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Aim

Purpose of Special Education Teacher Training Program is to train educators who can design and support the education of students with differences.

Qualification Awarded

First Cycle (Bachelor's Degree)

Registration and Admission Requirements

Students must have successfully graduated from high schools (or equals). The placements are done following the rules of Turkish Higher Education Council (YÖK) respect to the scores obtained from the nation-wide Basic Proficiency Exam (TYT). Student register to programmes on the days declared by the Rectorship Students should have earned a high school or an equivalent diploma and sufficient score on nation-wide Basic Proficiency Exam (TYT). Admission is based on the scores, according to the rules determined by Higher Education Council. For international students who will be accepted according to the National or International Exams, Quota and conditions are announced on our University’s website.

Graduation Requirements

Students must successfully finish all courses and internships set by the program taking at least 240 ECTS credits in total, to be granted with the Bachelor's degree. Graduation eligibility is determined by academic average score. For this purpose, the sum of the weighted scores of all courses taken throughout the education is divided by the sum of ECTS values.

Recognition of Prior Learning

Students may apply for exemption from the courses they have taken in another higher education or equally accredited institution. Exemption requests are decided by the board of governors of the School, which considers the opinion of the lecturer responsible for that course.

Lesson Plan - ECTS Credits

* The courses indicated in this course table shows current course plan information in Student Affairs.

** Compulsory courses are certainly opened whereas opening of elective and optional courses may differ according to preferences and quota condition in related term.

*** Theoretical and practical course hours of vocational (professional) clinical courses are not considered weekly. These course hours refer to total course hours.

Please click on the course title in the table below in order to see detailed information about course objectives and learning outcomes etc.

Fall Semester Courses Plan
CodeCourseLanguage of InstructionT+UUKECTSDownload
ÖE1110800HISTORY of the TURKISH REPUBLIC ITurkish222
ÖE1114948ACADEMIC ENGLISH IEnglish223
ÖE1110200TURKISH LANGUAGE ITurkish222
ÖE1114937INTRODUCTION to EDUCATIONTurkish225
ÖE1114933INFORMATICS AND EDUCATIONAL TECHNOLOGIESTurkish2+236
ÖE1114955INTRODUCTION to SPECIAL EDUCATIONTurkish226
ÖE1114954INDIVIDUALS with INTELLECTUAL DISABILITIES and THEIR EDUCATIONTurkish226
Spring Semester Courses Plan
CodeCourseLanguage of InstructionT+UUKECTSDownload
ÖE1210000HISTORY of the TURKISH REPUBLIC IITurkish222
ÖE1214951ACADEMIC ENGLISH IIEnglish223
ÖE1220000TURKISH LANGUAGE IITurkish222
ÖE1214935PSYCHOLOGY of EDUCATIONTurkish225
ÖE1214956INSTRUCTIONAL PRINCIPLES and METHODSTurkish224
ÖE1214957INDIVIDUALS with LEARNING DISABILITIES and THEIR EDUCATIONTurkish227
ÖE1214958INDIVIDUALS with AUTISM SPECTRUM DISORDER and THEIR EDUCATIONTurkish227

Program Qualification

Theoretical, Factual

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.
Able to compare and contrats the key theoretical approaches in the field verbally.


Program Output TYYÇ Basic Area Matrix
Basic Area QualificationProgram Qualification
KNOWLEDGE
Theoretical, Factual

1- Based on the competencies gained in secondary education; Understanding the basic concepts related to the field and the relationships between concepts.

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2-The nature of the information has knowledge about the evaluation of its source, limits, accuracy, reliability and validity.

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3- Having basic knowledge about curricula.

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4-Students have knowledge of basic development and learning characteristics.

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5-They have knowledge about different national and international cultures.

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SKILLS
Cognitive, Practical

1- Using basic information sources related to its field.

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2- Explaining the basic events and phenomena related to his/her field with basic concepts related to his/her field.

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3- Interpreting and evaluating the data by using the basic knowledge and skills acquired in the field.

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4-Defining and analyzing problems related to the field, developing evidence-based solution suggestions.

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COMPETENCIES
Ability to work independently and take responsibility

1- Conducting a basic level study related to the field independently.

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2- Taking responsibility in individual and group work.

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3- Recognizing himself/herself as an individual; using his/her creative and strengths and improving his/her weaknesses.

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Learning Competence

1- Evaluating the basic knowledge and skills with a critical approach.

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2- Identifiying learning needs and guiding learning.

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3- Directing his/her education to an advanced education level in the same field or to a profession at the same level.

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4- Developing a positive attitude towards lifelong learning.

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Communication and Social Competence

1-Being sensitive to the events/ developments on the agenda of the society and the world and following these developments.

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2- Informing the relevant persons and institutions at the level of basic knowledge and skills in the field.

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3- Sharing his/her thoughts and solution suggestions for problems with people by supporting them with scientific information.

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4-Being able to monitor the information in the field and communicate with colleagues by using a foreign language at least at the General Level of the European Language Portfolio A2.

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5- Using information and communication technologies at the basic level of the European Computer Use License.

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6- Living in different cultures and adapting to social life.

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Field-based Competence

1-Setting an example for the society with his/her appearance, attitude, attitude and behaviors.

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2- Acting in accordance with democracy, human rights, social, scientific and professional ethical values.

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3- Acting and participates in quality management and processes.

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4-Having sufficient awareness in environmental protection and occupational safety issues.

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5-Being aware of the national and universal sensitivities expressed in the Basic Law of National Education.

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6- As an individual, he/she is acting in accordance with the laws, regulations and legislation related to his/her duties, rights and responsibilities.

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Employment Opportunities

Graduates can work as "special education teachers" in the primary and secondary schools having inclusion classes, special education schools, Special Education and Rehabilitation Centers, Counseling Centers and Guidance and Research Centers (RAM) within the Ministry of National Education. In addition, our graduates have employment opportunities in the special education rehabilitation centers affiliated to the Social Services and Child Protection Agency, non-governmental organisations (NGOs) focusing on people with disabilities, some institutions and organizations that provide health care services and social welfare services. In addition to all these, our graduates complete their post-graduate education and can work as relevant field experts and academicians in various universities.

Upgrading

Students may apply for the graduate programs, to obtain Master and PhD degrees in related field, following the rules defined by the Turkish Higher Education Council.

Type of Training

Full Time

Assessment and Evaluation

At least one mid-term examination and one final examination are given for each course as an assessment of courses. In determining the letter grades, students’ success in the mid-term and final examinations and in the studies they carried out within the semester (e.g., presentations, projects, assignments) are considered by the course instructor. Students have to obtain a minimum of 50 out of 100 points in the final examination to pass. It is required to obtain at least 60 out of 100 points (2,27 out of 4,00) on the overall course grade to pass the course. The contribution of both mid-term and final examinations to overall score is 50%.

Head of Department/Program

Head Of Department

Prof.Dr. Servet BAYRAM

Learning Experiences

Learning situations aim to develop students' creative, critical, reflective thinking skills and higher level thinking skills such as logical and mathematical thinking skills. In addition, it aims to develop students' meta-cognitive skills. Learning situations include learning strategies, methods and techniques as well as the tools used and assessment and evaluation methods. The learning situations used in the programs are given in the list below:

Learning Experiences *

Learning Activities

Tools Used

Discussion Method

Listening, speaking, asking questions, producing answers, developing and questioning opinions, examining and researching opinions, producing critical thinking, producing creative thinking, (workshop, panel, opposite panel, open forum, debate techniques are applied) collegium, forum, aquarium technique application, talking circle technique, application.

Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room, workshop, panel, panel opposite, open forum collegial, forum environments.

Demonstration Method

The instructor demonstrates the use of a tool or equipment, the instructor demonstrates a performance/practice/practice to the student, the students repeat the use of the tool or equipment, the student repeats a performance/practice/practice.

Real tools or model tools and equipment, multimedia tools, videos and animations), computer.

Problem Solving Method

Identifying a scientific / theoretical and / or real life problem, analyzing the data related to the problem, developing alternative solutions, choosing the appropriate solution method, evaluating the solution to the problem, individual study

Textbooks, research reports, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer

Case Study Method

Presentation of case studies, exploring case studies, sampling typical cases, sampling outlier cases, alternative cases, comparing case studies, case study analysis, case study interpretation, case study evaluation.

Standard classroom technologies, multimedia tools (text, images, graphics, drawings, audio, video and animation, cartoons), computer, projection, online environments.

Self Study Method

Student interest, curiosity and motivation, learning objective, detailed research and investigation according to the topic; in- depth research and investigation, extensive reading, listening and watching, repeating a performance.

Library, e-library, laboratory, workshop

Role Play and Drama Technique

Introducing the text to the scenario, distributing the roles to the students, students working on the roles, students performing the scenario in cooperation, analyzing and evaluating the scenario text. The subject and situation to be dramatized is determined by the instructor. When the drama technique is applied, the students improvise a real-life problem. The drama situation is analyzed together with the students.

Script text, theater, classroom, conference room, video and audio, visual recordings.

Question - Answer Technique

Asking Socratic questions, criticizing answers, generating questions, generating answers, criticizing, analyzing and evaluating creative answers, asking structured questions and generating answers, asking closed-ended questions and generating answers

Textbooks, recommended books, worksheets, question bank, multimedia tools (text, images, graphics, drawings, audio, video, cartoons and animations)

Experimental Technique

Setting up a scientific experiment, conducting a scientific experiment, collecting, processing and transforming data from a scientific experiment, predicting the results of a scientific experiment, explaining a scientific experiment, evaluating the results of a scientific experiment, simulation of an experiment.

Laboratory, workshop, application areas, computer software, standard classroom technologies.

Micro Teaching Technique

Performance of presentation, development of reflective thinking skills, student self-evaluation. The lecturer distributes topics (seminar topics can also be) to the students. Students examine the topics; research. Student presentations are prepared. Students make their presentations. Students' video recordings are watched.

Camera, video recording devices, checklist, rubric, rating scale, observation form.

Brainstorming Technique

Developing opinions, developing questions, expressing observation situations, developing critical thinking, problem solving, group/team work, listening and speaking.

Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computers, projectors, online environments.

Project Based Learning Model

Creating a real-life problem situation scenario, identifying a real-life problem situation, collecting data related to the problem, analyzing data, data processing, data conversion, developing alternative solutions, choosing the appropriate solution method, applying the solution method / creating a model / design / concrete product / producing a concrete service, evaluating the model / design / concrete product / service, exhibiting project products

Problem scenario texts / Sample projects, databases, books, research reports, laboratory, workshop, application areas, library, computer software, standard classroom technologies, tools and equipment according to the project subject

Reverse Brainstorming Technique

Identifying problems, sorting problems, classifying problems

Standard classroom technologies, multimedia tools (fishbones, text, images, graphics, graphics, drawings, audio, video and animations),computers, projectors, online environments

Simulation Technique

Realization of simulations for risky, dangerous, expensive, time-consuming applications/practices.

Simulation environment, Computer

Concept Map Technique

Distinguishing concepts, sorting concepts, counting concepts, associating concepts, analyzing conceptual framework

Concept maps

Problem Baded Learning Model

Creating a reflective scenario of a real-life problem situation, identifying a real-life problem situation, collecting data about the problem, analyzing data, data processing, data transformation, developing alternative solutions

Problem scenario texts, databases, books, research reports, laboratory, workshop, application areas, library, computer software, standard classroom technologies, tools and equipment according to the project subject

Computer-Internet Supported Instruction

Online Course Platforms : Collaboration and communication, digital literacy activities, sharing information, improving technology use, creative thinking activities, problem solving, generating critical thinking. These are environments where instructors share course materials, collect assignments and interact with students. E-Books and Digital Content : Reading, writing, comprehension, interpretation, creative thinking activities, language use, examination, research, using technology, critical thinking activities. Learning environment and materials are made more attractive by presenting interactive content to students. Webinars and synchronize meeting : Communication, collaboration, teamwork, presentation, technology skills, problem solving, live interaction with studentsremotely. Simulations : Problem solving, using technology, analytical thinking, communication, decision making, teamwork and collaboration. They are environments where students have the opportunity to experience the concepts. Audio and Visual aids : Communication skills, language skills, emotional intelligence and empathy, social skills, attention and focus, use of technology. Animations, graphics and interactive visuals are used to help students master the topics. Digital Game- Based Learning : Problem solving skills, ability to use technology, creative thinking, quick decision making, strategy development, cooperation and teamwork. Games prepared or played in digital environments to make learning fun and increase retention in learning. Adaptive Learning Systems : Logical mathematical thinking activities, reading, writing, comprehension, interpretation, critical thinking activities. These are environments where students identify their weaknesses and are offered to carry out studies and activities specific to that area. Virtual Reality (VR) and Augmented Reality (AR) : Simulation and practical applications, creative thinking activities, using technology, planning, programming, social interaction and communication. 3D virtual environments are used to make learning fun and interactive. Social Media and Interactive Platforms : Communication, collaboration, teamwork, project management, interactive content creation, critical thinking activities. Personal platforms for students to share their thoughts on any topic, interact and produce content. Data Analysis and Monitoring Tools : Analytical thinking activities, logical mathematical thinking activities, problem solving, decision making, communication. These are tools used to assess and monitor student performance, identify student difficulties and create lesson plans accordingly. Artificial Intelligence Technologies : Data analysis and forecasting, game and strategy development, security and threat analysis, technology utilization skills, robotics and automation skills, creative thinking skills, computational thinking skills.

Moodle, Google Classroom, Edmodo, Edupage etc. Google Play Books, Apple Books, Amazon Kindle Store, BookBoon, OpenStax, etc. Zoom, Microsoft Teams, Google Meet, Adobe Connect, GoToMeeting, etc. NASA Eyes on the Solar System, FlightGear, Virtual Biology Lab, CarSim, SimCity, etc. Infographics, maps and graphs, charts and diagrams, tables, Podcast, audio books, interviews and chats, etc. Strategy and puzzle games, Simulation and construction games, mission games, real-time multiplayer games, etc. Udemy, Khan Academy, Duolingo, Cognii, Smart Sparrow, etc. Oculus Rift, PlayStation VR, Samsung Gear VR, Google CardBoard, Pokemon Go, Arlit, Facebook, instagram, twitter, linledIn, snapchat, pinterest, youtube, twitch, reddit, discord etc. Google Analytics, Microsoft Power BI, Splunk, Adobe Analytics, etc. ChatGPT, Google AI, Deeply, DıaloGPT. Amazon Alexa, Tesla Autopilot, etc.

Inquiry-Based Learning

Exploring, finding case studies, establishing cause and effect relationship, questioning, examining, researching (learning circle=3E,5E,7E models

Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room

Cooperative Learning

Cooperation, communication, leadership, sharing tasks, sharing responsibility, learning together, social interaction. Heterogeneous groups are formed among the students. The task is given to the groups. Groups of students do tasks such as project, performance, problem solving, role playing, classical homework together.

In-class and out-of-class, in-school and out-of- school environments.

Experiential Learning

Faculty-external stakeholder (industrial organizations, schools and others) cooperation is established. Students directly observe professional skills in the real environment. Observation results are analyzed in the classroom environment.

Internship places according to the program, professional practice places, Student product file sample, observation forms and other alterative measurement tools

Flipped Classroom Learning

Problem solving, discussion, case study presentation, case analysis, critical thinking, creative thinking, video recordings appropriate to the learning objective are created or selected. Students make preliminary preparation by watching video recordings. The problem is solved in the classroom. The problem is discussed.

Video recordings, online environments, classroom

Lecture Method

Listening, speaking, (lecture, conference, seminar, speech, statement and briefing techniques are applied)

Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room

Traditional Written Exam

Classical written exams to assess creative, critical and reflective thinking. Multiple- choice, short-answer (fill-in-the-blank, matching, true-false and other) exams to assess cognitive skills such as knowledge, comprehension, application and analysis.

Written exam papers, multiple choice tests, short answer tests, mixed tests, answer keys

Multiple-Choice Exam

Oral Exam

It aims to assess student-specific, creative, critical, reflective thinking skills and cognitive skills such as knowledge, comprehension, application, analysis and synthesis. It is not a general measurement and evaluation method. It is not applied in every program; it is program specific.

Oral question bank/ oral question pool, answer keys, checklists, rubrics, rating scales

Homework

It is used to improve students' knowledge and skills, to encourage them to research and study, to complete their learning deficiencies, and to deepen their understanding of a subject.

Library, e-library, books, articles

Project Task

Identifies, field of application, collecting, and analyzing data, literature review, preparing and presenting report

Internet databases, library databases, e-mail, textbooks, or supplementary books

Quiz

It is done to identify learning gaps. In this case, student grades are not reflected. The level of realization of learning objectives can be evaluated depending on the process. In this case, it can be reflected in student grades.

Worksheets, question bank, question pool, answer key

Performance Task

It is used when it is aimed to evaluate students holistically (cognitive, affective and psychomotor). It is used to measure and evaluate the learning process and learning products. Performance assignments involve a workload of at least two weeks.

Problem scenario texts, checklists, rubrics, grading scales

Portfolio Task

It is used to assess students holistically (intellectually, behaviorally, socially). It includes at least one year of student activities. In special cases, it may be for a semester.

Sample protfolios, checklists, rubrics, rating scales

Group Assessment Technique

In cases where the cooperative learning model is applied, the instructor evaluates the group. The evaluation result can be converted into a grade.

Group evaluation form (can be used in contor list rubric, grading scale form)

Course - Program Competencies Relations

Course123456789101112
ACADEMIC ENGLISH I111111201121
ACADEMIC ENGLISH II111111201121
APPLIED BEHAVIORAL ANALYSIS432333221142
BRAILLE LITERACY324421221121
CHARACTER and VALUES EDUCATION555555555555
CLASSROOM MANAGEMENT433344231133
COMMUNITY SERVICES PRACTICES555555555555
CRITICAL and ANALYTICAL THINKING555555555555
EVALUATION in SPECIAL EDUCATION433334331132
EXPERIENCE in SPECIAL EDU. INSTITUTIONS and SCHOOLS433433212343
FAMILY EDUCATION in SPECIAL EDUCATION443334233344
GUIDANCE in SCHOOLS555555555555
HISTORY of the TURKISH REPUBLIC II111210111211
HISTORY of the TURKISH REPUBLIC I001100201102
HISTORY of TURKISH EDUCATION223232221112
INDIVIDUALS with AUTISM SPECTRUM DISORDER and THEIR EDUCATION433344321142
INDIVIDUALS with INTELLECTUAL DISABILITIES and THEIR EDUCATION433333231244
INDIVIDUALS with LEARNING DISABILITIES and THEIR EDUCATION324421221121
INFORMATICS AND EDUCATIONAL TECHNOLOGIES034233222223
INSTRUCTIONAL METHODS and PRINCIPLES223342211223
INSTRUCTIONAL PRINCIPLES and METHODS213241101112
INSTRUCTIONAL TECHNOLOGIES555555555555
INTEGRATION in SPECIAL EDUCATION324421221121
INTRODUCTION to EDUCATION112121121233
INTRODUCTION to SPECIAL EDUCATION334334231131
MATERIAL DESIGN SPECIAL EDUCATION323323322232
MEASUREMENT and EVALUATION in EDUCATION223243211222
MORALS and ETHICS in EDUCATION222133312113
OBSERVATION in SPECIAL EDUCATION INSTITUTIONS555555555555
PLAY and MUSIC in SPECIAL EDUCATION324421221121
PSYCHOLOGY of EDUCATION221231211011
RESEARCH METHODS in EDUCATION132241211222
SPECIAL EDUCATION in EARLY CHILDHOOD324421221121
SPECIAL EDUCATION POLICIES and LEGISLATIVE REGULATIONS555555555555
SUPPORTING LANGUAGE and COMMUNICATION SKILLS322221221121
TEACHING ART SKILLS in SPECIAL EDUCATION324421221121
TEACHING LITERACY in SPECIAL EDUCATION324421221121
TEACHING MATHS in SPECIAL EDUCATION433343343344
TEACHING PHYSICAL EDUCATION and SPORTS in SPECIAL EDUCATION333331211223
TEACHING PRACTICE in SPECIAL EDUCATION I555555555555
TEACHING PRACTICE in SPECIAL EDUCATION II555555555555
TEACHING SOCIAL ADAPTATION SKILLS in SPECIAL EDUCATION324421221121
TEACHING SOCIAL and SCIENCE STUDIES in SPECIAL EDUCATION433344443344
TEACHING TURKISH in SPECIAL EDUCATION324421221121
TECH. ASSISTED INST. in SPECIAL EDUCATION212321211213
TRANSITION and INDIVIDUALIZED EDUCATION PLANS555555555555
TURKISH EDU. SYSTEM and SCHOOL MANAGEMENT133232211122
TURKISH LANGUAGE I111221223001
TURKISH LANGUAGE II111210102101
TURKISH SIGN LANGUAGE322221221121
İlişkili Ders Sayısı / 50/52150135160158152124133119103106137128

Surveys for Students

Öğretim elemanı değerlendirme anketiKesinlikle katılmıyorumKatılmıyorumKısmen katılıyorumKatılıyorumKesinlikle katılıyorumFikrim yok
Dönem başında dersin amacını, kapsamını ve öğrencidenbeklenenleri anlaşılır bir şekilde açıklar.
Dersin kaynaklarını dersin amaçlarına uygun olarak seçer veduyurur.
Ders için önerdiği kaynaklara ulaşmada öğrencilere yolgösterir/yardımcı olur.
Anlatımı (Dersi sunumu) akıcı, açık ve anlaşılırdır.
Öğretim teknolojilerini (etkili bir şekilde) kullanabilir.
Sınıfta çok yönlü iletişim ve etkileşim sağlayacakuygulamalara yer verir.
Geleneksel öğretim strateji yöntem ve teknikleri konusundagelişmiş bir bilgi birikimine sahiptir.
Derste işlediği öğretim yöntemlerini kendi uygulamalarındakullanır.
Ders saatleri dışında ders ile ilgili öğrenciye yeterince zamanayırır.
Derse düzenli olarak gelir ve zamanı etkin kullanır.
Ders sırasında sınıfa hakimiyeti kurmada oldukça başarılıdır.
Güncel konular hakkında öğrencileri bilgilendirir.
Öğrenci görüşlerine açık tutum ve davranışları ile örnek teşkileder.
Başarı ölçme yöntemleri ve araçları (klasik/test/sözlü sınav/proje/ödev vb.) dersin hedef ve içeriği ile uyumludur.
Sınav kağıdımla ilgili soru sormak istediğimde bana yardımcı olur.
Laboratuvar/saha/uygulama çalışmaları dersin amacı ileuyuşmaktadır.
Dersin öğrenme ve öğretme sürecinin yaratıcı düşünme süreç vebecerilerini geliştirir.
Ders güncel konu ve konuklarla desteklenir.
Yukarıdaki sorular dışında iletmek istedikleriniz

Numerical Data

Number of Students by years

Student Success

Graduate Success

Ekleme Tarihi: 24/02/2023 - 11:15Son Güncelleme Tarihi: 24/02/2023 - 11:15