| Course Name | Code | Semester | T+U Hours | Credit | ECTS |
|---|---|---|---|---|---|
| Assistive Technology For Visual Ipairment | OEO 012 | 0 | 2 + 0 | 2 | 3 |
| Precondition Courses | <p> Technology based Instruction in special education</p> |
| Recommended Optional Courses | |
| Course Language | Turkish |
| Course Level | Bachelor's Degree |
| Course Type | Optional |
| Course Coordinator | Arş.Gör. UĞUR YASSIBAŞ |
| Course Lecturers | |
| Course Assistants | |
| Course Category | Available Basic Education in the Field |
| Course Objective | This course aims to give knowledge about technologies that helps individuals with visual impairment for both academic and daily life skills.
|
| Course Content | Relation between technology-instructional technology-assistive technology, selecting devices regarding students with visual impairment needs, high-tech devices, making high tech devices accessible for students with visual impairment, multimedia for students with visual impairment |
| # | Course Learning Outcomes | Teaching Methods | Assessment Methods |
|---|---|---|---|
| 1 | Students define meaning of technology, instructional technology and assistive technology | Question-Answer, Discussion, | Testing, |
| 2 | Students explain which adapations students with visual impairment need | Question-Answer, | Testing, Homework, |
| 3 | Students explain which materials students with low vision need | Lecture, Question-Answer, Drilland Practice, | Testing, Homework, |
| 4 | Students explain which materials blind students need | Lecture, Question-Answer, Drilland Practice, | Testing, Homework, Performance Task, |
| 5 | Students can make computer, tablets accessible for individuals with visual impairment | Question-Answer, Drilland Practice, Motivations to Show, | Testing, Performance Task, |
| 6 | Students describe multimedia for students with visual impairment | Question-Answer, Drilland Practice, | Testing, Performance Task, |
| 7 | Students conduct instruction using assistive technology for students with visual impairment need | Drilland Practice, Group Study, | Homework, Performance Task, |
| Week | Course Topics | Preliminary Preparation |
|---|---|---|
| 1 | Technology, instructional technology and assistive technology | |
| 2 | Assistive technology ofr individuals with visual impairment | |
| 3 | Technology for an independent life | |
| 4 | Environment adaptations for individuals with visual impairment | |
| 5 | Math adaptations for individual with visual impairment | |
| 6 | Literacy adaptations for individuals with visual impairment | |
| 7 | Technology for vocational skills of individuals with | |
| 8 | Multimedia applications for individuals with visual impairment | |
| 9 | Individualising multimedia for individulas with visual impairment | |
| 10 | Currrent studies for individuals with visual impairment | |
| 11 | Currrent studies for individuals with visual impairment | |
| 12 | Currrent studies for individuals with visual impairment | |
| 13 | Currrent studies for individuals with visual impairment | |
| 14 | Currrent studies for individuals with visual impairment |
| Resources | |
|---|---|
| Course Notes | |
| 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. | ||||||
| 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. | ||||||
| 10 | |||||||
| 11 | |||||||
| 12 | |||||||
| 13 | |||||||
| 14 | |||||||
| 15 | |||||||
| Evaluation System | |
|---|---|
| Semester Studies | Contribution Rate |
| 1. Ara Sınav | 40 |
| 1. Ödev | 30 |
| 1. Performans Görevi (Uygulama) | 15 |
| 2. Performans Görevi (Uygulama) | 15 |
| Total | 100 |
| 1. Final | 40 |
| 1. Yıl İçinin Başarıya | 60 |
| Total | 100 |
| ECTS - Workload Activity | Quantity | Time (Hours) | Total Workload (Hours) |
|---|---|---|---|
| Mid-terms | 1 | 3 | 3 |
| Assignment | 4 | 10 | 40 |
| Oral Examination | 1 | 3 | 3 |
| Final examination | 1 | 8 | 8 |
| Course Duration (Including the exam week: 16x Total course hours) | 14 | 2 | 28 |
| Total Workload | 82 | ||
| Total Workload / 25 (Hours) | 3.28 | ||
| dersAKTSKredisi | 3 | ||