| Course Name | Code | Semester | T+U Hours | Credit | ECTS |
|---|---|---|---|---|---|
| Preparing Individualised Education and Transition Plans | OEO 309 | 5 | 2 + 0 | 2 | 4 |
| Precondition Courses | <p>None</p> |
| Recommended Optional Courses | <p>None</p> |
| Course Language | Turkish |
| Course Level | Bachelor's Degree |
| Course Type | Compulsory |
| Course Coordinator | Dr.Öğr.Üyesi AHMET FİDAN |
| Course Lecturers | |
| Course Assistants | Research Assistant Uğur Yassıbaş |
| Course Category | |
| Course Objective | Teacher candidates to gain knowledge and skills in the preparation of individualized training and transition plan . |
| Course Content | Individualized Education Plan (IEP ); IEP items; The IEP legal resistant ; IEP and the school's programs (preschool, elementary programs of ); measuring tool and detailed assessment ; purpose : short and long term objectives ; Determination of the place and about additional special education services ; My purpose, teaching and creating places and sorting; determine the learning process and to record progress ; Plan all the services ; In individuals with special education needs 0-3 years period, individualized family service planlanmn ( BAHP ) definition, importance and examples ; transition plan : definition and importance; transition types: hospital -to- home , in - house organization , institution -to- institution ; Examples of different transition and developing my place ; BAHP individuals with special educational needs , IEP and transition plam adaptive and issues to be considered ; IEP , monitoring and evaluation of bahp'n and transition plan . |
| # | Course Learning Outcomes | Teaching Methods | Assessment Methods |
|---|---|---|---|
| 1 | Students give information about school programs and IEP | Lecture, Question-Answer, | Testing, |
| 2 | Students explain assessment tools and detailed assessment | Lecture, | Testing, Homework, Performance Task, |
| 3 | Students explain IEP and legal basis of IEP | Lecture, Question-Answer, | Testing, |
| 4 | Students write short and long term objectives | Lecture, | Testing, Homework, Performance Task, |
| 5 | Students explain Individualised Transtion Plan and Individualised Family Education Plan | Drilland Practice, | Testing, Homework, Performance Task, |
| 6 | Students prepare IEP | Drilland Practice, | Homework, Performance Task, |
| 7 | Students follow up current studies on IEP | Lecture, Discussion, | Testing, |
| Week | Course Topics | Preliminary Preparation |
|---|---|---|
| 1 | Basic concepts about IEP | |
| 2 | Educational assessment pocedure | |
| 3 | Detailed Assessment | |
| 4 | Units of IEP | |
| 5 | Writing objectives | |
| 6 | Analysing example IEP | |
| 7 | Preparing IEP | |
| 8 | Individualized Family Education Plan | |
| 9 | Individualized Family Education Plan | |
| 10 | Individualized Transition Plan | |
| 11 | Individualized Transition Plan | |
| 12 | Computer based IEP | |
| 13 | Current studies about IEP | |
| 14 | Evaluating IEPs that was prepared during the term |
| Resources | |
|---|---|
| Course Notes | <p>Gürsel,O. (2006) Bireyselleştirilmiş Eğitim Programların Geliştirilmesi. Eskişehir:Anadolu Üniversitesi Açık Öğretim Fakültesi Yayınları.</p> <p>Downing, E.J. ve Eichinger, J. (2003).Creating learning opportunities for students with severe disabilities in inclusive classrooms. Teaching Exceptional Children, 36, 26-31.<br /> Gürsel,O. (2006) Bireyselleştirilmiş eğitim programların geliştirilmesi. Eskişehir:Anadolu üniversitesi açık öğretim fakültesi yayınları.<br /> MEB BEP Kılavuz Taslağı (2013). mebk12.meb.gov.tr/meb_iys_dosyalar.<br /> Özyürek, M. (2004). Bireyselleştirilmiş Eğitim Programı. Ankara: Kök Yayıncılık.<br /> Şahin, H. (2012). The Development of Individualized Educational Programs in Turkey IEP Applications.Procedia - Social and Behavioral Sciences, 46, 5030-5036.</p> |
| Course Resources | Gürsel,O. (2006) Bireyselleştirilmiş Eğitim Programların Geliştirilmesi. Eskişehir:Anadolu Üniversitesi Açık Öğretim Fakültesi Yayınları. Downing, E.J. ve Eichinger, J. (2003).Creating learning opportunities for students with severe disabilities in inclusive classrooms. Teaching Exceptional Children, 36, 26-31. |
| 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 | 40 |
| 1. Ödev | 30 |
| 1. Kısa Sınav | 10 |
| 1. Performans Görevi (Uygulama) | 20 |
| 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) | 16 | 2 | 32 |
| Mid-terms | 1 | 2 | 2 |
| Quiz | 2 | 3 | 6 |
| Assignment | 1 | 10 | 10 |
| Final examination | 1 | 8 | 8 |
| Total Workload | 90 | ||
| Total Workload / 25 (Hours) | 3.6 | ||
| dersAKTSKredisi | 4 | ||