Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INDIVIDUALIZED EDUCATION PROGRAM | - | Spring Semester | 2+0 | 2 | 3 |
| 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) | Assist.Prof. Sinan KALKAN |
| Assistant(s) | |
| Aim | To gain knowledge and skills about preparation of individualized education and training programs. |
| Course Content | This course contains; Early special education services and special needs children,The importance of Individualized Education Programs,Teaching team work in the Individualized Education Program,Evaluation of children with special needs,Determination and writing of existing performance level,Identification and writing of long and short-term goals Concept and skill analysis,All service plans BEP and instructional adaptations,Special education and additional services, Special Education and Additional Services II,Coordination between service providers,Observation and recording of development,Project,Report writing,Report writing. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Gives information about team work in individualized training programs. It evaluates children with special needs. | 13, 16, 9 | A, E |
| It determines the performance level of children with special needs. He writes long and short agenda. | 13, 16, 9 | A, E |
| Makes concept and skill analysis. He prepares the whole service plan. | 12, 13, 14, 9 | A |
| It provides information about special education supplementary services. It informs about the registration of the development of special needs children. | 16, 9 | A |
| It records the development of special needs children. Conduct plans and implementations to ensure transition. | 12, 9 | A, E |
| They explain the types of supplementary services and the features of each in special education. Gives information about team work in individualized training programs. | 9 | A |
| It gives information about individualized transition plans. The monitoring and evaluation of the BEP gives information about the process. | 13, 9 | A, E |
| Teaching Methods: | 12: Problem Solving Method, 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Early special education services and special needs children | Preparation of related subject from recommended sources |
| 2 | The importance of Individualized Education Programs | Preparation of related subject from recommended sources |
| 3 | Teaching team work in the Individualized Education Program | Preparation of related subject from recommended sources |
| 4 | Evaluation of children with special needs | Preparation of related subject from recommended sources |
| 5 | Determination and writing of existing performance level | Preparation of related subject from recommended sources |
| 6 | Identification and writing of long and short-term goals Concept and skill analysis | Preparation of related subject from recommended sources |
| 7 | All service plans BEP and instructional adaptations | Preparation of related subject from recommended sources |
| 8 | Special education and additional services | Preparation of related subject from recommended sources |
| 9 | Special Education and Additional Services II | Preparation of related subject from recommended sources |
| 10 | Coordination between service providers | Preparation of related subject from recommended sources |
| 11 | Observation and recording of development | Preparation of related subject from recommended sources |
| 12 | Project | Preparation of related subject from recommended sources |
| 13 | Report writing | Preparation of related subject from recommended sources |
| 14 | Report writing | Preparing for the relevant topic from recommended sources |
| Resources |
| Downing, E.J. ve Eichinger, J. (2003).Creating learning opportunities for students with severe disabilities in inclusive classrooms. Teaching Exceptional Children, 36, 26-31. Gürsel,O. (2006) Bireyselleştirilmiş eğitim programların geliştirilmesi. Eskişehir:Anadolu üniversitesi açık öğretim fakültesi yayınları. Özyürek, M. (2004). Bireyselleştirilmiş Eğitim Programı. Ankara: Kök Yayıncılık |
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. | ||||||
| 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 | 2 | 28 | |||
| Guided Problem Solving | 7 | 4 | 28 | |||
| 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 | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 56 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(56/30) | 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 |
|---|---|---|---|---|---|
| INDIVIDUALIZED EDUCATION PROGRAM | - | Spring Semester | 2+0 | 2 | 3 |
| 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) | Assist.Prof. Sinan KALKAN |
| Assistant(s) | |
| Aim | To gain knowledge and skills about preparation of individualized education and training programs. |
| Course Content | This course contains; Early special education services and special needs children,The importance of Individualized Education Programs,Teaching team work in the Individualized Education Program,Evaluation of children with special needs,Determination and writing of existing performance level,Identification and writing of long and short-term goals Concept and skill analysis,All service plans BEP and instructional adaptations,Special education and additional services, Special Education and Additional Services II,Coordination between service providers,Observation and recording of development,Project,Report writing,Report writing. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Gives information about team work in individualized training programs. It evaluates children with special needs. | 13, 16, 9 | A, E |
| It determines the performance level of children with special needs. He writes long and short agenda. | 13, 16, 9 | A, E |
| Makes concept and skill analysis. He prepares the whole service plan. | 12, 13, 14, 9 | A |
| It provides information about special education supplementary services. It informs about the registration of the development of special needs children. | 16, 9 | A |
| It records the development of special needs children. Conduct plans and implementations to ensure transition. | 12, 9 | A, E |
| They explain the types of supplementary services and the features of each in special education. Gives information about team work in individualized training programs. | 9 | A |
| It gives information about individualized transition plans. The monitoring and evaluation of the BEP gives information about the process. | 13, 9 | A, E |
| Teaching Methods: | 12: Problem Solving Method, 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Early special education services and special needs children | Preparation of related subject from recommended sources |
| 2 | The importance of Individualized Education Programs | Preparation of related subject from recommended sources |
| 3 | Teaching team work in the Individualized Education Program | Preparation of related subject from recommended sources |
| 4 | Evaluation of children with special needs | Preparation of related subject from recommended sources |
| 5 | Determination and writing of existing performance level | Preparation of related subject from recommended sources |
| 6 | Identification and writing of long and short-term goals Concept and skill analysis | Preparation of related subject from recommended sources |
| 7 | All service plans BEP and instructional adaptations | Preparation of related subject from recommended sources |
| 8 | Special education and additional services | Preparation of related subject from recommended sources |
| 9 | Special Education and Additional Services II | Preparation of related subject from recommended sources |
| 10 | Coordination between service providers | Preparation of related subject from recommended sources |
| 11 | Observation and recording of development | Preparation of related subject from recommended sources |
| 12 | Project | Preparation of related subject from recommended sources |
| 13 | Report writing | Preparation of related subject from recommended sources |
| 14 | Report writing | Preparing for the relevant topic from recommended sources |
| Resources |
| Downing, E.J. ve Eichinger, J. (2003).Creating learning opportunities for students with severe disabilities in inclusive classrooms. Teaching Exceptional Children, 36, 26-31. Gürsel,O. (2006) Bireyselleştirilmiş eğitim programların geliştirilmesi. Eskişehir:Anadolu üniversitesi açık öğretim fakültesi yayınları. Özyürek, M. (2004). Bireyselleştirilmiş Eğitim Programı. Ankara: Kök Yayıncılık |
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. | ||||||
| 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 | |