Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| EXPERIENCE in SPECIAL EDU. INSTITUTIONS and SCHOOLS | - | Spring Semester | 1+4 | 3 | 5 |
| 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. Özge ÖZLÜ ÜNLÜ |
| Name of Lecturer(s) | Assist.Prof. Aslin ARSLANOĞLU ÖSER, Assist.Prof. Özge ÖZLÜ ÜNLÜ, Assist.Prof. Adviye Pınar KONYALIOĞLU |
| Assistant(s) | |
| Aim | Within the scope of this course, the following topics will be covered: Gaining school experience in official institutions and classes where special education services are provided; participating in educational services; planning special education preparatory studies; collaborating with classroom teachers, counselors and others in educational settings; classroom management in educational settings; making instructional adaptations; conducting teaching; making in-class presentations of the implemented applications; suggestions and implementations regarding the problems encountered. |
| Course Content | This course contains; Orientation: Introducing the course by the course coordinators at the university.,Obtaining information about the classroom environment in which they will practice within the scope of the course, the student profile, the number of students, learning characteristics, requirements, physical conditions of the classroom environment, and in-class adaptations, if any. (You need to prepare based on your own School and Institution Experience in Special Education and your own comments).,Collaboration with the classroom teacher in the educational environment: Examining and reporting the IEPs of all students with special needs studying in the classroom in cooperation with the classroom teacher. Examining and reporting the adaptations (instructional, physical, material adaptations) made for each student.,Collaboration with the school guidance service: Examining and reporting the work of the school guidance service with each student with special needs in the classroom in cooperation with the school counselor.,Classroom management in educational environments: Preparation and management of an Individualized Instruction Plan (IEP) for a lesson or subject that is available in the student's course flow (ie, among the student's needs) decided together with the coordinator teacher, and all the material and application process prepared for this study. documentation. *(Preparation of Enriched Education Program (ZÖP) for special talents),Making instructional adaptations and conducting individual teaching: Carrying out the teaching of two different course subjects, which are determined by taking into account the instructional needs of the student, to cover at least two lesson hours with the coordinator teacher in the classroom where they practice, by making necessary adaptations, and reporting the whole process in detail.,Developing suggestions for the problems encountered during the whole application: 7.1. Developing solution proposals for the problems encountered during the whole application and reporting all the information by taking the opinions of the coordinator teacher on this subject.,Filling the checklist by the coordinator teacher in order to evaluate the general process of the pre-service teacher and submitting this list to the advisory faculty member at the school by receiving this list in a sealed envelope signed by the pre-service teacher.,Classroom management in educational environments: Preparation and management of an Individualized Instruction Plan (IEP) for a lesson or subject that is available in the student's course flow (ie, among the student's needs) decided together with the coordinator teacher, and all the material and application process prepared for this study. documentation. *(Preparation of Enriched Education Program (ZÖP) for special talents),Making instructional adaptations and conducting individual teaching: Carrying out the teaching of two different course subjects, which are determined by taking into account the instructional needs of the student, to cover at least two lesson hours with the coordinator teacher in the classroom where they practice, by making necessary adaptations, and reporting the whole process in detail.,Developing solution proposals for the problems encountered during the whole application and reporting all information by taking the opinions of the coordinator teacher on this subject.,Filling the checklist by the coordinator teacher in order to evaluate the general process of the pre-service teacher and submitting this list to the advisory faculty member at the school by receiving this list in a sealed envelope signed by the pre-service teacher.,Filling the checklist by the coordinator teacher in order to evaluate the general process of the pre-service teacher and submitting this list to the advisory faculty member at the school by receiving this list in a sealed envelope signed by the pre-service teacher.,Filling the checklist by the coordinator teacher in order to evaluate the general process of the pre-service teacher and submitting this list to the advisory faculty member at the school by receiving this list in a sealed envelope signed by the pre-service teacher.. |
| 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 school and institution experience in special education: Participates in education services in public institutions and classrooms where special education services are provided; | 16, 6 | A |
| Plans special education preparatory studies; | 16, 6 | A |
| Collaborates with classroom teachers, counselors and others in educational settings; Manages the classroom in educational settings; | 16, 6 | A |
| Makes instructional adaptations; | 16, 6 | A |
| Performs in-class presentations of the implemented applications; | 16, 6 | A |
| Makes suggestions regarding the problems encountered. | 16, 6 | A |
| Teaching Methods: | 16: Question - Answer Technique, 6: Experiential Learning |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Orientation: Introducing the course by the course coordinators at the university. | |
| 2 | Obtaining information about the classroom environment in which they will practice within the scope of the course, the student profile, the number of students, learning characteristics, requirements, physical conditions of the classroom environment, and in-class adaptations, if any. (You need to prepare based on your own School and Institution Experience in Special Education and your own comments). | examine web page of school |
| 3 | Collaboration with the classroom teacher in the educational environment: Examining and reporting the IEPs of all students with special needs studying in the classroom in cooperation with the classroom teacher. Examining and reporting the adaptations (instructional, physical, material adaptations) made for each student. | examine IEP plans |
| 4 | Collaboration with the school guidance service: Examining and reporting the work of the school guidance service with each student with special needs in the classroom in cooperation with the school counselor. | investigate main responsibilities of school guidance service related to special education services |
| 5 | Classroom management in educational environments: Preparation and management of an Individualized Instruction Plan (IEP) for a lesson or subject that is available in the student's course flow (ie, among the student's needs) decided together with the coordinator teacher, and all the material and application process prepared for this study. documentation. *(Preparation of Enriched Education Program (ZÖP) for special talents) | examine ITP sample |
| 6 | Making instructional adaptations and conducting individual teaching: Carrying out the teaching of two different course subjects, which are determined by taking into account the instructional needs of the student, to cover at least two lesson hours with the coordinator teacher in the classroom where they practice, by making necessary adaptations, and reporting the whole process in detail. | searching for ınstructional accommodations |
| 7 | Developing suggestions for the problems encountered during the whole application: 7.1. Developing solution proposals for the problems encountered during the whole application and reporting all the information by taking the opinions of the coordinator teacher on this subject. | interview with teacher |
| 8 | Filling the checklist by the coordinator teacher in order to evaluate the general process of the pre-service teacher and submitting this list to the advisory faculty member at the school by receiving this list in a sealed envelope signed by the pre-service teacher. | |
| 9 | Classroom management in educational environments: Preparation and management of an Individualized Instruction Plan (IEP) for a lesson or subject that is available in the student's course flow (ie, among the student's needs) decided together with the coordinator teacher, and all the material and application process prepared for this study. documentation. *(Preparation of Enriched Education Program (ZÖP) for special talents) | examine ITP sample |
| 10 | Making instructional adaptations and conducting individual teaching: Carrying out the teaching of two different course subjects, which are determined by taking into account the instructional needs of the student, to cover at least two lesson hours with the coordinator teacher in the classroom where they practice, by making necessary adaptations, and reporting the whole process in detail. | examine teaching plan sample |
| 11 | Developing solution proposals for the problems encountered during the whole application and reporting all information by taking the opinions of the coordinator teacher on this subject. | taking notes regarding problems observed in school settings |
| 12 | Filling the checklist by the coordinator teacher in order to evaluate the general process of the pre-service teacher and submitting this list to the advisory faculty member at the school by receiving this list in a sealed envelope signed by the pre-service teacher. | |
| 13 | Filling the checklist by the coordinator teacher in order to evaluate the general process of the pre-service teacher and submitting this list to the advisory faculty member at the school by receiving this list in a sealed envelope signed by the pre-service teacher. | |
| 14 | Filling the checklist by the coordinator teacher in order to evaluate the general process of the pre-service teacher and submitting this list to the advisory faculty member at the school by receiving this list in a sealed envelope signed by the pre-service teacher. |
| Resources |
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 | 5 | 70 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 1 | 15 | 15 | |||
| Term Project | 11 | 4 | 44 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 10 | 10 | |||
| General Exam | 1 | 15 | 15 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 154 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(154/30) | 5 | |||||
| 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 |
|---|---|---|---|---|---|
| EXPERIENCE in SPECIAL EDU. INSTITUTIONS and SCHOOLS | - | Spring Semester | 1+4 | 3 | 5 |
| 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. Özge ÖZLÜ ÜNLÜ |
| Name of Lecturer(s) | Assist.Prof. Aslin ARSLANOĞLU ÖSER, Assist.Prof. Özge ÖZLÜ ÜNLÜ, Assist.Prof. Adviye Pınar KONYALIOĞLU |
| Assistant(s) | |
| Aim | Within the scope of this course, the following topics will be covered: Gaining school experience in official institutions and classes where special education services are provided; participating in educational services; planning special education preparatory studies; collaborating with classroom teachers, counselors and others in educational settings; classroom management in educational settings; making instructional adaptations; conducting teaching; making in-class presentations of the implemented applications; suggestions and implementations regarding the problems encountered. |
| Course Content | This course contains; Orientation: Introducing the course by the course coordinators at the university.,Obtaining information about the classroom environment in which they will practice within the scope of the course, the student profile, the number of students, learning characteristics, requirements, physical conditions of the classroom environment, and in-class adaptations, if any. (You need to prepare based on your own School and Institution Experience in Special Education and your own comments).,Collaboration with the classroom teacher in the educational environment: Examining and reporting the IEPs of all students with special needs studying in the classroom in cooperation with the classroom teacher. Examining and reporting the adaptations (instructional, physical, material adaptations) made for each student.,Collaboration with the school guidance service: Examining and reporting the work of the school guidance service with each student with special needs in the classroom in cooperation with the school counselor.,Classroom management in educational environments: Preparation and management of an Individualized Instruction Plan (IEP) for a lesson or subject that is available in the student's course flow (ie, among the student's needs) decided together with the coordinator teacher, and all the material and application process prepared for this study. documentation. *(Preparation of Enriched Education Program (ZÖP) for special talents),Making instructional adaptations and conducting individual teaching: Carrying out the teaching of two different course subjects, which are determined by taking into account the instructional needs of the student, to cover at least two lesson hours with the coordinator teacher in the classroom where they practice, by making necessary adaptations, and reporting the whole process in detail.,Developing suggestions for the problems encountered during the whole application: 7.1. Developing solution proposals for the problems encountered during the whole application and reporting all the information by taking the opinions of the coordinator teacher on this subject.,Filling the checklist by the coordinator teacher in order to evaluate the general process of the pre-service teacher and submitting this list to the advisory faculty member at the school by receiving this list in a sealed envelope signed by the pre-service teacher.,Classroom management in educational environments: Preparation and management of an Individualized Instruction Plan (IEP) for a lesson or subject that is available in the student's course flow (ie, among the student's needs) decided together with the coordinator teacher, and all the material and application process prepared for this study. documentation. *(Preparation of Enriched Education Program (ZÖP) for special talents),Making instructional adaptations and conducting individual teaching: Carrying out the teaching of two different course subjects, which are determined by taking into account the instructional needs of the student, to cover at least two lesson hours with the coordinator teacher in the classroom where they practice, by making necessary adaptations, and reporting the whole process in detail.,Developing solution proposals for the problems encountered during the whole application and reporting all information by taking the opinions of the coordinator teacher on this subject.,Filling the checklist by the coordinator teacher in order to evaluate the general process of the pre-service teacher and submitting this list to the advisory faculty member at the school by receiving this list in a sealed envelope signed by the pre-service teacher.,Filling the checklist by the coordinator teacher in order to evaluate the general process of the pre-service teacher and submitting this list to the advisory faculty member at the school by receiving this list in a sealed envelope signed by the pre-service teacher.,Filling the checklist by the coordinator teacher in order to evaluate the general process of the pre-service teacher and submitting this list to the advisory faculty member at the school by receiving this list in a sealed envelope signed by the pre-service teacher.. |
| 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 school and institution experience in special education: Participates in education services in public institutions and classrooms where special education services are provided; | 16, 6 | A |
| Plans special education preparatory studies; | 16, 6 | A |
| Collaborates with classroom teachers, counselors and others in educational settings; Manages the classroom in educational settings; | 16, 6 | A |
| Makes instructional adaptations; | 16, 6 | A |
| Performs in-class presentations of the implemented applications; | 16, 6 | A |
| Makes suggestions regarding the problems encountered. | 16, 6 | A |
| Teaching Methods: | 16: Question - Answer Technique, 6: Experiential Learning |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Orientation: Introducing the course by the course coordinators at the university. | |
| 2 | Obtaining information about the classroom environment in which they will practice within the scope of the course, the student profile, the number of students, learning characteristics, requirements, physical conditions of the classroom environment, and in-class adaptations, if any. (You need to prepare based on your own School and Institution Experience in Special Education and your own comments). | examine web page of school |
| 3 | Collaboration with the classroom teacher in the educational environment: Examining and reporting the IEPs of all students with special needs studying in the classroom in cooperation with the classroom teacher. Examining and reporting the adaptations (instructional, physical, material adaptations) made for each student. | examine IEP plans |
| 4 | Collaboration with the school guidance service: Examining and reporting the work of the school guidance service with each student with special needs in the classroom in cooperation with the school counselor. | investigate main responsibilities of school guidance service related to special education services |
| 5 | Classroom management in educational environments: Preparation and management of an Individualized Instruction Plan (IEP) for a lesson or subject that is available in the student's course flow (ie, among the student's needs) decided together with the coordinator teacher, and all the material and application process prepared for this study. documentation. *(Preparation of Enriched Education Program (ZÖP) for special talents) | examine ITP sample |
| 6 | Making instructional adaptations and conducting individual teaching: Carrying out the teaching of two different course subjects, which are determined by taking into account the instructional needs of the student, to cover at least two lesson hours with the coordinator teacher in the classroom where they practice, by making necessary adaptations, and reporting the whole process in detail. | searching for ınstructional accommodations |
| 7 | Developing suggestions for the problems encountered during the whole application: 7.1. Developing solution proposals for the problems encountered during the whole application and reporting all the information by taking the opinions of the coordinator teacher on this subject. | interview with teacher |
| 8 | Filling the checklist by the coordinator teacher in order to evaluate the general process of the pre-service teacher and submitting this list to the advisory faculty member at the school by receiving this list in a sealed envelope signed by the pre-service teacher. | |
| 9 | Classroom management in educational environments: Preparation and management of an Individualized Instruction Plan (IEP) for a lesson or subject that is available in the student's course flow (ie, among the student's needs) decided together with the coordinator teacher, and all the material and application process prepared for this study. documentation. *(Preparation of Enriched Education Program (ZÖP) for special talents) | examine ITP sample |
| 10 | Making instructional adaptations and conducting individual teaching: Carrying out the teaching of two different course subjects, which are determined by taking into account the instructional needs of the student, to cover at least two lesson hours with the coordinator teacher in the classroom where they practice, by making necessary adaptations, and reporting the whole process in detail. | examine teaching plan sample |
| 11 | Developing solution proposals for the problems encountered during the whole application and reporting all information by taking the opinions of the coordinator teacher on this subject. | taking notes regarding problems observed in school settings |
| 12 | Filling the checklist by the coordinator teacher in order to evaluate the general process of the pre-service teacher and submitting this list to the advisory faculty member at the school by receiving this list in a sealed envelope signed by the pre-service teacher. | |
| 13 | Filling the checklist by the coordinator teacher in order to evaluate the general process of the pre-service teacher and submitting this list to the advisory faculty member at the school by receiving this list in a sealed envelope signed by the pre-service teacher. | |
| 14 | Filling the checklist by the coordinator teacher in order to evaluate the general process of the pre-service teacher and submitting this list to the advisory faculty member at the school by receiving this list in a sealed envelope signed by the pre-service teacher. |
| Resources |
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 | |