Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| OBSERVATION in SPECIAL EDUCATION INSTITUTIONS | - | Spring Semester | 1+4 | 3 | 5 |
| 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. Adviye Pınar KONYALIOĞLU, Assist.Prof. Özge ÖZLÜ ÜNLÜ, Assist.Prof. Aslin ARSLANOĞLU ÖSER |
| Assistant(s) | |
| Aim | Within the scope of this course; the following topics will be covered: observing the school environment, observing the education-teaching processes in the school, observing the teachers and students in the school; reporting the observations. |
| Course Content | This course contains; Getting information about the history of the school, its environment (socio-economic characteristics), student profile, number of students, physical conditions, adaptations made to the physical conditions of the school, if any, organizational structure and personnel of the school,Examining and documenting the educational model/models used in the observed school and the tools and equipment used to put this model/models into practice, information-communication technologies, assistive technologies, materials and resources.,Examining the curriculum applied in the school and how it is adapted.,Observing the duties and responsibilities of teachers during working hours under the title of 'a day at school'.,Observing how students spend a day at school under the title of 'a day at school'.,Reviewing and reporting the school's special needs student(s) assessment policy.,Observation of the general atmosphere of the observed classroom. Observing the suitability of the physical conditions of the classroom for special education, determining the adaptations made in the physical conditions of the classroom, if any.,Examining and documenting the Individualized Education Programs (IEP), Individualized Education Programs (IEP) and Individualized Family Education Programs (BAP) of students with special needs in the observed classroom.,Observing the educational methods and strategies used by the teacher (large-small group work, individual work, special techniques (PECS, UDA, etc.)) and the instructional adaptations, if any.,Observing the teacher's communication and interaction with students (cost language, physical distance, etc.).,Learning and documenting the ethical rules and laws that the special education teacher must comply with during the institution monitoring process.,Observing and documenting school-family and teacher-family-cooperation in the context of administrative arrangements.,Observing and documenting intra-institutional and inter-agency cooperation.,Examining and documenting the working regulations regarding the student's transition.,Referral of students to other institutions when deemed necessary. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| At the end of this course, the student will be able to demonstrate the following knowledge and skills related to observation in private education institutions: The history of the observed school, its environment (socio-economic characteristics), student profile, number of students, physical conditions, adaptations made to the physical conditions of the school, if any, organizational structure of the school. Presents / explains information about and its staff; | 16 | A |
| Reports and explains the educational model/models used in the observed school and the tools and equipment, information-communication technologies, assistive technologies, materials and resources used to put this model/models into practice; | 16 | A |
| Explains/examples the curriculum implemented in the school and how it is adapted; | 16, 6, 9 | A |
| Observes and exemplifies the duties and responsibilities of teachers during working hours under the heading; | 16, 6, 9 | A |
| 'A day at school'; Observes and exemplifies how students spend a day at school under the heading; | 16, 6, 9 | A |
| 'A day at school'; Explains and exemplifies the school's special needs student(s) assessment policy; Observes and exemplifies the general atmosphere of the observed classroom; | 16, 6, 9 | A |
| Examines and documents the Individualized Education Programs (IEP), Individualized Education Programs (IEP) and Individualized Family Education Programs (IEP) for students with special needs in the classroom; | 16, 6, 9 | A |
| Observes and explains the educational methods and strategies (large-small group work, individual work, special techniques (PECS, UDA, etc.) used by the teacher and the instructional adaptations, if any; | 10, 16, 6 | A |
| Observes and explains the teacher's communication and interaction with students (cost language, physical distance, etc.); | 16, 6, 9 | A |
| Explains and exemplifies the ethical rules and laws that special education teachers must obey during the institutional monitoring process; | 10, 16, 9 | A |
| Observes and exemplifies school-family and teacher-family-cooperation in the context of administrative arrangements; | 16, 6, 9 | A |
| Observes and exemplifies intra-institutional and inter-agency cooperation; | 16, 6, 9 | A |
| Examines and exemplifies the study regulations regarding the student's transition; | 16, 6, 9 | A |
| Observes and explains the referral of the student to other institutions when deemed necessary. | 10, 16, 9 | A |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Getting information about the history of the school, its environment (socio-economic characteristics), student profile, number of students, physical conditions, adaptations made to the physical conditions of the school, if any, organizational structure and personnel of the school | examine cource syllabus and follow the step in related syllbus |
| 2 | Examining and documenting the educational model/models used in the observed school and the tools and equipment used to put this model/models into practice, information-communication technologies, assistive technologies, materials and resources. | Study notes |
| 3 | Examining the curriculum applied in the school and how it is adapted. | examine school curriculum |
| 4 | Observing the duties and responsibilities of teachers during working hours under the title of 'a day at school'. | observation in school |
| 5 | Observing how students spend a day at school under the title of 'a day at school'. | observation in school |
| 6 | Reviewing and reporting the school's special needs student(s) assessment policy. | examine IEP plans |
| 7 | Observation of the general atmosphere of the observed classroom. Observing the suitability of the physical conditions of the classroom for special education, determining the adaptations made in the physical conditions of the classroom, if any. | observation in classroom |
| 8 | Examining and documenting the Individualized Education Programs (IEP), Individualized Education Programs (IEP) and Individualized Family Education Programs (BAP) of students with special needs in the observed classroom. | examine IEP sample |
| 9 | Observing the educational methods and strategies used by the teacher (large-small group work, individual work, special techniques (PECS, UDA, etc.)) and the instructional adaptations, if any. | observation and conversation with internship teacher |
| 10 | Observing the teacher's communication and interaction with students (cost language, physical distance, etc.). | observation and conversation with teacher |
| 11 | Learning and documenting the ethical rules and laws that the special education teacher must comply with during the institution monitoring process. | Study notes |
| 12 | Observing and documenting school-family and teacher-family-cooperation in the context of administrative arrangements. | interview with school counselor |
| 13 | Observing and documenting intra-institutional and inter-agency cooperation. | Study notes |
| 13 | Examining and documenting the working regulations regarding the student's transition. | examine IEP plans |
| 14 | Referral of students to other institutions when deemed necessary | Study notes |
| Resources |
| A detailed course guide prepared for students by the course coordinator and instructors. Laws and regulations regarding special education. Curricula of special education schools developed by the Ministry of Education. |
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 | 5 | 70 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 11 | 4 | 44 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 15 | 15 | |||
| General Exam | 1 | 15 | 15 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 144 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(144/30) | 5 | |||||
| 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 |
|---|---|---|---|---|---|
| OBSERVATION in SPECIAL EDUCATION INSTITUTIONS | - | Spring Semester | 1+4 | 3 | 5 |
| 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. Adviye Pınar KONYALIOĞLU, Assist.Prof. Özge ÖZLÜ ÜNLÜ, Assist.Prof. Aslin ARSLANOĞLU ÖSER |
| Assistant(s) | |
| Aim | Within the scope of this course; the following topics will be covered: observing the school environment, observing the education-teaching processes in the school, observing the teachers and students in the school; reporting the observations. |
| Course Content | This course contains; Getting information about the history of the school, its environment (socio-economic characteristics), student profile, number of students, physical conditions, adaptations made to the physical conditions of the school, if any, organizational structure and personnel of the school,Examining and documenting the educational model/models used in the observed school and the tools and equipment used to put this model/models into practice, information-communication technologies, assistive technologies, materials and resources.,Examining the curriculum applied in the school and how it is adapted.,Observing the duties and responsibilities of teachers during working hours under the title of 'a day at school'.,Observing how students spend a day at school under the title of 'a day at school'.,Reviewing and reporting the school's special needs student(s) assessment policy.,Observation of the general atmosphere of the observed classroom. Observing the suitability of the physical conditions of the classroom for special education, determining the adaptations made in the physical conditions of the classroom, if any.,Examining and documenting the Individualized Education Programs (IEP), Individualized Education Programs (IEP) and Individualized Family Education Programs (BAP) of students with special needs in the observed classroom.,Observing the educational methods and strategies used by the teacher (large-small group work, individual work, special techniques (PECS, UDA, etc.)) and the instructional adaptations, if any.,Observing the teacher's communication and interaction with students (cost language, physical distance, etc.).,Learning and documenting the ethical rules and laws that the special education teacher must comply with during the institution monitoring process.,Observing and documenting school-family and teacher-family-cooperation in the context of administrative arrangements.,Observing and documenting intra-institutional and inter-agency cooperation.,Examining and documenting the working regulations regarding the student's transition.,Referral of students to other institutions when deemed necessary. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| At the end of this course, the student will be able to demonstrate the following knowledge and skills related to observation in private education institutions: The history of the observed school, its environment (socio-economic characteristics), student profile, number of students, physical conditions, adaptations made to the physical conditions of the school, if any, organizational structure of the school. Presents / explains information about and its staff; | 16 | A |
| Reports and explains the educational model/models used in the observed school and the tools and equipment, information-communication technologies, assistive technologies, materials and resources used to put this model/models into practice; | 16 | A |
| Explains/examples the curriculum implemented in the school and how it is adapted; | 16, 6, 9 | A |
| Observes and exemplifies the duties and responsibilities of teachers during working hours under the heading; | 16, 6, 9 | A |
| 'A day at school'; Observes and exemplifies how students spend a day at school under the heading; | 16, 6, 9 | A |
| 'A day at school'; Explains and exemplifies the school's special needs student(s) assessment policy; Observes and exemplifies the general atmosphere of the observed classroom; | 16, 6, 9 | A |
| Examines and documents the Individualized Education Programs (IEP), Individualized Education Programs (IEP) and Individualized Family Education Programs (IEP) for students with special needs in the classroom; | 16, 6, 9 | A |
| Observes and explains the educational methods and strategies (large-small group work, individual work, special techniques (PECS, UDA, etc.) used by the teacher and the instructional adaptations, if any; | 10, 16, 6 | A |
| Observes and explains the teacher's communication and interaction with students (cost language, physical distance, etc.); | 16, 6, 9 | A |
| Explains and exemplifies the ethical rules and laws that special education teachers must obey during the institutional monitoring process; | 10, 16, 9 | A |
| Observes and exemplifies school-family and teacher-family-cooperation in the context of administrative arrangements; | 16, 6, 9 | A |
| Observes and exemplifies intra-institutional and inter-agency cooperation; | 16, 6, 9 | A |
| Examines and exemplifies the study regulations regarding the student's transition; | 16, 6, 9 | A |
| Observes and explains the referral of the student to other institutions when deemed necessary. | 10, 16, 9 | A |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Getting information about the history of the school, its environment (socio-economic characteristics), student profile, number of students, physical conditions, adaptations made to the physical conditions of the school, if any, organizational structure and personnel of the school | examine cource syllabus and follow the step in related syllbus |
| 2 | Examining and documenting the educational model/models used in the observed school and the tools and equipment used to put this model/models into practice, information-communication technologies, assistive technologies, materials and resources. | Study notes |
| 3 | Examining the curriculum applied in the school and how it is adapted. | examine school curriculum |
| 4 | Observing the duties and responsibilities of teachers during working hours under the title of 'a day at school'. | observation in school |
| 5 | Observing how students spend a day at school under the title of 'a day at school'. | observation in school |
| 6 | Reviewing and reporting the school's special needs student(s) assessment policy. | examine IEP plans |
| 7 | Observation of the general atmosphere of the observed classroom. Observing the suitability of the physical conditions of the classroom for special education, determining the adaptations made in the physical conditions of the classroom, if any. | observation in classroom |
| 8 | Examining and documenting the Individualized Education Programs (IEP), Individualized Education Programs (IEP) and Individualized Family Education Programs (BAP) of students with special needs in the observed classroom. | examine IEP sample |
| 9 | Observing the educational methods and strategies used by the teacher (large-small group work, individual work, special techniques (PECS, UDA, etc.)) and the instructional adaptations, if any. | observation and conversation with internship teacher |
| 10 | Observing the teacher's communication and interaction with students (cost language, physical distance, etc.). | observation and conversation with teacher |
| 11 | Learning and documenting the ethical rules and laws that the special education teacher must comply with during the institution monitoring process. | Study notes |
| 12 | Observing and documenting school-family and teacher-family-cooperation in the context of administrative arrangements. | interview with school counselor |
| 13 | Observing and documenting intra-institutional and inter-agency cooperation. | Study notes |
| 13 | Examining and documenting the working regulations regarding the student's transition. | examine IEP plans |
| 14 | Referral of students to other institutions when deemed necessary | Study notes |
| Resources |
| A detailed course guide prepared for students by the course coordinator and instructors. Laws and regulations regarding special education. Curricula of special education schools developed by the Ministry of Education. |
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 | |