Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|
| SOCIOLOGY of DISABILITY | ÖE2117016 | Fall Semester | 2+0 | 2 | 4 |
| Course Program | Pazartesi 15:30-16:15 Pazartesi 16:30-17:15 |
| Prerequisites Courses | |
| Recommended Elective Courses | |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Aslin ARSLANOĞLU ÖSER |
| Name of Lecturer(s) | Assist.Prof. Aslin ARSLANOĞLU ÖSER |
| Assistant(s) | |
| Aim | Sociological explanation of disability and being an individual with a disability; models of disability; sociological theories explaining disability; disability and gender; disability and family; disability and education; disability and youth; disability and culture; disability and rural life; disability and the city; disability and disasters; disability and social risks; disability and literature; disability and media. |
| Course Content | This course contains; Introduction/Syllabus overview/Basic concepts,Sociological explanation of disability and being an individual with a disability/Models of disability,Sociological theories explaining disability,Disability and gender,Disability and family,Disability and education,Disability and youth,Disability and culture,Disability and rural life,Disability and the city/Disability and disasters,Disability and social risks,Disability and literature,Disability and media,Review. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Defines disability from a sociological perspective. | 10, 13, 16 | C |
| Defines the models of disability. | 10, 13, 16 | C |
| Defines the sociological theories explaining disability. | 10, 13, 16 | C |
| Explains the institutional dimensions (family, education) of disability. | 10, 13, 16 | C |
| Explains the spatial dimensions (urban, rural, disaster) of disability. | 10, 13, 16 | C |
| Explains the socio-cultural dimensions (gender, youth, media, literature) of disability. | 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/Basic concepts | Course documents |
| 2 | Sociological explanation of disability and being an individual with a disability/Models of disability | Course documents |
| 3 | Sociological theories explaining disability | Course documents |
| 4 | Disability and gender | Course documents |
| 5 | Disability and family | Course documents |
| 6 | Disability and education | Course documents |
| 7 | Disability and youth | Course documents |
| 8 | Disability and culture | Course documents |
| 9 | Disability and rural life | Course documents |
| 10 | Disability and the city/Disability and disasters | Course documents |
| 11 | Disability and social risks | Course documents |
| 12 | Disability and literature | Course documents |
| 13 | Disability and media | Course documents |
| 14 | Review | - |
| Resources |
| ● Burcu, E. (2025). Engellilik sosyolojisi (Genişletilmiş 3. Baskı). Anı Yayıncılık.
● Burcu, E. (Ed.) (2023). Engellilik sosyolojisi araştırma yazıları. Siyasal Kitabevi. |
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. | | | | | |
| 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. | | | | | |
| 8 | Conducts functional behavior assessment and behavior change processes. | | | | | |
| 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. | | | | | |
| 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 | 1 | 10 | 10 |
| Resolution of Homework Problems and Submission as a Report | 2 | 10 | 20 |
| 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) | 113 |
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(113/30) | 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 |
|---|
| SOCIOLOGY of DISABILITY | ÖE2117016 | Fall Semester | 2+0 | 2 | 4 |
| Course Program | Pazartesi 15:30-16:15 Pazartesi 16:30-17:15 |
| Prerequisites Courses | |
| Recommended Elective Courses | |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Aslin ARSLANOĞLU ÖSER |
| Name of Lecturer(s) | Assist.Prof. Aslin ARSLANOĞLU ÖSER |
| Assistant(s) | |
| Aim | Sociological explanation of disability and being an individual with a disability; models of disability; sociological theories explaining disability; disability and gender; disability and family; disability and education; disability and youth; disability and culture; disability and rural life; disability and the city; disability and disasters; disability and social risks; disability and literature; disability and media. |
| Course Content | This course contains; Introduction/Syllabus overview/Basic concepts,Sociological explanation of disability and being an individual with a disability/Models of disability,Sociological theories explaining disability,Disability and gender,Disability and family,Disability and education,Disability and youth,Disability and culture,Disability and rural life,Disability and the city/Disability and disasters,Disability and social risks,Disability and literature,Disability and media,Review. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Defines disability from a sociological perspective. | 10, 13, 16 | C |
| Defines the models of disability. | 10, 13, 16 | C |
| Defines the sociological theories explaining disability. | 10, 13, 16 | C |
| Explains the institutional dimensions (family, education) of disability. | 10, 13, 16 | C |
| Explains the spatial dimensions (urban, rural, disaster) of disability. | 10, 13, 16 | C |
| Explains the socio-cultural dimensions (gender, youth, media, literature) of disability. | 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/Basic concepts | Course documents |
| 2 | Sociological explanation of disability and being an individual with a disability/Models of disability | Course documents |
| 3 | Sociological theories explaining disability | Course documents |
| 4 | Disability and gender | Course documents |
| 5 | Disability and family | Course documents |
| 6 | Disability and education | Course documents |
| 7 | Disability and youth | Course documents |
| 8 | Disability and culture | Course documents |
| 9 | Disability and rural life | Course documents |
| 10 | Disability and the city/Disability and disasters | Course documents |
| 11 | Disability and social risks | Course documents |
| 12 | Disability and literature | Course documents |
| 13 | Disability and media | Course documents |
| 14 | Review | - |
| Resources |
| ● Burcu, E. (2025). Engellilik sosyolojisi (Genişletilmiş 3. Baskı). Anı Yayıncılık.
● Burcu, E. (Ed.) (2023). Engellilik sosyolojisi araştırma yazıları. Siyasal Kitabevi. |
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. | | | | | |
| 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. | | | | | |
| 8 | Conducts functional behavior assessment and behavior change processes. | | | | | |
| 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. | | | | | |
| 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
×- A-Z Programs
- Undergraduate
- Graduate
- Academic Calendar
- Double Major & Minor Programs
- Erasmus
- Prospective Students
- Registration
- Re-Enrolment
- Fees
- Directorate of Registrar’s Office
- FAQ
- Accommodation
- Scholarships
- Lateral and Vertical Transfer
- Summer School
- Preparation
- Transportation
