|Course Name||Code||Semester||T+U Hours||Credit||ECTS|
|Transition - To Adulthood In Intellectual Disabilities||OEO 003||0||2 + 0||2||3|
|Precondition Courses||<p>A prerequisite course has not been determined for the regarding course.</p>|
|Recommended Optional Courses||<p>Special Education</p>|
|Course Level||Bachelor's Degree|
|Course Coordinator||Arş.Gör. UĞUR YASSIBAŞ|
Research Asistant Uğur Yassıbaş
|Course Category||Field Proper Education|
To be able to gain information to teacher candidates about the transition process of individuals with intellectual disabilities to adulthood and the planning of this process to application level.
Significant legal arrangements in the transition to social life.
Practices and offered support in the transition to social life.
The situation in which adult disabled people are present,
The status of families with adult with disabilities,
Civil society and professional organizations that serve adults with disabilities,
Gaining basic business skills.
For leisure time activities,
Planning for the transition to independent life.
|#||Course Learning Outcomes||Teaching Methods||Assessment Methods|
|1||Explains important legal basis for the transition to school life of students with disabilities to live independently .||Lecture,||Testing,|
|2||Explains the status of the family in the transition to adulthood.||Lecture,||Testing,|
|3||Analyzes the transition planning process.||Lecture,||Testing,|
|4||Discusses the necessary support in the social life transition .||Discussion,||Oral Exam,|
|5||Develops recommendations on the measures to be taken to create safe living areas .||Lecture,||Testing,|
|Week||Course Topics||Preliminary Preparation|
|Course Notes||<p>Course notes (slides)</p>|
Cavkaytar, A. (2013). Priming to Future (Geleceğe hazırlanma). (Ed. Atilla Cavkaytar), In Special Education (Özel Eğitim). Ankara: Vize Pub.
Steere, D. E., Rose, E., Cavaiuolo, D. (2007). Growing Up: Transition to Adult Life for Students with Disabilities. Boston, MA: Pearson Education Inc
|Order||Program Outcomes||Level of Contribution|
|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|
|Semester Studies||Contribution Rate|
|1. Yıl İçinin Başarıya||40|
|ECTS - Workload Activity||Quantity||Time (Hours)||Total Workload (Hours)|
|Course Duration (Including the exam week: 16x Total course hours)||16||2||32|
|Hours for off-the-classroom study (Pre-study, practice)||16||2||32|
|Total Workload / 25 (Hours)||3.4|