Course Name Code Semester T+U Hours Credit ECTS
Transition To Life After School ZEE 312 6 3 + 0 3 4
Precondition Courses <p>A prerequisite course has not been determined for the regarding course.</p>
Recommended Optional Courses
Course Language Turkish
Course Level Bachelor's Degree
Course Type Optional
Course Coordinator Doç.Dr. BEKİR FATİH MERAL
Course Lecturers
Course Assistants

Res. Assisst. Ahmet FİDAN

Course Category
Course Objective

To be able to gain skill and knowledge about transition of student with disabilities to life after school at application level.

Course Content

Transition needs, Coordinating systems, Implementing transition, Best practices in transition, Job placement, training and supervision, Life centered career education.

# Course Learning Outcomes Teaching Methods Assessment Methods
1 Students give information about students populations and their transition needs. Lecture, Question-Answer, Discussion, Testing, Homework,
2 Students give information about Coordinating systems and agencies for succesfull transition. Discussion, Question-Answer, Lecture, Homework, Testing,
3 Students give information about İmplementing transition in local systems. Lecture, Question-Answer, Discussion, Testing, Homework,
4 Students give information about Transition Pathways. Discussion, Question-Answer, Lecture, Homework, Testing,
5 Students give information about Best practices in transition. Lecture, Question-Answer, Discussion, Testing, Homework,
6 Students give information about Transition assessment. Discussion, Question-Answer, Lecture, Homework, Testing,
7 Students give information about Planning for postsecondary transition. Lecture, Question-Answer, Discussion, Testing, Homework,
8 Students give information about Dailiy living skills. Discussion, Lecture, Question-Answer, Testing, Homework,
9 Students give information about Personel-Social skills. Lecture, Question-Answer, Discussion, Testing, Homework,
10 Students give information about Prevocational and occuptional programing. Question-Answer, Discussion, Lecture, Homework, Testing,
11 Students give information about Job placement, training and supervision. Lecture, Question-Answer, Discussion, Testing, Homework,
12 Students give information about İnstructional Strategies for transition education. Discussion, Question-Answer, Lecture, Homework, Testing,
13 Students give information about Life centered career education. Lecture, Question-Answer, Discussion, Testing, Homework,
14 Students give information about Related researchs. Discussion, Question-Answer, Lecture, Homework, Testing,
15 Students discuss the related studies. Lecture, Question-Answer, Discussion, Homework, Testing,
Week Course Topics Preliminary Preparation
1 Students populations and their transition needs Relevant sections of resources
2 Coordinating systems and agencies for succesfull transition Relevant sections of resources
3 Implementing transition in local systems Relevant sections of resources
4 Transition patterns, best practices in transition Relevant sections of resources
5 Assessment of transition Relevant sections of resources
6 Planning for postsecondary (after school) transition Relevant sections of resources
7 Teaching strategies for transition education Relevant sections of resources
8 Mid-term exam
9 Daily living skills Relevant sections of resources
10 Prevocational and occuptional programing Relevant sections of resources
11 Prevocational and occuptional programing Relevant sections of resources
12 Job placement, training and supervision Relevant sections of resources
13 Life centered career education Relevant sections of resources
14 Related researchs Final exam
Resources
Course Notes <p>Robert J. Miller, Stephanie A. Corbey, Richard C. Lombard, (2006) Transition Assessment: Planning Transition And IEP Development For Youth With Mild to Moderate Disabilities.&nbsp;Upper Saddle River, NJ: Pearson.</p>
Course Resources

Özbey, F. (2005). The Effectiveness of simultaneous prompting procedure on teaching vocational skill to students with mental retardation (Zihinsel engelli öğrencilere iş becerilerinin öğretiminde eşzamanlı ipucuyla öğretimin etkililiği). Unpublished Master Thesis. Bolu:  Abant İzzet Baysal University

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
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
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
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
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
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
10 X
11 X
12 X
13 X
14 X
15 X
Evaluation System
Semester Studies Contribution Rate
1. Ara Sınav 85
1. Kısa Sınav 5
1. Ödev 5
1. Performans Görevi (Uygulama) 5
Total 100
1. Yıl İçinin Başarıya 50
1. Final 50
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 1 16
Mid-terms 1 4 4
Quiz 2 5 10
Assignment 1 8 8
Final examination 1 4 4
Total Workload 90
Total Workload / 25 (Hours) 3.6
dersAKTSKredisi 4