Course Name Code Semester T+U Hours Credit ECTS
Teaching Self-Care To The Mentally Handicap ZEE 303 5 4 + 0 4 8
Precondition Courses
Recommended Optional Courses
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
Course Objective

to provide students with the skill and knowledge about teaching daily life skills to handicapped children on application level
to provide students with the skill and knowledge about teaching social skills on application level

Course Content

The definition of daily life skills and social skills, the development of these skills among children, deciding on which daily life skills (self-care, in-house skills, social skills, free time skills, etc.) and social skills are appropriate to be taught to children with various disabilities, preparing different evaluation tools to teach these skills, arranging teaching environment, deciding on the clues to be used and the processes of withdrawing clues, application, providing the permanence and generalization of the skills taught.

# Course Learning Outcomes Teaching Methods Assessment Methods
1 The student will be able to explain daily life and ve social skills. Lecture, Question-Answer, Discussion, Brain Storming, Testing, Oral Exam,
2 The student will be able to explain the behaviors which impact the gaining of self care skills. Drilland Practice, Motivations to Show, Role Playing, Group Study, Case Study, Problem Solving, Testing, Homework, Portfolio, Performance Task,
3 The student will be able to explain the toilet training information. Drilland Practice, Motivations to Show, Case Study, Testing, Homework, Portfolio, Performance Task,
4 The student will be able to explain the scope of feeding skills. Drilland Practice, Motivations to Show, Role Playing, Group Study, Case Study, Problem Solving, Testing, Homework, Portfolio, Performance Task,
5 he student will be able to explain the scope of dressing/grooming skills. Group Study, Case Study, Problem Solving, Drilland Practice, Motivations to Show, Role Playing, Testing, Homework, Portfolio, Performance Task,
6 The student will be able to explain the importance of daily life skills for individulas with disabilities. Drilland Practice, Motivations to Show, Role Playing, Group Study, Case Study, Problem Solving, Testing, Homework, Portfolio, Performance Task,
7 The student will be able to devolop training programs for socila skills. Drilland Practice, Motivations to Show, Role Playing, Group Study, Case Study, Problem Solving, Testing, Homework, Portfolio, Performance Task,
Week Course Topics Preliminary Preparation
1 Daily life skills and social life skills- describe- Clasffy-İmportance
2 Daily life skills and social life skills- describe- Clasffy-İmportance
3 Students will be able to explain the behaviors which impact the gaining of self care skills.2. Students list the beheviors which impact the gaining of self care skills. 3.Students describe the something that should be done before self care training
4 Potty training-Task analysis-Prepairing of control list- prerequisite skills
5 1. The student will be able to explain the toilet training information.2The student tell toilet training princeples. 3.The student list prerequiste behaviors for toilete training. 4.The student prepare toilet control schedule.
6 Menstrual care skills teaching
7 Teaching eating skills.
8 Mid-term Examination
9 Teaching wearing skillls
10 Teaching protection of the consumers and health care.
11 Family participation of teaching daily life and social skills
12 Social skills and their importance
13 Methods of teaching social skills
14 Teaching programs of social skills.
Resources
Course Notes <p>*Varol. N, (2005) Beceri &ouml;ğretimi ve &ouml;zbakım becerilerinin kazandırılması. Ankara; k&ouml;k yayıncılık<br /> *Sucuoğlu, B., ve &Ccedil;ifci, İ. (2001). Yapamıyor mu? Yapmıyor mu?: Zihinsel Engelli &Ccedil;ocuklar İ&ccedil;in Sosyal Beceri &Ouml;ğretimi, Ankara &Uuml;niversitesi Basımevi.<br /> *Vuran, S. ve &Ccedil;olak, A. (2002). Zihin Engellilerin Sosyal Yeterliklerin Geliştirilmesi. Yayımlanmamış Ders Notları, Anadolu &Uuml;niversitesi.</p>
Course Resources

Tekin-iftar, E., & Kırcaali-İftar, G. (2006). Özel eğitimde yanlışsız öğretim yöntemleri. (3. Baskı) Ankara: Nobel Yayın Dağıtım. (yöntemlerle ilgili bütün bölümler)Varol, N. (2010). Beceri öğretimi ve özbakım becerilerinin kazandırılması. (4 Baskı) Ankara:Kök Yayıncılık3.Hafta Tekin-iftar, E., & Kırcaali-İftar, G. (2006). Özel eğitimde yanlışsız öğretim yöntemleri. (3. Baskı) Ankara: Nobel Yayın Dağıtım. (yöntemlerle ilgili bütün bölümler)Varol, N. (2010). Beceri öğretimi ve özbakım becerilerinin kazandırılması. 4 Baskı) Ankara:Kök Yayıncılık.4.HaftaSucuoğlu, B. ve Çifci, İ. (2001). Yapamıyor mu? Yapmıyor mu?: Zihinsel Engelli Çocuklar İçin Sosyal Beceri Öğretimi, Ankara Üniversitesi Basımevi. 5.Hafta Özkan, Ş. (2007). Giyinme becerilerinin öğretimi. Özel Eğitim Dergisi, 6.Hafta Cavkaytar, A. (Editör). (2010). Özel Eğitimde Aile Eğitimi ve Rehberliği, Ankara: Maya Yayınevi.7.HaftaÖncül, N. & Yücesoy-Özkan, Ş. (2006). Zihin özürlü yetişkin kadınlara günlük yaşam becerilerinin kazandırılmasında videoyla model olmanın ekililiği. Eskişehir: Yayınlanmamış Araştırma Raporu.8.HaftaSucuoğlu, B., & Özokçu, O. (2005). Kaynaştırma öğrencilerinin sosyal becerilerinin Değerlendirilmesi. Özel Eğitim Dergisi, 6 (1) 41-579.HaftaSazak, E., & Çiftçi-Tekinarslan, İ. (2003). Zihin engelli birey için hazırlanan akran aracılı sosyal beceri öğretim programının etkililiğinin incelenmesi. Özel Eğitim Dergisi, 4, (2), 13-30.

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 30
1. Kısa Sınav 10
1. Ödev 30
2. Ödev 30
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 4 64
Hours for off-the-classroom study (Pre-study, practice) 16 6 96
Mid-terms 1 10 10
Quiz 1 4 4
Assignment 2 10 20
Final examination 1 10 10
Total Workload 204
Total Workload / 25 (Hours) 8.16
dersAKTSKredisi 8