Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
---|---|---|---|---|---|
Instructıonal Adaptatıons In Intellectual Dısabılıtıes | OEO 002 | 0 | 2 + 0 | 2 | 3 |
Ön Koşul Dersleri | None |
Önerilen Seçmeli Dersler | None |
Dersin Dili | Türkçe |
Dersin Seviyesi | Lisans |
Dersin Türü | Seçmeli |
Dersin Koordinatörü | Dr.Öğr.Üyesi AHMET FİDAN |
Dersi Verenler | Dr.Öğr.Üyesi EMRAH BİLGİÇ, |
Dersin Yardımcıları | Lect.Dr. EMRAH BİLGİÇ |
Dersin Kategorisi | Alanına Uygun Temel Öğretim |
Dersin Amacı | All academic, to be adjusted to respond to all the needs of social and physical adaptation. |
Dersin İçeriği | Adaptation of instructional materials Teaching adaptation Adapting the evaluation Adapting the physical setting |
# | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
---|---|---|---|
1 | Student explains the importance of instructional adaptations. | Lecture, Question-Answer, Discussion, | Testing, Homework, Performance Task, |
2 | Student explains the types of instructional adaptations. | Lecture, Question-Answer, Discussion, | Testing, Homework, Performance Task, |
3 | Student specifies adaptations can be made in the context of education. | Lecture, Self Study, Problem Solving, | Testing, Homework, Performance Task, |
4 | Student specifies adaptations can be made in the context of education. | Lecture, Question-Answer, Discussion, | Testing, Homework, Performance Task, |
5 | Student determines the additional purposes | Lecture, Question-Answer, Discussion, | Testing, Homework, Performance Task, |
Hafta | Ders Konuları | Ön Hazırlık |
---|---|---|
1 | Instructional adaptations. | Lessons notes |
2 | Instructional adaptations. | Lessons notes |
3 | Importance of instructional adaptations. | Lessons notes |
4 | Importance of instructional adaptations. | Lessons notes |
5 | Importance of instructional adaptations. | Lessons notes |
6 | Importance of instructional adaptations. | Lessons notes |
7 | Types of instructional adaptations | Lessons notes |
8 | Types of instructional adaptations | Lessons notes |
9 | Midexam | Lessons notes |
10 | Types of instructional adaptations | Lessons notes |
11 | Types of instructional adaptations | Lessons notes |
12 | Types of instructional adaptations | Lessons notes |
13 | Types of instructional adaptations | Lessons notes |
14 | Final exam | Lessons notes |
Kaynaklar | |
---|---|
Ders Notu | Lecturer notes |
Ders Kaynakları | Batu, E. S. (2010). Erken Çocuklukta Kaynaştırmanın Başarısını Etkileyen Faktörler & Türkiye'de İlgili Çalışmalar. International Journal of Early Childhood Special Education, 2(1). Batu, E. S., Çolak, A., ve Odluyurt, S. (2013). Özel gereksinimli çocukların kaynaştırılması (2. Baskı). Ankara: Vize 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 | |||||
10 | X | ||||||
11 | X | ||||||
12 | X | ||||||
13 | X | ||||||
14 | X | ||||||
15 | X |
Değerlendirme Sistemi | |
---|---|
Yarıyıl Çalışmaları | Katkı Oranı |
1. Ara Sınav | 60 |
1. Kısa Sınav | 10 |
2. Kısa Sınav | 10 |
1. Ödev | 20 |
Toplam | 100 |
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 | 2 | 32 |
Hours for off-the-classroom study (Pre-study, practice) | 16 | 1 | 16 |
Mid-terms | 1 | 10 | 10 |
Quiz | 2 | 2 | 4 |
Assignment | 1 | 5 | 5 |
Final examination | 1 | 10 | 10 |
Toplam İş Yükü | 77 | ||
Toplam İş Yükü / 25 (Saat) | 3,08 | ||
Dersin AKTS Kredisi | 3 |