| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Hearıng and Vısuallay Dısabılıtıes | OEO 104 | 2 | 2 + 2 | 2 | 6 |
| Ön Koşul Dersleri | |
| Önerilen Seçmeli Dersler | |
| Dersin Dili | Türkçe |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Zorunlu |
| Dersin Koordinatörü | Arş.Gör.Dr. DAMLA ALTIN |
| Dersi Verenler | |
| Dersin Yardımcıları | |
| Dersin Kategorisi | Alanına Uygun Temel Öğretim |
| Dersin Amacı | In this course it is aimed to gain the nature of the audiences, give an information (educational, psychological, medical, prevalence and frequency, reasons) to the individuals with visual impairment and the nature of visual impairment by the students. Also it is aimed to provide students information about the services, supports and legal rights offered to their families. |
| Dersin İçeriği | Individuals with hearing impairment; the nature of the hearing; individuals with visual impairment; the nature of seeing; classification: educational, psychological, medical; prevalence and frequency of occurrence; reasons; scanning / composing; academic and non-academic characteristics; educational environments; characteristics of families; attitudes towards individual and family members with hearing impairment; attitudes towards individuals with visual impairment, family services, support and legal rights. |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | He/she explains how sight and hearing occured. | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| 2 | He/she understands the reason for the hearing and visually impaired. | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| 3 | He/she classifies the educational, psychological and medical aspects of the hearing and visually impaired individuals. | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| 4 | He/she explains the educational environment for individuals with hearing and visual impairment. | Lecture, Question-Answer, Discussion, Drilland Practice, | Testing, Homework, |
| 5 | He/she explains the assistive technology for individuals with hearing and visual impairment. | Lecture, Question-Answer, Discussion, Drilland Practice, | Testing, Homework, |
| 6 | He/she discuss the services offered to the families of individuals with hearing and visual impairment. | Lecture, Question-Answer, Discussion, Case Study, | Testing, Homework, |
| 7 | He/she explains the legal rights of the individuals with hearing and visual impairment. | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | ||
| 2 | ||
| 3 | ||
| 4 | ||
| 5 | ||
| 6 | ||
| 7 | ||
| 8 | ||
| 9 | ||
| 10 | ||
| 11 | ||
| 12 | ||
| 13 | ||
| 14 |
| Kaynaklar | |
|---|---|
| Ders Notu | |
| Ders Kaynakları | TÜFEKÇİOĞLU, U. Işitme, konuşma Ve Görme Sorunlari Olan Çocuklarin Eğitimi. Anadolu Universitesi. Şafak, P. (2012). Ağır ve Çoklu Yetersizliği Olan Çocukların Eğitimi. Ankara: Vize Yayıncılık. |
| 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. | ||||||
| 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. | ||||||
| 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). | ||||||
| 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 | |||||||
| 12 | X | ||||||
| 13 | |||||||
| 14 | |||||||
| 15 | X | ||||||
| Değerlendirme Sistemi | |
|---|---|
| Yarıyıl Çalışmaları | Katkı Oranı |
| 1. Ödev | 100 |
| Toplam | 100 |
| 1. Final | 60 |
| 1. Yıl İçinin Başarıya | 40 |
| 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 | 12 | 12 |
| Quiz | 2 | 8 | 16 |
| Assignment | 1 | 10 | 10 |
| Final examination | 1 | 15 | 15 |
| Toplam İş Yükü | 149 | ||
| Toplam İş Yükü / 25 (Saat) | 5,96 | ||
| Dersin AKTS Kredisi | 6 | ||