Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INDIVIDUALS with VISUAL IMPAIRMENT and THEIR EDUCATION | ÖE2215773 | Spring Semester | 2+0 | 2 | 4 |
| 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) | Res.Assist. Demet TİRYAKİ |
| Assistant(s) | |
| Aim | The individual acquires basic knowledge about visually impaired individuals. |
| Course Content | This course contains; Fundamentals of Special Education: This course covers general topics such as the definition, philosophy, history, legal regulations, and the characteristics and rights of individuals with special needs.,Causes and Types of Visual Impairment: Addresses topics such as the causes of visual impairment (genetics, environmental factors, etc.), types of vision loss (complete vision loss, partial vision loss, etc.) and their effects.,Educational Approaches for the Visually Impaired: Provides information about special methods (Braille alphabet, alternative materials, tactile education, etc.) and strategies used in the education of visually impaired individuals.,Support Services for Visually Impaired Individuals: This section covers support services (rehabilitation, counseling, guidance, etc.) provided to facilitate the educational lives of visually impaired individuals and how these services are provided.,Material Development for Visually Impaired Individuals: Includes the preparation and use of educational materials (Braille books, tactile maps, large print materials, etc.) for visually impaired individuals.,Individualized Education Programs (IEP): Covers the topics of how to create, implement and evaluate education programs (IEP) prepared according to the individual needs of visually impaired individuals.,mid term exams,Technology for the Visually Impaired: Covers the technologies used in the education of visually impaired individuals (screen readers, magnifiers, smart boards, etc.) and how to use these technologies.,Technology for the Visually Impaired: Covers the technologies used in the education of visually impaired individuals (screen readers, magnifiers, smart boards, etc.) and how to use these technologies.,Covers topics on diagnosing and evaluating visually impaired individuals, educational and medical assessment,Covers topics on diagnosing and evaluating visually impaired individuals, educational and medical assessment,Covers topics on diagnosing and evaluating visually impaired individuals, educational and medical assessment,final exams. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Courses in the field of visual impairment are part of the undergraduate special education teacher education program. This program covers both theoretical and practical knowledge related to the education of individuals with visual impairments. Course content includes general information in the field of special education, as well as topics such as the causes, types, and education of visual impairments, support services, and materials. Additionally, methods, technologies, and individualized education programs (IEPs) used in the education of individuals with visual impairments constitute a significant portion of the course. | 10, 11, 16, 18, 19, 9 | |
| Courses in the field of visual impairment are part of the undergraduate special education teacher education program. This program covers both theoretical and practical knowledge related to the education of individuals with visual impairments. Course content includes general information in the field of special education, as well as topics such as the causes, types, and education of visual impairments, support services, and materials. Additionally, methods, technologies, and individualized education programs (IEPs) used in the education of individuals with visual impairments constitute a significant portion of the course. | 10, 13, 9 | C, E |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 13: Case Study Method, 16: Question - Answer Technique, 18: Micro Teaching Technique, 19: Brainstorming Technique, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Fundamentals of Special Education: This course covers general topics such as the definition, philosophy, history, legal regulations, and the characteristics and rights of individuals with special needs. | Reading articles on special education by scanning the literature |
| 2 | Causes and Types of Visual Impairment: Addresses topics such as the causes of visual impairment (genetics, environmental factors, etc.), types of vision loss (complete vision loss, partial vision loss, etc.) and their effects. | reads special education articles |
| 3 | Educational Approaches for the Visually Impaired: Provides information about special methods (Braille alphabet, alternative materials, tactile education, etc.) and strategies used in the education of visually impaired individuals. | reads an article about errorless teaching |
| 4 | Support Services for Visually Impaired Individuals: This section covers support services (rehabilitation, counseling, guidance, etc.) provided to facilitate the educational lives of visually impaired individuals and how these services are provided. | reads an article about support special education services |
| 5 | Material Development for Visually Impaired Individuals: Includes the preparation and use of educational materials (Braille books, tactile maps, large print materials, etc.) for visually impaired individuals. | conducts studies on material development |
| 6 | Individualized Education Programs (IEP): Covers the topics of how to create, implement and evaluate education programs (IEP) prepared according to the individual needs of visually impaired individuals. | Accesses and reads resources related to IEP |
| 7 | mid term exams | |
| 8 | Technology for the Visually Impaired: Covers the technologies used in the education of visually impaired individuals (screen readers, magnifiers, smart boards, etc.) and how to use these technologies. | conducts research on technology |
| 9 | Technology for the Visually Impaired: Covers the technologies used in the education of visually impaired individuals (screen readers, magnifiers, smart boards, etc.) and how to use these technologies. | conducts research on advanced technology used for individuals with visual impairments |
| 10 | Covers topics on diagnosing and evaluating visually impaired individuals, educational and medical assessment | conducts research on the educational diagnostic process |
| 12 | Covers topics on diagnosing and evaluating visually impaired individuals, educational and medical assessment | conducts research on medical diagnosis |
| 13 | Covers topics on diagnosing and evaluating visually impaired individuals, educational and medical assessment | reads educational and medical review articles |
| 14 | final exams |
| Resources |
| Sosun, T. H., & Özdemir, S. (2012). Görme Engelli Ögrencilerin Okuma Etkinliginde Dikkatini Sürdürme Becerileri Üzerine Kendini Izleme Tekniginin Etkililigi. Ozel Egitim Dergisi, 13(2), 25. Sosun, T. H., & Özdemir, S. (2012). Görme Engelli Ögrencilerin Okuma Etkinliginde Dikkatini Sürdürme Becerileri Üzerine Kendini Izleme Tekniginin Etkililigi. Ozel Egitim Dergisi, 13(2), 25. Okur, M. R., & Demı̇r, M. (2019). Görme engelli öğrenenlerin eğitim yaşantısında karşılaştıkları sorunların belirlenmesi, açık ve uzaktan öğrenme alanı için çözüm yolları geliştirilmesi. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 5(2), 49-62. |
| İyigün, S. Ç., & Tortop, H. S. (2018). Özel eğitimde yenilikçi uygulamalar görme engelli bireyler için inovatif ve yenilikçi teknolojik araç tasarımları ve yaşam doyumlarına etkisi. Journal of Gifted Education and Creativity, 5(2), 31-43. |
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 | 20 | 1 | 20 | |||
| Guided Problem Solving | 10 | 1 | 10 | |||
| Resolution of Homework Problems and Submission as a Report | 10 | 1 | 10 | |||
| Term Project | 10 | 1 | 10 | |||
| Presentation of Project / Seminar | 10 | 1 | 10 | |||
| Quiz | 10 | 1 | 10 | |||
| Midterm Exam | 10 | 1 | 10 | |||
| General Exam | 20 | 1 | 20 | |||
| Performance Task, Maintenance Plan | 10 | 1 | 10 | |||
| Total Workload(Hour) | 110 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(110/30) | 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 |
|---|---|---|---|---|---|
| INDIVIDUALS with VISUAL IMPAIRMENT and THEIR EDUCATION | ÖE2215773 | Spring Semester | 2+0 | 2 | 4 |
| 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) | Res.Assist. Demet TİRYAKİ |
| Assistant(s) | |
| Aim | The individual acquires basic knowledge about visually impaired individuals. |
| Course Content | This course contains; Fundamentals of Special Education: This course covers general topics such as the definition, philosophy, history, legal regulations, and the characteristics and rights of individuals with special needs.,Causes and Types of Visual Impairment: Addresses topics such as the causes of visual impairment (genetics, environmental factors, etc.), types of vision loss (complete vision loss, partial vision loss, etc.) and their effects.,Educational Approaches for the Visually Impaired: Provides information about special methods (Braille alphabet, alternative materials, tactile education, etc.) and strategies used in the education of visually impaired individuals.,Support Services for Visually Impaired Individuals: This section covers support services (rehabilitation, counseling, guidance, etc.) provided to facilitate the educational lives of visually impaired individuals and how these services are provided.,Material Development for Visually Impaired Individuals: Includes the preparation and use of educational materials (Braille books, tactile maps, large print materials, etc.) for visually impaired individuals.,Individualized Education Programs (IEP): Covers the topics of how to create, implement and evaluate education programs (IEP) prepared according to the individual needs of visually impaired individuals.,mid term exams,Technology for the Visually Impaired: Covers the technologies used in the education of visually impaired individuals (screen readers, magnifiers, smart boards, etc.) and how to use these technologies.,Technology for the Visually Impaired: Covers the technologies used in the education of visually impaired individuals (screen readers, magnifiers, smart boards, etc.) and how to use these technologies.,Covers topics on diagnosing and evaluating visually impaired individuals, educational and medical assessment,Covers topics on diagnosing and evaluating visually impaired individuals, educational and medical assessment,Covers topics on diagnosing and evaluating visually impaired individuals, educational and medical assessment,final exams. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Courses in the field of visual impairment are part of the undergraduate special education teacher education program. This program covers both theoretical and practical knowledge related to the education of individuals with visual impairments. Course content includes general information in the field of special education, as well as topics such as the causes, types, and education of visual impairments, support services, and materials. Additionally, methods, technologies, and individualized education programs (IEPs) used in the education of individuals with visual impairments constitute a significant portion of the course. | 10, 11, 16, 18, 19, 9 | |
| Courses in the field of visual impairment are part of the undergraduate special education teacher education program. This program covers both theoretical and practical knowledge related to the education of individuals with visual impairments. Course content includes general information in the field of special education, as well as topics such as the causes, types, and education of visual impairments, support services, and materials. Additionally, methods, technologies, and individualized education programs (IEPs) used in the education of individuals with visual impairments constitute a significant portion of the course. | 10, 13, 9 | C, E |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 13: Case Study Method, 16: Question - Answer Technique, 18: Micro Teaching Technique, 19: Brainstorming Technique, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Fundamentals of Special Education: This course covers general topics such as the definition, philosophy, history, legal regulations, and the characteristics and rights of individuals with special needs. | Reading articles on special education by scanning the literature |
| 2 | Causes and Types of Visual Impairment: Addresses topics such as the causes of visual impairment (genetics, environmental factors, etc.), types of vision loss (complete vision loss, partial vision loss, etc.) and their effects. | reads special education articles |
| 3 | Educational Approaches for the Visually Impaired: Provides information about special methods (Braille alphabet, alternative materials, tactile education, etc.) and strategies used in the education of visually impaired individuals. | reads an article about errorless teaching |
| 4 | Support Services for Visually Impaired Individuals: This section covers support services (rehabilitation, counseling, guidance, etc.) provided to facilitate the educational lives of visually impaired individuals and how these services are provided. | reads an article about support special education services |
| 5 | Material Development for Visually Impaired Individuals: Includes the preparation and use of educational materials (Braille books, tactile maps, large print materials, etc.) for visually impaired individuals. | conducts studies on material development |
| 6 | Individualized Education Programs (IEP): Covers the topics of how to create, implement and evaluate education programs (IEP) prepared according to the individual needs of visually impaired individuals. | Accesses and reads resources related to IEP |
| 7 | mid term exams | |
| 8 | Technology for the Visually Impaired: Covers the technologies used in the education of visually impaired individuals (screen readers, magnifiers, smart boards, etc.) and how to use these technologies. | conducts research on technology |
| 9 | Technology for the Visually Impaired: Covers the technologies used in the education of visually impaired individuals (screen readers, magnifiers, smart boards, etc.) and how to use these technologies. | conducts research on advanced technology used for individuals with visual impairments |
| 10 | Covers topics on diagnosing and evaluating visually impaired individuals, educational and medical assessment | conducts research on the educational diagnostic process |
| 12 | Covers topics on diagnosing and evaluating visually impaired individuals, educational and medical assessment | conducts research on medical diagnosis |
| 13 | Covers topics on diagnosing and evaluating visually impaired individuals, educational and medical assessment | reads educational and medical review articles |
| 14 | final exams |
| Resources |
| Sosun, T. H., & Özdemir, S. (2012). Görme Engelli Ögrencilerin Okuma Etkinliginde Dikkatini Sürdürme Becerileri Üzerine Kendini Izleme Tekniginin Etkililigi. Ozel Egitim Dergisi, 13(2), 25. Sosun, T. H., & Özdemir, S. (2012). Görme Engelli Ögrencilerin Okuma Etkinliginde Dikkatini Sürdürme Becerileri Üzerine Kendini Izleme Tekniginin Etkililigi. Ozel Egitim Dergisi, 13(2), 25. Okur, M. R., & Demı̇r, M. (2019). Görme engelli öğrenenlerin eğitim yaşantısında karşılaştıkları sorunların belirlenmesi, açık ve uzaktan öğrenme alanı için çözüm yolları geliştirilmesi. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 5(2), 49-62. |
| İyigün, S. Ç., & Tortop, H. S. (2018). Özel eğitimde yenilikçi uygulamalar görme engelli bireyler için inovatif ve yenilikçi teknolojik araç tasarımları ve yaşam doyumlarına etkisi. Journal of Gifted Education and Creativity, 5(2), 31-43. |
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 | |