ASSISTIVE TECHNOLOGY IN THE PRACTICE OF EDUCATIONAL REHABILITATORS IN CROATIA

Abstract

Assistive technology (AT) is considered a comprehensive ecosystem of experts, products, and services necessary for safe and effective implementation. Educational rehabilitators acquire basic competencies for the use of AT in everyday practice during their higher education, with the goal of achieving individual educational and rehabilitation objectives. However, in the Republic of Croatia, there are still no clear or uniform guidelines in the field of AT, which is often addressed in a fragmented manner. This paper presents part of the results of a study conducted at the beginning of 2025 by the Working Group for Assistive Technology at the Croatian Chamber of Educational Rehabilitators, involving a sample of 60 educational rehabilitators from various systems (education, social care, healthcare, etc.). The study was conducted using an online questionnaire designed specifically for this research. The results show that professionals most often face a lack of time to work with AT, insufficient professional support and mentoring, and limited resources and equipment. AT is frequently implemented as part -time work, with preparation and planning oft en taking place outside working hours. Key areas highlighted include the need for continuous professional development, digital literacy, quality assessment of user needs, teamwork, creativity, thorough knowledge of users’ functional abilities, expert motiv ation, and adequate organisational conditions. Experts with less experience in using AT gave significantly lower evaluations of their readiness to use AT, readiness to carry out AT assessment, expertise in * Correspondence author: Renata Pinjatela, University of Zagreb, Faculty of Education and Rehabilitation Sciences, Department of Motor Disorders, Chronic Diseases and Art Therapies, Assistive Technology Laboratory, Zagreb, Croatia. E-mail: renata.pinjatela@erf.unizg.hr Martina Celizić, Renata Pinjatela, Ivana Vinceković Research in Education and Rehabilitation 2026; 9 (1): 110-128 DOI: 10.51558/2744-1555.2026.9.1.110 111 working with AT, and competence to adapt technolog y to the specific needs of users than experts with over 20 years of experience. The findings clearly indicate the need for systematic investment in developing the competencies of educational rehabilitators, improving access to equipment and AT offices, and strengthening institutional and financial support.