Ders Adı Kodu Yarıyıl T+U Saat Kredi AKTS
Assesment In Specıal Educatıon OEO 204 4 3 + 0 3 4
Ön Koşul Dersleri
Önerilen Seçmeli Dersler

Special Education

Intellectual Disability and Autism Spectrum Disorder

Dersin Dili Türkçe
Dersin Seviyesi Lisans
Dersin Türü Zorunlu
Dersin Koordinatörü Dr.Öğr.Üyesi AHMET FİDAN
Dersi Verenler
Dersin Yardımcıları
Dersin Kategorisi Alanına Uygun Temel Öğretim
Dersin Amacı

To give knowledge and skill about behavior and the functions of behaviors. To give knowledge about functional analysis on application level. To give knowledge about functional assessment on application level.

Dersin İçeriği

Assessment and evaluation concepts in special education, the aims of assessment in special education, educational and medical assessment approaches, educational and behavioral assessment applications in Turkey and developed countries, the steps of educational assessment, formal and informal assessment techniques, techniques that can be used for assessing and recording mono-step and chain behaviors; interpreting, reporting and using assessment data in education, tracking and assessing Individualized Educational Programs.

# Ders Öğrenme Çıktıları Öğretim Yöntemleri Ölçme Yöntemleri
1 Students define the aim of educational and behavioral assessment Lecture, Question-Answer, Testing,
2 Students explain the medical diagnosis and educational assessment Lecture, Question-Answer, Testing,
3 Students explain formal tests Lecture, Question-Answer, Testing,
4 Students apply informal assessment techniques Lecture, Question-Answer, Drilland Practice, Testing, Homework, Portfolio,
5 Students develop criterion referenced test Lecture, Question-Answer, Drilland Practice, Performance Task,
6 Students reports the results of assessment Drilland Practice, Homework, Portfolio,
7 Students write a performance report of a student with disability Question-Answer, Drilland Practice, Homework,
Hafta Ders Konuları Ön Hazırlık
1 Aim of assessment in special education
2 Educational assessment process
3 Diagnostic Models
4 Formative assessment
5 Formative assessment instruments
6 Informal assessment
7 Observation
8 Interview
9 Checklists
10 Curriculum based measurement
11 Criterion referenced test
12 Developing criterion referenced based test
13 Indicating performance of a student using various asseesment instruments
14 Writing performance report
Kaynaklar
Ders Notu
Ders Kaynakları

1- Avcıoğlu, H. (2011). Özel eğitime gereksinim duyan öğrencilerin eğitsel ve davranışsal değerlendirilmesi. Ankara: Vize Yayıncılık

2-Erbaş D. ve diğ. (2005) İşlevsel değerlendirme. Ankara: Kök yayıncılık

3-Kargın, T. (2010). Değerlendirme ve bireyselleştirilmiş eğitim programı hazırlama. Sucuoğlu, B. ve Kargın, T. (Ed). İlköğretim´de Kaynaştırma Uygulamaları. Ankara: Kök Yayıncılık

4-McLoughlin, J.A., Lewis, R.B. (2004). Özel Gereksinimli Öğrencilerin Ölçümlenmesi. Gündüz Eğitim ve Yayınları
5-Sola-Özgüç, C. ve Gümüş, T. (2012). Sosyal becerilerin değerlendirilmesi. Sezgin Vuran (Ed). Sosyal Yeterliklerin Geliştirilmesi. Ankara : Vize Yayıncılık, 978-605-4551-45-3.

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
1. Ara Sınav 40
1. Performans Görevi (Uygulama) 20
1. Kısa Sınav 10
Toplam 100
1. Final 40
1. Yıl İçinin Başarıya 60
Toplam 100
AKTS - İş Yükü Etkinlik Sayı Süre (Saat) Toplam İş Yükü (Saat)
Course Duration (Including the exam week: 16x Total course hours) 14 3 42
Mid-terms 1 10 10
Quiz 2 5 10
Assignment 1 15 15
Performance Task (Field Study) 1 15 15
Toplam İş Yükü 92
Toplam İş Yükü / 25 (Saat) 3,68
Dersin AKTS Kredisi 4