| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Professıonal Ethıcs In Specıal Educatıon | OEO 401 | 7 | 2 + 0 | 2 | 3 |
| Ön Koşul Dersleri | Introduction to special education |
| Önerilen Seçmeli Dersler | |
| Dersin Dili | Türkçe |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Zorunlu |
| Dersin Koordinatörü | Dr.Öğr.Üyesi AHMET FİDAN |
| Dersi Verenler | Dr.Öğr.Üyesi AHMET FİDAN, |
| Dersin Yardımcıları | Res. Ass. Damla ALTIN |
| Dersin Kategorisi | Diğer |
| Dersin Amacı | The aim of this course is to inform about the ethical values and probable ethical problems in special education. Another aim is to contribute to be responsive individual and teacher. |
| Dersin İçeriği | Moral, ethics and legislations |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | Students explain the concepts of ethics and philosophy of ethics. | Lecture, Question-Answer, Discussion, | Testing, |
| 2 | Students analyze the relationship between education, special education and ethics. | Lecture, Question-Answer, Discussion, Brain Storming, Case Study, | Testing, |
| 3 | Students analyze the frequent ethical problems in special education. | Lecture, Question-Answer, Discussion, Simulation, Case Study, Problem Solving, | Testing, Homework, |
| 4 | Students discuss the different moral behaviors on examples. | Lecture, Question-Answer, Discussion, Simulation, Case Study, Problem Solving, | Testing, Homework, |
| 5 | Students produce a solution for some ethical problems in professional job. | Lecture, Question-Answer, Discussion, Simulation, Brain Storming, Case Study, Problem Solving, | Testing, Homework, |
| 6 | Students present ethical behaviors for communication with families, and collaboration. | Lecture, Question-Answer, Discussion, Group Study, Brain Storming, Case Study, Problem Solving, | Testing, Homework, Performance Task, |
| 7 | Students assess the evidence-based and alternative practices in special education. | Lecture, Question-Answer, Discussion, Group Study, Simulation, Brain Storming, Case Study, Problem Solving, | Testing, Homework, Performance Task, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
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| Kaynaklar | |
|---|---|
| Ders Notu | The Ethics of Special Education. Kenneth R. Howe & Ofelia B. Miramontes. Teachers College Press. Ethics for Behavior Analysts. (2nd Expanded Edition) Jon Bailey & Mary Burch. Routledge. Course notes |
| Ders Kaynakları | Eğitim ve Öğretimde Etik. İnayet Aydın. Pegem A Yayıncılık Bilim Etiği. David B. Resnik. AYRINTI YAYINLARI. Çeviren: Vicdan Mutlu. Eğitimde Etik. Felicity Haynes. AYRINTI YAYINLARI. Çeviren: Semra Kunt. |
| 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. Ödev | 40 |
| 1. Kısa Sınav | 10 |
| 2. Kısa Sınav | 10 |
| 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 |
| Hours for off-the-classroom study (Pre-study, practice) | 16 | 2 | 32 |
| Mid-terms | 1 | 5 | 5 |
| Quiz | 1 | 3 | 3 |
| Assignment | 1 | 5 | 5 |
| Final examination | 1 | 5 | 5 |
| Toplam İş Yükü | 82 | ||
| Toplam İş Yükü / 25 (Saat) | 3,28 | ||
| Dersin AKTS Kredisi | 3 | ||