| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Pysıcal Educatıon and Sport In Specıal Educatıon | OEO 306 | 6 | 3 + 0 | 3 | 4 |
| Ön Koşul Dersleri | |
| Önerilen Seçmeli Dersler | |
| Dersin Dili | Türkçe |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Zorunlu |
| Dersin Koordinatörü | Dr.Öğr.Üyesi AHMET FİDAN |
| Dersi Verenler | |
| Dersin Yardımcıları | |
| Dersin Kategorisi | Alanına Uygun Temel Öğretim |
| Dersin Amacı | It is aimed to give information about physical development; planning physical training activities to support motor development areas, taking into account the development and learning characteristics of children in need of special education; the preparation and implementation of sports activity plans to be made with individuals and groups. |
| Dersin İçeriği | Basic concepts: disorder, disability, disability, causes, prevention, physical education and sport; Physical education and sport features in individuals with different special education needs; Measuring and evaluating physical education and sports characteristics in individuals with special education needs; Planning and programming to support physical education and sporting features in individuals with special education needs; Physical education and instructional approaches that can be used; Physical training and adaptation to individuals who are in need of sports special education. |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | Students give information about the motor development of normally developing individuals. | Lecture, Question-Answer, Discussion, Case Study, | Testing, |
| 2 | Students explain importance of physical activities and sport for children with special needs. | Case Study, Discussion, Question-Answer, Lecture, | Testing, |
| 3 | Students explain to aims of psychomotors, cognitive and affective effects of physical activities and sport. | Case Study, Discussion, Question-Answer, Lecture, | Testing, |
| 4 | Students explain special physical education models developed for individiuals with special needs. | Case Study, Discussion, Question-Answer, Lecture, | Testing, |
| 5 | Students explain assessment of students with special needs on physical activities and sport. | Problem Solving, Self Study, Case Study, Lecture, Question-Answer, Discussion, Drilland Practice, Group Study, | Homework, Testing, |
| 6 | Students explain the physical activity and sports characteristics of the individuals with special needs. | Lecture, Discussion, Drilland Practice, Group Study, Case Study, Self Study, Problem Solving, Question-Answer, | Testing, Homework, |
| 7 | Students explain the physical activity and sport adaptations for students with specal needs. | Lecture, Discussion, Drilland Practice, Group Study, Case Study, Self Study, Problem Solving, Question-Answer, | Testing, Homework, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | MOTOR DEVELOPMENT AND MOTOR LEARNING | Relevant sections of resources |
| 2 | PHYSICAL COMPATIBILITY AND MOTOR EVALUATION | Relevant sections of resources |
| 3 | BODY AWARENESS AND POSTURE | Relevant sections of resources |
| 4 | PHYSICAL EDUCATION, ACTIVITY, SPORTS AND ADAPTATION | Relevant sections of resources |
| 5 | TEACHING APPROACHES IN PHYSICAL EDUCATION AND SPORTS | Relevant sections of resources |
| 6 | REDUCTION METHODS OF PROBLEM BEHAVIORS IN PHYSICAL EDUCATION AND SPORTS | Relevant sections of resources |
| 7 | MID-TERM EXAM | Relevant sections of resources |
| 8 | INDIVIDUALIZED PHYSICAL EDUCATION PROGRAM | Relevant sections of resources |
| 9 | PHYSICAL EDUCATION AND SPORTS IN STUDENTS WITH INTELLECTUAL DISABILITY AND ATTENTION OF DEFICIENCY-HYPERACTIVITY DISORDERS | Relevant sections of resources |
| 10 | PHYSICAL EDUCATION AND SPORTS IN STUDENTS WITH AUTISM SPECTRUM DISORDER | Relevant sections of resources |
| 11 | PHYSICAL EDUCATION AND SPORTS IN STUDENTS WITH SEREBRAL PALSION AND TRAUMATIC BRAIN INJURY | Relevant sections of resources |
| 12 | PHYSICAL EDUCATION AND SPORTS IN STUDENTS WITH VISUAL IMPAIRMENT AND HEARING LOSS | Relevant sections of resources |
| 13 | PHYSICAL EDUCATION AND SPORTS IN STUDENTS WITH SPECIAL HEALTH PROBLEM | Relevant sections of resources |
| 14 | FINAL EXAM | Relevant sections of resources |
| Kaynaklar | |
|---|---|
| Ders Notu | |
| Ders Kaynakları | - Lecture notes - Sevimay Özer, D. (2013). Engelliler İçin Beden Eğitimi ve Spor (4. Baskı). Ankara: Nobel Yay. |
| 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. Proje / Tasarım | 100 |
| Toplam | 100 |
| 1. Yıl İçinin Başarıya | 40 |
| 1. Final | 60 |
| 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) | 12 | 1 | 12 |
| Mid-terms | 1 | 10 | 10 |
| Quiz | 1 | 8 | 8 |
| Assignment | 1 | 6 | 6 |
| Final examination | 1 | 20 | 20 |
| Toplam İş Yükü | 104 | ||
| Toplam İş Yükü / 25 (Saat) | 4,16 | ||
| Dersin AKTS Kredisi | 4 | ||