| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Readıng and Wrıtıng Instructıon In Specıal Educatıon | OEO 301 | 5 | 3 + 0 | 3 | 4 |
| Ön Koşul Dersleri | None |
| Önerilen Seçmeli Dersler | None |
| Dersin Dili | Türkçe |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Zorunlu |
| Dersin Koordinatörü | Arş.Gör.Dr. DAMLA ALTIN |
| Dersi Verenler | |
| Dersin Yardımcıları | Research Assisstant Damla ALTIN |
| Dersin Kategorisi | Alanına Uygun Temel Öğretim |
| Dersin Amacı | To give skill and knowledge on application level about teaching reading and writing with “voice basic” and “phreze” procedure to handicapped children |
| Dersin İçeriği | Listening, sepeaking, visual reading and visual supply; defined reading - writing learn field and relation of between this proces and learn field, characteristic of Turkish, effect of this characteristic to first reading and writing taught; aim and principle of first reading and reding instruction, base characteristic of first grade teachers and studients, the cause of failura in first reading and readin instruction, used material in first reading and writing instruction (characteristic and effects, material select, constitute and use); practice method in first reading and writing instruction (defines, characteristic, classification, practice, superiority of method and limitations); saund based sentence method (defination, principles, characteristic, stace and practice) practice of reading and writing instruction with saund based sentence method staces for mentally disabled student. |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | Student explains content of first reading and writing program. | Lecture, Question-Answer, Drilland Practice, | Testing, Homework, Performance Task, |
| 2 | Student applys Sound Based Sentence Method to first reading and writing instruction. | Lecture, Question-Answer, Drilland Practice, | Testing, Homework, Performance Task, |
| 3 | Student recognizes Primary educations Turkish lesson program. | Lecture, Question-Answer, Drilland Practice, | Testing, Homework, Performance Task, |
| 4 | Student explains base approach of program. | Lecture, Question-Answer, Drilland Practice, | Testing, Homework, Performance Task, |
| 5 | Student applys appropriate approach to first reading and writing lessons. | Lecture, Question-Answer, Drilland Practice, | Testing, Homework, Performance Task, |
| 6 | Student develops plans activity preparation in first reading and writing. | Lecture, Question-Answer, Drilland Practice, | Testing, Homework, Portfolio, |
| 7 | Student demonstrates how be composed of sound groups, pronounce, word and sentence and reched these to desabled students. | Lecture, Question-Answer, Drilland Practice, | Testing, Homework, Performance Task, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | Introduction of course content | |
| 2 | The aims and principles of literacy teaching, historical development, basic characteristics of first grade teachers and students | Research on the related topic |
| 3 | Early literacy | Research on the related topic |
| 4 | Reading and writing teaching methods | Research on the related topic |
| 5 | Analysis and planning of literacy teaching, possible problems and solutions | Research on the related topic |
| 6 | Student presentations | Working group preparation for the presentation |
| 7 | Student presentations | Working group preparation for the presentation |
| 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 |
| Kaynaklar | |
|---|---|
| Ders Notu | releted notes |
| Ders Kaynakları | Bilgic, E. (2016) Özel Eğitimde Okuma - Yazma Öğretimi. (Ed. Hasan Avcıoğlu), Ankara: Eğiten Kitap. |
| 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. Ara Sınav | 40 |
| 1. Kısa Sınav | 20 |
| 1. Ödev | 25 |
| 2. Ödev | 15 |
| Toplam | 100 |
| 1. Yıl İçinin Başarıya | 50 |
| 1. Final | 50 |
| Toplam | 100 |
| AKTS - İş Yükü Etkinlik | Sayı | Süre (Saat) | Toplam İş Yükü (Saat) |
|---|---|---|---|
| Course Duration (Including the exam week: 16x Total course hours) | 16 | 3 | 48 |
| Hours for off-the-classroom study (Pre-study, practice) | 16 | 1 | 16 |
| Mid-terms | 1 | 8 | 8 |
| Quiz | 1 | 2 | 2 |
| Assignment | 2 | 8 | 16 |
| Final examination | 1 | 10 | 10 |
| Toplam İş Yükü | 100 | ||
| Toplam İş Yükü / 25 (Saat) | 4 | ||
| Dersin AKTS Kredisi | 4 | ||