Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
---|---|---|---|---|---|
Learnıng Strategıes For Learnıng Dısabılıtıes | OEO 011 | 0 | 2 + 0 | 2 | 3 |
Ön Koşul Dersleri | |
Önerilen Seçmeli Dersler | |
Dersin Dili | Türkçe |
Dersin Seviyesi | Lisans |
Dersin Türü | Seçmeli |
Dersin Koordinatörü | Dr.Öğr.Üyesi ÖZLEM GÜMÜŞKAYA |
Dersi Verenler | |
Dersin Yardımcıları | Arş. Gör. Ahmet FİDAN |
Dersin Kategorisi | Alanına Uygun Temel Öğretim |
Dersin Amacı | 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. |
Dersin İçeriği | 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 |
# | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
---|---|---|---|
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. | Discussion, Question-Answer, Lecture, Brain Storming, Case Study, | Testing, |
3 | Students learn about the features of reading difficulties, assessment and education practices. | Case Study, Brain Storming, Discussion, Question-Answer, Lecture, | Testing, |
4 | Students learn about the characteristics of writing difficulties, assessment and education practices. | Case Study, Brain Storming, Discussion, Question-Answer, Lecture, | Testing, |
5 | Students learn about the characteristics of mathematics learning difficulties and how to evaluate them. | Case Study, Brain Storming, Discussion, Question-Answer, Lecture, | Testing, |
6 | Students learn about early diagnosis and early intervention practices for children in the preschool period who are at risk of learning disability. | Project Based Learning, Case Study, Brain Storming, Discussion, Question-Answer, Lecture, | Testing, Homework, |
7 | Students learn about strategies that should be followed in young adults and adults with learning disabilities. | Project Based Learning, Case Study, Brain Storming, Discussion, Question-Answer, Lecture, | Homework, Testing, |
Hafta | Ders Konuları | Ön Hazırlık |
---|---|---|
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 |
Kaynaklar | |
---|---|
Ders Notu | - Lecture notes - Bender, Willian N. (2014). Öğrenme Güçlüğü Olan Bireyler ve Eğitimleri. Hakan Sarı (Çev.). Ankara: Nobel. - Melekoğlu, M. A. ve Çakıroğlu, O. [Editörler] (2015). Özel öğrenme güçlüğü olan çocuklar. Ankara: Vize - Melekoğlu, M. A. (2015). Özel gereksinimli öğrencilerin ve geçerli eğitim dilini öğrenen (GEDÖ) öğrencilerin değerlendirilmesi (Bölüm çevirisi). A. Arı (Çeviri Editörü). Sınıf içi değerlendirme: Etkili ölçütlere dayalı etkili bir öğretim için ilke ve uygulamalar (Classroom assessment principles and practice for effective standards-based instruction by J. H. McMillan). Konya: Eğitim Yayınevi. - Melekoglu, M. A. (2010). Öğrenme güçlüğü, dikkat eksikliği/hiperaktivite bozukluğu, duygu/davranış bozukluğu. İ. H. Diken (Editör). İlköğretimde kaynaştırma. Ankara: Pegem Akademi. - Memduhoğlu, H. B. ve Melekoğlu, M. A. (2013). Özel grupları yönetme (Bölüm çevirisi). A. Aypay (Çeviri Editörü). İlkokul öğretmenleri için sınıf yönetimi (Classroom management for elementary teachers by C. M. Evertson & E. T. Emmer). Ankara: Nobel. - Yıldırım Doğru, S. (Ed.) (2012). Öğrenme Güçlükleri. Ankara: Eğiten Kitap. |
Ders Kaynakları |
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 | 50 |
1. Kısa Sınav | 10 |
1. Ödev | 30 |
2. Kısa Sınav | 10 |
Toplam | 100 |
1. Yıl İçinin Başarıya | 50 |
1. Final | 50 |
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 |
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 |
Toplam İş Yükü | 87 | ||
Toplam İş Yükü / 25 (Saat) | 3,48 | ||
Dersin AKTS Kredisi | 3 |