Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| TRANSITION and INDIVIDUALIZED EDUCATION PLANS | - | Fall Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Adviye Pınar KONYALIOĞLU |
| Name of Lecturer(s) | Assoc.Prof. Özcan KARAASLAN |
| Assistant(s) | |
| Aim | Individualized Education Program (IEP); IEP Elements; IEP Historical Development and Legal Basis; IEP Team; Assessment of Children with Special Needs; Assessment of Performance Level; Writing Behavioral Objectives: Long and short-term objectives; All Service Plans; Selecting Instructional Process, Development and Progress of Recording; IEP Assessment and Monitoring; Examples of IEP; Transition Basic Concepts: Definition, Period of transition and features; Transition Planning: Transition plan, The steps of the transition plan, Skill teaching of the necessary skills for the transition, maintenance and evaluation. |
| Course Content | This course contains; Individualized Educational Programs,Early Education Program,Elementary School Program,Assesment of nonacademic skills (Self help skills, social skills and problem behavior).,Assessment of academic skills (reading-writing skills, math skills and science skills).,Describing performance level Writing long and short term goals,Describing performance level Writing long and short term goals,The practice of writing long-term and short-term goal,Discussion: Consistence of between performance level and long-term goals.,Planning individualized instruction activities for developing nonacademic skills of students with special needs.,Planning individualized instruction activities for developing academic skills of students with special needs.,The planning of the transition plan and individualized teaching activities.,Presentation of examples of the transition plan and individualized activities.,The presentation of the prepared sample plans and individualized activities.,The presentation of the prepared sample plans and individualized activities.,Topics are repeated. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 14, 16, 5, 6, 9 | A, E, H | |
| Students will develop appropiate skill analysis methods for different skills | ||
| Students will develop criterion reference test and evaluate the educational performance levels of special needs individuals | ||
| Students will create long-short term goals according to performance level | ||
| Students will develop individualized educational plans | ||
| İndividualized training programs include transition plans |
| Teaching Methods: | 14: Self Study Method, 16: Question - Answer Technique, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Individualized Educational Programs | Previously shared lecture notes are reviewed. |
| 2 | Early Education Program | Previously shared lecture notes are reviewed. |
| 3 | Elementary School Program | Previously shared lecture notes are reviewed. |
| 4 | Assesment of nonacademic skills (Self help skills, social skills and problem behavior). | Previously shared lecture notes are reviewed. |
| 5 | Assessment of academic skills (reading-writing skills, math skills and science skills). | Previously shared lecture notes are reviewed. |
| 6 | Describing performance level Writing long and short term goals | Previously shared lecture notes are reviewed. |
| 7 | Describing performance level Writing long and short term goals | Previously shared lecture notes are reviewed. |
| 8 | The practice of writing long-term and short-term goal | Previously shared lecture notes are reviewed. |
| 9 | Discussion: Consistence of between performance level and long-term goals. | Previously shared lecture notes are reviewed. |
| 10 | Planning individualized instruction activities for developing nonacademic skills of students with special needs. | Previously shared lecture notes are reviewed. |
| 11 | Planning individualized instruction activities for developing academic skills of students with special needs. | Previously shared lecture notes are reviewed. |
| 12 | The planning of the transition plan and individualized teaching activities. | Previously shared lecture notes are reviewed. |
| 13 | Presentation of examples of the transition plan and individualized activities. | Previous topics should be repeated. |
| 14 | The presentation of the prepared sample plans and individualized activities. | Previous topics should be repeated. |
| 15 | The presentation of the prepared sample plans and individualized activities. | The student prepares the activity. |
| 16 | Topics are repeated | Previous topics should be repeated. |
| Resources |
| Course notes Bireyselleştirilmiş Eğitim Programlarının Geliştirilmesi, Oğuz Gürsel, 2005, Anadolu üniversitesi yayınları |
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 | 3 | 3 | 9 | |||
| Resolution of Homework Problems and Submission as a Report | 4 | 14 | 56 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 10 | 10 | |||
| General Exam | 1 | 12 | 12 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 115 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(115/30) | 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 |
|---|---|---|---|---|---|
| TRANSITION and INDIVIDUALIZED EDUCATION PLANS | - | Fall Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Adviye Pınar KONYALIOĞLU |
| Name of Lecturer(s) | Assoc.Prof. Özcan KARAASLAN |
| Assistant(s) | |
| Aim | Individualized Education Program (IEP); IEP Elements; IEP Historical Development and Legal Basis; IEP Team; Assessment of Children with Special Needs; Assessment of Performance Level; Writing Behavioral Objectives: Long and short-term objectives; All Service Plans; Selecting Instructional Process, Development and Progress of Recording; IEP Assessment and Monitoring; Examples of IEP; Transition Basic Concepts: Definition, Period of transition and features; Transition Planning: Transition plan, The steps of the transition plan, Skill teaching of the necessary skills for the transition, maintenance and evaluation. |
| Course Content | This course contains; Individualized Educational Programs,Early Education Program,Elementary School Program,Assesment of nonacademic skills (Self help skills, social skills and problem behavior).,Assessment of academic skills (reading-writing skills, math skills and science skills).,Describing performance level Writing long and short term goals,Describing performance level Writing long and short term goals,The practice of writing long-term and short-term goal,Discussion: Consistence of between performance level and long-term goals.,Planning individualized instruction activities for developing nonacademic skills of students with special needs.,Planning individualized instruction activities for developing academic skills of students with special needs.,The planning of the transition plan and individualized teaching activities.,Presentation of examples of the transition plan and individualized activities.,The presentation of the prepared sample plans and individualized activities.,The presentation of the prepared sample plans and individualized activities.,Topics are repeated. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 14, 16, 5, 6, 9 | A, E, H | |
| Students will develop appropiate skill analysis methods for different skills | ||
| Students will develop criterion reference test and evaluate the educational performance levels of special needs individuals | ||
| Students will create long-short term goals according to performance level | ||
| Students will develop individualized educational plans | ||
| İndividualized training programs include transition plans |
| Teaching Methods: | 14: Self Study Method, 16: Question - Answer Technique, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Individualized Educational Programs | Previously shared lecture notes are reviewed. |
| 2 | Early Education Program | Previously shared lecture notes are reviewed. |
| 3 | Elementary School Program | Previously shared lecture notes are reviewed. |
| 4 | Assesment of nonacademic skills (Self help skills, social skills and problem behavior). | Previously shared lecture notes are reviewed. |
| 5 | Assessment of academic skills (reading-writing skills, math skills and science skills). | Previously shared lecture notes are reviewed. |
| 6 | Describing performance level Writing long and short term goals | Previously shared lecture notes are reviewed. |
| 7 | Describing performance level Writing long and short term goals | Previously shared lecture notes are reviewed. |
| 8 | The practice of writing long-term and short-term goal | Previously shared lecture notes are reviewed. |
| 9 | Discussion: Consistence of between performance level and long-term goals. | Previously shared lecture notes are reviewed. |
| 10 | Planning individualized instruction activities for developing nonacademic skills of students with special needs. | Previously shared lecture notes are reviewed. |
| 11 | Planning individualized instruction activities for developing academic skills of students with special needs. | Previously shared lecture notes are reviewed. |
| 12 | The planning of the transition plan and individualized teaching activities. | Previously shared lecture notes are reviewed. |
| 13 | Presentation of examples of the transition plan and individualized activities. | Previous topics should be repeated. |
| 14 | The presentation of the prepared sample plans and individualized activities. | Previous topics should be repeated. |
| 15 | The presentation of the prepared sample plans and individualized activities. | The student prepares the activity. |
| 16 | Topics are repeated | Previous topics should be repeated. |
| Resources |
| Course notes Bireyselleştirilmiş Eğitim Programlarının Geliştirilmesi, Oğuz Gürsel, 2005, Anadolu üniversitesi yayınları |
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 | |