Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CHILD DEVELOPMENT II | - | Spring Semester | 3+0 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Lect. Aziz KÜÇÜKKELEPÇE |
| Name of Lecturer(s) | Assist.Prof. Feryal SAVCI |
| Assistant(s) | |
| Aim | The aim of this course is, to teach the basic principles of special education, to advance the students knowledge about individuals with special needs, to inform students about the factors causing disability, to inform students about the different diagnostic groups, to inform students about the developmental support programs which should be applied in the field of special education |
| Course Content | This course contains; Basic Terms about special education ,Historical overview of special education: Today the situation of special education in the world and Turkey,Goals and Principles of Special Education Promotion of Development Support Programs for Children with Special Needs ,Development of Children Who are at Risk ,Children with Mental Retardation ,Children with Physical Retardation , Children with Learning Disabilities ,Children with Autism ,Children with Communication Disorders ,Hearing Impaired Children ,Visually Impaired Children,Gifted Children ,Families of the children with special needs,Assesment. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Discusses basic concepts and history in special education. | 10, 16, 9 | A, E |
| Student interprets historical processes in special education and situation in the world and in Turkey. | 10, 16, 9 | A, E |
| Distinguishes the developmental characteristics of children in different diagnostic groups with special needs and the programs that support the development of these children. | 10, 16, 9 | A, E |
| Student defines developmental characteristics of children at risk of developing, interprets programs that support their development. | 10, 16, 9 | A, E |
| Student defines the developmental characteristics of children with mental retardation and interprets programs that support their development. | 10, 16, 9 | A, E |
| Student describes the developmental characteristics of children with physical disabilities and interprets programs that support their development. | 10, 16, 9 | A, E |
| Student defines the developmental characteristics of children with learning disabilities and interprets programs that support their development. | 10, 16, 9 | A, E |
| Student describes the developmental characteristics of children with autism disorders and interprets programs that support their development. | 10, 16, 9 | A, E |
| Student defines the developmental characteristics of children with communication disorders and interprets programs that support their development. | 10, 16, 9 | A, E |
| Student defines the developmental characteristics of the hearing impaired children and interprets their developmental support programs. | 10, 16, 9 | A, E |
| Student defines the developmental characteristics of visually impaired children and interprets programs that support their development. | 10, 16, 9 | A, E |
| Student describes the developmental characteristics of the gifted children and interprets their programs to support their development. | 10, 16, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Basic Terms about special education | Preparation of the related subject form the recommended sources |
| 2 | Historical overview of special education: Today the situation of special education in the world and Turkey | Preparation of the related subject form the recommended sources |
| 3 | Goals and Principles of Special Education Promotion of Development Support Programs for Children with Special Needs | Preparation of the related subject form the recommended sources |
| 4 | Development of Children Who are at Risk | Preparation of the related subject form the recommended sources |
| 5 | Children with Mental Retardation | Preparation of the related subject form the recommended sources |
| 6 | Children with Physical Retardation | Preparation of the related subject form the recommended sources |
| 7 | Children with Learning Disabilities | Preparation of the related subject form the recommended sources |
| 8 | Children with Autism | Preparation of the related subject form the recommended sources |
| 9 | Children with Communication Disorders | Preparation of the related subject form the recommended sources |
| 10 | Hearing Impaired Children | Preparation of the related subject form the recommended sources |
| 11 | Visually Impaired Children | Preparation of the related subject form the recommended sources |
| 12 | Gifted Children | Preparation of the related subject form the recommended sources |
| 13 | Families of the children with special needs | Preparation of the related subject form the recommended sources |
| 14 | Assesment | Preparation of the related subject form the recommended sources |
| Resources |
| Lecturers notes. |
| Greenspan, I.S., Wieder, S., Simons, R. (2004) Özel Gereksinimli Çocuk (Çev. İsmail Ersevim). Özgür Yayınları, İstanbul. Baykoç, N., (2011) (Edt.) Özel Gereksinimli Çocuklar ve Özel Eğitim. Eğiten Yayınları, Ankara. Doğru, S.Y., Saltalı, N.D., (2011) Erken Çocukluk Döneminde Özel Eğitim. Maya Akademi, Ankara. Diken, H.İ., (2012) (Edt.) Özel Eğitimde Gereksinimi Olan Çocuklar ve Özel Eğitim. Pegem Akademi Yayınları, Ankara. Metin, N., (2012) (Edt.) Özel gereksinimli Çocuklar. Maya Akademi Yayınları, Ankara. Akçamete, G., (2008) (Edt.) Özel Eğitim. Kök Yayınları, Ankara. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. Obtains basic and updated theoretical and practical information in the field of child development by using the necessary educational and training tools and resources. | X | |||||
| 2 | PQ-2. Has the knowledge to comparatively evaluate and interpret the accuracy, reliability and validity of the information she has gained regarding child development. | X | |||||
| 3 | PQ-3. Gains knowledge of children's development, learning characteristics and difficulties. | X | |||||
| 4 | PQ-4. In the field of child development, using advanced knowledge and skills covering physical, cognitive, language, social-emotional and sensory development areas, interprets and evaluates evidence-based data, analyzes developmental problems, develops and develops solution suggestions for children with typical and atypical development, taking into account ethical values and does teamwork. | X | |||||
| 5 | PQ-5. In line with the theoretical and practical knowledge she has acquired in the field of child development, she has the ability to prepare developmental evaluation and support programs for typical and atypical children with different methods and tools, to provide family counseling and to inform the society. | X | |||||
| 6 | PQ-6. In the field of child development, he has the skills to produce different solutions to problem situations for typical and atypical children with an evidence-based approach. | X | |||||
| 7 | PQ-7. Takes responsibility for trans-disciplinary studies in the field of child development and fulfills its duties effectively. | X | |||||
| 8 | PQ-8. Conducts independent studies individually and in groups, using the advanced knowledge he has acquired in the field of child development. | X | |||||
| 9 | PQ-9. He evaluates the information he has with a critical approach, determines his own learning needs and directs his learning. | X | |||||
| 10 | PQ-10. Develops a positive attitude towards lifelong learning by effectively using ways to access information. | X | |||||
| 11 | PQ-11. Internalizes and generalizes advanced theoretical and practical knowledge acquired in the field of child development and demonstrates what he has learned. | X | |||||
| 12 | PQ-12. With the awareness of social responsibility, he/she plans and implements professional projects, research and activities for the social environment he lives in, and monitors and evaluates the process. | X | |||||
| 13 | PQ-13. It informs relevant people and institutions on issues related to child development and shares its thoughts and solutions to problems with quantitative and qualitative data, as an active element of the process, with experts and non-experts. | X | |||||
| 14 | PQ-14. Being an example to society with his appearance, attitude and behavior, he acts in accordance with democracy, human rights, social, scientific and professional ethical values, relevant laws, regulations and legislation. | X | |||||
| 15 | PQ-15. The individual has sufficient awareness about quality management and processes, including babies, children and families, environmental protection and occupational safety, and acts appropriately and participates in these processes. | 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 | 7 | 10 | 70 | |||
| Resolution of Homework Problems and Submission as a Report | 8 | 2 | 16 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 2 | 16 | 32 | |||
| General Exam | 1 | 20 | 20 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 180 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(180/30) | 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 |
|---|---|---|---|---|---|
| CHILD DEVELOPMENT II | - | Spring Semester | 3+0 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Lect. Aziz KÜÇÜKKELEPÇE |
| Name of Lecturer(s) | Assist.Prof. Feryal SAVCI |
| Assistant(s) | |
| Aim | The aim of this course is, to teach the basic principles of special education, to advance the students knowledge about individuals with special needs, to inform students about the factors causing disability, to inform students about the different diagnostic groups, to inform students about the developmental support programs which should be applied in the field of special education |
| Course Content | This course contains; Basic Terms about special education ,Historical overview of special education: Today the situation of special education in the world and Turkey,Goals and Principles of Special Education Promotion of Development Support Programs for Children with Special Needs ,Development of Children Who are at Risk ,Children with Mental Retardation ,Children with Physical Retardation , Children with Learning Disabilities ,Children with Autism ,Children with Communication Disorders ,Hearing Impaired Children ,Visually Impaired Children,Gifted Children ,Families of the children with special needs,Assesment. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Discusses basic concepts and history in special education. | 10, 16, 9 | A, E |
| Student interprets historical processes in special education and situation in the world and in Turkey. | 10, 16, 9 | A, E |
| Distinguishes the developmental characteristics of children in different diagnostic groups with special needs and the programs that support the development of these children. | 10, 16, 9 | A, E |
| Student defines developmental characteristics of children at risk of developing, interprets programs that support their development. | 10, 16, 9 | A, E |
| Student defines the developmental characteristics of children with mental retardation and interprets programs that support their development. | 10, 16, 9 | A, E |
| Student describes the developmental characteristics of children with physical disabilities and interprets programs that support their development. | 10, 16, 9 | A, E |
| Student defines the developmental characteristics of children with learning disabilities and interprets programs that support their development. | 10, 16, 9 | A, E |
| Student describes the developmental characteristics of children with autism disorders and interprets programs that support their development. | 10, 16, 9 | A, E |
| Student defines the developmental characteristics of children with communication disorders and interprets programs that support their development. | 10, 16, 9 | A, E |
| Student defines the developmental characteristics of the hearing impaired children and interprets their developmental support programs. | 10, 16, 9 | A, E |
| Student defines the developmental characteristics of visually impaired children and interprets programs that support their development. | 10, 16, 9 | A, E |
| Student describes the developmental characteristics of the gifted children and interprets their programs to support their development. | 10, 16, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Basic Terms about special education | Preparation of the related subject form the recommended sources |
| 2 | Historical overview of special education: Today the situation of special education in the world and Turkey | Preparation of the related subject form the recommended sources |
| 3 | Goals and Principles of Special Education Promotion of Development Support Programs for Children with Special Needs | Preparation of the related subject form the recommended sources |
| 4 | Development of Children Who are at Risk | Preparation of the related subject form the recommended sources |
| 5 | Children with Mental Retardation | Preparation of the related subject form the recommended sources |
| 6 | Children with Physical Retardation | Preparation of the related subject form the recommended sources |
| 7 | Children with Learning Disabilities | Preparation of the related subject form the recommended sources |
| 8 | Children with Autism | Preparation of the related subject form the recommended sources |
| 9 | Children with Communication Disorders | Preparation of the related subject form the recommended sources |
| 10 | Hearing Impaired Children | Preparation of the related subject form the recommended sources |
| 11 | Visually Impaired Children | Preparation of the related subject form the recommended sources |
| 12 | Gifted Children | Preparation of the related subject form the recommended sources |
| 13 | Families of the children with special needs | Preparation of the related subject form the recommended sources |
| 14 | Assesment | Preparation of the related subject form the recommended sources |
| Resources |
| Lecturers notes. |
| Greenspan, I.S., Wieder, S., Simons, R. (2004) Özel Gereksinimli Çocuk (Çev. İsmail Ersevim). Özgür Yayınları, İstanbul. Baykoç, N., (2011) (Edt.) Özel Gereksinimli Çocuklar ve Özel Eğitim. Eğiten Yayınları, Ankara. Doğru, S.Y., Saltalı, N.D., (2011) Erken Çocukluk Döneminde Özel Eğitim. Maya Akademi, Ankara. Diken, H.İ., (2012) (Edt.) Özel Eğitimde Gereksinimi Olan Çocuklar ve Özel Eğitim. Pegem Akademi Yayınları, Ankara. Metin, N., (2012) (Edt.) Özel gereksinimli Çocuklar. Maya Akademi Yayınları, Ankara. Akçamete, G., (2008) (Edt.) Özel Eğitim. Kök Yayınları, Ankara. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. Obtains basic and updated theoretical and practical information in the field of child development by using the necessary educational and training tools and resources. | X | |||||
| 2 | PQ-2. Has the knowledge to comparatively evaluate and interpret the accuracy, reliability and validity of the information she has gained regarding child development. | X | |||||
| 3 | PQ-3. Gains knowledge of children's development, learning characteristics and difficulties. | X | |||||
| 4 | PQ-4. In the field of child development, using advanced knowledge and skills covering physical, cognitive, language, social-emotional and sensory development areas, interprets and evaluates evidence-based data, analyzes developmental problems, develops and develops solution suggestions for children with typical and atypical development, taking into account ethical values and does teamwork. | X | |||||
| 5 | PQ-5. In line with the theoretical and practical knowledge she has acquired in the field of child development, she has the ability to prepare developmental evaluation and support programs for typical and atypical children with different methods and tools, to provide family counseling and to inform the society. | X | |||||
| 6 | PQ-6. In the field of child development, he has the skills to produce different solutions to problem situations for typical and atypical children with an evidence-based approach. | X | |||||
| 7 | PQ-7. Takes responsibility for trans-disciplinary studies in the field of child development and fulfills its duties effectively. | X | |||||
| 8 | PQ-8. Conducts independent studies individually and in groups, using the advanced knowledge he has acquired in the field of child development. | X | |||||
| 9 | PQ-9. He evaluates the information he has with a critical approach, determines his own learning needs and directs his learning. | X | |||||
| 10 | PQ-10. Develops a positive attitude towards lifelong learning by effectively using ways to access information. | X | |||||
| 11 | PQ-11. Internalizes and generalizes advanced theoretical and practical knowledge acquired in the field of child development and demonstrates what he has learned. | X | |||||
| 12 | PQ-12. With the awareness of social responsibility, he/she plans and implements professional projects, research and activities for the social environment he lives in, and monitors and evaluates the process. | X | |||||
| 13 | PQ-13. It informs relevant people and institutions on issues related to child development and shares its thoughts and solutions to problems with quantitative and qualitative data, as an active element of the process, with experts and non-experts. | X | |||||
| 14 | PQ-14. Being an example to society with his appearance, attitude and behavior, he acts in accordance with democracy, human rights, social, scientific and professional ethical values, relevant laws, regulations and legislation. | X | |||||
| 15 | PQ-15. The individual has sufficient awareness about quality management and processes, including babies, children and families, environmental protection and occupational safety, and acts appropriately and participates in these processes. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |