| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Famıly Educatıon In Specıal Educatıon | OEO 302 | 6 | 3 + 0 | 3 | 4 |
| Ön Koşul Dersleri | A prerequisite course has not been determined for the regarding course. |
| Önerilen Seçmeli Dersler | Special Education |
| Dersin Dili | Türkçe |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Zorunlu |
| Dersin Koordinatörü | Dr.Öğr.Üyesi ÖZLEM GÜMÜŞKAYA |
| Dersi Verenler | |
| Dersin Yardımcıları | Research Assisstant Ahmet FİDAN |
| Dersin Kategorisi | Alanına Uygun Öğretim |
| Dersin Amacı | The main purpose of the course is to inform the students about family education and consultancy. The objectives of this course are: |
| Dersin İçeriği | Family education and consultancy of parents who have individuals with developmental disabilities. |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | Learners will be able to explain family, family who have children with disabilities, family education. | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| 2 | Learners will be able to explain the adaptation of the family to the children’s disability. | Discussion, Question-Answer, Lecture, | Homework, Testing, |
| 3 | Learners will be able to explain family, school, child, enviroment and society relations. | Discussion, Question-Answer, Lecture, | Homework, Testing, |
| 4 | Learners will be able to explain teacher – family relations and communication. | Discussion, Question-Answer, Lecture, | Homework, Testing, |
| 5 | Learners will be able to explain the aims of the family education. | Discussion, Question-Answer, Lecture, | Homework, Testing, |
| 6 | Learners will be able to explain the services presented to families. | Discussion, Question-Answer, Lecture, | Homework, Testing, |
| 7 | Learners will be able to explain family education programs. | Discussion, Question-Answer, Lecture, | Homework, Testing, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | Introducing the course program and its content | Relevant sections of resources |
| 2 | Family, Turkish family structure, Family Education, Families of Disabled Children - The Role of the Family in Education and Special Education - Students will read the stories given to them | Relevant sections of resources |
| 3 | Family Compliance Process - Diagnosis of children with disabilities, - The first difference in family - Reactions of families | Relevant sections of resources |
| 4 | Family, School, Child, Environment, Society Relationship and Interaction Family, Child and School Relationship | Relevant sections of resources |
| 5 | Teacher family relationship and communication | Relevant sections of resources |
| 6 | Objectives of Family Education | Relevant sections of resources |
| 7 | Mid-term exam | Relevant sections of resources |
| 8 | Services for families - Family Participation - Basic concepts - Types of participation | Relevant sections of resources |
| 9 | Family Education Approaches | Relevant sections of resources |
| 10 | Family Education Programs - Home-Based Programs - School-Centered Programs - Home / School-Centered Programs Distance Education Programs | Relevant sections of resources |
| 11 | Planning, implementing and recording family education session processes based on applied behavior analysis. | Relevant sections of resources |
| 12 | Development of family education programs for behavior change and skill teaching in children | Relevant sections of resources |
| 13 | Family education studies in Turkey | Relevant sections of resources |
| 14 | Final exam | Relevant sections of resources |
| Kaynaklar | |
|---|---|
| Ders Notu | Cavkaytar, Atilla. (2008). Coorperation with Parents (Ailelerle işbirliği). In Special Education (Özel Eğitim) (Ed. Süleyman Eripek). Eskişehir: Anadolu Open University Pub. Cavkaytar, A. (2005). Teaching self-care and domestic skills to children with special needs: applied manual for teacher, teacher aides and family (Özel gereksinimi olan çocuklara özbakım ve ev içi becerilerinin öğretimi: uygulamalı el kitabı: öğretmen, yardımcı öğretmen ve aileler için). Ankara: Gündüz Pub. |
| Ders Kaynakları | Cavkaytar, A., Ardıç, A. Özbey, F. Sönmez, M., Özdemir, O., and Aksoy, V. (2015). Parent Training and Guidence on Special Education (Özel eğitimde aile eğitimi ve rehberliği). (Ed. Atilla Cavkaytar) Ankara: Vize Pub. Turnbull, A. P., Turnbull, H. R., Erwin, E. J., Soodak, L. C., & Shogren, K. A. (2011). Families, Professionals, and Exceptionality: Positive Outcomes Through Partnerships and Trust, 6th Edition.Upper Saddle River, N.J. : Pearson. |
| 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 | 35 |
| 1. Ara Sınav | 35 |
| 1. Kısa Sınav | 15 |
| 1. Performans Görevi (Uygulama) | 15 |
| 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 | 3 | 48 |
| Hours for off-the-classroom study (Pre-study, practice) | 16 | 3 | 48 |
| Mid-terms | 1 | 2 | 2 |
| Quiz | 1 | 1 | 1 |
| Assignment | 1 | 5 | 5 |
| Final examination | 1 | 6 | 6 |
| Performance Task (Application) | 1 | 2 | 2 |
| Toplam İş Yükü | 112 | ||
| Toplam İş Yükü / 25 (Saat) | 4,48 | ||
| Dersin AKTS Kredisi | 4 | ||