professional papers 12.3 bansko 08.04.2016

KNOWLEDGE WITHOUT BORDERS

Eight International Scientific Conference (8-10.4.2016, Bulgaria)

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INTERNATIONAL JOURNAL

PROFESSIONAL PAPERS

VOL 12.3

8-10 APRIL, 2016

BANSKO, REPUBLIC OF BULGARIA



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INSTITUTE OF KNOWLEDGE MANAGEMENT

SKOPJE, MACEDONIA

KNOWLEDGE

International Journal Professional papers Vol. 12.3

Editing Board

PhD Vlado Kambovski, PhD Robert Dimitrovski, PhD Predrag Trajkovi, PhD Maria Kavdanska,

PhD Svetlana Trajkovi, PhD Zivota Radosavljevik, PhD Margarita Koleva, PhD Mile Matijevi,

PhD Nonka Mateva, PhD Rositsa Chobanova,PhD Mirjana Borota Popovska, PhD Aleksandar

Nikolovski, PhD Jove Kekenovski, PhD Marija Knezevik, PhD Ilija Nasov, PhD Irina Singaveskaya,

PhD Nonka Mateva, PhD Dzulijana Tomovska, PhD Oliver Dimitrijevik, PhD Nedzat Koraljik, PhD

Nebojsha Pavlovik, PhD Nikolina Ognenska, PhD Dimitrija Popovski, PhD Lisen Bashkurti, PhD

Tome Naumov, PhD Trajce Dojcinovski, PhD Jana Merdzanova, PhD Zoran Srzentic, PhD Nikolai

Sashkov Cankov

Preparing and correction: Liljana Pushova, Jasmina Dimitrovska

Print: GRAFOPROM Bitola

Editor: IKM Skopje

For editor

PhD Robert Dimitrovski

KNOWLEDGE

International Journal Professional Papers Vol. 12.3

ISSN 1857-92



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SCIENTIFIC COMMITTEE

President: Academic, Prof. Vlado Kambovski, PhD

- Prof. Robert Dimitrovski PhD, Faculty of Management, MIT University, Skopje

(Macedonia)

- Prof. Zivota Radosavljevik PhD, Dean, Faculty FORCUP, Union University, Belgrade

(Serbia)

- Prof. Rosica Cobanova PhD, Bulgarian Academy of Sciences (Bulgaria)

- Prof. Ilija Nasov PhD, Research and Development center PLASMA, Skopje (Macedonia)

- Prof. Aleksandar Nikolovski PhD, FON University, Skopje (Macedonia)

- Prof. Anita Trajkovska PhD, Rochester University (USA)

- Prof. Milan Radosavljevic PhD, Dean, Faculty of strategic and operational management,

Union University, Belgrade (Serbia)

- Prof. Anka Trajkovska-Petkoska PhD, UKLO, Faculty of technology and technical sciences,

Bitola (Macedonia)

- Prof. Predrag Trajkovic PhD, JMPNT, (Serbia)

- Prof. Lidija Tozi PhD, Faculty of Pharmacy, Ss. Cyril and Methodius University, Skopje

(Macedonia)

- Prof. Bistra Angelovska, Faculty of Medicine, University Goce Delcev, Shtip

(Macedonia)

- Prof. Misho Hristovski PhD, Faculty of Veterinary Medicine, Ss. Cyril and Methodius

University, Skopje (Macedonia)

- Prof. Jove Kekenovski PhD, Faculty of Tourism, UKLO , Bitola (Macedonia)

- Prof. Sasho Korunoski, Dean, Faculty of Tourism, UKLO, Bitola (Macedonia)

- Prof. Cvetko Andreevski, Vise rector, Faculty of Tourism, UKLO, Bitola (Macedonia)

- Prof. Margarita Koleva PhD, Dean, Faculty of Pedagogy, University Neofit Rilski,

Blagoevgrad (Bulgaria)

- Prof. Aleksandar Donchev, MIT University, Faculty of Law, Skopje (Macedonia)

- Prof. Maria Kavdanska PhD, Faculty of Pedagogy, University Neofit Rilski, Blagoevgrad

(Bulgaria)

- Prof. Mirjana Borota-Popovska, PhD, Centre for Management and Human Resource Development,

Institute for Sociological, Political and Juridical Research, Skopje (Macedonia)

- Prof. Marija Topuzovska-Latkovic, PhD, Centre for Management and Human Resource

Development, Institute for Sociological, Political and Juridical Research, Skopje (Macedonia)

- Prof. Marija Knezevic PhD, Academic, Banja Luka, (Bosnia and Herzegovina)

- Ljupco Naumovski PhD, Forum for Mobility and Research, Bitola (Macedonia)

- Prof. Oliver Iliev PhD , Faculty of Communication and IT, FON University, Skopje

(Macedonia)

- Prof. Dimitrija Popovski PhD, Faculty of Sport, Ss. Cyril and Methodius University, Skopje

(Macedonia)

- Prof. Yuri Doroshenko PhD, Dean, Faculty of Economics and Management, Belgorod

(Russian Federation)

- Prof. Sashko Plachkov PhD, Faculty of Pedagogy, University Neofit Rilski, Blagoevgrad

(Bulgaria)

- Prof. Ivan Petkov PhD, Rector, European Polytechnic University, Pernik (Bulgaria)

- Prof. Vladimir Lazarov PhD, European Polytechnic University, Pernik (Bulgaria)

- Prof. Tosko Krstev PhD, European Polytechnic University, Pernik (Bulgaria)

- Prof. Antoanela Hristova PhD, European Polytechnic University, Pernik (Bulgaria)

- Prof. Azra Adjajlic Dedovic PhD, Faculty of criminology and security, Sarajevo (Bosnia &

Herzegovina)

- Prof. Aleksandr Korablev, PhD, Dean, Faculty for economy and management, Saint

Petrsburg State Forest Technical University, Saint Petrsburg (Russian Federation)

- Prof. Primoz Dolenc, PhD, Faculty of Management, Primorska University, Koper (Slovenia)



5

- Doc. Igor Stubelj, PhD, PhD, Faculty of Management, Primorska University, Koper

(Slovenia)

- Prof. Hristo Beloev PhD, Bulgarian Academy of Science, Rector of the University of

Rousse (Bulgaria)

- Prof. Venelin Terziev PhD, University of Rousse (Bulgaria)

- Prof. Branko Sotirov PhD, University of Rousse (Bulgaria)

- Prof Karl Schopf, PhD, Akademie fur wissenschaftliche forchung und studium, Wien

(Austria)

-Prof. Isa Spahiju PhD, International Balkan University (Macedonia)

- Prof. Volodymyr Denysyuk, PhD, Dobrov Center for Scientific and Technologogical

Potential and History studies at the National Academy of Sciences of Ukraine (Ukraine)

- Prof. Laste Spasovski PhD, Vocational and educational centre, Skopje (Macedonia)

- Prof. Branislav Simonovic PhD, Faculty of law, Kragujevac (Serbia)

- Prof. Dragan Kokovic PhD, University of Novi Sad, Novi Sad (Serbia)

- Prof. Sasha Kicoshev PhD, University of Novi Sad, Novi Sad (Serbia)

- Prof. Pere Tumbas PhD, Faculty of Economics , University of Novi Sad , Subotica (Serbia)

- Prof. Natalija Kirejenko PhD, Faculty For economic and Business, Institute of

Entrepreneurial Activity, Minsk (Belarus)

- Prof. Zoja Katru PhD, Prorector, Euro College, Istanbul (Turkey)

- Prof. Mustafa Kacar PhD, Euro College, Istanbul (Turkey)

- Prof Evgenia Penkova-Pantaleeva PhD, UNWE -Sofia (Bulgaria)

- Prof. Nikolina Ognenska PhD, Faculty of Music, SEU - Blagoevgrad (Bulgaria)

- Prof. Tihomir Domazet PhD, President of the Croatian Institute for Finance and

Accounting

- Prof. Stojan Ivanov Ivanov PhD, Faculty of Public Health and Sport, SWU Neofit Rilski,


- Maja Lubenova Cholakova PhD, Faculty of Public Health and Sport, SWU Neofit Rilski,


- Daniela Ivanova Popova PhD, Faculty of Public Health and Sport, SWU Neofit Rilski,


- Prof. Branimir Kampl PhD, Institute SANO, Zagreb (Croatia)

- Prof. Marina Simin PhD, College of professional studies in Management and Business

Communication, Sremski Karlovci (Serbia)

- Prof. Miladin Kalinic, College of professional studies in Management and Business

Communication, Sremski Karlovci (Serbia)

- Prof. Helmut Shramke PhD, former Head of the University of Vienna Reform Group

(Austria)

- Prof. Ahmad Zakeri PhD, University of Wolver Hampton, (United Kingdom)

- Prof. Tzako Pantaleev PhD, NBUniversity , Sofia (Bulgaria)

- Prof. Lisen Bashkurti PhD, Global Vice President of Sun Moon University (Albania)

- Prof. Baki Koleci PhD , University Hadzi Zeka , (Kosovo)

- Prof. Ivana Jelik PhD, University of Podgorica, Faculty of Law, (MNE)

- Prof. Islam Hasani PhD, Kingston University (Bahrein)

- Prof. Rumen Valcovski PhD, Imunolab Sofia (Bulgaria)

- Prof. Jonko Kunchev PhD, University Cernorizec Hrabar - Varna (Bulgaria)

- Prof. Nedjad Korajlic PhD, Faculty of criminology and security, Sarajevo (Bosnia &

Herzegovina) - Prof. Alisabri Sabani PhD, Faculty of criminology and security, Sarajevo (Bosnia &

Herzegovina)

- Prof. Jov Ateljevic PhD, Faculty of Economy, University of Banja Luka, (Bosnia &

Herzegovina)

- Prof. Branislav Simonovic PhD, Faculty of law University of Kragujevac (Serbia)

- Doc. Tatyana Sobolieva PhD, State Higher Education Establishment Vadiym Getman

Kiyev National Economic University, Kiyev (Ukraine)

- Prof. Svetlana Trajkovic PhD, High college for professional applied studies, Vranje



6

(Serbia)

- Prof. Suzana Pavlovic PhD, High health sanitary school for professional studies,

Belgrade (Serbia)

- Prof. Zorka Jugovic PhD, High health sanitary school for professional studies, Belgrade

(Serbia)

- Prof. Dragan Marinkovic PhD, High health sanitary school for professional studies,

Belgrade (Serbia)

- Prof. Dusan Ristic, PhD Emeritus Faculty of Management, Sremski Karlovci (Serbia)

- Prof. Rumen Stefanov, PhD, Dean, Faculty of public health, Medical University of Plovdiv

(Bulgaria)

- Prof. Stojna Ristevska PhD, Dean, High Medicine School, Bitola, (Macedonia)

- Prof. Snezana Stoilova, PhD, High Medicine School, Bitola, (Macedonia)

- Prof. Lence Mircevska PhD, High Medicine School, Bitola, (Macedonia)

- Prof. Dzulijana Tomovska, PhD, Dean, Faculty of Biotechnical sciences, Bitola(Macedonia)

- Prof. Mitre Stojanovski PhD, Faculty of Biotechnical sciences, Bitola (Macedonia)

- Prof. Ljupce Kocovski PhD, Faculty of Biotechnical sciences, Bitola (Macedonia)

- Prof. Vasil Zecev PhD, College of tourism, Blagoevgrad (Bulgaria)

- Prof. Nikola Bozkov PhD, College of tourism, Blagoevgrad (Bulgaria)

- Prof. Vasil Pehlivanov PhD, College of tourism, Blagoevgrad (Bulgaria)

- Prof. Oliver Dimitrijevic PhD, High medicine school for professional studies Hipokrat,

Bujanovac (Serbia)

- Prof. Erzika Antic PhD, High medicine school for professional studies Hipokrat,

Bujanovac (Serbia)

- Prof. Jelena Stojanovic PhD, High medicine school for professional studies Hipokrat,

Bujanovac (Serbia)

- Prof. Miodrag Smelcerovic PhD, High medicine school for professional studies

Hipokrat, Bujanovac (Serbia)

- Doc. Marija Kosti PhD, Faculty of Hotel Management and Tourism, Vrnjaka Banja (Serbia)

- Doc. Sandra ivanovi PhD, Faculty of Hotel Management and Tourism, Vrnjaka Banja

(Serbia)

- Doc. Sneana Milievi PhD, Faculty of Hotel Management and Tourism, Vrnjaka Banja

(Serbia)

- Doc. Nebojsa Pavlovic PhD, Faculty of Hotel Management and Tourism, Vrnjaka Banja

(Serbia)

- Prof. Kamal Al-Nakib PhD, College of Business Administration Department, Kingdom

University (Bahrain)

- Venus Del Rosario, Arab Open University (Philippines)

- Nishad M. Navaz, Kingdom University (India)



7

Contents

STATISTICAL PROCESSING AND ANALYSIS OF RESEARCH RESULTS IN THE AREA OF

STUDENT SUPPORT, BASED ON A PRIVATE AND A PUBLIC SCHOOL EXAMPLE ............. 11

MS Aleksandra Penjisevic ................................................................................................................ 11

EDUCATIONAL STRATEGIES IN TURKISH LANGUAGE AND LITERATURE LESSONS IN

PRIMARY SCHOOLS IN MACEDONIA ........................................................................................... 17

Umit Suleymani ................................................................................................................................ 17

GIFTED STUDENTS DEVELOPMENT AND SUPPORT ............................................................. 21

Katarina arapi ............................................................................................................................... 21

eljka Radojii Luki ...................................................................................................................... 21

INCLUSIVE CULTURE AT DIMO HADZI DIMOV- SKOPJE ...................................................... 25

Lidija Vodjanik ................................................................................................................................. 25

Nevena Petkovska ............................................................................................................................. 25

Marija Tripunoska ............................................................................................................................. 25

MARKETING IN THE SERVICE OF EDUCATION OF CHILDREN ............................................. 29

WITH PSYCHOPHYSICAL DEVELOPMENTAL DISABILITIES .................................................. 29

Salim Goranac ................................................................................................................................... 29

Ana Nikoli ....................................................................................................................................... 29

INCREASING SELF-CONFIDENCE USING POSITIVE PSYCHOLOGY ...................................... 33

Svetlana Zlateska Shkrbina ............................................................................................................ 33

Jadranka Maros Karakasheva......................................................................................................... 33

CREATIVE WORKSHOP ,,ECO - BAZAAR .................................................................................. 39

Snezana Djordjevic ........................................................................................................................... 39

THE FUNCTION OF STUDENTS HOMEWORK AND THE DIDACTICAL- METHODICAL

REQUIREMENTS WHEN THEY ARE GIVEN ................................................................................. 43

Sinolichka Sabotkovska .................................................................................................................... 43

Jasminka Mircheska .......................................................................................................................... 43

Slavjanka Hristovska ........................................................................................................................ 43

ACTIVE LISTENING AND PARAPHRASING - BASIS FOR HIGH QUALITY

COMMUNICATION ............................................................................................................................ 47

Slagjana Simunoska .......................................................................................................................... 47

Jovanka Nikoloska ............................................................................................................................ 47

Jasminka Durdubakova ..................................................................................................................... 47

SCHOOL DISCIPLINE ........................................................................................................................ 53

Vesna Nicheva MSc .......................................................................................................................... 53

ANALYSIS OF ENVIRONMENTAL EDUCATION IN COMPULSORY EDUCATION OF THE

REPUBLIC OF SERBIA AND EU COUNTRIES ............................................................................... 57



8

Nataa Birovljev .Sc ...................................................................................................................... 57

Zdravka Marjanovi .Sc ................................................................................................................ 57

Branka Jemuovi ............................................................................................................................... 57

PRACTICAL APPLICATION OF THEORETICAL KNOWLEDGE IN SCIENCE AND THE

WORLD AROUND US TEACHING METHODS .............................................................................. 63

Vesna Pavlovic.................................................................................................................................. 63

COMMUNICATION AND ACTIVE LISTENING ............................................................................. 69

Gordana Vasileva Vukasinovik ........................................................................................................ 69

INSTRUMENTS FOR EVALUATION IN TEACHING GERMAN AND ENGLISH LANGUAGE 73

Evgenija Angeleska, MSc. ................................................................................................................ 73

Natasha Ilieva.................................................................................................................................... 73

COMPETENCES OF THE TEACHER MANAGER ......................................................................... 79

Valentina Risteska Rubanoska .......................................................................................................... 79

CHILDRENS CAMP MY SUPER HOLIDAY ................................................................................ 83

Milica Ostojic.................................................................................................................................... 83

LEAD AS A CONTEMPORARY APPROCH IN THE MANAGEMENT OF ................................... 87

DYNAMIC SCHOOL .......................................................................................................................... 87

Vera Veljanovska .............................................................................................................................. 87

Menka Trepalkovska ......................................................................................................................... 87

Gabriela Misovska ............................................................................................................................ 87

ALCOHOLISM AS AN ADDICTION IN PRILEP ............................................................................. 91

Petra Lukaroska ............................................................................................................................... 91

Daniela Jordanoska .......................................................................................................................... 91

(HPV)-

........................................................................................................................................... 97

................................................................................................................. 97

......................................................................................................................... 97

....................................................................................................... 101

........................................................................................................................... 101

. ...................................................................................................................... 101

,

............................................................................................................................................................ 107

. .................................................................................................................................... 107

THE IMPORTANCE OF PHYSICAL EDUCATION FOR CHILDREN AND YOUTH HEALTH

............................................................................................................................................................ 112

Maja Ashkilova ............................................................................................................................... 112



9

THE CONCEPT OF HOME IN THE NOVELS WIND SERPENTS AND FLAT LAND BY

TASHKO GEORGIEVSKI AND SNOW IN CASABLANCA BY KICA KOLBE ..................... 116

Vesna Kozhinkova .......................................................................................................................... 116

ROLE OF COGENERATION PLANTS CONTROLED ONLINE INTO ENERGY EFFICIENCY122

Dimitrija Angelkov ......................................................................................................................... 122

Dusko Lazov ................................................................................................................................... 122

VIRTUAL PRIVATE NETWORK .................................................................................................... 128

Miroslav Markoski .......................................................................................................................... 128

Nade Nikoloska ............................................................................................................................... 128

HE IMPACT OF ULTRASOUND AND MICROWAVES ON THE ACTIVITY OF CATALASE

IN TOBACCO SEED (Nicotiana tabacum L.) ................................................................................... 134

Gjoko Atanasovski MSc ................................................................................................................. 134

...................................................................... 140

- ...................................................................................................................... 140

STUDENT MOTIVATION THROUGH THE ACTIVE APPROACH TO LITERARY WORK..... 144

Sladjan Mihajlovi .......................................................................................................................... 144

MOTIVAION ................................................................................................................................... 148

Vesna Pavlovi................................................................................................................................ 148

Dobrica Sindjelic ............................................................................................................................ 148

LEARNING AND MOTIVATION .................................................................................................... 154

Adriana Ivanova .............................................................................................................................. 154



10



11

STATISTICAL PROCESSING AND ANALYSIS OF RESEARCH RESULTS IN THE

AREA OF STUDENT SUPPORT, BASED ON A PRIVATE AND A PUBLIC

SCHOOL EXAMPLE

MS Aleksandra Penjisevic

Elementary School Stari Grad, Belgrade, [email protected]

Abstract: Being a foundation and a driving force of every society, education demands special treatment and

attention, regardless of whether we focus on the adjustments in the capacities of the system itself, its efficacy or

its competitiveness, provoked by social occurrences and changes. Education, as a specific form of service, must

possess an established system of quality assurance. Modern educational institutions' reliance on homogenous

markets decreases steadily. In order to reach a suitable strategy, it is necessary to establish a correlation between

supply and the characteristics of consumers as its agents. A research involving service users should be the

starting point in a more precise process of defining needs, motives and factors that influence a decision-making

process, its time span, up-to-date sources of information, needs and desires in relation to subsequent education

choices. Observation of the educational process aims at achieving a desired quality which puts a certain

educational institution in advantageous position over its competitors and makes room for possible investments

from other fields. The aim of this study is the analysis of educational services' users and their expectations based

on the polls conducted within the area of Student Support.

Keywords: student support, educational process, statistical processing and analysis of data

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17

EDUCATIONAL STRATEGIES IN TURKISH LANGUAGE AND LITERATURE

LESSONS IN PRIMARY SCHOOLS IN MACEDONIA Umit Suleymani

Elementary School Vrapciste, Republic of Macedonia [email protected]

Abstract: The educational strategy of an hour consists of methods and techniques. Strategies are determined

before and apply during the lesson. The paper refers to the educational strategies -as David Ausubel and his

strategy of presentation (reception), Jerome Bruner - discovery strategy (innovation) and John Devej- strategy

of research-analysis. To investigate how teachers pay attention to these methods and techniques has been

developed and tested a questionnaire to 14 teachers who teach Turkish language and literature in primary

schools in Macedonia.

Keywords: strategy, methods and techniques, teachers, schools.

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4.

[1] Demirel, . (2007). retim ke ve Yntemleri retme Sanat (12. bask). Ankara: Pegem A Yaynclk.

[2] Demirel, . (1999). Kuramdan Uygulamaya Eitimde Program Gelitirme. Ankara:

Pegem A Yaynclk. / 141.

[3] Hakan, A.(1991). Eitim Sorunlarnn zmnde Akretim. Eskiehir: A.. Ak retim Fakltesi Yaynlar,. s. 78.

[4] Tan, S., Aknolu, O., Erciyes, G., Gven, B., Kl, A., Kksal, F. N. vedierleri., (2007). retim lke ve

Yntemleri. Ankara: Pegem A Yaynclk. s.150.

[5] , . (2015)

. ( ). ,

" " . . 38.



21

GIFTED STUDENTS DEVELOPMENT AND SUPPORT Katarina arapi

Mionica Secondary School, Mionica, Serbia, [email protected] eljka Radojii Luki

Ministry of Education, Belgrade, Serbia, [email protected]

Abstract:This paper discusses the questions of the opportunities which contemporary educational system

provides for gifted students, in other words, if Serbian educational system is capable of providing the adequate

support to these students. Given that recognising these students is extremely complicated process, this paper

discusses the efficiency of the mechanisms established by the law in recognising gifted students and giving them

support and possibilities for further development.

The question arises what percent of the representatives of the school system is fully familiar with the notion of

giftedness. What is giftedness? Is it the same being gifted, talented, genius or intelligent? How to recognise a

gifted student? When should we start that process and how to put it into practise?

Starting with the definition of giftedness through the analysis of laws and regulations and the current state in our

school system when it comes to the matter of giftedness, this paper actualises the attitudes of certain authors

about cherishing and supporting the giftedness in students. The starting points in this segment are the attitudes

of eminent experts who dealt with giftedness in students (Sally M. Reis, Joseph S. Renzulli,Franoys Gagn,

Carol J. Mills). They state that the development of this side of a students personality is closely connected with

the qualities of teachers and their attitudes to these students. To support this fact, the abovementioned authors

give the results of certain research which clearly state the characteristics of the teachers trained and motivated to

work with gifted students.

Keywords: giftedness, students, teachers, support

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(Sally M. Reis,Joseph S. Renzulli,FranoysGagn, Carol J.

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. Sally M. Reis Joseph S. Renzulli The Gifted and Talented Constitute One Single

Homogeneous Group and Giftedness Is a Way of Being That Stays in the Person Over Time and Experiences

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mailto:[email protected]:[email protected]:[email protected]:[email protected]



22

Renzulli 1978. : ,

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Gifted: Programming for Gifted Students Beyond the Era of Inclusionism 2003.

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[6] -, , 2012. [7] The Gifted and Talented Constitute One Single Homogeneous Group and Giftedness Is a Way of Being That

Stays in the Person Over Time and Experiences, Sally M. Reis Joseph S. Renzulli

[8] Ten Commandments for Academic Talent Development, Franoys Gagn (2007)

[9] Characteristics of Effective Teachers of Gifted Students: Teacher Background and Personality Styles of

Students (2003), Carol J. Mills

[10] What makes giftedness? Reexamining a definition, Joseph S. Renzulli (1978)



25

INCLUSIVE CULTURE AT DIMO HADZI DIMOV- SKOPJE

Lidija Vodjanik

Nevena Petkovska

Marija Tripunoska

ES Dimo Hadzi Dimov, Skopje, R. Macedonia

Abstract: Inclusion in school practice often refers to the provision of teaching children with special needs,

where they will be involved with the children from the regular school and will participate together in school and

outside school activities.

The goal of inclusive education is to overcome all kinds of barriers of discrimination as it relates to gender,

nationality, religion and socio-economic status, ability and health status or any other characteristic of the

individual.

Objective: Gaining knowledge about the process of inclusion in elementary school Dimo Hadzi Dimov - Skopje

through the views of teachers working at the school.

Methodology: The quantitative research was conducted to determine the views of 48 teachers from elementary

school Dimo Hadzi Dimov in Skopje.With every teacher a questionnaire was conducted to determine the

attitudes of different topics-cooperation with the inclusion team, the use of IPR,if the students with SEN and

pupils with typical development areaccepted, whether they cooperate with parents of students with SEN,

whether the school provides internal training, if they independently detect students with SEN etc.Results: the

concept that teachers work with the inclusion team dominates among the teachers (450th They believe that

students with disabilities are accepted by their classmates and teachers (41) .The teachers claim to have

cooperation with parents of students with SEN (36), and that the school implemented internal training (48).

Conclusion.: Dominance of positive attitudes of teachers in all subjects of the questionnaire indicated a positive

and inclusive index constructed inclusive culture in the school.According to the results it is considered that the

school has built an inclusive culture.

Keywords:Inclusion, students with SEN, inclusive team

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.

[1] Bartolo, P., Blake, C & Jacova, Z., 2007. International Perspectives on SEN and Inclusion.British Journal of

Learning Support22(2), 50-51.

[2] Bori, S., Tomi, R., 2002. Stavovi nastavnika osnovnih kola o inkluziji [online] Avialible at:

hrcak.srce.hr/file/130699 [Accessed at 19 December 2014].

[3] Booth, T., Ainscow, M., 2010. . :

.

[4] Booth, ., Ainscow. ., 2008. Indeks inkluzivnosti: Promicanje uenja i sudjelovanja u kolama. [Online]

Available at: http://www.csie.org.uk/resources/translations/Index_Croatia.pdf [Accesed 15 October 2013].

[5] -,.,-, ., 2009.

. . 62, 571-583.

[6] Evans L.,2007. Inclusion. London: Routledge.

[7] , ., -, ., , ., , ., 2002. :

. :

.

[8] , ., , ., 2009. -

. : .

[9] , ., 2004. .

, 1-2, 35-46.

http://www.csie.org.uk/resources/translations/Index_Croatia.pdf



29

MARKETING IN THE SERVICE OF EDUCATION OF CHILDREN

WITH PSYCHOPHYSICAL DEVELOPMENTAL DISABILITIES Salim Goranac

Ana Nikoli

Primary school Sava Jovanovi Sirogojno, Zemun, R. Srbija, [email protected]

Abstract: School promotion includes different forms of media, which are expected to create a good reputation

of the school in the public. Marketing strategies that are used in school Sava Jovanovic Sirogojno are aimed at

specific needs of its students. In this regard, the work with children with psychophysical disabilities requires the

provision of specific services. Visibility of results of the work is provided through websites, social networks,

participation in competitions, festivals, fairs and other events, as well as through the implementation of projects

thanks to which school is considered specific and recognizable. International cooperation brings greater

visibility and reputation, which is reflected in an increased enrollment. Thanks to the project engagement,

ongoing marketing moves and people of good will, the school is in the process of equipping the rehabilitation

block which is practically necessary for the children with disabilities in the psycho-physical development. In

addition, students have the opportunity to be involved in individual and group activities that are planned and

implemented into modern classrooms, equipped so as to stimulate the sensory sensation, perception of adequate

and appropriate motor activity. Programme contents cover areas of physical development, sensory, sensorimotor

and psychomotor development, linguistic, intellectual, emotional and social development. With the inclusive

approach to rehabilitation, diminishing social barriers increases the level of acceptance of diversity and

improves the quality of life. Keywords: marketing, training, specific services

MARKETING U FUNKCIJI OBRAZOVANJA DECE

SA SMETNJAMA U PSIHOFIZIKOM RAZVOJU Salim Goranac

Ana Nikoli

Osnovna kola Sava Jovanovi Sirogojno, Zemun, R. Srbija, [email protected]

Rezime: Promovisanje kole predstavlja razliite oblike javnog informisanja, od kojih se oekuje da stvore

dobru reputaciju u javnosti o koli. Strategije marketinga koje se koriste u koli Sava Jovanovi Sirogojno

usmerene su na specifine potrbe uenika. U tom smeru rad sa decom sa smetnjama u psihofizikom razvoju

zahteva izmeu ostalog i pruanje specifinih usluga. Vidljivost rezultata rada obezbeuje se preko sajtova,

drutvenih mrea, uea na takmienjima, smotrama, sajmovima i drugim manifestacijama, kao i putem

realizacije projekata, ijom implementacijom kola postaje specifina i prepoznatljiva u sredini. Kroz saradnju

sa drugim institucijama i organizacijama uenici kole ukljueni su u nekoliko zajednikih projekata

regionalnog karaktera ime se jaa inkluzija i promovie potovanje razliitosti. Meunarodna saradnja donosi

veu vidljivost i ugled, to se odraava u poveanju broja upisane dece. Zahvaljujui projektnom angaovanju,

markentinkim potezima i ljudima dobre volje, kola uveliko oprema rehabilitaciono-terapeutski blok koji je

deci sa smetnjama u psihofizikom razvoju praktino neophodan. Pored osnovne delatnosti, uenici kole imaju

priliku da u procesu celodnevne nastave budu ukljueni u individualne i grupne aktivnosti koje se planiraju i

realizuju u savremenim kabinetima, opremljenim sredstvima za rad u cilju stimulacije ulnih oseta, adekvatnog

opaaja i odgovarajuih motornih aktivnosti. Programski sadraji obuhvataju oblasti fizikog razvoja,

senzornog, senzomotornog i psihomotornog razvoja, govorno-jezikog, intelektualnog, emocionalnog i

socijalnog razvoja. Sa inkluzivnim pristupom rehabilitaciji, otklanjanjem socijalnih prepreka, poveava se

stepen prihvatanja razliitosti i poboljava kvalitet ivota.

Kljune rei: marketing, obrazovanje, specifine usluge

Svako dete zasluuje heroja: odraslu osobu koja nikad nee od njih dii ruke; nekog ko e razumeti kolika se

snaga krije u povezanosti; nekog ko e istrajati u tenji da deca iz sebe izvuku najbolje to mogu. Rita Piierson

Izgleda nemogue dok se ne uradi. Nelson Mandela

1. UVOD Promovisanje kole predstavlja razliite oblike javnog informisanja, od kojih se oekuje da stvore

dobru reputaciju u javnosti o koli. Vanost primene marketinga u neprofitnim organizacijama se ogleda u

boljem radu institucije i kvalitetnijem ostvarivanju misije i ciljeva to doprinosi reavanju drutvenih problema

zbog kojih institucija i postoji. Marketing u obrazovanju se moe posmatrati u kontekstu neprofitnog marketinga

i marketinga usluga. Usluge su aktivnosti ili koristi koje jedna strana moe ponuditi drugoj, uglavnom je

mailto:[email protected]:[email protected]



30

neopipljiva i ne rezultira vlasnitvom bilo ega. Usluna organizacija mora odluiti kome eli pruati uslugu,

otkriti potrebe i elje korisnika usluge i odrediti strategiju koja je iskljuivo posveena pruanju ba takve

usluge (Barilovi,Leko imi, timac, 2013). Strategije marketinga koje e obrazovne ustanove koristiti treba da

budu usmerene na specifine potrbe korisnika budui da se u dananje vreme naglasak stavlja pre svega na

kvalitet, a ne kvantitet, organizacije koja nudi usluge u podruju obrazovanja. Markentinko angaovanje

zaposlenih u ustanovi doprinosi boljoj komunikaciji izmeu davaoca usluge i korisnika usluge, oblikuje

pozitivnu sliku o obrazovno-vaspitnoj ustanovi u svesti roditelja, kreira i odrava kvalitet obrazovno-vaspitne

ustanove, poboljava obrazovne mogunosti uz dobijanje dodatnih sredstava, a takoe i veoj organizacionoj

efikasnisti i uspenosti postignute realizovanjem kljunih zadataka menadmenta (Trmi, Dragojlovi, 2012).

Vidljivost rezultata rada obezbeuje se preko sajtova, drutvenih mrea, ueem na takmienjima, smotrama, sajmovima i drugim manifestacijama, kao i putem realizacije projekata, ijom implementacijom kole postaju

specifine i prepoznatljive u sredini (Karanac, Papi, Jolovi, 2011).

Uslovi u kojima ive deca sa smetnjama u psihofizikom razvoju svedoe u kojoj meri sredina

obezbeuje mogunosti za njihov razvoj. Brojne su prepreke jer uslovi nisu podsticajni, esto su ometajui zbog

predrasuda i stereotipa i na njima zasnovanih negativnih stavova. Transformacija specijalnih kola u resursne

centre je uveliko trend u Evropi. U tom smeru rad sa decom sa smetnjama u psihofizikom razvoju zahteva

izmeu ostalog i pruanje specifinih usluga kao to su program razvoja vizuelnog opaanja i vizuelni trening,

taktilno-kinestetiki trening, auditivne i govorno-jezike vebe, obezbeivanje tehnikih pomagala i posebne

kompjuterske tehnologije (Jablan, Kovaevi,2008). Kada se obezbede uslovi i uvedu organizovane aktivnosti u

procesu inkluzivnog obrazovanja dolazi do menjanja stavova i odnosa prema deci sa smetnjama u psihofizikom

razvoju ime se stvaraju uslovi za njihovo kvalitetno obrazovanje i razvoj u celini.

2. SAVREMENO OBRAZOVANJE Osnovna delatnost kole Sava Jovanovic - Sirogojno je obrazovanje i vaspitanje dece sa smetnjama

u psihofizikom razvoju. Sve aktivnosti u koli planiraju se i realizuju kroz timski rad. Rezultati govore u prilog

kvaliteta usluga koju dobijaju uenici kole, kao i uenici partnerskih redovnih kola i predkolskih ustanova

kojima je neophodan tretman. kola usko sarauje sa prosvetnim ustanovama, Centrom za socijalni rad,

Domom zdravlja, optinama, Fakultetom za specijalnu edukaciju i rehabilitaciju, Fakultetom politikih nauka,

nevladinim organizacijama i institucijama posebno senzibilisanim za osobe sa smetnjama u razvoju u dravi i

regionu. Kroz saradnju sa drugim institucijama i organizacijama uenici kole ukljueni su u nekoliko

zajednikih projekata regionalnog karaktera ime se jaa inkluzija i promovie potovanje razliitosti.

Meunarodna saradnja donosi veu vidljivost i ugled, to se odraava u poveanju broja upisane dece.

Vaspitno-obrazovni proces zasniva se na potovanju individualnih sposobnosti uenika i njihovih

specificnosti. Veina dece savladava programske sadraje po individualnom obrazovnom planu (IOP), koji

izradjuje Tim za inkluzivno obrazovanje sastavljen od defektologa i strunih saradnika: logopeda, reedukatora

psihomotorike, profesora korektivnih vezbi, psihologa, socijalnog radnika i nastavnika engleskog jezika. Jedan

od nezaobilaznih segmenata rada kole jeste savetodavni rad sa roditeljima, kojim se detetu dodatno olakava

integracija u socijalnu sredinu i prevazilaenje barijera sa kojima se svakodnevno susreu. Sve vreme boravka u

koli, deca imaju podrku medicinskih sestara. Takoe je obezbeena i ishrana uenika tokom boravka u koli.

Kroz vannastavne aktivnosti razvija se manipulativna spretnost dece, ljubav prema tradiciji i kulturi, likovno-

estetski senzibilitet, kreativnost... U koli funkcioniu scenska, likovno-keramika i sportsko-saobraajna

sekcija. Sekcije su paljivo birane prema sposobnostima i pokazanim afinitetima dece. Tokom kolske godine u

koli se organizuju tematske radionice i druionice sa decom i roditeljima...

Sposobnosti i talenti dece se promoviu uestvovanjem na prodajnim izlobama, manifestacijama,

takmienjima... Rukovodstvo i nastavnici kole se kontinuirano struno usavravaju, pohaaju seminare i sa

svojim naunim i strunim radovima uestvuju na mnogim meunarodnim konferencijama i simpozijumima.

kola je organizator tribina i manifestacija za nastavnike, roditelje i uenike sa smetnjama u psihofizikom

razvoju.

3. KOLA DRUGAIJA OD DRUGIH Opservirajui uenike, specifinosti u njihovom ponaanju, uoavanjem njihovih potreba, elja,

mogunosti i sposobnosti prifilisalo se nekoliko ideja ijom realizacijom je dolo do poboljanja funkcionisanja

i napredka kako u kolskom, tako u irem drutvenom okruenju. Zahvaljujui projektnom angaovanju,

markentinkim potezima i ljudima dobre volje kola uveliko oprema rehabilitaciono-terapeutski blok koji je

deci sa smetnjama u psihofizikom razvoju praktino neophodan. Pored osnovne delatnosti, uenici kole imaju

priliku da u procesu celodnevne nastave budu ukljueni u individualne i grupne aktivnosti koje se planiraju i

realizuju u savremenim kabinetima, opremljenim specijalizovanim sredstvima za rad. Programski sadraji

obuhvataju oblasti fizikog razvoja, senzornog, senzomotornog i psihomotornog razvoja, govorno-jezikog,

intelektualnog, emocionalnog i socijalnog razvoja. Zadaci vaspitno-obrazovnog rada u rehabilitaciono-



31

terapeutskom bloku su: podsticanje osamostaljivanja, jaanje socio-emocionalne kompetencije, podrka

saznajnom razvoju, potovanje individualnosti, podsticanje kreativnosti i podrka fizikom razvoju.

Rehabilitaciono-terapeutski blok ine:

- Kabinet za govorno-jezike smetnje sa opremom (patule, logopedske sonde, KSAFA-m aparat, vibrafon, Montesori materijal, kartice razliitih ilustracija, Pii-brii nastavne listie, knjige, igrake,

interaktivne igrice, itd.);

- Kabinet za reedukaciju psihomotorike sa odgovarajuom opremom; - Kabinet za preventivno-korektivne vebe sa opremom; - Senzomotorna soba sa prateom opremom za stimulaciju ulnih oseta, adekvatnog opaaja i

odgovarajuih motornih aktivnosti;

- Senzorna soba (po principu snoezelen sobe) je prostorija koja je potpuno izolovana od spoljnih uticaja. Opremljena je mekanim podom i raznovrsnom opremom (rotirajua disko lopta, reflektor, snop

svetleih optikih vlakana, interaktivne tube sa mehuriima i ribicama, ogledalske folije, rasprivai

arome, UV lampe i masaeri). Predstavlja interaktivnu sobu, u kojoj terapeut kontrolie korienje

opreme i dozira stimuluse za svako ulo, prilagoavajui ih individualnim karakteristikama svakog

korisnika. Na taj nain, tretman u sobi e, u zavisnosti od potrebe imati efekat umirivanja i relaksacije

ili suprotno, stimulacije odreenog ula.Rad u senzornoj sobi pre svega namenjen je deci i omladini

koja imaju smetnje senzorne integracije, zatim onima koji imaju tekoe obrade svakodnevnih

informacija u celovit opaaj i koja manifestuju neobina ponaanja, kao to su izbegavanje ili preterano

traenje dodira, zvuka i svetlosnih senzacija. Tretmanom su obuhvaena deca sa poremeajem

autistinog spektra, deca sa nedovoljnom mentalnom razvijenou, sa senzornim oteenjem, govorno-

jezikim potekoama, smetnjama u uenju, problemima u ponaanju , deca sa poremeajem panje i

drugim smetnjama; - Slana peina-Haloterapija prestavlja tretman udisanja estica soli, tj. inhaliranje solima i ima irok

spektar pozitivnog uticaja ne samo kod respiratornih tegoba, ve i kod niza drugih bakterijskih i

virusnih infekcija. Slana peina je opremljena muzikim ureajem, kao i ureajem koji proizvodi

svetlosne efekte. Sinergija muzike i svetlosti je stimuliui, a i relaksacioni faktor koji obogauje

terapijske efekte. Boravak u slanoj peini, osim dobrobiti za zdravlje i relaksaciju, prua mogunost za

realizaciju edukativnih sadraja. U prostoriji moe biti jedno, dvoje ili grupa dece zavisno od njihovih

specifinosti u ponaanju. Za svako dete, uz obaveznu saglasnost roditelja, timski se izrauje plan

tretmana u slanoj peini, koji sadri dinamiku, trajanje, vrstu aktivnosti i ishode. U slanoj peini

mogue je realizovati opte i specifine vebe reedukacije psihomotorike: osvajanje subjektivnog i

objektivnog prostora, manipulisanje u prostoru polja pokreta, vebe za stimulaciju praktognostike i

saznajne organizovanosti. Posebna panja se posveuje vebama za poboljanje fine i grube motorike,

manipulativne spretnosti, koordinacije pokreta. Organizuju se igre i zanimljive aktivnosti za stimulaciju

vie ula, bitnih za pravilan razvoj deteta, kao to su: odreivanje izvora zvuka ili svetlosti; taktilno

opaanje, opaanje i prepoznavanje boja, spektra boja, zvukova pesama i mnoge druge. Boravak u

slanoj peini dovodi do psiho-fizike ravnotee, te tako pomae poboljanju panje i koncetracije.

Kombinacijom realizacije edukativnih sadraja i terapijskog efekta slane peine, doprinosi se boljoj

stimulaciji svih ula i kinestetskih oseaja, poboljanju psihofizikog i zdrastvenog stanja; - Kvantna soba za nano terapiju ima za cilj poboljanje opteg zdravsvenog stanja kroz primenu kristalo

terapije korienjem bioterapeut ploa i antimikrobnih sistema. Bioterapeut ploe uklanjaju stres,

vraaju polaritet elijama i uspostavljaju energetske tokove u organizmu. Antimikrobni sistemi

predstavljaju diskove sa nanokristalima metala koji su rasporeeni u sistem spirala po principu zlatnog

preseka. Sistem spirala stvara energetsko polje koje paralie rad virusa, bakterija i gljivica i time jaa

imunitet organizma;

- Isceliteljski vrt-moderno opremljeno kolsko dvorite ine ravnomerno rasporeene i opremljene zone razliitih namena za boravak dece na otvorenom: igralita, terapijski vrt i vonjak. Sadri razliite

materijale (behaton, cigla, beton, drvo, kamen, tartan podloga, trava) koji se koriste za oznaavanje

prelaska iz jedne zone u drugu; raznovrsnu biljnu vegetaciju u pogledu veliine, boje, oblika, teksture,

mirisa; opremu i rekvizite od razliitih prirodnih materijala; pomone objekte i kutke za osamljivanje.

Raznoliki materijali poboljavaju senzornu integraciju, a stimulisanje senzomotornih aktivnosti se

odvija u zonama igralita. Kora stabla nudi vizuelne i taktilne razlike. Zemlja, pesak, ljunak imaju

razliite teksture i stvaraju razliiti oseaj za dodir. Cvrkut ptica, razne zveckalice i predmeti koji

proizvode zvukove pruaju mogunost za razvijanje audio opaaja. Poseban znaaj vrta je u

mogunosti izmetanja nastave iz zatvorenog prostora u prirodno okruenje. Praktino iskustvo i igra

daju poseban doprinos u usvajanju edukativnih sadraja. Isceliteljski vrt je multisenzorno opremljen i

komunikacijski dobro organizovan prostor, predstavlja terapijsku celinu jer omoguuje hortikulturalnu

terapiju, okupacionu terapiju, muzikoterapiju, terapiju igrom i pokretom, art terapiju, senzomotornu i

psihomotornu stimulaciju, a i odmor i relaksaciju.



32

U pripremi su projekti za opremanje audio-vizuelnog centra putem digitalnog umreavanja, nabavku prenosive

hiperbarine komore, ureenje konferecijske sale i ugradnju lifta.

4. ZAKLJUAK Pruanjem podrke osobama sa smetnjama u psihofizikom razvoju, u skladu sa njihovim

psihofizikim karakteristikama, i omoguavanjem uslova u zajednici za optimalan intelektualni, telesni,

emocionalni i socialni razvoj, moe se poboljati njihov kvalitet ivota (Grob, 1995). ira i ua drutvena

sredina uglavnom posmatra dete sa sa smetnjama u psihofizikom razvoju kao osobu koja je manje socijalno

kompetentna u odnosu na decu tipinog razvoja. Sa inkluzivnim pristupom rehabilitaciji, otklanjanjem

socijalnih prepreka, moe se poveati stepen prihvatanja razliitosti, ime bi se poveao broj interakcija izmeu

navedenih osoba i osoba tipine populacije. Najpre je potrebno unaprediti sistem usluga u oblasti obrazovanja i

socijalne zatite, izmeniti negativne stavove prema osobama sa smetnjama u psihofizikom razvoju i prihvatiti

ih kao jednako vredne kako bi rana rehabilitacija, sistemi podrke i mere zakona omoguile potpunu integraciju

osoba u iroj socijalnoj zajednici.

5. LITERATURA [1] Barilovi, Z.,Leko imi, M., timac, H.(2013): Istraivanje kvalitete obrazovne usluge s podruja

projektnoga menadmenta, Ekonomski vjesnik, 26 (2), 371-381. Ekonomski fakultet u Osijeku.

[2] Grob, N. G. (1995). The paradox of Deinstitutionalization. Society, 32(5), 51 - 59.

[3] Jablan, B., Kovaevi, J. (2008): Obrazovanje u redovnim kolama za decu ometenu u razvoju: zajedno ili

paralelno, Nastava i vaspitanje, 52(1). Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd.

[4] Karanac, R.,Papi, ., Jolovi,S. (2011): Promocija i marketing obrazovno-vaspitnih ustanova, Meunarodni

simpozijum-Tehnologija, Informatika i Obrazovanje za drutvo uenja i znanja, Tehniki fakultet, aak.

[5] Trmi, S., Dragojlovi, V. (2012): Markentinka kultura u obrazovno-vaspitnim ustanovama, Meunarodna

nauna konferencija-MENADMENT2012, str.697-702, Mladenovac.



33

INCREASING SELF-CONFIDENCE USING POSITIVE PSYCHOLOGY Svetlana Zlateska Shkrbina

specialist of school psychology [email protected]

Gordana Nestorovska

specialist of school psychology [email protected]

Jadranka Maros Karakasheva

MSc of [email protected]

Abstract: Teaching is the most organized way of education and learning. Very often in this process, much more attention is directed to the cognitive aspect apart of social and affective. In other words, we are filling the

students head instead of shaping it. In our education system, academic skills are the most important. They are

considered the main prerequisite for a good job and successful life. That is why assessments of students from

sixth to ninth grade are taken into account for enrollment in secondary school. On the other hand, research in

positive psychology shows that professionally successful people are self-confident, optimistic, easily handles

stress and anxiety at work. This article provides an overview of the achievements of positive psychology and

their possible applications in education and teaching students in order to shape them as more self-confident,

self-respectful, self-controlled, productive, responsible, sociable, willing and cooperative, contented itself. Stop

teaching students what to think and start teaching them how to think and how to develop skills for their

reflexive, dialogical and dialectical thinking. To help students identify their strengths and to increase their using

in their daily lives. In addition, to promote resilience, positive emotions, meaning and purpose, and positive

social relations.

Keywords: self-confidence, self-esteem, positive psychology.

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5. [1] Biddulph, S. (2007) Tajna sretne dece Zagreb: Mozaik knjiga

[2] Dryden, G, Vos, J. (2001) Revolucija u uenju Zagreb: Educa

[3] Levin, M. (2003) Svako dete je pametno na svoj nain Beograd: Mo knjige

[4] Lindenfild,G. (2003) Samopouzdana deca Beograd:

[5] Rijavec, M (2000) uda se ipak dogaaju Zagreb: IEP

[6] Miljkovic, D, Rijavec, M. (2004) Bolje biti vjetar nego list Zagreb: IEP

[7] Miljkovic, D, Rijavec, M. (2006) Kako biti bolji Zagreb: IEP

[8] Miljkovic, D, Rijavec, M (2010) Razgovori sa zrcalom Zagreb: IEP

[9] Rijavec, M, Miljkovic, D. ( 2010) Pozitivna disciplina u razredu Zagreb: IEP

[10] Rijavec, M, Miljkovic, D. (2002) U potrazi za arobnom svjetiljkom Zagreb: IEP

[11] Seligman E.P.M. (2006) Naueni optimizam Zagreb: IEP



38



39

CREATIVE WORKSHOP ,,ECO - BAZAAR Snezana Djordjevic

Elementary school ,,Djordje Krstic Republic of Serbia [email protected]

Abstract: Eco bazaar represents an inter-school project of two primary schools in Belgrade: Djordje

Krstic and Miloje Pavlovic, attended by students with disabilities. The aim of this project is to promote

inclusion through joint actions in the field of ecology. The project consists of nine stages, which take place

throughout the school year: 1. the formation of the ecological sections; 2. the collection of recyclable materials

at the school level; 3. the creation of everyday objects from recycled materials; 4. organizing joint eco- fairs; 5.

joint appearances in theatrical performances with designs made from recycled materials; 6. establishing a

common blog which would publish the activities carried out, including voting for the most successful works and

acting perfomances, proposing new activities, marking significant dates of the ecological calendar, etc; 7.

promoting the project through media appearances such as TV, interviews and newspapers; 8. the inclusion of

other schools from the region in the activities; 9. the expansion of the project with new content . The

implementation of the activities involves students, teachers and parents. In the first phase the financial support

to schools participating in the project to equip the eco-workshops and purchase the tools and supplies for work

is planned. In the other phases , the workshops finance themselves by selling useful objects on eco-fairs.

Possible risks are reflected in the loss of initial enthusiasm that can be overcome by reducing the scope and

number of activities. Expected outcomes of the project are: the inclusion of all students from both schools in the

collection of recyclable materials, active participation of students with disabilities in eco-exhibitions, theater

performances and on the blog, the support of parents, communities and the media in the organization and

implementation of activities, fostering tolerance and collaborative relationships among peers, the inclusion of

other schools from the region in the activities of the project, the design and implementation of new joint

activities. A new cycle begins each school year. The current action plan is expanded and adjusted in accordance

with the suggestions and needs of the participating schools.

Key words: recycling , inclusion , local community , support , cooperation

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