Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| TEACHING SOCIAL ADAPTATION SKILLS in SPECIAL EDUCATION | ÖE3276410 | Spring Semester | 3+0 | 3 | 4 |
| Course Program | Salı 09:00-09:45 Salı 10:00-10:45 Salı 11:00-11:45 Cuma 17:30-18:15 Cuma 18:30-19:15 Cuma 19:30-20:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Didem GÜVEN |
| Name of Lecturer(s) | Assist.Prof. Didem GÜVEN |
| Assistant(s) | |
| Aim | The aim of the course is to provide the students with the skills, independent life skills, social skills, social skills, skills acquisition, social skills and social skills teaching methods. |
| Course Content | This course contains; Social Compliance Skills Basic Concepts,Basic skills, adaptation skills and social (social) adaptation skills,Social skills development of individuals in need of special education,Evaluation and teaching of basic skills (Functional literacy, number-money-time related skills),Evaluation and teaching of adaptive skills,Social skills development in individuals with special needs (obeying rules, apology etc.),Importance of social skills,Evaluation and teaching of social skills,Preparing social adaptation skills assessment tools,Teaching,Presentation of sample homework,Providing the permanence and generalization of acquired skills,Ensuring the persistence and generalization of acquired skills ,Ensuring the persistence and generalization of acquired skills . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the reasons for social skill deficiency. | 16 | A |
| Explains the teaching of social adaptation skills and basic concepts related to social skills. | 16 | A |
| Explains social development theories and stages of social development. | 16 | A |
| Explains the assessment and teaching of independent living skills. | 16 | A |
| Explains social skills teaching methods. | 16 | A |
| Teaching Methods: | 16: Question - Answer Technique |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Social Compliance Skills Basic Concepts | Reading articles related to Social Skills |
| 2 | Basic skills, adaptation skills and social (social) adaptation skills | Classifying all skills |
| 3 | Social skills development of individuals in need of special education | Case studies related to social development were discussed. |
| 4 | Evaluation and teaching of basic skills (Functional literacy, number-money-time related skills) | Examination of sample skills |
| 5 | Evaluation and teaching of adaptive skills | Examination of samples of evaluation tools |
| 6 | Social skills development in individuals with special needs (obeying rules, apology etc.) | Drama studies on social skills examples |
| 7 | Importance of social skills | Read related articles and report on the importance of social skills |
| 8 | Evaluation and teaching of social skills | Sample evaluation tools research |
| 9 | Preparing social adaptation skills assessment tools | Preparing daily life skills assessment tools |
| 10 | Teaching | Preparing sample homework |
| 11 | Presentation of sample homework | Animation of social skills teaching |
| 12 | Providing the permanence and generalization of acquired skills | Identify different social skills |
| 13 | Ensuring the persistence and generalization of acquired skills | Reading |
| 14 | Ensuring the persistence and generalization of acquired skills | Reading |
| Resources |
| 1. Avcıoğlu, H. (2018). Özel eğitimde sosyal uyum becerilerinin öğretimi. Ankara: Eğiten Kitap. 2. Ersevim, İ. (2019). Özel gereksinimli çocuk: Zihinsel ve duygusal gelişim. İstanbul: Özgür yayınları. 3. Karabulut, R. (Ed.). (2022). Özel gereksinimli çocuklar ve özel eğitim. 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 | 3 | 42 | |||
| 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 | 15 | 15 | |||
| Quiz | 1 | 10 | 10 | |||
| Midterm Exam | 1 | 15 | 15 | |||
| General Exam | 1 | 20 | 20 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 109 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(109/30) | 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 SOCIAL ADAPTATION SKILLS in SPECIAL EDUCATION | ÖE3276410 | Spring Semester | 3+0 | 3 | 4 |
| Course Program | Salı 09:00-09:45 Salı 10:00-10:45 Salı 11:00-11:45 Cuma 17:30-18:15 Cuma 18:30-19:15 Cuma 19:30-20:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Didem GÜVEN |
| Name of Lecturer(s) | Assist.Prof. Didem GÜVEN |
| Assistant(s) | |
| Aim | The aim of the course is to provide the students with the skills, independent life skills, social skills, social skills, skills acquisition, social skills and social skills teaching methods. |
| Course Content | This course contains; Social Compliance Skills Basic Concepts,Basic skills, adaptation skills and social (social) adaptation skills,Social skills development of individuals in need of special education,Evaluation and teaching of basic skills (Functional literacy, number-money-time related skills),Evaluation and teaching of adaptive skills,Social skills development in individuals with special needs (obeying rules, apology etc.),Importance of social skills,Evaluation and teaching of social skills,Preparing social adaptation skills assessment tools,Teaching,Presentation of sample homework,Providing the permanence and generalization of acquired skills,Ensuring the persistence and generalization of acquired skills ,Ensuring the persistence and generalization of acquired skills . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the reasons for social skill deficiency. | 16 | A |
| Explains the teaching of social adaptation skills and basic concepts related to social skills. | 16 | A |
| Explains social development theories and stages of social development. | 16 | A |
| Explains the assessment and teaching of independent living skills. | 16 | A |
| Explains social skills teaching methods. | 16 | A |
| Teaching Methods: | 16: Question - Answer Technique |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Social Compliance Skills Basic Concepts | Reading articles related to Social Skills |
| 2 | Basic skills, adaptation skills and social (social) adaptation skills | Classifying all skills |
| 3 | Social skills development of individuals in need of special education | Case studies related to social development were discussed. |
| 4 | Evaluation and teaching of basic skills (Functional literacy, number-money-time related skills) | Examination of sample skills |
| 5 | Evaluation and teaching of adaptive skills | Examination of samples of evaluation tools |
| 6 | Social skills development in individuals with special needs (obeying rules, apology etc.) | Drama studies on social skills examples |
| 7 | Importance of social skills | Read related articles and report on the importance of social skills |
| 8 | Evaluation and teaching of social skills | Sample evaluation tools research |
| 9 | Preparing social adaptation skills assessment tools | Preparing daily life skills assessment tools |
| 10 | Teaching | Preparing sample homework |
| 11 | Presentation of sample homework | Animation of social skills teaching |
| 12 | Providing the permanence and generalization of acquired skills | Identify different social skills |
| 13 | Ensuring the persistence and generalization of acquired skills | Reading |
| 14 | Ensuring the persistence and generalization of acquired skills | Reading |
| Resources |
| 1. Avcıoğlu, H. (2018). Özel eğitimde sosyal uyum becerilerinin öğretimi. Ankara: Eğiten Kitap. 2. Ersevim, İ. (2019). Özel gereksinimli çocuk: Zihinsel ve duygusal gelişim. İstanbul: Özgür yayınları. 3. Karabulut, R. (Ed.). (2022). Özel gereksinimli çocuklar ve özel eğitim. 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 | |