Course Name Code Semester T+U Hours Credit ECTS
Learning Strategies For Learning Difficulties OEO 011 0 2 + 0 2 3
Precondition Courses
Recommended Optional Courses
Course Language Turkish
Course Level Bachelor's Degree
Course Type Optional
Course Coordinator Dr.Öğr.Üyesi ÖZLEM GÜMÜŞKAYA
Course Lecturers
Course Assistants

Arş. Gör. Ahmet FİDAN

Course Category Available Basic Education in the Field
Course Objective

Students who complete this course will be able to discuss these learning strategies by learning the basic learning strategies of children with learning disabilities and their education.

Course Content

Definition and history of learning difficulties; types of learning difficulties; cognition, language, personality and social characteristics of individuals with learning disabilities; reading difficulties: basic features and evaluation, development of vocabulary recognition and comprehension skills, recognition of reading comprehension skills, development of fluent reading skills; writing difficulties: basic features and evaluation, development of writing skills; Difficulties in learning mathematics: basic characteristics and evaluation, development of mathematics learning skills; early diagnosis and intervention in learning disability; young adults and adults with learning disabilities

# Course Learning Outcomes Teaching Methods Assessment Methods
1 Students learn about their learning difficulties. Lecture, Question-Answer, Testing,
2 Students learn about the cognition, language, personality and social characteristics of individuals with learning disabilities. Lecture, Question-Answer, Discussion, Brain Storming, Case Study, Testing,
3 Students learn about the features of reading difficulties, assessment and education practices. Lecture, Question-Answer, Discussion, Brain Storming, Case Study, Testing,
4 Students learn about the characteristics of writing difficulties, assessment and education practices. Lecture, Question-Answer, Discussion, Brain Storming, Case Study, Testing,
5 Students learn about the characteristics of mathematics learning difficulties and how to evaluate them. Lecture, Question-Answer, Discussion, Brain Storming, Case Study, Testing,
6 Students learn about early diagnosis and early intervention practices for children in the preschool period who are at risk of learning disability. Lecture, Question-Answer, Discussion, Brain Storming, Case Study, Project Based Learning, Testing, Homework,
7 Students learn about strategies that should be followed in young adults and adults with learning disabilities. Lecture, Question-Answer, Discussion, Brain Storming, Case Study, Project Based Learning, Testing, Homework,
Week Course Topics Preliminary Preparation
1 History of Learning Disabilities Course notes
2 Diagnoses of Learning Disabilities Course Notes
3 Learning Disabilities and Family Course notes
4 Learning Disabilities in Early Adult life Course Notes
5 ADHD Course Notes
6 Reading disability Course Notes
7 Education of Students with Reading Disabilities Course Notes
8 Writing Disabilities Course Notes
9 Midterm Exam
10 Education of Students with Writing Disabilities Course Notes
11 Math Learning Disability Course Notes
12 Education of Students with Math Learning Disability Course Notes
13 Technology in Learning Disabilities Course Notes
14 Final Exam
Resources
Course Notes <p>- Lecture notes</p> <p>- Bender, Willian N. (2014). &Ouml;ğrenme G&uuml;&ccedil;l&uuml;ğ&uuml; Olan Bireyler ve Eğitimleri. Hakan Sarı (&Ccedil;ev.). Ankara: Nobel.</p> <p>- Melekoğlu, M. A.&nbsp;ve &Ccedil;akıroğlu, O. [Edit&ouml;rler] (2015).&nbsp;&Ouml;zel &ouml;ğrenme g&uuml;&ccedil;l&uuml;ğ&uuml; olan &ccedil;ocuklar. Ankara: Vize</p> <p>- Melekoğlu, M. A.&nbsp;(2015). &Ouml;zel gereksinimli &ouml;ğrencilerin ve ge&ccedil;erli eğitim dilini &ouml;ğrenen (GED&Ouml;) &ouml;ğrencilerin değerlendirilmesi (B&ouml;l&uuml;m &ccedil;evirisi). A. Arı (&Ccedil;eviri Edit&ouml;r&uuml;).&nbsp;Sınıf i&ccedil;i değerlendirme: Etkili &ouml;l&ccedil;&uuml;tlere dayalı etkili bir &ouml;ğretim i&ccedil;in ilke ve uygulamalar&nbsp;(Classroom assessment principles and practice for effective standards-based instruction by J. H. McMillan). Konya: Eğitim Yayınevi.</p> <p>- Melekoglu, M. A.&nbsp;(2010). &Ouml;ğrenme g&uuml;&ccedil;l&uuml;ğ&uuml;, dikkat eksikliği/hiperaktivite bozukluğu, duygu/davranış bozukluğu. İ. H. Diken (Edit&ouml;r).&nbsp;İlk&ouml;ğretimde kaynaştırma. Ankara: Pegem Akademi.</p> <p>- Memduhoğlu, H. B. ve&nbsp;Melekoğlu, M. A.&nbsp;(2013). &Ouml;zel grupları y&ouml;netme (B&ouml;l&uuml;m &ccedil;evirisi). A. Aypay (&Ccedil;eviri Edit&ouml;r&uuml;).&nbsp;İlkokul &ouml;ğretmenleri i&ccedil;in sınıf y&ouml;netimi&nbsp;(Classroom management for elementary teachers by C. M. Evertson &amp; E. T. Emmer). Ankara: Nobel.</p> <p>- Yıldırım Doğru, S. (Ed.) (2012). &Ouml;ğrenme G&uuml;&ccedil;l&uuml;kleri. Ankara: Eğiten Kitap.</p>
Course Resources
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
10 X
11 X
12 X
13 X
14 X
15 X
Evaluation System
Semester Studies Contribution Rate
1. Ara Sınav 50
1. Kısa Sınav 10
1. Ödev 30
2. Kısa Sınav 10
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 1 16
Mid-terms 1 10 10
Final examination 1 20 20
Assignment 1 5 5
Quiz 2 2 4
Total Workload 87
Total Workload / 25 (Hours) 3.48
dersAKTSKredisi 3