Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INDIVIDUALS with INTELLECTUAL DISABILITIES and THEIR EDUCATION | ÖE1114954 | Fall Semester | 2+0 | 2 | 6 |
| Course Program | Salı 14:30-15:15 Salı 15:30-16:15 |
| 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 | Within the scope of this course, it is aimed to provide students with academic and non-academic characteristics of individuals with intellectual disabilities, their classification, diagnosis, prevalence and incidence, causes, evaluation, counseling their families, educational environments, inclusion and education. |
| Course Content | This course contains; Definition and scope of intelligence; history of intellectual disability,Definition and scope of intelligence,Prevalence and causes of intellectual disability,Characteristics of children with intellectual disability,Diagnosing and assessing intellectual disabilit,Assessment in intellectual disability,Counseling families of children with intellectual disabilities,Educational environments for children with intellectual disabilities,Zihinsel yetersizliği olan çocukların kaynaştırılması,Education of children with intellectual disabilities: Support education program,Methods and techniques used in the education of children with intellectual disabilities,Methods and techniques used in the education of children with intellectual disabilities,Preparing activities for children with intellectual disabilities,Presenting activities for children with intellectual disabilities. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Describes the academic and non-academic characteristics of individuals with intellectual disabilities. | 10, 16, 9 | A |
| Describes the possible causes, prevalence and incidence of intellectual disabilities. | 10, 16, 9 | A |
| Explains the diagnostic criteria and evaluation processes of individuals with intellectual disabilities. | 10, 16, 9 | A |
| Explains educational practices and current developments for individuals with intellectual disabilities. | 10, 16, 37, 9 | A |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 37: Computer-Internet Supported Instruction, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition and scope of intelligence; history of intellectual disability | Eripek, S. (2021), Part-1, p. 4-45. |
| 2 | Definition and scope of intelligence | Eripek, S. (2021), Part-2, p. 48-67. Eripek, S. (2021), Part-4, p. 78-94. |
| 3 | Prevalence and causes of intellectual disability | Eripek, S. (2021), Part-5, p. 98-106. Eripek, S. (2021), Part-11, p. 178-215. |
| 4 | Characteristics of children with intellectual disability | Eripek, S. (2021), Part-13, p. 230-255. |
| 5 | Diagnosing and assessing intellectual disabilit | Eripek, S. (2021), Part-9, p. 156-166. |
| 6 | Assessment in intellectual disability | Eripek, S. (2021), Part-7, s. 116-130. Eripek, S. (2021), Part-8, s. 135-153. |
| 7 | Counseling families of children with intellectual disabilities | Deniz, S. ve Akdemir, B. (2020). Part-12, p. 255-275. |
| 8 | Educational environments for children with intellectual disabilities | Deniz, S. ve Akdemir, B. (2020). Part-4, p. 83-107. |
| 9 | Zihinsel yetersizliği olan çocukların kaynaştırılması | Deniz, S. ve Akdemir, B. (2020). Part-4, p. 83-107. |
| 10 | Education of children with intellectual disabilities: Support education program | course notes |
| 11 | Methods and techniques used in the education of children with intellectual disabilities | Deniz, S. ve Akdemir, B. (2020). Part-5, p. 109-127. |
| 12 | Methods and techniques used in the education of children with intellectual disabilities | Deniz, S. ve Akdemir, B. (2020). Part-5, p. 109-127. |
| 13 | Preparing activities for children with intellectual disabilities | course notes |
| 14 | Presenting activities for children with intellectual disabilities | course notes |
| Resources |
| Eripek, S. (2012) Zihin Yetersizliği Olan Bireyler ve Eğitimleri. Eğiten Kitap Deniz, S. ve Akdemir, B. (2020). Zihin Yetersizliği Ve Otizm Spektrum Bozukluğu Akçamete, A. G. (Ed.). (2016). Genel eğitim okullarında özel gereksinimi olan öğrenciler ve özel eğitim. Ankara: Kök Yayıncılık. Aral, N. ve Gürsoy, F. (2011). Özel eğitim gerektiren çocuklar ve özel eğitime giriş. İstanbul: Morpa Kültür Yayınları. Cavkaytar, A. (Ed.). (2014). Aile eğitim rehberi: Zihinsel engelli çocuklar. Ankara. Metin, N. ve Yükselen, A. İ. (Ed.). (2014). Özel gereksinimli çocuklar ve kaynaştırma. Ankara: Hedef CS. Sucuoğlu, B. ve Bakkaloğlu, H. (Ed.). (2017). Okul öncesinde kaynaştırma. Ankara: Kök Yayıncılık. Vuran, S. (Ed.). (2013). Özel eğitim. Ankara: Maya Akademi. |
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 | 3 | 42 | |||
| Guided Problem Solving | 14 | 2 | 28 | |||
| Resolution of Homework Problems and Submission as a Report | 14 | 2 | 28 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 25 | 25 | |||
| General Exam | 1 | 25 | 25 | |||
| Performance Task, Maintenance Plan | 1 | 20 | 20 | |||
| Total Workload(Hour) | 168 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(168/30) | 6 | |||||
| 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 |
|---|---|---|---|---|---|
| INDIVIDUALS with INTELLECTUAL DISABILITIES and THEIR EDUCATION | ÖE1114954 | Fall Semester | 2+0 | 2 | 6 |
| Course Program | Salı 14:30-15:15 Salı 15:30-16:15 |
| 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 | Within the scope of this course, it is aimed to provide students with academic and non-academic characteristics of individuals with intellectual disabilities, their classification, diagnosis, prevalence and incidence, causes, evaluation, counseling their families, educational environments, inclusion and education. |
| Course Content | This course contains; Definition and scope of intelligence; history of intellectual disability,Definition and scope of intelligence,Prevalence and causes of intellectual disability,Characteristics of children with intellectual disability,Diagnosing and assessing intellectual disabilit,Assessment in intellectual disability,Counseling families of children with intellectual disabilities,Educational environments for children with intellectual disabilities,Zihinsel yetersizliği olan çocukların kaynaştırılması,Education of children with intellectual disabilities: Support education program,Methods and techniques used in the education of children with intellectual disabilities,Methods and techniques used in the education of children with intellectual disabilities,Preparing activities for children with intellectual disabilities,Presenting activities for children with intellectual disabilities. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Describes the academic and non-academic characteristics of individuals with intellectual disabilities. | 10, 16, 9 | A |
| Describes the possible causes, prevalence and incidence of intellectual disabilities. | 10, 16, 9 | A |
| Explains the diagnostic criteria and evaluation processes of individuals with intellectual disabilities. | 10, 16, 9 | A |
| Explains educational practices and current developments for individuals with intellectual disabilities. | 10, 16, 37, 9 | A |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 37: Computer-Internet Supported Instruction, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition and scope of intelligence; history of intellectual disability | Eripek, S. (2021), Part-1, p. 4-45. |
| 2 | Definition and scope of intelligence | Eripek, S. (2021), Part-2, p. 48-67. Eripek, S. (2021), Part-4, p. 78-94. |
| 3 | Prevalence and causes of intellectual disability | Eripek, S. (2021), Part-5, p. 98-106. Eripek, S. (2021), Part-11, p. 178-215. |
| 4 | Characteristics of children with intellectual disability | Eripek, S. (2021), Part-13, p. 230-255. |
| 5 | Diagnosing and assessing intellectual disabilit | Eripek, S. (2021), Part-9, p. 156-166. |
| 6 | Assessment in intellectual disability | Eripek, S. (2021), Part-7, s. 116-130. Eripek, S. (2021), Part-8, s. 135-153. |
| 7 | Counseling families of children with intellectual disabilities | Deniz, S. ve Akdemir, B. (2020). Part-12, p. 255-275. |
| 8 | Educational environments for children with intellectual disabilities | Deniz, S. ve Akdemir, B. (2020). Part-4, p. 83-107. |
| 9 | Zihinsel yetersizliği olan çocukların kaynaştırılması | Deniz, S. ve Akdemir, B. (2020). Part-4, p. 83-107. |
| 10 | Education of children with intellectual disabilities: Support education program | course notes |
| 11 | Methods and techniques used in the education of children with intellectual disabilities | Deniz, S. ve Akdemir, B. (2020). Part-5, p. 109-127. |
| 12 | Methods and techniques used in the education of children with intellectual disabilities | Deniz, S. ve Akdemir, B. (2020). Part-5, p. 109-127. |
| 13 | Preparing activities for children with intellectual disabilities | course notes |
| 14 | Presenting activities for children with intellectual disabilities | course notes |
| Resources |
| Eripek, S. (2012) Zihin Yetersizliği Olan Bireyler ve Eğitimleri. Eğiten Kitap Deniz, S. ve Akdemir, B. (2020). Zihin Yetersizliği Ve Otizm Spektrum Bozukluğu Akçamete, A. G. (Ed.). (2016). Genel eğitim okullarında özel gereksinimi olan öğrenciler ve özel eğitim. Ankara: Kök Yayıncılık. Aral, N. ve Gürsoy, F. (2011). Özel eğitim gerektiren çocuklar ve özel eğitime giriş. İstanbul: Morpa Kültür Yayınları. Cavkaytar, A. (Ed.). (2014). Aile eğitim rehberi: Zihinsel engelli çocuklar. Ankara. Metin, N. ve Yükselen, A. İ. (Ed.). (2014). Özel gereksinimli çocuklar ve kaynaştırma. Ankara: Hedef CS. Sucuoğlu, B. ve Bakkaloğlu, H. (Ed.). (2017). Okul öncesinde kaynaştırma. Ankara: Kök Yayıncılık. Vuran, S. (Ed.). (2013). Özel eğitim. Ankara: Maya Akademi. |
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 | |