Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| TRANSITION and INDIVIDUALIZED EDUCATION PLANS | - | Spring Semester | 2+0 | 2 | 2 |
| 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. Aslin ARSLANOĞLU ÖSER |
| Name of Lecturer(s) | Assoc.Prof. Özcan KARAASLAN |
| Assistant(s) | |
| Aim | The theoretical and practical basis of curriculum design for individuals with disabilities throughout the life cycle. Individualized Education Program (IEP) development andplanning that incorporates student access to the general e ducation curriculum are components of this course |
| Course Content | This course contains; Introduction, syllabus explanation/Basic concepts,Purposes, principles, legal basis and benefits of IEP,Educational evaluation process and evaluation methods,IEP Team,Performance level and goal setting,Development and implementation of IEP,Development and implementation of IEP 2,Monitoring, reviewing and reporting IEP,Preparing a lesson plan,Preparing a lesson plan 2,Individualized family service plans (IFSP),Examples,Examples 2. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 13, 16, 9 | G | |
| Students will develop appropiate skill analysis methods for different skills | 10, 16, 6, 9 | H |
| Students will develop criterion reference test and evaluate the educational performance levels of special needs individuals | 11, 4, 5, 6 | E, H |
| Students will create long-short term goals according to performance level | 10, 11, 5, 6, 9 | E, H |
| Students will develop individualized educational plans | 10, 11, 16, 4, 6 | E, F, H |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 13: Case Study Method, 16: Question - Answer Technique, 4: Inquiry-Based Learning, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | E: Homework, F: Project Task, G: Quiz, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction, syllabus explanation/Basic concepts | Previously shared lecture notes are reviewed. |
| 2 | Purposes, principles, legal basis and benefits of IEP | Previously shared lecture notes are reviewed. |
| 3 | Educational evaluation process and evaluation methods | Previously shared lecture notes are reviewed. |
| 4 | IEP Team | Previously shared lecture notes are reviewed. |
| 5 | Performance level and goal setting | Previously shared lecture notes are reviewed. |
| 6 | Development and implementation of IEP | Previously shared lecture notes are reviewed. |
| 7 | Development and implementation of IEP 2 | Previously shared lecture notes are reviewed. |
| 8 | Monitoring, reviewing and reporting IEP | Previously shared lecture notes are reviewed. |
| 9 | Preparing a lesson plan | Previously shared lecture notes are reviewed. |
| 10 | Preparing a lesson plan 2 | Previously shared lecture notes are reviewed. |
| 11 | Individualized family service plans (IFSP) | Previously shared lecture notes are reviewed. |
| 12 | Examples | Previously shared lecture notes are reviewed. |
| 13 | Examples 2 | Previously shared lecture notes are reviewed. |
| 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 | 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 | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 15 | 15 | |||
| General Exam | 1 | 20 | 20 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 70 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(70/30) | 2 | |||||
| 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 | - | Spring Semester | 2+0 | 2 | 2 |
| 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. Aslin ARSLANOĞLU ÖSER |
| Name of Lecturer(s) | Assoc.Prof. Özcan KARAASLAN |
| Assistant(s) | |
| Aim | The theoretical and practical basis of curriculum design for individuals with disabilities throughout the life cycle. Individualized Education Program (IEP) development andplanning that incorporates student access to the general e ducation curriculum are components of this course |
| Course Content | This course contains; Introduction, syllabus explanation/Basic concepts,Purposes, principles, legal basis and benefits of IEP,Educational evaluation process and evaluation methods,IEP Team,Performance level and goal setting,Development and implementation of IEP,Development and implementation of IEP 2,Monitoring, reviewing and reporting IEP,Preparing a lesson plan,Preparing a lesson plan 2,Individualized family service plans (IFSP),Examples,Examples 2. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 13, 16, 9 | G | |
| Students will develop appropiate skill analysis methods for different skills | 10, 16, 6, 9 | H |
| Students will develop criterion reference test and evaluate the educational performance levels of special needs individuals | 11, 4, 5, 6 | E, H |
| Students will create long-short term goals according to performance level | 10, 11, 5, 6, 9 | E, H |
| Students will develop individualized educational plans | 10, 11, 16, 4, 6 | E, F, H |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 13: Case Study Method, 16: Question - Answer Technique, 4: Inquiry-Based Learning, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | E: Homework, F: Project Task, G: Quiz, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction, syllabus explanation/Basic concepts | Previously shared lecture notes are reviewed. |
| 2 | Purposes, principles, legal basis and benefits of IEP | Previously shared lecture notes are reviewed. |
| 3 | Educational evaluation process and evaluation methods | Previously shared lecture notes are reviewed. |
| 4 | IEP Team | Previously shared lecture notes are reviewed. |
| 5 | Performance level and goal setting | Previously shared lecture notes are reviewed. |
| 6 | Development and implementation of IEP | Previously shared lecture notes are reviewed. |
| 7 | Development and implementation of IEP 2 | Previously shared lecture notes are reviewed. |
| 8 | Monitoring, reviewing and reporting IEP | Previously shared lecture notes are reviewed. |
| 9 | Preparing a lesson plan | Previously shared lecture notes are reviewed. |
| 10 | Preparing a lesson plan 2 | Previously shared lecture notes are reviewed. |
| 11 | Individualized family service plans (IFSP) | Previously shared lecture notes are reviewed. |
| 12 | Examples | Previously shared lecture notes are reviewed. |
| 13 | Examples 2 | Previously shared lecture notes are reviewed. |
| 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 | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |