Research units

Research units are affiliated at the higher education institutions (HEIs) building the Project Consortium (i.e., four constituents of the University of Zagreb: Faculty of Electrical Engineering and Computing, Faculty of Graphic Arts, Faculty of Education and Rehabilitation Sciences and Faculty of Humanities and Social Sciences. Their needs correspond to technology and resources necessary to build up a Competence Network, while the constraints stem from limited capacity (resources) and limited availability of technology.

Specialized day-care centres

Specialized day-care centres provide care for persons with complex communication needs (CCN) on a daily basis through specialized programs. Their needs and constraints correspond to those specified for inclusive preschools, primary and secondary educational institutions as well as social welfare institutions.

Specialized hospitals and polyclinics

Specialized hospitals and polyclinics represent institutions that provide specialized medical care to persons with complex communication needs (CCN). The needs of this group include improved patient-doctor communication, which is often essential in providing adequate medical care. The constraints of specialized hospital and polyclinics stem from lack of communication aids.

Social welfare institutions

Social welfare institutions provide long-term institutional care for persons with complex communication needs (CCN). Their needs and constraints correspond to those specified for inclusive preschools, primary and secondary educational institutions as well as specialized day-care centres.

Primary and secondary educational institutions

Primary and secondary educational institutions represent elementary and high school institutions focused on providing a certain level of education to attending children. Their needs and constraints correspond to those specified for inclusive preschools, social welfare institutions as well as specialized day-care centres.

Inclusive preschools

Inclusive preschools represent institutions dealing with small children in preparation for school. Their key need is to include children with complex communication needs (CCN) in regular (pre)school activities and enable communication between children with CCN and those without CCN. The primary constraint is lack of communication and learning aids customized to meet the requirements of children with CCN. The needs and constraints of inclusive preschools correspond to those specified for primary and secondary educational institutions, social welfare institutions as well as specialized day-care centres.