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Course Detail

Course Description

CourseCodeSemesterT+P (Hour)CreditECTS
EARLY INTERVENTION II-Spring 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)Prof.Dr. Arzu YÜKSELEN
Assistant(s)
AimObjective of this course is to learn and implement early intervention service and components .
Course ContentThis course contains; Evaluation in Early intervention,Family- Centered Practices in Early Intervention,Evaluation and Family- Centered Practices in Early Intervention Assignment Presentations,Natural environment in Early Intervention,Inclusion in Early Intervention,Transition in Early Intervention,Inclusion and Transition in Early Intervention, Assignment Presentations,Collaboration in Early Intervention,Role of child development specialist in early intervention,Approaches in early intervention,Developmental theories in early intervention,Project Presentations,Project Presentations,Project Presentations.
Dersin Öğrenme KazanımlarıTeaching MethodsAssessment Methods
The student will have knowledge about early intervention services, purposes and practices.10, 16, 9A
Student understands and explains the topics of diagnosis, family centered practices, transition, inclusion, cooperation, natural environment, philosophical approaches and developmental theories.10, 16, 9A
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, 9A
He/she will have knowledge of children's developments, learning properties and challenges. 10, 16, 9A
Using the effective ways of attaining knowledge, he/she will develop a positive attitude for life-long learning.10, 16, 9A
Teaching Methods:10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method
Assessment Methods:A: Traditional Written Exam

Course Outline

OrderSubjectsPreliminary Work
1Evaluation in Early interventionPreparation of the related subject from the recommended sources
2Family- Centered Practices in Early InterventionPreparation of the related subject from the recommended sources
3Evaluation and Family- Centered Practices in Early Intervention Assignment PresentationsPreparation of the related subject from the recommended sources
4Natural environment in Early InterventionPreparation of the related subject from the recommended sources
5Inclusion in Early InterventionPreparation of the related subject from the recommended sources
6Transition in Early InterventionPreparation of the related subject from the recommended sources
7Inclusion and Transition in Early Intervention, Assignment PresentationsPreparation of the related subject from the recommended sources
8Collaboration in Early InterventionPreparation of the related subject from the recommended sources
9Role of child development specialist in early interventionPreparation of the related subject from the recommended sources
10Approaches in early interventionPreparation of the related subject from the recommended sources
11Developmental theories in early interventionPreparation of the related subject from the recommended sources
12Project PresentationsPreparation of the related subject from the recommended sources
13Project PresentationsPreparation of the related subject from the recommended sources
14Project PresentationsPreparation of the related subject from the recommended sources
Resources
Allen, S. F. (2007). Parents? Perceptions of Intervention Practices in Home Visiting Programs. Infant and Young Children, 20(3), 266-281. Bahr, M. W., Walker, K., Hampton, E. M., Buddle, B. S., Freeman, T., Ruschman, N., et al. (2006). Creative Problem Solving for General Education Intervention Teams. Remedial and Special Education, 27(1), 27-41. Chai, A. Y., Zhang, C., & Bisberg, M. (2006). Rethinking Natural Environment Practice: Implications from Examining Various Interpretations and Approaches. Early Childhood Education Journal, 34( 3), December, 203-208. Dunst, C.J., Trivette, C. M., Hamby, D. W., & Bruder, M. B. (2006). Influences of Contrasting Natural Learning Environment Experiences on Child, Parent and Family Well-Being. Journal of Developmental and Physical Disabilities, 18(3), 235-250

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.
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.
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.

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 Solving7214
Resolution of Homework Problems and Submission as a Report224
Term Project000
Presentation of Project / Seminar000
Quiz000
Midterm Exam030
General Exam080
Performance Task, Maintenance Plan000
Total Workload(Hour)46
Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(46/30)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
EARLY INTERVENTION II-Spring 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)Prof.Dr. Arzu YÜKSELEN
Assistant(s)
AimObjective of this course is to learn and implement early intervention service and components .
Course ContentThis course contains; Evaluation in Early intervention,Family- Centered Practices in Early Intervention,Evaluation and Family- Centered Practices in Early Intervention Assignment Presentations,Natural environment in Early Intervention,Inclusion in Early Intervention,Transition in Early Intervention,Inclusion and Transition in Early Intervention, Assignment Presentations,Collaboration in Early Intervention,Role of child development specialist in early intervention,Approaches in early intervention,Developmental theories in early intervention,Project Presentations,Project Presentations,Project Presentations.
Dersin Öğrenme KazanımlarıTeaching MethodsAssessment Methods
The student will have knowledge about early intervention services, purposes and practices.10, 16, 9A
Student understands and explains the topics of diagnosis, family centered practices, transition, inclusion, cooperation, natural environment, philosophical approaches and developmental theories.10, 16, 9A
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, 9A
He/she will have knowledge of children's developments, learning properties and challenges. 10, 16, 9A
Using the effective ways of attaining knowledge, he/she will develop a positive attitude for life-long learning.10, 16, 9A
Teaching Methods:10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method
Assessment Methods:A: Traditional Written Exam

Course Outline

OrderSubjectsPreliminary Work
1Evaluation in Early interventionPreparation of the related subject from the recommended sources
2Family- Centered Practices in Early InterventionPreparation of the related subject from the recommended sources
3Evaluation and Family- Centered Practices in Early Intervention Assignment PresentationsPreparation of the related subject from the recommended sources
4Natural environment in Early InterventionPreparation of the related subject from the recommended sources
5Inclusion in Early InterventionPreparation of the related subject from the recommended sources
6Transition in Early InterventionPreparation of the related subject from the recommended sources
7Inclusion and Transition in Early Intervention, Assignment PresentationsPreparation of the related subject from the recommended sources
8Collaboration in Early InterventionPreparation of the related subject from the recommended sources
9Role of child development specialist in early interventionPreparation of the related subject from the recommended sources
10Approaches in early interventionPreparation of the related subject from the recommended sources
11Developmental theories in early interventionPreparation of the related subject from the recommended sources
12Project PresentationsPreparation of the related subject from the recommended sources
13Project PresentationsPreparation of the related subject from the recommended sources
14Project PresentationsPreparation of the related subject from the recommended sources
Resources
Allen, S. F. (2007). Parents? Perceptions of Intervention Practices in Home Visiting Programs. Infant and Young Children, 20(3), 266-281. Bahr, M. W., Walker, K., Hampton, E. M., Buddle, B. S., Freeman, T., Ruschman, N., et al. (2006). Creative Problem Solving for General Education Intervention Teams. Remedial and Special Education, 27(1), 27-41. Chai, A. Y., Zhang, C., & Bisberg, M. (2006). Rethinking Natural Environment Practice: Implications from Examining Various Interpretations and Approaches. Early Childhood Education Journal, 34( 3), December, 203-208. Dunst, C.J., Trivette, C. M., Hamby, D. W., & Bruder, M. B. (2006). Influences of Contrasting Natural Learning Environment Experiences on Child, Parent and Family Well-Being. Journal of Developmental and Physical Disabilities, 18(3), 235-250

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.
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.
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.

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