| Course Name | Code | Semester | T+U Hours | Credit | ECTS |
|---|---|---|---|---|---|
| Teaching Practice In Special Education II | OEO 410 | 8 | 2 + 8 | 6 | 15 |
| 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. DAMLA ALTIN |
| Course Lecturers | Dr.Öğr.Üyesi CANAN SOLA ÖZGÜÇ, Doç.Dr. EDA DEMİRHAN, Öğr.Gör.Dr. EMRAH BİLGİÇ, Dr.Öğr.Üyesi AHMET FİDAN, Arş.Gör. DAMLA ALTIN, Arş.Gör. UĞUR YASSIBAŞ, MEB Personeli , Dr.Öğr.Üyesi ÖZLEM GÜMÜŞKAYA, |
| Course Assistants | Research Assisstant Ahmet FİDAN |
| Course Category | Available Basic Education in the Field |
| Course Objective | The students who completed this course, will be able to provide effective teaching to students with developmental disabilities. Also other aim of the lesson is to inform the students about teaching applications. |
| Course Content | Concepts, skills, play and do education in the skills identified in the academic field, keeping records of his training, retention and generalization graphical representation of the workings of making and recording, behavior modification program development and implementation, anecdotal record keeping, anecdotal record did ABC record the turn, keep the records from a determining a student's behavior will be changed, decide to modify the technical application of behavior modification techniques chosen, the application for keeping daily records, writing reports results in application behavior change results in practice. |
| # | Course Learning Outcomes | Teaching Methods | Assessment Methods |
|---|---|---|---|
| 1 | The students apply a behavior modification program. | Lecture, Question-Answer, Brain Storming, | Testing, Oral Exam, Homework, Project / Design, Portfolio, Performance Task, |
| 2 | The students apply teaching programs for social skills. | Lecture, Question-Answer, Drilland Practice, Group Study, | Testing, Oral Exam, Homework, Project / Design, Portfolio, Performance Task, |
| 3 | The students apply teaching programs for chained skills. | Lecture, Question-Answer, | Testing, Oral Exam, Homework, Project / Design, Portfolio, Performance Task, |
| 4 | The students apply his/her lesson plans in group activities and one on one sessions. | Lecture, Question-Answer, | Testing, Oral Exam, Homework, Project / Design, Portfolio, Performance Task, |
| 5 | The students observe student behaviors. | Lecture, Question-Answer, | Testing, Oral Exam, Homework, Project / Design, Portfolio, Performance Task, |
| 6 | The students prepare behavior change program. | Lecture, Question-Answer, | Testing, Oral Exam, Homework, Project / Design, Portfolio, Performance Task, |
| 7 | The students decide on a technique and apply it. | Lecture, Question-Answer, | Testing, Oral Exam, Homework, Project / Design, Portfolio, Performance Task, |
| Week | Course Topics | Preliminary Preparation |
|---|---|---|
| 1 | The students take the weekly course schedule of the class, taking the student list, yearly and unit plans, and puts them in the application file. | The relevant sections of the references |
| 2 | The student think two different lesson plans as "How could I help you?" and puts her planned form into the application file. | The relevant sections of the references |
| 3 | The students fill in performance evaluation forms for "all development areas" for "at least one student" in line with the needs of the students. | The relevant sections of the references |
| 4 | The students prepare IEP for the needs of the students | The relevant sections of the references |
| 5 | The students prepare ITP for the needs of the students. | The relevant sections of the references |
| 6 | The students collect and graphs the starting level data to determine the pre-instructional performance level of the student for a concept teaching the student identifies. | The relevant sections of the references |
| 7 | The students prepare a curriculum for teaching a concept identified. | The relevant sections of the references |
| 8 | The students prepare a curriculum for teaching a concept identified. | The relevant sections of the references |
| 9 | The students applie the concept teaching program he has prepared. | The relevant sections of the references |
| 10 | Mid-exam | The relevant sections of the references |
| 11 | The students applie the concept teaching program he has prepared. | The relevant sections of the references |
| 12 | The student records results of the program for teaching the concept and processes into the graphic. | The relevant sections of the references |
| 13 | The student records results of the program for teaching the concept and processes into the graphic. | The relevant sections of the references |
| 14 | Final exam | The relevant sections of the references |
| Resources | |
|---|---|
| Course Notes | <p>Relevant lesson notes</p> |
| Course Resources | Özyürek. M. (2005) Sınıfta davranış değiştirme (Uygulamalı Davranış Analizi). Ankara: Kök yayıncılık |
| 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. Performans Görevi (Uygulama) | 25 |
| 2. Performans Görevi (Uygulama) | 25 |
| 3. Performans Görevi (Uygulama) | 25 |
| 1. Ara Sınav | 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 | 10 | 160 |
| Hours for off-the-classroom study (Pre-study, practice) | 16 | 10 | 160 |
| Mid-terms | 1 | 5 | 5 |
| Quiz | 2 | 5 | 10 |
| Assignment | 1 | 20 | 20 |
| Final examination | 1 | 10 | 10 |
| Performance Task (Application) | 2 | 10 | 20 |
| Total Workload | 385 | ||
| Total Workload / 25 (Hours) | 15.4 | ||
| dersAKTSKredisi | 15 | ||