Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PHYSICAL DISABILITY | - | Fall Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Prof.Dr. Arzu YÜKSELEN |
| Name of Lecturer(s) | Assoc.Prof. Devrim TARAKCI, Assist.Prof. Ahmet EMİR |
| Assistant(s) | |
| Aim | The aim is to teach how to education to physical disability child, points of playing attention in this education and basic knowledge for physical disability, how to teach pleiades in basic meaning, what is the problem in education of these children and points of playing attention to development and education of phyical children to do in these education. |
| Course Content | This course contains; Definition of Desability and Reasons,Categorization of Impediment,Informations about Nervous System,Serabral Palsi and Reasons,Kinds of Serabral Palsi,Spina bifida,Polio and Multiple Sklerozis,Spinal Cord Injury and Brain Trauma Injury,Orthopedic Inability at Muscle Skeleton System,Inability at Health System,General Development of Handicapped Child,To Give Support Development Pragramme to Family and Handycapped Child.,To Give Support Development Pragramme to Family and Handycapped Child.,To Give Support Development Pragramme to Family and Handycapped Child.. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| By using the essential tools and resources of education and training will have fundamental and revised information which is necessary for theoretical and practical in the field of child development. | 10, 16, 9 | A, E |
| In line with theoretical and practical knowledge in the field of child development he/she will have the skills of assessing children with typical and atypical development by using different methods and tools, arranging support programs, making family counseling and providing public information. | 10, 16, 9 | A, E |
| He/she has knowledge about physical development and types of physical obstacles | 10, 16, 9 | A, E |
| In the field of physical development he/she will have the skills of generating different solutions to the problems with the evidence-based approach for the children with typical and atypical development. | 10, 16, 9 | A, E |
| He/she will evaluate critically their own knowledge?s to identify their own learning and to guidance learning. | 10, 16, 9 | A, E |
| He/she will Internalize, generalize and exhibit learnings of advanced theoretical and practical knowledge which he/she gained in the field of physical 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 | Definition of Desability and Reasons | 1- Kirk,S.,Gallagher, J.J.(1962) Exceptional Children,USA. 2- Heward,W.L.(1996) Exceptional Children (5th Edt.)New Jersey. 3- Hallahan, D.P., Kaufman, J.N. (2000) Evceptional Learners. Ally and Bacon USA Bryant, J. and et all 4- Movement acvitivities motor ability 5- Ataman, A. (edt.) (2004) Özel Eğitime Giriş. Gündüz Eğitim ve Yayıncılık, Ankara 6- Diken, İ. (edt.) (2008). Özel Eğitime Gereksinimi Olan Öğrenciler ve Özel Eğitim. Pegem Akademi Yayıncılık, Ankara. |
| 2 | Categorization of Impediment | 1- Kirk,S.,Gallagher, J.J.(1962) Exceptional Children,USA. 2- Heward,W.L.(1996) Exceptional Children (5th Edt.)New Jersey. 3- Hallahan, D.P., Kaufman, J.N. (2000) Evceptional Learners. Ally and Bacon USA Bryant, J. and et all 4- Movement acvitivities motor ability 5- Ataman, A. (edt.) (2004) Özel Eğitime Giriş. Gündüz Eğitim ve Yayıncılık, Ankara 6- Diken, İ. (edt.) (2008). Özel Eğitime Gereksinimi Olan Öğrenciler ve Özel Eğitim. Pegem Akademi Yayıncılık, Ankara. |
| 3 | Informations about Nervous System | 1- Kirk,S.,Gallagher, J.J.(1962) Exceptional Children,USA. 2- Heward,W.L.(1996) Exceptional Children (5th Edt.)New Jersey. 3- Hallahan, D.P., Kaufman, J.N. (2000) Evceptional Learners. Ally and Bacon USA Bryant, J. and et all 4- Movement acvitivities motor ability 5- Ataman, A. (edt.) (2004) Özel Eğitime Giriş. Gündüz Eğitim ve Yayıncılık, Ankara 6- Diken, İ. (edt.) (2008). Özel Eğitime Gereksinimi Olan Öğrenciler ve Özel Eğitim. Pegem Akademi Yayıncılık, Ankara. |
| 4 | Serabral Palsi and Reasons | 1- Kirk,S.,Gallagher, J.J.(1962) Exceptional Children,USA. 2- Heward,W.L.(1996) Exceptional Children (5th Edt.)New Jersey. 3- Hallahan, D.P., Kaufman, J.N. (2000) Evceptional Learners. Ally and Bacon USA Bryant, J. and et all 4- Movement acvitivities motor ability 5- Ataman, A. (edt.) (2004) Özel Eğitime Giriş. Gündüz Eğitim ve Yayıncılık, Ankara 6- Diken, İ. (edt.) (2008). Özel Eğitime Gereksinimi Olan Öğrenciler ve Özel Eğitim. Pegem Akademi Yayıncılık, Ankara. |
| 5 | Kinds of Serabral Palsi | 1- Kirk,S.,Gallagher, J.J.(1962) Exceptional Children,USA. 2- Heward,W.L.(1996) Exceptional Children (5th Edt.)New Jersey. 3- Hallahan, D.P., Kaufman, J.N. (2000) Evceptional Learners. Ally and Bacon USA Bryant, J. and et all 4- Movement acvitivities motor ability 5- Ataman, A. (edt.) (2004) Özel Eğitime Giriş. Gündüz Eğitim ve Yayıncılık, Ankara 6- Diken, İ. (edt.) (2008). Özel Eğitime Gereksinimi Olan Öğrenciler ve Özel Eğitim. Pegem Akademi Yayıncılık, Ankara. |
| 6 | Spina bifida | 1- Kirk,S.,Gallagher, J.J.(1962) Exceptional Children,USA. 2- Heward,W.L.(1996) Exceptional Children (5th Edt.)New Jersey. 3- Hallahan, D.P., Kaufman, J.N. (2000) Evceptional Learners. Ally and Bacon USA Bryant, J. and et all 4- Movement acvitivities motor ability 5- Ataman, A. (edt.) (2004) Özel Eğitime Giriş. Gündüz Eğitim ve Yayıncılık, Ankara 6- Diken, İ. (edt.) (2008). Özel Eğitime Gereksinimi Olan Öğrenciler ve Özel Eğitim. Pegem Akademi Yayıncılık, Ankara. |
| 7 | Polio and Multiple Sklerozis | 1- Kirk,S.,Gallagher, J.J.(1962) Exceptional Children,USA. 2- Heward,W.L.(1996) Exceptional Children (5th Edt.)New Jersey. 3- Hallahan, D.P., Kaufman, J.N. (2000) Evceptional Learners. Ally and Bacon USA Bryant, J. and et all 4- Movement acvitivities motor ability 5- Ataman, A. (edt.) (2004) Özel Eğitime Giriş. Gündüz Eğitim ve Yayıncılık, Ankara 6- Diken, İ. (edt.) (2008). Özel Eğitime Gereksinimi Olan Öğrenciler ve Özel Eğitim. Pegem Akademi Yayıncılık, Ankara. |
| 8 | Spinal Cord Injury and Brain Trauma Injury | 1- Kirk,S.,Gallagher, J.J.(1962) Exceptional Children,USA. 2- Heward,W.L.(1996) Exceptional Children (5th Edt.)New Jersey. 3- Hallahan, D.P., Kaufman, J.N. (2000) Evceptional Learners. Ally and Bacon USA Bryant, J. and et all 4- Movement acvitivities motor ability 5- Ataman, A. (edt.) (2004) Özel Eğitime Giriş. Gündüz Eğitim ve Yayıncılık, Ankara 6- Diken, İ. (edt.) (2008). Özel Eğitime Gereksinimi Olan Öğrenciler ve Özel Eğitim. Pegem Akademi Yayıncılık, Ankara. |
| 9 | Orthopedic Inability at Muscle Skeleton System | 1- Kirk,S.,Gallagher, J.J.(1962) Exceptional Children,USA. 2- Heward,W.L.(1996) Exceptional Children (5th Edt.)New Jersey. 3- Hallahan, D.P., Kaufman, J.N. (2000) Evceptional Learners. Ally and Bacon USA Bryant, J. and et all 4- Movement acvitivities motor ability 5- Ataman, A. (edt.) (2004) Özel Eğitime Giriş. Gündüz Eğitim ve Yayıncılık, Ankara 6- Diken, İ. (edt.) (2008). Özel Eğitime Gereksinimi Olan Öğrenciler ve Özel Eğitim. Pegem Akademi Yayıncılık, Ankara. |
| 10 | Inability at Health System | 1- Kirk,S.,Gallagher, J.J.(1962) Exceptional Children,USA. 2- Heward,W.L.(1996) Exceptional Children (5th Edt.)New Jersey. 3- Hallahan, D.P., Kaufman, J.N. (2000) Evceptional Learners. Ally and Bacon USA Bryant, J. and et all 4- Movement acvitivities motor ability 5- Ataman, A. (edt.) (2004) Özel Eğitime Giriş. Gündüz Eğitim ve Yayıncılık, Ankara 6- Diken, İ. (edt.) (2008). Özel Eğitime Gereksinimi Olan Öğrenciler ve Özel Eğitim. Pegem Akademi Yayıncılık, Ankara. |
| 11 | General Development of Handicapped Child | 1- Kirk,S.,Gallagher, J.J.(1962) Exceptional Children,USA. 2- Heward,W.L.(1996) Exceptional Children (5th Edt.)New Jersey. 3- Hallahan, D.P., Kaufman, J.N. (2000) Evceptional Learners. Ally and Bacon USA Bryant, J. and et all 4- Movement acvitivities motor ability 5- Ataman, A. (edt.) (2004) Özel Eğitime Giriş. Gündüz Eğitim ve Yayıncılık, Ankara 6- Diken, İ. (edt.) (2008). Özel Eğitime Gereksinimi Olan Öğrenciler ve Özel Eğitim. Pegem Akademi Yayıncılık, Ankara. |
| 12 | To Give Support Development Pragramme to Family and Handycapped Child. | 1- Kirk,S.,Gallagher, J.J.(1962) Exceptional Children,USA. 2- Heward,W.L.(1996) Exceptional Children (5th Edt.)New Jersey. 3- Hallahan, D.P., Kaufman, J.N. (2000) Evceptional Learners. Ally and Bacon USA Bryant, J. and et all 4- Movement acvitivities motor ability 5- Ataman, A. (edt.) (2004) Özel Eğitime Giriş. Gündüz Eğitim ve Yayıncılık, Ankara 6- Diken, İ. (edt.) (2008). Özel Eğitime Gereksinimi Olan Öğrenciler ve Özel Eğitim. Pegem Akademi Yayıncılık, Ankara. |
| 13 | To Give Support Development Pragramme to Family and Handycapped Child. | 1- Kirk,S.,Gallagher, J.J.(1962) Exceptional Children,USA. 2- Heward,W.L.(1996) Exceptional Children (5th Edt.)New Jersey. 3- Hallahan, D.P., Kaufman, J.N. (2000) Evceptional Learners. Ally and Bacon USA Bryant, J. and et all 4- Movement acvitivities motor ability 5- Ataman, A. (edt.) (2004) Özel Eğitime Giriş. Gündüz Eğitim ve Yayıncılık, Ankara 6- Diken, İ. (edt.) (2008). Özel Eğitime Gereksinimi Olan Öğrenciler ve Özel Eğitim. Pegem Akademi Yayıncılık, Ankara. |
| 14 | To Give Support Development Pragramme to Family and Handycapped Child. | 1- Kirk,S.,Gallagher, J.J.(1962) Exceptional Children,USA. 2- Heward,W.L.(1996) Exceptional Children (5th Edt.)New Jersey. 3- Hallahan, D.P., Kaufman, J.N. (2000) Evceptional Learners. Ally and Bacon USA Bryant, J. and et all 4- Movement acvitivities motor ability 5- Ataman, A. (edt.) (2004) Özel Eğitime Giriş. Gündüz Eğitim ve Yayıncılık, Ankara 6- Diken, İ. (edt.) (2008). Özel Eğitime Gereksinimi Olan Öğrenciler ve Özel Eğitim. Pegem Akademi Yayıncılık, Ankara. |
| Resources |
| 1- Kirk,S.,Gallagher, J.J.(1962) Exceptional Children,USA. 2- Heward,W.L.(1996) Exceptional Children (5th Edt.)New Jersey. 3- Hallahan, D.P., Kaufman, J.N. (2000) Evceptional Learners. Ally and Bacon USA Bryant, J. and et all 4- Movement acvitivities motor ability 5- Ataman, A. (edt.) (2004) Özel Eğitime Giriş. Gündüz Eğitim ve Yayıncılık, Ankara 6- Diken, İ. (edt.) (2008). Özel Eğitime Gereksinimi Olan Öğrenciler ve Özel Eğitim. Pegem Akademi Yayıncılık, 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. | ||||||
| 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. | ||||||
| 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. | ||||||
| 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. | ||||||
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 | 7 | 2 | 14 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 2 | 2 | 4 | |||
| General Exam | 3 | 3 | 9 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 55 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(55/30) | 2 | |||||
| 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 |
|---|---|---|---|---|---|
| PHYSICAL DISABILITY | - | Fall Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Prof.Dr. Arzu YÜKSELEN |
| Name of Lecturer(s) | Assoc.Prof. Devrim TARAKCI, Assist.Prof. Ahmet EMİR |
| Assistant(s) | |
| Aim | The aim is to teach how to education to physical disability child, points of playing attention in this education and basic knowledge for physical disability, how to teach pleiades in basic meaning, what is the problem in education of these children and points of playing attention to development and education of phyical children to do in these education. |
| Course Content | This course contains; Definition of Desability and Reasons,Categorization of Impediment,Informations about Nervous System,Serabral Palsi and Reasons,Kinds of Serabral Palsi,Spina bifida,Polio and Multiple Sklerozis,Spinal Cord Injury and Brain Trauma Injury,Orthopedic Inability at Muscle Skeleton System,Inability at Health System,General Development of Handicapped Child,To Give Support Development Pragramme to Family and Handycapped Child.,To Give Support Development Pragramme to Family and Handycapped Child.,To Give Support Development Pragramme to Family and Handycapped Child.. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| By using the essential tools and resources of education and training will have fundamental and revised information which is necessary for theoretical and practical in the field of child development. | 10, 16, 9 | A, E |
| In line with theoretical and practical knowledge in the field of child development he/she will have the skills of assessing children with typical and atypical development by using different methods and tools, arranging support programs, making family counseling and providing public information. | 10, 16, 9 | A, E |
| He/she has knowledge about physical development and types of physical obstacles | 10, 16, 9 | A, E |
| In the field of physical development he/she will have the skills of generating different solutions to the problems with the evidence-based approach for the children with typical and atypical development. | 10, 16, 9 | A, E |
| He/she will evaluate critically their own knowledge?s to identify their own learning and to guidance learning. | 10, 16, 9 | A, E |
| He/she will Internalize, generalize and exhibit learnings of advanced theoretical and practical knowledge which he/she gained in the field of physical 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 | Definition of Desability and Reasons | 1- Kirk,S.,Gallagher, J.J.(1962) Exceptional Children,USA. 2- Heward,W.L.(1996) Exceptional Children (5th Edt.)New Jersey. 3- Hallahan, D.P., Kaufman, J.N. (2000) Evceptional Learners. Ally and Bacon USA Bryant, J. and et all 4- Movement acvitivities motor ability 5- Ataman, A. (edt.) (2004) Özel Eğitime Giriş. Gündüz Eğitim ve Yayıncılık, Ankara 6- Diken, İ. (edt.) (2008). Özel Eğitime Gereksinimi Olan Öğrenciler ve Özel Eğitim. Pegem Akademi Yayıncılık, Ankara. |
| 2 | Categorization of Impediment | 1- Kirk,S.,Gallagher, J.J.(1962) Exceptional Children,USA. 2- Heward,W.L.(1996) Exceptional Children (5th Edt.)New Jersey. 3- Hallahan, D.P., Kaufman, J.N. (2000) Evceptional Learners. Ally and Bacon USA Bryant, J. and et all 4- Movement acvitivities motor ability 5- Ataman, A. (edt.) (2004) Özel Eğitime Giriş. Gündüz Eğitim ve Yayıncılık, Ankara 6- Diken, İ. (edt.) (2008). Özel Eğitime Gereksinimi Olan Öğrenciler ve Özel Eğitim. Pegem Akademi Yayıncılık, Ankara. |
| 3 | Informations about Nervous System | 1- Kirk,S.,Gallagher, J.J.(1962) Exceptional Children,USA. 2- Heward,W.L.(1996) Exceptional Children (5th Edt.)New Jersey. 3- Hallahan, D.P., Kaufman, J.N. (2000) Evceptional Learners. Ally and Bacon USA Bryant, J. and et all 4- Movement acvitivities motor ability 5- Ataman, A. (edt.) (2004) Özel Eğitime Giriş. Gündüz Eğitim ve Yayıncılık, Ankara 6- Diken, İ. (edt.) (2008). Özel Eğitime Gereksinimi Olan Öğrenciler ve Özel Eğitim. Pegem Akademi Yayıncılık, Ankara. |
| 4 | Serabral Palsi and Reasons | 1- Kirk,S.,Gallagher, J.J.(1962) Exceptional Children,USA. 2- Heward,W.L.(1996) Exceptional Children (5th Edt.)New Jersey. 3- Hallahan, D.P., Kaufman, J.N. (2000) Evceptional Learners. Ally and Bacon USA Bryant, J. and et all 4- Movement acvitivities motor ability 5- Ataman, A. (edt.) (2004) Özel Eğitime Giriş. Gündüz Eğitim ve Yayıncılık, Ankara 6- Diken, İ. (edt.) (2008). Özel Eğitime Gereksinimi Olan Öğrenciler ve Özel Eğitim. Pegem Akademi Yayıncılık, Ankara. |
| 5 | Kinds of Serabral Palsi | 1- Kirk,S.,Gallagher, J.J.(1962) Exceptional Children,USA. 2- Heward,W.L.(1996) Exceptional Children (5th Edt.)New Jersey. 3- Hallahan, D.P., Kaufman, J.N. (2000) Evceptional Learners. Ally and Bacon USA Bryant, J. and et all 4- Movement acvitivities motor ability 5- Ataman, A. (edt.) (2004) Özel Eğitime Giriş. Gündüz Eğitim ve Yayıncılık, Ankara 6- Diken, İ. (edt.) (2008). Özel Eğitime Gereksinimi Olan Öğrenciler ve Özel Eğitim. Pegem Akademi Yayıncılık, Ankara. |
| 6 | Spina bifida | 1- Kirk,S.,Gallagher, J.J.(1962) Exceptional Children,USA. 2- Heward,W.L.(1996) Exceptional Children (5th Edt.)New Jersey. 3- Hallahan, D.P., Kaufman, J.N. (2000) Evceptional Learners. Ally and Bacon USA Bryant, J. and et all 4- Movement acvitivities motor ability 5- Ataman, A. (edt.) (2004) Özel Eğitime Giriş. Gündüz Eğitim ve Yayıncılık, Ankara 6- Diken, İ. (edt.) (2008). Özel Eğitime Gereksinimi Olan Öğrenciler ve Özel Eğitim. Pegem Akademi Yayıncılık, Ankara. |
| 7 | Polio and Multiple Sklerozis | 1- Kirk,S.,Gallagher, J.J.(1962) Exceptional Children,USA. 2- Heward,W.L.(1996) Exceptional Children (5th Edt.)New Jersey. 3- Hallahan, D.P., Kaufman, J.N. (2000) Evceptional Learners. Ally and Bacon USA Bryant, J. and et all 4- Movement acvitivities motor ability 5- Ataman, A. (edt.) (2004) Özel Eğitime Giriş. Gündüz Eğitim ve Yayıncılık, Ankara 6- Diken, İ. (edt.) (2008). Özel Eğitime Gereksinimi Olan Öğrenciler ve Özel Eğitim. Pegem Akademi Yayıncılık, Ankara. |
| 8 | Spinal Cord Injury and Brain Trauma Injury | 1- Kirk,S.,Gallagher, J.J.(1962) Exceptional Children,USA. 2- Heward,W.L.(1996) Exceptional Children (5th Edt.)New Jersey. 3- Hallahan, D.P., Kaufman, J.N. (2000) Evceptional Learners. Ally and Bacon USA Bryant, J. and et all 4- Movement acvitivities motor ability 5- Ataman, A. (edt.) (2004) Özel Eğitime Giriş. Gündüz Eğitim ve Yayıncılık, Ankara 6- Diken, İ. (edt.) (2008). Özel Eğitime Gereksinimi Olan Öğrenciler ve Özel Eğitim. Pegem Akademi Yayıncılık, Ankara. |
| 9 | Orthopedic Inability at Muscle Skeleton System | 1- Kirk,S.,Gallagher, J.J.(1962) Exceptional Children,USA. 2- Heward,W.L.(1996) Exceptional Children (5th Edt.)New Jersey. 3- Hallahan, D.P., Kaufman, J.N. (2000) Evceptional Learners. Ally and Bacon USA Bryant, J. and et all 4- Movement acvitivities motor ability 5- Ataman, A. (edt.) (2004) Özel Eğitime Giriş. Gündüz Eğitim ve Yayıncılık, Ankara 6- Diken, İ. (edt.) (2008). Özel Eğitime Gereksinimi Olan Öğrenciler ve Özel Eğitim. Pegem Akademi Yayıncılık, Ankara. |
| 10 | Inability at Health System | 1- Kirk,S.,Gallagher, J.J.(1962) Exceptional Children,USA. 2- Heward,W.L.(1996) Exceptional Children (5th Edt.)New Jersey. 3- Hallahan, D.P., Kaufman, J.N. (2000) Evceptional Learners. Ally and Bacon USA Bryant, J. and et all 4- Movement acvitivities motor ability 5- Ataman, A. (edt.) (2004) Özel Eğitime Giriş. Gündüz Eğitim ve Yayıncılık, Ankara 6- Diken, İ. (edt.) (2008). Özel Eğitime Gereksinimi Olan Öğrenciler ve Özel Eğitim. Pegem Akademi Yayıncılık, Ankara. |
| 11 | General Development of Handicapped Child | 1- Kirk,S.,Gallagher, J.J.(1962) Exceptional Children,USA. 2- Heward,W.L.(1996) Exceptional Children (5th Edt.)New Jersey. 3- Hallahan, D.P., Kaufman, J.N. (2000) Evceptional Learners. Ally and Bacon USA Bryant, J. and et all 4- Movement acvitivities motor ability 5- Ataman, A. (edt.) (2004) Özel Eğitime Giriş. Gündüz Eğitim ve Yayıncılık, Ankara 6- Diken, İ. (edt.) (2008). Özel Eğitime Gereksinimi Olan Öğrenciler ve Özel Eğitim. Pegem Akademi Yayıncılık, Ankara. |
| 12 | To Give Support Development Pragramme to Family and Handycapped Child. | 1- Kirk,S.,Gallagher, J.J.(1962) Exceptional Children,USA. 2- Heward,W.L.(1996) Exceptional Children (5th Edt.)New Jersey. 3- Hallahan, D.P., Kaufman, J.N. (2000) Evceptional Learners. Ally and Bacon USA Bryant, J. and et all 4- Movement acvitivities motor ability 5- Ataman, A. (edt.) (2004) Özel Eğitime Giriş. Gündüz Eğitim ve Yayıncılık, Ankara 6- Diken, İ. (edt.) (2008). Özel Eğitime Gereksinimi Olan Öğrenciler ve Özel Eğitim. Pegem Akademi Yayıncılık, Ankara. |
| 13 | To Give Support Development Pragramme to Family and Handycapped Child. | 1- Kirk,S.,Gallagher, J.J.(1962) Exceptional Children,USA. 2- Heward,W.L.(1996) Exceptional Children (5th Edt.)New Jersey. 3- Hallahan, D.P., Kaufman, J.N. (2000) Evceptional Learners. Ally and Bacon USA Bryant, J. and et all 4- Movement acvitivities motor ability 5- Ataman, A. (edt.) (2004) Özel Eğitime Giriş. Gündüz Eğitim ve Yayıncılık, Ankara 6- Diken, İ. (edt.) (2008). Özel Eğitime Gereksinimi Olan Öğrenciler ve Özel Eğitim. Pegem Akademi Yayıncılık, Ankara. |
| 14 | To Give Support Development Pragramme to Family and Handycapped Child. | 1- Kirk,S.,Gallagher, J.J.(1962) Exceptional Children,USA. 2- Heward,W.L.(1996) Exceptional Children (5th Edt.)New Jersey. 3- Hallahan, D.P., Kaufman, J.N. (2000) Evceptional Learners. Ally and Bacon USA Bryant, J. and et all 4- Movement acvitivities motor ability 5- Ataman, A. (edt.) (2004) Özel Eğitime Giriş. Gündüz Eğitim ve Yayıncılık, Ankara 6- Diken, İ. (edt.) (2008). Özel Eğitime Gereksinimi Olan Öğrenciler ve Özel Eğitim. Pegem Akademi Yayıncılık, Ankara. |
| Resources |
| 1- Kirk,S.,Gallagher, J.J.(1962) Exceptional Children,USA. 2- Heward,W.L.(1996) Exceptional Children (5th Edt.)New Jersey. 3- Hallahan, D.P., Kaufman, J.N. (2000) Evceptional Learners. Ally and Bacon USA Bryant, J. and et all 4- Movement acvitivities motor ability 5- Ataman, A. (edt.) (2004) Özel Eğitime Giriş. Gündüz Eğitim ve Yayıncılık, Ankara 6- Diken, İ. (edt.) (2008). Özel Eğitime Gereksinimi Olan Öğrenciler ve Özel Eğitim. Pegem Akademi Yayıncılık, 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. | ||||||
| 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. | ||||||
| 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. | ||||||
| 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. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |