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Uslovna osuda sa zaštitnim nadzorom u Republici Srbiji i u zemljama regiona
No full textКривично законодавство Републике Србије већ неколико година креће се ка алтернативним начинима извршења казне затвора. Уколико узмемо у обзир све штетне последице извршења казне затвора, сама по себи чини се оправданом употреба алтернативних кривичних санкција. Усвајањем Закона о извршењу ванзаводских санкција и мера, 2014. године, заокружен је законски оквир за примену алтернативних санкција и мера. У кривичноправном систему Републике Србије, условна осуда има статус самосталне кривичне санкције и то мере упозорења, а према статистичким подацима представља најчешће изрицану санкцију према пунолетним учиниоцима кривичних дела.
У мастер раду раду главни фокус усмерен је ка теоријском и статистичком аспекту изрицања условне осуде са заштитним надзором у Републици Србији у циљу сагледавања ефективности ове алтернативне санкције. Посебно се разматра компарација извршења условне осуде са заштитним надзором у Србији са другим земљама.For several years now, the criminal legislation of the Republic of Serbia has been moving towards alternative ways of serving a prison sentence. If we take into account all the harmful consequences of serving a prison sentence, the use of alternative criminal sanctions seems justified in itself. With the adoption of the Law on Execution of Extra-Institutional Sanctions and Measures in 2014, the legal framework for the application of alternative sanctions and measures was completed. In the criminal law system of the Republic of Serbia, a suspended sentence has the status of an independent criminal sanction and that is a warning measure, and according to statistical data, it is the most frequently imposed sanction against adult perpetrators of criminal acts.
In the master thesis, the main focus is on the theoretical and statistical aspect of the imposition of a suspended sentence with protective supervision in the Republic of Serbia in order to assess the effectiveness of this alternative sanction. Special consideration is given to the comparison of the execution of a suspended sentence with protective supervision in Serbia with other countries
Informisanost studenata o poremećajima glasa
No full textУ овом раду поред информација које су дате о гласу, његовој хигијени и поремећајима који се јављају, истраживала се и информисаност студената о поремећајима гласа. У истраживању је учествовало 49 испитаника од којих су 30 жене а 19 мушкарци. Испитивале су се разлике у информисаности о поремећајима гласа у односу на пол, старост, место становања, године студија и пушачког статуса. Добијени резултати показују да нема значајне разлике у информисаности студената о поремећајима гласа у односу на ове параметре. Програми који су коришћени за статистичку обраду података су Microsoft Excell 2011 и IMB SPSS Statistics Data 21. За утврђивање расподеле по категоријама варијабли коришћене су мере дескриптивне статистике – аритметичка средина, стандардна девијација, грешка стандардне девијације, фреквенце и проценти. За испитивање значајности разлика коришћени су t-тест за независне узорке (за варијабле са два нивоа) и једнофакторска анализа варијансе (ANOVA) – за варијабле са три и више нивоа.In this paper, beside the information given about the voice, its hygiene and the disorders that occur, the students' awareness of voice disorders was also researched. The study involved 49 respondents, of whom 30 were women and 19 were men. Differences in awareness of voice disorders were researched in relation to gender, age, place of residence, years of study and smoking status. The obtained results show that there is no significant difference in students' awareness of voice disorders in relation to these parameters. The programs used for statistical data processing are Microsoft Excel 2011 and IMB SPSS Statistics Data 21. To determine the distribution by categories of variables, the following measures of descriptive statistics were used - arithmetic mean, standard deviation, standard error and percentages. And to examine the significance of differences, the following test were used - T-test for independent samples (for two-level variables) and one-factor analysis of variance (ANOVA) for variables with three or more levels
Rana intervencija- iskustva roditelja dece sa razvojnim smetnjama
No full textРад се бави темом искуства родитеља деце са развојним сметњама/кашњењима. У уводном делу представљене су теоријске основе ране интервенције, како у свету, тако и у нашој држави; препоруке за унапређење и ефекти ране интервенције као и улоге стручног тима и породице детета са тешкоћама у развоју.
У истраживању, спроведеном током јула и августа 2021. године, учествовало је 50 родитеља деце са развојним тешкоћама узратста од 0 до 6 година. У циљу прикупљања података коришћен је модификован упитник састављен за потребе овог истраживања а који је инспирисан упитницима које су примениле ауторке Хикс-Смол и Илић (2017) у свом истраживању као и ауторке Бабић (2017) и Нордстром (2017) за потребе свог завршног рада.
Циљ истраживања јесте родитељска евалуација услуга ране интервенције и међусобног односа родитеља и професионалаца у овом процесу кроз испитивање задовољства сарадњом и комуникацијом са њима; задовољства одређеним подручјима ране интервенције и перцепцијом фактора који омогућавају или ограничавају њихово учешће у овом процесу.
На темељу добијених резултата могуће је закључити да однос и комуникација коју породице остварују са стручњацима, ниво задовољства целокупним процесом и врста и интензитет доступних услуга детету и породици, није нужно повезана са тиме да ли је у питању мајка или отац детета, као ни то да ли су родитељи у браку или који ниво образовања имају већ да искључиво зависи од индивидуалног искуства породице, труда који улажу и њихове упорности да се информишу и дођу до доступних услуга у њиховој околини што указује на то да је породицама неопходна већа подршка институција и државе у погледу доступности и могућности приступа свим услугама ране интервенције, како кроз бољу информисаност и координацију, тако и кроз пружање финансијске помоћи и олакшица.The paper deals with the topic of the experience of parents of children with developmental disabilities delays. The introductory part presents the theoretical foundations of early intervention, both in the world and in our country; recommendations for improvement and the effects of early intervention as well as the role of the professional team and the family of a child with disabilities.
The research, conducted during July and August 2021, involved 50 parents of children with developmental disabilities aged 0 to 6 years. In order to collect data, a modified questionnaire compiled for the purposes of this research was used, which was inspired by the questionnaires used by the authors Hix-Small and Ilić (2017) in their research as well as the authors Babić (2017) and Nordstrom (2017) for their final work.
The aim of the research is the parental evaluation of early intervention services and the mutual relationship between parents and professionals in this process through the examination of satisfaction with cooperation and communication with them; satisfaction with certain areas of early intervention and the perception of factors that enable or limit their participation in this process.
Based on the obtained results, it can be concluded that the relationship and communication that families have with professionals, the level of satisfaction with the whole process and the type and intensity of services available to the child and family, is not necessarily related to whether the parent of child is the mother or father, whether parents are married or what level of education they already have but depends exclusively on the individual experience of the family, the effort they put in and their persistence in getting information and accessing available services in their environment, which indicates that families need more support from institutions and the state, in terms of availability and access to all early intervention services, both through better information and coordination, and through the provision of financial assistance and relief
Prevencija suicidalnih ponašanja adolescenata
No full textСуицидална понашања адолсцената обухватају суицидалне идеје, самоповређивања, покушаје суицида и извршен суицид. Адолесценција је најзначајнији период у којем долази до брзог физичког, биохемијског, психолошког и друштвеног развоја и сазеревања. Суицидалне идеје, самоповређивања и покушаји суицида чешће су распрострањени у популацији адолесцената и младих, него одраслих. Самоубиство адолесцената представља озбиљан проблем јавног здравља. Превенција суицидалних понашања треба да обухвати различите секторе, здравствени и нездравствени, као и различите организације владиног и невладиног сектора. Истраживањима су идетификовани бројни ризични, као и протективни фактори. Развијање Националних стратегија и спровођење превентивних програма који су пре свега усмерени на редуковање ризичних и јачање протективних фактора, а доказано су ефективини може значајно допринети превенцији овог феномена. Савремена превенција мора ићи у корак са временом у којем се спроводи, па је тако значајна и употреба савремене технологије у превенцији, коју адолесценти масовно користе.
Теоријски део рада обухвата појмовна одређења адолесценције и суицидалних понашања, ризичне факторе, теоријске приступе, као и превенцију суциидалних понашања. Посебан нагласак стављен је на улогу медија у превенцији суицидалних понашања пре свега покушаја и извршења суицида, кроз медијска извештавања о појединачним случајевима.
Емпиријски део рада садржи анализу садржаја десет новинских чланака објављених на интернет порталима дневних новина у Србији који су извештавали о појединачним суицидалним понашањима адолесцената, циљ јесте да се утврди да ли медији својим извештавањима делују подстичуће или превенирајуће на даља суицидална понашања, односно да ли поштује смернице одговорног извештавања о појединачним случајевима. Анализом је утврђено да медији не поштују у довољној мери смернице одговорног извештавања и да тако могу деловати више подстичуће него превенирајуће на даља суицидална понашања.Adolescent suicidal behaviour include suicidal ideas, self-harm, suicide attempts, and suicide. Adolescence is the most significant period in which a person experiences a rapid physical, biochemical, psychological and social development and maturation. Suicidal ideas, self-harm, and suicide attempts are more common in adolescents and young people than adults.
Suicide among adolescents is a serious public health problem. Prevention of suicidal behaviours should include different sectors, as well as different governmental and non-governmental organizations. Researchers have identified a number of risk and protective factors.The development of National Strategies and the implementation of prevention programs that are primarily aimed at reducing risk and strengthening protective factors, and are proven to be effective, can significantly contribute to the prevention of this phenomenon. Another important factor in preventing this behaviour is to keep with the times modern prevention should include the use of modern technology that the adolescents use.
The theoretical part of the paper includes conceptual definitions of adolescence and suicidal behaviour, risk factors, theoretical approaches, as well as the prevention of suicidal behaviour. The paper emphasises the role of the media in the prevention of suicidal behaviour, primarily through media coverage of attempted and committed suicide.
The empirical part of the paper contains an analysis of the content of ten newspaper articles published on internet portals of daily newspapers in Serbia that reported on individual suicidal behaviour of adolescents. The aim of this is to determine whether the media, by their reporting, have an encouraging or preventive effect on further suicidal behaviour in adolescents i.e. whether they follow the guidelines of responsible reporting on individual cases. The analysis established that the media do not sufficiently respect the guidelines of responsible reporting and that they can thus act more encouraging than preventing further suicidal behaviors
Attitudes of parents of typically developing children towards the inclusion of children with disabilities
Get PDFIntroduction. Successful implementation of inclusive education, among other things, depends on the attitudes of the participants in the process itself. Although teachers are considered a key factor in the implementation of inclusion, the role of parents should not be neglected. Objective. The main goal of the paper was to examine the attitudes of parents of typically developing children towards the inclusion of children with disabilities, and to examine the impact of gender, level of education, place of residence, and age of the child on parents' attitudes. Parents' opinions on the impact of the type of developmental disabilities on their children's education were also examined. Methods. The research sample consisted of 293 parents of typically developing children from the territory of Bosnia and Herzegovina. Parents' attitudes were examined by the Survey of Parents' Attitudes towards Inclusion (SPATI). Results. Parents of typically developing children expressed positive attitudes towards the inclusion of children with disabilities. Their attitudes were not affected by gender, level of education, place of residence, and age of the child. They expressed the most positive attitude towards the inclusion of children with sensory impairments (hearing, vision) and children with moderate or mild intellectual disabilities, while their attitude towards the inclusion of children with severe developmental disabilities (autism, severe intellectual disabilities) was less positive. Conclusion. The results of the research indicate the need for further research on this issue and planning of appropriate programs aimed at developing positive attitudes towards inclusive education of students with all kinds of disabilities.Uvod: Uspesno sprovodenje inkluzivnog obrazovanja, izmedu ostalog, zavisi od stavova ucesnika u samom procesu. Tako se nastavnici smatraju kljucnim akterom implementacije inkluzije, ne sme se zanemariti uloga koju imaju roditelji. Cilj: Osnovni cilj rada je ispitati stavove roditelja dece tipicnog razvoja prema inkluziji dece sa smetnjama u razvoju, te uticaj pola, nivoa obrazovanja, mesta stanovanja i uzrasta deteta na stavove roditelja, kao i misljenje roditelja o uticaju vrste smetnje u razvoju na obrazovanje njihove dece. Metode: Uzorak istrazivanja cinilo je 293 roditelja dece tipicnog razvoja sa teritorije Bosne i Hercegovine. Stavovi roditelja ispitani su Upitnikom stavova roditelja prema inkluziji (Survey of Parents' Attitudes towards Inclusion - SPATI). Rezultati: Roditelji dece tipicnog razvoja ispoljavaju pozitivne stavove prema inkluziji dece sa smetnjama u razvoju. Na njihove stavove ne utice pol, nivo obrazovanja, mesto stanovanja i uzrast deteta. Najpozitivniji stav iskazuju prema inkluziji dece sa senzornim ostecenjima (sluh, vid) i deci sa umerenom ili blagom intelektualnom ometenoscu, dok je manje pozitivan stav prema ukljucivanju dece sa izrazenijim smetnjama u razvoju (autizam, teza intelektualna ometenost). Zakljucak: Rezultati istrazivanja ukazuju na potrebu za daljim istrazivanjem ove problematike i planiranjem odgovarajucih programa koji su usmereni na razvijanje pozitivnih stavova prema inkluzivnom obrazovanju ucenika sa svim vrstama teskoca u razvoju.publishedVersio
Criminogenic development and phases of criminal behavior in minors
Get PDFOzbiljniji poremecaji u socijalnom ponašanju adolescenata vezani su za maloljetnicko prestupništvo. Maloljetnicko prestupništvo ne odnosi se samo na vršenje krivicnih djela, nego obuhvata i ponašanja maloljetnih lica koja odredena sociokulturna sredina smatra negativnim. Upravo iz tog razloga i cilj ovog rada jeste da ukaže koliko je maloljetnicko prestupništvo povezano sa poremecajima u socijalnom ponašanju, te kako i kroz koje kriminogene razvojne faze prolazi adolescent, maloljetni prestupnik. U radu smo ukazali na krimonogeno ponašanje kod mladih koje pocinje sa kriminogenom in&ci- ranošcu, a završava se sa maloljetnickom delinkvencijom. Zato je neophod- no dati podjednaku važnost ovim pojmovima i fazama, kako bi i prevencija pocela u njihovoj najranijoj fazi, tj. sa pojavom kriminogene in&ciranosti kod djece i mladih.More serious disorders in the social behavior of adolescents are related to juvenile delinquency. Juvenile delinquency does not only refer to the commission of criminal o,enses, but also includes the behavior of juveniles that a certain socio-cultural environment considers negative. Precisely for this reason, the aim of this paper is to indicate how much juvenile delinquency is associated with social behavior disorders, and how and through which criminogenic developmental stages the adolescent, juvenile delinquent goes. In this paper, we have pointed out criminogenic behavior in young people that begins with criminogenic infection and ends with juvenile delinquency.
-erefore, it is necessary to give equal importance to these concepts and phases, so that prevention begins in their earliest phase, ie. with the occurrence of criminogenic infection in children and adolescents
Performance of typically developing children on the wisconsin card sorting test
Get PDFUvod: Viskonsin test sortiranja karata predstavlja jedan od najpoznatijih i najčešće korišćenih instrumenata za procenu egzekutivnih funkcija. Reč je o kompleksnom zadatku budući da je prethodnim faktorskim analizama ustanovljeno da procenjuje kognitivnu fleksibilnost, testiranje hipoteze/ rešavanje problema i sposobnost održavanja mentalnog seta, te kao takav ima značajno mesto u proceni sposobnosti dece sa neurorazvojnim poremećajima.
Cilj: Cilj ovog preliminarnog istraživanja je da se na uzorku dece tipičnog razvoja, uzrasta 9 i 10 godina, proveri teza o kulturološkoj nezavisnosti Viskonsin testa sortiranja karata.
Metod: Uzorkom su obuhvaćeni učenici dve beogradske osnovne škole (N=104), oba pola (49% devojčica i 51% dečaka), koji pohađaju treći (43,3%) i četvrti razred (56,7%). Test je primenjen na standardan način, a skorovanje je izvršeno rukovodeći se originalnim uputstvima iz priručnika.
Ukupno je analizirano devet skorova.
Rezultati: Na osnovu deskriptivne analize i poređenjem rezultata sa originalnim (američkim) normama, utvrđeno je da naši ispitanici ostvaruju lošije postignuće na gotovo svim varijablama, pri čemu su razlike izraženije kod starijih ispitanika (uzrast od 10 godina). Kod devetogodišnjaka, najizraženija razlika je u domenu inicijalne konceptualizacije (20,08 vs. 14,47), dok su izraženije razlike kod desetogodišnjaka rasprostranjenije, i obuhvataju broj sortiranih kategorija (4,98 vs. 5,71) i prekinutih setova (1,27 vs. 0,55), ukupan broj potrošenih karata do završetka zadatka (111,61 vs. 98,41), te procenat grešaka (30,65 vs. 23,97) i konceptualnih odgovora (61,43 vs. 70,41). Postignuće naših desetogodišnjaka više odgovara uzrastu od devet godina normativnog uzorka.
Zaključak: Dobijeni rezultati ukazuju na mogućnost nešto drugačije dinamike razvoja sposobnosti obuhvaćenih Viskonsin testom sortiranja karata u populaciji dece iz Srbije i potrebu za normiranjem testa utvrđivanjem potencijalnih kulturoloških činilaca postignuća, kako bi njegova primena u kliničkoj praksi bila pouzdanija.Introduction: The Wisconsin Card Sorting Test is one of the most well- known and commonly used instruments for assessing executive functions.
It is a complex task since previous factor analysis studies have revealed that this test assesses cognitive flexibility, hypothesis testing/problem solving and the ability to maintain a mental set, and as such has a significant place in assessing the abilities of children with neurodevelopmental disorders.
Aim: The aim of this preliminarily research is to test the thesis that Wisconsin Card Sorting Test is culture-free, on a sample of children of typical development, aged 9 and 10.
Method: The sample included students from two Belgrade primary schools (N=104), of both genders (49% girls and 51% boys), who attended the third (43.3%) and fourth grade (56.7%). The test was applied in the standard way, and the scoring was performed following the original instructions from the Wisconsin Card Sorting Test Manual. A total of nine scores were analyzed.
Results: On the basis of descriptive analysis and comparing the results with the original (American) norms, it was determined that our participants performed worse on almost all variables, with differences being more pronounced in older participants (10 years of age). In nine- year-olds, the most pronounced difference was in the domain of initial conceptualization (20.08 vs. 14.47), while more pronounced differences in ten-year-olds were more widespread, and included the Number of completed categories (4.98 vs. 5.71) and Failure to maintain set (1.27 vs. 0.55), the Total number of trials administered (111.61 vs. 98.41), and the Percent of errors (30.65 vs. 23.97) and Conceptual level responses (61.43 vs. 70.41). The achievement of our ten-year-olds was more in line with nine years of age of the normative sample.
Conclusion: The obtained results indicate the possibility of slightly different developmental trend of abilities assessed by the Wisconsin Card Sorting Test in the population of children from Serbia and the need to standardize the test by determining potential cultural factors of achievement, so that its application in clinical practice would be more reliable
Empowerment Practice in Families Whose Child Has a Developmental Disability in the Serbian Context
No full textPurposeTo evaluate the extent to which families of children with developmental disabilities, in relation to parents of typically developing children, feel empowered and the way that their empowerment manifests itself.Design and methodsThe comparative research design was used in a quantitative, descriptive analysis of 99 families (57.6% were parents of children with developmental disabilities and 42.4% were parents of typically developing children). With regard to the research instrument, the Family Empowerment Scale was used based on a conceptual framework consisting of two dimensions: the level of empowerment and the way it is expressed. Results: The highest levels of parental empowerment were observed in the Family domain (M = 3.9; SD = 0.6), while the lowest were in the Community domain (M = 2.9, SD = 0.9). The statistical differences between the comparing groups of parents were most pronounced in the Family domain (Mann-Whitney U = 693.00, p = 0.00). Parents of children with developmental disabilities have demonstrated a lower level of family empowerment associated with attitudes, as well as behaviours and knowledge about specific ways in which they can help their child.ConclusionBased on data obtained from this study, it can be concluded that parents of children with developmental disabilities require extra support and empowerment in order to take a more active part in working with their child and making decisions relevant to his/her development in order to utilize all community – based resources available.peer‐reviewed version of the article:[http://rfasper.fasper.bg.ac.rs/handle/123456789/3741
Relationship between social skills and profiles of self-percepted competence and peer acceptance in students with mild intellectual disability
Get PDFUvod: Slika o sebi jeste odraz samovrednovanja ličnih kompetencija u različi- tim životnim domenima. Socijalne interakcije sa drugim značajnim osobama i evaluacija vlastitog ponašanja u svakodnevnoj životnoj sredini određuju kva- litet stečenog životnog iskustva osobe, na osnovu koga se razvijaju različiti atributi slike o sebi. Rezultati studija o kvalitetu, trajektoriji i činiocima razvoja self-koncepta osoba sa intelektualnom ometnošću nisu konzistentni.
Cilj: Cilj ovog istraživanja je utvrđivanje korelacije između nivoa razvijenosti socijalnih veština i kvaliteta samopercipirane slike o sebi u tri domena (kogni- tivna i fizička kompetencija i socijalna prihvaćenost vršnjaka) kod učenika sa lakom intelektualnom ometenošću.
Metod: Uzorkom je obuhvaćen 31 ispitanik sa lakom intelektualnom ometno- šću, oba pola, kalendarskog uzrasta od 12 do 18 godina (AS=15,13; SD=1,73).
Samopercepcija kognitivne i fizičke kompetencije i vršnjačke prihvaćenosti je utvrđena primenom modifikovane verzije Slikovne skale procene kompetenci- je i socijalnog prihvatanja za decu. Nivo usvojenosti socijalnih veština utvrđen je upotrebom Sistema za procenu adaptivnog ponašanja, supskale Socijalne veštine (domeni Slobodno vreme i Socioadaptivne veštine).
Rezultati: Kompozitni skor usvojenih socijalnih veština i samopercipirane kognitivne kompetencije (r=0,635; p=0,000), fizičke kompetencije (r=0,668; p=0,000), kao i socijalne prihvaćenosti u vršnjačkoj grupi (r=0,394; p=0,028) statistički značajno, pozitivno i umereno koreliraju.
Zaključak: Stimulisanje razvoja socijalnih veština, bolja socijalna kompeten- cija, bogatija mreža socijalnih odnosa i pozitivno socijalno iskustvo učenika sa lakom intelektualnom ometnošću bi mogli da budu značajni činioci razvoja bolje slike o sebi. Mehanizme i značajnost uticaja socijalnih veština na samo- vrednovanje različitih tipova kompetencija i socijalne pozicije bi trebalo utvr- diti u budućim istraživanjima.Introduction: Self-image is a reflection of self-evaluation of personal competencies in different life domains. Social interactions with significant others and evaluation of one’s own behavior in daily living environment determine the quality of a person’s acquired life experience, based on which different attributes of self-image develop. The results of studies on the quality, trajectory and factors of the self-concept development of people with intellectual disability are not consistent.
Aim: The aim of this research was to determine the correlation between the level of development of social skills and the quality of self-perceived self-image in three domains (cognitive and physical competence and peer acceptance) in students with mild intellectual disability.
Method: The sample included 31 participants with mild intellectual disability, of both genders, 12 to 18 years of age (M=15.13; SD=1.73). Self-perception of cognitive competence, physical competence and peer acceptance was assessed using a modified version of the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children. The level of adoption of social skills was assessed using the Adaptive Behavior Assessment System II, subscale Social Skills (domains Leisure time and Social Adaptive skills).
Results: Composite score of acquired social skills and self-perceived cognitive competence (r=.635; p=.000), physical competence (r=.668; p=.000), as well as social acceptance in the peer group (r=.394; p=.028) are statistically significant, positively and moderately correlated.
Conclusion: Stimulating the development of social skills, better social competence, richer network of social relations and a positive social experience of students with mild intellectual disability could be important factors in developing a better self-image. The mechanisms and significance of the influence of social skills on the self-evaluation of different types of competencies and social position should be determined in future research
Music in the deaf community
Get PDFUvod: Dominantno je mišljenje da je stvaranje i izvođenje muzike dostupno samo osobama koje čuju. Ovakvo mišljenje sadrži pretpostavku da je muzika oblast umetnosti u kojoj gluve osobe ne mogu da uživaju tj. da je nedostižna za njih. Prema ovom audiocentričnom viđenju muzike, gluve osobe žive u svetu tišine, odsečene od stvaranja i od uživanja u muzičkim delima.
Cilj: Cilj rada je da ukaže na koji način se u zajednici Gluvih percipira, stvara i interpretira muzika.
Metod: Primenjene metode su komparativna analiza, evaluacija i sistem de- dukcije i indukcije.
Rezultati: Istorijski podaci ukazuju da su se još od 1848. godine stručnjaci zalagali za muzičko obrazovanje gluvih osoba, te potvrdili da i vid pomaže u stvaranju muzike ispravljanjem grešaka, a ne samo sluh. Koncept muzike u zajednici Gluvih podrazumeva različita auditivna i vizuelna iskustva koja se kreću od onih koja su poznata čujućoj populaciji, poput sviranja na instrumen- tu i komponovanja, do onih koja su manje poznata čujućoj populaciji, poput percepcije vibracija i izvođenja ili gledanja pesama koje se artikulišu na zna- kovnom jeziku. Iskustva ukazuju da su se u zajednici Gluvih razvili prepoznat- ljivi muzički performansi kao forma akcione umetnosti koja sadrži elemente pantomime, plesa, znakovanja i muzike. Muzičke numere koje se izvode na znakovnom jeziku ili putem znakovanja mogu se podeliti u dve vrste: pesme koje se izvode udaraljkama (perkusionisti) i prevedene pesme. Pesme koje se izvode udaraljkama uključuju slaganje znakova uz pomoć udaraljki u ritmičke obrasce, a prevedene pesme uključuju prevođenje tekstova pesama na zna- kovni jezik i njihovo izvođenje.
Zaključak: Muzičke interpretacije koje uključuju znakovni jezik postoje od početka 20. veka i dalje se razvijaju kako u kulturi Gluvih tako i u čujućoj populaciji.Introduction: The dominant opinion is that the creation and performance of music is possible only by people who hear. This opinion leads us to the assumption that music is an area of art which deaf people cannot enjoy, that it is unattainable for them. According to this audiocentric view of music, deaf people live in a world of silence, cut off from both creation and enjoyment of musical works.
Aim: The aim of this paper is to point out how music is perceived, created and interpreted in the Deaf community.
Method: The applied methods are comparative analysis, evaluation and deduction and induction system.
Results: Historical data indicate that since 1848, experts have advocated for the musical education of deaf people, and confirmed that sight also helps to create music by correcting mistakes, and not just hearing. The concept of music in the Deaf community involves a variety of auditory and visual experiences ranging from those known to the hearing population, such as playing an instrument and composing, to those less known to the hearing population, such as perceiving vibrations and performing or watching songs articulated in sign language.
Experience indicates that in the community of the Deaf, recognizable musical performances have developed as a form of action art that contains elements of pantomime, dance, signification and music. Music tracks performed in sign language or by sign can be divided into two types: percussion songs and translated songs. Percussion songs involve arranging signs with percussion into rhythmic patterns, and translated songs include translating the lyrics into sign language and performing them.
Conclusion: Musical interpretations involving sign language have existed since the early 20th century and continue to develop in both the culture of the Deaf and the hearing population