Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INTELLECTUAL DISA. and AUTISTIC SPECT. DISORDER | - | Fall Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Ülkü TOSUN |
| Name of Lecturer(s) | Assoc.Prof. Özcan KARAASLAN |
| Assistant(s) | |
| Aim | In this course, the following topics will be covered: the definition of intellectual disability and autism spectrum disorder, the causes of intellectual disability and ASD, the characteristics of individuals with intellectual disability and ASD, the educational environments valid in our country for individuals with intellectual disability and ASD, scientifically based practices in the education of individuals with intellectual disability and ASD, classification and diagnostic criteria for individuals with intellectual disability and ASD, and legal rights for individuals with intellectual disability and ASD. |
| Course Content | This course contains; Definition and history of intellectual disability,Classification of intellectual disability (medical, educational, psychological), frequency,Causes of intellectual disability,Characteristics of individuals with intellectual disability,Characteristics of individuals with intellectual disability,Assessment of individuals with intellectual disability,Educational services offered to individuals with intellectual disabilities,Definition and history of autism spectrum disorder,Causes and prevalence of ASD,Characteristics of individuals with ASD,Screening, diagnosis, evaluation in ASD,Education-intervention approaches and practices in ASD,Education-intervention approaches and practices in ASD,Education-intervention approaches and practices in ASD. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| At the end of this course, the student will demonstrate the following knowledge and skills related to intellectual disability and autism spectrum disorder: Identifies individuals with intellectual disability; | 16 | A |
| Defines individuals with autism spectrum disorder (ASD); | 16 | A |
| Makes classification (educational, psychological, medical); | 16 | A |
| Explains the prevalence and incidence; | 16 | A |
| Explains the reasons (prenatal, time of birth, postpartum); | 16 | A |
| Explains the scanning / diagnostic processes; | 16 | A |
| Defines medical, developmental and educational screening/diagnostics; | 16 | A |
| Explains academic and non-academic features; | 16 | A |
| Defines team and collaboration; | 16 | A |
| Defines the education-training environments; | 16 | A |
| Defines scientifically based applications; | 16 | A |
| Explains the characteristics of families; | 16 | A |
| Defines attitudes towards individuals with intellectual disabilities, individuals with ASD, and their families; | 16 | A |
| Defines the services, supports and legal rights offered to families. | 16 | A |
| Teaching Methods: | 16: Question - Answer Technique |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition and history of intellectual disability | Sucuoğlu, B. (2010). Part 1. (ss 16-47) |
| 2 | Classification of intellectual disability (medical, educational, psychological), frequency | Şahbaz, Ü. (ed) (2017). Part 1 (ss.9-33) |
| 3 | Causes of intellectual disability | Teki-İftar, E. (ss. 88-119). Sucuoğlu, B. (ed) (2010). In Zihin Engelliler ve Eğitimleri |
| 4 | Characteristics of individuals with intellectual disability | Sucuoğlu, B. (2010). Part 4. (ss 120-176) |
| 5 | Characteristics of individuals with intellectual disability | Sucuoğlu, B. (2010). Part 4. (ss 120-176) |
| 6 | Assessment of individuals with intellectual disability | Şahbaz, Ü. (ed) Part 2. (ss.39-58) Sucuoğlu, B. (2010). Part 5. (ss 177-201) |
| 7 | Educational services offered to individuals with intellectual disabilities | Şengül-Erdem, H. (2020). Zihin Yetersizliği olan Öğrenciler için Eğitim Hizmetleri ve Ortamları (ss.83-108). In Zihin Yetersizliği ve Otizm Spektrum Bozukluğu |
| 8 | Definition and history of autism spectrum disorder | Şahbaz, Ü. (ed) (2017). Part 4 (ss.94-108) |
| 9 | Causes and prevalence of ASD | Tekin-İftar, E. (ed) Part 1. (ss.17-44) |
| 10 | Characteristics of individuals with ASD | Deniz, S. & Akdemir, B. (2020). (eds). Part 8 (ss.171-188) |
| 11 | Screening, diagnosis, evaluation in ASD | Tekin-İftar, E. (ed) (2014). Part 2- (ss.45-80) |
| 12 | Education-intervention approaches and practices in ASD | Şahbaz, Ü. (ed) (2017). Part 7 (ss.177-194) |
| 13 | Education-intervention approaches and practices in ASD | Tekin-İftar, E. (ed) (2014). Part 3- (ss.81-115) |
| 14 | Education-intervention approaches and practices in ASD | Şahbaz, Ü. (ed) (2017). Part 3 (ss.81-115) |
| 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 | 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 | 20 | 20 | |||
| Quiz | 1 | 10 | 10 | |||
| Midterm Exam | 1 | 20 | 20 | |||
| General Exam | 1 | 20 | 20 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 105 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(105/30) | 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 |
|---|---|---|---|---|---|
| INTELLECTUAL DISA. and AUTISTIC SPECT. DISORDER | - | Fall Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Ülkü TOSUN |
| Name of Lecturer(s) | Assoc.Prof. Özcan KARAASLAN |
| Assistant(s) | |
| Aim | In this course, the following topics will be covered: the definition of intellectual disability and autism spectrum disorder, the causes of intellectual disability and ASD, the characteristics of individuals with intellectual disability and ASD, the educational environments valid in our country for individuals with intellectual disability and ASD, scientifically based practices in the education of individuals with intellectual disability and ASD, classification and diagnostic criteria for individuals with intellectual disability and ASD, and legal rights for individuals with intellectual disability and ASD. |
| Course Content | This course contains; Definition and history of intellectual disability,Classification of intellectual disability (medical, educational, psychological), frequency,Causes of intellectual disability,Characteristics of individuals with intellectual disability,Characteristics of individuals with intellectual disability,Assessment of individuals with intellectual disability,Educational services offered to individuals with intellectual disabilities,Definition and history of autism spectrum disorder,Causes and prevalence of ASD,Characteristics of individuals with ASD,Screening, diagnosis, evaluation in ASD,Education-intervention approaches and practices in ASD,Education-intervention approaches and practices in ASD,Education-intervention approaches and practices in ASD. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| At the end of this course, the student will demonstrate the following knowledge and skills related to intellectual disability and autism spectrum disorder: Identifies individuals with intellectual disability; | 16 | A |
| Defines individuals with autism spectrum disorder (ASD); | 16 | A |
| Makes classification (educational, psychological, medical); | 16 | A |
| Explains the prevalence and incidence; | 16 | A |
| Explains the reasons (prenatal, time of birth, postpartum); | 16 | A |
| Explains the scanning / diagnostic processes; | 16 | A |
| Defines medical, developmental and educational screening/diagnostics; | 16 | A |
| Explains academic and non-academic features; | 16 | A |
| Defines team and collaboration; | 16 | A |
| Defines the education-training environments; | 16 | A |
| Defines scientifically based applications; | 16 | A |
| Explains the characteristics of families; | 16 | A |
| Defines attitudes towards individuals with intellectual disabilities, individuals with ASD, and their families; | 16 | A |
| Defines the services, supports and legal rights offered to families. | 16 | A |
| Teaching Methods: | 16: Question - Answer Technique |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition and history of intellectual disability | Sucuoğlu, B. (2010). Part 1. (ss 16-47) |
| 2 | Classification of intellectual disability (medical, educational, psychological), frequency | Şahbaz, Ü. (ed) (2017). Part 1 (ss.9-33) |
| 3 | Causes of intellectual disability | Teki-İftar, E. (ss. 88-119). Sucuoğlu, B. (ed) (2010). In Zihin Engelliler ve Eğitimleri |
| 4 | Characteristics of individuals with intellectual disability | Sucuoğlu, B. (2010). Part 4. (ss 120-176) |
| 5 | Characteristics of individuals with intellectual disability | Sucuoğlu, B. (2010). Part 4. (ss 120-176) |
| 6 | Assessment of individuals with intellectual disability | Şahbaz, Ü. (ed) Part 2. (ss.39-58) Sucuoğlu, B. (2010). Part 5. (ss 177-201) |
| 7 | Educational services offered to individuals with intellectual disabilities | Şengül-Erdem, H. (2020). Zihin Yetersizliği olan Öğrenciler için Eğitim Hizmetleri ve Ortamları (ss.83-108). In Zihin Yetersizliği ve Otizm Spektrum Bozukluğu |
| 8 | Definition and history of autism spectrum disorder | Şahbaz, Ü. (ed) (2017). Part 4 (ss.94-108) |
| 9 | Causes and prevalence of ASD | Tekin-İftar, E. (ed) Part 1. (ss.17-44) |
| 10 | Characteristics of individuals with ASD | Deniz, S. & Akdemir, B. (2020). (eds). Part 8 (ss.171-188) |
| 11 | Screening, diagnosis, evaluation in ASD | Tekin-İftar, E. (ed) (2014). Part 2- (ss.45-80) |
| 12 | Education-intervention approaches and practices in ASD | Şahbaz, Ü. (ed) (2017). Part 7 (ss.177-194) |
| 13 | Education-intervention approaches and practices in ASD | Tekin-İftar, E. (ed) (2014). Part 3- (ss.81-115) |
| 14 | Education-intervention approaches and practices in ASD | Şahbaz, Ü. (ed) (2017). Part 3 (ss.81-115) |
| 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 | |