Lecture type	Total
Lectures	30
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
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 disabiliti
2. Critically assessing the exercise of rights and accountability of all stakeholders in systems that develop models and provide care and support to children with disabilities and persons with disabilities.
3. Creating and advocating procedures for improvement of the social inclusion process and the development of contemporary models and community support programs for children with disabilities and persons with disabilities.
4. Assessing the factors and characteristics contributing to quality of life of children with disabilities and persons with disabilities and their families.
5. Creating new forms of needs assessment of individuals and groups of children with disabilities and persons with disabilities.
6. 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.
7. Evaluating the effects of education and rehabilitation programs and procedures.
8. Modifying/changing education and rehabilitation programs and procedures depending on the evaluation results.
9. Analyze and develop prerequisites and quality standards for education and rehabilitation support.
10. Implementing teamwork and cooperation skills with experts of different profiles, different organizations and systems and persons in the living environment of children with disabilities and persons with disabilities (family, caregivers, peers, partners, roommates, colleagues, etc.).
11. Analyzing community support systems and models and select those that are appropriate to the individual needs of children with disabilities and persons with disabilities.

1. Interpersonalna komunikacija, , Reardon, K.K., , 1998.
2. Nonverbal Behavior in Interpersonal Relations, , Richmond, V.P., McCroskey, J.C., , 2000.
3. Nonverbal Communication in Human Interaction, , Knapp, M.L., Hall, J.A., , 1997.
4. do mothers interact differently with children who are visually impaired? Journal of Visual Imairment and Blindness, , Behl, D.D., Akers, J.G., Boyce, G.C., Taylor, M.J., , 1996.
5. How does a blind infant develop and identity? A comaparasion betveen development of identity in nonhandicapped and blind infants (general development 0-2 years), taking place via interactions with their caretakers, , Ingsholt, A., , 1988.

Obvezni predmeti - Edukacijska rehabilitacija (INK i VID), 1. semestar - Regular studij - Educational Rehabilitation
Obvezni predmeti - Edukacijska rehabilitacija (VID i ART), 1. semestar - Regular studij - Educational Rehabilitation
Mandatory course - Regular studij - Educational Rehabilitation

Obvezni predmeti - Edukacijska rehabilitacija (INK i VID), 1. semestar - Regular studij - Educational Rehabilitation
Obvezni predmeti - Edukacijska rehabilitacija (VID i ART), 1. semestar - Regular studij - Educational Rehabilitation