highlighting during lectures and participation in debates 5 points; - Essay 15 poena; - Final exam 50 points.; - A passing score is obtained if you cumulatively collect at least 51 points
Special remarks
Comment

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / INCLUSIVE EDUCATION / METHODS OF WORKING WITH CHILDREN WITH VISUAL IMPAI

Course:

METHODS OF WORKING WITH CHILDREN WITH VISUAL IMPAI/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
12633	Obavezan	1	6	2+2+0

Programs	INCLUSIVE EDUCATION
Prerequisites	There are no pre-conditions for the attendance of this course.
Aims	Acquaintance of students with the characteristics of visually impaired children and children without residual vision; introducing students to the specificity of working with children with visual impairment; introducing students to the implementation of various methods of working with children with visual impairments and supporting their needs
Learning outcomes	The student will be able to: -Analyses, describes and breaks down visual disturbances in children; -participates in the work of the expert team to assess the abilities of students with visual impairment; - Successfully implements working methods with children with visual impairment; -Knows the mechanisms of improving the system of education and rehabilitation of students with visual impairments.
Lecturer / Teaching assistant	Assistant Professor Nada Šakotić, PhD; Teaching Assistant Nađa Kasalica, MA
Methodology	Lectures and discussions. The preparation of one essay on a given topic, from one area of curriculum. Studying for test and a final exam. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Observation of visually impaired students
I week exercises	Basic characteristics of visually impaired students, discussion
II week lectures	Characteristics of visually impaired children
II week exercises	Presentation of essays and discussions
III week lectures	Visually impaired children in an inclusive school
III week exercises	Work according to the prepared material, presentation of students and analysis of essays, discussion
IV week lectures	IROP for visually impaired children
IV week exercises	Group work, essay presentation
V week lectures	Programs of educational work for children with visual impairment
V week exercises	Work in groups according to prepared material, group discussion
VI week lectures	Didactic methodical solutions in working with visually impaired students in an inclusive school
VI week exercises	Additional clarification of terminology
VII week lectures	Braille - awl and table
VII week exercises	Presentation of smaller group projects
VIII week lectures	Braille - Braille machine
VIII week exercises	Working and practicing writing on a Braille machine
IX week lectures	Braille - Reading and writing
IX week exercises	Watching the movie "My World" and discussion
X week lectures	Orientation in space of visually impaired children
X week exercises	Additional clarification of terminology and symptoms, presentation of an essay, discussion
XI week lectures	Help in the work of children with visual impairment
XI week exercises	Essay presentation and discussion
XII week lectures	Parents of visually impaired children as partners in multiprofessional teams
XII week exercises	Group work according to the prepared material
XIII week lectures	Specifics in working with visually impaired children
XIII week exercises	Presentation of the book "What is vision" - discussion
XIV week lectures	Compensatory development of visually impaired children
XIV week exercises	Work in small groups, additional explanations of terminology, essay presentation and discussion
XV week lectures	Knowledge test
XV week exercises	Presentation of smaller group projects

Student workload
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 4 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes regularly, participate in discussions and working test. Students prepare an essay and participate in the discussion after the presentation of essays.
Consultations	Thursday at 2.30 p.m
Literature	-Šakotić, N., Tončić, Z., Macanović, G.(2012): Brajevo pismo-ključ kvalitetnog obrazovanja, USAID-from the American people, Nikšić; - Zarevski, P. (2000): “Pobijedite sramežljivost”, Jastrebarsko – Hrvatska; - Šakotić, N., Mešalić, Š., Nikolić, M. (2007): Pristup inkluzivnoj praksi u vaspitanju i obrazovanju, Zavod za uđbenike I nastavna sredstva, Podgorica; - Eškirović, B. (2002): Vizuelna efikasnost slabovide dece u nastavi, SD Publik, Beograd; - Milošević, D., Stankov, B. (2004): Razvoj motoričkih vidnih funkcijakod dece uzrastaod 4-5 godina, Kongres pedijatara, Niš; - Šakotić, N. (2023): Metodike inkluzivnog obrazovanja, MINS Knežević doo, Nikšić; - Šakotić, N. (2023): Razvojne smetnje u inkluzivnom obrazovanju, MINS Knežević doo, Nikšić.
Examination methods	- One test 30 points; - Attendance, emphasis during lectures and participation in debates 5 points; - Essay 15 points; - Final exam 50 points; - A passing grade is obtained if at least 51 points are accumulated cumulatively
Special remarks
Comment

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / INCLUSIVE EDUCATION / INCLUSIVE PRACTICE CURRICULUM

Course:

INCLUSIVE PRACTICE CURRICULUM/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
12634	Obavezan	2	6	3+2+0

Programs	INCLUSIVE EDUCATION
Prerequisites	There are no requirements for registering and listening to the subject
Aims	Acquaintance of students with important guidelines for planning, implementation and assessment in regular classes from different perspectives. Students get to know the concept of individualized teaching, differentiated approach to different participants, practical design, adaptation of the curriculum, implementation and evaluation of the individualized program for children/students with special educational needs. They become familiar with the concept of assessment, teamwork, improving competencies for work in an inclusive environment.
Learning outcomes	Students: get to know the concept of individualized upbringing and education; understand interdisciplinary/transdisciplinary practical design, implementation and evaluation of individualized programs for children/students with special educational needs, taking into account the balance between participation, self-determination and individualized instruction; They understand the importance of individualized and differentiated planning of activities in the community that includes every student; They apply different procedures of practice research (case study, action research...) for the purpose of its functional emancipation.
Lecturer / Teaching assistant	Tatjana Novovic, PhD Jelena Vukotic, MA
Methodology	Lectures, debates, practical work. Preparation of one essay on a given topic from one of the content areas of the course. Practical work of students. Discussions and participatory learning. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Trends in curriculum development
I week exercises	Discussion on the advantages and disadvantages of current and modern curricula.
II week lectures	The concept of individualization and modern individualization of upbringing and education
II week exercises	exercises and activities aimed at understanding the concept of individualization.
III week lectures	Team approach and the role of different experts in the whole process of shaping, executing and evaluating the individualized program.
III week exercises	role play, workshops
IV week lectures	Differentiated approach to teaching - interests, learning styles
IV week exercises	discussion on learning styles, modeling methods
V week lectures	Planning, implementation and evaluation of the individualized program
V week exercises	Analysis of plans, mapping of advantages and disadvantages of existing practical solutions
VI week lectures	Team approach and the role of different experts in the whole process of shaping, monitoring and modifying the individual educational plan (IEP)
VI week exercises	Analysis and comparison of individual programs
VII week lectures	1. COLLOQUIUM
VII week exercises	Analysis of examples of differentiated tasks
VIII week lectures	Professional competencies of teachers for planning, implementation and evaluation, according to different possibilities
VIII week exercises	Analysis of professional and transferable skills and competencies for work in an inclusive classroom, method of stations, presentations
IX week lectures	Assessment as a function of monitoring student progress and motivation
IX week exercises	Discussion of formative and summative assessment models
X week lectures	The quality of the relationship and environment of the school system in relation to student achievement
X week exercises	Aspects of inclusive environment, conversation, proposals, discussion, KWL method
XI week lectures	Case study: practical design, implementation and evaluation of an individualized program for children/students with special needs.
XI week exercises	making a case study-discussion
XII week lectures	Participation of parents in the process of individualizing the educational process
XII week exercises	The role of parents in the creation of IEP, advantages, challenges, suggestions
XIII week lectures	Mechanisms of transition from primary to secondary school - Transition Plan
XIII week exercises	Analysis and discussion of current TP in the school
XIV week lectures	Career guidance - methods, techniques, instruments
XIV week exercises	Designing individual instruments for assessing childrens capabilities
XV week lectures	2. COLLOQUIUM
XV week exercises	Creation of support plans

Student workload	Weekly 4 credits x 40/30 = 5 hours and 20 minutes Structure: 2 hours of lectures 2 hours of exercises 1 hour and 20 minutes of individual student work (preparation for exercises, colloquiums, homework) including consultations
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 3 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 3 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in debates and take two tests. Students prepare one essay and participate in a debate after the presentation of the essay, participate in practical activities on planning, implementation and evaluation of one activity.
Consultations	By agreement with the students
Literature	Banks, J.A. (2006) Cultural Diversity and Education: Fundations, Curriculum and Teaching, Boston, Pearson, s - PETERSON, J. M. & HITTIE, M. 2003. Inclusive teaching. Creating effective schools for all learners. Boston: Allyn & Bacon. - Perusopetuksen ja lukion opetussuunnitelmien perusteet 2004/ 2003. -Tena Matijaš, Dajana Bulić, Tamara Kralj, 2019. Timski pristup u ranoj intervenciji u djetinjstvu. SMILJANA ZRILIĆ, 2019. RAZLIKOVNI KURIKULUM KAO PRETPOSTAVKA USPJEŠNE INKLUZIJE Sahlberg, P. (2006): Models of curriculum development: international trends and way forward, in P.Sahlberg (ed.): Curriculum reform and implementation in the 21st century: policies, perspectives and implementation (108-121). Ankara: Ministry of National Education. Opara, B. (2007) . Od učljivosti do inkluzivne peradigme, Šolsko polje, 57(3/4). Končar, M., Pretnar, M. (2005). Učiteljeva usposobljenost za oblikovanje individualiziranega programa. Defektologica Slovenica, 13(3), 32 – 40. Martin, N. R. M. (2005). A Guide to Collaboration for IEP Teams. Paul H. Brookes Publishing Co. Baltimor. Giangreco, M. F. (2007). Extending Inclusive opportunities. Educational Leadership, (February), 34–38.
Examination methods	essays, tests, presentations
Special remarks
Comment

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / INCLUSIVE EDUCATION / METHODS OF WORKING WITH CHILD.WITH HEARING AND SPE

Course:

METHODS OF WORKING WITH CHILD.WITH HEARING AND SPE/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
12635	Obavezan	2	6	2+2+0

Programs	INCLUSIVE EDUCATION
Prerequisites	There are no requirements for registering and listening to the course
Aims	Acquaintance of students with the characteristics of visually impaired children with hearing and speech impairment; introducing students to the specificity of working with children with hearing and speech impairments; introducing students to the implementation of various methods of working with children with hearing and speech impairments.
Learning outcomes	The student will be able to: Analyzes, describes and lists the basic characteristics of children with hearing and speech impairment; Recognizes students with hearing and speech impairment according to the degree of developmental disability; Participates in the work of the expert team to assess the abilities of students with hearing and speech impairments; Successfully implements methods of working with children with hearing and speech impairments; Creates individualized support for children with hearing and speech disorders; Knows the mechanisms of improving the system of upbringing, education and rehabilitation of students with hearing and speech impairment; Uses appropriate methodology and develops support plans in the interest of children with hearing and speech impairment;
Lecturer / Teaching assistant	Assistant Professor Nada Šakotić, PhD; Teaching Assistant Nađa Kasalica, MA
Methodology	Lectures and debates. Preparing one essay on a given topic from one of the areas of the subject content. Learning for the test and the final exam. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Children with hearing and speech impairment and their developmental specificities
I week exercises	Basic characteristics of students with hearing impairment, discussion
II week lectures	Alternative methods - Sign language
II week exercises	Workshop "I know sign language", discussion
III week lectures	Communication and hearing and speech impairment
III week exercises	Watching the documentary film "Dont mock yourself" with translation into sign language, discussion
IV week lectures	Children with hearing impairment in inclusive education
IV week exercises	Group work, essay presentation
V week lectures	Methods of working with children who have a speech disorder
V week exercises	Work in groups according to prepared material, group discussion
VI week lectures	Methods of working with hearing-impaired children in an inclusive school
VI week exercises	Watching the film "Children of the Lesser God", discussion
VII week lectures	Support for children and families, preschool institutions and schools where children with hearing impairments stay
VII week exercises	Presentation of smaller group projects
VIII week lectures	Speech of hearing impaired children
VIII week exercises	Use of sign language
IX week lectures	Socio-emotional condition of children with hearing impairment
IX week exercises	Presentation of essays and discussions after their presentation
X week lectures	Socio-emotional condition of children with speech impairment
X week exercises	Workshop - role playing "In someone elses shoes"
XI week lectures	Programs of educational work for children with speech impairment
XI week exercises	Essay presentation and discussion
XII week lectures	Programs of educational work for children with hearing impairment
XII week exercises	Group work according to the prepared material
XIII week lectures	Didactic methodical solutions in working with hearing and speech impaired students
XIII week exercises	Watching the movie "A Wonderful Life", discussion
XIV week lectures	Housing, rehabilitation, education and protection of children with hearing impairment
XIV week exercises	Work in small groups, additional explanations of terminology, essay presentation and discussion
XV week lectures	Knowledge test
XV week exercises	Presentation of small group projects and essays

Student workload
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 4 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in debates and take a test. Students prepare one essay each and participate in the debate after the presentation of the essay.
Consultations	Thursday at 2:30 p.m
Literature	- Golubović, S. (1998): Klinička logopedija II Univerzitet u Beogradu,Beograd; - Golubović, S. (2004): Neurogena I psihogens disfluentnost, Beograd; - Golubović, S. (2012): Gnosogena, pervazivna i psihopatologija verbalne komunikacije, Univerzitet u Beogradu Fakultet za specijalnu edukaciju I rehabilitaciju, Beograd; - Zarevski, P. (2000): “Pobijedite sramežljivost”, Jastrebarsko - Hrvatska; - Winkel, R: “Djeca koju je teško odgajati”, Zagreb, 1996. /str. 15-40; 55-66; 185-195; 204-224/ - Šakotić,N., Mešalić, Š., Nikolić, M. (2007): Pristup inkluzivnoj praksi u vaspitanju i obrazovanju, Zavod za udžbenike i nastavna sredstva, Podgorica; - Šakotić, N. (2005): Ljevorukost u osnovnoj školi,Podgorica; - Šakotić,N. (2006): Metodika rada sa ljevorukom djecom,Zavod za udžbenike i nastavna sredstva, Podgorica; - Vladisavljević, S. (1995): Prepoznavanje govorno jezičkih poremećaja,Zagreb; - Vukotić,M. (2000): Govor djece oštećenog sluha, Podgorica; - Vlajić,Ž. (1992): Metodika rada sa nagluvima, Naučna knjiga , Beograd; - Šakotić, N. (2023): Metodike inkluzivnog obrazovanja, MINS Knežević doo, Nikšić; - Šakotić, N. (2023): Razvojne smetnje u inkluzivnom obrazovanju, MINS Knežević doo, Nikšić.
Examination methods	- One test 30 points; - Attendance, highlighting during lectures and participation in debates 5 points; - Essay 15 poena; - Final exam 50 points.; - A passing score is obtained if you cumulatively collect at least 51 points
Special remarks
Comment

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / INCLUSIVE EDUCATION / INCLUSION RESEARCH-BASED WORK

Course:

INCLUSION RESEARCH-BASED WORK/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
12636	Obavezan	2	6	2+2+0

Programs	INCLUSIVE EDUCATION
Prerequisites	No preconditions for applying and attending this subject
Aims	Introducing students to the basic elements of research methodology in inclusive education; * Understanding and preparing students to create the scientific research work in the field of inclusive education; * Introducing students to research methods, techniques and instruments in the field of inclusive education; quantitative and qualitative research in inclusion.
Learning outcomes	After passing the exam, students will be able to: • Create a research project in the field of inclusion independtly; • Create and use quantitative research methods and procedures; • Create and use qualitative research methods and procedures; • Know the basic elements of data processing and statistical analysis of research results in the field of inclusive education; • Know the basic elements of interpretation of research results and deduce in the field of inclusive education;
Lecturer / Teaching assistant	prof. Tatjana Novović, PhD, Sanja Čalović Nenezić, MA
Methodology	Lectures and discussions. Individual work of students on the preparation of research drafts on a selected topic. Studying for tests and final exams. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Basics of methodology of research in inclusive education
I week exercises	Agreement on the way of working. Introducing to the aim and significance of the subject.
II week lectures	Quantitative researches in inclusive education - aim, tasks, hypothesis
II week exercises	Highlighting the advantages and disadvantages of quantitative research. Concreting the aim of the research on a concrete example and operationalization of tasks. Determination of connection between research tasks and hypotheses. Classification of scientific research hypotheses; recognition of hypotheses on prepared materials.
III week lectures	Population and sample of research in inclusive education
III week exercises	Recognition of types of the scientific sample - work with material prepared in advance.
IV week lectures	An experiment in inclusive education
IV week exercises	Possibilities of the use of the experiment in inclusive education. Procedure of implementation of experiment. Tests and their metric characteristics - work on material prepared in advance
V week lectures	Systematic observation of inclusive education
V week exercises	Making of instruments within the techniques of systematical observation (observation protocol) - work in groups
VI week lectures	Making Interviews, surveys and scaling of opinions in inclusive education
VI week exercises	Making of scientific instruments: interview protocols, questionnaires, descriptive, numerical and graphical scales.
VII week lectures	I knowledge test / colloquium
VII week exercises	Remedial I knowledge test / colloquium
VIII week lectures	Qualitative research in inclusive education
VIII week exercises	Characteristics of qualitative research: advantages and disadvantages. Comparison of the characteristics of quantitative and qualitative research: group work on prepared material.
IX week lectures	Focus groups in inclusive education
IX week exercises	Analysis of advantages and disadvantages of focus group interviewing. Simulation of focus group research - work in groups.
X week lectures	Case Studies in Inclusive Education
X week exercises	Advantages and disadvantages of the case study - discussion. Illustrating the procedure of conducting a case study on a concrete example.
XI week lectures	Action research in inclusive education
XI week exercises	Analyzing of the advantages of action research. Formulation of the subject of action research and creation of instruments for realization of action research (group work)
XII week lectures	Analysis of pedagogical documentation in the field of inclusive education
XII week exercises	Discussion: Types of documentation (primary, secondary, tertiary); determination of content analysis unit. Constructing an instrument for the purposes of content analysis (group work).
XIII week lectures	Basic statistical analysis /xi2, t-test, z-test, SPSS application
XIII week exercises	Work on SPSS aplication
XIV week lectures	II knowledge test / colloquium
XIV week exercises	Presentation of research drafts.
XV week lectures	Remedial II knowledge test / colloquium
XV week exercises	Presentation of research drafts.

Student workload
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 4 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in discussions, take two knowledge tests and independently design a research project on a given topic.
Consultations	Monday, 14h.
Literature	Mužić, V.: Metodologija pedagoškog istraživanja, Sarajevo: Svjetlost, 1986; • Radovanović, D. Istraživanja u specijalnoj pedagogiji, Beograd: Fakultet za specijalnu edukaciju i rehabilitaciju, 2009; • Goode, W. J. and Paul K. Hart: Methods in Social Research, London: McGraw-Hill, 1981 • Foundations for Research: Methods of Inquiry in Education and the Social Sciences;
Examination methods	The following are evaluated: - Two tests with 15 points (Total 30 points), - Active participation in lectures and participation in debates 5 points; Draft research with 15 points, - Final exam with 50 points. - Positive grade is awarded if at least 55 points are accumulated cumulatively.
Special remarks
Comment	Students will be given the realization plan of the program of instruction at the beginning of the semester.

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / INCLUSIVE EDUCATION / PROFESSIONAL ORIENTATION IN INCLUSIVE EDUCATION

Course:

PROFESSIONAL ORIENTATION IN INCLUSIVE EDUCATION/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
12637	Obavezan	2	6	2+1+0

Programs	INCLUSIVE EDUCATION
Prerequisites	No pre-conditions.
Aims	Acquainting students with the meaning and scope of professional orientation and career-professional guidance and training of children with special educational needs and the application of all principles of inclusive policies in education and society as a whole.
Learning outcomes	Developing knowledge and skills among students in order to support inclusive culture, policy and practice; developing students ability to analyze and critically assess the practice and professional orientation of persons with special educational needs; developing students ability to design professional - teamwork in order to develop professional - career guidance for people with special needs.
Lecturer / Teaching assistant	Biljana Maslovarić, PhD Jelena Vukotić, MA
Methodology	Lectures, debates, simulations, case study analyses.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Transition from school to the workplace with special emphasis on the development of educational and professional interests in children with special educational needs.
I week exercises	Debates, simulations, case study analyses.
II week lectures	Primary and secondary transition (four stages).
II week exercises	Debates, simulations, case study analyses.
III week lectures	Professional-career orientation and application of strategies.
III week exercises	Debates, simulations, case study analyses.
IV week lectures	The process of professional career orientation (information, counseling and evaluation.
IV week exercises	Debates, simulations, case study analyses.
V week lectures	Roles and tasks of the professional-career guidance team - familiarization with diagnostic methods and counseling techniques in the process of professional guidance.
V week exercises	Debates, simulations, case study analyses.
VI week lectures	Abilities, teamwork and the importance of professional career guidance.
VI week exercises	Debates, simulations, case study analyses.
VII week lectures	Cumulative portfolio and development of a plan for professional career guidance within the individual program of work with children with special educational needs.
VII week exercises	Debates, simulations, case study analyses.
VIII week lectures	Overview of professional areas, job descriptions, conditions and employment opportunities.
VIII week exercises	Debates, simulations, case study analyses.
IX week lectures	Review of national regulations and strategies on career orientation of persons with special needs in Montenegro.
IX week exercises	Debates, simulations, case study analyses.
X week lectures	Review of national regulations and strategies on career orientation of persons with special needs in Montenegro II.
X week exercises	Debates, simulations, case study analyses.
XI week lectures	Professional training of persons with special needs.
XI week exercises	Debates, simulations, case study analyses.
XII week lectures	Professional training of persons with special needs II.
XII week exercises	Debates, simulations, case study analyses.
XIII week lectures	Workplace accommodation.
XIII week exercises	Debates, simulations, case study analyses.
XIV week lectures	Workplace accommodation II.
XIV week exercises	Debates, simulations, case study analyses.
XV week lectures	Workplace accommodation III.
XV week exercises	Debates, simulations, case study analyses.

Student workload	Classes and final exam: 4 hours x 16 = 60 hours Necessary preparations before the beginning of the semester (administration, registration, certification) 2 x (4 hours) = 8 hours Total workload for the course 3x30 = 90 hours Supplementary work for exam preparation in the make-up exam period, including taking the make-up exam from 0 a.m. to 10 p.m. (remaining time from the first two items to the total workload for the course) Load structure: 60 hours (teaching) + 8 hours (preparation) + 22 hours (additional work).
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 1 excercises 5 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	Weekly: 3 credits x 40/30 = 4 hours Load structure: 2 hours of lectures 2 hours of independent work including consultations
Consultations	Monday 3 pm (336)
Literature	Blanck P, Hill E, Siegal C, Waterstone M. (2009): Disability civil rights law and policy. 2nd ed. Thomson/West Publishers. Clark, G. M. (2007): Assessment for Transition Planning, 2ed, Austin, TX: PRO-ED, Inc. Johnson, D., Sword, C., & Habhegger, B. (Eds.) (2005): Handbook for implementing a comprehensive work-based learning program according to the Fair Labor Standards Act (3rd ed.). (NCSET Essential Tools). Minneapolis, MN: University of Minnesota, Institute for Community Integration. Kapes, J., & Whitfield, E.A. (2002): A counselors guide to career assessment instruments (4th ed.). Tulsa, OK: National Career Development Association. Karreman, J., van der Geest, T. M., & Buursink, E. (2007): Accessible website content guidelines for users with intellectual disabilities. Journal of Applied Research in Intellectual Disabilities 20, 510-518. Kovačević V., Stančić, V., Mejovšek, M. (1988): Fundamentals of the theory of special education, Faculty of Special Education, University of Zagreb, Zagreb. Opara, Božidar (1991): Training of persons with developmental disabilities in the face of new challenges. Vzgoja izob., 22, št.3. COBISS.SI-ID 55486208 Thoma, C. A., Held, M. F., & Saddler, S. (2002): Transition assessment practices in Nevada and Arizona: Are they tied to best practices? Focus on Autism and Other National strategy of lifelong career orientation (2011-2015) in Montenegro
Examination methods	The following are evaluated: - Two tests with 20 points (Total 40 points), - Emphasis during lectures and participation in debates 5 points: Essay with 10 points, - Final exam with 45 points. - A passing grade is obtained if at least 55 points are accumulated cumulatively
Special remarks
Comment

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / INCLUSIVE EDUCATION / BIOETHICAL PRINCIPLES IN INCLUSIVE EDUCATION PARTN

Course:

BIOETHICAL PRINCIPLES IN INCLUSIVE EDUCATION PARTN/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
12638	Obavezan	2	6	2+2+0

Programs	INCLUSIVE EDUCATION
Prerequisites	There are no conditions for applying and hearing the case
Aims	* Introducing students to bioethical principles and the protection of human rights and dignity. * Getting to know the fundamental rights of the child and the challenges in realizing the rights of the child in inclusive upbringing and education. *Introduction of students to the right of the family and the child to confidentiality of personal medical data. *Training students to understand, promote and apply bioethical principles in inclusive education. *Training students to understand, promote and apply bioethical principles in communication and cooperation with family, colleagues and the community.
Learning outcomes	After passing the exam, students will be able to: - They know and describe the importance of studying and applying bioethical principles in inclusive education. - They understand and are trained to apply the bioethical principles of protecting the dignity and rights of the child in inclusive education. - They are able to achieve communication and cooperation with the family and the social community, based on bioethical principles and respecting the confidentiality of personal medical data. - They are trained to recognize and analyze certain bioethical challenges and dilemmas and to promote bioethical principles in working with children with special needs.
Lecturer / Teaching assistant	Prof dr Tatjana Novovic i prof. dr Olivera Miljanović
Methodology	Lectures, workshops and debates. Preparation of 2 seminar papers on a given topic from one of the subject areas. Studying for tests and final exams. Consultations

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Scientific progress in biomedicine and the promotion of the protection of human rights and dignity.
I week exercises	arrangements for essays and presentations
II week lectures	Convention on Human Rights in Biomedicine
II week exercises	needs and rights, conditions, differences, discussion
III week lectures	International bioethical directives and recommendations: SZO, UNESCO, Council of Europe
III week exercises	essay presentation, discussion
IV week lectures	Legal bioethical framework in Montenegro
IV week exercises	discussion, group work, presentation
V week lectures	Convention on the Rights of the Child and protection of the rights and dignity of the child
V week exercises	essay presentation, discussion
VI week lectures	Childrens rights and inclusive upbringing and education
VI week exercises	integration, inclusion-debate, for and against
VII week lectures	first colloquium
VII week exercises	discussion of test results
VIII week lectures	Bioethical principles and integration of children with special needs into the educational system.
VIII week exercises	essay presentation, discussion
IX week lectures	Principles of equality and fairness and inclusive upbringing and education
IX week exercises	essay presentation, discussion
X week lectures	Protection of personal medical data and the familys right to confidentiality of personal data
X week exercises	examples, model comparison, discussion
XI week lectures	Communication skills and support for parents of children with special needs
XI week exercises	essay presentation, group work, reporting
XII week lectures	Analysis and reporting of results on inclusive education in accordance with bioethical principles
XII week exercises	essay presentation
XIII week lectures	Research bioethics in children with special needs and their families
XIII week exercises	examples of research, discussion, stations
XIV week lectures	second colloquium
XIV week exercises	discussion of test results
XV week lectures	final exam
XV week exercises

Student workload	Weekly 5 credits x 40/30 = 6 hours and 40 minutes Structure: 2 hours of lectures 1 hour of exercises 3 hours and 40 minutes of independent work, including consultation During the semester Classes and final exam: (6 hours and 40 minutes) x 16 = 106 hours and 40 minutes Necessary preparations before the beginning of the semester (administration, registration, certification) 2 x (6 hours and 40 minutes) = 13 hours and 20 minutes Total workload for the course 5x30 = 150 hours Additional work for exam preparation in the make-up exam period, including taking the make-up exam from 0 to 30 hours (remaining time from the first two items to the total load for the courses) Load structure: 106 hours and 40 minutes (Teaching) + 13 hours and 20 minutes (Preparation) + 30 hours (Additional work)
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 4 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in debates and take two tests. Students prepare one seminar paper each and participate in the debate after the presentation of the seminar paper
Consultations	in agreement with the students
Literature	www.coe.int/en/web/bioethics/home http://www.who.int/ethics/en/ http://www.unesco.org/new/en/social-and-human-sciences/themes/bioethics/ https://ec.europa.eu/research/ege/index.cfm Između kiborga i himere, čovek i savremena bioetika, Beograd, 2018.
Examination methods	- Two seminar papers of 15 points each (Total 30 points), - Highlighting during lectures and participation in debates 10 points, - Final exam with 60 points. A passing grade is obtained if at least 50 points are accumulated cumulatively
Special remarks
Comment

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / INCLUSIVE EDUCATION / METODE RADA SA DJECOM SA ME. OMET. U INKL. NASTAVI

Course:

METODE RADA SA DJECOM SA ME. OMET. U INKL. NASTAVI/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
13465	Obavezan	3	6	2+2+0

Programs	INCLUSIVE EDUCATION
Prerequisites	There is no requirement to register and attend the courses lectures
Aims	Sensitization of students to work with children with intellectual disabilities; *Acquainting students with the theoretical foundations of children with delayed cognitive development; *Acquainting students with practical solutions for implementing methods in working with children with DKD and strategies for sensitizing other children to the needs and problems of children with DKD; Getting to know the specifics of developmental disabilities and difficulties;
Learning outcomes	Analyzes, describes and lists the basic characteristics of children with delayed cognitive development; Recognizes students with delayed cognitive development according to the degree of developmental disability; Participates in the work of the expert team to assess the abilities of students with DKD; Explains the specifics of developmental disorders; Describes the specifics of developmental difficulties. Successfully implements methods of working with children with delayed cognitive development. Creates individualized support for children with DKD; Produced by IROP; It uses appropriate methodology and develops support plans in the interest of children with DKD
Lecturer / Teaching assistant	Assistant Professor Nada Šakotić, PhD; Teaching Assistant Nađa Kasalica, MA
Methodology	Lectures and debates. Preparing one essay on a given topic from one of the areas of the subject content. Learning for the test and the final exam. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Socially maladjusted children and children with behavioral problems
I week exercises	Work according to the prepared material, instructions for writing reviews of books and scientific articles
II week lectures	Children with delayed cognitive development
II week exercises	Additional clarification of terminology
III week lectures	Children with mild mental retardation
III week exercises	Presentation of essays and presentations, discussion
IV week lectures	Children with moderate mental retardation
IV week exercises	Visit to the institute "Komanski most"
V week lectures	Help and support for children with DKD
V week exercises	Watching the documentary film "Crazy about you", discussion
VI week lectures	Lateralization of movements and senses (motor skills and psychological development)
VI week exercises	Presentation of essays and presentations, discussion
VII week lectures	Children with Down syndrome
VII week exercises	Presentation of smaller group projects
VIII week lectures	Recommendation and support for teachers in working with children DKD
VIII week exercises	Watching the movie "Charli", discussion
IX week lectures	Hyperactivity
IX week exercises	Additional clarification of terminology, presentation of essays and presentation of discussions after their presentation
X week lectures	ADHD
X week exercises	Screening of the film "Unadapted", discussion
XI week lectures	Hypoactivity
XI week exercises	Presentation of essays and presentations, discussion
XII week lectures	Multiprofessional team
XII week exercises	Group work according to the prepared material
XIII week lectures	Observation and assessment
XIII week exercises	Work in groups according to prepared material for observation and assessment
XIV week lectures	Early intervention in children with delayed cognitive development
XIV week exercises	Work in small groups, additional explanations of terminology, presentation of essays and presentations, discussion
XV week lectures	Knowledge test
XV week exercises	Presentation of smaller group projects

Student workload
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 4 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in debates and take a test. Students prepare one essay each and participate in the debate after the presentation of the essay.
Consultations	Thursday at 2:30 p.m
Literature	- Heekin, Š. i Mengel, P.(1997) : Priručnik »Novi prijatelji«, Mali profesor, Zagreb; - Hrnjica, S. (1991): Ometeno dete, Zavod za udžbenike i nastavna sredstva, Beograd; - Hrnjica, S. (1997): Dete sa razvojnim smetnjama u osnovnoj školi, Učiteljski fakultet, Beograd; - Mišić, D. (1995): Inklizija ili potpuno uključivanje, Defektološki fakultet, Zagreb; - Savez društava defektologa Hrvatske (1977): Integracija graničnih slučajeva u redovnu Osnovnu školu, Zagreb; - Stančić, V. (1985): Djeca sa teškoćama u razvoju u redovnoj školi, Zagreb; - Dimić, D. (2005): Deca sa blagim smetnjama u razvoju u učenju u odelenjima redovne Osnovne škole, Novi Sad; - Hrnjica, S. (2004): Škola po meri deteta, Priručnik za rad sa učenicima redovne škole ometenim u razvoju, Beograd; - Mešalić, Š. (2004): Edukacija i socijalizacija usporenog kognitivnog razvoja, Univerzitet u Tuzli, Tuzla; - Šakotić, N., Veljić, Č. (2010): Inkluzivno obrazovanje u bolonjskom procesu. Sociološka luča, IV (1): 184–195. - Šakotić, N., Globarević, V.(2012) Evaluacija postignuća djece u inkluzivnom obrazovanju. Sociološka luča, VI (2):93–102; - Mićanović, V., Novović, T. , Maslovarić ,B., Šakotić, N. (2013) Perceptions of inclusive values in teaching mathematics in Montenegro. SENSOS 6, III (2):67–81; - Šakotić, N., Globarević, V. (2014) Implementacija kurikuluma za djecu sa smetnjama/teškoćama u razvoju na teritoriji opština Podgorica. Defektologija , 19 (2): 83–88; - Šakotić, N. (2012): Uticaj integracije na socijalni razvoj djece sa usporenim kognitivnim razvojem.In: Vukotić, V. et al.( Eds.) Stanovništvo i tazvoj , str.340-347; - Šakotić, N. (2014): Sociometric position of students in highschool education programe in condition of inclusion In: The 2nd International Conference on Research and Educatıon – “Challenges Toward the Future” (ICRAE 2014), Shkodra, Albania, 30–31 May 2014, Published online; - Šakotić, N., Leković, O. (2015) Asistent u nastavi. In: Nikolić, S. & Ilić-Stošović, D. ( Eds.) Tematski zbornik radova međunarodnog značaja, Aktuelna defektološka praksa. Zrenjanin, 20-21 Mart 2015, str.300-308. - Šakotić, N., Veljić, Č., Mićanović, V. (2012): Razlika stavova roditelja učenika sa teškoćama i bez teškoća u razvoju prema vaspitno-obrazovnoj inkluziji, u zborniku: Metodički aspekti nastave matematike II, Jagodina: Pedagoški fakultet, In: Vulović, N. (Eds) str. 317-334. - Šakotić, N. (2023): Metodike inkluzivnog obrazovanja, MINS Knežević doo, Nikšić; - Šakotić, N. (2023): Razvojne smetnje u inkluzivnom obrazovanju, MINS Knežević doo, Nikšić.
Examination methods	- One test 30 points; - Attendance, highlighting during lectures and participation in debates 5 points; - Essay 15 poena; - Final exam 50 points.; - A passing score is obtained if you cumulatively collect at least 50 points
Special remarks
Comment

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / INCLUSIVE EDUCATION / OBRAZOVANJE DAROVITIH

Course:

OBRAZOVANJE DAROVITIH/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
13466	Obavezan	3	6	2+2+0

Programs	INCLUSIVE EDUCATION
Prerequisites	There are no pre-conditions for the attendance of this course
Aims	- Introducing students to modern trends in education of gifted children and youth. - Introducing students with the features of certain modern teaching approaches that encourage the development of giftedness and enable individualization of the educational process in line with the needs of gifted children and youth. - Enabling students to work on supporting and developing creativity and talents in children and youth.
Learning outcomes	- Proper interpretation of new approaches from the society and the vocation to the phenomenon of giftedness; - Knowledge and understanding of basic ways of recognizing and identifying gifted children; - Demonstrating knowledge and understanding of the main characteristics of the giftedness phenomenon; - Adjustment of educational programs and other educational activities to gifted children; - Demonstrating knowledge, understanding, and encouraging the development of gifted childrens potential.
Lecturer / Teaching assistant	Milica Jelić, PhD
Methodology	Lectures and debates. Preparing an essay on one of the topics related to the curriculum. Consultations and final exam.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Defining the concepts of giftedness and creativity;
I week exercises	Explaining the obligations of students, planning the dynamics of essay realization, and providing instructions for writing essays.
II week lectures	Characteristics of different developmental domains of gifted students;
II week exercises	Discussion about the development of gifted students.
III week lectures	The nature of giftedness and its measurement – the theories of giftedness;
III week exercises	Essay presentation.
IV week lectures	The nature of giftedness and its measurement – the theories of giftedness II;
IV week exercises	Analysis of the theories of giftedness.
V week lectures	Identification of gifted children and youth;
V week exercises	Discussion on the process of identifying gifted children and young people.
VI week lectures	Socialization of gifted students and development of cooperativity;
VI week exercises	Essay presentation.
VII week lectures	Gifted in the contemporary social context;
VII week exercises	Review of the position of the gifted in contemporary society. Essay presentation.
VIII week lectures	I test
VIII week exercises	Analysis of the results achieved at the I test. Essay presentations.
IX week lectures	Gifted and their educational needs;
IX week exercises	Debate on the educational needs of typical and gifted children.
X week lectures	Education of gifted - forms of educational work with gifted students;
X week exercises	Analysis of the forms of educational work with gifted students. Examples from practice.
XI week lectures	Educational support and encouragement of gifted students;
XI week exercises	Essay presentation.
XII week lectures	Creating an IEP for gifted students;
XII week exercises	Analysis of IEP for gifted students - examples from practice.
XIII week lectures	Extracurricular activities for gifted students;
XIII week exercises	Essay presentation.
XIV week lectures	Relation of the schools, social environment, and parents towards gifted students;
XIV week exercises	Essay presentation.
XV week lectures	II test
XV week exercises	Analysis of the results achieved at the II test. Essay presentations.

Student workload
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 4 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	Students are obliged to attend the classes regularly, do the tests, be active in he debates and take the final exam. Students are also obliged to prepare an essay and initiate a debate upon its presentation.
Consultations
Literature	Literature 1. Đorđević B. (2005): Darovitost i kreativnost dece i mladih, „Viša škola za obrazovanje vaspitača”, Vršac; 2. Đorđević, B. i Đorđević, J. (2016): Priroda darovitosti i podsticanje razvoja; SANU, Beograd. 3.Maksić S. B. (1998): Darovito dete u školi, „Institut za pedagoška istraživanja”, Beograd; 4. Milić, S.: “Specifičnosti vaspitno-obrazovnog rada sa nadarenom djecom”; u “Vaspitanje i obrazovanje” br.3, 2003., str. 89-99; 5. Milić, S. (2016): Individualizovani pristup u vaspitno-obrazovnom procesu; Filozofski fakultet, Nikšić. 6. Winner, E. (2005): Darovita djeca – mitovi i stvarnost; CIP, Zagreb. 7. Ana Altaras Dimitrijević - Predlog za modul - IOP za darovite učenike 8. Jovanović, N. i Bajković, R. (2014): Podrška darovitim i talentovanim učenicima - priručnik za nastavnike; Podgorica. 9. Primjer IOP-a - Osnovne škole - Crna Gora
Examination methods	Examination methods Forms of testing and grading: - Test - 15 points each - An essay and practical work - 15 points. - Active participation 5 points,: - Final examination 50 points. A passing grade can be given if a student collects at least 51 points.
Special remarks
Comment

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / INCLUSIVE EDUCATION / METODE RADA SA DJ.SA TJEL. OŠTEĆ. I HR.BOL.U INKL

Course:

METODE RADA SA DJ.SA TJEL. OŠTEĆ. I HR.BOL.U INKL/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
13467	Obavezan	3	6	2+2+0

Programs	INCLUSIVE EDUCATION
Prerequisites	There is no requirement to register and attend the courses lectures
Aims	Acquainting students with the theory of various developmental problems, acquainting students with the specificity of working with children with various developmental problems, acquainting students with the implementation of various methods of working with children with various developmental problems and supporting needs
Learning outcomes	The student will be able to: -Identifies students with disabilities and difficulties in development, according to the type and degree of developmental disabilities, -participates in the work of the expert team to assess the abilities of these students, -Knows the methods of working with children/students with disabilities/difficulties, -Knows the mechanisms of improving the system of education and rehabilitation of students with physical disabilities and chronic diseases.
Lecturer / Teaching assistant	Assistant Professor Nada Šakotić, PhD; Teaching Assistant Nađa Kasalica, MA
Methodology	Lectures and debates. Preparing one essay on a given topic from one of the areas of the subject content. Learning for the test and the final exam. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	Observation of students with physical disabilities
I week exercises	Presentation of small group projects on the topic of observing students with physical disabilities
II week lectures	Characteristics of children with physical disabilities
II week exercises	Additional clarification of terminology
III week lectures	Children with physical disabilities in an inclusive school
III week exercises	Work according to the prepared material, instructions for writing reviews of books and scientific articles
IV week lectures	Children with physical disabilities in an inclusive school
IV week exercises	Presentation of essays and presentations, discussion
V week lectures	Programs of educational work for children with physical disabilities
V week exercises	Watching the film "My Left Foot", discussion
VI week lectures	Didactic methodical solutions in working with students with physical disabilities in an inclusive school
VI week exercises	Presentation of essays and presentations, discussion
VII week lectures	Architectural barriers
VII week exercises	Watching the documentary film "Reality in wheelchairs", discussion
VIII week lectures	Observation of children with chronic diseases
VIII week exercises	Additional clarification on chronic diseases
IX week lectures	Characteristics of certain chronic diseases
IX week exercises	Presentation of essays and presentation of discussions after their presentation
X week lectures	Children with chronic diseases in an inclusive school
X week exercises	Screening of the film "Pride of the Yankees", discussion
XI week lectures	Programs and creation of IROP for children with chronic diseases
XI week exercises	Presentation of essays and presentations, discussion
XII week lectures	Help in the work of children with physical disabilities and chronic diseases
XII week exercises	Group work according to the prepared material
XIII week lectures	Parents of children with physical disabilities and chronic diseases
XIII week exercises	Visit to the "Day Center for Children and Youth with Developmental Disabilities" in Nikšić
XIV week lectures	Recommendations for the teacher in working with a child with disabilities in an inclusive classroom
XIV week exercises	Work in small groups, additional explanations of terminology, presentation of essays and presentations, discussion
XV week lectures	Knowledge test
XV week exercises	Presentations of essays and presentations and discussions after their presentation

Student workload
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 4 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in debates and take a test. Students prepare one essay each and participate in the debate after the presentation of the essay.
Consultations	Thursday at 2:30 p.m
Literature	- Bojanin, S. (1992): Neuropsihologija razvojnog doba i opšti reedukativni metod, Beograd; - Govedarica, T. (1989): Opšta reedukacija psihomotorike, Institut za mentalno zdravlje, Beograd; - Šakotić, N., Mešalić, Š., Nikolić, M. (2007): Pristup inkluzivnoj praksi u vaspitanju i obrazovanju, Zavod za udžbenike i nastavna sredstva, Podgorica; - Mitrović, M., Đorić, I. (1997): Osnovi ortopedije, Naučna knjiga, Beograd; - Golubović, S. (2005): Smetnje i poremećaji kod djece ometene u razvoju, Defektološki fakultet, Beograd; - Veljić, Č. (2005): Zaštita i tretman osoba sa invaliditetom u Crnoj Gori, Društvo defektologa Srbije i Crne Gore, Podgorica; - Rapajić , Ć., Nedović G. (2011): Cerebralna paraliza, praksičke i kognitivne funkcije, Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd; - Glumbić, N., Brojčin, B., Đorđević, M. (2013): Rana intervencija kod dece s poremećajima autističkog spektra. Specijalna edukacija i rehabilitacija, 12 (1); - Glumbić, N., Milačić-Vidojević, I., Đorđević, M. (2008): Modeli pružanja podrške deci s poremećajima autističkog spektra u sistemu inkluzivnog obrazovanja. Beogradska defektološka škola, 14 (3), 149-160; - Šakotić, N. (2023): Metodike inkluzivnog obrazovanja, MINS Knežević doo, Nikšić; - Šakotić, N. (2023): Razvojne smetnje u inkluzivnom obrazovanju, MINS Knežević doo, Nikšić.
Examination methods	- One test 30 points; - Attendance, highlighting during lectures and participation in debates 5 points; - Essay 15 poena; - Final exam 50 points.; - A passing score is obtained if you cumulatively collect at least 51 points
Special remarks
Comment

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points

Faculty of Philosophy / INCLUSIVE EDUCATION / MUZIKOTERAPIJA

Course:

MUZIKOTERAPIJA/

Course ID	Course status	Semester	ECTS credits	Lessons (Lessons+Exercises+Laboratory)
14340	Izborni	3	6	2+2+0

Programs	INCLUSIVE EDUCATION
Prerequisites	There are no prerequisites for enrolling in and attending the course.
Aims	Introducing students to theoretical and practical content in the field of music education based on inclusive principles, demonstrating appropriate methods for involving all participants in inclusive teaching according to their different abilities and predispositions, understanding inclusive pedagogy with a focus on music education, professional development based on contemporary theoretical and practical knowledge; examining possibilities and strategies for comprehensive implementation of music therapy in teaching practice.
Learning outcomes	Student: Masters theoretical and practical knowledge for teaching music content based on inclusion principles, Familiar with appropriate working methods for engaging participants according to various musical abilities, Selects and uses diverse music activities, content, methods, and resources purposefully and selectively according to needs, Plans and organizes appropriate environments that enable adequate implementation of inclusion in conducting music activities, Considers internal and external differentiation when teaching, Implements music content that helps students engage in group music-making, Connects music with other subject areas.
Lecturer / Teaching assistant	Mr. Andrijana Vučetić Obadović
Methodology	Lectures, workshops, and debates. Preparation of one essay on a given topic from one of the subject content areas. Studying for tests and final exam. Consultations.

Plan and program of work
Preparing week	Preparation and registration of the semester
I week lectures	The influence of music on psychophysical development.
I week exercises	The influence of music on psychophysical development.
II week lectures	Rhythm, meter, and melodic line in inclusive education.
II week exercises	Rhythm, meter, and melodic line in inclusive education.
III week lectures	Music therapy in physical and socio-emotional development.
III week exercises	Music therapy in physical and socio-emotional development.
IV week lectures	The effects of listening to music in inclusive education.
IV week exercises	The effects of listening to music in inclusive education.
V week lectures	The effects of participation in group music-making and singing in children with special needs.
V week exercises	The effects of participation in group music-making and singing in children with special needs.
VI week lectures	The impact of individual instruments for therapeutic purposes The impact of individual instruments for therapeutic purposes.
VI week exercises	The impact of individual instruments for therapeutic purposes.
VII week lectures	Quiz I
VII week exercises	Quiz I
VIII week lectures	Improvisation as therapy.
VIII week exercises	Improvisation as therapy.
IX week lectures	Practicing rhythmic-melodic patterns in inclusive education.
IX week exercises	Practicing rhythmic-melodic patterns in inclusive education.
X week lectures	Music as a means of communication.
X week exercises	Music as a means of communication.
XI week lectures	Characteristics of general musical development in children/students.
XI week exercises	Characteristics of general musical development in children/students.
XII week lectures	Selection of appropriate music content according to childrens special needs.
XII week exercises	Selection of appropriate music content according to childrens special needs.
XIII week lectures	Individualization and differentiation in inclusive education.
XIII week exercises	Individualization and differentiation in inclusive education.
XIV week lectures	Quiz II
XIV week exercises	Quiz II
XV week lectures	Final exam
XV week exercises	Final exam

Student workload	Weekly 5 credits x 40/30 = 6 hours and 40 minutes Structure: 2 hours of lectures 2 hours of exercises 2 hours and 40 minutes of independent work, including consultations
Per week	Per semester
6 credits x 40/30=8 hours and 0 minuts 2 sat(a) theoretical classes 0 sat(a) practical classes 2 excercises 4 hour(s) i 0 minuts of independent work, including consultations	Classes and final exam: 8 hour(s) i 0 minuts x 16 =128 hour(s) i 0 minuts Necessary preparation before the beginning of the semester (administration, registration, certification): 8 hour(s) i 0 minuts x 2 =16 hour(s) i 0 minuts Total workload for the subject: 6 x 30=180 hour(s) Additional work for exam preparation in the preparing exam period, including taking the remedial exam from 0 to 30 hours (remaining time from the first two items to the total load for the item) 36 hour(s) i 0 minuts Workload structure: 128 hour(s) i 0 minuts (cources), 16 hour(s) i 0 minuts (preparation), 36 hour(s) i 0 minuts (additional work)
Student obligations	Students are required to attend classes, participate in debates, and complete two tests. Students prepare one essay each and participate in a debate following the presentation of the essay.
Consultations	Consultations as needed, upon students request.
Literature	Vinka Mustać, Miroslav Vicić: Working with Students with Developmental Disabilities in Elementary School, Školska knjiga, Zagreb, 1996. Daniels, H., Garner, P. (1999). Inclusive education. London: Stylus Publishing Inc. OBrien, T., Guiney, D. (2004). Differentiation in teaching and learning. London: Cromwell Press. Denac, O. (2002). Music in the holistic development of a childs personality. Ljubljana: Zavod RS za šolstvo. Sicherl-Kafol, B. (2001). Holistic Music Education. Ljubljana: Debora.
Examination methods	Students are evaluated based on: Two tests worth 20 points each (Total of 40 points), Participation in lectures and debates 5 points, Essay worth 6 points, Final exam worth 49 points. A passing grade is achieved if a cumulative total of at least 51 points is obtained.
Special remarks	/
Comment	/

Grade:	F	E	D	C	B	A
Number of points	less than 50 points	greater than or equal to 50 points and less than 60 points	greater than or equal to 60 points and less than 70 points	greater than or equal to 70 points and less than 80 points	greater than or equal to 80 points and less than 90 points	greater than or equal to 90 points