| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Readıng-Wrıtıng Wıth Braılle | OEO 210 | 4 | 2 + 0 | 2 | 3 |
| Ön Koşul Dersleri | Hearing Impairment and Visual Impairment |
| Önerilen Seçmeli Dersler | |
| Dersin Dili | Türkçe |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Zorunlu |
| Dersin Koordinatörü | Dr.Öğr.Üyesi UĞUR YASSIBAŞ |
| Dersi Verenler | |
| Dersin Yardımcıları | Res. Ass. Damla ALTIN |
| Dersin Kategorisi | Alanına Uygun Öğretim |
| Dersin Amacı | The aim of course is to gain improve the proficiency of teacher candidates to read and write with Barille in their professional life, and to gain basic competencies in order to teach their students reading and writing with Braille. |
| Dersin İçeriği | Braille writing system; Tools and equipment used in Braille writing system; Reading and writing using Braille; mathematics and science symbols in Braille. |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | Students discuss the writing-reading needs of individuals with VI. | Lecture, Question-Answer, Discussion, | Testing, |
| 2 | Students explain the importance of Braille in educating for individuals with VI. | Lecture, Question-Answer, | Testing, Homework, |
| 3 | Students explain the importance of Braille in daily life for individuals with VI. | Lecture, Question-Answer, | Testing, Homework, |
| 4 | Students explain Braille system. | Lecture, Drilland Practice, | Testing, Homework, Project / Design, |
| 5 | Students explain functions of materials used in Braille system. | Lecture, Question-Answer, | Testing, |
| 6 | Students use basic writing&reading skills in Braille. | Lecture, Drilland Practice, Group Study, Self Study, | Testing, Homework, Project / Design, Portfolio, Performance Task, |
| 7 | Students use basic math and science symbols in Braille. | Lecture, Drilland Practice, Group Study, Self Study, | Testing, Homework, Project / Design, Portfolio, Performance Task, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | ||
| 2 | ||
| 3 | ||
| 4 | ||
| 5 | ||
| 6 | ||
| 7 | ||
| 8 | ||
| 9 | ||
| 10 | ||
| 11 | ||
| 12 | ||
| 13 | ||
| 14 |
| Kaynaklar | |
|---|---|
| Ders Notu | Notes given by teaching staff |
| Ders Kaynakları | Görme Engellilere Okuma Yazma Öğretim Kılavuzu. 2013. TC. MEB Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğü. Editör: Yrd. Doç. Dr. Tuba TUNCER |
| 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 | 20 |
| 1. Ara Sınav | 30 |
| 1. Performans Görevi (Uygulama) | 25 |
| 2. Performans Görevi (Uygulama) | 25 |
| Toplam | 100 |
| 1. Yıl İçinin Başarıya | 60 |
| 1. Final | 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 | 1 | 16 |
| Mid-terms | 1 | 5 | 5 |
| Final examination | 1 | 10 | 10 |
| Assignment | 1 | 6 | 6 |
| Performance Task (Application) | 1 | 6 | 6 |
| Toplam İş Yükü | 75 | ||
| Toplam İş Yükü / 25 (Saat) | 3 | ||
| Dersin AKTS Kredisi | 3 | ||