Lecture type	Total
Lectures	15
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. Distinguishing characteristics of typical development of children, youth and adults in relation to charactersitics of development of children, youth and adults with visual impairments, motor disorders, chronic diseases, intellectual disabilities, learning disabilities, attention deficit and hyperactive disorder, autism spectrum disorder (ASD), multiple disabilities and with other developmental and acquired disabilities in functioning with various etiology (hereinafter: children with disabilities and pers
2. Advocating for the needs and rights of children with disabilities and persons with disabilities in the areas of social care, health care, upbringing and education, vocational rehabilitation and employment, and independent living in the community.
3. Analyzing ethical challenges in the field and advocate professional and ethical principles.
4. Applying professional terminology in accordance with contemporary concepts in the field of Education and Rehabilitation.
5. Explaining basic research methodology and evidence base in the field of Education and Rehabilitation.
6. Applying active learning and critical thinking skills.
7. Explaining the levels of support needs of children with disabilities and persons with disabilities, in accordance with the characteristics of their functioning.
8. 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)
9. Explaining different models and programs of community-based education and rehabilitation for children with disabilities and persons with disabilities.
10. 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.
11. Implementing education and rehabilitation programs and procedures in order to improve functional development (abilities, knowledge and skills), meet individual needs and achieve quality of life for children with disabilities and persons with disabilities under supervision.
12. Evaluating education and rehabilitation programs and procedures under supervision.
13. Explaining the basics of transdisciplinary team model and the role of education and rehabilitation professionals in the education, professional rehabilitation and employment, social welfare, and health systems.
14. Conducting situation analysis and assessing the needs for ensuring accessibility of social care, health, education, vocational rehabilitation, and employment, to equalize opportunities and enable social inclusion of children with disabilities and persons with disabilities.

1. Čitanje i pisanje Brajevog pisma, , Jablan, B., Beograd, 2010.
2. An Assessment-for-Learning System in Mathematics for Individuals with Visual Impairments, Journal of Visual Impairment and Blindness, , Hansen, E.G., Shute, V.J., Landau, S., , 2010.
3. Applying Piagets Theory of Cognitive Development to Mathematics Instruction, The Mathematics Educator, , Ojose, B., , 2008.
4. Success for Blind Students in Mathematics and Science: The Importance of Thinking Outside the Box; 7th International Conference on Higher Education and Disability, , Durre, I., Innsbruck, Austria, 2010.
5. Teaching mathematics to non-sighted students: with specialization in solid geometry. Doctoral thesis, , Kohanova, I., Bratislava, 2006.
6. Working toward the inclusion of blind students in Malta: The case of mathematics classroom, Journal of Theory and Practice in Education, , Buhagiar, M.A.; Tanti, M.B., , 2011.
7. The role of gestures in the mathematical practices of those who do not see with their eyes, , Healy, L.; Ahmad Ali Fernandes, S.H., , 2011.
8. A touch of mathematics: coming to our senses by observing the visually impaired, ZDM Mathematics Education, , Figueiras, L.; Arcavi, A., , 2014.
9. Braille Literacy: Preservice Training and Teachers Attitudes, Journal of Visual Impairment and Blindnes, , Wittenstein, S. H.:, , 1994.

Mandatory course - Regular studij - Rehabilitation