Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INDIVIDUALS with AUTISM SPECTRUM DISORDER and THEIR EDUCATION | ÖE1214958 | Spring Semester | 2+0 | 2 | 7 |
| Course Program | Salı 11:00-11:45 Salı 12:00-12:45 Salı 17:30-18:15 Salı 18:30-19:15 |
| 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. Halil SELİMOĞLU |
| Assistant(s) | |
| Aim | The aim of this course is to provide the definition, prevalence, classification, causes, communication characteristics, learning characteristics, educational environments and approaches of Autism Spectrum Disorder (ASD) based on current literature. In addition, screening and diagnostic processes and screening and diagnostic tools will be introduced; team and cooperation, educational environments, scientifically based practices, characteristics of families, attitudes towards individuals with ASD and their families, services offered to families, supports and legal rights will be discussed. |
| Course Content | This course contains; Explanation of the course, expectations and planning,Elements included in the definition of autism spectrum disorder definitions,History, emergence and development of autism,Classification and prevalence of ASD,Screening and diagnostic processes in ASD,Restricted and repetitive behaviors students with ASD,Communication characteristics of students with ASD,,Behavioral characteristics of students with ASD ,Applied behavior analysis,Educational environments and approaches for students with ASD,Evidence-based practices in the education of students with ASD,Students with ASD and family education,Legal rights of students with ASD. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Knows the current definitions of ASD and explains the elements in the definition. | 10, 9 | A |
| Knows the classification, prevalence and causes of ASD and explains them based on current sources | 10, 13, 9 | A |
| Knows and explains the screening and diagnostic processes of ASD and the tools used in these processes. | 10, 20, 9 | A |
| Knows and explains the communication and repetitive behaviors of students with ASD. | 10, 13, 9 | A |
| Knows the behavioral characteristics of students with ASD and explains evidence-based practices in this regard. | 10, 11, 21, 8, 9 | A |
| Explains the educational characteristics of children with ASD and the methods and techniques used in this field. | 10, 11, 9 | A |
| Knows and explains the family education needs and legal rights of individuals with ASD. | 10, 13, 9 | A |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 13: Case Study Method, 20: Reverse Brainstorming Technique, 21: Simulation Technique, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Explanation of the course, expectations and planning | |
| 2 | Elements included in the definition of autism spectrum disorder definitions | Reading course resources and literature research |
| 3 | History, emergence and development of autism | Reading course resources and literature research |
| 4 | Classification and prevalence of ASD | Reading course resources and literature research |
| 5 | Screening and diagnostic processes in ASD | Reading course resources and literature research |
| 6 | Restricted and repetitive behaviors students with ASD | Reading course resources and literature research |
| 7 | Communication characteristics of students with ASD | Reading course resources and literature research |
| 8 | ||
| 9 | Behavioral characteristics of students with ASD | Reading course resources and literature research |
| 10 | Applied behavior analysis | Reading course resources and literature research |
| 11 | Educational environments and approaches for students with ASD | Reading course resources and literature research |
| 12 | Evidence-based practices in the education of students with ASD | Reading course resources and literature research |
| 13 | Students with ASD and family education | Reading course resources and literature research |
| 14 | Legal rights of students with ASD | Reading course resources and literature research |
| Resources |
| Sucuoğlu B., Bakkaloğlu H., & Ökçün-Akçamuş M. Ç. (2021). Tanıdan Müdahaleye Otizm Spektrum Bozukluğu. Vize Akademik. Tekin İftar E. (2018) Otizm Spektrum Bozukluğu Olan Çocuklar ve Eğitimleri. Vize Akademik |
| Luiselli J. K (2014)Children and Youth with Autism Spectrum Disorder (ASD): Recent Advances and Innovations in Assessment, Education, and Intervention. Oxford University Press |
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 | 14 | 2 | 28 | |||
| Term Project | 14 | 2 | 28 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 14 | 2 | 28 | |||
| General Exam | 14 | 6 | 84 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 196 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(196/30) | 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 AUTISM SPECTRUM DISORDER and THEIR EDUCATION | ÖE1214958 | Spring Semester | 2+0 | 2 | 7 |
| Course Program | Salı 11:00-11:45 Salı 12:00-12:45 Salı 17:30-18:15 Salı 18:30-19:15 |
| 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. Halil SELİMOĞLU |
| Assistant(s) | |
| Aim | The aim of this course is to provide the definition, prevalence, classification, causes, communication characteristics, learning characteristics, educational environments and approaches of Autism Spectrum Disorder (ASD) based on current literature. In addition, screening and diagnostic processes and screening and diagnostic tools will be introduced; team and cooperation, educational environments, scientifically based practices, characteristics of families, attitudes towards individuals with ASD and their families, services offered to families, supports and legal rights will be discussed. |
| Course Content | This course contains; Explanation of the course, expectations and planning,Elements included in the definition of autism spectrum disorder definitions,History, emergence and development of autism,Classification and prevalence of ASD,Screening and diagnostic processes in ASD,Restricted and repetitive behaviors students with ASD,Communication characteristics of students with ASD,,Behavioral characteristics of students with ASD ,Applied behavior analysis,Educational environments and approaches for students with ASD,Evidence-based practices in the education of students with ASD,Students with ASD and family education,Legal rights of students with ASD. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Knows the current definitions of ASD and explains the elements in the definition. | 10, 9 | A |
| Knows the classification, prevalence and causes of ASD and explains them based on current sources | 10, 13, 9 | A |
| Knows and explains the screening and diagnostic processes of ASD and the tools used in these processes. | 10, 20, 9 | A |
| Knows and explains the communication and repetitive behaviors of students with ASD. | 10, 13, 9 | A |
| Knows the behavioral characteristics of students with ASD and explains evidence-based practices in this regard. | 10, 11, 21, 8, 9 | A |
| Explains the educational characteristics of children with ASD and the methods and techniques used in this field. | 10, 11, 9 | A |
| Knows and explains the family education needs and legal rights of individuals with ASD. | 10, 13, 9 | A |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 13: Case Study Method, 20: Reverse Brainstorming Technique, 21: Simulation Technique, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Explanation of the course, expectations and planning | |
| 2 | Elements included in the definition of autism spectrum disorder definitions | Reading course resources and literature research |
| 3 | History, emergence and development of autism | Reading course resources and literature research |
| 4 | Classification and prevalence of ASD | Reading course resources and literature research |
| 5 | Screening and diagnostic processes in ASD | Reading course resources and literature research |
| 6 | Restricted and repetitive behaviors students with ASD | Reading course resources and literature research |
| 7 | Communication characteristics of students with ASD | Reading course resources and literature research |
| 8 | ||
| 9 | Behavioral characteristics of students with ASD | Reading course resources and literature research |
| 10 | Applied behavior analysis | Reading course resources and literature research |
| 11 | Educational environments and approaches for students with ASD | Reading course resources and literature research |
| 12 | Evidence-based practices in the education of students with ASD | Reading course resources and literature research |
| 13 | Students with ASD and family education | Reading course resources and literature research |
| 14 | Legal rights of students with ASD | Reading course resources and literature research |
| Resources |
| Sucuoğlu B., Bakkaloğlu H., & Ökçün-Akçamuş M. Ç. (2021). Tanıdan Müdahaleye Otizm Spektrum Bozukluğu. Vize Akademik. Tekin İftar E. (2018) Otizm Spektrum Bozukluğu Olan Çocuklar ve Eğitimleri. Vize Akademik |
| Luiselli J. K (2014)Children and Youth with Autism Spectrum Disorder (ASD): Recent Advances and Innovations in Assessment, Education, and Intervention. Oxford University Press |
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 | |