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Course Detail

Course Description

CourseCodeSemesterT+P (Hour)CreditECTS
MAINSTRAMING-Fall Semester2+022
Course Program
Prerequisites Courses
Recommended Elective Courses
Language of CourseTurkish
Course LevelFirst Cycle (Bachelor's Degree)
Course TypeRequired
Course CoordinatorProf.Dr. Arzu YÜKSELEN
Name of Lecturer(s)Assist.Prof. Sinan KALKAN
Assistant(s)
AimStudents are aimed to comprehend the main principles and benefits of mainstreaming, to appropriately guide children compatible with the developmental diagnoses, to gain the skills of educating and guiding parents and teachers about the mainstreaming programs.
Course ContentThis course contains; Definition of integration; Principles and objectives of integration programs; benefits of these programs to normal and handicapped children, families and teachers ,2 Prepatory work for integration implementations, ,Prepatory work for integration implementations,,Participation types to integration programs,Educational organization in the integration class,,Educational organization in the integration class,Interaction between normal and handicapped children,Effects of integration programs on children?s development ,Responsibilities of the teacher in integration programs,Responsibilities of the teacher in integration programs,Attitudes toward integration,Presentations ,Presentations,Pesentations.
Dersin Öğrenme KazanımlarıTeaching MethodsAssessment Methods
Knows the basic principles and benefits of inclusion and explains what characteristics disabled and normal children to be integrated should have.10, 9
Students will have a grasp of knowledge about prepatory work for integration implementations and other preparations in education programs for successful integration programs10, 9
Acknowledge the integration class teacher/educator?s responsibility and required attitude according to the handicap types respectively10, 9
Explains what type of work needs to be done for successful inclusion practices.10
Teaching Methods:10: Discussion Method, 9: Lecture Method
Assessment Methods:

Course Outline

OrderSubjectsPreliminary Work
1Definition of integration; Principles and objectives of integration programs; benefits of these programs to normal and handicapped children, families and teachers Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul
22 Prepatory work for integration implementations, Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul
3Prepatory work for integration implementations, Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul
4Participation types to integration programs Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul
5Educational organization in the integration class, Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul
6Educational organization in the integration class Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul
7Interaction between normal and handicapped children Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul
8Effects of integration programs on children?s development Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul
9Responsibilities of the teacher in integration programs Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul
10Responsibilities of the teacher in integration programs Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul
11Attitudes toward integration Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul
12Presentations Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul
13Presentations Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul
14Pesentations Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul
Resources
1?Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul

Course Contribution to Program Qualifications

Course Contribution to Program Qualifications
NoProgram QualificationContribution Level
12345
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.
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.
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.

Assessment Methods

Contribution LevelAbsolute Evaluation
Rate of Midterm Exam to Success 40
Rate of Final Exam to Success 60
Total 100
ECTS / Workload Table
ActivitiesNumber ofDuration(Hour)Total Workload(Hour)
Course Hours14228
Guided Problem Solving7428
Resolution of Homework Problems and Submission as a Report000
Term Project000
Presentation of Project / Seminar000
Quiz000
Midterm Exam000
General Exam000
Performance Task, Maintenance Plan000
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

CourseCodeSemesterT+P (Hour)CreditECTS
MAINSTRAMING-Fall Semester2+022
Course Program
Prerequisites Courses
Recommended Elective Courses
Language of CourseTurkish
Course LevelFirst Cycle (Bachelor's Degree)
Course TypeRequired
Course CoordinatorProf.Dr. Arzu YÜKSELEN
Name of Lecturer(s)Assist.Prof. Sinan KALKAN
Assistant(s)
AimStudents are aimed to comprehend the main principles and benefits of mainstreaming, to appropriately guide children compatible with the developmental diagnoses, to gain the skills of educating and guiding parents and teachers about the mainstreaming programs.
Course ContentThis course contains; Definition of integration; Principles and objectives of integration programs; benefits of these programs to normal and handicapped children, families and teachers ,2 Prepatory work for integration implementations, ,Prepatory work for integration implementations,,Participation types to integration programs,Educational organization in the integration class,,Educational organization in the integration class,Interaction between normal and handicapped children,Effects of integration programs on children?s development ,Responsibilities of the teacher in integration programs,Responsibilities of the teacher in integration programs,Attitudes toward integration,Presentations ,Presentations,Pesentations.
Dersin Öğrenme KazanımlarıTeaching MethodsAssessment Methods
Knows the basic principles and benefits of inclusion and explains what characteristics disabled and normal children to be integrated should have.10, 9
Students will have a grasp of knowledge about prepatory work for integration implementations and other preparations in education programs for successful integration programs10, 9
Acknowledge the integration class teacher/educator?s responsibility and required attitude according to the handicap types respectively10, 9
Explains what type of work needs to be done for successful inclusion practices.10
Teaching Methods:10: Discussion Method, 9: Lecture Method
Assessment Methods:

Course Outline

OrderSubjectsPreliminary Work
1Definition of integration; Principles and objectives of integration programs; benefits of these programs to normal and handicapped children, families and teachers Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul
22 Prepatory work for integration implementations, Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul
3Prepatory work for integration implementations, Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul
4Participation types to integration programs Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul
5Educational organization in the integration class, Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul
6Educational organization in the integration class Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul
7Interaction between normal and handicapped children Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul
8Effects of integration programs on children?s development Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul
9Responsibilities of the teacher in integration programs Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul
10Responsibilities of the teacher in integration programs Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul
11Attitudes toward integration Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul
12Presentations Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul
13Presentations Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul
14Pesentations Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul
Resources
1?Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul

Course Contribution to Program Qualifications

Course Contribution to Program Qualifications
NoProgram QualificationContribution Level
12345
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.
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.
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.

Assessment Methods

Contribution LevelAbsolute Evaluation
Rate of Midterm Exam to Success 40
Rate of Final Exam to Success 60
Total 100

Numerical Data

Student Success

Ekleme Tarihi: 11/10/2023 - 14:45Son Güncelleme Tarihi: 22/12/2023 - 12:07