| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Specıal Educatıon | OEB 348 | 6 | 2 + 0 | 2 | 5 |
| 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 | Dr.Öğr.Üyesi EMRAH BİLGİÇ |
| Dersi Verenler | Dr.Öğr.Üyesi EMRAH BİLGİÇ, |
| Dersin Yardımcıları | Res. Assist. Damla ALTIN |
| Dersin Kategorisi | Genel Eğitim |
| 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 |
|
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | Students explain the definition and borders of special education term | Lecture, Question-Answer, Discussion, | Testing, |
| 2 | Students explain the features of handicapped children | Discussion, Question-Answer, Lecture, | Testing, |
| 3 | Students give information about the history of special education applications in our country | Discussion, Question-Answer, Lecture, | Testing, |
| 4 | Students explain how integration applications are realized. | Discussion, Question-Answer, Lecture, | Testing, |
| 5 | Students remark special education support services by giving examples. | Discussion, Question-Answer, Lecture, | Testing, |
| 6 | Students design the requirements for the integration process of a handicapped child step by step. | Drilland Practice, Discussion, Question-Answer, Lecture, | Homework, |
| 7 | Self Study, Question-Answer, Lecture, | Homework, Testing, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | Special education and individuals with special education needs | |
| 2 | History of special education | |
| 3 | Inclusion and segregated based implications in special education | |
| 4 | Assessment and evaluation in special education | |
| 5 | Individualized Education Plans and Individualization of introduction/teaching | |
| 6 | Implications in early childhood education | |
| 7 | Family education in special education | |
| 8 | Mid-term exam | |
| 9 | Individuals with intellectual disabilities and their education | |
| 10 | Individuals with autism spectrum disorders and their education | |
| 11 | Individuals with learning disabilities and their education | |
| 12 | Individuals with hearing and visual impairments and their education | |
| 13 | Individuals with severe and multiple disabilities and their education | |
| 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 | A graduate of the department is able to plan teaching processes. | X | |||||
| 2 | A graduate of the department possesses the skill in organizing appropriate environments for English teaching. | X | |||||
| 3 | A graduate of the department can evaluate materials and resources that are relevant to English teaching with a critical viewpoint. | X | |||||
| 4 | A graduate of the department employs appropriate methods and techniques for English teaching. | X | |||||
| 5 | A graduate of the department decides on the feasibility of software and other technological resources to be utilized in English teaching | X | |||||
| 6 | A graduate of the department chooses the suitable learning strategies considering the personal traits of the students. | X | |||||
| 7 | A graduate of the department develops writing, reading, speaking and listening skills of the students. | ||||||
| 8 | A graduate of the department uses measurement and assessment instruments in an effective way. | X | |||||
| 9 | A graduate of the department generates solutions for the educational, social and economic problems of the society. | X | |||||
| 10 | A graduate of the department questions to what degree s/he possesses the required qualifications of a teacher. | X | |||||
| 11 | A graduate of the department follows the academic studies conducted in the field for his personal development. | ||||||
| 12 | A graduate of the department conveys his ideas on the significance of intercultural communication in the process of learning English as a foreign language. | ||||||
| 13 | A graduate of the department indicates the ways of digging up information that are compulsory for life-long learning. | X | |||||
| 14 | A graduate of the department generates foreign language tests. | ||||||
| 15 | A graduate of the department designs original activities promoting the use of English in the daily life. | ||||||
| Değerlendirme Sistemi | |
|---|---|
| Yarıyıl Çalışmaları | Katkı Oranı |
| 1. Ara Sınav | 50 |
| 1. Kısa Sınav | 10 |
| 2. Kısa Sınav | 10 |
| 1. Ödev | 30 |
| 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 | 15 | 15 |
| Quiz | 2 | 10 | 20 |
| Assignment | 1 | 12 | 12 |
| Final examination | 1 | 15 | 15 |
| Toplam İş Yükü | 126 | ||
| Toplam İş Yükü / 25 (Saat) | 5,04 | ||
| Dersin AKTS Kredisi | 5 | ||