Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PROFESSIONAL ETHICS in SPECIAL EDUCATION | - | Fall Semester | 2+0 | 2 | 3 |
| 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) | Prof.Dr. Atilla CAVKAYTAR |
| Assistant(s) | |
| Aim | Importance and characteristics of special education teaching; general and special field competencies that special education teachers should have; personal and professional development in special education; following and applying scientific-based developments; definition and importance of ethics; general ethical principles and application areas: basic concepts of ethics, theory of ethics; special education teaching and ethics; students with special educational needs and ethics; families of students with special educational needs and ethics; ethical principles in special education: supporting students with special education needs and their families, information acquisition, preservation and sharing; cooperation, respect for socio-cultural differences, respect for gender, following scientific knowledge, learning and sharing. |
| Course Content | This course contains; Ethics and morality ,Basic concepts and theories of morals and ethics,Types of ethics and ethical choices,Professional ethics and educational ethics,Teaching profession from moral and ethical perspectives,Ethical principles in the education process,Unethical behaviors in education,Moral and ethical education in schools,Ethical culture at school and responsibilities of stakeholders,Autonomy, disadvantaged groups and ethics,Special education teacher qualifications and professional ethics,Main responsibilities of the special education teacher,Basic ethical principles for special education teachers,General evaluation and discussion (the biggest ethics in special education in Turkey) What do you think is the problem? What are your suggestions for a solution?). |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Importance and characteristics of special education teaching; general and special field competencies that special education teachers should have; personal and professional development in special education; following and applying scientific-based developments; definition and importance of ethics; general ethical principles and application areas: basic concepts of ethics, theory of ethics; special education teaching and ethics; students with special educational needs and ethics; families of students with special educational needs and ethics; ethical principles in special education: supporting students with special education needs and their families, information acquisition, preservation and sharing; to have knowledge and skills related to cooperation, respect for socio-cultural differences, respect for gender, following scientific knowledge, learning and sharing. | 10, 16, 19, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Ethics and morality | Kurtulan (2007); Oral, Çoban ve Bars (Ed) (2019); Yapıcı (Ed) (2016); Aytemiz, Oya ve Tamer Bolat (2005) |
| 2 | Basic concepts and theories of morals and ethics | Kurtulan (2007); Oral, Çoban ve Bars (Ed) (2019); Yapıcı (Ed) (2016); Aytemiz, Oya ve Tamer Bolat (2005) |
| 3 | Types of ethics and ethical choices | Kurtulan (2007); Oral, Çoban ve Bars (Ed) (2019); Yapıcı (Ed) (2016); Aytemiz, Oya ve Tamer Bolat (2005) |
| 4 | Professional ethics and educational ethics | Kurtulan (2007); Oral, Çoban ve Bars (Ed) (2019); Yapıcı (Ed) (2016); Aytemiz, Oya ve Tamer Bolat (2005) |
| 5 | Teaching profession from moral and ethical perspectives | Kurtulan (2007); Oral, Çoban ve Bars (Ed) (2019); Yapıcı (Ed) (2016); Aytemiz, Oya ve Tamer Bolat (2005) |
| 6 | Ethical principles in the education process | Kurtulan (2007); Oral, Çoban ve Bars (Ed) (2019); Yapıcı (Ed) (2016); Aytemiz, Oya ve Tamer Bolat (2005) |
| 7 | Unethical behaviors in education | Kurtulan (2007); Oral, Çoban ve Bars (Ed) (2019); Yapıcı (Ed) (2016); Aytemiz, Oya ve Tamer Bolat (2005) |
| 8 | Moral and ethical education in schools | Kurtulan (2007); Oral, Çoban ve Bars (Ed) (2019); Yapıcı (Ed) (2016); Aytemiz, Oya ve Tamer Bolat (2005) |
| 9 | Ethical culture at school and responsibilities of stakeholders | Kurtulan (2007); Oral, Çoban ve Bars (Ed) (2019); Yapıcı (Ed) (2016); Aytemiz, Oya ve Tamer Bolat (2005) |
| 10 | Autonomy, disadvantaged groups and ethics | Kurtulan (2007); Oral, Çoban ve Bars (Ed) (2019); Yapıcı (Ed) (2016); Aytemiz, Oya ve Tamer Bolat (2005) |
| 11 | Special education teacher qualifications and professional ethics | Kurtulan (2007); Oral, Çoban ve Bars (Ed) (2019); Yapıcı (Ed) (2016); Aytemiz, Oya ve Tamer Bolat (2005) |
| 12 | Main responsibilities of the special education teacher | Kurtulan (2007); Oral, Çoban ve Bars (Ed) (2019); Yapıcı (Ed) (2016); Aytemiz, Oya ve Tamer Bolat (2005) |
| 13 | Basic ethical principles for special education teachers | Kurtulan (2007); Oral, Çoban ve Bars (Ed) (2019); Yapıcı (Ed) (2016); Aytemiz, Oya ve Tamer Bolat (2005) |
| 14 | General evaluation and discussion (the biggest ethics in special education in Turkey) What do you think is the problem? What are your suggestions for a solution?) | Kurtulan (2007); Oral, Çoban ve Bars (Ed) (2019); Yapıcı (Ed) (2016); Aytemiz, Oya ve Tamer Bolat (2005) |
| Resources |
| Instructor lecture notes and slides |
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 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 1 | 5 | 5 | |||
| Term Project | 1 | 2 | 2 | |||
| Presentation of Project / Seminar | 1 | 15 | 15 | |||
| Quiz | 1 | 10 | 10 | |||
| Midterm Exam | 1 | 15 | 15 | |||
| General Exam | 1 | 20 | 20 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 95 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(95/30) | 3 | |||||
| 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 |
|---|---|---|---|---|---|
| PROFESSIONAL ETHICS in SPECIAL EDUCATION | - | Fall Semester | 2+0 | 2 | 3 |
| 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) | Prof.Dr. Atilla CAVKAYTAR |
| Assistant(s) | |
| Aim | Importance and characteristics of special education teaching; general and special field competencies that special education teachers should have; personal and professional development in special education; following and applying scientific-based developments; definition and importance of ethics; general ethical principles and application areas: basic concepts of ethics, theory of ethics; special education teaching and ethics; students with special educational needs and ethics; families of students with special educational needs and ethics; ethical principles in special education: supporting students with special education needs and their families, information acquisition, preservation and sharing; cooperation, respect for socio-cultural differences, respect for gender, following scientific knowledge, learning and sharing. |
| Course Content | This course contains; Ethics and morality ,Basic concepts and theories of morals and ethics,Types of ethics and ethical choices,Professional ethics and educational ethics,Teaching profession from moral and ethical perspectives,Ethical principles in the education process,Unethical behaviors in education,Moral and ethical education in schools,Ethical culture at school and responsibilities of stakeholders,Autonomy, disadvantaged groups and ethics,Special education teacher qualifications and professional ethics,Main responsibilities of the special education teacher,Basic ethical principles for special education teachers,General evaluation and discussion (the biggest ethics in special education in Turkey) What do you think is the problem? What are your suggestions for a solution?). |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Importance and characteristics of special education teaching; general and special field competencies that special education teachers should have; personal and professional development in special education; following and applying scientific-based developments; definition and importance of ethics; general ethical principles and application areas: basic concepts of ethics, theory of ethics; special education teaching and ethics; students with special educational needs and ethics; families of students with special educational needs and ethics; ethical principles in special education: supporting students with special education needs and their families, information acquisition, preservation and sharing; to have knowledge and skills related to cooperation, respect for socio-cultural differences, respect for gender, following scientific knowledge, learning and sharing. | 10, 16, 19, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Ethics and morality | Kurtulan (2007); Oral, Çoban ve Bars (Ed) (2019); Yapıcı (Ed) (2016); Aytemiz, Oya ve Tamer Bolat (2005) |
| 2 | Basic concepts and theories of morals and ethics | Kurtulan (2007); Oral, Çoban ve Bars (Ed) (2019); Yapıcı (Ed) (2016); Aytemiz, Oya ve Tamer Bolat (2005) |
| 3 | Types of ethics and ethical choices | Kurtulan (2007); Oral, Çoban ve Bars (Ed) (2019); Yapıcı (Ed) (2016); Aytemiz, Oya ve Tamer Bolat (2005) |
| 4 | Professional ethics and educational ethics | Kurtulan (2007); Oral, Çoban ve Bars (Ed) (2019); Yapıcı (Ed) (2016); Aytemiz, Oya ve Tamer Bolat (2005) |
| 5 | Teaching profession from moral and ethical perspectives | Kurtulan (2007); Oral, Çoban ve Bars (Ed) (2019); Yapıcı (Ed) (2016); Aytemiz, Oya ve Tamer Bolat (2005) |
| 6 | Ethical principles in the education process | Kurtulan (2007); Oral, Çoban ve Bars (Ed) (2019); Yapıcı (Ed) (2016); Aytemiz, Oya ve Tamer Bolat (2005) |
| 7 | Unethical behaviors in education | Kurtulan (2007); Oral, Çoban ve Bars (Ed) (2019); Yapıcı (Ed) (2016); Aytemiz, Oya ve Tamer Bolat (2005) |
| 8 | Moral and ethical education in schools | Kurtulan (2007); Oral, Çoban ve Bars (Ed) (2019); Yapıcı (Ed) (2016); Aytemiz, Oya ve Tamer Bolat (2005) |
| 9 | Ethical culture at school and responsibilities of stakeholders | Kurtulan (2007); Oral, Çoban ve Bars (Ed) (2019); Yapıcı (Ed) (2016); Aytemiz, Oya ve Tamer Bolat (2005) |
| 10 | Autonomy, disadvantaged groups and ethics | Kurtulan (2007); Oral, Çoban ve Bars (Ed) (2019); Yapıcı (Ed) (2016); Aytemiz, Oya ve Tamer Bolat (2005) |
| 11 | Special education teacher qualifications and professional ethics | Kurtulan (2007); Oral, Çoban ve Bars (Ed) (2019); Yapıcı (Ed) (2016); Aytemiz, Oya ve Tamer Bolat (2005) |
| 12 | Main responsibilities of the special education teacher | Kurtulan (2007); Oral, Çoban ve Bars (Ed) (2019); Yapıcı (Ed) (2016); Aytemiz, Oya ve Tamer Bolat (2005) |
| 13 | Basic ethical principles for special education teachers | Kurtulan (2007); Oral, Çoban ve Bars (Ed) (2019); Yapıcı (Ed) (2016); Aytemiz, Oya ve Tamer Bolat (2005) |
| 14 | General evaluation and discussion (the biggest ethics in special education in Turkey) What do you think is the problem? What are your suggestions for a solution?) | Kurtulan (2007); Oral, Çoban ve Bars (Ed) (2019); Yapıcı (Ed) (2016); Aytemiz, Oya ve Tamer Bolat (2005) |
| Resources |
| Instructor lecture notes and slides |
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 | |