Course Name Code Semester T+U Hours Credit ECTS
Errorless Teaching Procedures OEO 007 0 2 + 0 2 3
Precondition Courses <p>Special Education</p> <p>Early Childhood Special Education</p>
Recommended Optional Courses
Course Language Turkish
Course Level Bachelor's Degree
Course Type Optional
Course Coordinator Dr.Öğr.Üyesi AHMET FİDAN
Course Lecturers
Course Assistants

Res. Asisst. Ahmet FİDAN

Course Category Field Proper Education
Course Objective

The purpose of the course is to provide introductory information about errorless teaching techniques of which evidence based practices to special education students.

Course Content

The course contents stimulus shaping, stimulus fading, time delay, and superimposition within response and stimulu errorless teaching techniques.

# Course Learning Outcomes Teaching Methods Assessment Methods
1 Explains the concept of errorless teaching and the general features of errorless teaching. Lecture, Question-Answer, Testing,
2 Explains the constant time-delay procedures Lecture, Question-Answer, Discussion, Case Study, Problem Solving, Testing, Homework,
3 Explains the progressive time delay prompting Lecture, Question-Answer, Drilland Practice, Testing, Homework,
4 Explains antecedent prompt and test Lecture, Question-Answer, Drilland Practice, Testing, Homework,
5 Lecture, Discussion, Case Study, Problem Solving, Testing, Homework,
6 Lecture, Discussion, Brain Storming, Case Study, Testing, Homework,
Week Course Topics Preliminary Preparation
Course Notes <p>Course notes (slides)</p>
Course Resources

Tekin İftar, E. & Kırcaali İftar, G. (2013). Errorless Teaching in Special Education (Özel Eğitimde Yanlışsız Öğretim Yöntemleri). 2nd ed. Ankara: Vize Pub.

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.
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.
Evaluation System
Semester Studies Contribution Rate
1. Proje / Tasarım 100
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 2 32
Hours for off-the-classroom study (Pre-study, practice) 16 2 32
Mid-terms 1 2 2
Quiz 1 3 3
Assignment 1 3 3
Performance Task (Application) 1 2 2
Final examination 1 5 5
Total Workload 79
Total Workload / 25 (Hours) 3.16
dersAKTSKredisi 3