Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| SPECIAL EDUCATION in EARLY CHILDHOOD | ÖE2115765 | Fall 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) | Assist.Prof. Ayşe Firdevs ARACİKÜL BALIKÇI |
| Assistant(s) | |
| Aim | In this course, the following topics will be covered: the characteristics of early childhood period, the reasons for the need for special education in early childhood, the definition, importance and theoretical background of special education services in early childhood, evaluation in ECE, intervention programs in ECE, family participation in ECE and its applications. |
| Course Content | This course contains; Early childhood and development/Cognitive-language,Early childhood and development/Emotional, social, physical,Concept of developmental delay in early childhood/Factors affecting development,Special education in early childhood: Definition, importance./EÇÖZE by law,Reasons for special education/Intervention in early childhood,Reasons for special education/Intervention in early childhood,Evaluation at EÇÖZE,Family partnership at EÇÖZE,Game in EZÖZE/Game examples,Application examples of activity ,Programs in EÇÖZE • Portage • Small Steps Early Education Program (KAEEP),Relationship-based, Developmental Programs in EÇÖZE • Eteçom, • DIR/Floortime,Behavior-Based Programs at EÇÖZE,Behavior-Based Programs at EÇÖZE . |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains the reasons for special education needs in early childhood. | 16 | C |
| Explains the definition, importance and theoretical background of special education services in early childhood. | 16 | A, C |
| Explains evaluation in EÇÖZE. | 16 | A, C |
| Defines intervention programs in EÇÖZE. | 16 | C |
| Explains family involvement in EÇÖZE. | 16 | C |
| Teaching Methods: | 16: Question - Answer Technique |
| Assessment Methods: | A: Traditional Written Exam, C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Early childhood and development/Cognitive-language | Fazlıoğlu & Şengül-Erdem (eds) (2019). Part 1. (ss.1-28) |
| 2 | Early childhood and development/Emotional, social, physical | Fazlıoğlu & Şengül-Erdem (eds) (2019). Part 2 and part 3. (ss.57-112) |
| 3 | Concept of developmental delay in early childhood/Factors affecting development | Diken, İ. H. (ed) (2014). Part 6 (ss.210-247) |
| 4 | Special education in early childhood: Definition, importance./EÇÖZE by law | The Special Education Services Regulation |
| 5 | Reasons for special education/Intervention in early childhood | Fazlıoğlu & Şengül-Erdem (eds) (2019). Part 8. (ss. 187-220) |
| 6 | Reasons for special education/Intervention in early childhood | Fazlıoğlu & Şengül-Erdem (eds) (2019). Part 8. (ss. 187-220) |
| 7 | Evaluation at EÇÖZE | Fazlıoğlu & Şengül-Erdem (eds) (2019). Part 9. (ss.219-248) |
| 8 | Family partnership at EÇÖZE | Fazlıoğlu & Şengül-Erdem (eds) (2019). Part 18. (ss. 473-516) |
| 9 | Game in EZÖZE/Game examples | Diken, İ. H. (ed) (2014). Part 13 (ss.434-456) |
| 10 | Application examples of activity | Diken, İ. H. (2016). Erken Çocukluk Döneminde Dil Becerilerinin Geliştirilmesi. (1-80) sample activities |
| 11 | Programs in EÇÖZE • Portage • Small Steps Early Education Program (KAEEP) | Portage Program activities |
| 12 | Relationship-based, Developmental Programs in EÇÖZE • Eteçom, • DIR/Floortime | Eteçom activities |
| 13 | Behavior-Based Programs at EÇÖZE | OÇİDEP activities |
| 14 | Behavior-Based Programs at EÇÖZE | OÇİDEP activities |
| Resources |
| 1. Diken, İ. H. (Ed.). (2018). Erken çocukluk eğitimi. Pegem Akademi. 2. Fazlıoğlu, Y. ve Şengül-Erdem, H. (Ed.) (2019). Özel gereksinimli çocuklar: Erken çocuklukta gelişim ve eğitim. Vize Akademik. 3. Yıldırım-Doğru, S. (Ed.) (2019). Erken çocukluk döneminde özel eğitim (4. Basım). Maya akademi. |
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. | X | |||||
| 3 | Explains assessment processes and data-driven decision-making approaches in special education. | X | |||||
| 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. | X | |||||
| 6 | It adapts the general education program in terms of content, process, environment and assessment in line with inclusive education principles. | X | |||||
| 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 | 15 | 3 | 45 | |||
| Guided Problem Solving | 4 | 1 | 4 | |||
| Resolution of Homework Problems and Submission as a Report | 1 | 10 | 10 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 1 | 15 | 15 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 20 | 20 | |||
| General Exam | 1 | 20 | 20 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 114 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(114/30) | 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 |
|---|---|---|---|---|---|
| SPECIAL EDUCATION in EARLY CHILDHOOD | ÖE2115765 | Fall 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) | Assist.Prof. Ayşe Firdevs ARACİKÜL BALIKÇI |
| Assistant(s) | |
| Aim | In this course, the following topics will be covered: the characteristics of early childhood period, the reasons for the need for special education in early childhood, the definition, importance and theoretical background of special education services in early childhood, evaluation in ECE, intervention programs in ECE, family participation in ECE and its applications. |
| Course Content | This course contains; Early childhood and development/Cognitive-language,Early childhood and development/Emotional, social, physical,Concept of developmental delay in early childhood/Factors affecting development,Special education in early childhood: Definition, importance./EÇÖZE by law,Reasons for special education/Intervention in early childhood,Reasons for special education/Intervention in early childhood,Evaluation at EÇÖZE,Family partnership at EÇÖZE,Game in EZÖZE/Game examples,Application examples of activity ,Programs in EÇÖZE • Portage • Small Steps Early Education Program (KAEEP),Relationship-based, Developmental Programs in EÇÖZE • Eteçom, • DIR/Floortime,Behavior-Based Programs at EÇÖZE,Behavior-Based Programs at EÇÖZE . |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains the reasons for special education needs in early childhood. | 16 | C |
| Explains the definition, importance and theoretical background of special education services in early childhood. | 16 | A, C |
| Explains evaluation in EÇÖZE. | 16 | A, C |
| Defines intervention programs in EÇÖZE. | 16 | C |
| Explains family involvement in EÇÖZE. | 16 | C |
| Teaching Methods: | 16: Question - Answer Technique |
| Assessment Methods: | A: Traditional Written Exam, C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Early childhood and development/Cognitive-language | Fazlıoğlu & Şengül-Erdem (eds) (2019). Part 1. (ss.1-28) |
| 2 | Early childhood and development/Emotional, social, physical | Fazlıoğlu & Şengül-Erdem (eds) (2019). Part 2 and part 3. (ss.57-112) |
| 3 | Concept of developmental delay in early childhood/Factors affecting development | Diken, İ. H. (ed) (2014). Part 6 (ss.210-247) |
| 4 | Special education in early childhood: Definition, importance./EÇÖZE by law | The Special Education Services Regulation |
| 5 | Reasons for special education/Intervention in early childhood | Fazlıoğlu & Şengül-Erdem (eds) (2019). Part 8. (ss. 187-220) |
| 6 | Reasons for special education/Intervention in early childhood | Fazlıoğlu & Şengül-Erdem (eds) (2019). Part 8. (ss. 187-220) |
| 7 | Evaluation at EÇÖZE | Fazlıoğlu & Şengül-Erdem (eds) (2019). Part 9. (ss.219-248) |
| 8 | Family partnership at EÇÖZE | Fazlıoğlu & Şengül-Erdem (eds) (2019). Part 18. (ss. 473-516) |
| 9 | Game in EZÖZE/Game examples | Diken, İ. H. (ed) (2014). Part 13 (ss.434-456) |
| 10 | Application examples of activity | Diken, İ. H. (2016). Erken Çocukluk Döneminde Dil Becerilerinin Geliştirilmesi. (1-80) sample activities |
| 11 | Programs in EÇÖZE • Portage • Small Steps Early Education Program (KAEEP) | Portage Program activities |
| 12 | Relationship-based, Developmental Programs in EÇÖZE • Eteçom, • DIR/Floortime | Eteçom activities |
| 13 | Behavior-Based Programs at EÇÖZE | OÇİDEP activities |
| 14 | Behavior-Based Programs at EÇÖZE | OÇİDEP activities |
| Resources |
| 1. Diken, İ. H. (Ed.). (2018). Erken çocukluk eğitimi. Pegem Akademi. 2. Fazlıoğlu, Y. ve Şengül-Erdem, H. (Ed.) (2019). Özel gereksinimli çocuklar: Erken çocuklukta gelişim ve eğitim. Vize Akademik. 3. Yıldırım-Doğru, S. (Ed.) (2019). Erken çocukluk döneminde özel eğitim (4. Basım). Maya akademi. |
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. | X | |||||
| 3 | Explains assessment processes and data-driven decision-making approaches in special education. | X | |||||
| 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. | X | |||||
| 6 | It adapts the general education program in terms of content, process, environment and assessment in line with inclusive education principles. | X | |||||
| 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 | |