Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| TEACHING ORIENTATION and MOBILITY SKILLS | - | Spring 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 | Elective |
| Course Coordinator | Assist.Prof. Aslin ARSLANOĞLU ÖSER |
| Name of Lecturer(s) | Lect. Serkan AZAP |
| Assistant(s) | |
| Aim | In this course, the teaching of good orientation and independent movement skills to individuals with visual impairment will be covered. |
| Course Content | This course contains; Reviewing the course syllabus, Introduction to the education of the visually impaired,Teaching the basic concepts related to the course. (Independent movement, orientation, guidance, routing, kinesthetic etc.),Distance and direction determination of sound (Detecting the sound source, distinguishing sounds). Auditory Awareness Studies in Visually Impaired Individuals Principles to be Considered in Hearing Skills Studies,Search Methods, Guided movements inside the building (Guide holding, communication with the guide, etc.),Guided movements and walking techniques (incorrect guide grip, narrow passage technique, climbing and descending stairs, etc.),Unguided movements and walking techniques (Wall following, low-high arm, circular and parallel search techniques, etc.),Cross cane technique (Introducing the cane),Cross cane technique (What is it, where is it used),Swing cane technique (What is it, where is it used),Swing cane technique (Videos),Mental mapping technique (What is it, where is it used),Traffic training and techniques (passing traffic lights, crossing intersections, getting on and off buses and other transportation vehicles),Traffic training and techniques (passing traffic lights, crossing intersections, getting on and off buses and other transportation vehicles),Traffic training and techniques (passing traffic lights, crossing intersections, getting on and off buses and other transportation vehicles). |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Uses guided movements and walking techniques. | 11, 14, 9 | |
| Uses unguided movements and walking techniques. | 11, 14, 9 | |
| Uses the cross cane technique. | 11, 14, 9 | |
| Uses the pendulum cane technique. | 11, 14, 9 | |
| Uses the mental map technique. | 11, 14, 9 | |
| Uses traffic education and techniques. | 11, 14, 9 |
| Teaching Methods: | 11: Demonstration Method, 14: Self Study Method, 9: Lecture Method |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Reviewing the course syllabus, Introduction to the education of the visually impaired | Previously shared lecture notes are reviewed. |
| 2 | Teaching the basic concepts related to the course. (Independent movement, orientation, guidance, routing, kinesthetic etc.) | Previously shared lecture notes are reviewed. |
| 3 | Distance and direction determination of sound (Detecting the sound source, distinguishing sounds). Auditory Awareness Studies in Visually Impaired Individuals Principles to be Considered in Hearing Skills Studies | Previously shared lecture notes are reviewed. |
| 4 | Search Methods, Guided movements inside the building (Guide holding, communication with the guide, etc.) | Previously shared lecture notes are reviewed. |
| 5 | Guided movements and walking techniques (incorrect guide grip, narrow passage technique, climbing and descending stairs, etc.) | Previously shared lecture notes are reviewed. |
| 6 | Unguided movements and walking techniques (Wall following, low-high arm, circular and parallel search techniques, etc.) | Previously shared lecture notes are reviewed. |
| 7 | Cross cane technique (Introducing the cane) | Previously shared lecture notes are reviewed. |
| 8 | Cross cane technique (What is it, where is it used) | Previously shared lecture notes are reviewed. |
| 9 | Swing cane technique (What is it, where is it used) | Previously shared lecture notes are reviewed. |
| 10 | Swing cane technique (Videos) | Previously shared lecture notes are reviewed. |
| 11 | Mental mapping technique (What is it, where is it used) | Previously shared lecture notes are reviewed. |
| 12 | Traffic training and techniques (passing traffic lights, crossing intersections, getting on and off buses and other transportation vehicles) | Previously shared lecture notes are reviewed. |
| 13 | Traffic training and techniques (passing traffic lights, crossing intersections, getting on and off buses and other transportation vehicles) | Previously shared lecture notes are reviewed. |
| 14 | Traffic training and techniques (passing traffic lights, crossing intersections, getting on and off buses and other transportation vehicles) | Previously shared lecture notes are reviewed. |
| Resources |
| 1. Şafak, Pınar (2017) Görenler İçin Braille (Kabartma) Yazı Rehberi, Kök Yayıncılık, Ankara. 2. T.C. Millî Eğitim Bakanlığı Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğü (2015) Görme Engellilere Okuma Yazma Öğretim Kılavuzu, “Düzenlenmiş 2. Baskı” Ankara. 3. Görme Engellilere Okuma Yazma Öğretimi Kılavuzu, Tuba TUNCER, 2013, MEB yayınları. T.C. Millî Eğitim Bakanliği Hayat Boyu Öğrenme Genel Müdürlüğü Kişisel Gelişim Ve Eğitim Görme Engelliler İçin Brail Alfabesi (Kabartma Yazi) Özel Eğitim Okulları İçin Braille Kabartma Yazı Klavuzu, MEB 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 | 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 | |||
| Course Hours | 14 | 2 | 28 | |||
| Course Hours | 14 | 2 | 28 | |||
| Course Hours | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 1 | 5 | 5 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 1 | 2 | 2 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 1 | 10 | 10 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 15 | 15 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| General Exam | 1 | 20 | 20 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 1 | 20 | 20 | |||
| General Exam | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 156 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(156/30) | 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 |
|---|---|---|---|---|---|
| TEACHING ORIENTATION and MOBILITY SKILLS | - | Spring 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 | Elective |
| Course Coordinator | Assist.Prof. Aslin ARSLANOĞLU ÖSER |
| Name of Lecturer(s) | Lect. Serkan AZAP |
| Assistant(s) | |
| Aim | In this course, the teaching of good orientation and independent movement skills to individuals with visual impairment will be covered. |
| Course Content | This course contains; Reviewing the course syllabus, Introduction to the education of the visually impaired,Teaching the basic concepts related to the course. (Independent movement, orientation, guidance, routing, kinesthetic etc.),Distance and direction determination of sound (Detecting the sound source, distinguishing sounds). Auditory Awareness Studies in Visually Impaired Individuals Principles to be Considered in Hearing Skills Studies,Search Methods, Guided movements inside the building (Guide holding, communication with the guide, etc.),Guided movements and walking techniques (incorrect guide grip, narrow passage technique, climbing and descending stairs, etc.),Unguided movements and walking techniques (Wall following, low-high arm, circular and parallel search techniques, etc.),Cross cane technique (Introducing the cane),Cross cane technique (What is it, where is it used),Swing cane technique (What is it, where is it used),Swing cane technique (Videos),Mental mapping technique (What is it, where is it used),Traffic training and techniques (passing traffic lights, crossing intersections, getting on and off buses and other transportation vehicles),Traffic training and techniques (passing traffic lights, crossing intersections, getting on and off buses and other transportation vehicles),Traffic training and techniques (passing traffic lights, crossing intersections, getting on and off buses and other transportation vehicles). |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Uses guided movements and walking techniques. | 11, 14, 9 | |
| Uses unguided movements and walking techniques. | 11, 14, 9 | |
| Uses the cross cane technique. | 11, 14, 9 | |
| Uses the pendulum cane technique. | 11, 14, 9 | |
| Uses the mental map technique. | 11, 14, 9 | |
| Uses traffic education and techniques. | 11, 14, 9 |
| Teaching Methods: | 11: Demonstration Method, 14: Self Study Method, 9: Lecture Method |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Reviewing the course syllabus, Introduction to the education of the visually impaired | Previously shared lecture notes are reviewed. |
| 2 | Teaching the basic concepts related to the course. (Independent movement, orientation, guidance, routing, kinesthetic etc.) | Previously shared lecture notes are reviewed. |
| 3 | Distance and direction determination of sound (Detecting the sound source, distinguishing sounds). Auditory Awareness Studies in Visually Impaired Individuals Principles to be Considered in Hearing Skills Studies | Previously shared lecture notes are reviewed. |
| 4 | Search Methods, Guided movements inside the building (Guide holding, communication with the guide, etc.) | Previously shared lecture notes are reviewed. |
| 5 | Guided movements and walking techniques (incorrect guide grip, narrow passage technique, climbing and descending stairs, etc.) | Previously shared lecture notes are reviewed. |
| 6 | Unguided movements and walking techniques (Wall following, low-high arm, circular and parallel search techniques, etc.) | Previously shared lecture notes are reviewed. |
| 7 | Cross cane technique (Introducing the cane) | Previously shared lecture notes are reviewed. |
| 8 | Cross cane technique (What is it, where is it used) | Previously shared lecture notes are reviewed. |
| 9 | Swing cane technique (What is it, where is it used) | Previously shared lecture notes are reviewed. |
| 10 | Swing cane technique (Videos) | Previously shared lecture notes are reviewed. |
| 11 | Mental mapping technique (What is it, where is it used) | Previously shared lecture notes are reviewed. |
| 12 | Traffic training and techniques (passing traffic lights, crossing intersections, getting on and off buses and other transportation vehicles) | Previously shared lecture notes are reviewed. |
| 13 | Traffic training and techniques (passing traffic lights, crossing intersections, getting on and off buses and other transportation vehicles) | Previously shared lecture notes are reviewed. |
| 14 | Traffic training and techniques (passing traffic lights, crossing intersections, getting on and off buses and other transportation vehicles) | Previously shared lecture notes are reviewed. |
| Resources |
| 1. Şafak, Pınar (2017) Görenler İçin Braille (Kabartma) Yazı Rehberi, Kök Yayıncılık, Ankara. 2. T.C. Millî Eğitim Bakanlığı Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğü (2015) Görme Engellilere Okuma Yazma Öğretim Kılavuzu, “Düzenlenmiş 2. Baskı” Ankara. 3. Görme Engellilere Okuma Yazma Öğretimi Kılavuzu, Tuba TUNCER, 2013, MEB yayınları. T.C. Millî Eğitim Bakanliği Hayat Boyu Öğrenme Genel Müdürlüğü Kişisel Gelişim Ve Eğitim Görme Engelliler İçin Brail Alfabesi (Kabartma Yazi) Özel Eğitim Okulları İçin Braille Kabartma Yazı Klavuzu, MEB 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 | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |