1. Education Information System
  2. Mentally Handicapped Education
  3. Special Education Technology (2020 - 2021)
Course Name Code Semester T+U Hours Credit ECTS
Special Education Technology ZEE 308 6 3 + 0 3 4
Precondition Courses <p>Introduction to Special Education</p>
Recommended Optional Courses
Course Language Turkish
Course Level Bachelor's Degree
Course Type Optional
Course Coordinator Dr.Öğr.Üyesi CANAN SOLA ÖZGÜÇ
Course Lecturers
Course Assistants
Course Category
Course Objective

To give information about technlogy in special education and to make student teachers acquire ability to use technologic devices.
Course Content

Technology concept

Technology in special educatin- assistive technology (AT)

Various assistive technology devices according to the types of defincincies.

Various assistive technology devices according to the contexts of the lessons

Samples of usage of AT devices.
# Course Learning Outcomes Teaching Methods Assessment Methods
1 Students describe the concepts of technology, educational technology, instructioanl technolgy Lecture, Question-Answer, Discussion, Testing, Homework,
2 Assistive technology in special education, and the develoment of AT Lecture, Question-Answer, Discussion, Testing,
3 Students describe the process of choosing and assesment of AT. Lecture, Question-Answer, Discussion, Testing,
4 Students discuss how to implement AT devices to instructional settings. Lecture, Question-Answer, Discussion, Drilland Practice, Testing,
5 Students develop Individualized Education Program including AT devices considering individual’s needs. Lecture, Question-Answer, Discussion, Group Study, Testing, Homework,
6 Students apply AT devices in real educational settings. Lecture, Question-Answer, Discussion, Demonstration, Testing,
Week Course Topics Preliminary Preparation
1 Concepts of technology, educational technology, instructioanl technolgy
2 Assistive technology in special education, and the develoment of AT
3 Studies about AT in our country
4 Process of choosing and assesment of AT.
5 AT devices used by individulas with pysical disabilities.
6 AT devices used by individulas with speech-communication disabilities.( AAC, VOCA, PECS, I-hone applications)
7 AT devices used by individulas with speech-communication disabilities.( AAC, VOCA, PECS, I-hone applications)
8 AT in early special education
9 MIDTERM
10 Implementing AT devices to instructional settings.
11 Implementing AT devices to instructional settings.
12 Developing Individualized Education Program including AT devices considering individual’s needs.
13 Applying AT devices in real educational settings.
14 Applying AT devices in real educational settings.
Resources
Course Notes <p>Bryant, D.P. and Bryant, B.R.(2012). Assistive Technology for people with disabilities.The Unites States:Pearson Education Inc.<br /> <br /> Sadao, K.C. and Robinson, N.B. (2010). Assistive technology for young children. Maryland:Paul H. Brookes Publishing Co.<br /> 3-Dell, A.G., Newton, D.A. and Petroff, J. G. (2012). Assistive Technology in the classroom. New Jersey: Pearson Education Inc.<br /> <br /> Beard, L.A., Bowden Carpenter, L., &amp; Johnston, L. B. (2011). Assistive technology access<br /> for all students (2nd ed.). New Jersey: Pearson Education<br /> <br /> Prater, M.A. (2006). Teaching strategies for students with mild to moderate<br /> disabilities. New Jersey: Pearson Allyn &amp; Bacon</p>
Course Resources

Wehmeyer, M.L., Smith,S.J., Palmer, S.B., Davies, D.K., & Stock, S.E. (2004). Technology
use with mental retardation. International review of research in mental retardation. Volume 29, Elsevier Academic Press: Sam Diego California

Wehmeyer, M.L, Palmer, S.B., Smith,S.J.,Parent, W. Davies, D.K., & Stock (2006).
Technology use by people with intellectual and developmental disabilities to support
employment activities: A single-subject design meta analysis,.Journal of Vocational Rehabilitation 24, 81–86.

Wehmeyer, M.L.,Tasse, M.J., Davies, D.K., & Stock, S. (2012). The role of technology use

by a person with intellectual or developmental disabilities as a family support. Rivista
di studi familiari. 16(2), 90-99.
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 40
1. Kısa Sınav 5
1. Ödev 5
2. Kısa Sınav 5
2. Ödev 10
3. Ödev 5
4. Ödev 5
5. Ödev 5
6. Ödev 5
7. Ödev 15
Total 100
1. Yıl İçinin Başarıya 60
1. Final 40
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 3 3
Quiz 2 3 6
Assignment 1 4 4
Final examination 1 3 3
Total Workload 112
Total Workload / 25 (Hours) 4.48
dersAKTSKredisi 4