Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| TEACHING LITERACY in SPECIAL EDUCATION | - | Fall Semester | 3+0 | 3 | 4 |
| 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 | Within the scope of this course, the following topics will be covered: evaluating the reading and writing skills of individuals in need of special education, teaching prerequisite skills as a result of this evaluation, teaching literacy by using literacy teaching methods systematically, making necessary adaptations and preparing materials. |
| Course Content | This course contains; Introduction, syllabus/Purpose and importance of gaining reading and writing skills (general),Historical development/principles of literacy teaching/Traditional approaches and contemporary approaches/Factors affecting literacy/Preparatory studies for reading,Preparatory studies for writing/Evaluation in literacy,Methods (Part 1) -Synthesis method (Letter, Sound, Syllable)/Examples,Methods (Part 2) -Analysis method (Word, Sentence, Story, Functional reading)/ Examples,What are the reading problems? What are the writing problems?/Sound-Based/Basic Sentence Method/Revision of the Turkish Curriculum (1-8th Grades)/The importance of acquiring literacy skills for individuals with special needs/ Revision of the Special Education Turkish Program ,Teaching literacy to students with intellectual disability/autism spectrum disorder and examples.,Teaching reading and writing to students with visual impairment and examples.,Teaching reading and writing to students with hearing impairment and examples.,Teaching reading and writing to students with special learning difficulties and examples.,Teaching literacy to gifted students and examples.,Technology in literacy education,Family and peer participation in literacy teaching,General revision. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the literacy characteristics of individuals with special needs. | 16 | A |
| Explains the teaching process of reading skills to individuals with special needs. | 16 | A |
| Explains the teaching process of writing skills to individuals with special needs. | 16 | A |
| Explains the teaching process of grammar and spelling rules to individuals with special needs. | 16 | A |
| Develops lesson plans for teaching reading and writing. | 16 | A |
| Teaching Methods: | 16: Question - Answer Technique |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction, syllabus/Purpose and importance of gaining reading and writing skills (general) | Syllabus/Weekly documents |
| 2 | Historical development/principles of literacy teaching/Traditional approaches and contemporary approaches/Factors affecting literacy/Preparatory studies for reading | Weekly documents |
| 3 | Preparatory studies for writing/Evaluation in literacy | Weekly documents |
| 4 | Methods (Part 1) -Synthesis method (Letter, Sound, Syllable)/Examples | Weekly documents |
| 5 | Methods (Part 2) -Analysis method (Word, Sentence, Story, Functional reading)/ Examples | Weekly documents |
| 6 | What are the reading problems? What are the writing problems?/Sound-Based/Basic Sentence Method/Revision of the Turkish Curriculum (1-8th Grades)/The importance of acquiring literacy skills for individuals with special needs/ Revision of the Special Education Turkish Program | Weekly documents |
| 7 | Teaching literacy to students with intellectual disability/autism spectrum disorder and examples. | Weekly documents |
| 8 | Teaching reading and writing to students with visual impairment and examples. | Weekly documents |
| 9 | Teaching reading and writing to students with hearing impairment and examples. | Weekly documents |
| 10 | Teaching reading and writing to students with special learning difficulties and examples. | Weekly documents |
| 11 | Teaching literacy to gifted students and examples. | Weekly documents |
| 12 | Technology in literacy education | Weekly documents |
| 13 | Family and peer participation in literacy teaching | Weekly documents |
| 14 | General revision | Weekly documents |
| Resources |
| 1. Avcıoğlu, H. (2016). Özel eğitimde okuma-yazma öğretimi. Eğiten Kitap. 2. Kırmızı, F. S. ve Ünal, E. (Ed.) (2017). İlk okuma yazma öğretimi (2. Basım). Anı Yayıncılık. 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 | 3 | 42 | |||
| Guided Problem Solving | 2 | 5 | 10 | |||
| Resolution of Homework Problems and Submission as a Report | 3 | 5 | 15 | |||
| 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) | 107 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(107/30) | 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 |
|---|---|---|---|---|---|
| TEACHING LITERACY in SPECIAL EDUCATION | - | Fall Semester | 3+0 | 3 | 4 |
| 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 | Within the scope of this course, the following topics will be covered: evaluating the reading and writing skills of individuals in need of special education, teaching prerequisite skills as a result of this evaluation, teaching literacy by using literacy teaching methods systematically, making necessary adaptations and preparing materials. |
| Course Content | This course contains; Introduction, syllabus/Purpose and importance of gaining reading and writing skills (general),Historical development/principles of literacy teaching/Traditional approaches and contemporary approaches/Factors affecting literacy/Preparatory studies for reading,Preparatory studies for writing/Evaluation in literacy,Methods (Part 1) -Synthesis method (Letter, Sound, Syllable)/Examples,Methods (Part 2) -Analysis method (Word, Sentence, Story, Functional reading)/ Examples,What are the reading problems? What are the writing problems?/Sound-Based/Basic Sentence Method/Revision of the Turkish Curriculum (1-8th Grades)/The importance of acquiring literacy skills for individuals with special needs/ Revision of the Special Education Turkish Program ,Teaching literacy to students with intellectual disability/autism spectrum disorder and examples.,Teaching reading and writing to students with visual impairment and examples.,Teaching reading and writing to students with hearing impairment and examples.,Teaching reading and writing to students with special learning difficulties and examples.,Teaching literacy to gifted students and examples.,Technology in literacy education,Family and peer participation in literacy teaching,General revision. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the literacy characteristics of individuals with special needs. | 16 | A |
| Explains the teaching process of reading skills to individuals with special needs. | 16 | A |
| Explains the teaching process of writing skills to individuals with special needs. | 16 | A |
| Explains the teaching process of grammar and spelling rules to individuals with special needs. | 16 | A |
| Develops lesson plans for teaching reading and writing. | 16 | A |
| Teaching Methods: | 16: Question - Answer Technique |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction, syllabus/Purpose and importance of gaining reading and writing skills (general) | Syllabus/Weekly documents |
| 2 | Historical development/principles of literacy teaching/Traditional approaches and contemporary approaches/Factors affecting literacy/Preparatory studies for reading | Weekly documents |
| 3 | Preparatory studies for writing/Evaluation in literacy | Weekly documents |
| 4 | Methods (Part 1) -Synthesis method (Letter, Sound, Syllable)/Examples | Weekly documents |
| 5 | Methods (Part 2) -Analysis method (Word, Sentence, Story, Functional reading)/ Examples | Weekly documents |
| 6 | What are the reading problems? What are the writing problems?/Sound-Based/Basic Sentence Method/Revision of the Turkish Curriculum (1-8th Grades)/The importance of acquiring literacy skills for individuals with special needs/ Revision of the Special Education Turkish Program | Weekly documents |
| 7 | Teaching literacy to students with intellectual disability/autism spectrum disorder and examples. | Weekly documents |
| 8 | Teaching reading and writing to students with visual impairment and examples. | Weekly documents |
| 9 | Teaching reading and writing to students with hearing impairment and examples. | Weekly documents |
| 10 | Teaching reading and writing to students with special learning difficulties and examples. | Weekly documents |
| 11 | Teaching literacy to gifted students and examples. | Weekly documents |
| 12 | Technology in literacy education | Weekly documents |
| 13 | Family and peer participation in literacy teaching | Weekly documents |
| 14 | General revision | Weekly documents |
| Resources |
| 1. Avcıoğlu, H. (2016). Özel eğitimde okuma-yazma öğretimi. Eğiten Kitap. 2. Kırmızı, F. S. ve Ünal, E. (Ed.) (2017). İlk okuma yazma öğretimi (2. Basım). Anı Yayıncılık. 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 | |