|Course Name||Code||Semester||T+U Hours||Credit||ECTS|
|Interdisciplinary Work and Collaboration For Intellectual Disabilities||OEO 006||0||2 + 0||2||3|
|Recommended Optional Courses|
|Course Level||Bachelor's Degree|
|Course Coordinator||Arş.Gör. UĞUR YASSIBAŞ|
Arş. Gör. Ahmet FİDAN
Students who complete this course will be able to discuss these strategies by learning the strategies that will enable the professionals and families involved in the education of children with intellectual disabilities to work together in harmony with the institutions.
Cooperation in special education: precaution and legal obligation; roles and responsibilities in special education; cooperation models in special education; cooperation in the educational evaluation process; cooperation in special education schools; cooperation in cohesion schools; family collaboration; employment and cooperation; society and cooperation; requirements for successful cooperation in special education
|#||Course Learning Outcomes||Teaching Methods||Assessment Methods|
|1||Students explain the importance of cooperation in special education.||Lecture, Question-Answer, Discussion, Brain Storming, Case Study,||Testing, Homework,|
|2||Students provide information about the conditions for successful co-operation in special education.||Lecture, Question-Answer, Discussion, Brain Storming, Case Study,||Testing, Homework,|
|3||Students explain the roles and responsibilities of stakeholders (teachers, school administrators, parents, school personnel, support service providers) involved in special education.||Lecture, Question-Answer, Discussion, Brain Storming, Case Study,||Testing, Homework,|
|4||Students explain cooperation models in special education.||Lecture, Question-Answer, Discussion, Brain Storming, Case Study,||Testing, Homework,|
|5||Students provide information on assessment in special education, training and co-operation processes during transition to adulthood.||Lecture, Question-Answer, Discussion, Brain Storming, Case Study,||Testing, Homework,|
|6||Students provide information about the social co-operation required for the social acceptance of individuals with special needs.||Lecture, Question-Answer, Discussion, Brain Storming, Case Study,||Testing, Homework,|
|Week||Course Topics||Preliminary Preparation|
- Cavkaytar, A. (Ed.) (2013). Özel Eğitim. Ankara: Vize.
- Diken, İ. H. (Edt.). (2010). İlköğretimde Kaynaştırma. Ankara: Pegem Akademi.
- Diken, İ. H. (Edt.). (2012). Özel Eğitime Gereksinimi Olan Öğrenciler ve Özel Eğitim (6. Baskı). Ankara: Pegem Akademi.
- Mastropieri, M. A. ve Scruggs, T. E. (2016). Kaynaştırma Sınıfı: Etkili Farklılaştırılmış Öğretim İçin Stratejiler. (M. şahin ve T. Altun, Çev. Ed.). Ankara: Nobel. (5. Basımdan çev.).
- Vuran, S. (2014). Özel Eğitim (3. Baskı). Ankara: Maya Akademi.
|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.|
|2||Learner feels ready to work with individual with developmental disabilities, and has effective communication skills.|
|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.|
|4||They inform to audiences about special education and teaching skills, explain thinks to them.|
|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.|
|6||They take the responsibiliy of unexpected events in his job and try to find solutions.|
|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.|
|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).|
|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.|
|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)||12||1||12|
|Total Workload / 25 (Hours)||3.28|