Course Detail
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 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Ayşe Firdevs ARACİKÜL BALIKÇI |
| Name of Lecturer(s) | Assist.Prof. Adviye Pınar KONYALIOĞLU |
| 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. |
| Course Learning Outcomes | 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 | It compares theories of development and learning in the field of special education. | X | |||||
| 2 | Explains national legislation and education policies related to special education in the context of professional practice. | ||||||
| 3 | Explains assessment processes and data-driven decision-making approaches in special education. | ||||||
| 4 | Explains the developmental characteristics and educational needs of individuals with special needs in accordance with theoretical foundations. | X | |||||
| 5 | Designs teaching/technological materials appropriate to student needs. | ||||||
| 6 | It adapts the general education program in terms of content, process, environment and assessment in line with inclusive education principles. | ||||||
| 7 | Develops an Individualized Education Program (IEP) based on student performance. | X | |||||
| 8 | Conducts functional behavior assessment and behavior change processes. | X | |||||
| 9 | They recognize their responsibility to serve as a role model for society, colleagues and students through their appearance, attitude, demeanor, and professional conduct. | X | |||||
| 10 | Uses national and international scientific resources related to their field in their professional practice. | X | |||||
| 11 | It carries out social responsibility initiatives related to its field. | X | |||||
| 12 | Evaluates the effectiveness of teaching practices. | X | |||||
| 13 | Plans the family and interdisciplinary team collaboration process. | X | |||||
| 14 | Conducts professional practices in accordance with ethical principles and relevant legislation. | X | |||||
| 15 | It carries out its professional practices in line with the educational and social rights of individuals with special needs. | X | |||||
| 16 | Participates in scientific and professional development activities in their field. | 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 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Ayşe Firdevs ARACİKÜL BALIKÇI |
| Name of Lecturer(s) | Assist.Prof. Adviye Pınar KONYALIOĞLU |
| 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. |
| Course Learning Outcomes | 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 | It compares theories of development and learning in the field of special education. | X | |||||
| 2 | Explains national legislation and education policies related to special education in the context of professional practice. | ||||||
| 3 | Explains assessment processes and data-driven decision-making approaches in special education. | ||||||
| 4 | Explains the developmental characteristics and educational needs of individuals with special needs in accordance with theoretical foundations. | X | |||||
| 5 | Designs teaching/technological materials appropriate to student needs. | ||||||
| 6 | It adapts the general education program in terms of content, process, environment and assessment in line with inclusive education principles. | ||||||
| 7 | Develops an Individualized Education Program (IEP) based on student performance. | X | |||||
| 8 | Conducts functional behavior assessment and behavior change processes. | X | |||||
| 9 | They recognize their responsibility to serve as a role model for society, colleagues and students through their appearance, attitude, demeanor, and professional conduct. | X | |||||
| 10 | Uses national and international scientific resources related to their field in their professional practice. | X | |||||
| 11 | It carries out social responsibility initiatives related to its field. | X | |||||
| 12 | Evaluates the effectiveness of teaching practices. | X | |||||
| 13 | Plans the family and interdisciplinary team collaboration process. | X | |||||
| 14 | Conducts professional practices in accordance with ethical principles and relevant legislation. | X | |||||
| 15 | It carries out its professional practices in line with the educational and social rights of individuals with special needs. | X | |||||
| 16 | Participates in scientific and professional development activities in their field. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |