Course Name Code Semester T+U Hours Credit ECTS
Teaching Reading and Writing To The Mentally Handi ZEE 301 5 3 + 0 3 6
Precondition Courses <p>none</p>
Recommended Optional Courses <p>none</p>
Course Language Turkish
Course Level Bachelor's Degree
Course Type Compulsory
Course Coordinator Arş.Gör. DAMLA ALTIN
Course Lecturers
Course Assistants

Research Assisstant Damla ALTIN

Course Category Available Basic Education in the Field
Course Objective

To give skill and knowledge on application level about teaching reading and writing with “voice basic” and “phreze” procedure to handicapped children

Course Content

Listening, sepeaking, visual reading and visual supply; defined reading - writing learn field and relation of between this proces and learn field, characteristic of Turkish, effect of this characteristic to first reading and writing taught; aim and principle of first reading and reding instruction, base characteristic of first grade teachers and studients, the cause of failura in first reading and readin instruction, used material in first reading and writing instruction (characteristic and effects, material select, constitute and use); practice method in first reading and writing instruction (defines, characteristic, classification, practice, superiority of method and limitations); saund based sentence method (defination, principles, characteristic, stace and practice) practice of reading and writing instruction with saund based sentence method staces for mentally disabled student.

# Course Learning Outcomes Teaching Methods Assessment Methods
1 Student recognizes Primary educations Turkish lesson program. Lecture, Question-Answer, Discussion, Drilland Practice, Demonstration, Motivations to Show, Role Playing, Group Study, Simulation, Brain Storming, Case Study, Self Study, Problem Solving, Testing, Oral Exam, Homework,
2 Student explains base approach of program. Lecture, Question-Answer, Discussion, Drilland Practice, Demonstration, Motivations to Show, Role Playing, Group Study, Simulation, Brain Storming, Case Study, Self Study, Problem Solving, Testing, Oral Exam, Homework,
3 Student applys appropriate approach to first reading and writing lessons. Lecture, Question-Answer, Discussion, Drilland Practice, Demonstration, Motivations to Show, Role Playing, Group Study, Simulation, Brain Storming, Self Study, Problem Solving, Testing, Oral Exam, Homework,
4 Student explains content of first reading and writing program. Lecture, Question-Answer, Discussion, Drilland Practice, Demonstration, Motivations to Show, Role Playing, Group Study, Simulation, Brain Storming, Case Study, Self Study, Problem Solving, Testing, Oral Exam, Homework,
5 Student applys Sound Based Sentence Method to first reading and writing instruction. Lecture, Question-Answer, Discussion, Drilland Practice, Demonstration, Motivations to Show, Role Playing, Group Study, Simulation, Brain Storming, Case Study, Self Study, Problem Solving, Testing, Oral Exam, Homework,
6 Student plans activity preparation in first reading and writing. Brain Storming, Case Study, Self Study, Problem Solving, Lecture, Question-Answer, Discussion, Drilland Practice, Demonstration, Motivations to Show, Role Playing, Group Study, Simulation, Testing, Oral Exam, Homework,
7 Student demonstrates how be composed of sound groups, pronounce, word and sentence and taught these to students. Demonstration, Motivations to Show, Role Playing, Group Study, Simulation, Brain Storming, Case Study, Self Study, Problem Solving, Lecture, Question-Answer, Discussion, Drilland Practice, Testing, Oral Exam, Homework,
Week Course Topics Preliminary Preparation
1 Assessment of primary education curriculum Lecture notes-related slides
2 Instruction first reading and writing in primary curriculum Lecture notes-related slides
3 Starting reading (reading principle), base goal of reading and writing Lecture notes-related slides
4 Reading approachs Lecture notes-related slides
5 Factors with ready of reading Lecture notes-related slides
6 Concept glades in reading and writing ( reading strategies, writing process, wrote product) Lecture notes-related slides
7 Effect of family in reading, writing and language development Lecture notes-related slides
8 Writing ( Why hand writing instruction), elements affecting writing Lecture notes-related slides
9 Midexam Lecture notes-related slides
10 Method of reading and writing, preparations of first reading and writing, start of first reading and writing for mentally disabled student Lecture notes-related slides
11 Practice of reading and writing instruction for mentally disabled student Lecture notes-related slides
12 Teaching word for mentally disabled student Lecture notes-related slides
13 Ways to improve vocabulary of people with mental retardation Lecture notes-related slides
14 Finalexam Lecture notes-related slides
Resources
Course Notes <p>releted notes</p>
Course Resources

Kırcaali-ftar, G. ve Uysal, A. Zihin Özürlü Öğrencilere Özel Eğitim Danışmanlığı Aracılığıyla Uygulanan Resimli Fişlerle Okuma-Yazma Öğretiminin Etkililiği,
Özel Eğitim Dergisi, 2, 3: 3-13, 1999.
*Akyol, H. (1997). Ögrenme Güçlügü Olan Çocuklara Okuma Yazma Ögretimi. Milli Egitim. Ekim- Kasım- Aralık. Sayı,136
*Ferah,A. (2008) Türkçe ilkokuma yazmayı öğrenme. Ankara: Nobel
*Baydık, B. (2002). Okuma güçlüğü olan ve olmayan öğrencilerin sözcük okuma becerilerinin karşılaştırılması. Yayınlanmamış doktora tezi, Ankara Üniversitesi, Ankara.
*Baydık, B. ve Bahap Kudret, Z. (2012). Öğretmenlerin ses temelli cümle yönteminin etkilerine ve öğretim uygulamalarına ilişkin görüşleri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 45(1), 1-22.

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
11
12
13
14
15
Evaluation System
Semester Studies Contribution Rate
1. Ara Sınav 30
1. Ödev 10
2. Ödev 10
3. Ödev 10
4. Ödev 10
5. Ödev 10
6. Ödev 10
7. Ödev 10
Total 100
1. Yıl İçinin Başarıya 70
1. Final 30
Total 100
ECTS - Workload Activity Quantity Time (Hours) Total Workload (Hours)
Course Duration (Including the exam week: 16x Total course hours) 16 3 48
Hours for off-the-classroom study (Pre-study, practice) 16 3 48
Mid-terms 1 10 10
Quiz 2 8 16
Assignment 1 20 20
Final examination 1 10 10
Total Workload 152
Total Workload / 25 (Hours) 6.08
dersAKTSKredisi 6