Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| TEACHING PHYSICAL EDUCATION and SPORTS in SPECIAL EDUCATION | - | Fall Semester | 2+0 | 2 | 3 |
| 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. Adviye Pınar KONYALIOĞLU |
| Name of Lecturer(s) | Lect. Bora AKDEMİR |
| Assistant(s) | |
| Aim | In this course, the following topics will be covered: disorder, disability, disability, causes, prevention, physical education and sports; physical education and sports characteristics of individuals with different special education needs; Measuring and evaluating physical education and sports characteristics in individuals with special education needs; planning and making programs to support physical education and sports features of individuals with special education needs; instructional approaches that can be used in physical education and sports; It is aimed to gain knowledge and skills about the process of adapting physical education and sports to individuals with special educational needs. |
| Course Content | This course contains; Adapted Sports for Individuals with Hearing Impairment,Physical Education and Sport Definition, Content, Basic Philosophy,Disability Groups: Definition, Characteristics, Sensory-Perception-Motor Development,Instructional Strategies for Physical Education ,Short and Long Term Goals, Behavior Method,Individualized education plan,Adapted Physical Activity, Definition, Characteristics and Basic Philosophy,Production and Use of Adapted Materials,Adapted Sports Practiced in Individuals with Visual Impairment, İşitme Yetersizliğine Sahip Bireylerde Uygulanan Uyarlanmış Sporlar,Adapted Sports Practiced in Individuals with Physical Disabilities,Adapted Sports for Individuals with Intellectual Disabilities,Types of Competitions and Events Specifically Prepared for National and International Disability Groups; Project Preparation and Implementation in the Branches and Sports Branches Specific to Individuals with Disabilities; Preparation of previously prepared awareness projects and sports projects specific to the Sports branches of Individuals with Disabilities for examination,Sports Units Owned by the Public and Private Sector for Supporting Sports for Individuals with Disabilities in Turkey and their Support for these sports branches. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Demonstrates knowledge and skills regarding physical education and sports in special education. | 16, 6, 9 | A |
| Carries out the adaptation process, including the measurement and evaluation of education carried out with instructional approaches. | 16, 6, 9 | A |
| Explains the determination of the characteristics of physical education and sports to be applied to individuals in need of special education. | 11, 6 | H |
| Teaching Methods: | 11: Demonstration Method, 16: Question - Answer Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Adapted Sports for Individuals with Hearing Impairment | ÖZEL İHTİYAÇLARI OLAN ÇOCUKLARDA SPOR, Koparan Ş., Uludağ Üniversitesi Eğitim Fakültesi Dergisi Cilt: XVII, Sayı: 1, 2003 |
| 2 | Physical Education and Sport Definition, Content, Basic Philosophy | Özel Gereksinimli Öğrenciler İçin Fiziksel Eğitim Ve Spor, Pegem Yay. |
| 3 | Disability Groups: Definition, Characteristics, Sensory-Perception-Motor Development | Yetersizlikten Etkilenmiş Çocuklarda Beden Eğitimi Etkinlikleri, Akademisyen Kitabevi, Canan Özdoğan |
| 4 | Instructional Strategies for Physical Education | Yetersizlikten Etkilenmiş Çocuklarda Beden Eğitimi Etkinlikleri, Akademisyen Kitabevi, Canan Özdoğan |
| 5 | Short and Long Term Goals, Behavior Method | Otizmli Bireylerle Akranlarının Spor ve Sanat Etkinlikleri Aracılığıyla Etkileşimde Bulundukları İki Örnek Uygulama, Şenel H., Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi 2009, 10 (2) 65-72 |
| 6 | Individualized education plan | EĞİTİLEBİLİR ZİHİNSEL ENGELLİ ÇOCUKLARDA BEDEN EĞİTİMİ VE SPORUN SOSYALLEŞME DÜZEYLERİNE ETKİSİ, İlhan L., Mart 2008 Cilt:16 No:1 Kastamonu Eğitim Dergisi 315-324 |
| 7 | Adapted Physical Activity, Definition, Characteristics and Basic Philosophy | Hafif Zihinsel Engelli Ergenlerde Spor ve Motor Becerileri, Akademisyen Kitabevi, Şehmus Aslan |
| 8 | Production and Use of Adapted Materials | Hafif Zihinsel Engelli Ergenlerde Spor ve Motor Becerileri, Akademisyen Kitabevi, Şehmus Aslan |
| 9 | Adapted Sports Practiced in Individuals with Visual Impairment | Görme Engellilerde Eğitim ve Spor, Gazi Kitabevi, Emine Özkatarkaya, Mustafa Kaya |
| 10 | İşitme Yetersizliğine Sahip Bireylerde Uygulanan Uyarlanmış Sporlar | • ÖZEL İHTİYAÇLARI OLAN ÇOCUKLARDA SPOR, Koparan Ş., Uludağ Üniversitesi Eğitim Fakültesi Dergisi Cilt: XVII, Sayı: 1, 2003 |
| 11 | Adapted Sports Practiced in Individuals with Physical Disabilities | • Yetersizlikten Etkilenmiş Çocuklarda Beden Eğitimi Etkinlikleri, Akademisyen Kitabevi, Canan Özdoğan |
| 12 | Adapted Sports for Individuals with Intellectual Disabilities | • EĞİTİLEBİLİR ZİHİNSEL ENGELLİ ÇOCUKLARDA BEDEN EĞİTİMİ VE SPORUN SOSYALLEŞME DÜZEYLERİNE ETKİSİ, İlhan L., Mart 2008 Cilt:16 No:1 Kastamonu Eğitim Dergisi 315-324 |
| 13 | Types of Competitions and Events Specifically Prepared for National and International Disability Groups; Project Preparation and Implementation in the Branches and Sports Branches Specific to Individuals with Disabilities; Preparation of previously prepared awareness projects and sports projects specific to the Sports branches of Individuals with Disabilities for examination | VVar olan organizasyonların detaylarını anlatan el ilanları, broşür ve videolar; Yetersizliği olan Bireylere ait Spor branşlarına özgü daha önce hazırlanmış farkındalık projeleri ve spor projelerin incelenmek üzere hazırlanması |
| 14 | Sports Units Owned by the Public and Private Sector for Supporting Sports for Individuals with Disabilities in Turkey and their Support for these sports branches | Türkiye'de var olan kamu ve özel sektöre ait kurum ve kuruluşların linkleri ile destekledikleri alanları içeren matbu evrakların tüm öğrencilere dağıtılmak üzere hazırlanması |
| Resources |
| 1. Özel Gereksinimli Öğrenciler İçin Fiziksel Eğitim ve Spor. M. Yanardağ, İ. Yılmaz (eds). (2017). Pegem Akademi 2. BİLGİLENDİRME YOLUYLA BEDEN EĞİTİMİ SPOR YÜKSEKOKULU ÖĞRENCİLERİNİN ENGELLİ BİREYE YÖNELİK DEĞİŞEN TUTUMLARI, Akbuğa B., SPORMETRE Beden Eğitimi ve Spor Bilimleri Dergisi, 2007, V (1) 5-8 3. Otizmli Bireylerle Akranlarının Spor ve Sanat Etkinlikleri Aracılığıyla Etkileşimde Bulundukları İki Örnek Uygulama, Şenel H., Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi 2009, 10 (2) 65-72 4. ÖZEL İHTİYAÇLARI OLAN ÇOCUKLARDA SPOR, Koparan Ş., Uludağ Üniversitesi Eğitim Fakültesi Dergisi Cilt: XVII, Sayı: 1, 2003 5. ZİHİNSEL ENGELLİ ÇOCUĞU OLAN ANNE-BABALARIN ÇOCUKLARININ ÖZEL EĞİTİMLERİ SÜRECİNDE BEDEN EĞİTİMİ VE SPOR ETKİNLİKLERİNE YAKLAŞIMLARININ DEĞERLENDİRİLMESİ, İlhan L., Niğde Üniversitesi Beden Eğitimi ve Spor Bilimleri Dergisi Cilt 3, Sayı 1, 2009 6. EĞİTİLEBİLİR ZİHİNSEL ENGELLİ ÇOCUKLARDA BEDEN EĞİTİMİ VE SPORUN SOSYALLEŞME DÜZEYLERİNE ETKİSİ, İlhan L., Mart 2008 Cilt:16 No:1 Kastamonu Eğitim Dergisi 315-324 7. Özel Gereksinimli Öğrenciler İçin Fiziksel Eğitim Ve Spor, Pegem Yay. 8. Hafif Zihinsel Engelli Ergenlerde Spor ve Motor Becerileri, Akademisyen Kitabevi, Şehmus Aslan 9. Yetersizlikten Etkilenmiş Çocuklarda Beden Eğitimi Etkinlikleri, Akademisyen Kitabevi, Canan Özdoğan 10. Görme Engellilerde Eğitim ve Spor, Gazi Kitabevi, Emine Özkatarkaya, Mustafa Kaya 11. Engelliler için Beden Eğitimi ve Spor, Nobel, Dilara Semivay Özer |
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 | 15 | 15 | |||
| Quiz | 1 | 10 | 10 | |||
| Midterm Exam | 1 | 15 | 15 | |||
| General Exam | 1 | 20 | 20 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 95 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(95/30) | 3 | |||||
| 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 |
|---|---|---|---|---|---|
| TEACHING PHYSICAL EDUCATION and SPORTS in SPECIAL EDUCATION | - | Fall Semester | 2+0 | 2 | 3 |
| 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. Adviye Pınar KONYALIOĞLU |
| Name of Lecturer(s) | Lect. Bora AKDEMİR |
| Assistant(s) | |
| Aim | In this course, the following topics will be covered: disorder, disability, disability, causes, prevention, physical education and sports; physical education and sports characteristics of individuals with different special education needs; Measuring and evaluating physical education and sports characteristics in individuals with special education needs; planning and making programs to support physical education and sports features of individuals with special education needs; instructional approaches that can be used in physical education and sports; It is aimed to gain knowledge and skills about the process of adapting physical education and sports to individuals with special educational needs. |
| Course Content | This course contains; Adapted Sports for Individuals with Hearing Impairment,Physical Education and Sport Definition, Content, Basic Philosophy,Disability Groups: Definition, Characteristics, Sensory-Perception-Motor Development,Instructional Strategies for Physical Education ,Short and Long Term Goals, Behavior Method,Individualized education plan,Adapted Physical Activity, Definition, Characteristics and Basic Philosophy,Production and Use of Adapted Materials,Adapted Sports Practiced in Individuals with Visual Impairment, İşitme Yetersizliğine Sahip Bireylerde Uygulanan Uyarlanmış Sporlar,Adapted Sports Practiced in Individuals with Physical Disabilities,Adapted Sports for Individuals with Intellectual Disabilities,Types of Competitions and Events Specifically Prepared for National and International Disability Groups; Project Preparation and Implementation in the Branches and Sports Branches Specific to Individuals with Disabilities; Preparation of previously prepared awareness projects and sports projects specific to the Sports branches of Individuals with Disabilities for examination,Sports Units Owned by the Public and Private Sector for Supporting Sports for Individuals with Disabilities in Turkey and their Support for these sports branches. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Demonstrates knowledge and skills regarding physical education and sports in special education. | 16, 6, 9 | A |
| Carries out the adaptation process, including the measurement and evaluation of education carried out with instructional approaches. | 16, 6, 9 | A |
| Explains the determination of the characteristics of physical education and sports to be applied to individuals in need of special education. | 11, 6 | H |
| Teaching Methods: | 11: Demonstration Method, 16: Question - Answer Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Adapted Sports for Individuals with Hearing Impairment | ÖZEL İHTİYAÇLARI OLAN ÇOCUKLARDA SPOR, Koparan Ş., Uludağ Üniversitesi Eğitim Fakültesi Dergisi Cilt: XVII, Sayı: 1, 2003 |
| 2 | Physical Education and Sport Definition, Content, Basic Philosophy | Özel Gereksinimli Öğrenciler İçin Fiziksel Eğitim Ve Spor, Pegem Yay. |
| 3 | Disability Groups: Definition, Characteristics, Sensory-Perception-Motor Development | Yetersizlikten Etkilenmiş Çocuklarda Beden Eğitimi Etkinlikleri, Akademisyen Kitabevi, Canan Özdoğan |
| 4 | Instructional Strategies for Physical Education | Yetersizlikten Etkilenmiş Çocuklarda Beden Eğitimi Etkinlikleri, Akademisyen Kitabevi, Canan Özdoğan |
| 5 | Short and Long Term Goals, Behavior Method | Otizmli Bireylerle Akranlarının Spor ve Sanat Etkinlikleri Aracılığıyla Etkileşimde Bulundukları İki Örnek Uygulama, Şenel H., Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi 2009, 10 (2) 65-72 |
| 6 | Individualized education plan | EĞİTİLEBİLİR ZİHİNSEL ENGELLİ ÇOCUKLARDA BEDEN EĞİTİMİ VE SPORUN SOSYALLEŞME DÜZEYLERİNE ETKİSİ, İlhan L., Mart 2008 Cilt:16 No:1 Kastamonu Eğitim Dergisi 315-324 |
| 7 | Adapted Physical Activity, Definition, Characteristics and Basic Philosophy | Hafif Zihinsel Engelli Ergenlerde Spor ve Motor Becerileri, Akademisyen Kitabevi, Şehmus Aslan |
| 8 | Production and Use of Adapted Materials | Hafif Zihinsel Engelli Ergenlerde Spor ve Motor Becerileri, Akademisyen Kitabevi, Şehmus Aslan |
| 9 | Adapted Sports Practiced in Individuals with Visual Impairment | Görme Engellilerde Eğitim ve Spor, Gazi Kitabevi, Emine Özkatarkaya, Mustafa Kaya |
| 10 | İşitme Yetersizliğine Sahip Bireylerde Uygulanan Uyarlanmış Sporlar | • ÖZEL İHTİYAÇLARI OLAN ÇOCUKLARDA SPOR, Koparan Ş., Uludağ Üniversitesi Eğitim Fakültesi Dergisi Cilt: XVII, Sayı: 1, 2003 |
| 11 | Adapted Sports Practiced in Individuals with Physical Disabilities | • Yetersizlikten Etkilenmiş Çocuklarda Beden Eğitimi Etkinlikleri, Akademisyen Kitabevi, Canan Özdoğan |
| 12 | Adapted Sports for Individuals with Intellectual Disabilities | • EĞİTİLEBİLİR ZİHİNSEL ENGELLİ ÇOCUKLARDA BEDEN EĞİTİMİ VE SPORUN SOSYALLEŞME DÜZEYLERİNE ETKİSİ, İlhan L., Mart 2008 Cilt:16 No:1 Kastamonu Eğitim Dergisi 315-324 |
| 13 | Types of Competitions and Events Specifically Prepared for National and International Disability Groups; Project Preparation and Implementation in the Branches and Sports Branches Specific to Individuals with Disabilities; Preparation of previously prepared awareness projects and sports projects specific to the Sports branches of Individuals with Disabilities for examination | VVar olan organizasyonların detaylarını anlatan el ilanları, broşür ve videolar; Yetersizliği olan Bireylere ait Spor branşlarına özgü daha önce hazırlanmış farkındalık projeleri ve spor projelerin incelenmek üzere hazırlanması |
| 14 | Sports Units Owned by the Public and Private Sector for Supporting Sports for Individuals with Disabilities in Turkey and their Support for these sports branches | Türkiye'de var olan kamu ve özel sektöre ait kurum ve kuruluşların linkleri ile destekledikleri alanları içeren matbu evrakların tüm öğrencilere dağıtılmak üzere hazırlanması |
| Resources |
| 1. Özel Gereksinimli Öğrenciler İçin Fiziksel Eğitim ve Spor. M. Yanardağ, İ. Yılmaz (eds). (2017). Pegem Akademi 2. BİLGİLENDİRME YOLUYLA BEDEN EĞİTİMİ SPOR YÜKSEKOKULU ÖĞRENCİLERİNİN ENGELLİ BİREYE YÖNELİK DEĞİŞEN TUTUMLARI, Akbuğa B., SPORMETRE Beden Eğitimi ve Spor Bilimleri Dergisi, 2007, V (1) 5-8 3. Otizmli Bireylerle Akranlarının Spor ve Sanat Etkinlikleri Aracılığıyla Etkileşimde Bulundukları İki Örnek Uygulama, Şenel H., Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi 2009, 10 (2) 65-72 4. ÖZEL İHTİYAÇLARI OLAN ÇOCUKLARDA SPOR, Koparan Ş., Uludağ Üniversitesi Eğitim Fakültesi Dergisi Cilt: XVII, Sayı: 1, 2003 5. ZİHİNSEL ENGELLİ ÇOCUĞU OLAN ANNE-BABALARIN ÇOCUKLARININ ÖZEL EĞİTİMLERİ SÜRECİNDE BEDEN EĞİTİMİ VE SPOR ETKİNLİKLERİNE YAKLAŞIMLARININ DEĞERLENDİRİLMESİ, İlhan L., Niğde Üniversitesi Beden Eğitimi ve Spor Bilimleri Dergisi Cilt 3, Sayı 1, 2009 6. EĞİTİLEBİLİR ZİHİNSEL ENGELLİ ÇOCUKLARDA BEDEN EĞİTİMİ VE SPORUN SOSYALLEŞME DÜZEYLERİNE ETKİSİ, İlhan L., Mart 2008 Cilt:16 No:1 Kastamonu Eğitim Dergisi 315-324 7. Özel Gereksinimli Öğrenciler İçin Fiziksel Eğitim Ve Spor, Pegem Yay. 8. Hafif Zihinsel Engelli Ergenlerde Spor ve Motor Becerileri, Akademisyen Kitabevi, Şehmus Aslan 9. Yetersizlikten Etkilenmiş Çocuklarda Beden Eğitimi Etkinlikleri, Akademisyen Kitabevi, Canan Özdoğan 10. Görme Engellilerde Eğitim ve Spor, Gazi Kitabevi, Emine Özkatarkaya, Mustafa Kaya 11. Engelliler için Beden Eğitimi ve Spor, Nobel, Dilara Semivay Özer |
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 | |