Course Description
Course | Code | Semester | T+P (Hour) | Credit | ECTS |
---|---|---|---|---|---|
INSTRUCTIONAL STRATEGIES for INDIVIDUALS with HI | - | Fall Semester | 2+0 | 2 | 4 |
Course Program |
Prerequisites Courses | |
Recommended Elective Courses |
Language of Course | Turkish |
Course Level | First Cycle (Bachelor's Degree) |
Course Type | Elective |
Course Coordinator | Assist.Prof. Aslin ARSLANOĞLU ÖSER |
Name of Lecturer(s) | Assist.Prof. Aslin ARSLANOĞLU ÖSER |
Assistant(s) | |
Aim | This course aims to discuss the aims of the primary education curriculum, to examine the principles of education and training and the general principles of the program, to adapt the curriculum according to the language and knowledge levels of the hearing impaired students, to adapt the curriculum according to the language and knowledge levels of the hearing impaired students, to provide group language lessons and one-to-one training for hearing-impaired students at different levels. aims to plan and implement the lessons. |
Course Content | This course contains; Introduction, syllabus/Characteristics of individuals with hearing impairment,What is hearing? How do we hear? Deafness degrees/Classifications/Causes/Types of Hearing Aids/Prevalence,Diagnosis and evaluation/Current issues regarding the education of the hearing impaired/Legislation/Organizing educational environments,Pre-school education for hearing impaired children/Examination of the Pre-School Special Education Curriculum for Individuals with Special Education Needs (37-78 Months),The aims and principles of primary education, general principles regarding the implementation of the primary education program; Methods and approaches used in the education of hearing-impaired individuals,Teaching literacy and Turkish to hearing-impaired individuals/Examples,Teaching literacy and Turkish to hearing-impaired individuals/Examples,Teaching life studies to hearing-impaired individuals/Examples,Teaching social studies to hearing-impaired individuals/Examples,Teaching mathematics to hearing-impaired individuals (addition-subtraction)/Examples,Teaching mathematics to hearing-impaired individuals (multiplication-division)/Examples,Teaching religious culture and ethics to hearing-impaired individuals/Examples,Application examples (General),General revision. |
Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
Explains hearing and characteristics of hearing impaired individuals. | 16 | A |
Explains the diagnosis and evaluation process of hearing impaired individuals. | 16 | A |
Explains the methods and approaches used in the education of hearing-impaired individuals. | 16 | A |
Plans literacy activities for hearing impaired individuals. | 16 | A |
Plans social studies activities for hearing-impaired individuals. | 16 | A |
Plans mathematics activities for hearing impaired individuals. | 16 | A |
Teaching Methods: | 16: Question - Answer Technique |
Assessment Methods: | A: Traditional Written Exam |
Course Outline
Order | Subjects | Preliminary Work |
---|---|---|
1 | Introduction, syllabus/Characteristics of individuals with hearing impairment | Syllabus |
2 | What is hearing? How do we hear? Deafness degrees/Classifications/Causes/Types of Hearing Aids/Prevalence | Weekly documents |
3 | Diagnosis and evaluation/Current issues regarding the education of the hearing impaired/Legislation/Organizing educational environments | Weekly documents |
4 | Pre-school education for hearing impaired children/Examination of the Pre-School Special Education Curriculum for Individuals with Special Education Needs (37-78 Months) | Weekly documents |
5 | The aims and principles of primary education, general principles regarding the implementation of the primary education program; Methods and approaches used in the education of hearing-impaired individuals | Weekly documents |
6 | Teaching literacy and Turkish to hearing-impaired individuals/Examples | Weekly documents |
7 | Teaching literacy and Turkish to hearing-impaired individuals/Examples | Weekly documents |
8 | Teaching life studies to hearing-impaired individuals/Examples | Weekly documents |
9 | Teaching social studies to hearing-impaired individuals/Examples | Weekly documents |
10 | Teaching mathematics to hearing-impaired individuals (addition-subtraction)/Examples | Weekly documents |
11 | Teaching mathematics to hearing-impaired individuals (multiplication-division)/Examples | Weekly documents |
12 | Teaching religious culture and ethics to hearing-impaired individuals/Examples | Weekly documents |
13 | Application examples (General) | Weekly documents |
14 | General revision | Weekly documents |
Resources |
1. Gürgür, H. ve Şafak, P. (Ed.). (2017). İşitme ve görme yetersizliği. Pegem Akademi. 2. Karabulut, R. (Ed.). (2022). Özel gereksinimli çocuklar ve özel eğitim. Eğiten Kitap. 3. Selvi, H.H. (Ed.). (2020). Uygulamalarla işitme engellilerin eğitimi ve öğretimi. Eğiten Kitap. |
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 | 14 | 2 | 28 | |||
Resolution of Homework Problems and Submission as a Report | 2 | 5 | 10 | |||
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) | 106 | |||||
Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(106/30) | 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 |
---|---|---|---|---|---|
INSTRUCTIONAL STRATEGIES for INDIVIDUALS with HI | - | Fall Semester | 2+0 | 2 | 4 |
Course Program |
Prerequisites Courses | |
Recommended Elective Courses |
Language of Course | Turkish |
Course Level | First Cycle (Bachelor's Degree) |
Course Type | Elective |
Course Coordinator | Assist.Prof. Aslin ARSLANOĞLU ÖSER |
Name of Lecturer(s) | Assist.Prof. Aslin ARSLANOĞLU ÖSER |
Assistant(s) | |
Aim | This course aims to discuss the aims of the primary education curriculum, to examine the principles of education and training and the general principles of the program, to adapt the curriculum according to the language and knowledge levels of the hearing impaired students, to adapt the curriculum according to the language and knowledge levels of the hearing impaired students, to provide group language lessons and one-to-one training for hearing-impaired students at different levels. aims to plan and implement the lessons. |
Course Content | This course contains; Introduction, syllabus/Characteristics of individuals with hearing impairment,What is hearing? How do we hear? Deafness degrees/Classifications/Causes/Types of Hearing Aids/Prevalence,Diagnosis and evaluation/Current issues regarding the education of the hearing impaired/Legislation/Organizing educational environments,Pre-school education for hearing impaired children/Examination of the Pre-School Special Education Curriculum for Individuals with Special Education Needs (37-78 Months),The aims and principles of primary education, general principles regarding the implementation of the primary education program; Methods and approaches used in the education of hearing-impaired individuals,Teaching literacy and Turkish to hearing-impaired individuals/Examples,Teaching literacy and Turkish to hearing-impaired individuals/Examples,Teaching life studies to hearing-impaired individuals/Examples,Teaching social studies to hearing-impaired individuals/Examples,Teaching mathematics to hearing-impaired individuals (addition-subtraction)/Examples,Teaching mathematics to hearing-impaired individuals (multiplication-division)/Examples,Teaching religious culture and ethics to hearing-impaired individuals/Examples,Application examples (General),General revision. |
Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
Explains hearing and characteristics of hearing impaired individuals. | 16 | A |
Explains the diagnosis and evaluation process of hearing impaired individuals. | 16 | A |
Explains the methods and approaches used in the education of hearing-impaired individuals. | 16 | A |
Plans literacy activities for hearing impaired individuals. | 16 | A |
Plans social studies activities for hearing-impaired individuals. | 16 | A |
Plans mathematics activities for hearing impaired individuals. | 16 | A |
Teaching Methods: | 16: Question - Answer Technique |
Assessment Methods: | A: Traditional Written Exam |
Course Outline
Order | Subjects | Preliminary Work |
---|---|---|
1 | Introduction, syllabus/Characteristics of individuals with hearing impairment | Syllabus |
2 | What is hearing? How do we hear? Deafness degrees/Classifications/Causes/Types of Hearing Aids/Prevalence | Weekly documents |
3 | Diagnosis and evaluation/Current issues regarding the education of the hearing impaired/Legislation/Organizing educational environments | Weekly documents |
4 | Pre-school education for hearing impaired children/Examination of the Pre-School Special Education Curriculum for Individuals with Special Education Needs (37-78 Months) | Weekly documents |
5 | The aims and principles of primary education, general principles regarding the implementation of the primary education program; Methods and approaches used in the education of hearing-impaired individuals | Weekly documents |
6 | Teaching literacy and Turkish to hearing-impaired individuals/Examples | Weekly documents |
7 | Teaching literacy and Turkish to hearing-impaired individuals/Examples | Weekly documents |
8 | Teaching life studies to hearing-impaired individuals/Examples | Weekly documents |
9 | Teaching social studies to hearing-impaired individuals/Examples | Weekly documents |
10 | Teaching mathematics to hearing-impaired individuals (addition-subtraction)/Examples | Weekly documents |
11 | Teaching mathematics to hearing-impaired individuals (multiplication-division)/Examples | Weekly documents |
12 | Teaching religious culture and ethics to hearing-impaired individuals/Examples | Weekly documents |
13 | Application examples (General) | Weekly documents |
14 | General revision | Weekly documents |
Resources |
1. Gürgür, H. ve Şafak, P. (Ed.). (2017). İşitme ve görme yetersizliği. Pegem Akademi. 2. Karabulut, R. (Ed.). (2022). Özel gereksinimli çocuklar ve özel eğitim. Eğiten Kitap. 3. Selvi, H.H. (Ed.). (2020). Uygulamalarla işitme engellilerin eğitimi ve öğretimi. Eğiten Kitap. |
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 |