| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| School and Establıshment Experıence In Specıal Educatıon | OEO 312 | 6 | 1 + 4 | 3 | 6 |
| Ön Koşul Dersleri | None |
| Önerilen Seçmeli Dersler | None |
| Dersin Dili | Türkçe |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Zorunlu |
| Dersin Koordinatörü | Dr.Öğr.Üyesi UĞUR YASSIBAŞ |
| Dersi Verenler | |
| Dersin Yardımcıları |
Öğr.Gör. EMRAH BİLGİÇ |
| Dersin Kategorisi | Alanına Uygun Temel Öğretim |
| Dersin Amacı | Experience the in institutions that have a school providing special education services |
| Dersin İçeriği | 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. |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 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, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 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 |
| Kaynaklar | |
|---|---|
| Ders Notu | Lecturer notes |
| Ders Kaynakları | *Ataman, A. (2003). Özel gereksinimli çocuklar ve özel eğitime giriş. Ankara: Gündüz eğitim yayıncılık. |
| 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 | |||||
| # | Ders Öğrenme Çıktılarının Program Çıktılarına Katkısı | PÇ 1 | PÇ 2 | PÇ 3 | PÇ 4 | PÇ 5 | PÇ 6 | PÇ 7 | PÇ 8 | PÇ 9 |
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | The students explain primary schools in Turkey, structure, functioning and able to evaluate the curriculum. | |||||||||
| 2 | The students explain natural resources providing support in inclusive environments explain. | |||||||||
| 3 | The students explain special Education Consulting based on the basic assumptions and explain the steps. | |||||||||
| 4 | The students explain training teams that play a role in the school setting for collaborative work and be able to explain. | |||||||||
| 5 | The students explain requirements determination may be made in school setting explain. | |||||||||
| 6 | The students explain training can be carried out in the school setting, materials and instructional adaptations explain. | |||||||||
| 7 | The students explain student demonstrates how be composed of sound groups, pronounce, word and sentence and taught these to students. |
| Değerlendirme Sistemi | |
|---|---|
| Yarıyıl Çalışmaları | Katkı Oranı |
| 1. Ödev | 0 |
| Toplam | 0 |
| 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 | 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 |
| Toplam İş Yükü | 161 | ||
| Toplam İş Yükü / 25 (Saat) | 6,44 | ||
| dersAKTSKredisi | 6 | ||