Course Objectives: |
The aim of the course is to teach the basic principles of special education, to provide students with information about individuals with special needs, to inform about the factors causing special needs, to give information about different diagnostic groups, to inform about the development support programs that should be applied in the field of special education. |
Course Content: |
This course; Basic Concepts in Special Education, History of Special Education, Special Needs, Special Education Environments - Special Needs Environments / Educational Environments, Special Education Environments- Special Education Environments in Early Childhood- Regulation of Environments, Evaluation in Special Education -Medical Evaluation and Diagnosis, Educational Evaluation and diagnostics, Developmental Evaluation Methodology in Education, Early Intervention programs- in the world Early Intervention Programs Early intervention programs- Early Intervention Program in Turkey, Individualized Education Programs (IEP), Inclusion / Integration through Education-Special Education Support Services, private Families with Children - Families' Feelings - Problems Experienced by the Family - Family Needs and Rights - Family Support Programs, Child Centered Family Counseling, Rights of Children with Special Needs. |
Course Learning Outcomes (CLOs) are those describing the knowledge, skills and competencies that students are expected to achieve upon successful completion of the course. In this context, Course Learning Outcomes defined for this course unit are as follows:
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Knowledge
(Described as Theoritical and/or Factual Knowledge.)
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1) Will be able to distinguish the developmental features of children with different needs and the programs that support the development of these children.
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2) Explain the basic concepts in special education.
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Skills
(Describe as Cognitive and/or Practical Skills.)
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1) Defines the developmental characteristics of children who are at risk of development, children with mental retardation, children with special needs, children with learning disabilities, children with learning disabilities, and children with attention deficit hyperactivity disorder.
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Competences
(Described as "Ability of the learner to apply knowledge and skills autonomously with responsibility", "Learning to learn"," Communication and social" and "Field specific" competences.)
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1) Explains the reactions of the families with children with special needs and their behaviors towards their children.
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Week |
Subject |
Materials Sharing * |
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Related Preparation |
Further Study |
1) |
Basic Concepts in Special Education |
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2) |
History of Special Education |
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3) |
Reasons for Special Needs |
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4) |
Special Education Environments - Placement of Individuals with Special Needs / Educational Environments |
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5) |
Special Education Environments- Special Education Environments in Early Childhood- Organizing Environments. |
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6) |
Evaluation in Special Education -Medical Evaluation and Diagnostics, Educational Evaluation and Diagnosis, Developmental Evaluation. |
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7) |
Teaching Methods in Special Education |
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8) |
Midterm |
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9) |
Early Intervention and Early Intervention Program in Turkey World programs- |
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10) |
Individualized Education Programs (BEP) |
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11) |
Inclusive Education - Special Education Support Services |
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12) |
Families with Children with Special Needs - Feelings of Families- Problems of Family-Family Needs and Rights- Family Support Programs |
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13) |
Families with Children with Special Needs - Emotions of Families - Problems Experienced - Family Needs and Rights - Family Support Programs |
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14) |
Child Centered Family Counseling |
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15) |
Children with Special Needs |
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Course Notes / Textbooks: |
1- Aral, N., Gürsoy, F. (2018). Özel Gereksinimli Çocuklar ve Eğitimleri- Özel Eğitim. Ankara: Hedef Yayıncılık.
2- Aral, N., Gürsoy, F. (2018). Özel Gereksinimli Çocuklar ve Eğitimleri- Özel Gereksinimli Çocuklar. Ankara: Hedef Yayıncılık.
3- Baykoç, N. (2012). Özel Gereksinimli Çocuklar ve Özel Eğitim. Ankara: Eğiten Kitap.
4- Bilmez, H. (2014). Sembol Pekiştirme. Uygulamalı Davranış Analizi. Ankara: Vize Yayıncılık.
5- Özgür, İ. (2015). Engelli Çocuklar ve Eğitimi. Özel Eğitim. Adana: Karahan Yayınları.
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References: |
1- Ayhan- Melekoğlu, M. (2016). Özel Eğitimde Ekip Çalışması ve Özel Eğitim Ortamları. Özel Eğitim. Ankara: Pegem Akademi.
2- Akmananoğlu, N. (2011). Okul Öncesi Eğitimde Kaynaştırma. İstanbul: Morpa Yayınları.
3- Çitil, M. (2013). Yasalar ve Özel Eğitim. Ankara: Vize Yayıncılık.
4- Acarlar, F. (2013). Kaynaştırma. Okul Öncesinde Kaynaştırma. Ankara: Kök Yayıncılık.
5- Baykoç- Dönmez, N. (2015). Özel Gereksinimli Çocuklar ve Özel Eğitim. Ankara: Eğiten Kitap.
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(KPLOs and SPLOs are the abbreviations for Key & Sub- Programme Learning Outcomes, respectively. )
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Programme Learning Outcomes |
Contribution Level (from 1 to 5) |
1) |
Explains the basic, theoretical and practical knowledge about child development, |
5 |
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1.1 Explains the developmental characteristics and learning methods and techniques of children with normal development who need special education. |
5 |
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1.2 Education of children aged 0-18; expresses the relationship between importance, purpose and principles. |
5 |
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1.3 Explain the theories about developmental areas. |
4 |
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1.4 Explains basic, theoretical information about children's rights. |
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1.5 Informs the families of children in normal development and children in need of special needs. |
5 |
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1.6 Professional ethics and responsibility awareness about the field. |
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1.7 Has knowledge about Occupational Health and Safety, Environmental Protection, Disaster and Emergency. |
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2) |
Uses basic theoretical and practical knowledge, basic computer programs and related technologies in the field. |
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2.1 Design educational materials suitable for children's developmental levels and developing technology. |
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2.2 Accesses and uses resources to access information. |
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2.3 Uses computer programs and technology in the subjects and processes related to the field. |
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3) |
Applies the theoretical knowledge in business life during a semester. |
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3.1 Experiences all processes in business life. |
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3.2 Takes part in activities related to the field of education in a business operating in
the field. |
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3.3 Questions the application with theoretical knowledge. |
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3.4 Compiles the knowledge and experience gained in the field. |
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4) |
It is in the process of effective communication by supporting quantitative and qualitative data and solutions to the related persons and institutions on issues related to the field of child development. |
3 |
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4.1 Works in collaboration with other disciplines. |
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4.2 Communicates effectively with children, family, colleagues and related institutions and organizations. |
3 |
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4.3 She takes part in teamwork during her education. |
4 |
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4.4 Its appearance, attitude, attitude and behavior make it an example for society. |
4 |
5) |
The competencies that are developed in line with the expectations of the business world and society and which are defined as the institutional outputs of our university are at the basic level. |
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5.1 Acquires competency of analyzing and solving the problems. |
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5.2 Has awareness for ethical and social responsibility. |
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5.3 Takes responsibility as a team member in works and operations of his/her field. |
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5.4 Is aware of written, verbal communication and interaction. |
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5.5 Follows the developments of advanced technology and digital transformation. |
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5.6 Acquires the awareness for lifelong learning. |
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5.7 Has awareness about citizenship competency. |
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5.8 Evaluates the developments of his/her field with the understanding of an
entrepreneur. |
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5.9 Acquires communication in a Foreign Language (English) competence defined on
the level of at least A2 in European Language Portfolio. (In programs whose medium of
instruction is English, on the level of B1). |
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5.10 Gains the competence of developing a Global Perspective. |
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5.11 Cultural Consciousness and Expression develops competence. |
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5.12 Gain Social and Citizenship Qualification. |
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WORKLOAD OF TEACHING & LEARNING ACTIVITIES |
Teaching & Learning Activities |
# of Activities per semester |
Duration (hour) |
Total Workload |
Course |
15 |
2 |
30 |
Laboratory |
0 |
0 |
0 |
Application |
0 |
0 |
0 |
Special Course Internship (Work Placement) |
0 |
0 |
0 |
Field Work |
0 |
0 |
0 |
Study Hours Out of Class |
0 |
0 |
0 |
Presentations / Seminar |
0 |
0 |
0 |
Project |
0 |
0 |
0 |
Homework Assignments |
1 |
10 |
10 |
Total Workload of Teaching & Learning Activities |
- |
- |
40 |
WORKLOAD OF ASSESMENT & EVALUATION ACTIVITIES |
Assesment & Evaluation Activities |
# of Activities per semester |
Duration (hour) |
Total Workload |
Quizzes |
2 |
16 |
32 |
Midterms |
1 |
12 |
12 |
Semester Final Exam |
1 |
16 |
16 |
Total Workload of Assesment & Evaluation Activities |
- |
- |
60 |
TOTAL WORKLOAD (Teaching & Learning + Assesment & Evaluation Activities) |
100 |
ECTS CREDITS OF THE COURSE (Total Workload/25.5 h) |
4 |