Lecture type	Total
Lectures	30
Clinical practicals	30
Recreation excercises	30
Laboratory exercises	30
Physical education excercises	30
Proofreading exercises	30
Disscussion panels	30
Practicum	30
Practical foreign language exercises	30
Exercises	30
Methodology exercises	30

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

1. Describing the elements of the process of education and rehabilitation (early detection/ screening, assessment, planning, implementation, evaluation) in working with children with disabilities and persons with disabilities and people from their living environment (family, caregivers, peers, partners, roommates, associates)
2. Conducting education and rehabilitation assessment of levels of motor, sensory, cognitive, emotional and social functioning of children with disabilities and persons with disabilities and assessment of characteristics of their living environment (family, school, peers, housing, employment, etc.) under supervision.
3. Evaluating education and rehabilitation programs and procedures under supervision.
4. Analyzing ethical challenges in the field and advocate professional and ethical principles.
5. Applying professional terminology in accordance with contemporary concepts in the field of Education and Rehabilitation.
6. Explaining basic research methodology and evidence base in the field of Education and Rehabilitation.
7. Planning professional and personal development through continuing education in the field of Education and Rehabilitation and related professional fields.
8. Applying active learning and critical thinking skills.

1. , 1) Novosel-Kernic, M.: Dijagnosticiranje u defektologiji, drugo izmijenjeno izdanje, Fakultet za defektologiju Sveučilište u Zagrebu, Zagreb 1991.
   2) Dieterich, C., A., Villani, C., J., Bennett, P., T.: Functional Behavioral Assessments: Beyond Student Behavior. Journal of Law and Education, 34, 3, 357-368. Jul 2003.
   3) Dalić-Pavelić, S., Fulgosi-Masnjak, R., Stančić, Z.: Utjecaj programa strukturiranih igara na promjenu sociometrijskog položaja učenika s posebnim potrebama. Hrvatska revija za rehabilitacijska istraživanja, 40, 1, 13-24., 2004.
   4) Fulgosi-Masnjak, R.: Samoprocjena, emocije i postignuće u školskoj situaciji. U: Kiš-Glavaš, L., Fulgosi-Masnjak, R. (ur.), 2002.: Do prihvaćanja zajedno: Integracija djece s posebnim potrebama (priručnik za učitelje)., IDEM, Zagreb.
   5) Fulgosi-Masnjak, R., Dalić-Pavelić, S.: Utjecaj programa strukturiranih igara na promjenu stavova učenika bez teškoća u razvoju prema učenicima s posebnim potrebama u uvjetima integracije, Hrvatska revija za rehabilitacijska istraživanja, 37, 2, 179-191., 2001.
   6) Fulgosi-Masnjak, R., Dalić-Pavelić, S.: Neke metrijske karakteristike Upitnika za mjerenje stavova učenika bez teškoća u razvoju, prema učenicima s posebnim potrebama, Hrvatska revija za rehabilitacijska istraživanja, 37, 2, 219-228., 2001., , , .
2. , 1) Brink, M. B.: Involving Parents in Early Childhood Assessment: Perspectives from an early intervention Instructor. Early Childhood Education Journal, 29, 4, 251-257. Sum 2002.
   2) Kendrick, M., Poulin, N.: Assessing Quality Inclusive Child Care Placements for Young Children with Special Needs, 2002.
   3) Lynch, E., M., Struewing, N., A.: Children in Context: Potfolio Assessment in the Inclusive Early Childhood Classroom. Young Exceptional Children, 5,1, 2-10. Fall 2001.
   4) Kim, Y., M., Sugawara, A.,I.: Perceptions of Early Childhood Special Education Professionals: Assessment of Functional Skills among Children with Special Needs. Early Child Development and Care, 146, 33-40. Jul 1998.
   5) Grubb, D., Courtney, A.: Developmentally Appropriate Assessment of Young Children: The role of Portfolio Assessment. 1996.
   6) Lowenthal, B.: Types of Assessment for Young Children with Special Needs. Early Child Development and Care, 104, 53-59. Dec 1994.
   
   Kvalifikacijski radovi
   1) Igrić, Lj., Fulgosi-Masnjak, R.: "AAMD Skala adaptivnog ponašanja", priručnik, Defektološka biblioteka, Fakultet za defektologiju, Sveučilište u Zagrebu, 1991.
   2) Teodorović, B., Fulgosi-Masnjak, R.: Neke kognitivne karakteristike djece s mentalnom retardacijom. (rad prezentiran na Znanstvenom skupu Istraživanja na području defektologije, listopad, 1992.), Defektologija, 28, 1- 2, 1-9., 1992.
   3) Teodorović, B., Fulgosi-Masnjak, R.: Adaptivno ponašanje djece različitog kognitivnog statusa. (Evidencijski list I-dio), Defektologija, 28, 1-2, 37-49., 1992.
   4) Fulgosi-Masnjak, R.: Socijalni stavovi i vrijednosti djece s mentalnom retardacijom. (rad prezentiran na Znanstvenom skupu Istraživanja na području
   5) defektologije, listopad, 1992.), Defektologija, 28, 1- 2, 45-51., 1992.
   6) Igrić, Lj., Fulgosi-Masnjak, R.: Struktura socijalnog ponašanja osoba s mentalnom retardacijom. (rad prezentiran na VII Danima psihologije, Zadar, 13-15 travanj, 1991.), Primjenjena psihologija, 13, 1-4, 27-34, 1992.
   7) Igrić, Lj., Fulgosi-Masnjak, R., Žic, A.: Assesment of Behavioural and Emotional problems in Learning Disabled Children. (rad prezentiran na International Congress III on the Dually Diagnosed, Mental Health Aspects of Mental Retardation, April 9-12, 1997. Montreal, Canada), Congress Proceedings, 45-50., 1997.
   8) Fulgosi-Masnjak, R., Gustović-Ercegovac, A., Igrić, Lj.: The connection between some dimensions of perceived Personal Competence and Permanent low intensity Stress in Parents of Children with Intellectual Disabilities. (rad prezentiran na "Xth World Congress of the International Association for the Scientific Study of Intelectual Disabilities", Helsinki, Finland, Jully 8-13., 1996.), Hrvatska revija za rehabilitacijska istraživanja,1, 34, 47-61., 1998.
   9) Fulgosi-Masnjak, R.: Samoprocjena, emocije i postignuće u školskoj situaciji. U: Kiš-Glavaš, L., Fulgosi-Masnjak, R. (ur.), 2002.: Do prihvaćanja zajedno: Integracija djece s posebnim potrebama (priručnik za učitelje)., IDEM, Zagreb., , , .

Mandatory course - Regular studij - Rehabilitation