Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| BRAILLE LITERACY | - | 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) | Lect. Sevgi KIRBOYUN TİPİ |
| Assistant(s) | |
| Aim | With this course, it is aimed to increase the competence of special education teacher candidates in reading and writing education with Braille alphabet. Braille writing system; Tools and equipment used in the Braille writing system; Reading and writing in Braille alphabet, reading and writing using one-letter, two-letter, syllable and root abbreviations; relief math and science symbols. |
| Course Content | This course contains; Reviewing the course syllabus, Introduction to the education of the visually impaired,Braille Writing System and Its History Introduction to the Braille alphabet (letters, symbols, punctuation marks, etc.).,Technological tools and equipment used in the Braille writing system (tablet, embossing pen, wedge, perkins typewriter, technological devices, etc.). Learning Preparation Skills for Braille Reading and Writing Preparation Skills for Writing on a Braille Typewriter Preparation Skills for Writing with a Braille Tablet,Teaching Letters with Braille Alphabet,Teaching Punctuation Marks with Braille Alphabet Teaching Numbers with Braille Alphabet Sentence Reading-Writing Application Without Abbreviations,Teaching One Letter Abbreviations with Braille Alphabet Rules for Using One-Letter Abbreviations Text Reading-Writing Application Using One-Letter Abbreviations,Teaching Two-Letter Abbreviations with Braille Alphabet Rules of Use of Two Letter Abbreviations Text Reading-Writing Application Using Two-Letter Abbreviations,Teaching Syllable Abbreviations with Braille Alphabet Rules of Use of Syllable Abbreviations Text Reading-Writing Application Using Syllable Letter Abbreviations,Teaching Word Root Abbreviations with Braille Alphabet Rules of Use of Word Root Abbreviations Text Reading-Writing Application Using Word Root Abbreviations,Teaching Word Part Abbreviations with Braille Alphabet Rules of Use of Word Part Abbreviations Text Reading-Writing Practice Using Word Part Abbreviations,Braille math and science symbols,Braille math and science symbols. ,Presentations,Presentations. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the Turkish Braille system and its history. | 14, 9 | A, E |
| Describes preparation skills for writing on a Braille typewriter. | 14, 9 | A, E |
| Describes the preparation skills for a Braille tablet. | 14, 9 | A, E |
| Reads and writes Braille letters. | 14, 9 | A, E |
| Reads and writes Braille numbers. | 14, 9 | A, E |
| Applies the rules of use of syllabic abbreviations. | 14, 9 | A, E |
| Teaching Methods: | 14: Self Study Method, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Reviewing the course syllabus, Introduction to the education of the visually impaired | Previously shared lecture notes are reviewed. |
| 2 | Braille Writing System and Its History Introduction to the Braille alphabet (letters, symbols, punctuation marks, etc.). | Previously shared lecture notes are reviewed. |
| 3 | Technological tools and equipment used in the Braille writing system (tablet, embossing pen, wedge, perkins typewriter, technological devices, etc.). Learning Preparation Skills for Braille Reading and Writing Preparation Skills for Writing on a Braille Typewriter Preparation Skills for Writing with a Braille Tablet | Previously shared lecture notes are reviewed. |
| 4 | Teaching Letters with Braille Alphabet | Previously shared lecture notes are reviewed. |
| 5 | Teaching Punctuation Marks with Braille Alphabet Teaching Numbers with Braille Alphabet Sentence Reading-Writing Application Without Abbreviations | Previously shared lecture notes are reviewed. |
| 6 | Teaching One Letter Abbreviations with Braille Alphabet Rules for Using One-Letter Abbreviations Text Reading-Writing Application Using One-Letter Abbreviations | Previously shared lecture notes are reviewed. |
| 7 | Teaching Two-Letter Abbreviations with Braille Alphabet Rules of Use of Two Letter Abbreviations Text Reading-Writing Application Using Two-Letter Abbreviations | Previously shared lecture notes are reviewed. |
| 8 | Teaching Syllable Abbreviations with Braille Alphabet Rules of Use of Syllable Abbreviations Text Reading-Writing Application Using Syllable Letter Abbreviations | Previously shared lecture notes are reviewed. |
| 9 | Teaching Word Root Abbreviations with Braille Alphabet Rules of Use of Word Root Abbreviations Text Reading-Writing Application Using Word Root Abbreviations | Previously shared lecture notes are reviewed. |
| 10 | Teaching Word Part Abbreviations with Braille Alphabet Rules of Use of Word Part Abbreviations Text Reading-Writing Practice Using Word Part Abbreviations | Previously shared lecture notes are reviewed. |
| 11 | Braille math and science symbols | Previously shared lecture notes are reviewed. |
| 12 | Braille math and science symbols. | Previously shared lecture notes are reviewed. |
| 13 | Presentations | Previously shared lecture notes are reviewed. |
| 14 | Presentations | Previously shared lecture notes are reviewed. |
| Resources |
| 1. Şafak, Pınar (2017) Görenler İçin Braille (Kabartma) Yazı Rehberi, Kök Yayıncılık, Ankara. 2. T.C. Millî Eğitim Bakanlığı Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğü (2015) Görme Engellilere Okuma Yazma Öğretim Kılavuzu, “Düzenlenmiş 2. Baskı” Ankara. 3. Görme Engellilere Okuma Yazma Öğretimi Kılavuzu, Tuba TUNCER, 2013, MEB yayınları. T.C. Millî Eğitim Bakanliği Hayat Boyu Öğrenme Genel Müdürlüğü Kişisel Gelişim Ve Eğitim Görme Engelliler İçin Brail Alfabesi (Kabartma Yazi) Özel Eğitim Okulları İçin Braille Kabartma Yazı Klavuzu, MEB 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 |
|---|---|---|---|---|---|
| BRAILLE LITERACY | - | 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) | Lect. Sevgi KIRBOYUN TİPİ |
| Assistant(s) | |
| Aim | With this course, it is aimed to increase the competence of special education teacher candidates in reading and writing education with Braille alphabet. Braille writing system; Tools and equipment used in the Braille writing system; Reading and writing in Braille alphabet, reading and writing using one-letter, two-letter, syllable and root abbreviations; relief math and science symbols. |
| Course Content | This course contains; Reviewing the course syllabus, Introduction to the education of the visually impaired,Braille Writing System and Its History Introduction to the Braille alphabet (letters, symbols, punctuation marks, etc.).,Technological tools and equipment used in the Braille writing system (tablet, embossing pen, wedge, perkins typewriter, technological devices, etc.). Learning Preparation Skills for Braille Reading and Writing Preparation Skills for Writing on a Braille Typewriter Preparation Skills for Writing with a Braille Tablet,Teaching Letters with Braille Alphabet,Teaching Punctuation Marks with Braille Alphabet Teaching Numbers with Braille Alphabet Sentence Reading-Writing Application Without Abbreviations,Teaching One Letter Abbreviations with Braille Alphabet Rules for Using One-Letter Abbreviations Text Reading-Writing Application Using One-Letter Abbreviations,Teaching Two-Letter Abbreviations with Braille Alphabet Rules of Use of Two Letter Abbreviations Text Reading-Writing Application Using Two-Letter Abbreviations,Teaching Syllable Abbreviations with Braille Alphabet Rules of Use of Syllable Abbreviations Text Reading-Writing Application Using Syllable Letter Abbreviations,Teaching Word Root Abbreviations with Braille Alphabet Rules of Use of Word Root Abbreviations Text Reading-Writing Application Using Word Root Abbreviations,Teaching Word Part Abbreviations with Braille Alphabet Rules of Use of Word Part Abbreviations Text Reading-Writing Practice Using Word Part Abbreviations,Braille math and science symbols,Braille math and science symbols. ,Presentations,Presentations. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the Turkish Braille system and its history. | 14, 9 | A, E |
| Describes preparation skills for writing on a Braille typewriter. | 14, 9 | A, E |
| Describes the preparation skills for a Braille tablet. | 14, 9 | A, E |
| Reads and writes Braille letters. | 14, 9 | A, E |
| Reads and writes Braille numbers. | 14, 9 | A, E |
| Applies the rules of use of syllabic abbreviations. | 14, 9 | A, E |
| Teaching Methods: | 14: Self Study Method, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Reviewing the course syllabus, Introduction to the education of the visually impaired | Previously shared lecture notes are reviewed. |
| 2 | Braille Writing System and Its History Introduction to the Braille alphabet (letters, symbols, punctuation marks, etc.). | Previously shared lecture notes are reviewed. |
| 3 | Technological tools and equipment used in the Braille writing system (tablet, embossing pen, wedge, perkins typewriter, technological devices, etc.). Learning Preparation Skills for Braille Reading and Writing Preparation Skills for Writing on a Braille Typewriter Preparation Skills for Writing with a Braille Tablet | Previously shared lecture notes are reviewed. |
| 4 | Teaching Letters with Braille Alphabet | Previously shared lecture notes are reviewed. |
| 5 | Teaching Punctuation Marks with Braille Alphabet Teaching Numbers with Braille Alphabet Sentence Reading-Writing Application Without Abbreviations | Previously shared lecture notes are reviewed. |
| 6 | Teaching One Letter Abbreviations with Braille Alphabet Rules for Using One-Letter Abbreviations Text Reading-Writing Application Using One-Letter Abbreviations | Previously shared lecture notes are reviewed. |
| 7 | Teaching Two-Letter Abbreviations with Braille Alphabet Rules of Use of Two Letter Abbreviations Text Reading-Writing Application Using Two-Letter Abbreviations | Previously shared lecture notes are reviewed. |
| 8 | Teaching Syllable Abbreviations with Braille Alphabet Rules of Use of Syllable Abbreviations Text Reading-Writing Application Using Syllable Letter Abbreviations | Previously shared lecture notes are reviewed. |
| 9 | Teaching Word Root Abbreviations with Braille Alphabet Rules of Use of Word Root Abbreviations Text Reading-Writing Application Using Word Root Abbreviations | Previously shared lecture notes are reviewed. |
| 10 | Teaching Word Part Abbreviations with Braille Alphabet Rules of Use of Word Part Abbreviations Text Reading-Writing Practice Using Word Part Abbreviations | Previously shared lecture notes are reviewed. |
| 11 | Braille math and science symbols | Previously shared lecture notes are reviewed. |
| 12 | Braille math and science symbols. | Previously shared lecture notes are reviewed. |
| 13 | Presentations | Previously shared lecture notes are reviewed. |
| 14 | Presentations | Previously shared lecture notes are reviewed. |
| Resources |
| 1. Şafak, Pınar (2017) Görenler İçin Braille (Kabartma) Yazı Rehberi, Kök Yayıncılık, Ankara. 2. T.C. Millî Eğitim Bakanlığı Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğü (2015) Görme Engellilere Okuma Yazma Öğretim Kılavuzu, “Düzenlenmiş 2. Baskı” Ankara. 3. Görme Engellilere Okuma Yazma Öğretimi Kılavuzu, Tuba TUNCER, 2013, MEB yayınları. T.C. Millî Eğitim Bakanliği Hayat Boyu Öğrenme Genel Müdürlüğü Kişisel Gelişim Ve Eğitim Görme Engelliler İçin Brail Alfabesi (Kabartma Yazi) Özel Eğitim Okulları İçin Braille Kabartma Yazı Klavuzu, MEB 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 | |