Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| TECHNOLOGY ASSISTED INSTRUCTION in SPECIAL EDUCATION | ÖE3116416 | 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. Özge ÖZLÜ ÜNLÜ |
| Name of Lecturer(s) | Assist.Prof. Özge ÖZLÜ ÜNLÜ |
| Assistant(s) | |
| Aim | The aim of this course is to provide an understanding of the role and significance of technology in special education; to equip prospective teachers with knowledge about technologies developed to enable individuals with special needs to benefit optimally from education and to meet their daily life requirements; and to foster their competence in effectively utilizing these technologies. |
| Course Content | This course contains; Concepts of technology, educational technology, and instructional technology,Utilization and significance of technology in special education, and the classification of technology applications in special Education,Technology use among individuals with visual impairments,Technology use among individuals with hearing impairments,Technology use among individuals with autism spectrum disorder (ASD), intellectual disabilities (ID), and specific learning disabilities (SLD) 1. The use of technology in teaching communication and language skills,Technology use among individuals with autism spectrum disorder (ASD), intellectual disabilities (ID), and specific learning disabilities (SLD) 1. The use of technology in teaching communication and language skills,Technology use among individuals with autism spectrum disorder (ASD), intellectual disabilities (ID), and specific learning disabilities (SLD) 2. The use of technology in teaching social-emotional skills,Technology use among individuals with autism spectrum disorder (ASD), intellectual disabilities (ID), and specific learning disabilities (SLD) 3. The use of technology in teaching academic skills,Technology use among individuals with autism spectrum disorder (ASD), intellectual disabilities (ID), and specific learning disabilities (SLD) 3. The use of technology in teaching academic skills,Technology use among individuals with autism spectrum disorder (ASD), intellectual disabilities (ID), and specific learning disabilities (SLD) 4. The use of technology in teaching other skills (e.g., safety skills, sex education skills, self-care skills, etc.),The use of tablets, web-based applications, and virtual reality tools (e.g., VR headsets) in special education,Presentation of projects focused on the application of technology in special education,Presentation of projects focused on the application of technology in special education,Presentation of projects focused on the application of technology in special education. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Defines fundamental concepts related to technology and the use of technology in education. | 10, 16, 9 | A, C |
| Classifies assistive technologies and explains their applications in the field of special education. | 10, 13, 14, 16, 9 | A, C |
| Identifies appropriate assistive technology for individuals with special needs. | 10, 13, 14, 16, 9 | A, C |
| Explains assistive technologies suitable for different disability and ability groups. | 10, 13, 14, 16, 9 | A, C |
| Plans instructional processes using assistive technologies appropriate for different disability and ability groups. | 10, 11, 13, 15, 16, 9 | A, C |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 13: Case Study Method, 14: Self Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Concepts of technology, educational technology, and instructional technology | Sarı, H., & Pürsün, T. (2024). Özel eğitimde öğretim teknolojileri ve materyal tasarımı. Vize Akademik Yayıncılık. p. 1-10. |
| 2 | Utilization and significance of technology in special education, and the classification of technology applications in special Education | Sarı, H., & Pürsün, T. (2024). Özel eğitimde öğretim teknolojileri ve materyal tasarımı. Vize Akademik Yayıncılık. p. 12-18. |
| 3 | Technology use among individuals with visual impairments | Çakmak (2016). Özel eğitim ve yardımcı teknolojiler. Ankara: Vize Yayıncılık. p. 56-92. |
| 4 | Technology use among individuals with hearing impairments | Çakmak (2016). Özel eğitim ve yardımcı teknolojiler. Ankara: Vize Yayıncılık. p. 182-207. |
| 5 | Technology use among individuals with autism spectrum disorder (ASD), intellectual disabilities (ID), and specific learning disabilities (SLD) 1. The use of technology in teaching communication and language skills | Çakmak (2016). Özel eğitim ve yardımcı teknolojiler. Ankara: Vize Yayıncılık. p. 152-180. |
| 6 | Technology use among individuals with autism spectrum disorder (ASD), intellectual disabilities (ID), and specific learning disabilities (SLD) 1. The use of technology in teaching communication and language skills | Sarı, H., & Pürsün, T. (2024). Özel eğitimde öğretim teknolojileri ve materyal tasarımı. Vize Akademik Yayıncılık. p. 33-60. |
| 7 | Technology use among individuals with autism spectrum disorder (ASD), intellectual disabilities (ID), and specific learning disabilities (SLD) 2. The use of technology in teaching social-emotional skills | Eliçin, Ö. (2016). Özel eğitimde teknoloji destekli öğetim. Ankara: Vize Yayıncılık. p. 17-44. |
| 8 | Technology use among individuals with autism spectrum disorder (ASD), intellectual disabilities (ID), and specific learning disabilities (SLD) 3. The use of technology in teaching academic skills | Eliçin, Ö. (2016). Özel eğitimde teknoloji destekli öğetim. Ankara: Vize Yayıncılık. p. 69-89. |
| 9 | Technology use among individuals with autism spectrum disorder (ASD), intellectual disabilities (ID), and specific learning disabilities (SLD) 3. The use of technology in teaching academic skills | Eliçin, Ö. (2016). Özel eğitimde teknoloji destekli öğetim. Ankara: Vize Yayıncılık. p. 69-89. |
| 10 | Technology use among individuals with autism spectrum disorder (ASD), intellectual disabilities (ID), and specific learning disabilities (SLD) 4. The use of technology in teaching other skills (e.g., safety skills, sex education skills, self-care skills, etc.) | Sarı, H., & Pürsün, T. (2024). Özel eğitimde öğretim teknolojileri ve materyal tasarımı. Vize Akademik Yayıncılık. Chapter-3 ve Chapter-7. |
| 11 | The use of tablets, web-based applications, and virtual reality tools (e.g., VR headsets) in special education | course notes |
| 12 | Presentation of projects focused on the application of technology in special education | course notes |
| 13 | Presentation of projects focused on the application of technology in special education | course notes |
| 14 | Presentation of projects focused on the application of technology in special education | course notes |
| Resources |
| Bryant, D.P. and Bryant, B.R.(2012). Assistive Technology for people with disabilities.The Unites States:Pearson Education Inc. Çakmak (2016). Özel eğitim ve yardımcı teknolojiler. Ankara: Vize Yayıncılık. Eliçin, Ö. (2016). Özel eğitimde teknoloji destekli öğetim. Ankara: Vize Yayıncılık. Sarı, H., & Pürsün, T. (2024). Özel eğitimde öğretim teknolojileri ve materyal tasarımı. Vize Akademik Yayıncılık. |
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 | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 0 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(0/30) | 0 | |||||
| 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 |
|---|---|---|---|---|---|
| TECHNOLOGY ASSISTED INSTRUCTION in SPECIAL EDUCATION | ÖE3116416 | 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. Özge ÖZLÜ ÜNLÜ |
| Name of Lecturer(s) | Assist.Prof. Özge ÖZLÜ ÜNLÜ |
| Assistant(s) | |
| Aim | The aim of this course is to provide an understanding of the role and significance of technology in special education; to equip prospective teachers with knowledge about technologies developed to enable individuals with special needs to benefit optimally from education and to meet their daily life requirements; and to foster their competence in effectively utilizing these technologies. |
| Course Content | This course contains; Concepts of technology, educational technology, and instructional technology,Utilization and significance of technology in special education, and the classification of technology applications in special Education,Technology use among individuals with visual impairments,Technology use among individuals with hearing impairments,Technology use among individuals with autism spectrum disorder (ASD), intellectual disabilities (ID), and specific learning disabilities (SLD) 1. The use of technology in teaching communication and language skills,Technology use among individuals with autism spectrum disorder (ASD), intellectual disabilities (ID), and specific learning disabilities (SLD) 1. The use of technology in teaching communication and language skills,Technology use among individuals with autism spectrum disorder (ASD), intellectual disabilities (ID), and specific learning disabilities (SLD) 2. The use of technology in teaching social-emotional skills,Technology use among individuals with autism spectrum disorder (ASD), intellectual disabilities (ID), and specific learning disabilities (SLD) 3. The use of technology in teaching academic skills,Technology use among individuals with autism spectrum disorder (ASD), intellectual disabilities (ID), and specific learning disabilities (SLD) 3. The use of technology in teaching academic skills,Technology use among individuals with autism spectrum disorder (ASD), intellectual disabilities (ID), and specific learning disabilities (SLD) 4. The use of technology in teaching other skills (e.g., safety skills, sex education skills, self-care skills, etc.),The use of tablets, web-based applications, and virtual reality tools (e.g., VR headsets) in special education,Presentation of projects focused on the application of technology in special education,Presentation of projects focused on the application of technology in special education,Presentation of projects focused on the application of technology in special education. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Defines fundamental concepts related to technology and the use of technology in education. | 10, 16, 9 | A, C |
| Classifies assistive technologies and explains their applications in the field of special education. | 10, 13, 14, 16, 9 | A, C |
| Identifies appropriate assistive technology for individuals with special needs. | 10, 13, 14, 16, 9 | A, C |
| Explains assistive technologies suitable for different disability and ability groups. | 10, 13, 14, 16, 9 | A, C |
| Plans instructional processes using assistive technologies appropriate for different disability and ability groups. | 10, 11, 13, 15, 16, 9 | A, C |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 13: Case Study Method, 14: Self Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Concepts of technology, educational technology, and instructional technology | Sarı, H., & Pürsün, T. (2024). Özel eğitimde öğretim teknolojileri ve materyal tasarımı. Vize Akademik Yayıncılık. p. 1-10. |
| 2 | Utilization and significance of technology in special education, and the classification of technology applications in special Education | Sarı, H., & Pürsün, T. (2024). Özel eğitimde öğretim teknolojileri ve materyal tasarımı. Vize Akademik Yayıncılık. p. 12-18. |
| 3 | Technology use among individuals with visual impairments | Çakmak (2016). Özel eğitim ve yardımcı teknolojiler. Ankara: Vize Yayıncılık. p. 56-92. |
| 4 | Technology use among individuals with hearing impairments | Çakmak (2016). Özel eğitim ve yardımcı teknolojiler. Ankara: Vize Yayıncılık. p. 182-207. |
| 5 | Technology use among individuals with autism spectrum disorder (ASD), intellectual disabilities (ID), and specific learning disabilities (SLD) 1. The use of technology in teaching communication and language skills | Çakmak (2016). Özel eğitim ve yardımcı teknolojiler. Ankara: Vize Yayıncılık. p. 152-180. |
| 6 | Technology use among individuals with autism spectrum disorder (ASD), intellectual disabilities (ID), and specific learning disabilities (SLD) 1. The use of technology in teaching communication and language skills | Sarı, H., & Pürsün, T. (2024). Özel eğitimde öğretim teknolojileri ve materyal tasarımı. Vize Akademik Yayıncılık. p. 33-60. |
| 7 | Technology use among individuals with autism spectrum disorder (ASD), intellectual disabilities (ID), and specific learning disabilities (SLD) 2. The use of technology in teaching social-emotional skills | Eliçin, Ö. (2016). Özel eğitimde teknoloji destekli öğetim. Ankara: Vize Yayıncılık. p. 17-44. |
| 8 | Technology use among individuals with autism spectrum disorder (ASD), intellectual disabilities (ID), and specific learning disabilities (SLD) 3. The use of technology in teaching academic skills | Eliçin, Ö. (2016). Özel eğitimde teknoloji destekli öğetim. Ankara: Vize Yayıncılık. p. 69-89. |
| 9 | Technology use among individuals with autism spectrum disorder (ASD), intellectual disabilities (ID), and specific learning disabilities (SLD) 3. The use of technology in teaching academic skills | Eliçin, Ö. (2016). Özel eğitimde teknoloji destekli öğetim. Ankara: Vize Yayıncılık. p. 69-89. |
| 10 | Technology use among individuals with autism spectrum disorder (ASD), intellectual disabilities (ID), and specific learning disabilities (SLD) 4. The use of technology in teaching other skills (e.g., safety skills, sex education skills, self-care skills, etc.) | Sarı, H., & Pürsün, T. (2024). Özel eğitimde öğretim teknolojileri ve materyal tasarımı. Vize Akademik Yayıncılık. Chapter-3 ve Chapter-7. |
| 11 | The use of tablets, web-based applications, and virtual reality tools (e.g., VR headsets) in special education | course notes |
| 12 | Presentation of projects focused on the application of technology in special education | course notes |
| 13 | Presentation of projects focused on the application of technology in special education | course notes |
| 14 | Presentation of projects focused on the application of technology in special education | course notes |
| Resources |
| Bryant, D.P. and Bryant, B.R.(2012). Assistive Technology for people with disabilities.The Unites States:Pearson Education Inc. Çakmak (2016). Özel eğitim ve yardımcı teknolojiler. Ankara: Vize Yayıncılık. Eliçin, Ö. (2016). Özel eğitimde teknoloji destekli öğetim. Ankara: Vize Yayıncılık. Sarı, H., & Pürsün, T. (2024). Özel eğitimde öğretim teknolojileri ve materyal tasarımı. Vize Akademik Yayıncılık. |
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 | |