Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| ADOLESCENCE and SEXUAL | ÖE4114022 | 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 | Elective |
| Course Coordinator | |
| Name of Lecturer(s) | |
| Assistant(s) | |
| Aim | Within the scope of this course, the following topis will be discussed: The nature of adolescence; physical changes in adolescence; psychological changes in adolescence; emotional changes in adolescence; mental changes in adolescence; adolescent health; health problems in adolescence; adolescent cognition; Piaget's theory; information processing; sexual development; sexual development characteristics of adolescents with intellectual disability. |
| Course Content | This course contains; Sexuality and Sexual Development,Puberty in typically developing individuals,Comprehensive sexuality education for individuals with special needs in early childhood,Comprehensive sexuality education for school age individuals with special needs,Comprehensive sexuality education for individuals with special needs during adolescence,Comprehensive sexuality education for individuals with special needs during adolescence,Comprehensive sexuality education for individuals with special needs in adulthood,Socio-sexual behaviors exhibited by individuals with special needs and appropriate interventions,Preventing sexual abuse and exploitation in individuals with special needs,Preventing sexual abuse and exploitation in individuals with special needs,Family cooperation in individuals with special needs,Sexual health in individuals with special needs,Things to Consider in Sex Education for Individuals with Special Needs,Frequently Asked Questions About Sexuality. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| At the end of this course, the student will be able to demonstrate the following knowledge and skills related to adolescence and sexual education: Explains the nature of adolescence; | 16 | A, E |
| Explains the process of puberty in typical development. | 16 | A, E |
| Explains comprehensive sexuality education for individuals with special needs in early childhood. | 16 | A, E |
| Explains comprehensive sexuality education for school-aged individuals with special needs | 16 | A, E |
| Explains comprehensive sexuality education for individuals with special needs during adolescence. | 16 | A, E |
| Explains comprehensive sexuality education for individuals with special needs during adolescence. | 16 | A, E |
| Explains comprehensive sexuality education for individuals with special needs in adulthood. | 16 | A, E |
| Explains socio-sexual behaviors exhibited by individuals with special needs and appropriate intervention | 16 | A, E |
| Explains the prevention of sexual abuse and exploitation in individuals with special needs | 16 | A, E |
| Explains the relationship between comprehensive sexuality education and ethics | 16 | A |
| Teaching Methods: | 16: Question - Answer Technique |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Sexuality and Sexual Development | Güven, D. (2021a). Zihin yetersizliği olan bireylere yönelik kapsamlı cinsellik eğitimi (Öğretmen adayları, öğretmen ve aileler için). (2. baskı). Eğiten Kitap. Güven, D. (2021b). Kapsamlı Cinsellik Eğitimi ve Otizm Spektrum Bozukluğu Olan Bireyler. Journal of Social and Humanities Sciences Research,8(66), 284-300.Ministry of National Education (2013). Child Development, Sexual Development Module |
| 2 | Puberty in typically developing individuals | Güven, D. (2021a). Zihin yetersizliği olan bireylere yönelik kapsamlı cinsellik eğitimi (Öğretmen adayları, öğretmen ve aileler için). (2. baskı). Eğiten Kitap. Güven, D. (2021b). Kapsamlı Cinsellik Eğitimi ve Otizm Spektrum Bozukluğu Olan Bireyler. Journal of Social and Humanities Sciences Research,8(66), 284-300.Ministry of National Education (2013). Child Development, Sexual Development Module |
| 3 | Comprehensive sexuality education for individuals with special needs in early childhood | Güven, D. (2021a). Zihin yetersizliği olan bireylere yönelik kapsamlı cinsellik eğitimi (Öğretmen adayları, öğretmen ve aileler için). (2. baskı). Eğiten Kitap. Güven, D. (2021b). Kapsamlı Cinsellik Eğitimi ve Otizm Spektrum Bozukluğu Olan Bireyler. Journal of Social and Humanities Sciences Research,8(66), 284-300.Ministry of National Education (2013). Child Development, Sexual Development Module |
| 4 | Comprehensive sexuality education for school age individuals with special needs | Güven, D. (2021a). Zihin yetersizliği olan bireylere yönelik kapsamlı cinsellik eğitimi (Öğretmen adayları, öğretmen ve aileler için). (2. baskı). Eğiten Kitap. Güven, D. (2021b). Kapsamlı Cinsellik Eğitimi ve Otizm Spektrum Bozukluğu Olan Bireyler. Journal of Social and Humanities Sciences Research,8(66), 284-300.Ministry of National Education (2013). Child Development, Sexual Development Module |
| 5 | Comprehensive sexuality education for individuals with special needs during adolescence | Güven, D. (2021a). Zihin yetersizliği olan bireylere yönelik kapsamlı cinsellik eğitimi (Öğretmen adayları, öğretmen ve aileler için). (2. baskı). Eğiten Kitap. Güven, D. (2021b). Kapsamlı Cinsellik Eğitimi ve Otizm Spektrum Bozukluğu Olan Bireyler. Journal of Social and Humanities Sciences Research,8(66), 284-300.Ministry of National Education (2013). Child Development, Sexual Development Module |
| 6 | Comprehensive sexuality education for individuals with special needs during adolescence | Güven, D. (2021a). Zihin yetersizliği olan bireylere yönelik kapsamlı cinsellik eğitimi (Öğretmen adayları, öğretmen ve aileler için). (2. baskı). Eğiten Kitap. Güven, D. (2021b). Kapsamlı Cinsellik Eğitimi ve Otizm Spektrum Bozukluğu Olan Bireyler. Journal of Social and Humanities Sciences Research,8(66), 284-300.Ministry of National Education (2013). Child Development, Sexual Development Module |
| 7 | Comprehensive sexuality education for individuals with special needs in adulthood | Güven, D. (2021a). Zihin yetersizliği olan bireylere yönelik kapsamlı cinsellik eğitimi (Öğretmen adayları, öğretmen ve aileler için). (2. baskı). Eğiten Kitap. Güven, D. (2021b). Kapsamlı Cinsellik Eğitimi ve Otizm Spektrum Bozukluğu Olan Bireyler. Journal of Social and Humanities Sciences Research,8(66), 284-300.Ministry of National Education (2013). Child Development, Sexual Development Module |
| 8 | Socio-sexual behaviors exhibited by individuals with special needs and appropriate interventions | Güven, D. (2021a). Zihin yetersizliği olan bireylere yönelik kapsamlı cinsellik eğitimi (Öğretmen adayları, öğretmen ve aileler için). (2. baskı). Eğiten Kitap. Güven, D. (2021b). Kapsamlı Cinsellik Eğitimi ve Otizm Spektrum Bozukluğu Olan Bireyler. Journal of Social and Humanities Sciences Research,8(66), 284-300. |
| 9 | Preventing sexual abuse and exploitation in individuals with special needs | Güven, D. (2021a). Zihin yetersizliği olan bireylere yönelik kapsamlı cinsellik eğitimi (Öğretmen adayları, öğretmen ve aileler için). (2. baskı). Eğiten Kitap. Güven, D. (2021b). Kapsamlı Cinsellik Eğitimi ve Otizm Spektrum Bozukluğu Olan Bireyler. Journal of Social and Humanities Sciences Research,8(66), 284-300. |
| 10 | Preventing sexual abuse and exploitation in individuals with special needs | Prepare a scenario of abuse or kidnapping. Write down how you would teach your student to protect in this scenario. |
| 11 | Family cooperation in individuals with special needs | Prepare a family program for CSE |
| 12 | Sexual health in individuals with special needs | Research on sexual health |
| 13 | Things to Consider in Sex Education for Individuals with Special Needs | Down Türkiye Down Sendromu Derneği. (2019). Down Sendromlu Çocuklara Bedenlerini, Sınırlarını ve Cinselliği Öğretmek. |
| 14 | Frequently Asked Questions About Sexuality | embedded teachings with doctor game |
| Resources |
| Güven, D. (2021a). Zihin yetersizliği olan bireylere yönelik kapsamlı cinsellik eğitimi (Öğretmen adayları, öğretmen ve aileler için). (2. baskı). Eğiten Kitap. Güven, D. (2021b). Kapsamlı Cinsellik Eğitimi ve Otizm Spektrum Bozukluğu Olan Bireyler. Journal of Social and Humanities Sciences Research,8(66), 284-300. Guven, D. (2021c). Rural families’ thoughts about sexual development of their adolescents with neurodevelopmental disorders. Kıbrıslı Eğitim Bilimleri Dergisi, 16(4), 1549-1562. Mili Eğitim Bakanlığı (MEB). (2013). Çocuk Gelişimi ve Eğitimi. Cinsel Gelişim Modülü. Mili Eğitim Bakanlığı (MEB). (2007). Mesleki Eğitim ve Öğretim Sisteminin Güçlendirilmesi Projesi. Cinsel Gelişim Modülü. Down Türkiye Down Sendromu Derneği. (2019). Down Sendromlu Çocuklara Bedenlerini, Sınırlarını ve Cinselliği Öğretmek. McKee, L., & Blacklidge, V. (1981). An Easy Guide for Caring Parents: Sexuality and Socialization: a Book for Parents of People with Mental Handicaps. Planned Parenthood of Contra Costa. Cooper, E., Guillebaud, J., & Williams, M. (2017). Sexuality and disability: a guide for everyday practice. CRC Press. Carlson, K., & Plaine, K. (2009). Sexualtiy [Sexuality] Resource for Caregivers of Adolescents with Down Syndrome. |
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 | 14 | 14 | |||
| Term Project | 1 | 4 | 4 | |||
| Presentation of Project / Seminar | 1 | 15 | 15 | |||
| Quiz | 1 | 15 | 15 | |||
| Midterm Exam | 1 | 15 | 15 | |||
| General Exam | 1 | 20 | 20 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 111 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(111/30) | 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 |
|---|---|---|---|---|---|
| ADOLESCENCE and SEXUAL | ÖE4114022 | 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 | Elective |
| Course Coordinator | |
| Name of Lecturer(s) | |
| Assistant(s) | |
| Aim | Within the scope of this course, the following topis will be discussed: The nature of adolescence; physical changes in adolescence; psychological changes in adolescence; emotional changes in adolescence; mental changes in adolescence; adolescent health; health problems in adolescence; adolescent cognition; Piaget's theory; information processing; sexual development; sexual development characteristics of adolescents with intellectual disability. |
| Course Content | This course contains; Sexuality and Sexual Development,Puberty in typically developing individuals,Comprehensive sexuality education for individuals with special needs in early childhood,Comprehensive sexuality education for school age individuals with special needs,Comprehensive sexuality education for individuals with special needs during adolescence,Comprehensive sexuality education for individuals with special needs during adolescence,Comprehensive sexuality education for individuals with special needs in adulthood,Socio-sexual behaviors exhibited by individuals with special needs and appropriate interventions,Preventing sexual abuse and exploitation in individuals with special needs,Preventing sexual abuse and exploitation in individuals with special needs,Family cooperation in individuals with special needs,Sexual health in individuals with special needs,Things to Consider in Sex Education for Individuals with Special Needs,Frequently Asked Questions About Sexuality. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| At the end of this course, the student will be able to demonstrate the following knowledge and skills related to adolescence and sexual education: Explains the nature of adolescence; | 16 | A, E |
| Explains the process of puberty in typical development. | 16 | A, E |
| Explains comprehensive sexuality education for individuals with special needs in early childhood. | 16 | A, E |
| Explains comprehensive sexuality education for school-aged individuals with special needs | 16 | A, E |
| Explains comprehensive sexuality education for individuals with special needs during adolescence. | 16 | A, E |
| Explains comprehensive sexuality education for individuals with special needs during adolescence. | 16 | A, E |
| Explains comprehensive sexuality education for individuals with special needs in adulthood. | 16 | A, E |
| Explains socio-sexual behaviors exhibited by individuals with special needs and appropriate intervention | 16 | A, E |
| Explains the prevention of sexual abuse and exploitation in individuals with special needs | 16 | A, E |
| Explains the relationship between comprehensive sexuality education and ethics | 16 | A |
| Teaching Methods: | 16: Question - Answer Technique |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Sexuality and Sexual Development | Güven, D. (2021a). Zihin yetersizliği olan bireylere yönelik kapsamlı cinsellik eğitimi (Öğretmen adayları, öğretmen ve aileler için). (2. baskı). Eğiten Kitap. Güven, D. (2021b). Kapsamlı Cinsellik Eğitimi ve Otizm Spektrum Bozukluğu Olan Bireyler. Journal of Social and Humanities Sciences Research,8(66), 284-300.Ministry of National Education (2013). Child Development, Sexual Development Module |
| 2 | Puberty in typically developing individuals | Güven, D. (2021a). Zihin yetersizliği olan bireylere yönelik kapsamlı cinsellik eğitimi (Öğretmen adayları, öğretmen ve aileler için). (2. baskı). Eğiten Kitap. Güven, D. (2021b). Kapsamlı Cinsellik Eğitimi ve Otizm Spektrum Bozukluğu Olan Bireyler. Journal of Social and Humanities Sciences Research,8(66), 284-300.Ministry of National Education (2013). Child Development, Sexual Development Module |
| 3 | Comprehensive sexuality education for individuals with special needs in early childhood | Güven, D. (2021a). Zihin yetersizliği olan bireylere yönelik kapsamlı cinsellik eğitimi (Öğretmen adayları, öğretmen ve aileler için). (2. baskı). Eğiten Kitap. Güven, D. (2021b). Kapsamlı Cinsellik Eğitimi ve Otizm Spektrum Bozukluğu Olan Bireyler. Journal of Social and Humanities Sciences Research,8(66), 284-300.Ministry of National Education (2013). Child Development, Sexual Development Module |
| 4 | Comprehensive sexuality education for school age individuals with special needs | Güven, D. (2021a). Zihin yetersizliği olan bireylere yönelik kapsamlı cinsellik eğitimi (Öğretmen adayları, öğretmen ve aileler için). (2. baskı). Eğiten Kitap. Güven, D. (2021b). Kapsamlı Cinsellik Eğitimi ve Otizm Spektrum Bozukluğu Olan Bireyler. Journal of Social and Humanities Sciences Research,8(66), 284-300.Ministry of National Education (2013). Child Development, Sexual Development Module |
| 5 | Comprehensive sexuality education for individuals with special needs during adolescence | Güven, D. (2021a). Zihin yetersizliği olan bireylere yönelik kapsamlı cinsellik eğitimi (Öğretmen adayları, öğretmen ve aileler için). (2. baskı). Eğiten Kitap. Güven, D. (2021b). Kapsamlı Cinsellik Eğitimi ve Otizm Spektrum Bozukluğu Olan Bireyler. Journal of Social and Humanities Sciences Research,8(66), 284-300.Ministry of National Education (2013). Child Development, Sexual Development Module |
| 6 | Comprehensive sexuality education for individuals with special needs during adolescence | Güven, D. (2021a). Zihin yetersizliği olan bireylere yönelik kapsamlı cinsellik eğitimi (Öğretmen adayları, öğretmen ve aileler için). (2. baskı). Eğiten Kitap. Güven, D. (2021b). Kapsamlı Cinsellik Eğitimi ve Otizm Spektrum Bozukluğu Olan Bireyler. Journal of Social and Humanities Sciences Research,8(66), 284-300.Ministry of National Education (2013). Child Development, Sexual Development Module |
| 7 | Comprehensive sexuality education for individuals with special needs in adulthood | Güven, D. (2021a). Zihin yetersizliği olan bireylere yönelik kapsamlı cinsellik eğitimi (Öğretmen adayları, öğretmen ve aileler için). (2. baskı). Eğiten Kitap. Güven, D. (2021b). Kapsamlı Cinsellik Eğitimi ve Otizm Spektrum Bozukluğu Olan Bireyler. Journal of Social and Humanities Sciences Research,8(66), 284-300.Ministry of National Education (2013). Child Development, Sexual Development Module |
| 8 | Socio-sexual behaviors exhibited by individuals with special needs and appropriate interventions | Güven, D. (2021a). Zihin yetersizliği olan bireylere yönelik kapsamlı cinsellik eğitimi (Öğretmen adayları, öğretmen ve aileler için). (2. baskı). Eğiten Kitap. Güven, D. (2021b). Kapsamlı Cinsellik Eğitimi ve Otizm Spektrum Bozukluğu Olan Bireyler. Journal of Social and Humanities Sciences Research,8(66), 284-300. |
| 9 | Preventing sexual abuse and exploitation in individuals with special needs | Güven, D. (2021a). Zihin yetersizliği olan bireylere yönelik kapsamlı cinsellik eğitimi (Öğretmen adayları, öğretmen ve aileler için). (2. baskı). Eğiten Kitap. Güven, D. (2021b). Kapsamlı Cinsellik Eğitimi ve Otizm Spektrum Bozukluğu Olan Bireyler. Journal of Social and Humanities Sciences Research,8(66), 284-300. |
| 10 | Preventing sexual abuse and exploitation in individuals with special needs | Prepare a scenario of abuse or kidnapping. Write down how you would teach your student to protect in this scenario. |
| 11 | Family cooperation in individuals with special needs | Prepare a family program for CSE |
| 12 | Sexual health in individuals with special needs | Research on sexual health |
| 13 | Things to Consider in Sex Education for Individuals with Special Needs | Down Türkiye Down Sendromu Derneği. (2019). Down Sendromlu Çocuklara Bedenlerini, Sınırlarını ve Cinselliği Öğretmek. |
| 14 | Frequently Asked Questions About Sexuality | embedded teachings with doctor game |
| Resources |
| Güven, D. (2021a). Zihin yetersizliği olan bireylere yönelik kapsamlı cinsellik eğitimi (Öğretmen adayları, öğretmen ve aileler için). (2. baskı). Eğiten Kitap. Güven, D. (2021b). Kapsamlı Cinsellik Eğitimi ve Otizm Spektrum Bozukluğu Olan Bireyler. Journal of Social and Humanities Sciences Research,8(66), 284-300. Guven, D. (2021c). Rural families’ thoughts about sexual development of their adolescents with neurodevelopmental disorders. Kıbrıslı Eğitim Bilimleri Dergisi, 16(4), 1549-1562. Mili Eğitim Bakanlığı (MEB). (2013). Çocuk Gelişimi ve Eğitimi. Cinsel Gelişim Modülü. Mili Eğitim Bakanlığı (MEB). (2007). Mesleki Eğitim ve Öğretim Sisteminin Güçlendirilmesi Projesi. Cinsel Gelişim Modülü. Down Türkiye Down Sendromu Derneği. (2019). Down Sendromlu Çocuklara Bedenlerini, Sınırlarını ve Cinselliği Öğretmek. McKee, L., & Blacklidge, V. (1981). An Easy Guide for Caring Parents: Sexuality and Socialization: a Book for Parents of People with Mental Handicaps. Planned Parenthood of Contra Costa. Cooper, E., Guillebaud, J., & Williams, M. (2017). Sexuality and disability: a guide for everyday practice. CRC Press. Carlson, K., & Plaine, K. (2009). Sexualtiy [Sexuality] Resource for Caregivers of Adolescents with Down Syndrome. |
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 | |