Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| DEVELOPMENTAL EARLY INTERVENTION APPROACHES | - | Spring Semester | 3+0 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | Second Cycle (Master's Degree) |
| Course Type | Elective |
| Course Coordinator | Prof.Dr. Arzu YÜKSELEN |
| Name of Lecturer(s) | Prof.Dr. Arzu YÜKSELEN |
| Assistant(s) | |
| Aim | To provide information on early intervention services and approaches |
| Course Content | This course contains; Early intervention approaches,Early intervention projects,Early intervention project presentation,Early intervention services,Early intervention intent,Developments in the early stages of development,Developments in the early intervention in the world (homework presentation),Early childhood rehabilitation projects,Early childhood projects homework presentation,Individualized family service plan,Implementation of individualized family service plan,Early intervention steps,Early intervention service options,Early intervention service options. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Early intervention services, intentions, will have knowledge on the issues related to applications | ||
| Explain and understand early intervention approaches | ||
| Early intervention will have the ability to plan and stage services |
| Teaching Methods: | |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Early intervention approaches | |
| 2 | Early intervention projects | |
| 3 | Early intervention project presentation | |
| 4 | Early intervention services | |
| 5 | Early intervention intent | |
| 6 | Developments in the early stages of development | |
| 7 | Developments in the early intervention in the world (homework presentation) | |
| 8 | Early childhood rehabilitation projects | |
| 9 | Early childhood projects homework presentation | |
| 10 | Individualized family service plan | |
| 11 | Implementation of individualized family service plan | |
| 12 | Early intervention steps | |
| 13 | Early intervention service options | |
| 14 | Early intervention service options |
| Resources |
| Allen, S. F. (2007). Parents Perceptions of Intervention Practices in Home Visiting Programs. Infant and Young Children, 20(3), 266-281. Hollenbeck, A. F. (2007). From IDEA to Implementation: A Discussion of Foundational and Future Responsiveness-to- Intervention Research. Learning Disabilities Research & Practice, 22(2), 137-146. Noyes-Grosser, D. (2007). Children and Youth with Disabilities and Public Health. A Model Syllabus for Health Professionals. Infants and Young Children, 20(3), 202-221. Trent, S. C., Kea, C. D., & Oh, K. (2008). Preparing Preservice Educators for Cultural Diversity: How Far Have We Come Exceptional Children, 74(3), 328-350. Woods, J. (2008). Providing Early Intervention Services In Natural Environment. The ASHA Leader, 25, 14-23. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Has a profound and systematic level of knowledge about the mental, language, motor, self-care, social, emotional development areas of all children and young people aged 0-18 years. | X | |||||
| 2 | The 0-18 age group on development and education knows all the concepts for children and adolescents and follows the studies done on this subject. | X | |||||
| 3 | It uses the information gained in the areas of mental, language, motor, self-care, social-emotional development for 0-18 year-old children to make developmental and educational diagnosis for children, family and collective in units related to the profession. | X | |||||
| 4 | It derives appropriate solutions and original ideas from the problems of the country in the health, development, education and social services of children and their families of 0-18 years old using basic knowledge about these problems. | X | |||||
| 5 | The student uses the basic knowledge the student has in the field of Child Development and Education to make suggestions, transfers the learned topics to the application, interprets the information, interprets the results of the practices and analyzes the information cluster critically. | X | |||||
| 6 | It can use the information gained about the occupational field for health, education and social service organizations, especially for children and families, participates in research works which are to be prepared in developmental and educational programs and in related projects. | X | |||||
| 7 | It acts in accordance with the ethics of science and observes the psychological state of the child and the family in experimental research on children. | X | |||||
| 8 | As an example of collecting with external appearance attitudes and behaviors, it acts in accordance with democracy, human rights, social, scientific and professional ethical values, laws, regulations and legislation. | X | |||||
| 9 | Quality management and processes have adequate consensus on the individual, environmental protection and work safety issues, including infants, children and families, and behave and participate in these processes. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 3 | 42 | |||
| Guided Problem Solving | 14 | 3 | 42 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 25 | 50 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 20 | 20 | |||
| General Exam | 1 | 30 | 30 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 184 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(184/30) | 6 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| DEVELOPMENTAL EARLY INTERVENTION APPROACHES | - | Spring Semester | 3+0 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | Second Cycle (Master's Degree) |
| Course Type | Elective |
| Course Coordinator | Prof.Dr. Arzu YÜKSELEN |
| Name of Lecturer(s) | Prof.Dr. Arzu YÜKSELEN |
| Assistant(s) | |
| Aim | To provide information on early intervention services and approaches |
| Course Content | This course contains; Early intervention approaches,Early intervention projects,Early intervention project presentation,Early intervention services,Early intervention intent,Developments in the early stages of development,Developments in the early intervention in the world (homework presentation),Early childhood rehabilitation projects,Early childhood projects homework presentation,Individualized family service plan,Implementation of individualized family service plan,Early intervention steps,Early intervention service options,Early intervention service options. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Early intervention services, intentions, will have knowledge on the issues related to applications | ||
| Explain and understand early intervention approaches | ||
| Early intervention will have the ability to plan and stage services |
| Teaching Methods: | |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Early intervention approaches | |
| 2 | Early intervention projects | |
| 3 | Early intervention project presentation | |
| 4 | Early intervention services | |
| 5 | Early intervention intent | |
| 6 | Developments in the early stages of development | |
| 7 | Developments in the early intervention in the world (homework presentation) | |
| 8 | Early childhood rehabilitation projects | |
| 9 | Early childhood projects homework presentation | |
| 10 | Individualized family service plan | |
| 11 | Implementation of individualized family service plan | |
| 12 | Early intervention steps | |
| 13 | Early intervention service options | |
| 14 | Early intervention service options |
| Resources |
| Allen, S. F. (2007). Parents Perceptions of Intervention Practices in Home Visiting Programs. Infant and Young Children, 20(3), 266-281. Hollenbeck, A. F. (2007). From IDEA to Implementation: A Discussion of Foundational and Future Responsiveness-to- Intervention Research. Learning Disabilities Research & Practice, 22(2), 137-146. Noyes-Grosser, D. (2007). Children and Youth with Disabilities and Public Health. A Model Syllabus for Health Professionals. Infants and Young Children, 20(3), 202-221. Trent, S. C., Kea, C. D., & Oh, K. (2008). Preparing Preservice Educators for Cultural Diversity: How Far Have We Come Exceptional Children, 74(3), 328-350. Woods, J. (2008). Providing Early Intervention Services In Natural Environment. The ASHA Leader, 25, 14-23. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Has a profound and systematic level of knowledge about the mental, language, motor, self-care, social, emotional development areas of all children and young people aged 0-18 years. | X | |||||
| 2 | The 0-18 age group on development and education knows all the concepts for children and adolescents and follows the studies done on this subject. | X | |||||
| 3 | It uses the information gained in the areas of mental, language, motor, self-care, social-emotional development for 0-18 year-old children to make developmental and educational diagnosis for children, family and collective in units related to the profession. | X | |||||
| 4 | It derives appropriate solutions and original ideas from the problems of the country in the health, development, education and social services of children and their families of 0-18 years old using basic knowledge about these problems. | X | |||||
| 5 | The student uses the basic knowledge the student has in the field of Child Development and Education to make suggestions, transfers the learned topics to the application, interprets the information, interprets the results of the practices and analyzes the information cluster critically. | X | |||||
| 6 | It can use the information gained about the occupational field for health, education and social service organizations, especially for children and families, participates in research works which are to be prepared in developmental and educational programs and in related projects. | X | |||||
| 7 | It acts in accordance with the ethics of science and observes the psychological state of the child and the family in experimental research on children. | X | |||||
| 8 | As an example of collecting with external appearance attitudes and behaviors, it acts in accordance with democracy, human rights, social, scientific and professional ethical values, laws, regulations and legislation. | X | |||||
| 9 | Quality management and processes have adequate consensus on the individual, environmental protection and work safety issues, including infants, children and families, and behave and participate in these processes. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |