Special class department programs

Centar for autism Rijeka

Special class department programs

The CURRICULUM for the Education and Primary Education Program for students with severe developmental disabilities according to Article 12 of the Rulebook (Gazette, No. IV/1996) reads:

A part of extracurricular activities and elective courses are also held in between shifts and in the afternoon shift. Catechism is offered as an elective course twice weekly, extracurricular activities: reeducation of psychomotor skills (one period weekly) and sensory integration (one hour weekly).

Number of students and departments

Information about the number of students and class departments

Classes at the Center for autism Rijeka

Elementary school runs in the morning shift, 1st– 8thgrade classes.

Steps in creating an Individualized Curriculum (IC)

The successful implementation of the curriculum and the work program and the effective achievement of pedagogical results with each student is based on the assessment through ABBLS and the creation of an optimal individual curriculum.

The steps of creating ICEPs:

With the wish to carry out as successfully as possible our curricular plan and to achieve the most effective pedagogy results, an ICEP – Individual care and education program- is designed with each student.

Success depends on adapting teaching strategies to meet the students’ needs. It is important how we convey and present content to students, give instructions, set tasks and what means and forms of work we use.

By choosing a teaching method, you can provide support according to the needs of the students or ignore those needs, thereby hindering the development of the available potential and performance of the students.

Didactic and methodology support

  • Reducing the quantity of new concepts and fact
  • Breaking down complex concepts and processing by components
  • Gradual perceptive strengthening of the same content
  • Accentuating the essential in various ways (key parts, rules, definitions)
  • Clear visualizing of important facts
  • Summarizing teaching and learning contents
  • Simplifying linguistics and semantics
  • Planning sequences with the aid of pictures, questions and sentences
  • Visualizing content with the aid of diagrams and cognitive maps
  • Introduction to work procedures (tasks, practical work)
  • Breaking down contents into smaller units