Course Name Code Semester T+U Hours Credit ECTS
Diagnostic Models and Tests In Special Ability) OEO 008 0 2 + 0 2 3
Precondition Courses
Recommended Optional Courses
Course Language Turkish
Course Level Bachelor's Degree
Course Type Optional
Course Coordinator Doç.Dr. EDA DEMİRHAN
Course Lecturers
Course Assistants

Research Assist. Damla Altın

Course Category Field Proper Education
Course Objective

Bt the end of this course, students are aimed to gain the following knowledge and skills:
1) identification of the characteristics of gifted/talented children
2) how to maximize the gifted/talented students' potential use
3) national and international diagnostic tests which are used
4) national and international diagnostic models which are used

Course Content

Identification of the characteristics of gifted/talented children, duties and responsibilities of gifted/talented children, national and international diagnostic models and tests of the gifted/talented children

# Course Learning Outcomes Teaching Methods Assessment Methods
1 He/she explains the theories of intelligence which are used for the identification of gifted/talented. Lecture, Question-Answer, Discussion, Testing, Homework,
2 He/she discusses why gifted/talented children´s need to have a special requirements i.n education. Lecture, Question-Answer, Discussion, Case Study, Testing, Homework,
3 He/she describes the properties of gifted /talented children´s physical, social, moral and mental development processes. Lecture, Question-Answer, Discussion, Testing, Homework,
4 He/she explains the identification models which are used in gifted/talented students. Lecture, Question-Answer, Discussion, Testing, Homework,
5 He/she explains the identification tests which are used in gifted/talented students. Lecture, Question-Answer, Discussion, Drilland Practice, Testing, Homework,
6 He/she discusses the individualisation of educational applications for gifted/talented students. Lecture, Question-Answer, Discussion, Testing, Homework,
7 He/she discusses the responsibilities and duties of gifted/talented students' families in education. Lecture, Question-Answer, Discussion, Testing, Homework,
Week Course Topics Preliminary Preparation
1 Who are special talented individuals? How can they be identified?
2 Developmental characteristics of special talented individuals
3 Reasons for the need for special education
4 Special talented students in Turkey and abroad
5 Special talented students in Turkey and abroad
6 Individual intelligence tests
7 Individual intelligence tests
8 Midterm
9 Group intelligence tests
10 Group intelligence tests
11 Cattell intelligence test (application and evaluation)
12 Raven progressive matrices test (application and evaluation)
13 A critical look at intelligence tests
14 General evaluation
Course Notes
Course Resources

Uğur Sak, Üstün Zekalılar: Özellikleri,Tanılanmaları, Eğitimleri. Vize Yayıncılık
Joyce Vantassel Stambaugh (Çeviri Editör: Serap Emir), Üstün Zekalı ve Yetenekli Öğrenciler için Kapsamlı Eğitim Programı. Bilimsel Açılım Yayınları
Faruk Levent, Üstün Yetenekli Çocukları Anlamak. Nobel Yayın Dağıtım
Ayşegül Ataman, Üstün Zekalılar ve Üstün Yetenekliler Konusunda Bilinmesi Gerekenler. Vize 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
Evaluation System
Semester Studies Contribution Rate
1. Ara Sınav 40
1. Ödev 30
1. Kısa Sınav 15
2. Kısa Sınav 15
Total 100
1. Final 40
1. Yıl İçinin Başarıya 60
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) 12 2 24
Mid-terms 1 5 5
Quiz 2 2 4
Final examination 1 10 10
Assignment 1 2 2
Total Workload 77
Total Workload / 25 (Hours) 3.08
dersAKTSKredisi 3