| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Teachıng Communıcatıon Skılls To Mentaly Handıcapp | ZEE 205 | 3 | 3 + 0 | 3 | 4 |
| Ön Koşul Dersleri | None |
| Önerilen Seçmeli Dersler | None |
| Dersin Dili | Türkçe |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Zorunlu |
| Dersin Koordinatörü | Dr.Öğr.Üyesi AHMET FİDAN |
| Dersi Verenler | |
| Dersin Yardımcıları | Research Assisstant Damla Altın |
| Dersin Kategorisi | Alanına Uygun Temel Öğretim |
| Dersin Amacı | The aim of the lesson is to inform the students about communication skills parts and teaching techniques for individuals with mental retardation. |
| Dersin İçeriği | Language, communication and speech concepts and development, mental language common in children with disabilities, communication and speech features and problems, language, communication and speech problems assessment, language component set goals according to, natural and structured methods used to teach communication skills, related to the development of communication skills family counseling. |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | The students explain the definition of the communication. | Lecture, Question-Answer, Discussion, | Testing, Homework, Performance Task, |
| 2 | The students explain communication-language-speaking relations.. | Discussion, Question-Answer, Lecture, | Performance Task, Homework, Testing, |
| 3 | The students explain how to communicate. | Discussion, Question-Answer, Lecture, | Performance Task, Homework, Testing, |
| 4 | The students explain the definition of the language. | Discussion, Question-Answer, Lecture, | Performance Task, Homework, Testing, |
| 5 | The students explain features of the language and components. | Discussion, Question-Answer, Lecture, | Performance Task, Homework, Testing, |
| 6 | The students explain language acquisition approaches. | Discussion, Question-Answer, Lecture, | Performance Task, Homework, Testing, |
| 7 | The students explain the steps of the functional language. | Discussion, Question-Answer, Lecture, | Performance Task, Homework, Testing, |
| 8 | The students explain the language development between 0-6 ages. | Discussion, Question-Answer, Lecture, | Performance Task, Homework, Testing, |
| 9 | The students explain the features of language development for special needs childreen. | Project Based Learning, Lecture, Question-Answer, Discussion, Group Study, Case Study, Self Study, | Performance Task, Testing, Homework, |
| 10 | The students explain the effects of the child with special needs languge development. | Question-Answer, Discussion, Group Study, Case Study, Self Study, Problem Solving, Project Based Learning, Lecture, | Performance Task, Testing, Homework, |
| 11 | The students explain the ways teachers can support language development in the classroom setting. | Discussion, Question-Answer, Lecture, | Performance Task, Homework, Testing, |
| 12 | The students explain defination of speaking. | Discussion, Question-Answer, Lecture, | Performance Task, Homework, Testing, |
| 13 | The students describe the anatomy and physiology of speaking. | Discussion, Question-Answer, Lecture, | Performance Task, Homework, Testing, |
| 14 | The students explain the techniques used to make expressive language skills. | Lecture, Discussion, Group Study, Case Study, Self Study, Question-Answer, | Testing, Homework, Performance Task, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | The definition of the communication. | Lesson notes-Related Slides |
| 2 | Relation of communication-language-speaking. | Lesson notes-Related Slides |
| 3 | Language features and components | Lesson notes-Related Slides |
| 4 | Language acquisition theories | Lesson notes-Related Slides |
| 5 | Language acquisition theories | Lesson notes-Related Slides |
| 6 | The steps of the functional language | Lesson notes-Related Slides |
| 7 | Language development between 0-6 years | Lesson notes-Related Slides |
| 8 | Mid-term exam | Lesson notes-Related Slides |
| 9 | Characteristics of language development in special needs | Lesson notes-Related Slides |
| 10 | The features of language development in mental retardation | Lesson notes-Related Slides |
| 11 | The effects of the child languge development | Lesson notes-Related Slides |
| 12 | Expressive techniques used to teach language skills | Lesson notes-Related Slides |
| 13 | Expressive techniques used to teach language skills | Lesson notes-Related Slides |
| 14 | Fİnal exam | Lesson notes-Related Slides |
| Kaynaklar | |
|---|---|
| Ders Notu | Lecture's notes. |
| Ders Kaynakları | Diken, İ. H., (2007), Erken Çocukluk Döneminde Dil Becerilerini Geliştirme ve Davranış Problemleriyle Başetme, Ankara: Maya Akademi Yay. |
| Sıra | Program Çıktıları | Katkı Düzeyi | |||||
|---|---|---|---|---|---|---|---|
| 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 | ||||||
| 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 | 10 | 10 |
| Assignment | 1 | 10 | 10 |
| Final examination | 1 | 10 | 10 |
| Quiz | 2 | 5 | 10 |
| Toplam İş Yükü | 104 | ||
| Toplam İş Yükü / 25 (Saat) | 4,16 | ||
| Dersin AKTS Kredisi | 4 | ||