1. komponenta

Lecture type	Total
Lectures	15
Exercises	30
Seminar	15

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

1. Implementing the education and rehabilitation assessment of the levels of motor, sensory, cognitive, emotional and social functioning of children, young people and adults with visual impairments, motor disorders, chronic diseases, intellectual disabilities, learning disabilities, attention deficit hyperactivity disorder and with autism spectrum disorder (ASD), multiple disabilities and other developmental and acquired disabilities in functioning of various etiology (hereinafter: children with disabilities
2. Creating new forms of needs assessment of individuals and groups of children with disabilities and persons with disabilities.
3. Designing and implementing individualized, evidence based, education and rehabilitation programs and procedures to improve functional development (abilities, knowledge and skills) and quality of life of children with disabilities and persons with disabilities
4. Evaluating the effects of education and rehabilitation programs and procedures.
5. Modifying/changing education and rehabilitation programs and procedures depending on the evaluation results.
6. Implementing team work and cooperation skills with experts of different profiles, different organizations and systems and personsin the living environment of children with disabilities and persons with disabilities (family, caregivers, peers, partners, roommates, colleagues, etc.).
7. Managing continuous professional and personal development.
8. Using skills that are required for formal and independent advancement in the field of Education and Rehabilitation and related professional fields.

1. A Survey on Ambient Intelligence in Healthcare, Proceedings of the IEEE, , Acampora, G. i sur., , 2013.
2. Potpomognuta komunikacija kod djece s razvojnim odstupanjima, , Batistić Pešić, L., , 2012.
3. Assistive social robots in elderly care: a review. Gerontechnology, , Broekens, J., Heerink, M., Rosendhal, H., , 2009.
4. Successful implementation of Assistive Technology to Promote Acces to Curriculum, , Coleman, M., , 2011.
5. Ambient assistive technology for people with dementia: An Answer to the epidemiologic transition, , Federici i sur., , 2014.
6. An ideal model of an assistive technology assessment and delivery process, , Federici, S. i sur., , 2014.
7. An Eye-Tracking Assistive Device Improves the Quality of Life for ALS Patients and Reduces the Caregivers Burden, Journal of Motor Behavior, , Hwang C.S., Weng H.H., Wang L.F., Tsai C.H., Chang H.T., , 2014.
8. Assistive technology. Interventions for Individuals with Severe, , Lancioni, G. E. i sur., , 2013.
9. Brain Computer Interface: An Overview, , Lebedev, M., , 2014.
10. Etnical Challenges Associated with the Developmnet and Deployment of Brain Computer Interface Techonology. Neuroethics, , McCullagh, P., Lightbody, G., Zygierewicz, , 2014.
11. Effects of an assistive technology intervention on older adults with disabilities and their informal caregivers. American journal od physical medicine and rehabilitation, , Mortensen, W. B., Demers, L., Fuhrer, M. J., Jutai, J. W., Lenker, J., DeRuyter., F., , 2013.
12. Brain Computer Interfaces for Cerebral Palsy, , Ponce, P., Molina, A., Balderas, D., Grammatikou, D., , 2014.
13. Autmatizirane kuće, , Zgurić, S., , 2013.

Obvezni predmeti - Edukacijska rehabilitacija (INK i ART), 3. semestar - Regular studij - Educational Rehabilitation
Obvezni predmeti - Edukacijska rehabilitacija (VID i ART), 3. semestar - Regular studij - Educational Rehabilitation
Mandatory course - Regular studij - Educational Rehabilitation