| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Traınıng and Guıdıng Parents Of The Mentally Handı | ZEE 306 | 6 | 3 + 0 | 3 | 8 |
| Ön Koşul Dersleri | A prerequisite course has not been determined for the regarding course. |
| Önerilen Seçmeli Dersler | Special Education |
| Dersin Dili | Türkçe |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Zorunlu |
| Dersin Koordinatörü | Prof.Dr. BEKİR FATİH MERAL |
| Dersi Verenler | |
| Dersin Yardımcıları | Research Assisstant Ahmet FİDAN |
| Dersin Kategorisi | Alanına Uygun Temel Öğretim |
| Dersin Amacı | The main purpose of the course is to inform the students about family education and consultancy. The objectives of this course are: |
| Dersin İçeriği | Family education and consultancy of parents who have individuals with developmental disabilities. |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | Learners will be able to explain family, family who have children with disabilities, family education. | Lecture, Question-Answer, Discussion, Group Study, Case Study, Self Study, | Testing, Oral Exam, Homework, |
| 2 | Learners will be able to explain the adaptation of the family to the children’s disability. | Lecture, Question-Answer, Discussion, Group Study, Case Study, Self Study, | Testing, Oral Exam, Homework, |
| 3 | Learners will be able to explain family, school, child, enviroment and society relations. | Lecture, Question-Answer, Discussion, Group Study, Case Study, Self Study, | Testing, Oral Exam, Homework, |
| 4 | Learners will be able to explain teacher – family relations and communication. | Lecture, Question-Answer, Discussion, Group Study, Case Study, Self Study, | Testing, Oral Exam, Homework, |
| 5 | Learners will be able to explain the aims of the family education. | Lecture, Question-Answer, Discussion, Group Study, Case Study, Self Study, | Oral Exam, Homework, Testing, |
| 6 | Learners will be able to explain the services presented to families. | Lecture, Question-Answer, Discussion, Group Study, Case Study, Self Study, | Testing, Oral Exam, Homework, |
| 7 | Learners will be able to explain family education programs. | Lecture, Question-Answer, Discussion, Group Study, Case Study, Self Study, | Oral Exam, Homework, Testing, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | Family, family who have children with disabilities, family education | Relevant sections of resources |
| 2 | The adaptation of the family to the children’s disability | Relevant sections of resources |
| 3 | Family, school, child, enviroment and society relations | Relevant sections of resources |
| 4 | Teacher – family relations and communication | Relevant sections of resources |
| 5 | The aims of the family education | Relevant sections of resources |
| 6 | The services presented to families | Relevant sections of resources |
| 7 | Family training programs | Relevant sections of resources |
| 8 | Planning, application and saving the family education process | Relevant sections of resources |
| 9 | Mid-Term Exam | Relevant sections of resources |
| 10 | Developing family education programs | Relevant sections of resources |
| 11 | Developing family education programs | Relevant sections of resources |
| 12 | Giving example about the studies in Turkey | Relevant sections of resources |
| 13 | Giving example about the studies in Turkey | Relevant sections of resources |
| 14 | Final exam | Relevant sections of resources |
| Kaynaklar | |
|---|---|
| Ders Notu | Cavkaytar, Atilla. (2008). Coorperation with Parents (Ailelerle işbirliği). In Special Education (Özel Eğitim) (Ed. Süleyman Eripek). Eskişehir: Anadolu Open University Pub. Cavkaytar, A. (2005). Teaching self-care and domestic skills to children with special needs: applied manual for teacher, teacher aides and family (Özel gereksinimi olan çocuklara özbakım ve ev içi becerilerinin öğretimi: uygulamalı el kitabı: öğretmen, yardımcı öğretmen ve aileler için). Ankara: Gündüz Pub. |
| Ders Kaynakları | Cavkaytar, A., Ardıç, A. Özbey, F. Sönmez, M., Özdemir, O., and Aksoy, V. (2015). Parent Training and Guidence on Special Education (Özel eğitimde aile eğitimi ve rehberliği). (Ed. Atilla Cavkaytar) Ankara: Vize Pub. Turnbull, A. P., Turnbull, H. R., Erwin, E. J., Soodak, L. C., & Shogren, K. A. (2011). Families, Professionals, and Exceptionality: Positive Outcomes Through Partnerships and Trust, 6th Edition.Upper Saddle River, N.J. : Pearson. |
| 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 | 85 |
| 1. Kısa Sınav | 5 |
| 1. Ödev | 5 |
| 1. Performans Görevi (Seminer) | 5 |
| 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 | 3 | 48 |
| Hours for off-the-classroom study (Pre-study, practice) | 16 | 4 | 64 |
| Mid-terms | 1 | 10 | 10 |
| Quiz | 1 | 14 | 14 |
| Assignment | 1 | 20 | 20 |
| Performance Task (Laboratory) | 1 | 20 | 20 |
| Final examination | 1 | 20 | 20 |
| Toplam İş Yükü | 196 | ||
| Toplam İş Yükü / 25 (Saat) | 7,84 | ||
| Dersin AKTS Kredisi | 8 | ||