| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Gıfted Chıldren and Theır Educatıon | RPD 010 | 0 | 2 + 0 | 2 | 4 |
| Ön Koşul Dersleri | |
| Önerilen Seçmeli Dersler | |
| Dersin Dili | Türkçe |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Seçmeli |
| Dersin Koordinatörü | Öğr.Gör.Dr. BASRİ ÖZÇELİK |
| Dersi Verenler | |
| Dersin Yardımcıları | Res. Assist. Eda Biçener |
| Dersin Kategorisi | Diğer |
| Dersin Amacı | Introducing the scales used to determine the basic characteristics of gifted and gifted children, the services of preventive psychological counseling and guidance services suitable for the gifted and talented children, the issues to be considered in preparing individual education and counseling programs and the introduction of application examples. |
| Dersin İçeriği | Special talented children the definition and classification, developmental and socio-cultural features, special training grounds, history of education, educational practices, considerations should be taken into account in education, research on gifted, applications in Turkey. |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | Recognizes talented children. | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| 2 | Has historical knowledge about education of individuals who need special education. | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| 3 | Has knowledge about special education applications and implements them. | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| 4 | Implements scales use to diagnose individuals in need special education. | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| 5 | Knows to prepare individualized education programme for talented children. | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| 6 | Examines researches on talented children. | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| 7 | Has knowledge about application for talented children in Turkey. | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| 8 | Presents preventive service in psychological counseling and guidance services for talented students. | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | Who is a Talented Individual? | Relevant sections will be read from the mentioned sources. |
| 2 | Developmental Features of Talented Children | Relevant sections will be read from the mentioned sources. |
| 3 | Historical Development of Talented Individuals Education in Turkey and World | Relevant sections will be read from the mentioned sources. |
| 4 | Diagnosis Process of Individuals with Special Skills | Relevant sections will be read from the mentioned sources. |
| 5 | Education Models Applicable According to Education Levels of Talented Individuals | Relevant sections will be read from the mentioned sources. |
| 6 | Education Environments for Talented Children | Relevant sections will be read from the mentioned sources. |
| 7 | Midterm Exam | |
| 8 | Developing a Training Program for Individuals with Special Skills | Relevant sections will be read from the mentioned sources. |
| 9 | Characteristics of Teachers of Talented Individuals | Relevant sections will be read from the mentioned sources. |
| 10 | Talented Individuals and Their Family | Relevant sections will be read from the mentioned sources. |
| 11 | Lifetime Tracking to Talented Individual | Relevant sections will be read from the mentioned sources. |
| 12 | Talented Individuals and Community, Family, Teacher, Peer Relations and Communication | Relevant sections will be read from the mentioned sources. |
| 13 | Education Politics in Turkey for Talented Individuals | Relevant sections will be read from the mentioned sources. |
| 14 | General Evaluation |
| Kaynaklar | |
|---|---|
| Ders Notu | |
| Ders Kaynakları | Davis, A.G. (2014). Üstün Yetenekli Çocuklar ve Eğitimi. (Çev.M. Işık Koç). İstanbul: Özgür Yayınları https://orgm.meb.gov.tr/www/ustun-yenekeli-bireyler-icin-dokumanlar/icerik/31 |
| Sıra | Program Çıktıları | Katkı Düzeyi | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | • They are aware of the existing social structure and cultural dynamics while providing guidance and counseling services. | X | |||||
| 2 | • They use the terminology of guidance and counseling by adhering to grammar rules of the native language | X | |||||
| 3 | • They have a linguistic interaction with which they express their feelings thoughts and facts related to the field of guidance and psychological counseling in all kinds of cultural and social contexts. | X | |||||
| 4 | • They have a linguistic interaction that can identify the needs of clients with different cultural contexts from the current culture. | X | |||||
| 5 | • They have knowledge of foreign language with which they can follow recent scientific developments such as new therapy techniques, theories, symposiums) about the field. | X | |||||
| 6 | • They communicate with clients with different cultural contexts from current culture on the basis of positive acceptance. | X | |||||
| 7 | • They list and describe the competences to conduct research in the field of Counseling and Psychological Counseling. | X | |||||
| 8 | They list and describe vocational counseling lists and discloses measuring instruments to be used in aid process. | X | |||||
| 9 | • They appropriately analyze scientific data obtained during conducting guidance and psychological counseling services. | X | |||||
| 10 | • They appropriately analyze scientific data obtained during conducting guidance and psychological counseling services. | X | |||||
| 11 | • They appropriately analyze scientific data obtained during conducting guidance and psychological counseling services. | X | |||||
| 12 | • They effectively express their knowledge, opinions and suggestions in the field of guidance and psychological counseling by using various communication tools. | X | |||||
| 13 | • They plan individual and group counseling sessions by deciding on the needs of their clients. | X | |||||
| 14 | • They take into account the consultant and situation-specific conditions while planning the psychological counseling process. | X | |||||
| 15 | • They provide preventive guidance and psychological counseling services tailored to the changing needs of the institution they serve. | X | |||||
| 16 | • They manage and adjourn individual and group counseling sessions by deciding on the needs of their clients. | X | |||||
| 17 | • They are aware of their social resources to solve problems that are encountered and unpredictable in their field related applications. | X | |||||
| 18 | • They request support from their social resources to solve problems that are encountered and unpredictable in their field related applications. | X | |||||
| 19 | • They know the scope of school guidance and psychological services and serve school stakeholders within this context. | X | |||||
| 20 | • They frame the problems of their clients with a scientific outlook by referencing to development, learning and personality theories. | X | |||||
| 21 | • They are aware of their social resources to solve problems that are encountered and unpredictable in their field related applications. | X | |||||
| 22 | • They request support from their social resources to solve problems that are encountered and unpredictable in their field related applications. | X | |||||
| 23 | • They offer psychological counseling assistance after traumatic events that may occur at the national or local level. | X | |||||
| 24 | • They take into consideration spiritual and universal values while conducting the psychological aid process. | X | |||||
| 25 | • They establish effective communication and business alliance with students, colleagues, family and other stakeholders in education to effectively conduct guidance services. | X | |||||
| 26 | • They perform the process of identifying students with various adjustment disorders, developing the intervention plan, implementing and monitoring. | X | |||||
| 27 | • They plan appropriate counseling sessions specific to each individual by taking into account individual and social circumstances of the ability to make individual and group psychological counseling. | X | |||||
| 28 | • They initiate, maintain and adjourn individual counseling sessions that are specific to individual, taking into account the individual and social circumstances of the ability to make psychological counseling with individual and group. | X | |||||
| 29 | • They implement a guidance program for treatment of developmental crises that may arise during life span. | X | |||||
| 30 | They acquire an ethical understanding of the positive acceptance framework by being loyal to the ethical principles of the field of guidance and psychological counseling. | X | |||||
| 31 | • They develop professional attitudes in accordance with the basic principles of human relations and communication. | X | |||||
| Değerlendirme Sistemi | |
|---|---|
| Yarıyıl Çalışmaları | Katkı Oranı |
| 1. Ara Sınav | 50 |
| 1. Ödev | 20 |
| 2. Ödev | 20 |
| 3. Ödev | 10 |
| Toplam | 100 |
| 1. Yıl İçinin Başarıya | 60 |
| 1. Final | 40 |
| Toplam | 100 |
| AKTS - İş Yükü Etkinlik | Sayı | Süre (Saat) | Toplam İş Yükü (Saat) |
|---|---|---|---|
| Course Duration (Including the exam week: 16x Total course hours) | 16 | 2 | 32 |
| Hours for off-the-classroom study (Pre-study, practice) | 16 | 2 | 32 |
| Mid-terms | 1 | 10 | 10 |
| Assignment | 3 | 6 | 18 |
| Final examination | 1 | 10 | 10 |
| Toplam İş Yükü | 102 | ||
| Toplam İş Yükü / 25 (Saat) | 4,08 | ||
| Dersin AKTS Kredisi | 4 | ||