Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|
| TEACHING ARTISTIC SKILLS in SPECIAL EDUCATION | ÖE3216424 | Spring Semester | 3+0 | 3 | 4 |
| Prerequisites Courses | |
| Recommended Elective Courses | |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Ayşe Firdevs ARACİKÜL BALIKÇI |
| Name of Lecturer(s) | Assist.Prof. Ayşe Firdevs ARACİKÜL BALIKÇI |
| Assistant(s) | |
| Aim | This course aims to improve students ability to teach artistic activities for special needs kids and adults. |
| Course Content | This course contains; Introduction, syllabus/What is art education? What are the visual arts?,History of art education in Turkey/Aims of art education/Content and objectives of the visual arts course curriculum,Examination of children's painting (history)/Characteristics of children's painting/Topics related to children's drawings/Evaluation of children's drawings/Developmental periods of children's painting,Importance of arts education in special education/Principles of arts education in special education/Teaching artistic skills to individuals with special needs (General characteristics)/Things to be considered and suggestions regarding the teaching of artistic skills to individuals with special needs,Overview of artistic skills in special education (holding pencil, drawing, painting, using scissors, cutting/tearing and pasting paper, printing, spraying, origami, mask, puppet, etc.),Teaching art skills to students with ID and ASD/Examples,Teaching art skills to students with learning disabilities/Examples
,Teaching art skills to students with HI/Examples,Teaching art skills to students with VI/Examples,Teaching art skills to students with GT/Examples,Teaching art skills to individuals with neurological and orthopedic disabilities/Examples,Evaluation,Evaluation,General revision. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains the basic concepts of artistic skills. | 11, 15, 16, 9 | C, E, F |
| Explains the development of artistic skills of individuals with special needs. | 11, 13, 16, 5 | C, E |
| Explains the methods used in teaching artistic skills. | 11, 13, 14, 16 | C, E, H |
| Develops teaching plans for the acquisition of artistic skills. | 13, 15, 16 | C, E, H |
| Teaching Methods: | 11: Demonstration Method, 13: Case Study Method, 14: Self Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam, E: Homework, F: Project Task, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|
| 1 | Introduction, syllabus/What is art education? What are the visual arts? | Syllabus/Weekly documents |
| 2 | History of art education in Turkey/Aims of art education/Content and objectives of the visual arts course curriculum | Weekly documents |
| 3 | Examination of children's painting (history)/Characteristics of children's painting/Topics related to children's drawings/Evaluation of children's drawings/Developmental periods of children's painting | Weekly documents |
| 4 | Importance of arts education in special education/Principles of arts education in special education/Teaching artistic skills to individuals with special needs (General characteristics)/Things to be considered and suggestions regarding the teaching of artistic skills to individuals with special needs | Weekly documents |
| 5 | Overview of artistic skills in special education (holding pencil, drawing, painting, using scissors, cutting/tearing and pasting paper, printing, spraying, origami, mask, puppet, etc.) | Weekly documents |
| 6 | Teaching art skills to students with ID and ASD/Examples | Weekly documents |
| 7 | Teaching art skills to students with learning disabilities/Examples
| Weekly documents |
| 8 | Teaching art skills to students with HI/Examples | Weekly documents |
| 9 | Teaching art skills to students with VI/Examples | Weekly documents |
| 10 | Teaching art skills to students with GT/Examples | Weekly documents |
| 11 | Teaching art skills to individuals with neurological and orthopedic disabilities/Examples | Weekly documents |
| 12 | Evaluation | Weekly documents |
| 13 | Evaluation | Weekly documents |
| 14 | General revision | Weekly documents |
| Resources |
| 1. Eratay, E. (Ed.). (2020). Özel eğitimde sanatsal ve sportif becerilerin öğretimi. Eğiten Kitap.
2. Korkmaz, Ö. T. (Ed.). (2020). Özel eğitimde sanatsal becerilerin öğretimi (3. Basım). Vize Akademik.
3. Tekin-İftar, E. ve Kırcaali-İftar, G. (2013). Özel eğitimde yanlışsız öğretim yöntemleri. Ankara: Vize 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. | | | X | | |
| 3 | Explains assessment processes and data-driven decision-making approaches in special education. | | | X | | |
| 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. | | | X | | |
| 6 | It adapts the general education program in terms of content, process, environment and assessment in line with inclusive education principles. | | | X | | |
| 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 | 2 | 5 | 10 |
| Term Project | 0 | 0 | 0 |
| Presentation of Project / Seminar | 0 | 0 | 0 |
| Quiz | 0 | 0 | 0 |
| Midterm Exam | 1 | 20 | 20 |
| General Exam | 1 | 20 | 20 |
| Performance Task, Maintenance Plan | 0 | 0 | 0 |
| Total Workload(Hour) | 78 |
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(78/30) | 3 |
| 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 ARTISTIC SKILLS in SPECIAL EDUCATION | ÖE3216424 | Spring Semester | 3+0 | 3 | 4 |
| Prerequisites Courses | |
| Recommended Elective Courses | |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Ayşe Firdevs ARACİKÜL BALIKÇI |
| Name of Lecturer(s) | Assist.Prof. Ayşe Firdevs ARACİKÜL BALIKÇI |
| Assistant(s) | |
| Aim | This course aims to improve students ability to teach artistic activities for special needs kids and adults. |
| Course Content | This course contains; Introduction, syllabus/What is art education? What are the visual arts?,History of art education in Turkey/Aims of art education/Content and objectives of the visual arts course curriculum,Examination of children's painting (history)/Characteristics of children's painting/Topics related to children's drawings/Evaluation of children's drawings/Developmental periods of children's painting,Importance of arts education in special education/Principles of arts education in special education/Teaching artistic skills to individuals with special needs (General characteristics)/Things to be considered and suggestions regarding the teaching of artistic skills to individuals with special needs,Overview of artistic skills in special education (holding pencil, drawing, painting, using scissors, cutting/tearing and pasting paper, printing, spraying, origami, mask, puppet, etc.),Teaching art skills to students with ID and ASD/Examples,Teaching art skills to students with learning disabilities/Examples
,Teaching art skills to students with HI/Examples,Teaching art skills to students with VI/Examples,Teaching art skills to students with GT/Examples,Teaching art skills to individuals with neurological and orthopedic disabilities/Examples,Evaluation,Evaluation,General revision. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains the basic concepts of artistic skills. | 11, 15, 16, 9 | C, E, F |
| Explains the development of artistic skills of individuals with special needs. | 11, 13, 16, 5 | C, E |
| Explains the methods used in teaching artistic skills. | 11, 13, 14, 16 | C, E, H |
| Develops teaching plans for the acquisition of artistic skills. | 13, 15, 16 | C, E, H |
| Teaching Methods: | 11: Demonstration Method, 13: Case Study Method, 14: Self Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam, E: Homework, F: Project Task, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|
| 1 | Introduction, syllabus/What is art education? What are the visual arts? | Syllabus/Weekly documents |
| 2 | History of art education in Turkey/Aims of art education/Content and objectives of the visual arts course curriculum | Weekly documents |
| 3 | Examination of children's painting (history)/Characteristics of children's painting/Topics related to children's drawings/Evaluation of children's drawings/Developmental periods of children's painting | Weekly documents |
| 4 | Importance of arts education in special education/Principles of arts education in special education/Teaching artistic skills to individuals with special needs (General characteristics)/Things to be considered and suggestions regarding the teaching of artistic skills to individuals with special needs | Weekly documents |
| 5 | Overview of artistic skills in special education (holding pencil, drawing, painting, using scissors, cutting/tearing and pasting paper, printing, spraying, origami, mask, puppet, etc.) | Weekly documents |
| 6 | Teaching art skills to students with ID and ASD/Examples | Weekly documents |
| 7 | Teaching art skills to students with learning disabilities/Examples
| Weekly documents |
| 8 | Teaching art skills to students with HI/Examples | Weekly documents |
| 9 | Teaching art skills to students with VI/Examples | Weekly documents |
| 10 | Teaching art skills to students with GT/Examples | Weekly documents |
| 11 | Teaching art skills to individuals with neurological and orthopedic disabilities/Examples | Weekly documents |
| 12 | Evaluation | Weekly documents |
| 13 | Evaluation | Weekly documents |
| 14 | General revision | Weekly documents |
| Resources |
| 1. Eratay, E. (Ed.). (2020). Özel eğitimde sanatsal ve sportif becerilerin öğretimi. Eğiten Kitap.
2. Korkmaz, Ö. T. (Ed.). (2020). Özel eğitimde sanatsal becerilerin öğretimi (3. Basım). Vize Akademik.
3. Tekin-İftar, E. ve Kırcaali-İftar, G. (2013). Özel eğitimde yanlışsız öğretim yöntemleri. Ankara: Vize 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. | | | X | | |
| 3 | Explains assessment processes and data-driven decision-making approaches in special education. | | | X | | |
| 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. | | | X | | |
| 6 | It adapts the general education program in terms of content, process, environment and assessment in line with inclusive education principles. | | | X | | |
| 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 |
Numerical Data
Publication Date: 03/10/2023 - 09:38Last Update Date: 03/10/2023 - 09:50
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