Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
---|---|---|---|---|---|
Intellecttual Dısabılıtıes and Autısm Spectrum Dısorder | OEO 103 | 1 | 2 + 0 | 2 | 6 |
Ön Koşul Dersleri | |
Önerilen Seçmeli Dersler | |
Dersin Dili | Türkçe |
Dersin Seviyesi | Lisans |
Dersin Türü | Zorunlu |
Dersin Koordinatörü | Doç.Dr. CANAN SOLA ÖZGÜÇ |
Dersi Verenler | |
Dersin Yardımcıları | Res. Ass. Damla ALTIN |
Dersin Kategorisi | Alanına Uygun Temel Öğretim |
Dersin Amacı | The aim of the course is to provide candidate teachers with the basic knowledge necessary for the education of the individuals with ID and ASD; and to gain the basic competencies necessary for the next education and professional life. |
Dersin İçeriği | Basic concepts; Individuals with intellectual disabilities (ID); Individuals with autism spectrum disorder (ASD); classification, prevalence, causes, academic and non-academic characteristics, educational settings, evidence-based practices, Characteristics of families and supports, services and legal rights. |
# | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
---|---|---|---|
1 | Students explain basic concepts in ID & ASD. | Lecture, Question-Answer, | Testing, Homework, Portfolio, |
2 | Students compare educational settings for ID & ASD. | Lecture, Question-Answer, Discussion, Self Study, | Testing, Homework, Portfolio, |
3 | Students analyze educational practices for ID & ASD. | Lecture, Question-Answer, Discussion, Case Study, | Testing, Homework, Portfolio, |
4 | Students assess the characteristics of families of students with ID & ASD. | Lecture, Question-Answer, Discussion, Group Study, Case Study, | Testing, Project / Design, Portfolio, Performance Task, |
5 | Students discuss supports and their legal basics. | Lecture, Question-Answer, Discussion, Brain Storming, | Testing, Homework, Project / Design, Portfolio, Performance Task, |
Hafta | Ders Konuları | Ön Hazırlık |
---|---|---|
1 | Understanding and Evaluation of Intellectual Disability | Relevant sections of resources |
2 | Evaluation and Classification of Intellectual Disability | Relevant sections of resources |
3 | Support Systems | Relevant sections of resources |
4 | Training services for individuals with intellectual disabilities | Relevant sections of resources |
5 | Services for the families of individuals with intellectual disabilities | Relevant sections of resources |
6 | The place of individuals with intellectual disabilities within disability policy | Relevant sections of resources |
7 | Mid-term exam | Relevant sections of resources |
8 | Understanding and Evaluation of Autism Spectrum Disorder | Relevant sections of resources |
9 | Evaluation and Classification of Autism Spectrum Disorder | Relevant sections of resources |
10 | Support needs of individuals with Autism Spectrum Disorder | Relevant sections of resources |
11 | Training services for individuals with Autism Spectrum Disorder | Relevant sections of resources |
12 | Training services for the families of individuals with Autism Spectrum Disorder | Relevant sections of resources |
13 | The place of individuals with autism spectrum disorder within disability policies | Relevant sections of resources |
14 | Final exam | Relevant sections of resources |
Kaynaklar | |
---|---|
Ders Notu | Presented by teaching staff |
Ders Kaynakları | Zihin Engelliler ve Eğitimleri. KÖK YAYINCILIK.Editör. Prof. Dr. Bülbin SUCUOĞLU. Otizm Spektrum Bozuklu Olan Çocuklar ve Eğitimleri. VİZE YAYINCILIK. Editör Prof. Dr. Elif TEKİN-İFTAR |
Sıra | Program Çıktıları | Katkı Düzeyi | |||||
---|---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | |||
1 | Learner has the high level knowledge and the skills supported by the books including the most recent information, practice materials and other scientific sources about special education, pedagogy, culture and basic sciences. | X | |||||
2 | Learner feels ready to work with individual with developmental disabilities, and has effective communication skills. | X | |||||
3 | They investigate and evaluate the consepts, ideas and datas about special education and pedagogic information scientifically; diognise, analyze and negotiate comlicated problems and subjects and develops suggestions based on scientific datas and proofs. | X | |||||
4 | They inform to audiences about special education and teaching skills, explain thinks to them. | X | |||||
5 | They have the skills about learning how to learn, self-confidence, critical thinking, creative thinking; can carry on the works of his area individually. | X | |||||
6 | They take the responsibiliy of unexpected events in his job and try to find solutions. | X | |||||
7 | They know the all features ( additional disability, health problems(epilepsi, what medicine to take, etc.)of their students and their needs; know the socio-cultural and economic of the immediate environment. | X | |||||
8 | They can watch and understand the information about special education and pedagogy and have the second language knowledge to communicate with their collagues (“European Language Portfolio Global Scale”, Level B1). | X | |||||
9 | Instructor compares and contrasts the previous evaluation of the learners’ development, shares the results with the parents and the managers, develops the new instruction plan according to that result. | X | |||||
10 | X | ||||||
11 | X | ||||||
12 | X | ||||||
13 | X | ||||||
14 | X | ||||||
15 | X |
Değerlendirme Sistemi | |
---|---|
Yarıyıl Çalışmaları | Katkı Oranı |
1. Ara Sınav | 40 |
1. Ödev | 40 |
1. Kısa Sınav | 5 |
2. Kısa Sınav | 15 |
Toplam | 100 |
1. Final | 50 |
1. Yıl İçinin Başarıya | 50 |
Toplam | 100 |
AKTS - İş Yükü Etkinlik | Sayı | Süre (Saat) | Toplam İş Yükü (Saat) |
---|---|---|---|
Course Duration (Including the exam week: 16x Total course hours) | 16 | 2 | 32 |
Hours for off-the-classroom study (Pre-study, practice) | 16 | 4 | 64 |
Mid-terms | 1 | 10 | 10 |
Quiz | 1 | 8 | 8 |
Assignment | 1 | 10 | 10 |
Final examination | 1 | 15 | 15 |
Toplam İş Yükü | 139 | ||
Toplam İş Yükü / 25 (Saat) | 5,56 | ||
Dersin AKTS Kredisi | 6 |