Rehabilitation of disabled people with developmental disorders
Module: Physiotherapy
Contact hours – lectures: 20
Contact hours – seminar:  
Contact hours – clinical exercises:  
Contact hours – clinical practice: 50
Holder of subject:
Year of study: First
Rehabilitation of disabled people with developmental disorders
Contact hours – lectures: 20
Contact hours – seminar:  
Contact hours – clinical exercises:  
Contact hours – clinical practice: 50 
Holder of subject:  
Education providers:  
Level of study: First Bologna cycle professional education study program
Semester: Winter
Language: Slovene/English
Subject-specific competences:
  • The role of different levels of central nervous system by the motion control.
  • Basic characteristics and comparison of normal, atypical and abnormal development.
  • Concept of motorical learning.
  • Plasticticy of the nervous system. Principles and 
  • Process of neurodevelopmental treatment (RNO) with children and minors with developmental disorders and adults with different neurological disorders. 
  • Principles and process of Vojta concept.
  • Principles and process of PNF concept. Principles and process of use of hypotherapy in combination with neuro-physiotherapeutic concepts. 
Objectives and competences:
  • The aim of the course is the integration of theoretical and practical part and clinical practise at different levels with disabled people.
  • Student is able to assess the condition of disables person and person with disabilities, highlight abilities and problems, to set goals of neuro-physiotherapeutic treat and to carry out physiotherapeutic process. 
  • Student is able of an appropriate approach and communication with disabled person. 
  • Student can conduct all physiotherapeutic methods and techniques in accordance to the disabled person condition. 
  • Student is able to assess critically the outcomes of his/her work.
  • Student recognizes the role of team in healthcare and the role of physiotherapist in it. 
Knowledge and understanding:
  • Student gains knowledge and skills to plan and program physiotherapeutic process, rehabilitation and is able to choose and use specific neuro-physiotherapeutic concepts in accordance to needs of disabled persons. 
  • Student can explain process of methods and techniques of neuro-physiotherapy and factors that influence to the quality of the performance. 
  • Student understands connections between levels of CŽS and PŽS.
  • Student learns about basics of human motion development and understands the concept of motion learning, recognizes benefits of the use of basic concepts of neurological treatment (RNO), Vojte and PNF and also combination of neuro-physiotherapeutic concepts by hypotheraphy.
  • Student understands neurological mechanisms of normal movement control by assessing and treating motion disorders (consequence of injury or disease)
  • Student gains basic neuro-physiotherapeutic skills to treat neurological patients.
Mandatory references:
  • Maček, Z. & Grozdek, G., 1999. Mjerenja i dokumentacija u neurološkoj fizioterapiji. Zbornik radova: 1. Tematska konferencija HUF-a. Fizioterapija, god. 3 Suppl.2. pp. 123 - 125.
  • Grozdek, G. & Maček, Z., 1995. Osnove Bobath koncepcije – Interna skripta za študente 2. letnika smeri fizioterapije. Zagreb: Medicinski fakultet Sveučilišta u Zagrebu.
  • Rota-Čeprnja, A., 2005. Rehabilitacija u dječjoj dobi. Učni teksti. Split: Medicinski fakultet u Splitu.
Recommended references:
  • Adler, S.S., Beckers, D. & Buck, M., 2008. PNF in practice: an illustrated guide. 3rd ed. Heidelberg: Springer.
  • Blanche, E.I., Botticelli, T.M. & Hallway, M.K., 1995. Combining Neurodevelopmental Treatment and sensory integration principles an approach to pediatric therapy. Therapy Skill Builders.
  • Bly, L. & Whiteside, A., 2000. Facilitation techniques based on NDT principles. Therapy Skill Builders. 
  • Bly, L. & Whiteside, A., 1999. Baby treatment based on NDT principles. Therapy Skill Builders.
  • Bly, L., 2003. Motor Skill acquisition check list. Therapy Skill Builders.
  • Bly, L. & Beeler, L., 2011. Components of typical and atypical motor development. Therapy Skill Builders.
Study obligations: 50% obligatory attendance at lectures
100% obligatory attendance at seminars
submitted and presented seminar work
Assessment methods: written examination (100%)