Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| TEACHING PRACTICE in SPECIAL EDUCATION I | - | Fall Semester | 2+6 | 5 | 10 |
| 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) | Lect. Tayyar TEPE, Assist.Prof. Adem Bağış ALÇİÇEK, Assist.Prof. Adviye Pınar KONYALIOĞLU, Lect. Nagehan UZUN, Lect. Elif YURTOĞLU PEK, Assist.Prof. Özge ÖZLÜ ÜNLÜ, Assist.Prof. Aslin ARSLANOĞLU ÖSER |
| Assistant(s) | |
| Aim | Within this course, teacher candidates will be better prepared for the teaching profession, they will gain the competence to use the knowledge, skills, attitudes and behaviors related to the general culture, special education and teaching profession. They will participate in Special Education Institutions, and also will plan, implement and evaluate the instruction processes. |
| Course Content | This course contains; Preparing and implementing a behavior change program,,keeping anecdotal record, converting anecdotal record to ABC record, determining a student's behavior to be changed from the records ,deciding on the change technique, applying the chosen behavior change technique,,daily record keeping,writing a behavior change application result report,,writing a behavior change application result report,,Determining what students can do with the measurement tools they have prepared,,teaching skills,,recording the teaching process,conducting permanence and generalization studies and graphical representation of records.,conducting permanence and generalization studies and graphical representation of records.,conducting permanence and generalization studies and graphical representation of records.,conducting permanence and generalization studies and graphical representation of records.,conducting permanence and generalization studies and graphical representation of records.. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| At the end of this course, the student will be able to demonstrate the following knowledge and skills related to teaching practice in special education I: Prepares and implements a behavior change program; | 16, 6, 9 | A |
| Keeps the anecdotal record; Converts anecdotal record to ABC record; | 16, 6, 9 | A |
| Determines a behavior to be changed by a student from the records s/he keeps; Decides on a technique; | 16, 6, 9 | A |
| Applies the technique; | 16, 6, 9 | A |
| Keeps a daily records; | 16, 6, 9 | A |
| Reports the application process; | 16, 6, 9 | A |
| Determines what students can do by using the assessment tools s/he has prepared; | 16, 6, 9 | A |
| Teaches skills; | 16, 6, 9 | A |
| Keeps a record of the teaching process; | 16, 6, 9 | A |
| Makes graphical representations of the records. | 16, 6, 9 | A |
| Teaching Methods: | 16: Question - Answer Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Preparing and implementing a behavior change program, | observation in educational settings |
| 2 | keeping anecdotal record, converting anecdotal record to ABC record, determining a student's behavior to be changed from the records | Antecedent-Behavior-Concequence record |
| 3 | deciding on the change technique, applying the chosen behavior change technique, | observing children with special need |
| 4 | daily record keeping | examine sample chart |
| 5 | writing a behavior change application result report, | examine sample report |
| 6 | writing a behavior change application result report, | examine sample report |
| 7 | Determining what students can do with the measurement tools they have prepared, | examine informal assessment tools |
| 8 | teaching skills, | selecting skill |
| 9 | recording the teaching process | examine sample records |
| 10 | conducting permanence and generalization studies and graphical representation of records. | examine and evaluate sample chart |
| 11 | conducting permanence and generalization studies and graphical representation of records. | examine and evaluate sample chart |
| 12 | conducting permanence and generalization studies and graphical representation of records. | examine and evaluate sample chart |
| 13 | conducting permanence and generalization studies and graphical representation of records. | examine and evaluate sample chart |
| 14 | conducting permanence and generalization studies and graphical representation of records. | examine and evaluate sample chart |
| Resources |
| Teaching Practice Guide prepared by the Course Coordinator and Course Instructors |
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 | 8 | 112 | |||
| Guided Problem Solving | 12 | 2 | 24 | |||
| Resolution of Homework Problems and Submission as a Report | 12 | 2 | 24 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 4 | 1 | 4 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 7 | 8 | 56 | |||
| General Exam | 7 | 10 | 70 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 290 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(290/30) | 10 | |||||
| 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 PRACTICE in SPECIAL EDUCATION I | - | Fall Semester | 2+6 | 5 | 10 |
| 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) | Lect. Tayyar TEPE, Assist.Prof. Adem Bağış ALÇİÇEK, Assist.Prof. Adviye Pınar KONYALIOĞLU, Lect. Nagehan UZUN, Lect. Elif YURTOĞLU PEK, Assist.Prof. Özge ÖZLÜ ÜNLÜ, Assist.Prof. Aslin ARSLANOĞLU ÖSER |
| Assistant(s) | |
| Aim | Within this course, teacher candidates will be better prepared for the teaching profession, they will gain the competence to use the knowledge, skills, attitudes and behaviors related to the general culture, special education and teaching profession. They will participate in Special Education Institutions, and also will plan, implement and evaluate the instruction processes. |
| Course Content | This course contains; Preparing and implementing a behavior change program,,keeping anecdotal record, converting anecdotal record to ABC record, determining a student's behavior to be changed from the records ,deciding on the change technique, applying the chosen behavior change technique,,daily record keeping,writing a behavior change application result report,,writing a behavior change application result report,,Determining what students can do with the measurement tools they have prepared,,teaching skills,,recording the teaching process,conducting permanence and generalization studies and graphical representation of records.,conducting permanence and generalization studies and graphical representation of records.,conducting permanence and generalization studies and graphical representation of records.,conducting permanence and generalization studies and graphical representation of records.,conducting permanence and generalization studies and graphical representation of records.. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| At the end of this course, the student will be able to demonstrate the following knowledge and skills related to teaching practice in special education I: Prepares and implements a behavior change program; | 16, 6, 9 | A |
| Keeps the anecdotal record; Converts anecdotal record to ABC record; | 16, 6, 9 | A |
| Determines a behavior to be changed by a student from the records s/he keeps; Decides on a technique; | 16, 6, 9 | A |
| Applies the technique; | 16, 6, 9 | A |
| Keeps a daily records; | 16, 6, 9 | A |
| Reports the application process; | 16, 6, 9 | A |
| Determines what students can do by using the assessment tools s/he has prepared; | 16, 6, 9 | A |
| Teaches skills; | 16, 6, 9 | A |
| Keeps a record of the teaching process; | 16, 6, 9 | A |
| Makes graphical representations of the records. | 16, 6, 9 | A |
| Teaching Methods: | 16: Question - Answer Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Preparing and implementing a behavior change program, | observation in educational settings |
| 2 | keeping anecdotal record, converting anecdotal record to ABC record, determining a student's behavior to be changed from the records | Antecedent-Behavior-Concequence record |
| 3 | deciding on the change technique, applying the chosen behavior change technique, | observing children with special need |
| 4 | daily record keeping | examine sample chart |
| 5 | writing a behavior change application result report, | examine sample report |
| 6 | writing a behavior change application result report, | examine sample report |
| 7 | Determining what students can do with the measurement tools they have prepared, | examine informal assessment tools |
| 8 | teaching skills, | selecting skill |
| 9 | recording the teaching process | examine sample records |
| 10 | conducting permanence and generalization studies and graphical representation of records. | examine and evaluate sample chart |
| 11 | conducting permanence and generalization studies and graphical representation of records. | examine and evaluate sample chart |
| 12 | conducting permanence and generalization studies and graphical representation of records. | examine and evaluate sample chart |
| 13 | conducting permanence and generalization studies and graphical representation of records. | examine and evaluate sample chart |
| 14 | conducting permanence and generalization studies and graphical representation of records. | examine and evaluate sample chart |
| Resources |
| Teaching Practice Guide prepared by the Course Coordinator and Course Instructors |
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 | |