1. GENERAL INFORMATION
1.1.
nstructor
1.2.
ourse title
1.3. Associates
1.4. Study
programme
(undergradu
ate,
graduate,
integrated)
1.5. Course
status
PhD Adinda Dulčić,
I
Assistant Professor
EDUCATIONAL
INTEGRATION OF
CHILDREN WITH
C
DEVELOPMENTAL
DISORDERS
Bakota, Pavičić, Čilić
Graduate
Y
1.7.
redit units (ECTS)
C5 ECTS
1.8.
C
ourse teaching delivery
30+0+0
(number of hours of
lectures+practice+seminar
s+e-learning)
1.9.
xpected number of
students in the course
1.10. E-learning application
level (1, 2, 3), percentage
of online teaching (max.
20%)
Elective
Second year, first/second
semester
1.6.
ear of study
E
Around 20 students
1st level
2. COURSE DESCRIPTION
 Course
objectives
 Prerequisites
for enrolling
the course
and input
competence
s necessary
for the
course
 Learning
outcomes at
the level of
the
programme
that the
course
contributes
to
 Expected
learning
The course objective is to familiarise the students with the current educational status of
schoolchildren with developmental disorders with an emphasis on educational
integration, and with the Croatian legislative policies that relate to the education of
children with developmental disorders with special reference to the reform that is under
way. The students will be introduced to developmental disorders in accordance with the
Diagnostic and Statistical Manual (DSM) IV (terminology, definition, etiology,
phenomenology). The course will deal with the implementation of an individualised
approach, the preparation of adjusted programmes and the evaluation of students with
developmental disorders.
Completed appropriate graduate study. Motivation for working in educational
institutions and at least passive experience with such work.
On the level of the Educational Integration of Children with Developmental Disorders
Course, the students will be able to:
- Identify the basics of developmental psychology.
- Recognising developmental disorders.
- Distinguish methodological and didactical procedures in working with children with
developmental disorders.

The students will be able to:
Interpret the status and rights of children with developmental disorders in the
outcomes on
the level of
the course
(6-10
learning
outcomes)
Croatian educational system



Identify the basic psychological functions in the development of children and
adolescents
Recognise basic characteristics of children with developmental disorders in
education
Distinguish developmental disorders

Recognise the significance of the role of the caregiver, teacher and expert
associates in integrational education

Implement the principles of teaching methodology in working with students with
developmental disorders

Critically assess the significance of Integration and/or inclusion for the
education of children with developmental disorders
The course content will be provided to the students via Power Point presentations
accompanied by various forms of animation and direct discussions with the professor:
1. Introduction to the course
2. Emotions and motivation
3. Intelligence
4. Communication
5. Children with reduced intellectual abilities; terminology, definition, etiology,
phenomenology and classification of developmental disorders, developmental
characteristics
 The course
content
elaborated
according to
the lecture
time
schedule
(one to three
lines for a
one-hour
lesson)
6. Hearing and speech impairment; developmental characteristics, terminology,
definition, etiology, phenomenology and classification of developmental
disorders
7. Vision impairment; terminology, definition, etiology, phenomenology and
classification of developmental disorders, developmental characteristics
8. Children with communication disorders; terminology, definition, etiology,
phenomenology and classification of developmental disorders, developmental
characteristics
9. Behavioural disorders, ADHD/ADD; terminology, definition, etiology,
phenomenology and classification of developmental disorders, developmental
characteristics
10. Speech and language disorders: terminology, definition, etiology,
phenomenology and classification of developmental disorders, developmental
characteristics
11. Specific learning disorders: terminology, definition, etiology, phenomenology
and classification of developmental difficulties, developmental characteristics
12. Educational integration; basic preconditions of a successful integration, the
role of the parents, teachers and the educational system
13. Models of support for educational integration; teacher's assistants, extended
expert procedure, mobile team,
14. Individualised approaches; adaptation of premises, requirements, materials
15. Preparation of adapted programmes; technique and method of adjusting
educational content
16. Evaluation of achievements of students with developmental disorders; models
of evaluation students with developmental disorders
 Teaching
delivery
forms:
2.7. Student
obligations
lectures
seminars and
workshops
practice
on line entirely
mixed e-learning
field instruction
Essay
2.9. Marking and
evaluating
the work of
students
during the
instruction
 Comments:
Regular attendance of lectures and active participation in discussions. Individual
preparation and presentation of one issue from the field of didactics and participation in
7 similar preparations and presentations of other students. Passing a written exam
based on the obligatory literature (15 questions).
Lecture
attendance
Experimental
work
2.8. Monitoring
the work of
students
(distribute
the share of
ECTS units
for each
activity so
that the total
number of
ECTS units
corresponds
to the ECTS
value of the
course):
individual assignments
multimedia and network
laboratory
tutorial work
something else (write
what)
Continuous
assessment
exam
1
ECTS
Written exam
1
ECTS
Project
Research
Practical work
Report
(something
else)
Seminar paper
Oral exam
1 ECTS
(something
else)
(something
else) The
students are
required to
individually
research one
issue and
present it in
class, and to
participate in
such
presentations
of other
students.
2 ECTS
The students' attendance at the lectures is personally attested and verified at the next
lecture, possibility of discussion with the professor and other students (20% of the final
grade). Personal research of one issue from the field of didactics through additional
literature, the presentation of such research before the other students and discussion,
participation in 7 such presentation of other students (30% of the final grade) and
period and
the final
exam
written exam based on the obligatory literature – 15 questions (50% of the final grade).
Title
2.10. Obligatory
literature
(available in
the library
and on other
media)

Blaži, D., Banek, LJ. (1998): Posebne jezične teškoće
- uzrok školskom neuspjehu. Revija za rehabilitaci
istraživanja, 34,2, pp. 183-190.

Dobrić, M., Dulčić, A. (1989). Verbotonalni
edukacijsko-rehabilitacijski oblici grupnog rada s
djecom oštećenog sluha i govora osnovnoškolskog
uzrasta. SUVAG: časopis za teoriju i primjenu
verbotonalnog sistema 2(1-2), 121-127.
Dulčić A, Bakota K, Stavovi učitelja povijesti redovnih
osnovnih škola prema integriranim učenicima
oštećena sluha i učenicima s poremećajima govorno jezične komunikacije te specifičnim teškoćama u
učenju», Hrvatska revija za rehabilitacijska
istraživanja 2008, Vol 44, no. 2, pp. 33-53
Galić-Jušić, I. (2004): Djeca s teškoćama u učenju.
Ostvarenje, Lekenik.



al literature
(at the
moment of
the study
programme
proposal
application)
2.12. Quality
monitoring
forms that
ensure the
acquisition of
output
Availability
on other
media
Sufficient
Vizek-Vidović, V., Rijavec, Vlahović-Štetić, V.,
Miljković, D., M. (2003), Psihologija obrazovanja,
Zagreb, pp. 41.-140;
The professor's lectures that each year present the most
recent developments in the field of the education of
children with developmental disorders as well as
published works on issues in the field of education,
teaching, schoolchildren with developmental disorders,
teaching curricula etc.
2.11. Addition
The
number of
copies in
the library
Offered in
summaries

Kranželić Tavra, V. (2002): Rizični i zaštitni čimbenici u školskom okruženju kao
temelji uspješnije prevencije poremećaja u ponašanju. Hrvatska revija za
rehabilitacijska istraživanja, 38, 1, 1-13.

Stančić, V. (1992): Oštećenja vida. Fakultet za defektologiju, Zagreb.

Soldo, N.: Odgojno obra/ovna integracija djece s tjelesnom invalidnosti.
Edukacijsko-rehabilitacijski fakultet Zagreb, pp.13-76.

Škarić I, (1988), Govorne poteškoće i njihovo uklanjanje, Mladost, Zagreb, pp.53.151.

Zorić A., Pavičić Dokoza K, (2007), Kako D postaje R – logopedski priručnik,
Alinea, Zagreb, pp. 9. – 29.
On all three levels through which the students of this course passes, output knowledge
is successively assessed according to the level of their proficiency.
On the first level, the students' motivation for the course content, and their prior
knowledge is assessed, and concerns are discussed with the professor and
knowledge,
colleagues.
skills, and
competences On the second level, the students individually select a research topic in the field of
didactical issues related to teaching, students with developmental disorders and
teachers, then they research the topic and presents it to the other students through
Power Point presentations that stimulate discussion among their colleagues on the
particular issue.
On the third level, the students' systematic knowledge of the educational contents of
the course is evaluated through a written exam based on the obligatory literature.