| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Introductıon To Specıal Educatıon | ZEE 101 | 1 | 4 + 0 | 4 | 8 |
| Ön Koşul Dersleri | A prerequisite course has not been determined for the regarding course. |
| Önerilen Seçmeli Dersler | |
| Dersin Dili | Türkçe |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Zorunlu |
| Dersin Koordinatörü | Prof.Dr. BEKİR FATİH MERAL |
| Dersi Verenler | |
| Dersin Yardımcıları | Res. Assist. Damla ALTIN |
| Dersin Kategorisi | Alanına Uygun Temel Öğretim |
| Dersin Amacı | Objectives of the course: * To be able to inform about the reasons for being special needs, diagnosis and training. * To be able to gain information about inclusion. * To be able to gain information about working together with family members. |
| Dersin İçeriği | Children with special needs and special education, developmental disabilities, intellectual disability and autism specktrum disorder, learning difficulties, hearing impairments, language and speech disorders, emotional and behavioral disorders, visual impairments, physical disabilities, gifted and talented, inclusion, early childhood education, family education, special education practices in the world and in Turkey. |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | Students explain the definition and borders of special education term. | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| 2 | Students explain the features of handicapped children. | Lecture, Question-Answer, Discussion, Simulation, | Testing, Homework, |
| 3 | Students give information about the history of special education applications in our country. | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| 4 | Students explain general features of people who have various specialties such as intellectual disabilities and learning disabilities. | Lecture, Question-Answer, Discussion, Simulation, Case Study, | Testing, Homework, |
| 5 | Students explain general features of people who have various specialties such as pervasive developmental disabilities. | Lecture, Question-Answer, Discussion, Simulation, Case Study, | Testing, Homework, |
| 6 | Students explain general features of people who have various specialties such as attention deficit and hyperactivity disorder and emotional and behavioral disorder. | Discussion, Simulation, Case Study, Lecture, Question-Answer, | Testing, Homework, |
| 7 | Students explain general features of people who have various specialties such as superior intelligence and superior ability. | Lecture, Question-Answer, Discussion, Simulation, Case Study, | Testing, Homework, |
| 8 | Students explain general features of people who have various specialties such as hearing impairment and visual impairment. | Lecture, Question-Answer, Discussion, Simulation, Case Study, Problem Solving, | Testing, Homework, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | Special education and individuals with special education needs | Relevant sections of resources |
| 2 | History of special education | Relevant sections of resources |
| 3 | Inclusion and segregated based implications in special education | Relevant sections of resources |
| 4 | Assessment and evaluation in special education | Relevant sections of resources |
| 5 | Individualized Education Plans and Individualization of introduction/teaching | Relevant sections of resources |
| 6 | Implications in early childhood education | Relevant sections of resources |
| 7 | Family education in special education | Relevant sections of resources |
| 8 | Mid-term exam | |
| 9 | Individuals with intellectual disabilities and their education | Relevant sections of resources |
| 10 | Individuals with autism spectrum disorders and their education | Relevant sections of resources |
| 11 | Individuals with learning disabilities and their education | Relevant sections of resources |
| 12 | Individuals with hearing and visual impairments and their education | Relevant sections of resources |
| 13 | Individuals with severe and multiple disabilities and their education | Relevant sections of resources |
| 14 | Final exam |
| Kaynaklar | |
|---|---|
| Ders Notu | * Diken, İ. H. (Edt.). (2008). Students with Special Needs and Special Education (Özel Eğitime Gereksinimi Olan Öğrenciler ve Özel Eğitim). Ankara: Pegem Academy. * Akçamete, A. G. (2010). Students with special needs in general education schools and special education (Genel eğitim okullarında özel gereksinimi olan öğrenciler ve özel eğitim). (3rd Edition). Ankara: Kök Pub. |
| Ders Kaynakları | Turnbull, A. P., Turnbull, H. R., & Wehmeyer, M. L. (2010). Exceptional lives: Special education in today's schools. Upper Saddle River, N.J: Merrill |
| 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 | 85 |
| 1. Kısa Sınav | 5 |
| 1. Ödev | 5 |
| 1. Performans Görevi (Uygulama) | 5 |
| 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 | 4 | 64 |
| Hours for off-the-classroom study (Pre-study, practice) | 16 | 6 | 96 |
| Mid-terms | 1 | 7 | 7 |
| Quiz | 2 | 6 | 12 |
| Assignment | 1 | 12 | 12 |
| Final examination | 1 | 10 | 10 |
| Toplam İş Yükü | 201 | ||
| Toplam İş Yükü / 25 (Saat) | 8,04 | ||
| Dersin AKTS Kredisi | 8 | ||