Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INDIVIDUALS with LEARNING DISABILITIES and THEIR EDUCATION | ÖE1214957 | Spring Semester | 2+0 | 2 | 7 |
| Course Program | Çarşamba 11:00-11:45 Çarşamba 12:00-12:45 Çarşamba 12:45-13:30 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Aslin ARSLANOĞLU ÖSER |
| Name of Lecturer(s) | Assist.Prof. Aslin ARSLANOĞLU ÖSER |
| Assistant(s) | |
| Aim | Gaining awareness about learning disabilities and learning different techniques about developing strategies for learning disabled students. |
| Course Content | This course contains; Syllabus,Introduction of learning disabilities,Causes of learning disabilities,Characteristics of individuals with learning disabilities,Identification of individuals with learning disabled students,The difficulties of LD students in school,Dyslexia,Dysgraphia,Dyscalculia,Individuals with learning disabilities and their families,Activities,Activities,Activities,Revision. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Identifies characteristics of learning disabled students. | 16 | A |
| Prepares appropriate tasks for learning disabled students. | 16 | A |
| Prepares an education program for learning disabled students. | 16 | A |
| Explains different types of learning disabilities. | 16 | A |
| Teaching Methods: | 16: Question - Answer Technique |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Syllabus | Syllabus |
| 2 | Introduction of learning disabilities | ● Karabulut, R. (Ed.). (2022). Özel gereksinimli çocuklar ve özel eğitim. Eğiten Kitap. ●Melekoğlu, M. A. ve Sak, U. (2017). Öğrenme güçlüğü ve özel yetenek. Ankara: Pegem Akademi ● Toros, F. ve Torun, Ş. (2021). Özgül öğrenme bozukluğu. Ankara: Akademisyen Kitabevi. |
| 3 | Causes of learning disabilities | ● Karabulut, R. (Ed.). (2022). Özel gereksinimli çocuklar ve özel eğitim. Eğiten Kitap. ●Melekoğlu, M. A. ve Sak, U. (2017). Öğrenme güçlüğü ve özel yetenek. Ankara: Pegem Akademi ● Toros, F. ve Torun, Ş. (2021). Özgül öğrenme bozukluğu. Ankara: Akademisyen Kitabevi. |
| 4 | Characteristics of individuals with learning disabilities | ● Karabulut, R. (Ed.). (2022). Özel gereksinimli çocuklar ve özel eğitim. Eğiten Kitap. ●Melekoğlu, M. A. ve Sak, U. (2017). Öğrenme güçlüğü ve özel yetenek. Ankara: Pegem Akademi ● Toros, F. ve Torun, Ş. (2021). Özgül öğrenme bozukluğu. Ankara: Akademisyen Kitabevi. |
| 5 | Identification of individuals with learning disabled students | ● Karabulut, R. (Ed.). (2022). Özel gereksinimli çocuklar ve özel eğitim. Eğiten Kitap. ●Melekoğlu, M. A. ve Sak, U. (2017). Öğrenme güçlüğü ve özel yetenek. Ankara: Pegem Akademi ● Toros, F. ve Torun, Ş. (2021). Özgül öğrenme bozukluğu. Ankara: Akademisyen Kitabevi. |
| 6 | The difficulties of LD students in school | ● Karabulut, R. (Ed.). (2022). Özel gereksinimli çocuklar ve özel eğitim. Eğiten Kitap. ●Melekoğlu, M. A. ve Sak, U. (2017). Öğrenme güçlüğü ve özel yetenek. Ankara: Pegem Akademi ● Toros, F. ve Torun, Ş. (2021). Özgül öğrenme bozukluğu. Ankara: Akademisyen Kitabevi. |
| 7 | Dyslexia | ● Karabulut, R. (Ed.). (2022). Özel gereksinimli çocuklar ve özel eğitim. Eğiten Kitap. ●Melekoğlu, M. A. ve Sak, U. (2017). Öğrenme güçlüğü ve özel yetenek. Ankara: Pegem Akademi ● Toros, F. ve Torun, Ş. (2021). Özgül öğrenme bozukluğu. Ankara: Akademisyen Kitabevi. |
| 8 | Dysgraphia | ● Karabulut, R. (Ed.). (2022). Özel gereksinimli çocuklar ve özel eğitim. Eğiten Kitap. ●Melekoğlu, M. A. ve Sak, U. (2017). Öğrenme güçlüğü ve özel yetenek. Ankara: Pegem Akademi ● Toros, F. ve Torun, Ş. (2021). Özgül öğrenme bozukluğu. Ankara: Akademisyen Kitabevi. |
| 9 | Dyscalculia | ● Karabulut, R. (Ed.). (2022). Özel gereksinimli çocuklar ve özel eğitim. Eğiten Kitap. ●Melekoğlu, M. A. ve Sak, U. (2017). Öğrenme güçlüğü ve özel yetenek. Ankara: Pegem Akademi ● Toros, F. ve Torun, Ş. (2021). Özgül öğrenme bozukluğu. Ankara: Akademisyen Kitabevi. |
| 10 | Individuals with learning disabilities and their families | ● Karabulut, R. (Ed.). (2022). Özel gereksinimli çocuklar ve özel eğitim. Eğiten Kitap. ●Melekoğlu, M. A. ve Sak, U. (2017). Öğrenme güçlüğü ve özel yetenek. Ankara: Pegem Akademi ● Toros, F. ve Torun, Ş. (2021). Özgül öğrenme bozukluğu. Ankara: Akademisyen Kitabevi. |
| 11 | Activities | Documents |
| 12 | Activities | Documents |
| 13 | Activities | Documents |
| 14 | Revision | Documents |
| Resources |
| 1. Karabulut, R. (Ed.). (2022). Özel gereksinimli çocuklar ve özel eğitim. Eğiten Kitap. 2. Melekoğlu, M. A. ve Sak, U. (2017). Öğrenme güçlüğü ve özel yetenek. Ankara: Pegem Akademi 3. Toros, F. ve Torun, Ş. (2021). Özgül öğrenme bozukluğu. Ankara: Akademisyen Kitabevi. |
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 | 5 | 10 | 50 | |||
| Resolution of Homework Problems and Submission as a Report | 5 | 10 | 50 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 30 | 30 | |||
| General Exam | 1 | 30 | 30 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 202 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(202/30) | 7 | |||||
| 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 LEARNING DISABILITIES and THEIR EDUCATION | ÖE1214957 | Spring Semester | 2+0 | 2 | 7 |
| Course Program | Çarşamba 11:00-11:45 Çarşamba 12:00-12:45 Çarşamba 12:45-13:30 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Aslin ARSLANOĞLU ÖSER |
| Name of Lecturer(s) | Assist.Prof. Aslin ARSLANOĞLU ÖSER |
| Assistant(s) | |
| Aim | Gaining awareness about learning disabilities and learning different techniques about developing strategies for learning disabled students. |
| Course Content | This course contains; Syllabus,Introduction of learning disabilities,Causes of learning disabilities,Characteristics of individuals with learning disabilities,Identification of individuals with learning disabled students,The difficulties of LD students in school,Dyslexia,Dysgraphia,Dyscalculia,Individuals with learning disabilities and their families,Activities,Activities,Activities,Revision. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Identifies characteristics of learning disabled students. | 16 | A |
| Prepares appropriate tasks for learning disabled students. | 16 | A |
| Prepares an education program for learning disabled students. | 16 | A |
| Explains different types of learning disabilities. | 16 | A |
| Teaching Methods: | 16: Question - Answer Technique |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Syllabus | Syllabus |
| 2 | Introduction of learning disabilities | ● Karabulut, R. (Ed.). (2022). Özel gereksinimli çocuklar ve özel eğitim. Eğiten Kitap. ●Melekoğlu, M. A. ve Sak, U. (2017). Öğrenme güçlüğü ve özel yetenek. Ankara: Pegem Akademi ● Toros, F. ve Torun, Ş. (2021). Özgül öğrenme bozukluğu. Ankara: Akademisyen Kitabevi. |
| 3 | Causes of learning disabilities | ● Karabulut, R. (Ed.). (2022). Özel gereksinimli çocuklar ve özel eğitim. Eğiten Kitap. ●Melekoğlu, M. A. ve Sak, U. (2017). Öğrenme güçlüğü ve özel yetenek. Ankara: Pegem Akademi ● Toros, F. ve Torun, Ş. (2021). Özgül öğrenme bozukluğu. Ankara: Akademisyen Kitabevi. |
| 4 | Characteristics of individuals with learning disabilities | ● Karabulut, R. (Ed.). (2022). Özel gereksinimli çocuklar ve özel eğitim. Eğiten Kitap. ●Melekoğlu, M. A. ve Sak, U. (2017). Öğrenme güçlüğü ve özel yetenek. Ankara: Pegem Akademi ● Toros, F. ve Torun, Ş. (2021). Özgül öğrenme bozukluğu. Ankara: Akademisyen Kitabevi. |
| 5 | Identification of individuals with learning disabled students | ● Karabulut, R. (Ed.). (2022). Özel gereksinimli çocuklar ve özel eğitim. Eğiten Kitap. ●Melekoğlu, M. A. ve Sak, U. (2017). Öğrenme güçlüğü ve özel yetenek. Ankara: Pegem Akademi ● Toros, F. ve Torun, Ş. (2021). Özgül öğrenme bozukluğu. Ankara: Akademisyen Kitabevi. |
| 6 | The difficulties of LD students in school | ● Karabulut, R. (Ed.). (2022). Özel gereksinimli çocuklar ve özel eğitim. Eğiten Kitap. ●Melekoğlu, M. A. ve Sak, U. (2017). Öğrenme güçlüğü ve özel yetenek. Ankara: Pegem Akademi ● Toros, F. ve Torun, Ş. (2021). Özgül öğrenme bozukluğu. Ankara: Akademisyen Kitabevi. |
| 7 | Dyslexia | ● Karabulut, R. (Ed.). (2022). Özel gereksinimli çocuklar ve özel eğitim. Eğiten Kitap. ●Melekoğlu, M. A. ve Sak, U. (2017). Öğrenme güçlüğü ve özel yetenek. Ankara: Pegem Akademi ● Toros, F. ve Torun, Ş. (2021). Özgül öğrenme bozukluğu. Ankara: Akademisyen Kitabevi. |
| 8 | Dysgraphia | ● Karabulut, R. (Ed.). (2022). Özel gereksinimli çocuklar ve özel eğitim. Eğiten Kitap. ●Melekoğlu, M. A. ve Sak, U. (2017). Öğrenme güçlüğü ve özel yetenek. Ankara: Pegem Akademi ● Toros, F. ve Torun, Ş. (2021). Özgül öğrenme bozukluğu. Ankara: Akademisyen Kitabevi. |
| 9 | Dyscalculia | ● Karabulut, R. (Ed.). (2022). Özel gereksinimli çocuklar ve özel eğitim. Eğiten Kitap. ●Melekoğlu, M. A. ve Sak, U. (2017). Öğrenme güçlüğü ve özel yetenek. Ankara: Pegem Akademi ● Toros, F. ve Torun, Ş. (2021). Özgül öğrenme bozukluğu. Ankara: Akademisyen Kitabevi. |
| 10 | Individuals with learning disabilities and their families | ● Karabulut, R. (Ed.). (2022). Özel gereksinimli çocuklar ve özel eğitim. Eğiten Kitap. ●Melekoğlu, M. A. ve Sak, U. (2017). Öğrenme güçlüğü ve özel yetenek. Ankara: Pegem Akademi ● Toros, F. ve Torun, Ş. (2021). Özgül öğrenme bozukluğu. Ankara: Akademisyen Kitabevi. |
| 11 | Activities | Documents |
| 12 | Activities | Documents |
| 13 | Activities | Documents |
| 14 | Revision | Documents |
| Resources |
| 1. Karabulut, R. (Ed.). (2022). Özel gereksinimli çocuklar ve özel eğitim. Eğiten Kitap. 2. Melekoğlu, M. A. ve Sak, U. (2017). Öğrenme güçlüğü ve özel yetenek. Ankara: Pegem Akademi 3. Toros, F. ve Torun, Ş. (2021). Özgül öğrenme bozukluğu. Ankara: Akademisyen Kitabevi. |
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 | |