Inclusive Teaching and Individualisation for Pupils with Developmental Difficulties

Rationale

Inclusive education is a statutory duty under NN 24/2015, which defines the appropriate-form-of-schooling model and requires teachers in mainstream classes to plan and deliver individualised procedures and adapted content. The regulation mandates that teachers co-author the individualised education programme (IOOP) for pupils with developmental difficulties, a recurring professional obligation that generates direct portfolio evidence for advancement. Domain 2 of the national teacher qualification standard (teaching, assessment and the learning environment) explicitly covers inclusive practice, and the promotion regulation's mandatory "Unaprjeđivanje rada škole" category rewards school-improvement contributions such as inclusive programme design. This course equips teachers to meet these legal and professional requirements while accumulating professional-development hours toward the 100/150/200 hour thresholds and producing documented evidence for the 20/40/60 point system.

Part I: Foundations (Lessons 1-4)

Lesson 1. The Croatian inclusion model in law

This lesson establishes the legal architecture of inclusive education in Croatia. Participants read the defining provisions of NN 24/2015, which identifies pupils with developmental difficulties and guarantees the right to an appropriate form of schooling. The lesson traces how the regulation defines "teškoće u razvoju" (developmental difficulties) across categories including learning, sensory, motor, speech-language, behavioural-emotional and multiple difficulties. Participants examine the statutory distinction between the pupil's right to education in a regular school and the obligation to provide individualised support. The activity requires participants to locate and annotate the key articles of NN 24/2015 that define the scope of the regulation and the categories of difficulty. After this lesson, participants can identify the legal basis for inclusive education in Croatia, name the difficulty categories recognised in law, and explain the right to an appropriate form of schooling as a statutory entitlement.

Lesson 2. The four appropriate programmes

This lesson distinguishes the four programme types that NN 24/2015 establishes for pupils with developmental difficulties: regular programme with individualisation, regular programme with content adaptation and individualisation, special programme with individualisation, and special competency programmes. Participants analyse the legal criteria that determine which programme applies to a given pupil and the implications for teacher planning. The lesson uses case vignettes to practise matching pupil profiles to programme types, emphasising that the choice is not pedagogical preference but a legal determination made by the expert committee. Participants learn that the regular programme with individualisation requires no content change, only method and environment adaptation, while the regular programme with content adaptation permits modification of learning outcomes. After this lesson, participants can distinguish the four programme types, explain the legal basis for each, and identify which programme applies to a pupil based on the official determination.

Lesson 3. The expert committee and the psychophysical determination

This lesson examines how a pupil's difficulty type and appropriate programme are legally determined. Participants study the role of the expert committee (stručno povjerenstvo) that assesses the pupil's psychophysical condition and issues the official finding. The lesson covers what documents a teacher receives from the committee, including the determination of difficulty type, the recommended appropriate programme, and any specific accommodations. Participants practise reading a sample committee finding and extracting the actionable information for classroom planning. The lesson emphasises that the committee's determination is a legal document that creates binding obligations for the school and teacher. After this lesson, participants can describe the committee's role, interpret a psychophysical determination, and identify the legal obligations that flow from the committee's finding.

Lesson 4. Reading the pupil's determination and translating it into classroom practice

This lesson bridges the gap between the official committee finding and daily instructional decisions. Participants learn to convert the legal language of the determination into specific pedagogical actions: seating arrangements, timing adjustments, material modifications, and communication strategies. The lesson uses authentic determination documents (anonymised) and guides participants through a structured translation protocol. Participants practise writing a one-page classroom implementation plan that respects the legal boundaries of the determination while being practical for a mixed-ability class. The lesson emphasises that the teacher must not exceed or fall short of the accommodations specified in the determination. After this lesson, participants can read a committee determination, extract the required accommodations, and produce a classroom implementation plan that meets the legal standard.

Part II: Core Practice (Lessons 5-10)

Lesson 5. Individualised procedures without content change

This lesson focuses on the most common inclusive scenario: pupils on the regular programme with individualisation who do not require content adaptation. Participants learn to adapt method, pace, environment and materials while keeping learning outcomes unchanged. The lesson covers specific strategies: extended time, reduced task length, alternative response formats, preferential seating, and sensory breaks. Participants practise designing individualised procedures for a range of difficulty profiles, ensuring that adaptations are documented in the pupil's file. The lesson emphasises that individualised procedures are a legal requirement, not an optional extra, and must be planned and recorded systematically. After this lesson, participants can design individualised procedures for pupils who do not need content change, document those procedures lawfully, and implement them in a regular classroom.

Lesson 6. Content adaptation and the individualised education programme (IOOP)

This lesson addresses the more complex scenario of content adaptation for pupils on the regular programme with content adaptation and individualisation. Participants learn to co-author the individualised education programme (IOOP), which specifies adapted goals, content, methods, deadlines, evaluation criteria and responsible persons. The lesson covers the legal requirements for IOOP content, the authorship team (teacher, professional associates, parent), and the review cycle. Participants practise writing an IOOP for a case-study pupil, adapting learning outcomes while maintaining alignment with the class curriculum. The lesson emphasises that the IOOP is a legally binding document that must be reviewed and updated at least annually. After this lesson, participants can co-author an IOOP, adapt learning outcomes lawfully, and participate in the multidisciplinary review process.

Lesson 7. Differentiation across the ability range in one classroom

This lesson addresses the practical challenge of teaching a class that includes pupils on regular programmes, pupils with individualised procedures, and pupils with content adaptation. Participants learn to plan tiered tasks that keep the whole class on shared outcomes while providing appropriate challenge and support for each pupil. The lesson covers universal design for learning principles as a framework for planning from the outset rather than retrofitting accommodations. Participants practise designing a single lesson with three tiers of task complexity, ensuring that all pupils work toward the same essential learning outcomes. The lesson emphasises that differentiation is a daily teaching competence, not a special event, and that it supports the "Unaprjeđivanje rada škole" promotion category. After this lesson, participants can plan tiered tasks, apply universal design principles, and differentiate instruction across the ability range in one classroom.

Lesson 8. Supporting specific difficulty profiles: learning, sensory, motor

This lesson provides evidence-based accommodations for the most common difficulty profiles encountered in mainstream classrooms. Participants study specific strategies for pupils with specific learning difficulties (dyslexia, dyscalculia, dysgraphia), sensory impairments (visual and hearing), and motor difficulties. The lesson draws on national guidelines for working with pupils with difficulties and the NN 24/2015 difficulty categories. Participants practise matching accommodations to profile characteristics, ensuring that strategies are both effective and legally permissible. The lesson emphasises that accommodations must be individualised, not generic, and must be documented in the pupil's file. After this lesson, participants can identify evidence-based accommodations for learning, sensory and motor difficulty profiles, apply them in classroom practice, and document them lawfully.

Lesson 9. Behavioural and emotional difficulties in the inclusive class

This lesson focuses on supporting pupils with behavioural and emotional difficulties, a category explicitly recognised in NN 24/2015. Participants learn supportive strategies that maintain classroom safety and learning while addressing the pupil's needs. The lesson covers proactive behaviour management, de-escalation techniques, and the escalation pathway to professional associates (pedagog, psiholog, edukacijski rehabilitator). Participants practise developing a behaviour support plan that aligns with the pupil's appropriate programme and is reviewed by the professional-associate team. The lesson emphasises that behavioural difficulties are a recognised disability category, not a disciplinary matter, and that the teacher's response must be supportive and documented. After this lesson, participants can implement supportive strategies for behavioural and emotional difficulties, develop a behaviour support plan, and collaborate with professional associates on escalation.

Lesson 10. Collaborating with the professional-associate team and parents

This lesson addresses the multidisciplinary authorship and review of the IOOP and the broader collaboration required by NN 24/2015. Participants learn the roles of the pedagog, psiholog, edukacijski rehabilitator and other professional associates in the inclusion process. The lesson covers the legal requirement for parent participation in IOOP development and review, including the parent's right to be informed and to give consent. Participants practise facilitating a collaborative IOOP meeting, documenting decisions, and managing disagreements. The lesson emphasises that collaboration is a statutory duty under domain 3 of the national teacher standard and generates evidence for the "Unaprjeđivanje rada škole" promotion category. After this lesson, participants can collaborate effectively with professional associates and parents, facilitate IOOP meetings, and document collaborative work for advancement.

Part III: Application and Mastery (Lessons 11-15)

Lesson 11. Assessing pupils on individualised and adapted programmes

This lesson addresses the lawful evaluation of pupils on individualised and adapted programmes, reading NN 112/2010 together with NN 24/2015. Participants learn how to assess pupils fairly when learning outcomes have been adapted, ensuring that assessment methods match the pupil's programme type. The lesson covers the three assessment approaches (assessment for learning, as learning, of learning) as they apply to pupils with difficulties, and the requirement to communicate assessment criteria and results to parents. Participants practise designing assessment tasks that are accessible to pupils on adapted programmes while maintaining validity. The lesson emphasises that assessment must be individualised, documented and defensible. After this lesson, participants can assess pupils on individualised and adapted programmes lawfully, communicate assessment results to parents, and document assessment decisions.

Lesson 12. Assistive technology and accessible materials

This lesson covers low- and high-tech assistive technology and the creation of accessible learning materials. Participants learn about the CARNET digital-competence framework's relevance to inclusive practice, including the 36 competences across general digital competence, competence in applying digital technology in education, and digital school-management competence. The lesson covers text-to-speech software, screen readers, speech-to-text tools, magnification devices, and simple low-tech adaptations such as enlarged print, coloured overlays and manipulatives. Participants practise evaluating and selecting assistive technology for specific difficulty profiles and creating accessible worksheets and digital materials. The lesson emphasises that assistive technology is a pedagogical-didactic adaptation under NN 24/2015 and must be documented in the pupil's file. After this lesson, participants can identify appropriate assistive technology, create accessible materials, and document technology use for inclusion.

Lesson 13. Transitions: grade, cycle and school-to-work

This lesson addresses the continuity of support across educational transitions, including grade-to-grade, cycle-to-cycle and school-to-work transitions. Participants learn the legal requirements for transition planning under NN 24/2015, including the transfer of documentation and the involvement of receiving teachers. The lesson covers transition planning for pupils moving from primary to secondary school, from lower to upper secondary, and from school to vocational training or employment. Participants practise writing a transition plan that ensures the pupil's IOOP and accommodations are maintained across the transition. The lesson emphasises that transition is a vulnerable period when support can be lost, and that proactive planning is a legal and professional duty. After this lesson, participants can plan transitions for pupils with developmental difficulties, ensure continuity of support, and document transition planning.

Lesson 14. Monitoring, reviewing and revising the IOOP

This lesson focuses on the cyclical evaluation and documentation of the IOOP. Participants learn the legal requirement for regular review of the IOOP, including the annual review cycle and the process for making interim revisions. The lesson covers how to monitor pupil progress against adapted outcomes, document changes in the pupil's needs, and revise the IOOP accordingly. Participants practise conducting an IOOP review meeting, documenting outcomes and revisions, and updating the pupil's file. The lesson emphasises that the IOOP is a living document that must reflect the pupil's current needs and that failure to review and revise can constitute a legal breach. After this lesson, participants can monitor pupil progress, conduct IOOP reviews, revise the IOOP lawfully, and maintain the pupil's documentation.

Lesson 15. Building the inclusion portfolio for advancement

This lesson teaches participants to assemble IOOP authorship, adaptations and outcomes as promotion-point evidence for the Pravilnik o napredovanju NN 68/2019. Participants learn how to document inclusive practice for the mandatory "Unaprjeđivanje rada škole" category, including IOOP co-authorship, adaptation design, parent collaboration, and professional-associate teamwork. The lesson covers the point structure (20/40/60 points from 3/4/5 categories) and how inclusion work maps to the hour requirement (100/150/200 hours over five years). Participants practise writing reflective narratives that connect their inclusive practice to the national teacher qualification standard domains and the promotion regulation categories. The lesson emphasises that inclusion work is not just a legal duty but a direct source of advancement evidence. After this lesson, participants can assemble an inclusion portfolio, document inclusive practice for promotion, and connect their work to the "Unaprjeđivanje rada škole" category.

This syllabus was designed from primary-source research of this nation's official teacher requirements and passed independent verification. The full course, its lessons, assistant, and materials are live for enrolled educators.