Course Name Code Semester T+U Hours Credit ECTS
Game and Music In Special Education OEO 208 4 2 + 0 2 3
Precondition Courses <p> None.</p>
Recommended Optional Courses <p> None.</p>
Course Language Turkish
Course Level Bachelor's Degree
Course Type Compulsory
Course Coordinator Arş.Gör. DAMLA ALTIN
Course Lecturers
Course Assistants

Arş. Gör. Ahmet FİDAN

Course Category Available Basic Education in the Field
Course Objective

It is aimed in this class to inform about children play and types of children play; to teach basic play skills in defense to special needs children development and learning abilities, and to make activity lesson plan that support different development areas; to actualise using music in special needs students lesson plan.

Course Content

Basic concepts: play and music; definition and importance of play; theoretical explanations of play; children’s play development and characteristics; cognitive and social play development; special needs children’s play development and characteristics; play based teaching in special education; using and adopting play for special needs children; play based instructional activities; supporting developmental areas via play; embedding instruction to play; research results of using play effectively in special education; definition and importance of music; development and characteristic of music; special needs children’s music characteristics; music based instructional activities; using and adopting music for special needs children; supporting developmental areas via music; embedding instruction to music; research results of using play effectively in special education.

# Course Learning Outcomes Teaching Methods Assessment Methods
1 Students explain the importance of play. Lecture, Question-Answer, Discussion, Drilland Practice, Group Study, Case Study, Testing, Homework,
2 Students give information about history of play development. Lecture, Question-Answer, Discussion, Drilland Practice, Group Study, Case Study, Testing, Homework,
3 Students explain theoretical framework of play. Lecture, Question-Answer, Discussion, Drilland Practice, Group Study, Case Study, Testing, Homework,
4 Students inform about child's play development. Lecture, Question-Answer, Discussion, Drilland Practice, Group Study, Case Study, Testing, Homework,
5 Students explains types of play. Lecture, Question-Answer, Discussion, Drilland Practice, Group Study, Case Study, Testing, Homework,
6 Students inform about play materials. Lecture, Question-Answer, Discussion, Drilland Practice, Group Study, Case Study, Testing, Homework,
7 Students inform about using and adopting play in special education. Lecture, Question-Answer, Discussion, Drilland Practice, Group Study, Case Study, Testing, Homework,
8 Students plan play based lesson activities. Lecture, Question-Answer, Discussion, Drilland Practice, Group Study, Case Study, Testing, Homework,
Week Course Topics Preliminary Preparation
1 Introducing course content
2 Contribution to the history, features and development of children's plays Research on the related topic
3 Play development steps, play types, play based evaluation Research on the related topic
4 Teaching playing games for individuals with developmental disabilities Research on the related topic
5 The role of the adult of teaching play Research on the related topic
6 Regulation of playgrounds and selection of toys Research on the related topic
7 Orff activities and teaching music Research on the related topic
8 Midterm
9 Student presentations Working group preparation for the presentation
10 Student presentations Working group preparation for the presentation
11 Student presentations Working group preparation for the presentation
12 Student presentations Working group preparation for the presentation
13 Student presentations Working group preparation for the presentation
14 Student presentations Working group preparation for the presentation
Resources
Course Notes
Course Resources

- Antepli, S. (2014). Erken Çocukluk Eğitiminde Tümel Sanatlar, Drama ve Oyun Etkinlikleri (2. Baskı). Ankara: Kök Yay.

- Çankırılı, A. (2014). Benimle Oynar mısın Anne! (29. Baskı). İstanbul: Timaş Yay.

- Çetin, G. (2006). Etkinliklerle Müzik Öğretimi. Ankara: Kök Yayıncılık.

- Diken, İ. (2014). Erken Çocukluk Eğitimi. (3. Baskı). Ankara: Pegem Akademi Yay.

- Diken, İ. (2015). Doğal Ortamlarda Öğretim (4. Baskı). Ankara: Eğiten Kitap Yay.

- Güneş, M. ve Güneş, H. (2011). Öğretmen ve Öğrenciler İçin Yaşayan Çocuk Oyunları (3. Baskı). Ankara: Anı Yay.

- Meral, B. F. Ve Cinisli, N. A. (2015). Özel Eğitimde Oyun ve 50 Örnek Oyun. Ankara: Vize Yay.

- Özen, A. Ve Tavlar, Ö. (2011). Oyun Temelli Etkinikler (5. Baskı).  Ankara: Kök Yay.

- Poyraz, H. (2012). Okul Öncesinde Oyun ve Oyun Örnekleri (4. Baskı). Ankara: Anı Yay.

- Sun, M. & Seyrek, H. Okulöncesi Eğitimde Müzik. İzmir: Müzik Eserleri Yayınları.

- Sucuoğlu, B. Ve Bakkaloğlu, H. (2013). Okul Öncesinde Kaynaştırma. Ankara: Kök Yay.

- Yıldırım G. Ve Gürşimşek, A. (2014). Oyunlarla Kavram Eğitimi: Etkinlik Örnekleri Öğretmen ve Aile Kitabı (2. Baskı). Ankara: Anı Yay.

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. 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
12 X
13 X
14 X
15 X
Evaluation System
Semester Studies Contribution Rate
1. Ara Sınav 30
1. Kısa Sınav 15
1. Ödev 40
2. Ödev 15
Total 100
1. Yıl İçinin Başarıya 60
1. Final 40
Total 100
ECTS - Workload Activity Quantity Time (Hours) Total Workload (Hours)
Course Duration (Including the exam week: 16x Total course hours) 16 2 32
Hours for off-the-classroom study (Pre-study, practice) 16 1 16
Mid-terms 1 6 6
Quiz 1 2 2
Assignment 2 6 12
Final examination 1 7 7
Total Workload 75
Total Workload / 25 (Hours) 3
dersAKTSKredisi 3