Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| ADOLESCENCE and SEXUAL EDUCATION | - | 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. Bora AKDEMİR |
| Assistant(s) | |
| Aim | Within the scope of this course, the following topis will be discussed: The nature of adolescence; physical changes in adolescence; psychological changes in adolescence; emotional changes in adolescence; mental changes in adolescence; adolescent health; health problems in adolescence; adolescent cognition; Piaget's theory; information processing; sexual development; sexual development characteristics of adolescents with intellectual disability. |
| Course Content | This course contains; Sexuality and Sexual Development,Sexual Development and Its Importance,Body Anatomy and Sexuality-Related Skills,Personal Care and Sexual Health,Masturbation,Period and Pregnancy,Relationships,Child Abuse,Online Sexual Abuse and Cyberbullying,Protection from Sexual Abuse,Protection from Sexual Abuse -2,Protection from others and Kidnapping Attempts,Things to Consider in Sex Education for Individuals with Special Needs,Frequently Asked Questions About Sexuality. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| At the end of this course, the student will be able to demonstrate the following knowledge and skills related to adolescence and sexual education: Explains the nature of adolescence; | 16 | A |
| Explains and exemplifies physical changes in adolescence; | 16 | A |
| Explains and exemplifies the psychological changes in adolescence; | 16 | A |
| Explains and exemplifies emotional changes in adolescence; | 16 | A |
| Explains and exemplifies mental changes in adolescence; | 16 | A |
| Explains and exemplifies adolescent health and health problems in adolescence; | 16 | A |
| Explains adolescent cognition and Piaget's theory, information processing; | 16 | A |
| Explains sexual development; Explains sexual education; | 16 | A |
| Explains and exemplifies the sexual development characteristics of adolescents with intellectual disability; | 16 | A |
| Explains and exemplifies sexual education practices for adolescents with intellectual disabilities. | 16 | A |
| Teaching Methods: | 16: Question - Answer Technique |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Sexuality and Sexual Development | Ministry of National Education (2013). Child Development, Sexual Development Module |
| 2 | Sexual Development and Its Importance | Ministry of National Education (2013). Child Development, Sexual Development Module |
| 3 | Body Anatomy and Sexuality-Related Skills | Ministry of National Education (2013). Child Development, Sexual Development Module |
| 4 | Personal Care and Sexual Health | Ministry of National Education (2013). Child Development, Sexual Development Module |
| 5 | Masturbation | Ministry of National Education (2013). Child Development, Sexual Development Module |
| 6 | Period and Pregnancy | Ministry of National Education (2013). Child Development, Sexual Development Module |
| 7 | Relationships | Ministry of National Education (2013). Child Development, Sexual Development Module |
| 8 | Child Abuse | Cooper, E., Guillebaud, J., & Williams, M. (2017). |
| 9 | Online Sexual Abuse and Cyberbullying | Cooper, E., Guillebaud, J., & Williams, M. (2017). |
| 10 | Protection from Sexual Abuse | Prepare a scenario of abuse or kidnapping. Write down how you would teach your student to protect in this scenario. |
| 11 | Protection from Sexual Abuse -2 | Prepare a scenario of abuse or kidnapping. Write down how you would teach your student to protect in this scenario. |
| 12 | Protection from others and Kidnapping Attempts | Research on the circle of trust |
| 13 | Things to Consider in Sex Education for Individuals with Special Needs | Down Türkiye Down Sendromu Derneği. (2019). Down Sendromlu Çocuklara Bedenlerini, Sınırlarını ve Cinselliği Öğretmek. |
| 14 | Frequently Asked Questions About Sexuality | embedded teachings with doctor game |
| Resources |
| Mili Eğitim Bakanlığı (MEB). (2013). Çocuk Gelişimi ve Eğitimi. Cinsel Gelişim Modülü. Mili Eğitim Bakanlığı (MEB). (2007). Mesleki Eğitim ve Öğretim Sisteminin Güçlendirilmesi Projesi. Cinsel Gelişim Modülü. Down Türkiye Down Sendromu Derneği. (2019). Down Sendromlu Çocuklara Bedenlerini, Sınırlarını ve Cinselliği Öğretmek. McKee, L., & Blacklidge, V. (1981). An Easy Guide for Caring Parents: Sexuality and Socialization: a Book for Parents of People with Mental Handicaps. Planned Parenthood of Contra Costa. Cooper, E., Guillebaud, J., & Williams, M. (2017). Sexuality and disability: a guide for everyday practice. CRC Press. Carlson, K., & Plaine, K. (2009). Sexualtiy [Sexuality] Resource for Caregivers of Adolescents with Down Syndrome. |
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 |
|---|---|---|---|---|---|
| ADOLESCENCE and SEXUAL EDUCATION | - | 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. Bora AKDEMİR |
| Assistant(s) | |
| Aim | Within the scope of this course, the following topis will be discussed: The nature of adolescence; physical changes in adolescence; psychological changes in adolescence; emotional changes in adolescence; mental changes in adolescence; adolescent health; health problems in adolescence; adolescent cognition; Piaget's theory; information processing; sexual development; sexual development characteristics of adolescents with intellectual disability. |
| Course Content | This course contains; Sexuality and Sexual Development,Sexual Development and Its Importance,Body Anatomy and Sexuality-Related Skills,Personal Care and Sexual Health,Masturbation,Period and Pregnancy,Relationships,Child Abuse,Online Sexual Abuse and Cyberbullying,Protection from Sexual Abuse,Protection from Sexual Abuse -2,Protection from others and Kidnapping Attempts,Things to Consider in Sex Education for Individuals with Special Needs,Frequently Asked Questions About Sexuality. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| At the end of this course, the student will be able to demonstrate the following knowledge and skills related to adolescence and sexual education: Explains the nature of adolescence; | 16 | A |
| Explains and exemplifies physical changes in adolescence; | 16 | A |
| Explains and exemplifies the psychological changes in adolescence; | 16 | A |
| Explains and exemplifies emotional changes in adolescence; | 16 | A |
| Explains and exemplifies mental changes in adolescence; | 16 | A |
| Explains and exemplifies adolescent health and health problems in adolescence; | 16 | A |
| Explains adolescent cognition and Piaget's theory, information processing; | 16 | A |
| Explains sexual development; Explains sexual education; | 16 | A |
| Explains and exemplifies the sexual development characteristics of adolescents with intellectual disability; | 16 | A |
| Explains and exemplifies sexual education practices for adolescents with intellectual disabilities. | 16 | A |
| Teaching Methods: | 16: Question - Answer Technique |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Sexuality and Sexual Development | Ministry of National Education (2013). Child Development, Sexual Development Module |
| 2 | Sexual Development and Its Importance | Ministry of National Education (2013). Child Development, Sexual Development Module |
| 3 | Body Anatomy and Sexuality-Related Skills | Ministry of National Education (2013). Child Development, Sexual Development Module |
| 4 | Personal Care and Sexual Health | Ministry of National Education (2013). Child Development, Sexual Development Module |
| 5 | Masturbation | Ministry of National Education (2013). Child Development, Sexual Development Module |
| 6 | Period and Pregnancy | Ministry of National Education (2013). Child Development, Sexual Development Module |
| 7 | Relationships | Ministry of National Education (2013). Child Development, Sexual Development Module |
| 8 | Child Abuse | Cooper, E., Guillebaud, J., & Williams, M. (2017). |
| 9 | Online Sexual Abuse and Cyberbullying | Cooper, E., Guillebaud, J., & Williams, M. (2017). |
| 10 | Protection from Sexual Abuse | Prepare a scenario of abuse or kidnapping. Write down how you would teach your student to protect in this scenario. |
| 11 | Protection from Sexual Abuse -2 | Prepare a scenario of abuse or kidnapping. Write down how you would teach your student to protect in this scenario. |
| 12 | Protection from others and Kidnapping Attempts | Research on the circle of trust |
| 13 | Things to Consider in Sex Education for Individuals with Special Needs | Down Türkiye Down Sendromu Derneği. (2019). Down Sendromlu Çocuklara Bedenlerini, Sınırlarını ve Cinselliği Öğretmek. |
| 14 | Frequently Asked Questions About Sexuality | embedded teachings with doctor game |
| Resources |
| Mili Eğitim Bakanlığı (MEB). (2013). Çocuk Gelişimi ve Eğitimi. Cinsel Gelişim Modülü. Mili Eğitim Bakanlığı (MEB). (2007). Mesleki Eğitim ve Öğretim Sisteminin Güçlendirilmesi Projesi. Cinsel Gelişim Modülü. Down Türkiye Down Sendromu Derneği. (2019). Down Sendromlu Çocuklara Bedenlerini, Sınırlarını ve Cinselliği Öğretmek. McKee, L., & Blacklidge, V. (1981). An Easy Guide for Caring Parents: Sexuality and Socialization: a Book for Parents of People with Mental Handicaps. Planned Parenthood of Contra Costa. Cooper, E., Guillebaud, J., & Williams, M. (2017). Sexuality and disability: a guide for everyday practice. CRC Press. Carlson, K., & Plaine, K. (2009). Sexualtiy [Sexuality] Resource for Caregivers of Adolescents with Down Syndrome. |
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 | |