Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INDIVIDUALS with INTELLECTUAL DISABILITIES and THEIR EDUCATION | ÖE1114954 | Fall Semester | 2+0 | 2 | 6 |
| Course Program | Perşembe 12:45-13:30 Perşembe 13:30-14:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Özge ÖZLÜ ÜNLÜ |
| Name of Lecturer(s) | Lect.Dr. Bülent MADİ |
| Assistant(s) | |
| Aim | Within the scope of this course, it is aimed to provide students with academic and non-academic characteristics of individuals with intellectual disabilities, their classification, diagnosis, prevalence and incidence, causes, evaluation, counseling their families, educational environments, inclusion and education. |
| Course Content | This course contains; Definition and scope of intelligence; history of intellectual disability,Definition and scope of intelligence,Prevalence and causes of intellectual disability,Characteristics of children with intellectual disability,Diagnosing and assessing intellectual disabilit,Assessment in intellectual disability,Counseling families of children with intellectual disabilities,Educational environments for children with intellectual disabilities,Zihinsel yetersizliği olan çocukların kaynaştırılması,Education of children with intellectual disabilities: Support education program,Methods and techniques used in the education of children with intellectual disabilities,Methods and techniques used in the education of children with intellectual disabilities,Preparing activities for children with intellectual disabilities,Presenting activities for children with intellectual disabilities. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Describes the academic and non-academic characteristics of individuals with intellectual disabilities. | 10, 16, 9 | A |
| Describes the possible causes, prevalence and incidence of intellectual disabilities. | 10, 16, 9 | A |
| Explains the diagnostic criteria and evaluation processes of individuals with intellectual disabilities. | 10, 16, 9 | A |
| Explains educational practices and current developments for individuals with intellectual disabilities. | 10, 16, 37, 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 | Definition and scope of intelligence; history of intellectual disability | Eripek, S. (2021), Part-1, p. 4-45. |
| 2 | Definition and scope of intelligence | Eripek, S. (2021), Part-2, p. 48-67. Eripek, S. (2021), Part-4, p. 78-94. |
| 3 | Prevalence and causes of intellectual disability | Eripek, S. (2021), Part-5, p. 98-106. Eripek, S. (2021), Part-11, p. 178-215. |
| 4 | Characteristics of children with intellectual disability | Eripek, S. (2021), Part-13, p. 230-255. |
| 5 | Diagnosing and assessing intellectual disabilit | Eripek, S. (2021), Part-9, p. 156-166. |
| 6 | Assessment in intellectual disability | Eripek, S. (2021), Part-7, s. 116-130. Eripek, S. (2021), Part-8, s. 135-153. |
| 7 | Counseling families of children with intellectual disabilities | Deniz, S. ve Akdemir, B. (2020). Part-12, p. 255-275. |
| 8 | Educational environments for children with intellectual disabilities | Deniz, S. ve Akdemir, B. (2020). Part-4, p. 83-107. |
| 9 | Zihinsel yetersizliği olan çocukların kaynaştırılması | Deniz, S. ve Akdemir, B. (2020). Part-4, p. 83-107. |
| 10 | Education of children with intellectual disabilities: Support education program | course notes |
| 11 | Methods and techniques used in the education of children with intellectual disabilities | Deniz, S. ve Akdemir, B. (2020). Part-5, p. 109-127. |
| 12 | Methods and techniques used in the education of children with intellectual disabilities | Deniz, S. ve Akdemir, B. (2020). Part-5, p. 109-127. |
| 13 | Preparing activities for children with intellectual disabilities | course notes |
| 14 | Presenting activities for children with intellectual disabilities | course notes |
| Resources |
| Eripek, S. (2012) Zihin Yetersizliği Olan Bireyler ve Eğitimleri. Eğiten Kitap Deniz, S. ve Akdemir, B. (2020). Zihin Yetersizliği Ve Otizm Spektrum Bozukluğu Akçamete, A. G. (Ed.). (2016). Genel eğitim okullarında özel gereksinimi olan öğrenciler ve özel eğitim. Ankara: Kök Yayıncılık. Aral, N. ve Gürsoy, F. (2011). Özel eğitim gerektiren çocuklar ve özel eğitime giriş. İstanbul: Morpa Kültür Yayınları. Cavkaytar, A. (Ed.). (2014). Aile eğitim rehberi: Zihinsel engelli çocuklar. Ankara. Metin, N. ve Yükselen, A. İ. (Ed.). (2014). Özel gereksinimli çocuklar ve kaynaştırma. Ankara: Hedef CS. Sucuoğlu, B. ve Bakkaloğlu, H. (Ed.). (2017). Okul öncesinde kaynaştırma. Ankara: Kök Yayıncılık. Vuran, S. (Ed.). (2013). Özel eğitim. Ankara: Maya Akademi. |
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 | 14 | 2 | 28 | |||
| Resolution of Homework Problems and Submission as a Report | 14 | 2 | 28 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 25 | 25 | |||
| General Exam | 1 | 25 | 25 | |||
| Performance Task, Maintenance Plan | 1 | 20 | 20 | |||
| Total Workload(Hour) | 168 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(168/30) | 6 | |||||
| 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 |
|---|---|---|---|---|---|
| INDIVIDUALS with INTELLECTUAL DISABILITIES and THEIR EDUCATION | ÖE1114954 | Fall Semester | 2+0 | 2 | 6 |
| Course Program | Perşembe 12:45-13:30 Perşembe 13:30-14:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Özge ÖZLÜ ÜNLÜ |
| Name of Lecturer(s) | Lect.Dr. Bülent MADİ |
| Assistant(s) | |
| Aim | Within the scope of this course, it is aimed to provide students with academic and non-academic characteristics of individuals with intellectual disabilities, their classification, diagnosis, prevalence and incidence, causes, evaluation, counseling their families, educational environments, inclusion and education. |
| Course Content | This course contains; Definition and scope of intelligence; history of intellectual disability,Definition and scope of intelligence,Prevalence and causes of intellectual disability,Characteristics of children with intellectual disability,Diagnosing and assessing intellectual disabilit,Assessment in intellectual disability,Counseling families of children with intellectual disabilities,Educational environments for children with intellectual disabilities,Zihinsel yetersizliği olan çocukların kaynaştırılması,Education of children with intellectual disabilities: Support education program,Methods and techniques used in the education of children with intellectual disabilities,Methods and techniques used in the education of children with intellectual disabilities,Preparing activities for children with intellectual disabilities,Presenting activities for children with intellectual disabilities. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Describes the academic and non-academic characteristics of individuals with intellectual disabilities. | 10, 16, 9 | A |
| Describes the possible causes, prevalence and incidence of intellectual disabilities. | 10, 16, 9 | A |
| Explains the diagnostic criteria and evaluation processes of individuals with intellectual disabilities. | 10, 16, 9 | A |
| Explains educational practices and current developments for individuals with intellectual disabilities. | 10, 16, 37, 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 | Definition and scope of intelligence; history of intellectual disability | Eripek, S. (2021), Part-1, p. 4-45. |
| 2 | Definition and scope of intelligence | Eripek, S. (2021), Part-2, p. 48-67. Eripek, S. (2021), Part-4, p. 78-94. |
| 3 | Prevalence and causes of intellectual disability | Eripek, S. (2021), Part-5, p. 98-106. Eripek, S. (2021), Part-11, p. 178-215. |
| 4 | Characteristics of children with intellectual disability | Eripek, S. (2021), Part-13, p. 230-255. |
| 5 | Diagnosing and assessing intellectual disabilit | Eripek, S. (2021), Part-9, p. 156-166. |
| 6 | Assessment in intellectual disability | Eripek, S. (2021), Part-7, s. 116-130. Eripek, S. (2021), Part-8, s. 135-153. |
| 7 | Counseling families of children with intellectual disabilities | Deniz, S. ve Akdemir, B. (2020). Part-12, p. 255-275. |
| 8 | Educational environments for children with intellectual disabilities | Deniz, S. ve Akdemir, B. (2020). Part-4, p. 83-107. |
| 9 | Zihinsel yetersizliği olan çocukların kaynaştırılması | Deniz, S. ve Akdemir, B. (2020). Part-4, p. 83-107. |
| 10 | Education of children with intellectual disabilities: Support education program | course notes |
| 11 | Methods and techniques used in the education of children with intellectual disabilities | Deniz, S. ve Akdemir, B. (2020). Part-5, p. 109-127. |
| 12 | Methods and techniques used in the education of children with intellectual disabilities | Deniz, S. ve Akdemir, B. (2020). Part-5, p. 109-127. |
| 13 | Preparing activities for children with intellectual disabilities | course notes |
| 14 | Presenting activities for children with intellectual disabilities | course notes |
| Resources |
| Eripek, S. (2012) Zihin Yetersizliği Olan Bireyler ve Eğitimleri. Eğiten Kitap Deniz, S. ve Akdemir, B. (2020). Zihin Yetersizliği Ve Otizm Spektrum Bozukluğu Akçamete, A. G. (Ed.). (2016). Genel eğitim okullarında özel gereksinimi olan öğrenciler ve özel eğitim. Ankara: Kök Yayıncılık. Aral, N. ve Gürsoy, F. (2011). Özel eğitim gerektiren çocuklar ve özel eğitime giriş. İstanbul: Morpa Kültür Yayınları. Cavkaytar, A. (Ed.). (2014). Aile eğitim rehberi: Zihinsel engelli çocuklar. Ankara. Metin, N. ve Yükselen, A. İ. (Ed.). (2014). Özel gereksinimli çocuklar ve kaynaştırma. Ankara: Hedef CS. Sucuoğlu, B. ve Bakkaloğlu, H. (Ed.). (2017). Okul öncesinde kaynaştırma. Ankara: Kök Yayıncılık. Vuran, S. (Ed.). (2013). Özel eğitim. Ankara: Maya Akademi. |
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 | |