Lecture type	Total
Lectures	15
Clinical practicals	15
Recreation excercises	15
Laboratory exercises	15
Physical education excercises	15
Proofreading exercises	15
Disscussion panels	15
Practicum	15
Practical foreign language exercises	15
Exercises	15
Methodology exercises	15

* Load is given in academic hour (1 academic hour = 45 minutes)

1. Describe the effects of risk factors for hearing, communication, language, voice, speech, reading, writing, feeding, and swallowing disorders.
2. Describe complex communication needs in people with intellectual disabilities, people with autism spectrum disorder, and people with motor disorders, sensory disorders, and behavioral disorders.
3. Explain the principles of early intervention.
4. Explain ethical principles in speech-language pathology work/practice.

1. , 1. Tarczay, S. (2007) Gluhosljepoća ? jedinstveno oštećenje, Ljetopis socijalnog rada, 14 (1), 143-153.
   2. Salaj, I. (2009) Home instructors: inovativan model podrške osobama s dvostrukim senzoričkim oštećenjem (oštećenjem vida/sluha) starije životne dobi. Zagreb: Hrvatska udruga gluhoslijepih osoba Dodir.
   3. Tarczay, S. (2003) Komunicirajmo drugačije. Vodič u svijet komunikacije s gluhoslijepim osobama. Zagreb: Hrvatska udruga gluhoslijepih osoba Dodir.
   3. Škola neovisnog življenja. (2007) Zagreb: Hrvatska udruga gluhoslijepih osoba Dodir
   4. Janssen, M. J., Riksen-Walraven, M., van Dijk, J. P. M. (2002) Enhancing the Quality of Interaction Between Deafblind Children and Their Educators. Journal of Developmental and Physical Disabilities, 14(1), 87-109.
   5. Amaral, I. (2006) Improving Participation and Activity for Students with Multiple Disabilities Including Visual Impairments., , , .
2. , 1. Gleason, D. (2002) Early interactions with children who are deaf-blind
   http://www.dblink.org/pdf/adamls.pdf, , , .

Rehabilitacija, 5. semestar - Regular studij - Rehabilitation
Logopedija, 5. semestar - Regular studij - Speech and Language Pathology