Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CONCEPT and SKILL TEACHING in SPECIAL EDUCATION | ÖE2215772 | Spring Semester | 3+0 | 3 | 5 |
| 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. Özge ÖZLÜ ÜNLÜ |
| Name of Lecturer(s) | Assist.Prof. Özge ÖZLÜ ÜNLÜ |
| Assistant(s) | |
| Aim | Within the scope of this course, it is aimed to provide students with basic knowledge about teaching concepts to individuals with intellectual disabilities. |
| Course Content | This course contains; Defining the concept; types of concepts; benefits of concept teaching; elements of concept teaching; points to be considered in concept teaching,Analysis of the concept; features related to the structure of the concept,Analysis of the concept; features related to the presentation of the concept,Planning concept teaching: Defining the concept to be taught, determining its related and unrelated qualities and positive and negative examples, determining prerequisite behaviors, providing learning preparation skills, creating tool sets, defining correct and incorrect responses, determining and using effective reinforcers, deciding on the teaching method, establishing instructional goals.,Planning concept teaching: creating criterion-dependent measurement tools for concept teaching at the matching level.,Planning concept teaching: creating criterion-dependent measurement tools for concept teaching at the comprehension level.,Implementation and evaluation of concept teaching: utilization of errorless teaching methods in concept teaching.,Implementation and evaluation of concept teaching: Utilization of direct instruction in concept teaching.,Types of skills and skill analysis. Characteristics of skill analysis and Its contributions to teaching.,Types of skill analysis and development of creating criterion-dependent measurement tools,Planning skill ınstruction: (I) conducting skill analysis and developing a measurement tool, (II) collecting baseline data (determining the student's performance level), (III) setting objectives, (IV) ıdentifying the prompts to be used,Implementation of skill instruction: (V) selecting the instructional method, documenting, and implementing the teaching process, (VI) conducting probe/evaluation sessions (daily or intermittent probes), (VII) collecting generalization and maintenance data.,Concept and Skill Instruction Modules,Concept and Skill Instruction Modules. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Defines the concept and its types. | 10, 16, 9 | A |
| Explains the children's concept learning processes. | 10, 16, 9 | A |
| Conducts concept analysis by taking into account the characteristics of the concept's structure and presentation. | 15, 16, 37, 9 | A |
| Explains the methods used in teaching concepts to individuals with intellectual disabilities. | 15, 16, 37, 9 | A |
| Designs concept teaching for an individual with intellectual disability. | 15, 16, 37, 9 | A |
| Teaching Methods: | 10: Discussion Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 37: Computer-Internet Supported Instruction, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Defining the concept; types of concepts; benefits of concept teaching; elements of concept teaching; points to be considered in concept teaching | Vuran ve Çelik (Ed) (2008), 1. Bölüm, s.13-16 Vuran ve Çelik (Ed) (2008), 1. Bölüm, s.16-19 |
| 2 | Analysis of the concept; features related to the structure of the concept | Avcıoğlu (Ed) (2021), 3. Bölüm, s.39-59 |
| 3 | Analysis of the concept; features related to the presentation of the concept | Avcıoğlu (Ed) (2021), 3. Bölüm, s.39-59 |
| 4 | Planning concept teaching: Defining the concept to be taught, determining its related and unrelated qualities and positive and negative examples, determining prerequisite behaviors, providing learning preparation skills, creating tool sets, defining correct and incorrect responses, determining and using effective reinforcers, deciding on the teaching method, establishing instructional goals. | Vuran ve Çelik (Ed) (2008), 1. Bölüm, s.19-26 |
| 5 | Planning concept teaching: creating criterion-dependent measurement tools for concept teaching at the matching level. | Vuran ve Çelik (Ed) (2008), 1. Bölüm, s.26-29, study notes; Avcıoğlu (Ed) (2021), 5. Bölüm, s.99-125 |
| 6 | Planning concept teaching: creating criterion-dependent measurement tools for concept teaching at the comprehension level. | Vuran ve Çelik (Ed) (2008), 1. Bölüm, s.26-29, study notes, Avcıoğlu (Ed) (2021), 5. Bölüm, s.99-125 |
| 7 | Implementation and evaluation of concept teaching: utilization of errorless teaching methods in concept teaching. | Vuran ve Çelik (Ed) (2008), 1. Bölüm, s.29, study notes |
| 8 | Implementation and evaluation of concept teaching: Utilization of direct instruction in concept teaching. | Vuran ve Çelik (Ed) (2008), 1. Bölüm, s.29, study notes |
| 9 | Types of skills and skill analysis. Characteristics of skill analysis and Its contributions to teaching. | Vuran ve Çelik (Ed) (2008), 1. Bölüm, s.30-39 |
| 10 | Types of skill analysis and development of creating criterion-dependent measurement tools | Vuran ve Çelik (Ed) (2008), 2. Bölüm, s.41-47 |
| 11 | Planning skill ınstruction: (I) conducting skill analysis and developing a measurement tool, (II) collecting baseline data (determining the student's performance level), (III) setting objectives, (IV) ıdentifying the prompts to be used | Vuran ve Çelik (Ed) (2008), 2. Bölüm, s.47-52 |
| 12 | Implementation of skill instruction: (V) selecting the instructional method, documenting, and implementing the teaching process, (VI) conducting probe/evaluation sessions (daily or intermittent probes), (VII) collecting generalization and maintenance data. | Vuran ve Çelik (Ed) (2008), 2. Bölüm, s.52-63 |
| 13 | Concept and Skill Instruction Modules | Vuran ve Çelik (Ed) (2008), 3. Bölüm, s.66-178 |
| 14 | Concept and Skill Instruction Modules | Vuran ve Çelik (Ed) (2008), 3. Bölüm, s.178-209 |
| Resources |
| Vuran, S., Çelik, S. (2020). Örneklerle Kavram Öğretimi; Zihinsel Yetersizlik Gösteren Çocuklar İçin. Vize Akademik Avcıoğlu, Hasan (2021) Özel Eğitimde Kavram Öğretimi Pegem 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. | ||||||
| 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 | 1 | 15 | 15 | |||
| Term Project | 2 | 15 | 30 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 15 | 1 | 15 | |||
| General Exam | 1 | 20 | 20 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 108 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(108/30) | 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 |
|---|---|---|---|---|---|
| CONCEPT and SKILL TEACHING in SPECIAL EDUCATION | ÖE2215772 | Spring Semester | 3+0 | 3 | 5 |
| 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. Özge ÖZLÜ ÜNLÜ |
| Name of Lecturer(s) | Assist.Prof. Özge ÖZLÜ ÜNLÜ |
| Assistant(s) | |
| Aim | Within the scope of this course, it is aimed to provide students with basic knowledge about teaching concepts to individuals with intellectual disabilities. |
| Course Content | This course contains; Defining the concept; types of concepts; benefits of concept teaching; elements of concept teaching; points to be considered in concept teaching,Analysis of the concept; features related to the structure of the concept,Analysis of the concept; features related to the presentation of the concept,Planning concept teaching: Defining the concept to be taught, determining its related and unrelated qualities and positive and negative examples, determining prerequisite behaviors, providing learning preparation skills, creating tool sets, defining correct and incorrect responses, determining and using effective reinforcers, deciding on the teaching method, establishing instructional goals.,Planning concept teaching: creating criterion-dependent measurement tools for concept teaching at the matching level.,Planning concept teaching: creating criterion-dependent measurement tools for concept teaching at the comprehension level.,Implementation and evaluation of concept teaching: utilization of errorless teaching methods in concept teaching.,Implementation and evaluation of concept teaching: Utilization of direct instruction in concept teaching.,Types of skills and skill analysis. Characteristics of skill analysis and Its contributions to teaching.,Types of skill analysis and development of creating criterion-dependent measurement tools,Planning skill ınstruction: (I) conducting skill analysis and developing a measurement tool, (II) collecting baseline data (determining the student's performance level), (III) setting objectives, (IV) ıdentifying the prompts to be used,Implementation of skill instruction: (V) selecting the instructional method, documenting, and implementing the teaching process, (VI) conducting probe/evaluation sessions (daily or intermittent probes), (VII) collecting generalization and maintenance data.,Concept and Skill Instruction Modules,Concept and Skill Instruction Modules. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Defines the concept and its types. | 10, 16, 9 | A |
| Explains the children's concept learning processes. | 10, 16, 9 | A |
| Conducts concept analysis by taking into account the characteristics of the concept's structure and presentation. | 15, 16, 37, 9 | A |
| Explains the methods used in teaching concepts to individuals with intellectual disabilities. | 15, 16, 37, 9 | A |
| Designs concept teaching for an individual with intellectual disability. | 15, 16, 37, 9 | A |
| Teaching Methods: | 10: Discussion Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 37: Computer-Internet Supported Instruction, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Defining the concept; types of concepts; benefits of concept teaching; elements of concept teaching; points to be considered in concept teaching | Vuran ve Çelik (Ed) (2008), 1. Bölüm, s.13-16 Vuran ve Çelik (Ed) (2008), 1. Bölüm, s.16-19 |
| 2 | Analysis of the concept; features related to the structure of the concept | Avcıoğlu (Ed) (2021), 3. Bölüm, s.39-59 |
| 3 | Analysis of the concept; features related to the presentation of the concept | Avcıoğlu (Ed) (2021), 3. Bölüm, s.39-59 |
| 4 | Planning concept teaching: Defining the concept to be taught, determining its related and unrelated qualities and positive and negative examples, determining prerequisite behaviors, providing learning preparation skills, creating tool sets, defining correct and incorrect responses, determining and using effective reinforcers, deciding on the teaching method, establishing instructional goals. | Vuran ve Çelik (Ed) (2008), 1. Bölüm, s.19-26 |
| 5 | Planning concept teaching: creating criterion-dependent measurement tools for concept teaching at the matching level. | Vuran ve Çelik (Ed) (2008), 1. Bölüm, s.26-29, study notes; Avcıoğlu (Ed) (2021), 5. Bölüm, s.99-125 |
| 6 | Planning concept teaching: creating criterion-dependent measurement tools for concept teaching at the comprehension level. | Vuran ve Çelik (Ed) (2008), 1. Bölüm, s.26-29, study notes, Avcıoğlu (Ed) (2021), 5. Bölüm, s.99-125 |
| 7 | Implementation and evaluation of concept teaching: utilization of errorless teaching methods in concept teaching. | Vuran ve Çelik (Ed) (2008), 1. Bölüm, s.29, study notes |
| 8 | Implementation and evaluation of concept teaching: Utilization of direct instruction in concept teaching. | Vuran ve Çelik (Ed) (2008), 1. Bölüm, s.29, study notes |
| 9 | Types of skills and skill analysis. Characteristics of skill analysis and Its contributions to teaching. | Vuran ve Çelik (Ed) (2008), 1. Bölüm, s.30-39 |
| 10 | Types of skill analysis and development of creating criterion-dependent measurement tools | Vuran ve Çelik (Ed) (2008), 2. Bölüm, s.41-47 |
| 11 | Planning skill ınstruction: (I) conducting skill analysis and developing a measurement tool, (II) collecting baseline data (determining the student's performance level), (III) setting objectives, (IV) ıdentifying the prompts to be used | Vuran ve Çelik (Ed) (2008), 2. Bölüm, s.47-52 |
| 12 | Implementation of skill instruction: (V) selecting the instructional method, documenting, and implementing the teaching process, (VI) conducting probe/evaluation sessions (daily or intermittent probes), (VII) collecting generalization and maintenance data. | Vuran ve Çelik (Ed) (2008), 2. Bölüm, s.52-63 |
| 13 | Concept and Skill Instruction Modules | Vuran ve Çelik (Ed) (2008), 3. Bölüm, s.66-178 |
| 14 | Concept and Skill Instruction Modules | Vuran ve Çelik (Ed) (2008), 3. Bölüm, s.178-209 |
| Resources |
| Vuran, S., Çelik, S. (2020). Örneklerle Kavram Öğretimi; Zihinsel Yetersizlik Gösteren Çocuklar İçin. Vize Akademik Avcıoğlu, Hasan (2021) Özel Eğitimde Kavram Öğretimi Pegem 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. | ||||||
| 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 | |