Course Name Code Semester T+U Hours Credit ECTS
Özel Eğitimde Teknoloji Destekli Öğretim OEO 206 4 2 + 0 2 4
Precondition Courses
Recommended Optional Courses <p> Special education</p>
Course Language Turkish
Course Level Bachelor's Degree
Course Type Compulsory
Course Coordinator Dr.Öğr.Üyesi CANAN SOLA ÖZGÜÇ
Course Lecturers
Course Assistants
Course Category
Course Objective

To give knowledge to preservice teachers and to gain the ability to use technologies for individuals with special needs in order to  benefit from the education and meet the needs of daily life

Course Content

Terms -technology, low-tech, high-tech, instructional technology and assistive technology-  various technologic devices regarding types of disability, technology based  implementations on academic and nonacademic skills, use of different technologic devices (ex. interactive white board, tablet, computer, smart phone) in educational settings, Practice examples of use of different technologc devices, technology integration into curriculum.

# Course Learning Outcomes Teaching Methods Assessment Methods
1 Students define the terms related special education technology Lecture, Question-Answer, Discussion, Testing,
2 Students give information about technologic devices regarding type of disability Lecture, Question-Answer, Case Study, Testing, Portfolio,
3 Students give information about use of technologic devices in special education settings Lecture, Drilland Practice, Testing,
4 Students prepare a course plan how technologic devices can be used in special education settings Drilland Practice, Testing, Portfolio,
5 Students explain technology integration in instruction Lecture, Question-Answer, Drilland Practice, Testing,
6 Students conduct tecnology supported instruction Drilland Practice, Motivations to Show, Homework,
Week Course Topics Preliminary Preparation
1 Technology, educational technology, instructional technology
2 Assistive technology (AT)
3 Studies on AT in Turkey
4 Selecting and Assessing Procedure of AT
5 ATs for individuals with physical disabilities
6 Devices used by individulas with speech-communication disabilities.( AAC, VOCA, PECS, I-hone applications)
7 ATs for individuals with visual disabilities
8 Technology integration
9 Technology for teaching academic skills
10 Technology for teaching nonacademic skills
11 Technology integration in IEP
12 Glance at new technoloies in special education
13 Glance at new technologies in special education
14 Developing technology based instructional plan
Resources
Course Notes
Course Resources

Bryant, D.P. and Bryant, B.R.(2012). Assistive Technology for people with disabilities.The Unites States:Pearson Education Inc.
Sadao, K.C. and Robinson, N.B. (2010). Assistive technology for young children. Maryland:Paul H. Brookes Publishing Co.
Dell, A.G., Newton, D.A. and Petroff, J. G. (2012). Assistive Technology in the classroom. New Jersey: Pearson Education Inc.

Beard, L.A., Bowden

Carpenter, L., & Johnston, L. B. (2011). Assistive technology access
for all students (2nd ed.). New Jersey: Pearson Education Inc.


Wehmeyer, M.L., Smith,S.J., Palmer, S.B., Davies, D.K., & Stock, S.E. (2004). Technology
use with mental retardation. International review of research in mental retardation. Volume 29, Elsevier Academic Press: Sam Diego California

Wehmeyer, M.L, Palmer, S.B., Smith,S.J.,Parent, W. Davies, D.K., & Stock (2006).
Technology use by people with intellectual and developmental disabilities to support
employment activities: A single-subject design meta analysis,.Journal of Vocational Rehabilitation 24, 81–86.

Wehmeyer, M.L.,Tasse, M.J., Davies, D.K., & Stock, S. (2012). The role of technology use  by a person with intellectual or developmental disabilities as a family support. Rivista
di studi familiari. 16(2), 90-99.

Order Program Outcomes Level of Contribution
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.
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.
4 They inform to audiences about special education and teaching skills, explain thinks to them.
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.
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.
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.
10
11
12
13
14
15
Evaluation System
Semester Studies Contribution Rate
1. Ara Sınav 30
1. Ödev 30
1. Kısa Sınav 10
1. Performans Görevi (Uygulama) 10
Total 80
1. Final 50
1. Yıl İçinin Başarıya 50
Total 100
ECTS - Workload Activity Quantity Time (Hours) Total Workload (Hours)
Course Duration (Including the exam week: 16x Total course hours) 14 2 28
Hours for off-the-classroom study (Pre-study, practice) 14 2 28
Mid-terms 1 5 5
Quiz 2 2 4
Assignment 1 15 15
Final examination 1 10 10
Performance Task (Application) 1 5 5
Total Workload 95
Total Workload / 25 (Hours) 3.8
dersAKTSKredisi 4