| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Teachıng Basıc Skılls In Autısm Spectrum Dıssorder | OEO 009 | 0 | 2 + 0 | 2 | 3 |
| Ön Koşul Dersleri | Special Education Early Childhood Special Education |
| Önerilen Seçmeli Dersler | Educational Implementations in Autism Spectrum Disorders |
| Dersin Dili | Türkçe |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Seçmeli |
| Dersin Koordinatörü | Dr.Öğr.Üyesi UĞUR YASSIBAŞ |
| Dersi Verenler | |
| Dersin Yardımcıları | Res. Assist. Ahmet FİDAN |
| Dersin Kategorisi | Alanına Uygun Temel Öğretim |
| Dersin Amacı | The purpose of the course is to gain the basic skills in the education of children with autism spectrum disorders to students. |
| Dersin İçeriği | In this course, will be taught to special education teacher candidates how would provide educational control while working with children with autism spectrum disorders. |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | Explains diagnosis and features of Autism Spectrum Disorder | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| 2 | Explains methods of providing educational control in children with Autism Spectrum Disorder. | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| 3 | Explains the structured teaching methods in children with Autism Spectrum Disorder. | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| 4 | Explains embedded teaching methods in natural settings in children with Autism Spectrum Disorder. | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| 5 | Explains the methods of developing social interaction skills in children with Autism Spectrum Disorder. | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| 6 | Explains the methods of developing receptive and expressive language skills in children with Autism Spectrum Disorders. | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| 7 | Explains the methods of developing alternative communication in children with Autism Spectrum Disorder. | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | Meeting - Identifying the program, introducing the importance and requaries of the course | Course notes-related slides |
| 2 | Historical development, definition and classification of ASD | Course notes-related slides |
| 3 | The causes, description and diagnosis of ASD | Course notes-related slides |
| 4 | Characteristics and requirements of individuals with ASD | Course notes-related slides |
| 5 | Gaining and enhancing appropriate behaviors for individuals with ASD | Course notes-related slides |
| 6 | Reducing inappropriate behaviors in individuals with ASD | Course notes-related slides |
| 7 | Midterm exam | |
| 8 | Behavior management in individuals with ASD | Course notes-related slides |
| 9 | Gaining the communication and social skills to individuals with ASD | Course notes-related slides |
| 10 | Gaining the play skills for individuals with ASD | Course notes-related slides |
| 11 | Intervention, application, and program examples for ASD | Course notes-related slides |
| 12 | Families of individuals with ASD and family education | Course notes-related slides |
| 13 | Inclusive education for individuals with ASD | Course notes-related slides |
| 14 | Final exam |
| Kaynaklar | |
|---|---|
| Ders Notu | Course notes Hannah, L. (2001). Teaching young children with autistic spectrum disorders to learn. A pratical guide fro parents and staff in general education classrooms and preschools. London/UK: The National Autistic Society |
| Ders Kaynakları | American Psychiatric Association (2013) Fifth Edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). Kırcaali-İftar, G. and Tekin-İftar, E. (2012). Program examples for autism spectrum disorders (Otizm spektrum bozukluklarına yönelik program örnekleri). E. Tekin (Ed.). In Education of Children with Autism Spectrum Disorder, (pp. 239-265) Ankara: Vize Pub. Kırcaali-İftar, G. (2003). Gaining The Communication Skills to Autistic Children (Otistik Özellik Gösteren Çocuklara İletişim Becerilerinin Kazandırılması). İstanbul: YA-PA. |
| 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 | 40 |
| 1. Kısa Sınav | 20 |
| 1. Ödev | 20 |
| 2. Kısa Sınav | 20 |
| Toplam | 100 |
| 1. Final | 40 |
| 1. Yıl İçinin Başarıya | 60 |
| 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 |
| Mid-terms | 1 | 6 | 6 |
| Assignment | 1 | 10 | 10 |
| Final examination | 1 | 8 | 8 |
| Quiz | 2 | 4 | 8 |
| Toplam İş Yükü | 64 | ||
| Toplam İş Yükü / 25 (Saat) | 2,56 | ||
| Dersin AKTS Kredisi | 3 | ||