Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| EARLY INTERVENTION PROGRAMS | - | 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) | Assoc.Prof. Özcan KARAASLAN |
| Assistant(s) | |
| Aim | In this course, based on the general concepts and principles of development and the factors affecting development; it is aimed to understand the aims, principles and target group characteristics of the concept of early intervention, to have knowledge about different types, approaches and models of early intervention, to examine the early intervention programs in the world and in Turkey historically and currently, and to discuss the relationship between all these and the field of special education teaching. |
| Course Content | This course contains; Introduction to Early Intervention,The Concept of Childhood,Basic Concepts and Principles of Development,Factors Affecting Development,Definition, Objectives and Principles of Early Intervention,Target Groups in Early Intervention,Stages of Early Intervention,Historical Development of Early Intervention in the World and Turkey,Approaches and Models in Early Intervention,Types of Early Intervention Programs ,Early Intervention Program Features and Implementation Processes,Current Early Intervention Programs in the World,Current Early Intervention Programs in Turkey,Establishing the Relationship between Early Intervention Programs and Special Education Teaching. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the basic concepts and principles of development, risk factors and protective factors affecting development. | 10, 13, 16, 9 | C |
| Discusses the concept of early intervention in the context of goals, principles and target group. | 16, 19, 9 | C |
| Compares different types, approaches and models in early intervention. | 16, 19, 9 | C |
| Summarizes the historical development and current practices of early intervention programs in the world and in Turkey. | 13, 16, 37, 9 | C |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 37: Computer-Internet Supported Instruction, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to Early Intervention | - |
| 2 | The Concept of Childhood | Readings on the subject |
| 3 | Basic Concepts and Principles of Development | Readings on the subject |
| 4 | Factors Affecting Development | Readings on the subject |
| 5 | Definition, Objectives and Principles of Early Intervention | Readings on the subject |
| 6 | Target Groups in Early Intervention | Readings on the subject |
| 7 | Stages of Early Intervention | Readings on the subject |
| 8 | Historical Development of Early Intervention in the World and Turkey | Readings on the subject |
| 9 | Approaches and Models in Early Intervention | Readings on the subject |
| 10 | Types of Early Intervention Programs | Readings on the subject |
| 11 | Early Intervention Program Features and Implementation Processes | Readings on the subject |
| 12 | Current Early Intervention Programs in the World | Readings on the subject |
| 13 | Current Early Intervention Programs in Turkey | Readings on the subject |
| 14 | Establishing the Relationship between Early Intervention Programs and Special Education Teaching | - |
| Resources |
| 1. Crawford, M. J., Weber, B. (2017). Her gün erken müdahale! Küçük çocuklar ve ailelerine yönelik günlük rutinlere yerleştirilmiş etkinlikler (Ö. Gözün Kahraman, Ş. Ceylan, M. Yıldız Bıçakçı, Çev.). Ankara: Nobel Yayın Dağıtım. 2. Bayhan, P. (Ed.) (2018). Erken Müdahale. Hedef Yayıncılık. Özyürek, A & Sezgin, E. (Editörler) (2019). Çocukluk Döneminde Erken Müdahale. Nobel Akademik Yayıncılık. 3. Türkkent, E. & Özer, M. (2023). Özel Eğitime İhtiyacı Olan Bireyler İçin (0-36 ay) Erken Çocukluk Özel Eğitim Öğretim Programı: Ebeveynlerin Program ve Sürece Yönelik Deneyimlerin İncelenmesi. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 20 (1), 304-331. |
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 | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 1 | 5 | 5 | |||
| Term Project | 1 | 2 | 2 | |||
| Presentation of Project / Seminar | 1 | 20 | 20 | |||
| Quiz | 1 | 15 | 15 | |||
| Midterm Exam | 1 | 20 | 20 | |||
| General Exam | 1 | 20 | 20 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 110 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(110/30) | 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 |
|---|---|---|---|---|---|
| EARLY INTERVENTION PROGRAMS | - | 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) | Assoc.Prof. Özcan KARAASLAN |
| Assistant(s) | |
| Aim | In this course, based on the general concepts and principles of development and the factors affecting development; it is aimed to understand the aims, principles and target group characteristics of the concept of early intervention, to have knowledge about different types, approaches and models of early intervention, to examine the early intervention programs in the world and in Turkey historically and currently, and to discuss the relationship between all these and the field of special education teaching. |
| Course Content | This course contains; Introduction to Early Intervention,The Concept of Childhood,Basic Concepts and Principles of Development,Factors Affecting Development,Definition, Objectives and Principles of Early Intervention,Target Groups in Early Intervention,Stages of Early Intervention,Historical Development of Early Intervention in the World and Turkey,Approaches and Models in Early Intervention,Types of Early Intervention Programs ,Early Intervention Program Features and Implementation Processes,Current Early Intervention Programs in the World,Current Early Intervention Programs in Turkey,Establishing the Relationship between Early Intervention Programs and Special Education Teaching. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the basic concepts and principles of development, risk factors and protective factors affecting development. | 10, 13, 16, 9 | C |
| Discusses the concept of early intervention in the context of goals, principles and target group. | 16, 19, 9 | C |
| Compares different types, approaches and models in early intervention. | 16, 19, 9 | C |
| Summarizes the historical development and current practices of early intervention programs in the world and in Turkey. | 13, 16, 37, 9 | C |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 37: Computer-Internet Supported Instruction, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to Early Intervention | - |
| 2 | The Concept of Childhood | Readings on the subject |
| 3 | Basic Concepts and Principles of Development | Readings on the subject |
| 4 | Factors Affecting Development | Readings on the subject |
| 5 | Definition, Objectives and Principles of Early Intervention | Readings on the subject |
| 6 | Target Groups in Early Intervention | Readings on the subject |
| 7 | Stages of Early Intervention | Readings on the subject |
| 8 | Historical Development of Early Intervention in the World and Turkey | Readings on the subject |
| 9 | Approaches and Models in Early Intervention | Readings on the subject |
| 10 | Types of Early Intervention Programs | Readings on the subject |
| 11 | Early Intervention Program Features and Implementation Processes | Readings on the subject |
| 12 | Current Early Intervention Programs in the World | Readings on the subject |
| 13 | Current Early Intervention Programs in Turkey | Readings on the subject |
| 14 | Establishing the Relationship between Early Intervention Programs and Special Education Teaching | - |
| Resources |
| 1. Crawford, M. J., Weber, B. (2017). Her gün erken müdahale! Küçük çocuklar ve ailelerine yönelik günlük rutinlere yerleştirilmiş etkinlikler (Ö. Gözün Kahraman, Ş. Ceylan, M. Yıldız Bıçakçı, Çev.). Ankara: Nobel Yayın Dağıtım. 2. Bayhan, P. (Ed.) (2018). Erken Müdahale. Hedef Yayıncılık. Özyürek, A & Sezgin, E. (Editörler) (2019). Çocukluk Döneminde Erken Müdahale. Nobel Akademik Yayıncılık. 3. Türkkent, E. & Özer, M. (2023). Özel Eğitime İhtiyacı Olan Bireyler İçin (0-36 ay) Erken Çocukluk Özel Eğitim Öğretim Programı: Ebeveynlerin Program ve Sürece Yönelik Deneyimlerin İncelenmesi. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 20 (1), 304-331. |
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 | |