Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| MENTAL DISORDER | YÇGL3135290 | Fall Semester | 2+0 | 2 | 2 |
| Course Program | Çarşamba 11:00-11:45 Çarşamba 12:00-12:45 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Prof.Dr. Arzu YÜKSELEN |
| Name of Lecturer(s) | Assist.Prof. Sinan KALKAN |
| Assistant(s) | |
| Aim | In this course, it is aimed to gain skills to differentiate mentally handicapped children, to understand which type of handicapped, to identify support needs of children by making developmental identify, to make developmental counseling for families and teachers of mentally handicapped children. |
| Course Content | This course contains; History of Mental Disability in the World and Turkey,History of Iintellectual disabilities in the world and in Turkey.,The definitions of intellectual disability and key concepts.,The classification, prevalence and identification of intelelctual disabilities.,Etiology of Intellectual Disability,Characteristics of Mentally Disabled Individuals - I,Characteristics of Mentally Disabled Individuals - II,Assessment of Intellectual Disability.,Education of mentally disabled individuals,Systematic training for mentally disabled individuals,Appropriate activities, equipment and activity planning for mentally disabled individuals.,Transitions of mentally disabled individuals - I,Transitions of mentally disabled individuals - II,Family involvement and collaboration. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the symptoms and causes of mental disability. | 10, 4, 9 | |
| Student defines the types of mental disabilities that occur due to various factors. | 10, 4, 9 | |
| Explains how intellectual disability affects the development of these children. | 10, 4, 9 | |
| Defines educational objectives, principles, methods and techniques. | 10, 4, 9 | |
| Analyze the needs of mentally handicapped children. | 10, 4, 9 | |
| Evaluate counseling needs of families and teachers of mentally handicapped child. | 10, 4, 9 |
| Teaching Methods: | 10: Discussion Method, 4: Inquiry-Based Learning, 9: Lecture Method |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | History of Mental Disability in the World and Turkey | There is no preliminary preparation. |
| 2 | History of Iintellectual disabilities in the world and in Turkey. | First chapter of the main textbook. |
| 3 | The definitions of intellectual disability and key concepts. | First chapter of the MEB book. |
| 4 | The classification, prevalence and identification of intelelctual disabilities. | Pre-course reading - second chapter of the main coursebook. |
| 5 | Etiology of Intellectual Disability | Sucuoğlu chapter 3 will be read. |
| 6 | Characteristics of Mentally Disabled Individuals - I | Sucuoğlu chapter 4 will be read. |
| 7 | Characteristics of Mentally Disabled Individuals - II | Sucuoğlu chapter 4 will be read. |
| 8 | Assessment of Intellectual Disability. | Sucuoğlu chapter 5 will be read. |
| 9 | Education of mentally disabled individuals | Sucuoğlu chapter 6 will be read. |
| 10 | Systematic training for mentally disabled individuals | Sucuoğlu chapter 7 will be read. |
| 11 | Appropriate activities, equipment and activity planning for mentally disabled individuals. | MEB Chapters 2 and 3 will be read. |
| 12 | Transitions of mentally disabled individuals - I | Sucuoğlu chapter 8 will be read. |
| 13 | Transitions of mentally disabled individuals - II | Sucuoğlu chapter 8 will be read. |
| 14 | Family involvement and collaboration | Sucuoğlu chapter 9 will be read. |
| Resources |
| Sucuoğlu, B. (2015, Ed.). Zihin Engelliler ve Eğitimi. Ankara: Kök Yayıncılık. MEB(2007). Çocuk Gelişimi ve Zihinsel Engelliler. Ankara: MEB Yayınları. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | 1. Obtains the basic and updated theoretical and practical knowledge in the field of child development by using the necessary educational and training tools and resources. | X | |||||
| 2 | 2. Has the knowledge to comparatively evaluate and interpret the accuracy, reliability and validity of the information gained about child development. | X | |||||
| 3 | 3. Have knowledge of children's development, learning characteristics and difficulties. | X | |||||
| 4 | 4. In the field of child development, using advanced knowledge and skills covering physical, cognitive, language, social-emotional and sensory development areas, interprets and evaluates evidence-based data, analyzes developmental problems, and provides solutions for children with typical and atypical development, taking into account ethical values. develops suggestions and works as a team. | X | |||||
| 5 | 5. In line with the theoretical and practical knowledge he has acquired in the field of child development, he has the ability to prepare developmental evaluation and support programs for typical and atypical children with different methods and tools, to provide family counseling and to inform the society. | X | |||||
| 6 | 6. In the field of child development, they have the skills to produce different solutions to problem situations for typical and atypical children with an evidence-based approach. | X | |||||
| 7 | 7. Takes responsibility for trans-disciplinary studies in the field of child development and fulfills his/her duties effectively. | X | |||||
| 8 | 8. Conducts independent studies individually and as a group, using the advanced knowledge gained in the field of child development. | X | |||||
| 9 | 9. Evaluates the information he has with a critical approach, determines his own learning needs and directs his learning. | X | |||||
| 10 | 10. Develops a positive attitude towards lifelong learning by effectively using ways to access information. | X | |||||
| 11 | 11. Internalizes and generalizes advanced theoretical and practical knowledge acquired in the field of child development and demonstrates what he has learned. | X | |||||
| 12 | 12. Plans and implements professional projects, research and activities for the social environment in which he lives, with awareness of social responsibility, and monitors and evaluates the process. | ||||||
| 13 | 13. Informs relevant people and institutions on issues related to the field of child development, and shares her thoughts and solution suggestions for problems with quantitative and qualitative data, as an active element of the process, with experts and non-experts.(dişil) | ||||||
| 14 | 14. Being an example to society with his appearance, attitude and behavior, he acts in accordance with democracy, human rights, social, scientific and professional ethical values, relevant laws, regulations and legislation. | ||||||
| 15 | 15. The individual has sufficient awareness about quality management and processes, including babies, children and families, environmental protection and occupational safety, and acts appropriately and participates in these processes. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 7 | 2 | 14 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 2 | 4 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 2 | 3 | 6 | |||
| General Exam | 1 | 8 | 8 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 60 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(60/30) | 2 | |||||
| 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 |
|---|---|---|---|---|---|
| MENTAL DISORDER | YÇGL3135290 | Fall Semester | 2+0 | 2 | 2 |
| Course Program | Çarşamba 11:00-11:45 Çarşamba 12:00-12:45 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Prof.Dr. Arzu YÜKSELEN |
| Name of Lecturer(s) | Assist.Prof. Sinan KALKAN |
| Assistant(s) | |
| Aim | In this course, it is aimed to gain skills to differentiate mentally handicapped children, to understand which type of handicapped, to identify support needs of children by making developmental identify, to make developmental counseling for families and teachers of mentally handicapped children. |
| Course Content | This course contains; History of Mental Disability in the World and Turkey,History of Iintellectual disabilities in the world and in Turkey.,The definitions of intellectual disability and key concepts.,The classification, prevalence and identification of intelelctual disabilities.,Etiology of Intellectual Disability,Characteristics of Mentally Disabled Individuals - I,Characteristics of Mentally Disabled Individuals - II,Assessment of Intellectual Disability.,Education of mentally disabled individuals,Systematic training for mentally disabled individuals,Appropriate activities, equipment and activity planning for mentally disabled individuals.,Transitions of mentally disabled individuals - I,Transitions of mentally disabled individuals - II,Family involvement and collaboration. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the symptoms and causes of mental disability. | 10, 4, 9 | |
| Student defines the types of mental disabilities that occur due to various factors. | 10, 4, 9 | |
| Explains how intellectual disability affects the development of these children. | 10, 4, 9 | |
| Defines educational objectives, principles, methods and techniques. | 10, 4, 9 | |
| Analyze the needs of mentally handicapped children. | 10, 4, 9 | |
| Evaluate counseling needs of families and teachers of mentally handicapped child. | 10, 4, 9 |
| Teaching Methods: | 10: Discussion Method, 4: Inquiry-Based Learning, 9: Lecture Method |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | History of Mental Disability in the World and Turkey | There is no preliminary preparation. |
| 2 | History of Iintellectual disabilities in the world and in Turkey. | First chapter of the main textbook. |
| 3 | The definitions of intellectual disability and key concepts. | First chapter of the MEB book. |
| 4 | The classification, prevalence and identification of intelelctual disabilities. | Pre-course reading - second chapter of the main coursebook. |
| 5 | Etiology of Intellectual Disability | Sucuoğlu chapter 3 will be read. |
| 6 | Characteristics of Mentally Disabled Individuals - I | Sucuoğlu chapter 4 will be read. |
| 7 | Characteristics of Mentally Disabled Individuals - II | Sucuoğlu chapter 4 will be read. |
| 8 | Assessment of Intellectual Disability. | Sucuoğlu chapter 5 will be read. |
| 9 | Education of mentally disabled individuals | Sucuoğlu chapter 6 will be read. |
| 10 | Systematic training for mentally disabled individuals | Sucuoğlu chapter 7 will be read. |
| 11 | Appropriate activities, equipment and activity planning for mentally disabled individuals. | MEB Chapters 2 and 3 will be read. |
| 12 | Transitions of mentally disabled individuals - I | Sucuoğlu chapter 8 will be read. |
| 13 | Transitions of mentally disabled individuals - II | Sucuoğlu chapter 8 will be read. |
| 14 | Family involvement and collaboration | Sucuoğlu chapter 9 will be read. |
| Resources |
| Sucuoğlu, B. (2015, Ed.). Zihin Engelliler ve Eğitimi. Ankara: Kök Yayıncılık. MEB(2007). Çocuk Gelişimi ve Zihinsel Engelliler. Ankara: MEB Yayınları. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | 1. Obtains the basic and updated theoretical and practical knowledge in the field of child development by using the necessary educational and training tools and resources. | X | |||||
| 2 | 2. Has the knowledge to comparatively evaluate and interpret the accuracy, reliability and validity of the information gained about child development. | X | |||||
| 3 | 3. Have knowledge of children's development, learning characteristics and difficulties. | X | |||||
| 4 | 4. In the field of child development, using advanced knowledge and skills covering physical, cognitive, language, social-emotional and sensory development areas, interprets and evaluates evidence-based data, analyzes developmental problems, and provides solutions for children with typical and atypical development, taking into account ethical values. develops suggestions and works as a team. | X | |||||
| 5 | 5. In line with the theoretical and practical knowledge he has acquired in the field of child development, he has the ability to prepare developmental evaluation and support programs for typical and atypical children with different methods and tools, to provide family counseling and to inform the society. | X | |||||
| 6 | 6. In the field of child development, they have the skills to produce different solutions to problem situations for typical and atypical children with an evidence-based approach. | X | |||||
| 7 | 7. Takes responsibility for trans-disciplinary studies in the field of child development and fulfills his/her duties effectively. | X | |||||
| 8 | 8. Conducts independent studies individually and as a group, using the advanced knowledge gained in the field of child development. | X | |||||
| 9 | 9. Evaluates the information he has with a critical approach, determines his own learning needs and directs his learning. | X | |||||
| 10 | 10. Develops a positive attitude towards lifelong learning by effectively using ways to access information. | X | |||||
| 11 | 11. Internalizes and generalizes advanced theoretical and practical knowledge acquired in the field of child development and demonstrates what he has learned. | X | |||||
| 12 | 12. Plans and implements professional projects, research and activities for the social environment in which he lives, with awareness of social responsibility, and monitors and evaluates the process. | ||||||
| 13 | 13. Informs relevant people and institutions on issues related to the field of child development, and shares her thoughts and solution suggestions for problems with quantitative and qualitative data, as an active element of the process, with experts and non-experts.(dişil) | ||||||
| 14 | 14. Being an example to society with his appearance, attitude and behavior, he acts in accordance with democracy, human rights, social, scientific and professional ethical values, relevant laws, regulations and legislation. | ||||||
| 15 | 15. The individual has sufficient awareness about quality management and processes, including babies, children and families, environmental protection and occupational safety, and acts appropriately and participates in these processes. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |