| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Attıtudes To Ind. Dıfferences and Handıcapped | ZEE 103 | 1 | 4 + 0 | 4 | 8 |
| Ön Koşul Dersleri | |
| Önerilen Seçmeli Dersler | |
| Dersin Dili | Türkçe |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Zorunlu |
| Dersin Koordinatörü | Doç.Dr. EDA DEMİRHAN |
| Dersi Verenler | |
| Dersin Yardımcıları | Research Assisstant Ahmet FİDAN |
| Dersin Kategorisi | Diğer |
| Dersin Amacı | The main aim of this course is to acquire appropriate knowledge and skills in the areas of individual differences, how attitudes towards disabilities are formed and how they can be changed. |
| Dersin İçeriği | Various aspects of human development (cognitive, social, psychological, moral, physical etc.) Individual differances (intelligence, personality, learning styles), attitudes, behaviors, development of attitudes, attitudes towards disabilities, practices aimed at changing negative attitudes towards disabilities. |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | Students define the concepts which are related to individual differences. | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| 2 | Students assess the individual differences in context of heredity and environment. | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| 3 | Students assess individual differences in terms of children who needs special education. | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| 4 | Students discuss the how the attitudes are formed. | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| 5 | Students discuss the attitudes of handicapped individuals and it's reasons. | Lecture, Question-Answer, Discussion, | Testing, Homework, |
| 6 | Students explain the procedure of changing the attitudes of handicapped individuals. | Case Study, Problem Solving, Lecture, Question-Answer, Discussion, | Testing, Homework, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | Individual, individuality, individual differences | |
| 2 | Attitudes, the reasons of attitudes | |
| 3 | Disability, handicap, retardation | |
| 4 | Attitudes to handicapped | |
| 5 | The measurement and assessment of attitudes | |
| 6 | Methods for changing of attitudes | |
| 7 | Methods for changing of attitudes | |
| 8 | Mid-term Exam | |
| 9 | Presentations of projects | |
| 10 | Presentations of projects | |
| 11 | Presentations of projects | |
| 12 | Presentations of projects | |
| 13 | Presentations of projects | |
| 14 | General assessment |
| Kaynaklar | |
|---|---|
| Ders Notu | |
| Ders Kaynakları | Kuzgun, Y., & Deryakulu, D. (2004). Bireysel farklılıklar ve eğitime yansımaları. Eğitimde bireysel farklılıklar. Ankara: Nobel Yayın Dağıtım. Cüceloğlu, D. (2013). İnsan ve Davranışı: Psikolojinin Temel Kavramları.(27. Basım). Remzi Kitabevi: İstanbul. Olçay-Gül, S. (2012). Engellilere yönelik tutumlar. IH Diken. Engellilere yönelik tutumlar, 50-85. |
| 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 | 40 |
| 1. Kısa Sınav | 20 |
| 1. Ödev | 20 |
| 2. Kısa Sınav | 20 |
| Toplam | 100 |
| 1. Yıl İçinin Başarıya | 50 |
| 1. Final | 50 |
| Toplam | 100 |
| AKTS - İş Yükü Etkinlik | Sayı | Süre (Saat) | Toplam İş Yükü (Saat) |
|---|---|---|---|
| Course Duration (Including the exam week: 16x Total course hours) | 16 | 4 | 64 |
| Hours for off-the-classroom study (Pre-study, practice) | 16 | 6 | 96 |
| Mid-terms | 1 | 9 | 9 |
| Quiz | 2 | 6 | 12 |
| Assignment | 1 | 12 | 12 |
| Final examination | 1 | 12 | 12 |
| Toplam İş Yükü | 205 | ||
| Toplam İş Yükü / 25 (Saat) | 8,2 | ||
| Dersin AKTS Kredisi | 8 | ||