Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| LEARNING DIFFICULTIES | PDR2210192 | Spring Semester | 2+0 | 2 | 4 |
| Course Program | Salı 15:30-16:15 Salı 16:30-17:15 Salı 17:30-18:15 Salı 18:30-19:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Özge ÖZLÜ ÜNLÜ |
| Name of Lecturer(s) | Assist.Prof. Özge ÖZLÜ ÜNLÜ |
| Assistant(s) | |
| Aim | The aim of this course is to provide students with theoretical knowledge about the definition, characteristics, classification, prevalence, and causes of learning disabilities; to introduce the educational assessment and identification processes of individuals with learning disabilities; to emphasize the importance of early intervention; and to develop knowledge and skills related to the planning and implementation of effective instructional strategies for students with learning disabilities in the areas of reading, writing, and mathematics. |
| Course Content | This course contains; Introduction and information about the course outline,Historical development and definitions of learning disabilities,Assumptions regarding the causes of learning disabilities,Prevalence of learning disabilities,Cognitive characteristics of individuals with learning disabilities (Perceptual difficulties and attention problems),Cognitive characteristics of individuals with learning disabilities (memory deficits),Language and communication characteristics of individuals with learning disabilities,Academic characteristics of individuals with learning disabilities,Types of Learning Difficulties,Diagnostic models in individuals with learning disabilities,The diagnostic process of individuals with specific learning disabilities in Turkey,Assessment tools used in the diagnostic process of individuals with specific learning disabilities (SLD) in Turkey,Placement, support services and training applications,Instructional strategies for students with learning disabilities: examples of classroom applications. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Takes an active role in the preparation and implementation of individualized education programs (IEPs) for students with learning disabilities. | 10, 11, 13, 16, 4, 5, 6, 9 | C |
| Explains the identification and assessment processes of students with learning disabilities. | 10, 13, 16, 4, 5, 9 | C |
| Identifies the characteristics of a student with learning disabilities. | 10, 13, 16, 4, 9 | C |
| Defines the concept of learning disabilities. | 10, 16, 4, 9 | C |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 13: Case Study Method, 16: Question - Answer Technique, 4: Inquiry-Based Learning, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction and information about the course outline | presentation will be done by instructor |
| 2 | Historical development and definitions of learning disabilities | Bender,W.N.,2016; Chapter-1 |
| 3 | Assumptions regarding the causes of learning disabilities | Baydık, B. (Ed.). (2017). Öğrenme Güçlüğü Olan ve Risk Grubundaki Çocuklar. Ankara: Anı Yayıncılık. Chapter: 2 |
| 4 | Prevalence of learning disabilities | Baydık, B. (Ed.). (2017). Öğrenme Güçlüğü Olan ve Risk Grubundaki Çocuklar. Ankara: Anı Yayıncılık. |
| 5 | Cognitive characteristics of individuals with learning disabilities (Perceptual difficulties and attention problems) | Baydık, B. (Ed.). (2017). Öğrenme Güçlüğü Olan ve Risk Grubundaki Çocuklar. Ankara: Anı Yayıncılık. Bender,W.N.,2016; Chapter-4 |
| 6 | Cognitive characteristics of individuals with learning disabilities (memory deficits) | Baydık, B. (Ed.). (2017). Öğrenme Güçlüğü Olan ve Risk Grubundaki Çocuklar. Ankara: Anı Yayıncılık. Bender,W.N.,2016; Chapter-4 |
| 7 | Language and communication characteristics of individuals with learning disabilities | Bender,W.N.,2016; Chapter-4 |
| 8 | Academic characteristics of individuals with learning disabilities | Özmen, E. R. (2020). Öğrenme güçlüğü olan çocuklar ve eğitimleri. Ankara: Pegem Akademi. |
| 9 | Types of Learning Difficulties | Bender,W.N.,2016; Chapter-8 |
| 10 | Diagnostic models in individuals with learning disabilities | course slides |
| 11 | The diagnostic process of individuals with specific learning disabilities in Turkey | Sucuoğlu, B., & Kargın, T. (2010). İlköğretimde kaynaştırma uygulamaları. Kök Yayıncılık. |
| 12 | Assessment tools used in the diagnostic process of individuals with specific learning disabilities (SLD) in Turkey | course slides |
| 13 | Placement, support services and training applications | Bender,W.N.,2016; Chapter-9 |
| 14 | Instructional strategies for students with learning disabilities: examples of classroom applications | Özmen, E. R. (2020). Öğrenme güçlüğü olan çocuklar ve eğitimleri. Ankara: Pegem Akademi. |
| Resources |
| • Bender W.N. (2016). Öğrenme Güçlüğü Olan Bireyler Ve Eğitimleri. (Doç.Dr.Hakan Sarı, Çev.). Ankara: Nobel Yayın Dağıtım • Karabulut, R. (Ed.). (2022). Özel gereksinimli çocuklar ve özel eğitim. Eğiten Kitap. • Melekoğlu, M. A. ve Sak, U. (2017). Öğrenme güçlüğü ve özel yetenek. Pegem Akademi • Özmen, E. R. (2020). Öğrenme güçlüğü olan çocuklar ve eğitimleri. Ankara: Pegem Akademi. • Baydık, B. (Ed.). (2017). Öğrenme Güçlüğü Olan ve Risk Grubundaki Çocuklar. Ankara: Anı Yayıncılık. • Sucuoğlu, B., & Kargın, T. (2010). İlköğretimde kaynaştırma uygulamaları. Kök Yayıncılık. • Weekly course notes |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Explains the fundamental concepts and principals related to Guidance and Psychological Counseling. | X | |||||
| 1 | Explains the fundamental concepts and principals related to Guidance and Psychological Counseling. | X | |||||
| 2 | Demonstrates theoretical knowledge regarding individuals' developmental characteristics, learning processes, and behavioral patterns. | X | |||||
| 3 | Relates the concepts and principles of educational foundations to learning, teaching, and assessment processes. | X | |||||
| 4 | Explains in depth the theories, principles, and techniques within the field of Guidance and Psychological Counseling. | X | |||||
| 5 | Applies appropriate psychological counseling techniques to support the well-being of individuals and groups in line with relevant theories and research. | X | |||||
| 6 | Uses instructional and assessment methods, techniques, and tools appropriately in accordance with their intended purposes. | X | |||||
| 7 | Effectively employs scientific research methods and ethical principles in identifying and addressing field-specific problems. | X | |||||
| 8 | Designs comprehensive, developmental, and preventive guidance and psycho-educational programs. | X | |||||
| 9 | Acts in accordance with professional ethical principles and standards in guidance and psychological counseling processes. | X | |||||
| 10 | Utilizes supervision processes in Psychological Counseling practices and conducts consultation activities in collaboration with relevant stakeholders. | X | |||||
| 11 | Evaluates development, learning, personality, and career theories within the context of factors influencing individual behavior. | X | |||||
| 12 | Demonstrates professional practices from an interdisciplinary and intercultural holistic perspective. | X | |||||
| 12 | Demonstrates professional practices from an interdisciplinary and intercultural holistic perspective. | X | |||||
| 13 | Integrates critical, reflective, and creative thinking skills with professional values such as empathy, leadership, communication, and responsibility, and demonstrates these competencies in personal, social, and professional contexts. | X | |||||
| 14 | Follows current developments in the field in line with the principle of lifelong learning. | X | |||||
| 15 | Uses digital technologies in face-to-face and online environments in accordance with the needs of learners and clients. | X | |||||
| 16 | Independently plans and conducts theoretical and applied studies related to the field. | X | |||||
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 | 2 | 4 | 8 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 6 | 12 | |||
| Term Project | 1 | 2 | 2 | |||
| Presentation of Project / Seminar | 2 | 4 | 8 | |||
| Quiz | 2 | 4 | 8 | |||
| Midterm Exam | 1 | 20 | 20 | |||
| General Exam | 1 | 20 | 20 | |||
| Performance Task, Maintenance Plan | 1 | 8 | 8 | |||
| Total Workload(Hour) | 114 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(114/30) | 4 | |||||
| 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 |
|---|---|---|---|---|---|
| LEARNING DIFFICULTIES | PDR2210192 | Spring Semester | 2+0 | 2 | 4 |
| Course Program | Salı 15:30-16:15 Salı 16:30-17:15 Salı 17:30-18:15 Salı 18:30-19:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Özge ÖZLÜ ÜNLÜ |
| Name of Lecturer(s) | Assist.Prof. Özge ÖZLÜ ÜNLÜ |
| Assistant(s) | |
| Aim | The aim of this course is to provide students with theoretical knowledge about the definition, characteristics, classification, prevalence, and causes of learning disabilities; to introduce the educational assessment and identification processes of individuals with learning disabilities; to emphasize the importance of early intervention; and to develop knowledge and skills related to the planning and implementation of effective instructional strategies for students with learning disabilities in the areas of reading, writing, and mathematics. |
| Course Content | This course contains; Introduction and information about the course outline,Historical development and definitions of learning disabilities,Assumptions regarding the causes of learning disabilities,Prevalence of learning disabilities,Cognitive characteristics of individuals with learning disabilities (Perceptual difficulties and attention problems),Cognitive characteristics of individuals with learning disabilities (memory deficits),Language and communication characteristics of individuals with learning disabilities,Academic characteristics of individuals with learning disabilities,Types of Learning Difficulties,Diagnostic models in individuals with learning disabilities,The diagnostic process of individuals with specific learning disabilities in Turkey,Assessment tools used in the diagnostic process of individuals with specific learning disabilities (SLD) in Turkey,Placement, support services and training applications,Instructional strategies for students with learning disabilities: examples of classroom applications. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Takes an active role in the preparation and implementation of individualized education programs (IEPs) for students with learning disabilities. | 10, 11, 13, 16, 4, 5, 6, 9 | C |
| Explains the identification and assessment processes of students with learning disabilities. | 10, 13, 16, 4, 5, 9 | C |
| Identifies the characteristics of a student with learning disabilities. | 10, 13, 16, 4, 9 | C |
| Defines the concept of learning disabilities. | 10, 16, 4, 9 | C |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 13: Case Study Method, 16: Question - Answer Technique, 4: Inquiry-Based Learning, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction and information about the course outline | presentation will be done by instructor |
| 2 | Historical development and definitions of learning disabilities | Bender,W.N.,2016; Chapter-1 |
| 3 | Assumptions regarding the causes of learning disabilities | Baydık, B. (Ed.). (2017). Öğrenme Güçlüğü Olan ve Risk Grubundaki Çocuklar. Ankara: Anı Yayıncılık. Chapter: 2 |
| 4 | Prevalence of learning disabilities | Baydık, B. (Ed.). (2017). Öğrenme Güçlüğü Olan ve Risk Grubundaki Çocuklar. Ankara: Anı Yayıncılık. |
| 5 | Cognitive characteristics of individuals with learning disabilities (Perceptual difficulties and attention problems) | Baydık, B. (Ed.). (2017). Öğrenme Güçlüğü Olan ve Risk Grubundaki Çocuklar. Ankara: Anı Yayıncılık. Bender,W.N.,2016; Chapter-4 |
| 6 | Cognitive characteristics of individuals with learning disabilities (memory deficits) | Baydık, B. (Ed.). (2017). Öğrenme Güçlüğü Olan ve Risk Grubundaki Çocuklar. Ankara: Anı Yayıncılık. Bender,W.N.,2016; Chapter-4 |
| 7 | Language and communication characteristics of individuals with learning disabilities | Bender,W.N.,2016; Chapter-4 |
| 8 | Academic characteristics of individuals with learning disabilities | Özmen, E. R. (2020). Öğrenme güçlüğü olan çocuklar ve eğitimleri. Ankara: Pegem Akademi. |
| 9 | Types of Learning Difficulties | Bender,W.N.,2016; Chapter-8 |
| 10 | Diagnostic models in individuals with learning disabilities | course slides |
| 11 | The diagnostic process of individuals with specific learning disabilities in Turkey | Sucuoğlu, B., & Kargın, T. (2010). İlköğretimde kaynaştırma uygulamaları. Kök Yayıncılık. |
| 12 | Assessment tools used in the diagnostic process of individuals with specific learning disabilities (SLD) in Turkey | course slides |
| 13 | Placement, support services and training applications | Bender,W.N.,2016; Chapter-9 |
| 14 | Instructional strategies for students with learning disabilities: examples of classroom applications | Özmen, E. R. (2020). Öğrenme güçlüğü olan çocuklar ve eğitimleri. Ankara: Pegem Akademi. |
| Resources |
| • Bender W.N. (2016). Öğrenme Güçlüğü Olan Bireyler Ve Eğitimleri. (Doç.Dr.Hakan Sarı, Çev.). Ankara: Nobel Yayın Dağıtım • Karabulut, R. (Ed.). (2022). Özel gereksinimli çocuklar ve özel eğitim. Eğiten Kitap. • Melekoğlu, M. A. ve Sak, U. (2017). Öğrenme güçlüğü ve özel yetenek. Pegem Akademi • Özmen, E. R. (2020). Öğrenme güçlüğü olan çocuklar ve eğitimleri. Ankara: Pegem Akademi. • Baydık, B. (Ed.). (2017). Öğrenme Güçlüğü Olan ve Risk Grubundaki Çocuklar. Ankara: Anı Yayıncılık. • Sucuoğlu, B., & Kargın, T. (2010). İlköğretimde kaynaştırma uygulamaları. Kök Yayıncılık. • Weekly course notes |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Explains the fundamental concepts and principals related to Guidance and Psychological Counseling. | X | |||||
| 1 | Explains the fundamental concepts and principals related to Guidance and Psychological Counseling. | X | |||||
| 2 | Demonstrates theoretical knowledge regarding individuals' developmental characteristics, learning processes, and behavioral patterns. | X | |||||
| 3 | Relates the concepts and principles of educational foundations to learning, teaching, and assessment processes. | X | |||||
| 4 | Explains in depth the theories, principles, and techniques within the field of Guidance and Psychological Counseling. | X | |||||
| 5 | Applies appropriate psychological counseling techniques to support the well-being of individuals and groups in line with relevant theories and research. | X | |||||
| 6 | Uses instructional and assessment methods, techniques, and tools appropriately in accordance with their intended purposes. | X | |||||
| 7 | Effectively employs scientific research methods and ethical principles in identifying and addressing field-specific problems. | X | |||||
| 8 | Designs comprehensive, developmental, and preventive guidance and psycho-educational programs. | X | |||||
| 9 | Acts in accordance with professional ethical principles and standards in guidance and psychological counseling processes. | X | |||||
| 10 | Utilizes supervision processes in Psychological Counseling practices and conducts consultation activities in collaboration with relevant stakeholders. | X | |||||
| 11 | Evaluates development, learning, personality, and career theories within the context of factors influencing individual behavior. | X | |||||
| 12 | Demonstrates professional practices from an interdisciplinary and intercultural holistic perspective. | X | |||||
| 12 | Demonstrates professional practices from an interdisciplinary and intercultural holistic perspective. | X | |||||
| 13 | Integrates critical, reflective, and creative thinking skills with professional values such as empathy, leadership, communication, and responsibility, and demonstrates these competencies in personal, social, and professional contexts. | X | |||||
| 14 | Follows current developments in the field in line with the principle of lifelong learning. | X | |||||
| 15 | Uses digital technologies in face-to-face and online environments in accordance with the needs of learners and clients. | X | |||||
| 16 | Independently plans and conducts theoretical and applied studies related to the field. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |