Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| TEACHING TURKISH in SPECIAL EDUCATION | - | Spring 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. Aslin ARSLANOĞLU ÖSER |
| Name of Lecturer(s) | Assist.Prof. Aslin ARSLANOĞLU ÖSER |
| Assistant(s) | |
| Aim | Activities related to the development of literacy and understanding the value of reading for students with special needs; vocabulary development; grammar teaching; writing process, types of written texts, preparing activities related to written expression skills; definition of reading skills and strategies, application of skills and strategies in text analysis; importance of individualized reading instruction: its implementation and evaluation; critical reading; creative writing; reading text analysis methods; studies to develop listening skills; specific literacy improvement techniques/strategies in groups with special educational needs |
| Course Content | This course contains; Syllabus,Introduction: Turkish lesson curriculum/strategy teaching,Assessment and evaluation in Turkish education,Teaching listening skills in special education/Examples,Teaching speaking skills in special education/Examples,Teaching reading skills in special education/Examples,Teaching writing in special education/Examples,Technology integration in teaching Turkish,Visual reading/grammar teaching,Presentations/Articles,Presentations/Articles,Presentations/Articles,Presentations/Articles,Revision. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the reading and writing processes. | 16 | A |
| Develops instructional plans to teach reading skills. | 16 | A |
| Develops instructional plans to teach writing skills. | 16 | A |
| Applies the developed teaching plans in the classroom. | 6 |
| Teaching Methods: | 16: Question - Answer Technique, 6: Experiential Learning |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Syllabus | Syllabus |
| 2 | Introduction: Turkish lesson curriculum/strategy teaching | ● Avcıoğlu, H. (2016). Özel eğitimde okuma-yazma öğretimi. Eğiten Kitap. ● Avcıoğlu, H. (2016). Özel gereksinimli olan bireylerin değerlendirilmesi. Vize Yayıncılık. ● Melekoğlu, M. A. ve Anılan, H. (2021). Özel eğitimde Türkçe öğretimi. Eğiten Kitap. ● Melekoğlu, M. A. ve Anılan, H. (2021). Özel eğitimde ilk okuma yazma öğretimi. Vize Yayıncılık. |
| 3 | Assessment and evaluation in Turkish education | ● Avcıoğlu, H. (2016). Özel eğitimde okuma-yazma öğretimi. Eğiten Kitap.● Melekoğlu, M. A. ve Anılan, H. (2021). Özel eğitimde Türkçe öğretimi. Eğiten Kitap. ● Melekoğlu, M. A. ve Anılan, H. (2021). Özel eğitimde ilk okuma yazma öğretimi. Vize Yayıncılık. |
| 4 | Teaching listening skills in special education/Examples | ● Avcıoğlu, H. (2016). Özel eğitimde okuma-yazma öğretimi. Eğiten Kitap.● Melekoğlu, M. A. ve Anılan, H. (2021). Özel eğitimde Türkçe öğretimi. Eğiten Kitap. ● Melekoğlu, M. A. ve Anılan, H. (2021). Özel eğitimde ilk okuma yazma öğretimi. Vize Yayıncılık. |
| 5 | Teaching speaking skills in special education/Examples | ● Avcıoğlu, H. (2016). Özel eğitimde okuma-yazma öğretimi. Eğiten Kitap.● Melekoğlu, M. A. ve Anılan, H. (2021). Özel eğitimde Türkçe öğretimi. Eğiten Kitap. ● Melekoğlu, M. A. ve Anılan, H. (2021). Özel eğitimde ilk okuma yazma öğretimi. Vize Yayıncılık. |
| 6 | Teaching reading skills in special education/Examples | ● Avcıoğlu, H. (2016). Özel eğitimde okuma-yazma öğretimi. Eğiten Kitap.● Melekoğlu, M. A. ve Anılan, H. (2021). Özel eğitimde Türkçe öğretimi. Eğiten Kitap. ● Melekoğlu, M. A. ve Anılan, H. (2021). Özel eğitimde ilk okuma yazma öğretimi. Vize Yayıncılık. |
| 7 | Teaching writing in special education/Examples | ● Melekoğlu, M. A. ve Anılan, H. (2021). Özel eğitimde Türkçe öğretimi. Eğiten Kitap. ● Melekoğlu, M. A. ve Anılan, H. (2021). Özel eğitimde ilk okuma yazma öğretimi. Vize Yayıncılık. |
| 8 | Technology integration in teaching Turkish | ● Melekoğlu, M. A. ve Anılan, H. (2021). Özel eğitimde Türkçe öğretimi. Eğiten Kitap. ● Melekoğlu, M. A. ve Anılan, H. (2021). Özel eğitimde ilk okuma yazma öğretimi. Vize Yayıncılık. |
| 9 | Visual reading/grammar teaching | ● Avcıoğlu, H. (2016). Özel eğitimde okuma-yazma öğretimi. Eğiten Kitap. ● Avcıoğlu, H. (2016). Özel gereksinimli olan bireylerin değerlendirilmesi. Vize Yayıncılık. |
| 10 | Presentations/Articles | Weekly documents |
| 11 | Presentations/Articles | Weekly documents |
| 12 | Presentations/Articles | Weekly documents |
| 13 | Presentations/Articles | Weekly documents |
| 14 | Revision | Weekly documents |
| Resources |
| 1. Melekoğlu, M. A. ve Anılan, H. (2021). Özel eğitimde ilk okuma yazma öğretimi. Vize Yayıncılık. 2. Melekoğlu, M. A. ve Anılan, H. (2021). Özel eğitimde Türkçe öğretimi. Eğiten Kitap. 3. Sarı, H. ve Gökdağ, H. (2021). Özel gereksinimli çocuklara okuma yazma öğretimi. Nobel Akademik Yayıncılık. |
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 | 2 | 5 | 10 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 20 | 20 | |||
| General Exam | 1 | 20 | 20 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 78 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(78/30) | 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 TURKISH in SPECIAL EDUCATION | - | Spring 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. Aslin ARSLANOĞLU ÖSER |
| Name of Lecturer(s) | Assist.Prof. Aslin ARSLANOĞLU ÖSER |
| Assistant(s) | |
| Aim | Activities related to the development of literacy and understanding the value of reading for students with special needs; vocabulary development; grammar teaching; writing process, types of written texts, preparing activities related to written expression skills; definition of reading skills and strategies, application of skills and strategies in text analysis; importance of individualized reading instruction: its implementation and evaluation; critical reading; creative writing; reading text analysis methods; studies to develop listening skills; specific literacy improvement techniques/strategies in groups with special educational needs |
| Course Content | This course contains; Syllabus,Introduction: Turkish lesson curriculum/strategy teaching,Assessment and evaluation in Turkish education,Teaching listening skills in special education/Examples,Teaching speaking skills in special education/Examples,Teaching reading skills in special education/Examples,Teaching writing in special education/Examples,Technology integration in teaching Turkish,Visual reading/grammar teaching,Presentations/Articles,Presentations/Articles,Presentations/Articles,Presentations/Articles,Revision. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the reading and writing processes. | 16 | A |
| Develops instructional plans to teach reading skills. | 16 | A |
| Develops instructional plans to teach writing skills. | 16 | A |
| Applies the developed teaching plans in the classroom. | 6 |
| Teaching Methods: | 16: Question - Answer Technique, 6: Experiential Learning |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Syllabus | Syllabus |
| 2 | Introduction: Turkish lesson curriculum/strategy teaching | ● Avcıoğlu, H. (2016). Özel eğitimde okuma-yazma öğretimi. Eğiten Kitap. ● Avcıoğlu, H. (2016). Özel gereksinimli olan bireylerin değerlendirilmesi. Vize Yayıncılık. ● Melekoğlu, M. A. ve Anılan, H. (2021). Özel eğitimde Türkçe öğretimi. Eğiten Kitap. ● Melekoğlu, M. A. ve Anılan, H. (2021). Özel eğitimde ilk okuma yazma öğretimi. Vize Yayıncılık. |
| 3 | Assessment and evaluation in Turkish education | ● Avcıoğlu, H. (2016). Özel eğitimde okuma-yazma öğretimi. Eğiten Kitap.● Melekoğlu, M. A. ve Anılan, H. (2021). Özel eğitimde Türkçe öğretimi. Eğiten Kitap. ● Melekoğlu, M. A. ve Anılan, H. (2021). Özel eğitimde ilk okuma yazma öğretimi. Vize Yayıncılık. |
| 4 | Teaching listening skills in special education/Examples | ● Avcıoğlu, H. (2016). Özel eğitimde okuma-yazma öğretimi. Eğiten Kitap.● Melekoğlu, M. A. ve Anılan, H. (2021). Özel eğitimde Türkçe öğretimi. Eğiten Kitap. ● Melekoğlu, M. A. ve Anılan, H. (2021). Özel eğitimde ilk okuma yazma öğretimi. Vize Yayıncılık. |
| 5 | Teaching speaking skills in special education/Examples | ● Avcıoğlu, H. (2016). Özel eğitimde okuma-yazma öğretimi. Eğiten Kitap.● Melekoğlu, M. A. ve Anılan, H. (2021). Özel eğitimde Türkçe öğretimi. Eğiten Kitap. ● Melekoğlu, M. A. ve Anılan, H. (2021). Özel eğitimde ilk okuma yazma öğretimi. Vize Yayıncılık. |
| 6 | Teaching reading skills in special education/Examples | ● Avcıoğlu, H. (2016). Özel eğitimde okuma-yazma öğretimi. Eğiten Kitap.● Melekoğlu, M. A. ve Anılan, H. (2021). Özel eğitimde Türkçe öğretimi. Eğiten Kitap. ● Melekoğlu, M. A. ve Anılan, H. (2021). Özel eğitimde ilk okuma yazma öğretimi. Vize Yayıncılık. |
| 7 | Teaching writing in special education/Examples | ● Melekoğlu, M. A. ve Anılan, H. (2021). Özel eğitimde Türkçe öğretimi. Eğiten Kitap. ● Melekoğlu, M. A. ve Anılan, H. (2021). Özel eğitimde ilk okuma yazma öğretimi. Vize Yayıncılık. |
| 8 | Technology integration in teaching Turkish | ● Melekoğlu, M. A. ve Anılan, H. (2021). Özel eğitimde Türkçe öğretimi. Eğiten Kitap. ● Melekoğlu, M. A. ve Anılan, H. (2021). Özel eğitimde ilk okuma yazma öğretimi. Vize Yayıncılık. |
| 9 | Visual reading/grammar teaching | ● Avcıoğlu, H. (2016). Özel eğitimde okuma-yazma öğretimi. Eğiten Kitap. ● Avcıoğlu, H. (2016). Özel gereksinimli olan bireylerin değerlendirilmesi. Vize Yayıncılık. |
| 10 | Presentations/Articles | Weekly documents |
| 11 | Presentations/Articles | Weekly documents |
| 12 | Presentations/Articles | Weekly documents |
| 13 | Presentations/Articles | Weekly documents |
| 14 | Revision | Weekly documents |
| Resources |
| 1. Melekoğlu, M. A. ve Anılan, H. (2021). Özel eğitimde ilk okuma yazma öğretimi. Vize Yayıncılık. 2. Melekoğlu, M. A. ve Anılan, H. (2021). Özel eğitimde Türkçe öğretimi. Eğiten Kitap. 3. Sarı, H. ve Gökdağ, H. (2021). Özel gereksinimli çocuklara okuma yazma öğretimi. Nobel Akademik Yayıncılık. |
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 | |