Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INDIVIDUALIZED EDUCATION PROGRAM (BEP) | ÖE2115767 | 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 | Individualized education plans (IEP); Elements of BEP; Legal bases of BEP; IEP and school programs (preschool, primary education programs); measurement tools and detailed evaluation; goals: short and long term goals; determining placement and related additional special education services; establishing and ordering teaching objectives and teaching steps; determining teaching processes and recording progress; all service plans; definition, importance and examples of individualized family service plans in the 0-3 age period for individuals with special education needs; transition plans: definition and importance; types of transition: hospital-to-home, home-to-institution, institution-to-institution; examples and development of different transition plans; BAHP, BEP and transition plan adaptations for individuals with special education needs |
| Course Content | This course contains; Introduction/Syllabus overview/Key concepts,Definition and features of BEP, purposes and functions of BEP, principles and legal basis of BEP/Educational evaluation and diagnosis,Educational evaluation and diagnosis and the content of IEP (1),Educational evaluation and diagnosis and the content of IEP (2),Preparation phases of IEP and IEP development unit (team meetings) (1),Preparation phases of IEP and IEP development unit (team meetings) (2),Performance level,Writing long and short term goals (1),Writing long and short term goals (2),Preparing IIP,Transition services (1),Transition services (2),Individualized family service plan ,Review. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains the educational evaluation process. | 10, 13, 16 | C |
| Writes the performance level. | 10, 13, 16 | C |
| Writes measurable and observable long and short term goals. | 10, 13, 16 | C |
| Explains the development and implementation processes of IEP. | 10, 13, 16 | C |
| Explains the review, rearrangement and reporting processes of IEP. | 10, 13, 16 | C |
| Describes individualized family service plans. | 10, 13, 16 | C |
| Defines transition plans. | 10, 13, 16 | C |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 16: Question - Answer Technique |
| Assessment Methods: | C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction/Syllabus overview/Key concepts | Course documents |
| 2 | Definition and features of BEP, purposes and functions of BEP, principles and legal basis of BEP/Educational evaluation and diagnosis | Course documents |
| 3 | Educational evaluation and diagnosis and the content of IEP (1) | Course documents |
| 4 | Educational evaluation and diagnosis and the content of IEP (2) | Course documents |
| 5 | Preparation phases of IEP and IEP development unit (team meetings) (1) | Course documents |
| 6 | Preparation phases of IEP and IEP development unit (team meetings) (2) | Course documents |
| 7 | Performance level | Course documents |
| 8 | Writing long and short term goals (1) | Course documents |
| 9 | Writing long and short term goals (2) | Course documents |
| 10 | Preparing IIP | Course documents |
| 11 | Transition services (1) | Course documents |
| 12 | Transition services (2) | Course documents |
| 13 | Individualized family service plan | Course documents |
| 14 | Review | - |
| Resources |
| ● Avcıoğlu, H. (2021). Bireyselleştirilmiş eğitim ve geçiş planlarının hazırlanması (2. Baskı). Vize Yayıncılık. ● Karasu, N. ve Aykut, Ç. (2022). Bireyselleştirilmiş eğitim programlarının geliştirilmesi. Vize Yayıncılık. ● Özyürek, M. (2023). Bireyselleştirilmiş eğitim programını geliştirme ve temelleri (13. Baskı). Kök Yayıncılık. ● Sarı, H. ve İlik, Ş. Ş. (2022). Adım adım bireyselleştirilmiş eğitim programı (2. Baskı). Eğiten Kitap. |
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 | |||||
| 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 | 10 | 10 | |||
| 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) | 107 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(107/30) | 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 |
|---|---|---|---|---|---|
| INDIVIDUALIZED EDUCATION PROGRAM (BEP) | ÖE2115767 | 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 | Individualized education plans (IEP); Elements of BEP; Legal bases of BEP; IEP and school programs (preschool, primary education programs); measurement tools and detailed evaluation; goals: short and long term goals; determining placement and related additional special education services; establishing and ordering teaching objectives and teaching steps; determining teaching processes and recording progress; all service plans; definition, importance and examples of individualized family service plans in the 0-3 age period for individuals with special education needs; transition plans: definition and importance; types of transition: hospital-to-home, home-to-institution, institution-to-institution; examples and development of different transition plans; BAHP, BEP and transition plan adaptations for individuals with special education needs |
| Course Content | This course contains; Introduction/Syllabus overview/Key concepts,Definition and features of BEP, purposes and functions of BEP, principles and legal basis of BEP/Educational evaluation and diagnosis,Educational evaluation and diagnosis and the content of IEP (1),Educational evaluation and diagnosis and the content of IEP (2),Preparation phases of IEP and IEP development unit (team meetings) (1),Preparation phases of IEP and IEP development unit (team meetings) (2),Performance level,Writing long and short term goals (1),Writing long and short term goals (2),Preparing IIP,Transition services (1),Transition services (2),Individualized family service plan ,Review. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains the educational evaluation process. | 10, 13, 16 | C |
| Writes the performance level. | 10, 13, 16 | C |
| Writes measurable and observable long and short term goals. | 10, 13, 16 | C |
| Explains the development and implementation processes of IEP. | 10, 13, 16 | C |
| Explains the review, rearrangement and reporting processes of IEP. | 10, 13, 16 | C |
| Describes individualized family service plans. | 10, 13, 16 | C |
| Defines transition plans. | 10, 13, 16 | C |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 16: Question - Answer Technique |
| Assessment Methods: | C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction/Syllabus overview/Key concepts | Course documents |
| 2 | Definition and features of BEP, purposes and functions of BEP, principles and legal basis of BEP/Educational evaluation and diagnosis | Course documents |
| 3 | Educational evaluation and diagnosis and the content of IEP (1) | Course documents |
| 4 | Educational evaluation and diagnosis and the content of IEP (2) | Course documents |
| 5 | Preparation phases of IEP and IEP development unit (team meetings) (1) | Course documents |
| 6 | Preparation phases of IEP and IEP development unit (team meetings) (2) | Course documents |
| 7 | Performance level | Course documents |
| 8 | Writing long and short term goals (1) | Course documents |
| 9 | Writing long and short term goals (2) | Course documents |
| 10 | Preparing IIP | Course documents |
| 11 | Transition services (1) | Course documents |
| 12 | Transition services (2) | Course documents |
| 13 | Individualized family service plan | Course documents |
| 14 | Review | - |
| Resources |
| ● Avcıoğlu, H. (2021). Bireyselleştirilmiş eğitim ve geçiş planlarının hazırlanması (2. Baskı). Vize Yayıncılık. ● Karasu, N. ve Aykut, Ç. (2022). Bireyselleştirilmiş eğitim programlarının geliştirilmesi. Vize Yayıncılık. ● Özyürek, M. (2023). Bireyselleştirilmiş eğitim programını geliştirme ve temelleri (13. Baskı). Kök Yayıncılık. ● Sarı, H. ve İlik, Ş. Ş. (2022). Adım adım bireyselleştirilmiş eğitim programı (2. Baskı). Eğiten Kitap. |
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 | |||||
| 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 | |