Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PARENTS COUSELLING SERVICES in SPECIAL EDUCATION | - | 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 | The aim of the course is to introduce the family structures of different developing children, to understand the problems that may arise in family child relations and to understand the effect of child development on the principles of child-centered family counseling |
| Course Content | This course contains; Introducing course content,Family, Turkish Family Structure, Family Education, Families of Children with Disabilities, The Role of Family in Education and Special Education,Engagement Hurdle Compliance Process,Family School Child Environment Community Relation,Teacher family relationship and communication,Teacher family relationship and communication,Aims of Family Education,Services offered to families, Family Participation, Basic concepts, Types of Participation, Participation in school,Family Education Approaches, Parents as Parents, Parents as Volunteers, Parents as Teachers,Family Education Programs, Home Based Programs, School Based Programs, Home / School Based Programs, Distance Education Programs,Planning, implementation and recording of family education session processes based on applied behavior analysis.,Planning, implementation and recording of family education session processes based on applied behavior analysis.,Development of family education programs for behavior modification and skill training in children,Assesment. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Family definitions | ||
| Discuss basic concepts related to family. | ||
| Defines the general aims of family education. | ||
| The purposes of family education for disabled children are listed. | ||
| Describe the adjustment phases of the families of children with disabilities. | ||
| Discusses the needs of the families and ways to meet them. | ||
| Describe ways to help the disabled child socialize. | ||
| Plan family training sessions based on behavioral perspectives. | ||
| It applies family education sessions based on behavioral perspectives. | ||
| It records family education sessions based on behavioral perspectives. |
| Teaching Methods: | |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introducing course content | |
| 2 | Family, Turkish Family Structure, Family Education, Families of Children with Disabilities, The Role of Family in Education and Special Education | |
| 3 | Engagement Hurdle Compliance Process | |
| 4 | Family School Child Environment Community Relation | |
| 5 | Teacher family relationship and communication | |
| 6 | Teacher family relationship and communication | |
| 7 | Aims of Family Education | |
| 8 | Services offered to families, Family Participation, Basic concepts, Types of Participation, Participation in school | |
| 9 | Family Education Approaches, Parents as Parents, Parents as Volunteers, Parents as Teachers | |
| 10 | Family Education Programs, Home Based Programs, School Based Programs, Home / School Based Programs, Distance Education Programs | |
| 11 | Planning, implementation and recording of family education session processes based on applied behavior analysis. | |
| 12 | Planning, implementation and recording of family education session processes based on applied behavior analysis. | |
| 13 | Development of family education programs for behavior modification and skill training in children | |
| 14 | Assesment |
| Resources |
| Cavkaytar, A. (2008). “Ailelerle İşbirliği” (Coorperation with Parents) |
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 | 30 | 60 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 1 | 1 | 1 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 20 | 20 | |||
| General Exam | 1 | 20 | 20 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 185 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(185/30) | 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 |
|---|---|---|---|---|---|
| PARENTS COUSELLING SERVICES in SPECIAL EDUCATION | - | 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 | The aim of the course is to introduce the family structures of different developing children, to understand the problems that may arise in family child relations and to understand the effect of child development on the principles of child-centered family counseling |
| Course Content | This course contains; Introducing course content,Family, Turkish Family Structure, Family Education, Families of Children with Disabilities, The Role of Family in Education and Special Education,Engagement Hurdle Compliance Process,Family School Child Environment Community Relation,Teacher family relationship and communication,Teacher family relationship and communication,Aims of Family Education,Services offered to families, Family Participation, Basic concepts, Types of Participation, Participation in school,Family Education Approaches, Parents as Parents, Parents as Volunteers, Parents as Teachers,Family Education Programs, Home Based Programs, School Based Programs, Home / School Based Programs, Distance Education Programs,Planning, implementation and recording of family education session processes based on applied behavior analysis.,Planning, implementation and recording of family education session processes based on applied behavior analysis.,Development of family education programs for behavior modification and skill training in children,Assesment. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Family definitions | ||
| Discuss basic concepts related to family. | ||
| Defines the general aims of family education. | ||
| The purposes of family education for disabled children are listed. | ||
| Describe the adjustment phases of the families of children with disabilities. | ||
| Discusses the needs of the families and ways to meet them. | ||
| Describe ways to help the disabled child socialize. | ||
| Plan family training sessions based on behavioral perspectives. | ||
| It applies family education sessions based on behavioral perspectives. | ||
| It records family education sessions based on behavioral perspectives. |
| Teaching Methods: | |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introducing course content | |
| 2 | Family, Turkish Family Structure, Family Education, Families of Children with Disabilities, The Role of Family in Education and Special Education | |
| 3 | Engagement Hurdle Compliance Process | |
| 4 | Family School Child Environment Community Relation | |
| 5 | Teacher family relationship and communication | |
| 6 | Teacher family relationship and communication | |
| 7 | Aims of Family Education | |
| 8 | Services offered to families, Family Participation, Basic concepts, Types of Participation, Participation in school | |
| 9 | Family Education Approaches, Parents as Parents, Parents as Volunteers, Parents as Teachers | |
| 10 | Family Education Programs, Home Based Programs, School Based Programs, Home / School Based Programs, Distance Education Programs | |
| 11 | Planning, implementation and recording of family education session processes based on applied behavior analysis. | |
| 12 | Planning, implementation and recording of family education session processes based on applied behavior analysis. | |
| 13 | Development of family education programs for behavior modification and skill training in children | |
| 14 | Assesment |
| Resources |
| Cavkaytar, A. (2008). “Ailelerle İşbirliği” (Coorperation with Parents) |
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 | |