Course Name Code Semester T+U Hours Credit ECTS
School and Establishment Experience In Special Education OEO 312 6 1 + 4 3 6
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. UĞUR YASSIBAŞ
Course Lecturers
Course Assistants

 

Öğr.Gör. EMRAH BİLGİÇ

Course Category Available Basic Education in the Field
Course Objective

Experience the in institutions that have a school providing special education services

Course Content

Experience the in institutions that have a school providing special education services; participation in educational services; My special training preparation work planning; class of teachers in the educational environment, cooperation counselor and others; managing class of the educational environment; making instructional adaptations; instruction execution; My perform intra class of presentation of the activities implemented; recommendations regarding the development and implementation problems encountered.

# Course Learning Outcomes Teaching Methods Assessment Methods
1 The students explain primary schools in Turkey, structure, functioning and able to evaluate the curriculum. Lecture, Question-Answer, Testing, Homework, Performance Task,
2 The students explain natural resources providing support in inclusive environments explain. Lecture, Question-Answer, Testing, Homework, Performance Task,
3 The students explain special Education Consulting based on the basic assumptions and explain the steps. Lecture, Question-Answer, Testing, Homework, Performance Task,
4 The students explain training teams that play a role in the school setting for collaborative work and be able to explain. Lecture, Question-Answer, Testing, Homework, Performance Task,
5 The students explain requirements determination may be made in school setting explain. Lecture, Question-Answer, Testing, Homework, Performance Task,
6 The students explain training can be carried out in the school setting, materials and instructional adaptations explain. Lecture, Question-Answer, Testing, Oral Exam,
7 The students explain student demonstrates how be composed of sound groups, pronounce, word and sentence and taught these to students. Lecture, Question-Answer, Testing, Homework, Performance Task,
Week Course Topics Preliminary Preparation
1 Observing institutional and classroom educational, behavioral and developmental practices Observation Guide
2 Observing institutional and classroom educational, behavioral and developmental practices Observation Guide
3 Observing institutional and classroom educational, behavioral and developmental practices Observation Guide
4 Observing institutional and classroom educational, behavioral and developmental practices Observation Guide
5 Observing the academic and non-academic behavior of children Observation Guide
6 Observing the academic and non-academic behavior of children Observation Guide
7 Observing the academic and non-academic behavior of children Observation Guide
8 Observing the academic and non-academic behavior of children Observation Guide
9 Share observations and discuss Observation Guide
10 Share observations and discuss Observation Guide
11 Discussion on problems and suggestions that may be encountered in the institution and in the class Observation Guide
12 Discussion on problems and suggestions that may be encountered in the institution and in the class Observation Guide
13 Discussion on problems and suggestions that may be encountered in the institution and in the class Observation Guide
14 Final Observation Guide
Resources
Course Notes <p>Lecturer notes</p>
Course Resources

*Ataman, A. (2003). Özel gereksinimli çocuklar ve özel eğitime giriş. Ankara: Gündüz eğitim yayıncılık.
*Batu, S. E. (2000). Özel gereksinimli öğrencilerin kaynaştırıldığı bir kız Meslek Lisesindeki öğretmenlerin kaynaştırmaya ilişkin görüş ve önerileri. Eskişehir: Anadolu Üniversitesi Yayınları.
*Eripek, S. (1986). Engelli çocukların normal sınıflara yerleştirilmesi. "Kaynaştırma". Eğitim Fakültesi Dergisi, 1,2 157-167.
*Fiscus, E. D., ve Mandell, C. J. (1997). Bireyselleştirilmiş eğitim programlarının geliştirilmesi. Editör: Gönül Akçamete, Ankara.
*Gürsel, O.(2003). Bireyselleştirilmiş eğitim programlarının geliştirilmesi. AÖF Okulöncesi Öğretmenliği Lisans Programı. Eskişehir: Anadolu Üniversitesi Yayınları. *Kırcaali-İftar, G. (1986). Özel eğitimde kaynaştırma. Eğitim ve Bilim, 16, 86, 45-49. Kırcaali-İftar, G. (1994). Özel eğitim danışmanlığı. I. Eğitim Bilimleri Kongresi, Adana: Cilt 1, 332-338.
*Kırcaali-İftar, G. (1998). "Özel gereksinimli bireyler ve özel eğitim." Özel Eğitim: İlköğretim Öğretmenliği Lisans Tamamlama Programı. Eskişehir: Anadolu Üniversitesi Yayınları.
*Meyen, E. L., Vergason, G. A. Ve Whelan, R. J. (1995). Strategies for teaching exceptional children in inclusive settings. Denver: Love Publishing Company.
*Uysal, A. (1995). Öğretmenlerin ve okul yöneticilerinin zihin engelli çocukların kaynaştırılmasında karşılaşılan sorunlara ilişkin görüşleri. Yayınlanmamış Yüksek Lisans Tezi, Eskişehir: Anadolu Üniversitesi.

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 X
12 X
13 X
14 X
15 X
Evaluation System
Semester Studies Contribution Rate
1. Ödev 25
1. Performans Görevi (Uygulama) 25
2. Performans Görevi (Uygulama) 25
3. Performans Görevi (Uygulama) 25
Total 100
1. Yıl İçinin Başarıya 50
1. Final 50
Total 100
ECTS - Workload Activity Quantity Time (Hours) Total Workload (Hours)
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 10 10
Quiz 1 5 5
Assignment 1 20 20
Final examination 1 10 10
Performance Task (Application) 4 5 20
Total Workload 161
Total Workload / 25 (Hours) 6.44
dersAKTSKredisi 6