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)

Course objectives:
Meeting students with the features of low vision and its effect on daily functioning.
Teaching students about visual functioning of persons with low vision, as well as about various rehabilitation programmes that affect improvement of their visual functioning.
Enrollment requirements:
Knowing of elementary concepts related to vision impairment.
Course content elaborated according to the weekly schedule:
Define different degrees and types of vision impairment in the area of low vision.
Understand the effect of different degrees of low vision on the overall person's functioning.
Distinguish and use different forms of adapting techniques and materials for learning purposes.
Select appropriate methods and techniques for the adaptation of materials and activities in order to facilitate daily functioning of persons with low vision.
Classify support systems for persons with low vision in all areas of life.
Valuation and grading of students' work during teaching and on the final exam:
During teaching students will receive group work assignments, which will be regularly checked and valuated.
During the semester students are obligated to present their group work and to participate in group discussions. Students will have the opportunity to pass the exam through 2 written colloquiums which will be held during the teaching.

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 persons
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. Planning professional and personal development through continuing education in the field of Education and Rehabilitation and related professional fields.
7. Applying active learning and critical thinking skills.
8. Explaining the levels of support needs of children with disabilities and persons with disabilities, in accordance with the characteristics of their functioning.
9. 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)
10. Explaining different models and programs of community-based education and rehabilitation for children with disabilities and persons with disabilities.
11. 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.
12. 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.
13. Evaluating education and rehabilitation programs and procedures under supervision.
14. 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.
15. 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. Foundations of Low Vision: Clinical and Functional Perspectives, , Corn, A.L.; Koenig, A.J. (ed.), AFB Press, New York, 1-66; 86-142, 1996.
2. Children with Visual Impairments, , Webster, A., Roe, J, London, Routledge, 1998.
3. Teaching cildren with Visual Impairment, , Best, A. B, Buckingham, Open University Press, 1992.
4. Foundations of Rehailitation Consueling with Persons Who Are Blind and Visually Impaired, , Graves, W.H., Moore, J.E., Patterson, .J, AFB Press, New York, 1997.

Mandatory course - Regular studij - Rehabilitation