Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| TEACHING SOCIAL ADAPTATION SKILLS in SPECIAL EDUCATION | ÖE3216425 | Spring 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. Adviye Pınar KONYALIOĞLU |
| Assistant(s) | |
| Aim | The aim of the course is to provide the students with the skills, independent life skills, social skills, social skills, skills acquisition, social skills and social skills teaching methods. |
| Course Content | This course contains; Social Compliance Skills Basic Concepts,Basic skills, adaptation skills and social (social) adaptation skills,Social skills development of individuals in need of special education,Evaluation and teaching of basic skills (Functional literacy, number-money-time related skills),Evaluation and teaching of adaptive skills,Social skills development in individuals with special needs (obeying rules, apology etc.),Importance of social skills,Evaluation and teaching of social skills,Preparing social adaptation skills assessment tools,Teaching,Presentation of sample homework,Providing the permanence and generalization of acquired skills,Ensuring the persistence and generalization of acquired skills ,Ensuring the persistence and generalization of acquired skills . |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains the reasons for social skill deficiency. | 16 | A |
| Explains the teaching of social adaptation skills and basic concepts related to social skills. | 16 | A |
| Explains social development theories and stages of social development. | 16 | A |
| Explains the assessment and teaching of independent living skills. | 16 | A |
| Explains social skills teaching methods. | 16 | A |
| Teaching Methods: | 16: Question - Answer Technique |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Social Compliance Skills Basic Concepts | Reading articles related to Social Skills |
| 2 | Basic skills, adaptation skills and social (social) adaptation skills | Classifying all skills |
| 3 | Social skills development of individuals in need of special education | Case studies related to social development were discussed. |
| 4 | Evaluation and teaching of basic skills (Functional literacy, number-money-time related skills) | Examination of sample skills |
| 5 | Evaluation and teaching of adaptive skills | Examination of samples of evaluation tools |
| 6 | Social skills development in individuals with special needs (obeying rules, apology etc.) | Drama studies on social skills examples |
| 7 | Importance of social skills | Read related articles and report on the importance of social skills |
| 8 | Evaluation and teaching of social skills | Sample evaluation tools research |
| 9 | Preparing social adaptation skills assessment tools | Preparing daily life skills assessment tools |
| 10 | Teaching | Preparing sample homework |
| 11 | Presentation of sample homework | Animation of social skills teaching |
| 12 | Providing the permanence and generalization of acquired skills | Identify different social skills |
| 13 | Ensuring the persistence and generalization of acquired skills | Reading |
| 14 | Ensuring the persistence and generalization of acquired skills | Reading |
| Resources |
| 1. Avcıoğlu, H. (2018). Özel eğitimde sosyal uyum becerilerinin öğretimi. Ankara: Eğiten Kitap. 2. Ersevim, İ. (2019). Özel gereksinimli çocuk: Zihinsel ve duygusal gelişim. İstanbul: Özgür yayınları. 3. Karabulut, R. (Ed.). (2022). Özel gereksinimli çocuklar ve özel eğitim. 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 | |||||
| 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 | 5 | 5 | |||
| Term Project | 1 | 2 | 2 | |||
| Presentation of Project / Seminar | 1 | 15 | 15 | |||
| Quiz | 1 | 10 | 10 | |||
| Midterm Exam | 1 | 15 | 15 | |||
| General Exam | 1 | 20 | 20 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 109 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(109/30) | 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 SOCIAL ADAPTATION SKILLS in SPECIAL EDUCATION | ÖE3216425 | Spring 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. Adviye Pınar KONYALIOĞLU |
| Assistant(s) | |
| Aim | The aim of the course is to provide the students with the skills, independent life skills, social skills, social skills, skills acquisition, social skills and social skills teaching methods. |
| Course Content | This course contains; Social Compliance Skills Basic Concepts,Basic skills, adaptation skills and social (social) adaptation skills,Social skills development of individuals in need of special education,Evaluation and teaching of basic skills (Functional literacy, number-money-time related skills),Evaluation and teaching of adaptive skills,Social skills development in individuals with special needs (obeying rules, apology etc.),Importance of social skills,Evaluation and teaching of social skills,Preparing social adaptation skills assessment tools,Teaching,Presentation of sample homework,Providing the permanence and generalization of acquired skills,Ensuring the persistence and generalization of acquired skills ,Ensuring the persistence and generalization of acquired skills . |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains the reasons for social skill deficiency. | 16 | A |
| Explains the teaching of social adaptation skills and basic concepts related to social skills. | 16 | A |
| Explains social development theories and stages of social development. | 16 | A |
| Explains the assessment and teaching of independent living skills. | 16 | A |
| Explains social skills teaching methods. | 16 | A |
| Teaching Methods: | 16: Question - Answer Technique |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Social Compliance Skills Basic Concepts | Reading articles related to Social Skills |
| 2 | Basic skills, adaptation skills and social (social) adaptation skills | Classifying all skills |
| 3 | Social skills development of individuals in need of special education | Case studies related to social development were discussed. |
| 4 | Evaluation and teaching of basic skills (Functional literacy, number-money-time related skills) | Examination of sample skills |
| 5 | Evaluation and teaching of adaptive skills | Examination of samples of evaluation tools |
| 6 | Social skills development in individuals with special needs (obeying rules, apology etc.) | Drama studies on social skills examples |
| 7 | Importance of social skills | Read related articles and report on the importance of social skills |
| 8 | Evaluation and teaching of social skills | Sample evaluation tools research |
| 9 | Preparing social adaptation skills assessment tools | Preparing daily life skills assessment tools |
| 10 | Teaching | Preparing sample homework |
| 11 | Presentation of sample homework | Animation of social skills teaching |
| 12 | Providing the permanence and generalization of acquired skills | Identify different social skills |
| 13 | Ensuring the persistence and generalization of acquired skills | Reading |
| 14 | Ensuring the persistence and generalization of acquired skills | Reading |
| Resources |
| 1. Avcıoğlu, H. (2018). Özel eğitimde sosyal uyum becerilerinin öğretimi. Ankara: Eğiten Kitap. 2. Ersevim, İ. (2019). Özel gereksinimli çocuk: Zihinsel ve duygusal gelişim. İstanbul: Özgür yayınları. 3. Karabulut, R. (Ed.). (2022). Özel gereksinimli çocuklar ve özel eğitim. 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 | |||||
| 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 | |