Course Description
Course | Code | Semester | T+P (Hour) | Credit | ECTS |
---|---|---|---|---|---|
SPECIAL EDUCATION | - | Fall Semester | 3+0 | 3 | 5 |
Course Program |
Prerequisites Courses | |
Recommended Elective Courses |
Language of Course | Turkish |
Course Level | Short Cycle (Associate's Degree) |
Course Type | Required |
Course Coordinator | Lect. Kezban Ekin ÖZBEY DUYGU |
Name of Lecturer(s) | |
Assistant(s) | |
Aim | To teach the basic principles of special education and to give introductory information about different diagnostic groups. To inform about the development support programs that should be implemented in the field of special education. |
Course Content | This course contains; The basic consepts of special education,Historical view to special education and current studies in Turkey and the world.,Introduction to aims and principals of special education, development support programs of handicapped children. Children with developmental risk.,Children with attention deficit and hyperactivity disorder. ,Children with mental retardation ,Children with physical problem ,Children with specific learning problems ,Children with autism ,Children with down syndrome ,Hearing impaired children ,Visually impaired children ,Gifted and talented children,Families who have special children 1,Families who have special children 2. |
Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
Explain basic consepts of special education. | 10, 9 | A, E |
Recognizes the historical processes in special education and the situation in the world and in Turkey. | 10, 9 | A, E |
It defines the developmental characteristics of children with special needs and different diagnosis groups and the content of programs that support the development of these children. | 10, 9 | A, E |
It identifies the developmental characteristics of children whose development is at risk and implements programs that support their development. | 10, 9 | A, E |
Interprets the reactions of families with children with special needs and their behavior towards their children. | 10, 9 | A, E |
Teaching Methods: | 10: Discussion Method, 9: Lecture Method |
Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
Order | Subjects | Preliminary Work |
---|---|---|
1 | The basic consepts of special education | No preliminary preparation is required. |
2 | Historical view to special education and current studies in Turkey and the world. | No preliminary preparation is required. |
3 | Introduction to aims and principals of special education, development support programs of handicapped children. Children with developmental risk. | No preliminary preparation is required. |
4 | Children with attention deficit and hyperactivity disorder. | No preliminary preparation is required. |
5 | Children with mental retardation | No preliminary preparation is required. |
6 | Children with physical problem | No preliminary preparation is required. |
7 | Children with specific learning problems | No preliminary preparation is required. |
8 | Children with autism | No preliminary preparation is required. |
9 | Children with down syndrome | No preliminary preparation is required. |
10 | Hearing impaired children | No preliminary preparation is required. |
11 | Visually impaired children | No preliminary preparation is required. |
12 | Gifted and talented children | No preliminary preparation is required. |
13 | Families who have special children 1 | No preliminary preparation is required. |
14 | Families who have special children 2 | No preliminary preparation is required. |
Resources |
Lecturer's note. |
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. Lesson notes |
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications | |||||||
No | Program Qualification | Contribution Level | |||||
1 | 2 | 3 | 4 | 5 | |||
1 | She/He has basic theoretical and practical knowledge about the field of Child Development.. | X | |||||
2 | Has knowledge of ethical principles and rules related to the field of Child Development. | X | |||||
3 | Uses basic theoretical and practical knowledge, basic computer programs and related technologies in the field of Child Development. | X | |||||
4 | She carries out a given task independently, using her basic knowledge about the field of Child Development. | X | |||||
5 | Evaluates the basic knowledge and skills acquired in the field of Child Development with a critical approach. Determines learning needs and directs learning. | X | |||||
6 | Uses computer technologies at the basic level required by the field of Child Development. | ||||||
7 | It can be used effectively by determining the necessary methods for applications related to the field of Child Development. | ||||||
8 | He/she has the ability to produce solutions to unforeseen problems encountered in applications, take responsibility in work groups, and work individually.(dişil) Bunu Google'da ara | ||||||
9 | Individuals who follow the developments in science and technology and improve themselves with the awareness of lifelong learning in the professional field are trained. |
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 | 2 | 14 | |||
Resolution of Homework Problems and Submission as a Report | 7 | 1 | 7 | |||
Term Project | 1 | 15 | 15 | |||
Presentation of Project / Seminar | 1 | 1 | 1 | |||
Quiz | 8 | 1 | 8 | |||
Midterm Exam | 1 | 22 | 22 | |||
General Exam | 1 | 27 | 27 | |||
Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
Total Workload(Hour) | 136 | |||||
Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(136/30) | 5 | |||||
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 |
---|---|---|---|---|---|
SPECIAL EDUCATION | - | Fall Semester | 3+0 | 3 | 5 |
Course Program |
Prerequisites Courses | |
Recommended Elective Courses |
Language of Course | Turkish |
Course Level | Short Cycle (Associate's Degree) |
Course Type | Required |
Course Coordinator | Lect. Kezban Ekin ÖZBEY DUYGU |
Name of Lecturer(s) | |
Assistant(s) | |
Aim | To teach the basic principles of special education and to give introductory information about different diagnostic groups. To inform about the development support programs that should be implemented in the field of special education. |
Course Content | This course contains; The basic consepts of special education,Historical view to special education and current studies in Turkey and the world.,Introduction to aims and principals of special education, development support programs of handicapped children. Children with developmental risk.,Children with attention deficit and hyperactivity disorder. ,Children with mental retardation ,Children with physical problem ,Children with specific learning problems ,Children with autism ,Children with down syndrome ,Hearing impaired children ,Visually impaired children ,Gifted and talented children,Families who have special children 1,Families who have special children 2. |
Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
Explain basic consepts of special education. | 10, 9 | A, E |
Recognizes the historical processes in special education and the situation in the world and in Turkey. | 10, 9 | A, E |
It defines the developmental characteristics of children with special needs and different diagnosis groups and the content of programs that support the development of these children. | 10, 9 | A, E |
It identifies the developmental characteristics of children whose development is at risk and implements programs that support their development. | 10, 9 | A, E |
Interprets the reactions of families with children with special needs and their behavior towards their children. | 10, 9 | A, E |
Teaching Methods: | 10: Discussion Method, 9: Lecture Method |
Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
Order | Subjects | Preliminary Work |
---|---|---|
1 | The basic consepts of special education | No preliminary preparation is required. |
2 | Historical view to special education and current studies in Turkey and the world. | No preliminary preparation is required. |
3 | Introduction to aims and principals of special education, development support programs of handicapped children. Children with developmental risk. | No preliminary preparation is required. |
4 | Children with attention deficit and hyperactivity disorder. | No preliminary preparation is required. |
5 | Children with mental retardation | No preliminary preparation is required. |
6 | Children with physical problem | No preliminary preparation is required. |
7 | Children with specific learning problems | No preliminary preparation is required. |
8 | Children with autism | No preliminary preparation is required. |
9 | Children with down syndrome | No preliminary preparation is required. |
10 | Hearing impaired children | No preliminary preparation is required. |
11 | Visually impaired children | No preliminary preparation is required. |
12 | Gifted and talented children | No preliminary preparation is required. |
13 | Families who have special children 1 | No preliminary preparation is required. |
14 | Families who have special children 2 | No preliminary preparation is required. |
Resources |
Lecturer's note. |
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. Lesson notes |
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications | |||||||
No | Program Qualification | Contribution Level | |||||
1 | 2 | 3 | 4 | 5 | |||
1 | She/He has basic theoretical and practical knowledge about the field of Child Development.. | X | |||||
2 | Has knowledge of ethical principles and rules related to the field of Child Development. | X | |||||
3 | Uses basic theoretical and practical knowledge, basic computer programs and related technologies in the field of Child Development. | X | |||||
4 | She carries out a given task independently, using her basic knowledge about the field of Child Development. | X | |||||
5 | Evaluates the basic knowledge and skills acquired in the field of Child Development with a critical approach. Determines learning needs and directs learning. | X | |||||
6 | Uses computer technologies at the basic level required by the field of Child Development. | ||||||
7 | It can be used effectively by determining the necessary methods for applications related to the field of Child Development. | ||||||
8 | He/she has the ability to produce solutions to unforeseen problems encountered in applications, take responsibility in work groups, and work individually.(dişil) Bunu Google'da ara | ||||||
9 | Individuals who follow the developments in science and technology and improve themselves with the awareness of lifelong learning in the professional field are trained. |
Assessment Methods
Contribution Level | Absolute Evaluation | |
Rate of Midterm Exam to Success | 40 | |
Rate of Final Exam to Success | 60 | |
Total | 100 |