Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| TEACHING INDIVIDUALS with MULTIPLE DISABILITIES | - | Fall Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Hatice ŞENGÜL ERDEM |
| Name of Lecturer(s) | Lect. Süreyya TUĞ |
| Assistant(s) | |
| Aim | Within the scope of this course, the following topics will be covered: the subjects and concepts related to the characteristics, development and education of children with more than one disability (multi-disabled); In the course, especially the visually impaired (CDI) children will be covered, and the lessons will be conducted through video demonstrations, in-class discussion, brainstorming and hands-on activities. Students are responsible for assigned readings, class discussions, and lesson assignment. |
| Course Content | This course contains; Introduction of the course, discussion about the course content and finalizing the course plan with the students. Introduction to multiple disability/multiple disability, terms,Multiple disabilities in early childhood and other developmental stages,Situations that can be seen together in children with multiple disabilities and their effects on developmental areas,Visually-hearing impaired,Children with disabilities and their families,Orientation and mobility in children with multiple disabilities,Development of self-care in children with multiple disabilities,Sensory-motor integration problems in children with disabilities,Being a teacher of children with disabilities,Communication in children with disabilities,Communication in children with disabilities,Functional curriculum development and implementation for children with multiple disabilities,Preparation and adaptation of materials for children with disabilities,Alternative and supportive communication and assistive technologies. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Within the scope of this course, the student will be able to demonstrate the following knowledge and skills related to multiple disabilities and their education: Defines multiple disability/multiple disability; Defines multiple disability in early childhood and other developmental stages; | 16, 6, 9 | A |
| Explains the situations that can be seen together in children with multiple disabilities and their effects on development areas; Explains the visually-hearing impaired; | 16, 6, 9 | A |
| Explains/examples knowledge of children with multiple disabilities and their families; Explains and exemplifies the orientation and mobility of children with multiple disabilities; | 16, 6, 9 | A |
| Explains and exemplifies the development of self-care in children with multiple disabilities; | 16, 6, 9 | A |
| Explains and exemplifies sensory-motor integration problems in children with multiple disabilities; | 16, 6, 9 | A |
| Defines being a teacher of children with disabilities; | 16, 6, 9 | A |
| Explains the communication processes of children with disabilities, | 16, 6, 9 | A |
| Develops and implements functional curriculum for children with multiple disabilities; | 16, 6, 9 | A |
| Prepares and adapts material for children with disabilities; | 16, 6, 9 | A |
| Explains the use of the “Calendar System” in teaching communication skills to children with disabilities; | 16, 6, 9 | A |
| Explains and exemplifies alternative and supportive communication and assistive technologies. | 16, 6, 9 | A |
| Teaching Methods: | 16: Question - Answer Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction of the course, discussion about the course content and finalizing the course plan with the students. Introduction to multiple disability/multiple disability, terms | |
| 2 | Multiple disabilities in early childhood and other developmental stages | reading: ok engelli çocuklarda erken müdahale. Sapiens: Özel Eğitim ve Rehabilitasyon Dergisi, 3 (10), 50-52. |
| 3 | Situations that can be seen together in children with multiple disabilities and their effects on developmental areas | Okuma: Ayyıldız, E. (2012). Çok Engelli Görmeyen Çocuklar İçin Söz Öncesi İletişim Becerileri Ölçeği’nin Geliştirilmesi. Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul. (Sayfa: 11-16). |
| 4 | Visually-hearing impaired | watching movie: The Miracle Worker |
| 5 | Children with disabilities and their families | interview with staff administrator of A. Nurtaç Sözbir Günebakan Çok Engelli Görmeyen Çocuklar ve Ailelerine Destek Derneği |
| 6 | Orientation and mobility in children with multiple disabilities | Lets think about orientation and mobility skills in childen with multiple disabilities |
| 7 | Development of self-care in children with multiple disabilities | lets think about self-care skiils in children with multiple disabilities and how they differ from typically developing peers? |
| 8 | Sensory-motor integration problems in children with disabilities | Study notes |
| 9 | Being a teacher of children with disabilities | examine www.cokengelsiz.com web page |
| 10 | Communication in children with disabilities | Reading: Ayyıldız, E. (2012). Çok Engelli Görmeyen Çocuklar İçin Söz Öncesi İletişim Becerileri Ölçeği’nin Geliştirilmesi. Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul. (Sayfa: 16-37). |
| 11 | Communication in children with disabilities | Reading: Ayyıldız, E. (2012). Çok Engelli Görmeyen Çocuklar İçin Söz Öncesi İletişim Becerileri Ölçeği’nin Geliştirilmesi. Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul. (Sayfa: 16-37). |
| 12 | Functional curriculum development and implementation for children with multiple disabilities | to get prepared by fulfilling Form of FM which has been sent before the class by the instructor. |
| 13 | Preparation and adaptation of materials for children with disabilities | developing materials in accordance wşth the target behavior |
| 14 | Alternative and supportive communication and assistive technologies | Study notes |
| Resources |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Able to express the theoretical and practical knowledge about general and special education and the knowledge of basic concepts, principles and theories about different disciplines contributing to this knowledge. | X | |||||
| 2 | Able to compare and contrats the key theoretical approaches in the field verbally. | X | |||||
| 3 | In different disciplines, develops, administers and evaluates the differentiated curriculum plans that the three factors of curriculum like content, process and product are differentiated according to the characteristics of students like the readiness level, interests and learning profile. | X | |||||
| 4 | By taking into consideration all the developmental areas (intellectual, physical, emotional, personality etc.), has the knowledge of holistic development of students and administers the necessary techniques to develop them in these areas. | X | |||||
| 5 | Within scientific framework, evaluates the theoretical and practical studies regarding the education of children with learning disabilities/difficulties critically and offers solutions. | X | |||||
| 6 | Takes responsibility individually or as a member of a group that consists of colleagues from various disciplines to bring solutions for complex problems encountered in practices regarding the education of students with learning disabilities and/or difficulties. | X | |||||
| 7 | In order to reach individual goals according to his/her learning needs, acquires the attitude of practicing lifelong learning principles. | X | |||||
| 8 | Follows the new developments about special education via professional activities like literature review, seminar, conference, and workshop. | X | |||||
| 9 | Uses Turkish accurately and effectively. | X | |||||
| 10 | With the awareness of social responsibility, makes activities concerning the education of children with learning disabilities/difficulties and develops projects for the social environment in which he/she lives. | X | |||||
| 11 | Knows the basic concepts and applies basic skills related to the profession. | X | |||||
| 12 | During all phases of his/her research and studies, besides showing characteristics of acting respectfully to the social, scientific, cultural and ethical values with the consciousness of national and international sensitivities cited in the National Education Basic Law, exhibits also a productive and innovative personality. | 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 | 2 | 28 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 1 | 5 | 5 | |||
| Term Project | 1 | 2 | 2 | |||
| Presentation of Project / Seminar | 1 | 15 | 15 | |||
| Quiz | 1 | 10 | 10 | |||
| Midterm Exam | 1 | 15 | 15 | |||
| General Exam | 1 | 20 | 20 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 95 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(95/30) | 3 | |||||
| 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 |
|---|---|---|---|---|---|
| TEACHING INDIVIDUALS with MULTIPLE DISABILITIES | - | Fall Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Hatice ŞENGÜL ERDEM |
| Name of Lecturer(s) | Lect. Süreyya TUĞ |
| Assistant(s) | |
| Aim | Within the scope of this course, the following topics will be covered: the subjects and concepts related to the characteristics, development and education of children with more than one disability (multi-disabled); In the course, especially the visually impaired (CDI) children will be covered, and the lessons will be conducted through video demonstrations, in-class discussion, brainstorming and hands-on activities. Students are responsible for assigned readings, class discussions, and lesson assignment. |
| Course Content | This course contains; Introduction of the course, discussion about the course content and finalizing the course plan with the students. Introduction to multiple disability/multiple disability, terms,Multiple disabilities in early childhood and other developmental stages,Situations that can be seen together in children with multiple disabilities and their effects on developmental areas,Visually-hearing impaired,Children with disabilities and their families,Orientation and mobility in children with multiple disabilities,Development of self-care in children with multiple disabilities,Sensory-motor integration problems in children with disabilities,Being a teacher of children with disabilities,Communication in children with disabilities,Communication in children with disabilities,Functional curriculum development and implementation for children with multiple disabilities,Preparation and adaptation of materials for children with disabilities,Alternative and supportive communication and assistive technologies. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Within the scope of this course, the student will be able to demonstrate the following knowledge and skills related to multiple disabilities and their education: Defines multiple disability/multiple disability; Defines multiple disability in early childhood and other developmental stages; | 16, 6, 9 | A |
| Explains the situations that can be seen together in children with multiple disabilities and their effects on development areas; Explains the visually-hearing impaired; | 16, 6, 9 | A |
| Explains/examples knowledge of children with multiple disabilities and their families; Explains and exemplifies the orientation and mobility of children with multiple disabilities; | 16, 6, 9 | A |
| Explains and exemplifies the development of self-care in children with multiple disabilities; | 16, 6, 9 | A |
| Explains and exemplifies sensory-motor integration problems in children with multiple disabilities; | 16, 6, 9 | A |
| Defines being a teacher of children with disabilities; | 16, 6, 9 | A |
| Explains the communication processes of children with disabilities, | 16, 6, 9 | A |
| Develops and implements functional curriculum for children with multiple disabilities; | 16, 6, 9 | A |
| Prepares and adapts material for children with disabilities; | 16, 6, 9 | A |
| Explains the use of the “Calendar System” in teaching communication skills to children with disabilities; | 16, 6, 9 | A |
| Explains and exemplifies alternative and supportive communication and assistive technologies. | 16, 6, 9 | A |
| Teaching Methods: | 16: Question - Answer Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction of the course, discussion about the course content and finalizing the course plan with the students. Introduction to multiple disability/multiple disability, terms | |
| 2 | Multiple disabilities in early childhood and other developmental stages | reading: ok engelli çocuklarda erken müdahale. Sapiens: Özel Eğitim ve Rehabilitasyon Dergisi, 3 (10), 50-52. |
| 3 | Situations that can be seen together in children with multiple disabilities and their effects on developmental areas | Okuma: Ayyıldız, E. (2012). Çok Engelli Görmeyen Çocuklar İçin Söz Öncesi İletişim Becerileri Ölçeği’nin Geliştirilmesi. Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul. (Sayfa: 11-16). |
| 4 | Visually-hearing impaired | watching movie: The Miracle Worker |
| 5 | Children with disabilities and their families | interview with staff administrator of A. Nurtaç Sözbir Günebakan Çok Engelli Görmeyen Çocuklar ve Ailelerine Destek Derneği |
| 6 | Orientation and mobility in children with multiple disabilities | Lets think about orientation and mobility skills in childen with multiple disabilities |
| 7 | Development of self-care in children with multiple disabilities | lets think about self-care skiils in children with multiple disabilities and how they differ from typically developing peers? |
| 8 | Sensory-motor integration problems in children with disabilities | Study notes |
| 9 | Being a teacher of children with disabilities | examine www.cokengelsiz.com web page |
| 10 | Communication in children with disabilities | Reading: Ayyıldız, E. (2012). Çok Engelli Görmeyen Çocuklar İçin Söz Öncesi İletişim Becerileri Ölçeği’nin Geliştirilmesi. Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul. (Sayfa: 16-37). |
| 11 | Communication in children with disabilities | Reading: Ayyıldız, E. (2012). Çok Engelli Görmeyen Çocuklar İçin Söz Öncesi İletişim Becerileri Ölçeği’nin Geliştirilmesi. Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul. (Sayfa: 16-37). |
| 12 | Functional curriculum development and implementation for children with multiple disabilities | to get prepared by fulfilling Form of FM which has been sent before the class by the instructor. |
| 13 | Preparation and adaptation of materials for children with disabilities | developing materials in accordance wşth the target behavior |
| 14 | Alternative and supportive communication and assistive technologies | Study notes |
| Resources |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Able to express the theoretical and practical knowledge about general and special education and the knowledge of basic concepts, principles and theories about different disciplines contributing to this knowledge. | X | |||||
| 2 | Able to compare and contrats the key theoretical approaches in the field verbally. | X | |||||
| 3 | In different disciplines, develops, administers and evaluates the differentiated curriculum plans that the three factors of curriculum like content, process and product are differentiated according to the characteristics of students like the readiness level, interests and learning profile. | X | |||||
| 4 | By taking into consideration all the developmental areas (intellectual, physical, emotional, personality etc.), has the knowledge of holistic development of students and administers the necessary techniques to develop them in these areas. | X | |||||
| 5 | Within scientific framework, evaluates the theoretical and practical studies regarding the education of children with learning disabilities/difficulties critically and offers solutions. | X | |||||
| 6 | Takes responsibility individually or as a member of a group that consists of colleagues from various disciplines to bring solutions for complex problems encountered in practices regarding the education of students with learning disabilities and/or difficulties. | X | |||||
| 7 | In order to reach individual goals according to his/her learning needs, acquires the attitude of practicing lifelong learning principles. | X | |||||
| 8 | Follows the new developments about special education via professional activities like literature review, seminar, conference, and workshop. | X | |||||
| 9 | Uses Turkish accurately and effectively. | X | |||||
| 10 | With the awareness of social responsibility, makes activities concerning the education of children with learning disabilities/difficulties and develops projects for the social environment in which he/she lives. | X | |||||
| 11 | Knows the basic concepts and applies basic skills related to the profession. | X | |||||
| 12 | During all phases of his/her research and studies, besides showing characteristics of acting respectfully to the social, scientific, cultural and ethical values with the consciousness of national and international sensitivities cited in the National Education Basic Law, exhibits also a productive and innovative personality. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |