Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| SPECIAL EDUCATION in EARLY CHILDHOOD | - | Fall Semester | 3+0 | 3 | 4 |
| 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) | Assist.Prof. Ertan GÖRGÜ |
| Assistant(s) | |
| Aim | In this course, the following topics will be covered: the characteristics of early childhood period, the reasons for the need for special education in early childhood, the definition, importance and theoretical background of special education services in early childhood, evaluation in ECE, intervention programs in ECE, family participation in ECE and its applications. |
| Course Content | This course contains; Early childhood and development/Cognitive-language,Early childhood and development/Emotional, social, physical,Concept of developmental delay in early childhood/Factors affecting development,Special education in early childhood: Definition, importance./EÇÖZE by law,Reasons for special education/Intervention in early childhood,Reasons for special education/Intervention in early childhood,Evaluation at EÇÖZE,Family partnership at EÇÖZE,Game in EZÖZE/Game examples,Application examples of activity ,Programs in EÇÖZE • Portage • Small Steps Early Education Program (KAEEP),Relationship-based, Developmental Programs in EÇÖZE • Eteçom, • DIR/Floortime,Behavior-Based Programs at EÇÖZE,Behavior-Based Programs at EÇÖZE . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Defines the characteristics of early childhood. | 16 | A |
| Explains the reasons for special education needs in early childhood. | 16 | A |
| Explains the definition, importance and theoretical background of special education services in early childhood. | 16 | A |
| Explains evaluation in EÇÖZE. | 16 | A |
| Defines intervention programs in EÇÖZE. | 16 | A |
| Explains family involvement in EÇÖZE. | 16 | A |
| Teaching Methods: | 16: Question - Answer Technique |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Early childhood and development/Cognitive-language | Fazlıoğlu & Şengül-Erdem (eds) (2019). Part 1. (ss.1-28) |
| 2 | Early childhood and development/Emotional, social, physical | Fazlıoğlu & Şengül-Erdem (eds) (2019). Part 2 and part 3. (ss.57-112) |
| 3 | Concept of developmental delay in early childhood/Factors affecting development | Diken, İ. H. (ed) (2014). Part 6 (ss.210-247) |
| 4 | Special education in early childhood: Definition, importance./EÇÖZE by law | The Special Education Services Regulation |
| 5 | Reasons for special education/Intervention in early childhood | Fazlıoğlu & Şengül-Erdem (eds) (2019). Part 8. (ss. 187-220) |
| 6 | Reasons for special education/Intervention in early childhood | Fazlıoğlu & Şengül-Erdem (eds) (2019). Part 8. (ss. 187-220) |
| 7 | Evaluation at EÇÖZE | Fazlıoğlu & Şengül-Erdem (eds) (2019). Part 9. (ss.219-248) |
| 8 | Family partnership at EÇÖZE | Fazlıoğlu & Şengül-Erdem (eds) (2019). Part 18. (ss. 473-516) |
| 9 | Game in EZÖZE/Game examples | Diken, İ. H. (ed) (2014). Part 13 (ss.434-456) |
| 10 | Application examples of activity | Diken, İ. H. (2016). Erken Çocukluk Döneminde Dil Becerilerinin Geliştirilmesi. (1-80) sample activities |
| 11 | Programs in EÇÖZE • Portage • Small Steps Early Education Program (KAEEP) | Portage Program activities |
| 12 | Relationship-based, Developmental Programs in EÇÖZE • Eteçom, • DIR/Floortime | Eteçom activities |
| 13 | Behavior-Based Programs at EÇÖZE | OÇİDEP activities |
| 14 | Behavior-Based Programs at EÇÖZE | OÇİDEP activities |
| Resources |
| 1. Diken, İ. H. (Ed.). (2018). Erken çocukluk eğitimi. Pegem Akademi. 2. Fazlıoğlu, Y. ve Şengül-Erdem, H. (Ed.) (2019). Özel gereksinimli çocuklar: Erken çocuklukta gelişim ve eğitim. Vize Akademik. 3. Yıldırım-Doğru, S. (Ed.) (2019). Erken çocukluk döneminde özel eğitim (4. Basım). Maya akademi. |
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 | 3 | 42 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 1 | 10 | 10 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 1 | 15 | 15 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 20 | 20 | |||
| General Exam | 1 | 20 | 20 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 107 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(107/30) | 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 |
|---|---|---|---|---|---|
| SPECIAL EDUCATION in EARLY CHILDHOOD | - | Fall Semester | 3+0 | 3 | 4 |
| 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) | Assist.Prof. Ertan GÖRGÜ |
| Assistant(s) | |
| Aim | In this course, the following topics will be covered: the characteristics of early childhood period, the reasons for the need for special education in early childhood, the definition, importance and theoretical background of special education services in early childhood, evaluation in ECE, intervention programs in ECE, family participation in ECE and its applications. |
| Course Content | This course contains; Early childhood and development/Cognitive-language,Early childhood and development/Emotional, social, physical,Concept of developmental delay in early childhood/Factors affecting development,Special education in early childhood: Definition, importance./EÇÖZE by law,Reasons for special education/Intervention in early childhood,Reasons for special education/Intervention in early childhood,Evaluation at EÇÖZE,Family partnership at EÇÖZE,Game in EZÖZE/Game examples,Application examples of activity ,Programs in EÇÖZE • Portage • Small Steps Early Education Program (KAEEP),Relationship-based, Developmental Programs in EÇÖZE • Eteçom, • DIR/Floortime,Behavior-Based Programs at EÇÖZE,Behavior-Based Programs at EÇÖZE . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Defines the characteristics of early childhood. | 16 | A |
| Explains the reasons for special education needs in early childhood. | 16 | A |
| Explains the definition, importance and theoretical background of special education services in early childhood. | 16 | A |
| Explains evaluation in EÇÖZE. | 16 | A |
| Defines intervention programs in EÇÖZE. | 16 | A |
| Explains family involvement in EÇÖZE. | 16 | A |
| Teaching Methods: | 16: Question - Answer Technique |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Early childhood and development/Cognitive-language | Fazlıoğlu & Şengül-Erdem (eds) (2019). Part 1. (ss.1-28) |
| 2 | Early childhood and development/Emotional, social, physical | Fazlıoğlu & Şengül-Erdem (eds) (2019). Part 2 and part 3. (ss.57-112) |
| 3 | Concept of developmental delay in early childhood/Factors affecting development | Diken, İ. H. (ed) (2014). Part 6 (ss.210-247) |
| 4 | Special education in early childhood: Definition, importance./EÇÖZE by law | The Special Education Services Regulation |
| 5 | Reasons for special education/Intervention in early childhood | Fazlıoğlu & Şengül-Erdem (eds) (2019). Part 8. (ss. 187-220) |
| 6 | Reasons for special education/Intervention in early childhood | Fazlıoğlu & Şengül-Erdem (eds) (2019). Part 8. (ss. 187-220) |
| 7 | Evaluation at EÇÖZE | Fazlıoğlu & Şengül-Erdem (eds) (2019). Part 9. (ss.219-248) |
| 8 | Family partnership at EÇÖZE | Fazlıoğlu & Şengül-Erdem (eds) (2019). Part 18. (ss. 473-516) |
| 9 | Game in EZÖZE/Game examples | Diken, İ. H. (ed) (2014). Part 13 (ss.434-456) |
| 10 | Application examples of activity | Diken, İ. H. (2016). Erken Çocukluk Döneminde Dil Becerilerinin Geliştirilmesi. (1-80) sample activities |
| 11 | Programs in EÇÖZE • Portage • Small Steps Early Education Program (KAEEP) | Portage Program activities |
| 12 | Relationship-based, Developmental Programs in EÇÖZE • Eteçom, • DIR/Floortime | Eteçom activities |
| 13 | Behavior-Based Programs at EÇÖZE | OÇİDEP activities |
| 14 | Behavior-Based Programs at EÇÖZE | OÇİDEP activities |
| Resources |
| 1. Diken, İ. H. (Ed.). (2018). Erken çocukluk eğitimi. Pegem Akademi. 2. Fazlıoğlu, Y. ve Şengül-Erdem, H. (Ed.) (2019). Özel gereksinimli çocuklar: Erken çocuklukta gelişim ve eğitim. Vize Akademik. 3. Yıldırım-Doğru, S. (Ed.) (2019). Erken çocukluk döneminde özel eğitim (4. Basım). Maya akademi. |
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 | |