Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| TEACHING LITERACY in SPECIAL EDUCATION | ÖE3176370 | Fall Semester | 3+0 | 3 | 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. Aslin ARSLANOĞLU ÖSER |
| Name of Lecturer(s) | Assist.Prof. Aslin ARSLANOĞLU ÖSER |
| Assistant(s) | |
| Aim | Definition and structure of reading and writing; reading and writing characteristics in individuals with special educational needs; approaches related to reading readiness programs; assessment of reading readiness and support for reading readiness; teaching writing mechanics; evaluation of functional reading and writing and teaching functional reading and writing: sound-based reading and writing instruction, sentence-based reading and writing instruction, syllable-based reading and writing instruction, word-based reading and writing instruction, adaptations for reading and writing in inclusive classrooms; specific reading and writing teaching techniques/strategies for different groups with special educational needs; evidence-based practices in reading and writing instruction; adapting the process of teaching reading and writing to groups with special educational needs. |
| Course Content | This course contains; Introduction/Syllabus overview/Definition, purpose, and importance of literacy skills/Basic principles of reading and writing/Importance of teaching literacy skills to individuals with special needs,Brief history/Factors affecting literacy/Preparatory activities for reading/Factors influencing the reading readiness process/Preparatory activities for writing/Factors influencing the writing readiness process,Review of the Primary School Turkish Lesson Curriculum (Grades 1, 2, 3, and 4) (2024)/Sound-Based Literacy Instruction/Readiness for learning (Auditory perception, visual perception, and hand-eye coordination),Early literacy (Print awareness, phonological awareness),Early literacy (Letter knowledge, writing readiness),Beginning literacy (Sound recognition, reading sounds, and writing in upright basic letters),Beginning literacy (Reading and writing sounds within syllables and words, reading and writing sounds within sentences and texts, comprehending sentences and texts containing the introduced sound),Reading comprehension (Reading development, attitude towards reading, reading progress, sentence comprehension),Reading comprehension (Recognizing text structures, text understanding, real-life applications),Written expression (Applying spelling rules, writing through dictation),Written expression (Sentence formation and sentence completion, sentence writing),Functional literacy/Strategy examples,Activities,Review. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains the literacy characteristics of individuals with special needs. | 10, 13, 9 | C |
| Explains the teaching process of reading skills to individuals with special needs. | 10, 13, 9 | C |
| Explains the teaching process of writing skills to individuals with special needs. | 10, 13, 9 | C |
| Develops lesson plans for teaching reading and writing. | 10, 13, 9 | C |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction/Syllabus overview/Definition, purpose, and importance of literacy skills/Basic principles of reading and writing/Importance of teaching literacy skills to individuals with special needs | Course documents |
| 2 | Brief history/Factors affecting literacy/Preparatory activities for reading/Factors influencing the reading readiness process/Preparatory activities for writing/Factors influencing the writing readiness process | Course documents |
| 3 | Review of the Primary School Turkish Lesson Curriculum (Grades 1, 2, 3, and 4) (2024)/Sound-Based Literacy Instruction/Readiness for learning (Auditory perception, visual perception, and hand-eye coordination) | Course documents |
| 4 | Early literacy (Print awareness, phonological awareness) | Course documents |
| 5 | Early literacy (Letter knowledge, writing readiness) | Course documents |
| 6 | Beginning literacy (Sound recognition, reading sounds, and writing in upright basic letters) | Course documents |
| 7 | Beginning literacy (Reading and writing sounds within syllables and words, reading and writing sounds within sentences and texts, comprehending sentences and texts containing the introduced sound) | Course documents |
| 8 | Reading comprehension (Reading development, attitude towards reading, reading progress, sentence comprehension) | Course documents |
| 9 | Reading comprehension (Recognizing text structures, text understanding, real-life applications) | Course documents |
| 10 | Written expression (Applying spelling rules, writing through dictation) | Course documents |
| 11 | Written expression (Sentence formation and sentence completion, sentence writing) | Course documents |
| 12 | Functional literacy/Strategy examples | Course documents |
| 13 | Activities | Course documents |
| 14 | Review | - |
| Resources |
| ● Avcıoğlu, H. (2016). Özel eğitimde okuma-yazma öğretimi. Eğiten Kitap. ● Downing, J. (2005). Teaching literacy to students with significant disabilities: Strategies for the K-12 inclusive classroom. Corwin Press. ● Gillet, J. W., Temple, C., & Crawford, A. (2008). Understanding reading problems: Assessment and instruction (6th ed.). Allyn and Bacon. ● Kırmızı, F. S. ve Ünal, E. (Ed.) (2017). İlk okuma yazma öğretimi (2. Basım). Anı Yayıncılık. ● Sarı, H. ve Gökdağ, H. (2021). Özel gereksinimli çocuklara okuma yazma öğretimi. Nobel Akademik Yayıncılık. ● Schiller, P., & Willis, C. (2008). Inclusive literacy lessons for early childhood. Gryphon House. |
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 | 3 | 42 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 1 | 25 | 25 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 25 | 25 | |||
| General Exam | 1 | 30 | 30 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 122 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(122/30) | 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 |
|---|---|---|---|---|---|
| TEACHING LITERACY in SPECIAL EDUCATION | ÖE3176370 | Fall Semester | 3+0 | 3 | 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. Aslin ARSLANOĞLU ÖSER |
| Name of Lecturer(s) | Assist.Prof. Aslin ARSLANOĞLU ÖSER |
| Assistant(s) | |
| Aim | Definition and structure of reading and writing; reading and writing characteristics in individuals with special educational needs; approaches related to reading readiness programs; assessment of reading readiness and support for reading readiness; teaching writing mechanics; evaluation of functional reading and writing and teaching functional reading and writing: sound-based reading and writing instruction, sentence-based reading and writing instruction, syllable-based reading and writing instruction, word-based reading and writing instruction, adaptations for reading and writing in inclusive classrooms; specific reading and writing teaching techniques/strategies for different groups with special educational needs; evidence-based practices in reading and writing instruction; adapting the process of teaching reading and writing to groups with special educational needs. |
| Course Content | This course contains; Introduction/Syllabus overview/Definition, purpose, and importance of literacy skills/Basic principles of reading and writing/Importance of teaching literacy skills to individuals with special needs,Brief history/Factors affecting literacy/Preparatory activities for reading/Factors influencing the reading readiness process/Preparatory activities for writing/Factors influencing the writing readiness process,Review of the Primary School Turkish Lesson Curriculum (Grades 1, 2, 3, and 4) (2024)/Sound-Based Literacy Instruction/Readiness for learning (Auditory perception, visual perception, and hand-eye coordination),Early literacy (Print awareness, phonological awareness),Early literacy (Letter knowledge, writing readiness),Beginning literacy (Sound recognition, reading sounds, and writing in upright basic letters),Beginning literacy (Reading and writing sounds within syllables and words, reading and writing sounds within sentences and texts, comprehending sentences and texts containing the introduced sound),Reading comprehension (Reading development, attitude towards reading, reading progress, sentence comprehension),Reading comprehension (Recognizing text structures, text understanding, real-life applications),Written expression (Applying spelling rules, writing through dictation),Written expression (Sentence formation and sentence completion, sentence writing),Functional literacy/Strategy examples,Activities,Review. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains the literacy characteristics of individuals with special needs. | 10, 13, 9 | C |
| Explains the teaching process of reading skills to individuals with special needs. | 10, 13, 9 | C |
| Explains the teaching process of writing skills to individuals with special needs. | 10, 13, 9 | C |
| Develops lesson plans for teaching reading and writing. | 10, 13, 9 | C |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction/Syllabus overview/Definition, purpose, and importance of literacy skills/Basic principles of reading and writing/Importance of teaching literacy skills to individuals with special needs | Course documents |
| 2 | Brief history/Factors affecting literacy/Preparatory activities for reading/Factors influencing the reading readiness process/Preparatory activities for writing/Factors influencing the writing readiness process | Course documents |
| 3 | Review of the Primary School Turkish Lesson Curriculum (Grades 1, 2, 3, and 4) (2024)/Sound-Based Literacy Instruction/Readiness for learning (Auditory perception, visual perception, and hand-eye coordination) | Course documents |
| 4 | Early literacy (Print awareness, phonological awareness) | Course documents |
| 5 | Early literacy (Letter knowledge, writing readiness) | Course documents |
| 6 | Beginning literacy (Sound recognition, reading sounds, and writing in upright basic letters) | Course documents |
| 7 | Beginning literacy (Reading and writing sounds within syllables and words, reading and writing sounds within sentences and texts, comprehending sentences and texts containing the introduced sound) | Course documents |
| 8 | Reading comprehension (Reading development, attitude towards reading, reading progress, sentence comprehension) | Course documents |
| 9 | Reading comprehension (Recognizing text structures, text understanding, real-life applications) | Course documents |
| 10 | Written expression (Applying spelling rules, writing through dictation) | Course documents |
| 11 | Written expression (Sentence formation and sentence completion, sentence writing) | Course documents |
| 12 | Functional literacy/Strategy examples | Course documents |
| 13 | Activities | Course documents |
| 14 | Review | - |
| Resources |
| ● Avcıoğlu, H. (2016). Özel eğitimde okuma-yazma öğretimi. Eğiten Kitap. ● Downing, J. (2005). Teaching literacy to students with significant disabilities: Strategies for the K-12 inclusive classroom. Corwin Press. ● Gillet, J. W., Temple, C., & Crawford, A. (2008). Understanding reading problems: Assessment and instruction (6th ed.). Allyn and Bacon. ● Kırmızı, F. S. ve Ünal, E. (Ed.) (2017). İlk okuma yazma öğretimi (2. Basım). Anı Yayıncılık. ● Sarı, H. ve Gökdağ, H. (2021). Özel gereksinimli çocuklara okuma yazma öğretimi. Nobel Akademik Yayıncılık. ● Schiller, P., & Willis, C. (2008). Inclusive literacy lessons for early childhood. Gryphon House. |
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 | |