Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INSTRUCTIONAL ADAPTATIONS in INTELLECTUAL DISABILITIES | - | Spring 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. Didem GÜVEN |
| Name of Lecturer(s) | Assoc.Prof. Ahmet YIKMIŞ |
| Assistant(s) | |
| Aim | Within the scope of this course, it is aimed to provide students with knowledge and skills about adaptations made in the content and presentation of teaching with individuals with intellectual disabilities. |
| Course Content | This course contains; Learning styles of children with intellectual disabilities,The concept of individualization and its importance in education,pre-teaching adaptations,Instructional adaptations,Instructional presentation adaptations,post-teaching adaptations,Examples of adaptations in special education classrooms and schools,Examples of adaptations in inclusion/integration education classrooms and schools,Examples of adaptations in inclusion/integration education classrooms and schools,examples of adaptation for academic and non-academic fields.,examples of adaptation for academic and non-academic fields.,examples of adaptation for academic and non-academic fields.,examples of adaptation for academic and non-academic fields.,examples of adaptation for academic and non-academic fields.. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the basic concepts of individualization and instructional adaptations in teaching. | 10, 16, 9 | A |
| Explains the adaptations that can be made for students with intellectual disabilities. | 10, 16, 9 | A |
| Give examples of adaptations that can be made for special education practices before, during and after teaching. | 10, 16, 37, 9 | A |
| Describe the characteristics and types of teaching adaptations. | 10, 16, 9 | A |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 37: Computer-Internet Supported Instruction, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Learning styles of children with intellectual disabilities | Uslu ve Çoruhlu, (2012), Part 1, s. 11-12. |
| 2 | The concept of individualization and its importance in education | Uslu ve Çoruhlu, (2012), Part 1, s. 11-12. |
| 3 | pre-teaching adaptations | Uslu ve Çoruhlu, (2012), Part 1, s. 21-24. |
| 5 | Instructional adaptations | Uslu ve Çoruhlu, (2012), Part 1, s. 25-29. |
| 6 | Instructional presentation adaptations | Uslu ve Çoruhlu, (2012), Part 1, s. 25-29. |
| 7 | post-teaching adaptations | Uslu ve Çoruhlu, (2012), Part 1, s. 30-33. |
| 8 | Examples of adaptations in special education classrooms and schools | Uslu ve Çoruhlu, (2012), Part 2, s. 35-45. |
| 9 | Examples of adaptations in inclusion/integration education classrooms and schools | Uslu ve Çoruhlu, (2012), Part 3, s. 47-58. |
| 9 | Examples of adaptations in inclusion/integration education classrooms and schools | Uslu ve Çoruhlu, (2012), Part 3, s. 60-71. |
| 10 | examples of adaptation for academic and non-academic fields. | Uslu ve Çoruhlu, (2012), Part 2-3-4-5, s. 35-79. |
| 11 | examples of adaptation for academic and non-academic fields. | Uslu ve Çoruhlu, (2012), Part 2-3-4-5, s. 35-79. |
| 12 | examples of adaptation for academic and non-academic fields. | Uslu ve Çoruhlu, (2012), Part 2-3-4-5, s. 35-79. |
| 13 | examples of adaptation for academic and non-academic fields. | Uslu ve Çoruhlu, (2012), Part 2-3-4-5, s. 35-79. |
| 14 | examples of adaptation for academic and non-academic fields. | Uslu ve Çoruhlu, (2012), Part 2-3-4-5, s. 35-79. |
| Resources |
| Eripek, S. (2020). Zihinsel Yetersizliği Olan Çocuklar. Eğiten Kitap H. Miray Sümer Dodur ve Özlem Altundağ Kumaş (2022) Öğretimi Bireyselleştirme ve Uyarlama. Eğiten Kitap. Uslu, Y. & Çoruhlu, E. (2012). Kaynaştırma eğitiminde öğretimsel düzenlemeler. Ankara: Epemat Matbaacılık. |
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 | 2 | 10 | 20 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 1 | 20 | 20 | |||
| 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) | 108 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(108/30) | 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 ADAPTATIONS in INTELLECTUAL DISABILITIES | - | Spring 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. Didem GÜVEN |
| Name of Lecturer(s) | Assoc.Prof. Ahmet YIKMIŞ |
| Assistant(s) | |
| Aim | Within the scope of this course, it is aimed to provide students with knowledge and skills about adaptations made in the content and presentation of teaching with individuals with intellectual disabilities. |
| Course Content | This course contains; Learning styles of children with intellectual disabilities,The concept of individualization and its importance in education,pre-teaching adaptations,Instructional adaptations,Instructional presentation adaptations,post-teaching adaptations,Examples of adaptations in special education classrooms and schools,Examples of adaptations in inclusion/integration education classrooms and schools,Examples of adaptations in inclusion/integration education classrooms and schools,examples of adaptation for academic and non-academic fields.,examples of adaptation for academic and non-academic fields.,examples of adaptation for academic and non-academic fields.,examples of adaptation for academic and non-academic fields.,examples of adaptation for academic and non-academic fields.. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the basic concepts of individualization and instructional adaptations in teaching. | 10, 16, 9 | A |
| Explains the adaptations that can be made for students with intellectual disabilities. | 10, 16, 9 | A |
| Give examples of adaptations that can be made for special education practices before, during and after teaching. | 10, 16, 37, 9 | A |
| Describe the characteristics and types of teaching adaptations. | 10, 16, 9 | A |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 37: Computer-Internet Supported Instruction, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Learning styles of children with intellectual disabilities | Uslu ve Çoruhlu, (2012), Part 1, s. 11-12. |
| 2 | The concept of individualization and its importance in education | Uslu ve Çoruhlu, (2012), Part 1, s. 11-12. |
| 3 | pre-teaching adaptations | Uslu ve Çoruhlu, (2012), Part 1, s. 21-24. |
| 5 | Instructional adaptations | Uslu ve Çoruhlu, (2012), Part 1, s. 25-29. |
| 6 | Instructional presentation adaptations | Uslu ve Çoruhlu, (2012), Part 1, s. 25-29. |
| 7 | post-teaching adaptations | Uslu ve Çoruhlu, (2012), Part 1, s. 30-33. |
| 8 | Examples of adaptations in special education classrooms and schools | Uslu ve Çoruhlu, (2012), Part 2, s. 35-45. |
| 9 | Examples of adaptations in inclusion/integration education classrooms and schools | Uslu ve Çoruhlu, (2012), Part 3, s. 47-58. |
| 9 | Examples of adaptations in inclusion/integration education classrooms and schools | Uslu ve Çoruhlu, (2012), Part 3, s. 60-71. |
| 10 | examples of adaptation for academic and non-academic fields. | Uslu ve Çoruhlu, (2012), Part 2-3-4-5, s. 35-79. |
| 11 | examples of adaptation for academic and non-academic fields. | Uslu ve Çoruhlu, (2012), Part 2-3-4-5, s. 35-79. |
| 12 | examples of adaptation for academic and non-academic fields. | Uslu ve Çoruhlu, (2012), Part 2-3-4-5, s. 35-79. |
| 13 | examples of adaptation for academic and non-academic fields. | Uslu ve Çoruhlu, (2012), Part 2-3-4-5, s. 35-79. |
| 14 | examples of adaptation for academic and non-academic fields. | Uslu ve Çoruhlu, (2012), Part 2-3-4-5, s. 35-79. |
| Resources |
| Eripek, S. (2020). Zihinsel Yetersizliği Olan Çocuklar. Eğiten Kitap H. Miray Sümer Dodur ve Özlem Altundağ Kumaş (2022) Öğretimi Bireyselleştirme ve Uyarlama. Eğiten Kitap. Uslu, Y. & Çoruhlu, E. (2012). Kaynaştırma eğitiminde öğretimsel düzenlemeler. Ankara: Epemat Matbaacılık. |
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 | |