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. 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
2. Analyzing community support systems and models and select those that are appropriate to the individual needs of children with disabilities and persons with disabilities.
3. 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.
4. 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.
5. Preventing the development of secondary difficulties and social exclusion of children with disabilities and persons with disabilities.
6. Planning and conducting research that is based on the ethical codex and social validity of the research results.
7. Creating new solutions and protocols for professional and ethical challenges of the field.
8. Interpreting and explaining research-based information about process of education and rehabilitation and support systems for children with disabilities and persons with disabilities to professional and general public.
9. Assessing the factors and characteristics contributing to quality of life of children with disabilities and persons with disabilities and their families.
10. Creating new forms of needs assessment of individuals and groups of children with disabilities and persons with disabilities.
11. 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.
12. Evaluating the effects of education and rehabilitation programs and procedures.
13. Modifying/changing education and rehabilitation programs and procedures depending on the evaluation results.
14. Supervising Bachelor of Education and Rehabilitation during the implementation of education and rehabilitation assessment and the implementation of education and rehabilitation programs and procedures.
15. Analyze and develop prerequisites and quality standards for education and rehabilitation support.
16. 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.).

1. Komparativna analiza skrbi za osobe s težom mentalnom retardacijom u Republici Hrvatskoj, , Alfirev, M., , 2008.
2. Neki pokazatelji subjektivnog doživljaja kvalitete življenja odraslih osoba s mentalnom retardacijom smještenih u domu za samostalno stanovanje, , Bilić, M., Bratković, D., , 2004.
3. Kvaliteta podrške u programu stanovanja u zajednici, , Bratković, D., Bilić, M., , 2006.
4. Mogućnost vršenja izbora u svakidašnjem životu osoba s mentalnom retardacijom, , Bratković, D., Bilić, M., Nikolić, B., , 2003.
5. Čimbenici kvalitete življenja osoba s intelektualnim teškoćama, , Bratković, D.,, , 2006.
6. ): Uloga koncepta kvalitete življenja u oblikovanju i vrednovanju eduakcijsko-rehabilitacijske podrške za osobe s intelektualnim i drugim razvojnim teškoćama, , Bratković, D. Pintarić-Mlinar, , 2011.
7. Osobno usmjereno planiranje, , Rozman, B., , 2013.
8. Kvaliteta življenja osoba s umjerenom i težom mentalnom retardacijom u obiteljskim i institucionalnim uvjetima života, , Bratković, D., , 2002.
9. Person centred planning, , Broussine, E., , 2002.
10. Person-Centered Planning, , Holburn, S., Vietze, P.M., , 2002.
11. Osobno usmjeren pristup pri individualnom planiranju za osobe s intelektualnim teškoćama u institucijskim uvjetima, , Lesički, J., , 2011.
12. Primjena koncepta kvalitete življenja u procesu osobno usmjerenog planiranja podrške pomoću modela MAPS/MAPA, , Svetec, M., , 2014.
13. The origins of Person Centered Planing: A Community of Practice Perspective, , j Obrien, NY, 2000.

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