| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Learnıng Dısabılıtıes and Specıal Abılıty | OEO 102 | 2 | 2 + 0 | 2 | 6 |
| Ön Koşul Dersleri | |
| Önerilen Seçmeli Dersler | |
| Dersin Dili | Türkçe |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Zorunlu |
| Dersin Koordinatörü | Dr.Öğr.Üyesi ÖZLEM GÜMÜŞKAYA |
| Dersi Verenler | |
| Dersin Yardımcıları | Research Asisst.Ahmet Fidan |
| Dersin Kategorisi | Alanına Uygun Temel Öğretim |
| Dersin Amacı | By the end of the this course, it is aimed to gain the following characteristics by the students: 1) Individuals with learning disability, 2) classification of individuals with learning disability in educational, psychological and medical aspects, 3) causes, prevalence and frequency of occurrence of the learning disability, 4) developmental and educational features, 5) services, supports and legal rights for the families of individuals with learning disabilities and gifted/talented |
| Dersin İçeriği | Individuals with learning disability and attention deficit disorder with hyperactivity; gifted/talented individuals; classification: educational, psychological, medical; prevalence and frequency of occurrence; reasons; medical, developmental and educational features; academic and non-academic characteristics; team and cooperation; education-training environments; characteristics of families; learning difficulty / attention deficit and hyperactivity disorder, attitudes towards gifted/talented individuals and their families; services, supports and legal rights offered to families |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | He/she defines the learning disability and gifted/talented individuals. | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| 2 | He/she discusses the biological causes of learning disability and gifted/talented. | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| 3 | He/she classifes the aspect of educational, psychological and medical of the individuals with the gifted/talented and learning disabilities. | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| 4 | He/she explains the educational environments for the individuals who are gifted/talented and learning disability | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| 5 | He/she explains the assistive technologies for the individuals who have learning disabilities and gifted/talented. | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| 6 | He/she discusses the services offered to the families of learning disabilites and gifted/talented. | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| 7 | He/she explains the legal rights of the learning disablities and gifted/talented. | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | What is a learning disability? | |
| 2 | What does it mean to be gifted? | |
| 3 | Educational and psychological classification of people with learning disabilities | |
| 4 | Educational and psychological classification of gifted and talented individuals | |
| 5 | Learning disabilities and special medical yeteneklilig prevalence and incidence | |
| 6 | Educational environments for gifted and talented individuals | |
| 7 | Educational environment for individuals with learning disabilities | |
| 8 | Midterm | |
| 9 | Assistive Technologies in learning disabilities and gifted and talented individuals | |
| 10 | The importance of cooperation in learning disabilities and gifted and talented individuals | |
| 11 | Attitudes toward individuals and families with learning disabilities | |
| 13 | The services offered to families | |
| 14 | Provided support and legal rights |
| Kaynaklar | |
|---|---|
| Ders Notu | |
| Ders Kaynakları | Özkardeş, O. (2004). İki Kere Farklı: Üstün Yetenekli Olan Çocuklarda Özel Öğrenme Güçlüğü Sorunları. Üstün Yetenekli Çocuklar Bildiriler Kitabı içinde (333-347). İstanbul: Çocuk Vakfı Yayınları, 64. Korkmazlar, Ü. (1999). Özel öğrenme bozukluğu (Öğrenme güçlükleri), Ben Hasta Değilim. İstanbul, Nobel Kitabevi, 285-295. Kırcaali-İftar, G. (2002). Öğrenme güçlükleri. Özel eğitim, 57-68. |
| 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. Ödev | 30 |
| Toplam | 30 |
| 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 | 3 | 48 |
| Mid-terms | 1 | 12 | 12 |
| Quiz | 2 | 8 | 16 |
| Assignment | 1 | 15 | 15 |
| Final examination | 1 | 16 | 16 |
| Toplam İş Yükü | 139 | ||
| Toplam İş Yükü / 25 (Saat) | 5,56 | ||
| Dersin AKTS Kredisi | 6 | ||