Modern society requires a constant keeping up with innovative trends in the field of information literacy and knowledge of new computer technologies. In order for each individual to be fully integrated into social life, to progress in education and to socialize successfully, it is necessary to master the basics of computer literacy. People with visual impairments tend to fit into the educational and social environment with the help of computer technology, but they mostly encounter difficulties due to insufficient knowledge of the individual needs of each individual. It is necessary to ensure accessibility, equal conditions of use for all persons and thus enable them to successfully establish and maintain communication.

The sense of sight plays a very important role in the life of every individual, since we receive most of the information from the environment with the help of sight. Visually impaired children have difficulty receiving information from the world around them. Lack of visual experience can negatively affect their development. Timely examinations and assessments will indicate the occurrence of various neurological disorders in children, if any are present. A very common cause of neurological disorders is perinatal brain damage. Children with perinatal brain damage often have difficulties in visual functioning and it is therefore very important to assess functional vision in these children. If there are any neurodevelopmental disorders in the child, it is important to start vision rehabilitation as soon as possible, in order to effectively influence the improvement of visual functions.

In Croatia, as well as elsewhere in the world, the treatment of individuals with disabilities has historically gone through a number of different phases, from direct discrimination to the final recognition and enactment of various legislative regulations in education systems. The earliest years of life are extremely important for the entire subsequent development of the individual. The environment in which a child lives is a significant factor in the quality and efficiency of its early development and subsequent progression. The increase in the number of children who are identified as children with special educational needs has caught attention of experts in many countries. This increase may be the result of an inadequate educational system, as well as increased and more pronounced differences between children in today’s schools. Identification of children with special educational needs brings about the need to create a classification system, which is an issue that has been troubling experts for a long time. The paper wants to highlight that children with disabilities in Croatia are still perceived from the standpoint of their disability, rather than their ability, and it is the experts who decide about their schooling, their employment and, thus, their entire life. Even though there are some good examples of successful inclusion of children with disabilities in the regular preschool and school system, it still remains to be an issue.

Parents of children with disabilities are eligible to apply for additional services to aid their child in the education process. Parents frequently use the service of shadow teachers, but they often end up unsatisfied with the service and change shadow teachers repeatedly. The aim of this research is to a) examine shadow teachers beliefs about their obligations; b) determine what are their obligations; c) determine what they believe is their level of proficiency in different areas of shadow teaching position and d) determine the discrepancy between what shadow teachers believe their job should be and what job obligations they were expected to do while shadowing a child. The instrument used was the survey distributed by Manansala & Dizon (2008), it was translated into Serbian language and modified. The sample consisted of 36 students of Faculty for Special education who currently work or have worked in the past as a shadow teacher. Since the sample consisted of shadow teachers who are also students of special education, it is expected that most of the sample believe that they are very proficient in all job areas. There was a huge discrepancy between what they believe is their job obligation and what their job responsibilities are in all five areas. Future research implications and study limitations were discussed.

The aim of this study was to determine metric characteristics of the Test of Gross Motor Development (TGMD 3). The study included 146 children from Bosnia and Herzegovina aged 3-10,4 (6,80 ± 2,23 years; 46,6% male; 53,4% females). Based on the obtained research results it can be concluded that Test of Gross Motor Development (TGMD-3) has satisfactory reliability and internal consistency for children aged 3 to 10 years. Mutual correlations confirm the homogenity of the scale. Based on results of Kolmogorov-Smirnov test, Test of Gross Motor Development is not sensitive for subjects included in this study. The obtained results of the confirmatory factor analysis of this model show a partial agreement of the assumed model with the data ( h 2= 108.17, df = 64, h2/ df = 1.69, TLI = 0.86, CFI = 0.72, NFI = 0.72., RMSEA = 0.07 CI = 0.04-0.09). The data was analyzed with the SPSS 20 software (with the AMOS package). The limitations in the research are the respondents, because due to the epidemiological situation caused by COVID 19, a convenience sample of respondents was selected.

The main goal of this paper is to determine the level of independence in performing daily activities in children and youth with cerebral palsy who are included in the regular education and rehabilitation program and to see their progress in relation to children and youth with cerebral palsy who are occasionally included or not included in the education and rehabilitation program. The research was conducted in the Center for Children with Multiple Disabilities "Koraci Nade (eng. Steps of Hope)" in Tuzla as well as in practice with the mobile team of the Centre. Total of 40 respondents were included. Respondents were divided into two groups: respondents who were included in the program and respondents who were occasionally or not at all included in the program. The results of the research indicate that the respondents who were included in the regular program of education and rehabilitation achieve better results in performing activities of everyday life in relation to the respondents who are occasionally or not at all included in the program.

This article aims to at analyze and point out the importance of the use of the Clock Drawing Test for cognitive screening in special education and rehabilitation with reference to early identification and adequate intervention for children and adults at risk, as well as to prevent the occurrence and intensification of disabilities. Through the simplicity of the test administration and scoring, as well as the great value of qualitative data based on the observation of participants’ behavior while performing the given task this test has gained popularity in research and clinical practice. On the other hand, in order to perform the given task, it is necessary to activate complex cognitive functions such as visuospatial / visuoconstructive skills and executive functioning. Given the difficulties in performing, the Clock Drawing Test may be indicative of a potential cognitive inefficiencies in the specified domains and/or executive dysfunctions, such as those related to the temporoparietal and frontal lobe structures. In this regard, the present article aims to present and discuss the utility of the Clock Drawing Test in children of different ages and types of developmental challenges (attention deficit hyperactivity disorder, learning disabilities) as well as in adults with multiple sclerosis, traumatic brain injury and dementia

Children with autism spectrum disorders (ASD) have difficulties in independent performance of everyday tasks, therefore the aim of this study was to teach a child with ASD to tie shoelaces by using a total task chaining procedure. The participant was a ten year old boy diagnosed with ASD and the procedure used was total task chaining. The task analysis was divided into 13 steps and the teaching procedure was divided into two phases. Independent performance and generalization probes were also conducted. Total task chaining procedure was proven to be successful as a independence skills teaching tool, as the child mastered this skill in only 15 sessions with 100% success. These results are particularly significant in light of the demonstration of generalization by the participant, as he will be able to use the skill in present and future.