Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INTERDISCIPLINARY STUDIES and COLLABORATION in INTELLECTUAL DISABILITIES | - | 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. Adviye Pınar KONYALIOĞLU |
| Name of Lecturer(s) | Assoc.Prof. Ahmet YIKMIŞ |
| Assistant(s) | |
| Aim | Intellectual disability and related areas, interdisciplinary fields of study cooperation, team members and features in collaboration, interdisciplinary working situation in Turkey, teamwork in Turkey, analyzing current issues. |
| Course Content | This course contains; Intellectual disability and related areas,Interdisciplinary fields of study cooperation concepts,Interdisciplinary fields of study cooperation concepts,Team members and features in collaboration,Necessity and importance of cooperation,Basic principles of teamwork,Theories of teamwork ,Theories of teamwork,Interdisciplinary working situation in Turkey,Interdisciplinary working situation in Turkey,Teamwork in Turkey,Teamwork in Turkey,Analyzing current issues,Analyzing current issues. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Intellectual disability and related areas; Interdisciplinary fields of study cooperation concepts; Team members and features in collaboration; Necessity and importance of cooperation; Basic principles of teamwork; Theories of teamwork; Interdisciplinary working situation in Turkey; Analyzing current issues. | 13, 14, 16, 19, 9 | A, G |
| Teaching Methods: | 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, G: Quiz |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Intellectual disability and related areas | Diken, (2010), Part 1-2, s. 2-55. |
| 2 | Interdisciplinary fields of study cooperation concepts | Richards, Frank, Sableski & Arnold, (2016). Part I-II-III |
| 3 | Interdisciplinary fields of study cooperation concepts | Richards, Frank, Sableski & Arnold, (2016). Part I-II-III |
| 4 | Team members and features in collaboration | Fazlıoğlu & Şengül-Erdem, (2019), Part 15, s. 395-430; Part 18; s. 473-492. |
| 5 | Necessity and importance of cooperation | Sucuoğlu, B. (2009). Part 9; s. 382-385; Fazlıoğlu & Şengül-Erdem, (2019), Part 15, s. 395-430; Part 18; s. 473-492. |
| 6 | Basic principles of teamwork | Sucuoğlu, B. (2009). Part 9; s. 382-385; Fazlıoğlu & Şengül-Erdem, (2019), Part 15, s. 395-430; Part 18; s. 473-492. |
| 7 | Theories of teamwork | Fazlıoğlu & Şengül-Erdem, (2019), Part 15, s. 395-430; Part 18; s. 473-492; Richards, Frank, Sableski & Arnold, (2016). Part I-II-III |
| 8 | Theories of teamwork | Fazlıoğlu & Şengül-Erdem, (2019), Part 15, s. 395-430; Part 18; s. 473-492; Richards, Frank, Sableski & Arnold, (2016). Part I-II-III |
| 9 | Interdisciplinary working situation in Turkey | Diken, (ed) (2020). Part 4, s. 101-106. |
| 10 | Interdisciplinary working situation in Turkey | Diken, (ed) (2020). Part 4, s. 101-106. |
| 11 | Teamwork in Turkey | Diken, (2010), Part 1-2, s. 2-55. |
| 12 | Teamwork in Turkey | Diken, (ed) (2020). Part 4, s. 101-106. |
| 13 | Analyzing current issues | Richards, Frank, Sableski & Arnold, (2016). Part VII |
| 14 | Analyzing current issues | Richards, Frank, Sableski & Arnold, (2016). Part VII |
| Resources |
| Richards, S. B., Frank C. L., Sableski M. K., & Arnold, J. M. (2016). Collaboration among professionals, students, families, and communities. New York, NY: Routledge. AUCDA (2013). Collaborative Interagency, Interdisciplinary Approach to Transition from Adolescence to Adulthood. Çolak, A. (2007). Kaynaştırma Uygulanan Bir İlköğretim Sınıfındaki Sosyal Yeterlik Özelliklerinin Betimlenmesi ve İyileştirilmesi Çalışmaları. Doktora tezi, Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir. Diken, İ. H. (2010). İlköğretimde Kaynaştırma. Ankara: Pegem Akademi. Diken, İ. H. (2020). Özel Eğitime Gereksinimi Olan Öğrenciler ve Özel Eğitim, Ankara: Pegem Akademi. Sucuoğlu, B. (2009). Zihin Engelliler ve Eğitimleri, Kök Yayıncılık. Fazlıoğlu, Y. ve Şengül-Erdem, H. (2019). Erken Çocuklukta Gelişim ve Eğitim |
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 | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| 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 | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 0 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(0/30) | 0 | |||||
| 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 |
|---|---|---|---|---|---|
| INTERDISCIPLINARY STUDIES and COLLABORATION in INTELLECTUAL DISABILITIES | - | 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. Adviye Pınar KONYALIOĞLU |
| Name of Lecturer(s) | Assoc.Prof. Ahmet YIKMIŞ |
| Assistant(s) | |
| Aim | Intellectual disability and related areas, interdisciplinary fields of study cooperation, team members and features in collaboration, interdisciplinary working situation in Turkey, teamwork in Turkey, analyzing current issues. |
| Course Content | This course contains; Intellectual disability and related areas,Interdisciplinary fields of study cooperation concepts,Interdisciplinary fields of study cooperation concepts,Team members and features in collaboration,Necessity and importance of cooperation,Basic principles of teamwork,Theories of teamwork ,Theories of teamwork,Interdisciplinary working situation in Turkey,Interdisciplinary working situation in Turkey,Teamwork in Turkey,Teamwork in Turkey,Analyzing current issues,Analyzing current issues. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Intellectual disability and related areas; Interdisciplinary fields of study cooperation concepts; Team members and features in collaboration; Necessity and importance of cooperation; Basic principles of teamwork; Theories of teamwork; Interdisciplinary working situation in Turkey; Analyzing current issues. | 13, 14, 16, 19, 9 | A, G |
| Teaching Methods: | 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, G: Quiz |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Intellectual disability and related areas | Diken, (2010), Part 1-2, s. 2-55. |
| 2 | Interdisciplinary fields of study cooperation concepts | Richards, Frank, Sableski & Arnold, (2016). Part I-II-III |
| 3 | Interdisciplinary fields of study cooperation concepts | Richards, Frank, Sableski & Arnold, (2016). Part I-II-III |
| 4 | Team members and features in collaboration | Fazlıoğlu & Şengül-Erdem, (2019), Part 15, s. 395-430; Part 18; s. 473-492. |
| 5 | Necessity and importance of cooperation | Sucuoğlu, B. (2009). Part 9; s. 382-385; Fazlıoğlu & Şengül-Erdem, (2019), Part 15, s. 395-430; Part 18; s. 473-492. |
| 6 | Basic principles of teamwork | Sucuoğlu, B. (2009). Part 9; s. 382-385; Fazlıoğlu & Şengül-Erdem, (2019), Part 15, s. 395-430; Part 18; s. 473-492. |
| 7 | Theories of teamwork | Fazlıoğlu & Şengül-Erdem, (2019), Part 15, s. 395-430; Part 18; s. 473-492; Richards, Frank, Sableski & Arnold, (2016). Part I-II-III |
| 8 | Theories of teamwork | Fazlıoğlu & Şengül-Erdem, (2019), Part 15, s. 395-430; Part 18; s. 473-492; Richards, Frank, Sableski & Arnold, (2016). Part I-II-III |
| 9 | Interdisciplinary working situation in Turkey | Diken, (ed) (2020). Part 4, s. 101-106. |
| 10 | Interdisciplinary working situation in Turkey | Diken, (ed) (2020). Part 4, s. 101-106. |
| 11 | Teamwork in Turkey | Diken, (2010), Part 1-2, s. 2-55. |
| 12 | Teamwork in Turkey | Diken, (ed) (2020). Part 4, s. 101-106. |
| 13 | Analyzing current issues | Richards, Frank, Sableski & Arnold, (2016). Part VII |
| 14 | Analyzing current issues | Richards, Frank, Sableski & Arnold, (2016). Part VII |
| Resources |
| Richards, S. B., Frank C. L., Sableski M. K., & Arnold, J. M. (2016). Collaboration among professionals, students, families, and communities. New York, NY: Routledge. AUCDA (2013). Collaborative Interagency, Interdisciplinary Approach to Transition from Adolescence to Adulthood. Çolak, A. (2007). Kaynaştırma Uygulanan Bir İlköğretim Sınıfındaki Sosyal Yeterlik Özelliklerinin Betimlenmesi ve İyileştirilmesi Çalışmaları. Doktora tezi, Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir. Diken, İ. H. (2010). İlköğretimde Kaynaştırma. Ankara: Pegem Akademi. Diken, İ. H. (2020). Özel Eğitime Gereksinimi Olan Öğrenciler ve Özel Eğitim, Ankara: Pegem Akademi. Sucuoğlu, B. (2009). Zihin Engelliler ve Eğitimleri, Kök Yayıncılık. Fazlıoğlu, Y. ve Şengül-Erdem, H. (2019). Erken Çocuklukta Gelişim ve Eğitim |
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 | |