| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Specıal Educatıon In Early Chıldhood | ZEE 203 | 3 | 3 + 0 | 3 | 6 |
| Ön Koşul Dersleri | A prerequisite course has not been determined for the regarding course. |
| Önerilen Seçmeli Dersler | Special Education |
| Dersin Dili | Türkçe |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Zorunlu |
| Dersin Koordinatörü | Dr.Öğr.Üyesi AHMET FİDAN |
| Dersi Verenler | |
| Dersin Yardımcıları | Research Assisstant Damla ALTIN |
| Dersin Kategorisi | Alanına Uygun Temel Öğretim |
| Dersin Amacı | The main purpose of the course is to help the prospective teachers to gain basic knowledge about early childhood special education. |
| Dersin İçeriği | The concept of developmental delay and children with developmental delay, the definition, ımportance, theoretical approaches, historical development of early childhood special education, the laws regarding early childhood special education, experts and support staff in early childhood special education, family participation in early childhood special education, screening, diagnosis, evaluation for programming purposes, standard and alternative evaluation approaches and tools, program-based evaluation in early childhood, standard and alternative approaches. Individualized family service plan-IFSP, transition process, training models and teaching approaches, some examples from early childhood education programs. |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | Special Education of Early Childhood: Learners will be able to explain Basic Concepts, Development in Early Childhood, Developmental Areas and Theories about Child Development. | Lecture, Question-Answer, Discussion, | Testing, Oral Exam, Homework, |
| 2 | Biological Theories, Theory of Linkage, Neoro-Developmental Approaches: Learners will be able to Explain Behaviouristic Theories; Classical/ Operant Conditioning, Social Learning Theory, Cognitive Theories; Piaget’s and Vygotsky’s Cognitive Theory. | Lecture, Question-Answer, Discussion, | Testing, Oral Exam, Homework, |
| 3 | Development in Early Childhood: Learners will be able to Explain Growing up and Development, Prenatal Term, Postnatal Term,Physical And Cognitive Development. | Lecture, Question-Answer, Discussion, | Testing, Oral Exam, Homework, |
| 4 | Learners will be able to Explain Factors Affecting the Child Development. | Lecture, Question-Answer, Discussion, | Testing, Oral Exam, Homework, |
| 5 | Learners will be able to Explain early scan, description and evaluation aiming programming. | Lecture, Question-Answer, Discussion, Drilland Practice, Group Study, | Testing, Oral Exam, Homework, |
| 6 | Basic Subjects in Early Childhood: Learners will be able to Explain Game and the Importance of the Game and Presentation in Natural Environment. | Lecture, Question-Answer, Discussion, Role Playing, Brain Storming, | Testing, Oral Exam, Homework, |
| 7 | Learners will be able to Explain Small Steps Early Childhood Programme, Portage Early Education Progamme and Practices of Early Childhood in Autism. | Lecture, Question-Answer, Discussion, Drilland Practice, Brain Storming, Case Study, | Testing, Oral Exam, Homework, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | Special education of early childhood: Basic Concepts | Relevant sections of resources |
| 2 | Biological Theories, Theory of Linkage, Neoro-Developmental Approaches | Relevant sections of resources |
| 3 | Development in Early Childhood | Relevant sections of resources |
| 4 | Language development in Early Childhood | Relevant sections of resources |
| 5 | Factors Affecting the Child Development | Relevant sections of resources |
| 6 | Early scan, description and evaluation aiming programming. | Relevant sections of resources |
| 7 | Presentation in Early Childhood Models | Relevant sections of resources |
| 8 | Basic Subjects in Early Childhood | Relevant sections of resources |
| 9 | Mid-term exam | |
| 10 | Teaching in Natural Environment | Relevant sections of resources |
| 11 | Small Steps Early Childhood Programme | Relevant sections of resources |
| 12 | Portage Early Education Progamme | Relevant sections of resources |
| 13 | Practices of Early Childhood in Autism | Relevant sections of resources |
| 14 | Evaluations |
| Kaynaklar | |
|---|---|
| Ders Notu | Diken, İ. H. (2010). Early Chıldhood Educatıon (Erken Çocukluk Eğitimi). (ed. İ. H. Diken). Ankara: Pegem Akademi |
| Ders Kaynakları | Peterson, N. L. (1988). Engelliler ve Risk Altındaki Çocuklar İçin Erken Müdahale: Erken Çocukluk Özel Eğitimine Giriş (Early Intervention For Handicapped And At-Risk Children: An Introductıon To Early Childhood-Special Education), (Translated by B. F. Meral & E. Meral). Love Publishing, Denver, US. |
| 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 | 97 |
| 1. Kısa Sınav | 1 |
| 1. Ödev | 1 |
| 2. Kısa Sınav | 1 |
| 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 | 3 | 48 |
| Hours for off-the-classroom study (Pre-study, practice) | 16 | 5 | 80 |
| Mid-terms | 1 | 10 | 10 |
| Quiz | 1 | 3 | 3 |
| Assignment | 1 | 10 | 10 |
| Final examination | 1 | 8 | 8 |
| Toplam İş Yükü | 159 | ||
| Toplam İş Yükü / 25 (Saat) | 6,36 | ||
| Dersin AKTS Kredisi | 6 | ||