# Asistivna tehnologija u obrazovanju učenika s teškoćama u razvoju

<div id="bkmrk-"></div><table border="0" id="bkmrk-autori" style="width: 100%; height: 222.05px;"><tbody><tr style="height: 115.15px;"><td style="width: 34.7178%; height: 115.15px;">[![logo stoo2_1 (no).png](https://hub.ufzg.hr/uploads/images/gallery/2024-09/scaled-1680-/logo-stoo2-1-no.png)](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)

</td><td style="width: 65.3139%; height: 115.15px;">**Odgoj danas za sutra:**

**Premošćivanje jaza između učionice i realnosti**

3\. međunarodna znanstvena i umjetnička konferencija Učiteljskoga fakulteta Sveučilišta u Zagrebu Suvremene teme u odgoju i obrazovanju – STOO4 u suradnji s Hrvatskom akademijom znanosti i umjetnosti

</td></tr><tr style="height: 106.9px;"><td colspan="2" style="width: 100.032%; height: 106.9px;">## **<span lang="EN-US">Andrea Gašpar Čičak</span>**

*<span lang="EN-US">Osnovna škola Milan Amruš, Slavonski Brod, Hrvatska</span>*

*agaspar85@gmail.com*

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<table border="0" id="bkmrk-vedrana-kuti-stru%C4%8Dni" style="width: 99.880952%;"><tbody><tr><td style="width: 49.6289%;">**Sekcija - Odgoj i obrazovanje za osobni i profesionalni razvoj** </td><td class="align-center" style="width: 12.7667%;">**Broj rada: 22**</td><td style="width: 37.5805%;">**Kategorija članka: Stručni rad**

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<table border="0" id="bkmrk-sa%C5%BEetak-klju%C4%8Dne-rije" style="width: 100%; height: 303.25px;"><tbody><tr style="height: 64.65px;"><td style="width: 99.9048%; height: 64.65px;">##### **Sažetak**

</td></tr><tr style="height: 177.8px;"><td style="text-align: justify; width: 99.9048%; height: 177.8px;"><span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR; mso-bidi-font-weight: bold;">Asistivna tehnologija je važan element poboljšanja obrazovnog iskustva za učenike s teškoćama. Ovaj pregledni rad istražuje različite aspekte primjene asistivne tehnologije u nastavi, naglašavajući njezinu važnost i prednosti. Prije svega, definira se asistivna tehnologija i ističe se njezina uloga u podršci učenicima s teškoćama. Zatim se pruža pregled određenih asistivnih tehnologija, te njihova primjena u različite edukativne svrhe kao što su čitanje, pisanje, matematika i komunikacija. Analiziraju se dosadašnja istraživanja vezana uz korištenje asistivne tehnologije, poput povećane neovisnosti i motivacije učenika, ali isto tako se ističu i izazovi kao što su pristupačnost, obuka i financiranje. Razmatra se uloga i spremnost učitelja za implementaciju asistivne tehnologije u učionicu. Na kraju se identificiraju potencijalni trendovi i područja za daljnje istraživanje. Ovaj pregledni rad pruža temelj za daljnje razumijevanje i primjenu asistivne tehnologije u obrazovanju.</span>

</td></tr><tr style="height: 29.6px;"><td style="width: 99.9048%; height: 29.6px;">***Ključne riječi:***

</td></tr><tr style="height: 31.2px;"><td style="width: 99.9048%; height: 31.2px;"><span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR; mso-bidi-font-weight: bold;">asistivna tehnologija; obrazovanje; učenici s teškoćama u razvoju.</span>

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**<span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Uvod</span>**

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Pravo na odgoj i obrazovanje djece s teškoćama u razvoju (TUR) jedno je od temeljnih ljudskih prava koje proizlazi iz univerzalnih načela jednakosti, nediskriminacije i dostojanstva svakog pojedinca. Potrebno ga je razmotriti i prakticirati kroz četiri ključne dimenzije</span><span lang="SK" style="color: black;">: </span><span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">dostupnost, pristupačnost, prihvatljivost i prilagodljivost (Tomaševski, 2001). Dostupnost podrazumijeva obveznost, raspoloživost i besplatnost obrazovanja.</span><span style="color: black;"> </span><span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Pristupačnost se odnosi na otklanjanje barijera koje mogu spriječiti pojedinca u ostvarivanju prava na obrazovanje kao što su fizičke prepreke, diskriminacija i stigmatizacija. Prihvatljivost se odnosi na osiguravanje kvalitete obrazovnih materijala, metoda i načina poučavanja. Prilagodljivost znači odgovoriti na različite potrebe učenika, uzimajući u obzir njihove kulturne, socijalne, vjerske, ekonomske i individualne specifičnosti. Međunarodni pravni okvir jasno naglašava obvezu država u osiguravanju inkluzivnih i pristupačnih obrazovnih sustava. Tako Konvencija o pravima djeteta (2017) kroz čl. 28 i 29 ističe pravo svakog djeteta na obrazovanje, a specifično kroz čl. 23 je naglašen „djelotvoran pristup obrazovanju“ djeci s TUR. Još jedan važan dokument, Konvencija o pravima osoba s invaliditetom (2007) člankom br. 24 jasno naglašava obvezu osiguravanja inkluzivnog obrazovanja koje podržava razvoj potencijala djece s TUR. Na nacionalnoj razini,</span><span style="color: black;"> </span><span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">pravo na obrazovanje djece s TUR regulirano je Zakonom o odgoju i obrazovanju u osnovnoj i srednjoj školi (2023) te brojnim pravilnicima koji propisuju specifične mjere podrške. Prema Smjernicama za rad s učenicima s TUR (2021), odgojno-obrazovni proces utemeljen je na načelima prihvaćanja različitosti, osiguravanja uvjeta i potpore za ostvarivanje razvojnog potencijala svakog učenika te u skladu s tim najvećeg mogućeg stupnja obrazovanja. Da bi se to postiglo, važno je razumjeti složenost koncepta „teškoće u razvoju“. Odnosi se na različite oblike odstupanja ili kašnjenja u razvoju koja mogu biti prisutne od rođenja ili nastati tijekom djetinjstva</span><span lang="SK" style="color: black;">. </span><span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">S obzirom na to da se ovaj rad bavi djecom s TUR u sustavu odgoja i obrazovanja, oslonit će se na definiciju relevantnog Pravilnika o osnovnoškolskom i srednjoškolskom odgoju i obrazovanju učenika s TUR (2015), koji pruža temeljni okvir za razumijevanje i pružanje im podrške. Prema tom pravilniku, djeca i mladi s TUR su oni čije obrazovanje i razvoj otežavaju različite prepreke, koje proizlaze iz fizičkih, intelektualnih, osjetilnih, komunikacijskih, socijalnih, emocionalnih ili zdravstvenih poteškoća. Te teškoće mogu biti privremene ili trajne, a Orijentacijska lista, koja je dio istog Pravilnika, klasificira ih kroz sedam skupina. Prva skupina obuhvaća učenike s oštećenjem vida, što se odnosi na sljepoću i slabovidnost, druga skupina se odnosi na učenike s oštećenjem sluha, odnosno gluhe i nagluhe. Treća skupina uključuje učenike s teškoćama jezično-govorno-glasovne komunikacije, poput problema u izgovoru, artikulaciji, glasovnoj produkciji ili jezičnoj obradi, te učenike sa specifičnim teškoćama u učenju, uključujući disleksiju, disgrafiju, diskalkuliju, dispraksiju i mješovite teškoće učenja. Četvrta skupina se odnosi na učenike s oštećenjima organa i organskih sustava kao što su središnji i periferni, mišićno-koštani i drugi sustavi. Peta skupina obuhvaća učenike s intelektualnim teškoćama, koje se dijele na lakše, umjerene te teške i duboke. Šesta skupina obuhvaća učenike s poremećajima u ponašanju i problemima mentalnog zdravlja, a sedma uključuje one s kombiniranim teškoćama, kod kojih se istovremeno javljaju dvije ili više različitih vrsta teškoća.</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Međutim, sama klasifikacija teškoća tek je polazna točka za razumijevanje izazova s kojima se ovi učenici suočavaju u obrazovnom procesu. </span><span lang="SK" style="color: black;">Kako Bouillet (2010, prema Karaman, 2023) ističe, pojam „teškoća“ nije samo medicinski pojam koji opisuje zdravstveno stanje, već je oblikovan različitim preprekama s kojima se pojedinci suočavaju u svakodnevnom životu, tako i u procesu učenja. </span><span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Prema tome, potrebno im je pružati primjerenu podršku u nastavi kako bi bili uspješni, napredovali i imali pozitivnije obrazovne ishode koji vode prema većim mogućnostima njihovog daljnjeg obrazovanja, zapošljavanja i bolje kvalitete života. Tome u prilog govore i Chitu i sur. (2023) ističući kako je ovo jedno od najizazovnijih područja suvremenog obrazovnog sustava. Kako Hnoievska i sur. (2022, str. 101) navode, „da bi poučavao djecu s TUR, učitelj mora razumjeti specifičnosti poučavanja (Mfuthwana i Dreyer, 2018); imati pozitivan stav prema inkluziji (Saloviita, 2020); brojne kompetencije (Sulasmi i Akrim, 2019; Majoko, 2019): prepoznati posebnosti i karakteristike učenika (Karlsudd, 2020; Majoko, 2019); prilagođavati nastavni plan i program sposobnostima učenika; stvarati prijateljsko okruženje u učionici; koristiti posebne asistivne tehnologije; provoditi ocjenjivanje u inkluzivnom okruženju te diferencijalno pristupiti nastavi (Majoko, 2019), itd.“</span><span style="color: black;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Asistivna tehnologija, stručna podrška i primjena individualiziranih pristupa omogućuju im veću samostalnost i uspješnost u učenju. Ovaj rad, analizom dostupne literature, istražuje ulogu asistivne tehnologije u obrazovanju djece s TUR, s naglaskom na praktične aspekte primjene i izazove implementacije.</span>

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**<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Definicija asistivnih tehnologija</span>**

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">„Za većinu ljudi, tehnologija olakšava stvari. Za osobe s teškoćama, tehnologija čini stvari mogućima“ (Schoonover i Argabrite Grove, 2015, prema Visser i sur., 2020, str. 1). Edyburn (2004) tako definira da asistivna tehnologija uključuje širok spektar uređaja i usluga osmišljenih za podršku funkcionalnim sposobnostima korisnika. Stramondo (2019) navodi da su to sredstva koja osnažuju osobe s teškoćama da obavljaju svakodnevne aktivnosti, dok Scherer (1996) ističe njezin značaj u unapređenju kvalitete života kroz podršku u funkcionalnim zadacima.</span><span style="color: black;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Šire gledano, de Witte i sur. (2018) definiraju asistivnu tehnologiju kao krovni pojam koji uključuje proizvode i usluge namijenjene povećanju uključenosti osoba s invaliditetom u svim aspektima života. Namijenjena je korisnicima svih dobnih skupina, uključujući lokomotorne, vidne, slušne, govorne i kognitivne teškoće, kako za kratkotrajnu tako i za dugotrajnu podršku. Cook i Polgar (2008) tumače kako asistivna tehnologija nije samo alat već i sredstvo za postizanje autonomije, omogućujući osobama s invaliditetom veći stupanj kontrole nad vlastitim životom. Slično tome, Manirajee i sur. (2024) naglašavaju njezinu praktičnu ulogu u olakšavanju svakodnevnih aktivnosti korisnika.</span><span style="color: black;"> <span lang="SK">Abbott (2007) dodatno naglašava važnost softverskih i hardverskih asistivnih alata koji olakšavaju učenje, stavljajući poseban naglasak na interakciju između korisnika i tehnologije.</span></span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">World Health Organization (WHO, 2022) definira asistivnu tehnologiju kao proizvode, opremu i sustave koji povećavaju funkcionalne sposobnosti osoba s invaliditetom, čime se izravno podržava njihova neovisnost i inkluzija. Assistive Technology Industry Association (ATIA, 2024) još detaljnije objašnjava da se radi o svakom predmetu, uređaju, softverskom programu ili sustavu osmišljenom za unapređenje, održavanje ili poboljšanje funkcionalnih sposobnosti korisnika. Ovi alati pružaju podršku osobama suočenima s izazovima u različitim aspektima svakodnevnog života, uključujući govor, tipkanje, pisanje, pamćenje, vid, sluh, učenje i kretanje. U kontekstu obrazovanja, omogućava učenicima s TUR da ostvare svoj puni potencijal, povećavajući njihovu neovisnost i uključivanje u školske aktivnosti.</span>

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**<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Podjela asistivnih tehnologija</span>**

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">S obzirom na raznolikost teškoća, uporaba asistivnih tehnologija zahtijeva prilagodbu specifičnim potrebama korisnika kako bi se osigurala njihova učinkovitost. U tom kontekstu, International Organization for Standardization (ISO, 2022) i WHO (2022) razvile su međunarodne sustave za klasifikaciju asistivnih tehnologija. Ovi sustavi služe standardizaciji pojmova, olakšavaju identifikaciju proizvoda i omogućuju bolje razumijevanje njihove uloge u životu osoba s teškoćama, uključujući i područje obrazovanja. Klasifikacije obuhvaćaju širok raspon proizvoda i usluga razvrstanih prema funkcionalnoj namjeni i specifičnim korisničkim potrebama, čime se pruža temelj za sustavni pristup u odabiru i primjeni tehnologija. S obzirom na dinamičan razvoj ovog područja, rad će se fokusirati na najčešće korištene podjele i istaknuti primjere asistivnih tehnologija s posebnim naglaskom na njihovu primjenu u obrazovanju učenika s TUR.</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">ISO (2022) se primarno usmjerava na tehničke i funkcionalne aspekte asistivnih proizvoda, definirajući ih prema namjeni. Prema toj klasifikaciji, asistivna tehnologija razvrstana je u kategorije poput terapije i treninga, mobilnosti, komunikacije, osobne njege, obrazovanja i rekreacije. Za obrazovni kontekst posebno su relevantna:</span>

- <span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Pomagala za obrazovanje i trening – uključuju didaktičke alate, edukacijske softvere i multisenzorne platforme. Primjerice, softveri za potpomognuto čitanje i pisanje omogućuju učenicima s disleksijom i disgrafijom praćenje nastave.</span>
- <span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Pomagala za komunikaciju – odnose se na slušna pomagala te uređaje za augmentativnu i alternativnu komunikaciju (AAC), poput aplikacija za pretvaranje teksta u govor, a omogućuju učenicima bez razvijenog govora ili s ograničenom verbalnom komunikacijom da izraze svoje misli i sudjeluju u školskim aktivnostima.</span>
- <span style="mso-bidi-font-family: Calibri; mso-ansi-language: HR;">Pomagala za mobilnost – obuhvaćaju elektronička invalidska kolica i prilagođene tipkovnice koje olakšavaju učenicima s tjelesnim teškoćama pristup učionicama i korištenje računalne opreme.</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">S druge strane, WHO (2022) pristupa asistivnim tehnologijama s globalne perspektive, naglašavajući važnost inkluzivnosti i dostupnosti u različitim društvenim i ekonomskim uvjetima. Ova klasifikacija povezuje asistivnu tehnologiju s domenama života u kojima osobe s invaliditetom trebaju podršku, stavljajući naglasak na funkciju. Konkretne kategorije koje se odnose na obrazovni kontekst su slične kao i prema ISO klasifikaciji pa su to pomagala za mobilnost, vizualna pomagala, slušna i komunikacijska pomagala.</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Razumijevanje klasifikacije olakšava odabir odgovarajućih rješenja za individualne potrebe učenika s TUR, s posebnim naglaskom na njihovu primjenu u obrazovnom kontekstu, stoga je autorica ovog rada izradila prikaz vrsta asistivnih tehnologija s obzirom na njihovu svrhu u Tablici 1.</span>

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<span style="font-size: 10.0pt; line-height: 150%; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Tablica 1</span>

<span style="font-size: 10.0pt; line-height: 150%; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Vrste asistivnih tehnologija prema svrsi i klasifikaciji</span>

<table border="1" cellpadding="0" cellspacing="0" class="MsoNormalTable" id="bkmrk-klasifikacija-svrha-" style="border-collapse: collapse; border: none; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid black .5pt; mso-yfti-tbllook: 1184; mso-padding-alt: 0cm 5.4pt 0cm 5.4pt; mso-border-insideh: .5pt solid black; mso-border-insidev: .5pt solid black;"><tbody><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes;"><td style="width: 104.65pt; border-top: solid black 1.0pt; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: none; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="140"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Klasifikacija</span>

</td><td style="width: 5.0cm; border-top: solid black 1.0pt; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: none; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="189"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Svrha</span>

</td><td style="width: 212.6pt; border-top: solid black 1.0pt; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: none; mso-border-top-alt: solid black .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="283"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Vrsta</span>

</td></tr><tr style="mso-yfti-irow: 1;"><td style="width: 104.65pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="140"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Pomagala za mobilnost</span>

</td><td style="width: 5.0cm; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="189"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Kretanje  
Korištenje računala</span>

</td><td style="width: 212.6pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="283"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Invalidska kolica, štake, bijeli štap</span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Prilagođene tipkovnice, miševi i zaslon, softveri za korištenje računala praćenjem oka</span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;"> </span>

</td></tr><tr style="mso-yfti-irow: 2;"><td style="width: 104.65pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="140"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Vizualna pomagala</span>

</td><td style="width: 5.0cm; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="189"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Jasniji vid</span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Opismenjavanje slijepih</span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;"> </span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Pristup grafičkim informacijama</span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;"> </span>

</td><td style="width: 212.6pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="283"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Povećala, naočale</span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Pisaći stroj za Brailleovo pismo, šilo i okvir, čitači ekrana</span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Taktilna grafika za<span style="mso-spacerun: yes;"> </span>izradu reljefnih otisaka, 3D printeri</span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;"> </span>

</td></tr><tr style="mso-yfti-irow: 3;"><td style="width: 104.65pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="140"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Slušna pomagala</span>

</td><td style="width: 5.0cm; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="189"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Bolji sluh   
Razumijevanje uputa</span>

</td><td style="width: 212.6pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="283"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Slušni aparati, kohlearni implantati, pojačala zvuka</span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;"> </span>

</td></tr><tr style="mso-yfti-irow: 4;"><td style="width: 104.65pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="140"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Komunikacijska pomagala</span>

</td><td style="width: 5.0cm; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="189"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Razumijevanje jezika   
Ekspresija jezika</span>

</td><td style="width: 212.6pt; border: none; border-bottom: solid windowtext 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="283"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Komunikacijske knjige i elektronski uređaji (sklopke, komunikatori i slično),   
Softveri za komunikaciju pogledom, izradu slikovnih predložaka, potpomognutu komunikaciju</span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;"> </span>

</td></tr><tr style="mso-yfti-irow: 5; mso-yfti-lastrow: yes;"><td style="width: 104.65pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="140"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Obrazovna pomagala</span>

</td><td style="width: 5.0cm; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="189"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Čitanje, pisanje</span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;"> </span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Matematika </span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;"> </span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Informatika</span>

</td><td style="width: 212.6pt; border: none; border-bottom: solid black 1.0pt; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid black .5pt; padding: 0cm 5.4pt 0cm 5.4pt;" valign="top" width="283"><span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Softveri za pretvaranje teksta u govor, prepoznavanje govora, podršku pisanju</span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Softveri za vizualizaciju i računske operacije, kalkulatori s govornim povratnim informacijama</span>

<span style="font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Softveri za razvoj vještina korištenja računala</span>

</td></tr></tbody></table>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Ove vrste tehnologija zadovoljavaju različite potrebe osoba s teškoćama, kako bi im se omogućila veća samostalnost i uključivanje u različite aspekte života, uključujući obrazovanje.</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Osim klasifikacija prema namjeni i funkciji, poput prethodno spomenutih, asistivna tehnologija u literaturi se često razvrstava prema razini tehničke složenosti uređaja. Prema tome, dijeli se na niskotehnološku, srednjetehnološku i visokotehnološku (Constantinescu, 2015</span><span lang="SK" style="color: black;"> prema </span><span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Abu-Alghayth, 2022). Niskotehnološki uređaji nisu elektronički, a poznati su po svojoj pristupačnosti i jednostavnosti (Alkahtani, 2013; Constantinescu, 2015, oboje</span><span style="color: black;"> </span><span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">prema Abu-Alghayth, 2022), uključuju povećala, komunikacijske knjige, držače za olovke itd. Srednjetehnološki elektronički uređaji jednostavni su za korištenje i zahtijevaju minimalnu obuku, a obuhvaćaju digitalne satove i rasporede, komunikacijske ploče, prijenosne kalkulatore, audio knjige i slično. S druge strane, visokotehnološki uređaji su složeniji, teško dostupni, skupi i zahtijevaju značajno više obuke.</span><span style="color: black;"> </span><span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Odnose se na napredne elektroničke uređaje poput AAC uređaja, softvera za praćenje pogleda, virtualne realnosti, robota i slično. </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Još jedna podjela koja se često koristi je ona autora Cook, Polgar i Encarnação (2016, prema Pinjatela i sur., 2023, str.9). Navedeni autori asistivne tehnologije dijele na „hard technologies“ što uključuje uređaje koje je „moguće nabaviti, sastaviti i opipati“ i „soft technologies“ koja se odnosi na neopipljive tehnologije kao što su računalni softveri.</span><span lang="SK" style="color: black;"> Bez obzira na vrstu ili razinu sofisticiranosti, cilj svake asistivne tehnologije je isti, ukloniti barijere i omogućiti svakom pojedincu sudjelovanje u obrazovanju, radu i društvenim aktivnostima.</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;"> </span>

**<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Učinci korištenja asistivnih tehnologija na obrazovanje učenika s teškoćama u razvoju</span>**

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Zahvaljujući pomagalima poput digitalnih udžbenika, interaktivnih ploča i prilagodljivih softvera za učenje, učenici s različitim vrstama teškoća mogu pristupiti obrazovanju na jednak način kao i njihovi vršnjaci čime se povećava i njihova neovisnost. Na primjer, Constantinescu (2015) ističe kako asistivna tehnologija omogućuje učenicima s TUR veću kontrolu tijekom obrazovnog procesa. Prema McNicholl i sur. (2021) asistivna tehnologija olakšava akademske aktivnosti, poboljšava socijalnu uključenost te smanjuje stigmu. Nadalje, Hedges i sur. (2018) naglašavaju kako tehnologija, poput aplikacija za učenje, doprinosi razvoju svakodnevnih vještina kod učenika s autizmom, omogućujući im bolje funkcioniranje u školi i izvan nje.</span><span style="color: black;"> <span lang="SK">Moon i sur. (2019 prema Restianty i sur., 2024) navode kako ima potencijal za unaprjeđenjem kvalitete života svih osoba s teškoćama pružajući im između ostalog mogućnost za autonomiju i inkluziju. Dodatno, Matijević i Topolovčan (2017, str.60) pojašnjavaju kako tehnologija u nastavi općenito omogućuje „individualizaciju rada, situacijsko (kontekstualno) učenje, učenje istraživanjem, učenje rješavanjem problema, suradničko učenje, učenje igrom, projektno učenje i učenje usmjereno djelovanjem.“ </span></span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Osim toga, asistivna tehnologija ima veliki utjecaj na motivaciju učenika. Istraživanja pokazuju da učenici često pokazuju veći interes za sudjelovanjem u obrazovnim aktivnostima kada koriste tehnološka pomagala što pozitivno djeluje i na njihovu pažnju (Paula, 2003; Arpacik i sur., 2018; Bondarenko, 2018, sve prema Fernández-Batanero i sur., 2022). Tako i rezultati istraživanja</span><span style="color: black;"> </span><span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">autora Yang i sur. (2024) ukazuju na to da prisutnost humanoidnog robota može povećati angažiranost i poboljšati ponašanje učenika s poremećajem iz spektra autizma tijekom nastave.</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">U nastavku će biti razmotreni rezultati znanstvenih istraživanja vezanih uz utjecaj primjene asistivnih tehnologija na obrazovne rezultate učenika s TUR s obzirom na vrstu teškoće. </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;"><span style="mso-spacerun: yes;"> </span>Asistivna tehnologija učenicima s oštećenjem vida omogućuje pristup informacijama i sudjelovanje u nastavnim aktivnostima, što može značajno poboljšati njihove obrazovne ishode. Primjena taktilnih mapa pomaže im<span style="mso-spacerun: yes;"> </span>snalaženju unutar školskih prostorija i učionica (Feucht i Holmgren, 2018), dok udžbenici prilagođeni Brailleovim pismom im pružaju pristup pisanom sadržaju</span><span lang="SK" style="color: black;"> (</span><span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Manirajee i sur., 2024). Slijepi učenici pismeno se mogu izražavati isključivo putem asistivne tehnologije koja predstavlja neophodan čimbenik u njihovom obrazovanju.</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Učenicima s oštećenjem sluha asistivna tehnologija pomaže pratiti naloge, upute, razumjeti što se od njih očekuje te usvajati jezične sadržaje (Zanin i Rance, 2016). Uz to, autori Bell i Foiret (2020) ističu da uporaba ovih uređaja poboljšava akademski uspjeh i socijalnu uključenost učenika s oštećenjem sluha. </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Kada govorimo i o učenicima s teškoćama jezično-govorno-glasovne komunikacije, različiti alati, poput AAC uređaja, aplikacija za komunikaciju i prilagođenih softverskih rješenja, značajno doprinose njihovom uključivanju u obrazovni proces</span><span lang="SK" style="color: black;"> (Galeković, 2022; </span><span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Alhulays, 2024). Poobrasert i Gestubtim (2014) ispitali su učinak softvera za predviđanje riječi i automatske provjere pravopisa kod učenika s teškoćama u pisanju. Učenici koji su koristili ove alate pokazali su značajno poboljšanje u brzini i točnosti pisanja. Rezultati istraživanja autora Hetzroni i Shrieber (2024) otkrili su da je manje pravopisnih pogrešaka, pogrešaka u čitanju i veća ukupna kvaliteta organizacije i strukture teksta kada učenici s teškoćama pisanja i čitanja koriste računalo opremljeno programom za obradu teksta. Nordström i sur. (2019) su analizirali korištenje aplikacija asistivne tehnologije za učenike koji imaju poteškoće u čitanju, posebno kod disleksije. Njihovo istraživanje je pokazalo da aplikacije za čitanje naglas i softvera za audio knjige značajno poboljšavaju razumijevanje učenika. Autori su naglasili i važnost uključivanja ovih alata u obrazovni sustav, jer oni ne samo da pomažu u učenju već i povećavaju samopouzdanje učenika. Svensson i sur. (2021) su također zabilježili pozitivan utjecaj asistivne tehnologije na poboljšanje vještina čitanja, pisanja i motivacije kod učenika s ovim specifičnim teškoćama. Prema podacima istraživanja autora Benavides-Varela i sur. (2020) digitalni alati poboljšali su numeričku izvedbu i razumijevanje učenika s TUR koji imaju poteškoće s matematikom. Slično tome, Bryant i sur. (2014) uočavaju korisnost kalkulatora s govornim povratnim informacijama i softvera za vizualizaciju matematike za učenike s diskalkulijom. Alto (2023 prema Ali, Khusro i Alahmadi, 2024, str.6) navode da „ChatGPT može riješiti matematičke probleme u nekoliko koraka, osmisliti drugu verziju objašnjenja ili objašnjenje na svoj način, te prilagoditi odgovore potrebama i preferencijama pojedinog učenika, što ga čini korisnim alatom u kontekstu individualizacije“.</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;"><span style="mso-tab-count: 1;"> </span>Za učenike s</span><span style="color: black;"> </span><span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">oštećenjima organa i organskih sustava, konkretnije, motoričkim poremećajima korištenje asistivnih tehnologija znači veću samostalnost i smanjenje frustracije (Visser i sur., 2020). Novije istraživanje autora Muraleedharan i sur. (2024) pokazalo je poboljšanja u brzini i kvaliteti izvedbe zadataka kod osoba s težim oblicima motoričkih i komunikacijskih teškoća, a koristili su robot koji se pokreće praćenjem oka. Nadalje, Ali i sur. (2023) su istaknuli značaj virtualne realnosti u podršci pri izvođenju kognitivnih i motoričkih zadataka. <span style="mso-spacerun: yes;"> </span></span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;"><span style="mso-tab-count: 1;"> </span>Primjena asistivne tehnologije kod učenika s poremećajima iz spektra autizma koji pripadaju <span style="mso-spacerun: yes;"> </span>skupini učenika s poremećajima u ponašanju i problemima mentalnog zdravlja prema Orijentacijskoj listi, izuzetno je korisna u poboljšanju njihovih komunikacijskih, socijalnih i akademskih vještina te može poslužiti i kao podrška u svladavanju izazova senzorne integracije (Bašić i sur., 2020). Barua i sur. (2022) također posebno ističu umjetnu inteligenciju i njen potencijal kao pomoć u učenju i socijalnoj interakciji kod učenika s neurorazvojnim poremećajima kao što su autizam te poremećaj pažnje i hiperaktivnosti. <span style="mso-spacerun: yes;"> </span>O’Neill i sur. (2020, str.251) navode brojna istraživanja koja upućuju na višestruke koristi asistivne tehnologije za učenike s autizmom i intelektualnim teškoćama, kao što je „učenje čitanja (Mechling, Gast, i Krupa, 2007); učenje matematike s iPad uređajem (Burton, Anderson, Prater, i Dyches, 2013); razvijanje socijalnih vještina (Parsons i Cobb, 2011); strukturiranje rasporeda s tablet uređajem (Fage, Pommereau, Consel, Balland, i Sauzéon, 2014); korištenje mobitela i aplikacija u obrazovne svrhe te za podršku u izvršavanju svakodnevnih zadataka (Ayres et al., 2013).“</span><span style="color: black;"> </span>

<span lang="SK" style="color: black;">Zanimljivi su i rezultati istraživanja autora Davies i sur. (2017) koji su koristili računalni sustav za osobe s intelektualnim teškoćama u ispitnoj situaciji. Taj sustav je verbalno predstavio pitanja na koja su sudionici trebali odgovoriti, omogućio im da ponove pitanja, verbalizirao bilo koji odgovor koji su tražili i omogućio im da pređu na sljedeće pitanje tek nakon što su dali odgovor na prethodno. Podaci su pokazali da je računalno potpomognuta verzija ispita, koja je uvedena kroz kratko razdoblje upoznavanja i vježbe, omogućila sudionicima da završe testiranje s većom razinom točnosti, neovisnosti i boljom učinkovitosti. </span>

<span lang="SK" style="color: black;"> </span>

**<span lang="SK" style="color: black;">Izazovi implementacije i korištenja asistivnih tehnologija u obrazovanju</span>**

<span lang="SK" style="color: black;">Unatoč spomenutim značajnim pozitivnim učincima koje donosi učenicima s TUR, asistivna tehnologija se koristi rijetko. Tako su rezultati jedne studije u Republici Hrvatskoj pokazali da većina nastavnika engleskog jezika koja je sudjelovala u istraživanju nije upoznata niti je koristila asistivne tehnologije, iako su se u radu susretali s učenicima s TUR (Dumančić i Milković, 2024). Prema autorima Fernández-Batanero i sur. (2022) asistivna tehnologija se najčešće koristi kod osoba s oštećenjem vida, sluha i tjelesnim invaliditetom. Rjeđe se primjenjuje kod osoba s poremećajem iz spektra autizma, intelektualnim teškoćama i poremećajima u ponašanju. Slični rezultati su se pokazali i u Republici Hrvatskoj prema rezultatima istraživanja koje su provele autorice Stančić i Pinjatela (2023). </span>

<span lang="SK" style="color: black;">Prisutni su brojni izazovi u korištenju asistivne tehnologije koji otežavaju njezinu širu primjenu. Jedan od najistaknutijih problema je pristupačnost (Šušić i Luetić, 2024). Visoka cijena asistivne tehnologije često je nepremostiva prepreka za učenike s nižim socioekonomskim uvjetima, a ponekad ni škole nemaju dovoljno sredstava za nabavu odgovarajuće opreme, čime učenici gube priliku za korištenje ovih alata (Mishra i sur., 2024). Problem je dodatno izražen u ruralnim područjima gdje je distribucija tehnologije često ograničena (Manship i sur., 2024) što dovodi do razlika u obrazovnim mogućnostima učenika s TUR. Nedostupnost asistivne tehnologije može negativno utjecati na njihove obrazovne ishode, pogotovo kod učenika s oštećenjem vida (Senjam i sur., 2022). Općenito, obrazovni sustavi često nisu usklađeni u pogledu standardizacije i osiguravanja jednakog pristupa tehnologiji. </span>

<span lang="SK" style="color: black;">I kada je asistivna tehnologija dostupna, potreban je pažljivo osmišljen intervencijski program koji osobe s teškoćama uči kako koristiti tehnologiju i osigurava da njezina uporaba vodi do pozitivnih ishoda koji će biti motivirajući (Lancioni, 2017). Isti autori smatraju kako se veza između tehnologije i intervencijskih programa može smatrati najvažnijim čimbenikom u određivanju uspjeha tehnoloških rješenja. Sukladno tome, Federici i Scherer (2012) ističu važnost individualiziranog pristupa u procjeni i implementaciji asistivnih tehnologija kako bi se osigurala optimalna podrška učenicima s TUR. Autorice Kudek-Mirošević i Runcheva (2023) naglašavaju potrebu detaljne procjene učenikovih sposobnosti i poteškoća u područjima poput čitanja, pisanja, govora, slušanja, matematike, pamćenja, organizacije i motoričkih vještina, kako bi se odabrala odgovarajuća tehnologija kojom bi im se trebala pružiti adekvatna podrška. To je posebno važno jer složenost nekih tehnologija čini ih teškim za uporabu, što može izazvati frustraciju kod učenika i smanjiti njihovu želju za učenjem. Individualne potrebe učenika s TUR zahtijevaju personalizirana rješenja, a dizajn tehnologije trebao bi slijediti univerzalna načela koja uključuju „pravednu upotrebu, fleksibilnost, jednostavnost i intuitivnost, lako uočljive informacije, toleranciju na pogreške, mali fizički napor za korištenje, adekvatnu dimenzije i veličinu za pristup i korištenje, kako bi bili upotrebljivi i dostupni bez obzira na dob i sposobnosti pojedinca“ (Centar za izvrsnost univerzalnog dizajna, 2021 prema Zhang i sur., 2024, str.470). Uzevši to u obzir, Villamin i Luppicini (2024) naglašavaju potrebu uključivanja osoba s teškoćama u proces dizajna asistivne tehnologije. Njihovo sudjelovanje u fazama dizajna, razvoja i testiranja omogućuje stvaranje personaliziranih i strukturiranih rješenja koja zadovoljavaju specifične zahtjeve korisnika.</span>

<span lang="SK" style="color: black;">Također, važnost edukacije nastavnika o korištenju asistivne tehnologije ne može se zanemariti. Nastavnici igraju ključnu ulogu u implementaciji ovih tehnologija u učionici, a njihova osposobljenost i stavovi prema tehnologiji značajno utječu na uspješnost primjene. Stoga je potrebno ulagati u programe edukacije koji će im pružiti potrebna znanja i vještine za učinkovitu upotrebu asistivne tehnologije</span>

<span lang="SK" style="color: black;">Jedan od ključnih razloga za rijetku primjenu asistivnih tehnologija u obrazovnim ustanovama je nedostatak podrške, tehničkog osoblja i adekvatne edukacije koja bi omogućila odgojno-obrazovnim djelatnicima učinkovito korištenje ovih alata (Fernández-Batanero et al., 2022; Alves et al., 2009). Učitelji imaju važnu ulogu u promicanju uporabe asistivnih tehnologija (Kinasih et al., 2024), no često su suočeni s dodatnim izazovima, poput preuzimanja odgovornosti za tehnička rješenja problema, što povećava njihovo radno opterećenje. Borova i sur. (2023) istraživali su stavove učitelja edukacijskih rehabilitatora prema asistivnoj tehnologiji i njihov utjecaj na upravljanje razredom. Rezultati su pokazali pozitivnu korelaciju između pozitivnih stavova učitelja i njihovih vještina upravljanja razredom, naglašavajući važnost afirmativnog odnosa prema tehnologiji u obrazovanju. Slično tome, Onivehu i sur. (2017) analiziraju kompetencije učitelja u korištenju asistivne tehnologije u školama za učenike s posebnim potrebama. Unatoč pozitivnim stavovima prema tehnologiji, rezultati ukazuju na nedostatak praktičnih vještina i znanja za njezinu implementaciju, kao i u istraživanjima autora Gajić i sur. (2024), Chalkiadakis i sur. (2024), te Alkahtani (2013). Tako su i Joža i Ivšac Pavliša (2022) u svom istraživanju potvrdili pozitivan stav uz postojanje svih navedenih prepreka za korištenje asistivnih tehnologija u radu logopeda u Hrvatskoj. </span>

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**<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Zaključak</span>**<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">  
Asistivna tehnologija ima značajan potencijal za unaprjeđenje kvalitete obrazovanja učenika s TUR. Od uređaja za podršku mobilnosti i komunikaciji do naprednih softverskih rješenja, može odgovoriti na različite izazove s kojima se susreću učenici s TUR.</span><span style="color: black;"> </span><span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Pregled literature pokazuje da omogućuje prilagodbu nastavnih sadržaja, povećava njihovu neovisnost i poboljšava njihove obrazovne ishode. </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Učinkovita primjena asistivnih tehnologija u obrazovanju učenika s TUR zahtijeva koordiniranu, međusobno povezanu suradnju različitih dionika, pri čemu svaki od njih ima specifičnu ulogu. Tako je država odgovorna za stvaranje zakonodavnog i strateškog okvira koji omogućuje sustavno uvođenje asistivne tehnologije, pri čemu trebaju biti jasno definirani modeli financiranja, održavanja, tehničke podrške te kontinuiranog stručnog usavršavanja odgojno-obrazovnih djelatnika.</span><span style="color: black;"> </span><span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Lokalne zajednice provode nacionalne strategije na terenu, osiguravaju pristup tehnologiji, podržavaju škole u tehničkom i organizacijskom smislu te financiraju opremu i njihovo redovito održavanje. Stručni suradnici (logopedi, edukacijski rehabilitatori, psiholozi, pedagozi) planiraju, implementiraju, prate i evaluiraju korištenje tehnologije. Njihova stručnost omogućuje preciznu procjenu potreba učenika, odabir najprikladnijih rješenja te podršku učiteljima u procesu prilagodbe nastavnog sadržaja. Učitelji bi se trebali kontinuirano educirati za korištenje asistivne tehnologije i prilagođavati ju individualnim potrebama učenika, pogotovo ako uzmemo u obzir da njihovi pozitivni stavovi i osposobljenost za korištenje značajno doprinose uspješnosti primjene ovih alata. Važno je uključiti i roditelje ili skrbnike, koji mogu koristiti asistivne tehnologije u radu s učenicima kod kuće, a uz njih, potrebno je</span><span style="color: black;"> </span><span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">senzibilizirati vršnjake u razredu kako bi razumjeli razloge korištenja asistivne tehnologije te razvili podržavajući stav.</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Trenutačni trendovi u istraživanju asistivnih tehnologija usmjereni su na nekoliko važnih područja. Neki od značajnijih smjerova su razvoj aplikacija i uređaja koji olakšavaju komunikaciju i učenje za djecu s TUR, poput prilagođenih računalnih sučelja i edukativnih softvera (Ugando, 2018), primjena umjetne inteligencije</span><span style="color: black;"> </span><span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">za prilagodbu obrazovnih sadržaja individualnim potrebama učenika (Chakraborty, 2024; Kohnke i Zaugg, 2025)</span><span lang="SK" style="color: black;">, </span><span style="mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">poticanje socijalne inkluzije (Failla i sur., 2024) i poboljšanje funkcionalnih sposobnosti korisnika (Lee i sur., 2024). Preporučuje se daljnje istraživanje svih dostupnih instrumenata procjene kako bi se tehnologija optimalno prilagodila individualnim potrebama korisnika. Uz to, potrebno je usmjeriti pozornost na evaluaciju dugoročnog utjecaja asistivne tehnologije na obrazovne ishode, razvoj inovativnih rješenja koja će dodatno podržati učenike u njihovom obrazovanju uključujući primjenu umjetne inteligencije te istraživanje učinaka asistivnih tehnologija na emocionalne i socijalne aspekte obrazovanja.</span>

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<span style="mso-bookmark: OLE_LINK3;">**<span style="font-size: 12.0pt; mso-bidi-font-family: Calibri; color: black; mso-ansi-language: HR;">Literatura</span>**</span>

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<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">mixed-methods enquiry. *International Journal of Developmental Disabilities, 68(4),* 547- 557.</span>

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<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Ali, S. G., Wang, X., Li, P., Jung, Y., Bi, L., Kim, J., ... &amp; Sheng, B. (2023). A systematic review: Virtual</span>

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*<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Health, 11,</span>*<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> 1143947. <span style="mso-spacerun: yes;"> </span></span>

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<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Alkahtani, K. D. (2013). Teachers’ knowledge and use of assistive technology for students with</span>

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<span style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Alves, C. C. D. F., Monteiro, G. B. M., Rabello, S., Gasparetto, M. E. R. F., &amp; Carvalho, K. M. D. (2009).</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Assistive technology applied to education of students with visual impairment. *Revista*</span>

*<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Panamericana de Salud Pública, 26(2),</span>*<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> 148-152. Pribavljeno 21.12.2024. s</span>

<span lang="SK">[<span lang="HR" style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;">https://www.scielosp.org/pdf/rpsp/v26n2/07.pdf</span>](https://www.scielosp.org/pdf/rpsp/v26n2/07.pdf)</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> </span>

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<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Assistive Technology Industry Association. (2024). What is AT? Pribavljeno 20.12.2024. s</span>

<span lang="SK">[<span lang="HR" style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;">https://www.atia.org/home/at-resources/what-is-at/</span>](https://www.atia.org/home/at-resources/what-is-at/)</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Barua, P. D., Vicnesh, J., Gururajan, R., Oh, S. L., Palmer, E., Azizan, M. M., ... &amp; Acharya, U. R. (2022).</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Artificial intelligence enabled personalised assistive tools to enhance education of children</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">with neurodevelopmental disorders—a review. *International Journal of Environmental*</span>

*<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Research and Public Health, 19(3)</span>*<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">, 1192. Pribavljeno 16.12.2024. s</span>

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<span style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Bašić, A., Maćešić-Petrović, D., Zdravković, R., Kovačević, J., Gajić, A., &amp; Arsić, B. (2020). Upotreba</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">asistivne tehnologije u službi sticanja znanja kod osoba sa poremećajima iz spektra autizma.</span>

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<span style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Benavides-Varela, S., Callegher, C. Z., Fagiolini, B., Leo, I., Altoè, G., &amp; Lucangeli, D. (2020).</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Effectiveness of digital-based interventions for children with mathematical learning</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">difficulties: A meta-analysis. *Computers &amp; Education, 157, 103953*. Pribavljeno 10.12.2024. s</span>

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<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Models and Supporting Factors in Elementary Schools. *EDUCARE: Journal of Primary*</span>

*<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Education, 5(2)</span>*<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">, 97-110. Pribavljeno 20.12.2024. s</span>

<span lang="SK">[<span lang="HR" style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;">https://educare.uinkhas.ac.id/index.php/jie/article/view/284</span>](https://educare.uinkhas.ac.id/index.php/jie/article/view/284)</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Kohnke, S., &amp; Zaugg, T. (2025). Artificial Intelligence: An Untapped Opportunity for Equity and Access</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">in STEM Education. *Education Sciences, 15(1),* 68. Pribavljeno 18.1.2025. s</span>

<span lang="SK">[<span lang="HR" style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;">https://www.mdpi.com/2227-7102/15/1/68</span>](https://www.mdpi.com/2227-7102/15/1/68)</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Konvencija Ujedinjenih naroda o pravima osoba s invaliditetom (2007). Narodne novine 06/07.</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Pribavljeno 7.12.2024 s</span>

<span lang="SK">[<span lang="HR" style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;">http://narodnenovine.nn.hr/clanci/medunarodni/2007\_06\_6\_80.html</span>](http://narodnenovine.nn.hr/clanci/medunarodni/2007_06_6_80.html)</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Kudek Mirošević, J., &amp; Runceva, J. (2023). Role of Assistive Technology in the Work with Children</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">with Disabilities. The Book of Papers 22 – 24 August 2023. International Conference</span>

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<span style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Lancioni, G. E. (2017). Assistive technology for people with developmental disabilities. *International*</span>

*<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Journal of Developmental Disabilities, 63(4),</span>*<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> 187-189. Pribavljeno 10.12.2024. s</span>

<span lang="SK">[<span lang="HR" style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;">https://www.tandfonline.com/doi/full/10.1080/20473869.2017.1331787</span>](https://www.tandfonline.com/doi/full/10.1080/20473869.2017.1331787)</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Lee, D. H., Woo, B. S., Park, Y. H., &amp; Lee, J. H. (2024). General Treatments Promoting Independent</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Living in Parkinson’s Patients and Physical Therapy Approaches for Improving Gait—A</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Comprehensive Review. *Medicina, 60(5),* 711. </span>

<span style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Manirajee, L., Rashid, S. M. M., &amp; Shariff, S. Q. H. (2024). Assistive Technology for Visually Impaired</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Individuals: A Systematic Literature Review (SLR). *International Journal of Academic*</span>

*<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Research in Business and Social Sciences, 14(2). </span>*

<span style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Manship, S., Hatzidimitriadou, E., Moore, J., Stein, M., Towse, D., &amp; Smith, R. (2024). The experiences</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">and perceptions of health-care professionals regarding assistive technology training: a</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">systematic review. *Assistive Technology, 36(2),* 123-146. Pribavljeno 15.12.2024. s</span>

<span lang="SK">[<span lang="HR" style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;">https://www.tandfonline.com/doi/full/10.1080/10400435.2023.2219294</span>](https://www.tandfonline.com/doi/full/10.1080/10400435.2023.2219294)</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Mishra, S., Laplante-Levesque, A., Barbareschi, G., Witte, L. D., Abdi, S., Spann, A., ... &amp; Allen, M.</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">(2024). Assistive technology needs, access and coverage, and related barriers and facilitators</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">in the WHO European region: a scoping review. *Disability and Rehabilitation: Assistive*</span>

*<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Technology, 19(2),</span>*<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> 474-485. Pribavljeno 1.12.2024. s</span>

<span lang="SK">[<span lang="HR" style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;">https://www.tandfonline.com/doi/full/10.1080/17483107.2022.2099021</span>](https://www.tandfonline.com/doi/full/10.1080/17483107.2022.2099021)</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Muraleedharan, A., JH, A., Vishwakarma, H., Kashyap, K., &amp; Biswas, P. (2024). Eye-Gaze-Enabled</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Assistive Robotic Stamp Printing System for Individuals with Severe Speech and Motor</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Impairment. In Companion Proceedings of the 29th International Conference on Intelligent</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">User Interfaces (pp. 24-29). Pribavljeno 9.12.2024. s</span>

<span lang="SK">[<span lang="HR" style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;">https://dl.acm.org/doi/abs/10.1145/3640544.3645236</span>](https://dl.acm.org/doi/abs/10.1145/3640544.3645236)</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">McNicholl, A., Casey, H., Desmond, D., &amp; Gallagher, P. (2021). The impact of assistive technology use</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">for students with disabilities in higher education: a systematic review. *Disability and*</span>

*<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">rehabilitation: Assistive Technology, 16(2),</span>*<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> 130-143. Pribavljeno 5.12.2024. s</span>

<span lang="SK">[<span lang="HR" style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;">https://www.tandfonline.com/doi/abs/10.1080/17483107.2019.1642395</span>](https://www.tandfonline.com/doi/abs/10.1080/17483107.2019.1642395)</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Nordström, T., Nilsson, S., Gustafson, S., &amp; Svensson, I. (2019). Assistive technology applications for</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">students with reading difficulties: special education teachers’ experiences and perceptions.</span>

*<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Disability and Rehabilitation: Assistive Technology, 14(8),</span>*<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> 798-80. Pribavljeno 8.12.2024. s</span>

<span lang="SK">[<span lang="HR" style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;">https://www.tandfonline.com/doi/10.1080/17483107.2018.1499142</span>](https://www.tandfonline.com/doi/10.1080/17483107.2018.1499142)</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">O’Neill, S. J., Smyth, S., Smeaton, A., &amp; O’Connor, N. E. (2020). Assistive technology: Understanding</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">the needs and experiences of individuals with autism spectrum disorder and/or intellectual</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">disability in Ireland and the UK. *Assistive Technology*</span> <span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">32(5)</span>*<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">, 251–259.</span> <span lang="SK">Pribavljeno 18.12.2024.</span>

<span lang="SK">s</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> </span><span lang="SK">[<span lang="HR" style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;">https://pubmed.ncbi.nlm.nih.gov/30668926/</span>](https://pubmed.ncbi.nlm.nih.gov/30668926/)</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Onivehu, A. O., Ohawuiro, O. E., &amp; Oyeniran, B. J. (2017). Teachers' Attitude and Competence in the</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Use of Assistive Technologies in Special Needs Schools. *Acta Didactica Napocensia, 10(4)*, 21</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">32.</span> <span lang="SK">Pribavljeno 15.12.2024. s [<span lang="HR" style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;">https://eric.ed.gov/?id=EJ1164985</span>](https://eric.ed.gov/?id=EJ1164985)</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Pinjatela R., Bonetti, L. i Martinec, R. (2023). Perspektiva korisnika o uslugama asistivne tehnologije.</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">U M. Mirić, i D. Miholić (Ur.) Asistivna tehnologija u 21. stoljeću – primjena i perspektive.</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Prikaz rezultata istraživanja iz projekta Platforma 50+. Zagreb: Edukacijsko-rehabilitacijski</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">fakultet Sveučilišta u Zagrebu.</span>

<span style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Poobrasert, O., &amp; Gestubtim, W. (2014). Breaking Barriers: Assistive Technology Tool as Educational</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Software to support Writing. *arXiv preprint arXiv:1402.4724.* Probavljeno 10.12.2024. s</span>

<span lang="SK">[<span lang="HR" style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;">https://arxiv.org/abs/1402.4724</span>](https://arxiv.org/abs/1402.4724)</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Pravilnik o osnovnoškolskom i srednjoškolskom odgoju i obrazovanju učenika s teškoćama u razvoju</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">(2015). Narodne novine 24, 510. Pribavljeno 5.12.2024. s</span>

<span lang="SK">[<span lang="HR" style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;">https://narodnenovine.nn.hr/clanci/sluzbeni/2015\_03\_24\_510.html</span>](https://narodnenovine.nn.hr/clanci/sluzbeni/2015_03_24_510.html)</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Restianty, A., Sumartias, S., Hadisiwi, P., &amp; Hafiar, H. (2024). Digital Applications as Assistive</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Technology for Students with Disabilities. *ASEAN Journal of Science and Engineering, 4(3),*</span>

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<span lang="SK">[<span lang="HR" style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;">https://ejournal.upi.edu/index.php/AJSE/article/view/74413</span>](https://ejournal.upi.edu/index.php/AJSE/article/view/74413)</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Scherer, M. J. (1996). Outcomes of assistive technology use on quality of life. *Disability and*</span>

*<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">rehabilitation, 18(9)</span>*<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">, 439-448.</span>

<span style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;"> </span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">Senjam, S. S., Foster, A., &amp; Bascaran, C. (2022). Assistive technology for visual impairment and</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">trainers at schools for the blind in Delhi. *Assistive Technology, 34(4),* 418-422. Pribavljeno</span>

<span style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;">27.12.2024. s </span><span lang="SK">[<span lang="HR" style="mso-bidi-font-family: Calibri; background: white; mso-ansi-language: HR;">https://www.tandfonline.com/doi/abs/10.1080/10400435.2020.1839144</span>](https://www.tandfonline.com/doi/abs/10.1080/10400435.2020.1839144)</span><span lang="SK" style="mso-bidi-font-family: Calibri; color: black; mso-color-alt: windowtext; background: white; mso-ansi-language: HR;"> </span>

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[![logo stoo2_1 (no).png](https://hub.ufzg.hr/uploads/images/gallery/2024-09/scaled-1680-/logo-stoo2-1-no.png)](https://hub.ufzg.hr/uploads/images/gallery/2024-09/logo-stoo2-1-no.png)

</td><td class="align-left" style="width: 65.3068%;">**Teaching (Today for) Tomorrow:**

**Bridging the Gap between the Classroom and Reality**

3rd International Scientific and Art Conference   
Faculty of Teacher Education, University of Zagreb in cooperation with the Croatian Academy of Sciences and Arts

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<table border="1" id="bkmrk-the-role-of-digital-" style="width: 100.119048%;"><tbody><tr><td style="width: 100%;">**<span lang="EN-GB" style="font-size: 14.0pt; mso-bidi-font-family: Calibri; mso-ansi-language: EN-GB; mso-bidi-font-style: italic;">Assistive technology in education of pupils with disabilities</span>**


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<table border="0" id="bkmrk-abstract-keywords-%C2%A0"><tbody><tr><td>##### **Abstract**

</td></tr><tr><td style="text-align: justify;">
<span lang="SK">Assistive technology has an important role in enhancing the educational experience of students with disabilities. This review paper explores various aspects of the use of assistive technology in teaching, emphasizing its importance and advantages. First of all, assistive technology is defined and its role in supporting students with disabilities is emphasized. Then, an overview of certain assistive technologies is provided, as well as their application for various educational purposes such as reading, writing, mathematics and communication. This paper analyses previous research related to the benefits of using assistive technology, such as increased independence and student motivation, and also challenges such as accessibility, training and financing. The role and readiness of teachers for the implementation of assistive technology in the classroom is also discussed. Finally, potential trends and areas for further research are identified. This review paper provides the basis for further understanding and application of assistive technology in education.</span>

  
</td></tr><tr><td>***Key words:***

</td></tr><tr><td><span lang="EN-GB"><span lang="SK">assistive technology; education; pupils with developmental disabilities</span></span>

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