Eğitim Bilgi Sistemi

Ders Bilgileri
Ders Tanımı
Ders Akışı
Dersin Prog. Çıktılarına Katkısı
Değerlendirme Sistemi
AKTS - İş Yükü

Ders Adı	Kodu	Yarıyıl	T+U Saat	Kredi	AKTS
Specıal Educatıon Technology	ZEE 308	6	3 + 0	3	4

Ön Koşul Dersleri	Introduction to Special Education
Önerilen Seçmeli Dersler
Dersin Dili	Türkçe
Dersin Seviyesi	Lisans
Dersin Türü	Seçmeli
Dersin Koordinatörü	Doç.Dr. CANAN SOLA ÖZGÜÇ
Dersi Verenler
Dersin Yardımcıları
Dersin Kategorisi	Diğer
Dersin Amacı	To give information about technlogy in special education and to make student teachers acquire ability to use technologic devices.
Dersin İçeriği	Technology concept Technology in special educatin- assistive technology (AT) Various assistive technology devices according to the types of defincincies. Various assistive technology devices according to the contexts of the lessons Samples of usage of AT devices.

#	Ders Öğrenme Çıktıları	Öğretim Yöntemleri	Ölçme Yöntemleri
1	Students describe the concepts of technology, educational technology, instructioanl technolgy	Lecture, Question-Answer, Discussion,	Testing, Homework,
2	Assistive technology in special education, and the develoment of AT	Lecture, Question-Answer, Discussion,	Testing,
3	Students describe the process of choosing and assesment of AT.	Lecture, Question-Answer, Discussion,	Testing,
4	Students discuss how to implement AT devices to instructional settings.	Lecture, Question-Answer, Discussion, Drilland Practice,	Testing,
5	Students develop Individualized Education Program including AT devices considering individual’s needs.	Lecture, Question-Answer, Discussion, Group Study,	Testing, Homework,
6	Students apply AT devices in real educational settings.	Lecture, Question-Answer, Discussion, Demonstration,	Testing,

Hafta	Ders Konuları	Ön Hazırlık
1	Concepts of technology, educational technology, instructioanl technolgy
2	Assistive technology in special education, and the develoment of AT
3	Studies about AT in our country
4	Process of choosing and assesment of AT.
5	AT devices used by individulas with pysical disabilities.
6	AT devices used by individulas with speech-communication disabilities.( AAC, VOCA, PECS, I-hone applications)
7	AT devices used by individulas with speech-communication disabilities.( AAC, VOCA, PECS, I-hone applications)
8	AT in early special education
9	MIDTERM
10	Implementing AT devices to instructional settings.
11	Implementing AT devices to instructional settings.
12	Developing Individualized Education Program including AT devices considering individual’s needs.
13	Applying AT devices in real educational settings.
14	Applying AT devices in real educational settings.

Kaynaklar
Ders Notu	Bryant, D.P. and Bryant, B.R.(2012). Assistive Technology for people with disabilities.The Unites States:Pearson Education Inc. Sadao, K.C. and Robinson, N.B. (2010). Assistive technology for young children. Maryland:Paul H. Brookes Publishing Co. 3-Dell, A.G., Newton, D.A. and Petroff, J. G. (2012). Assistive Technology in the classroom. New Jersey: Pearson Education Inc. Beard, L.A., Bowden Carpenter, L., & Johnston, L. B. (2011). Assistive technology access for all students (2nd ed.). New Jersey: Pearson Education Prater, M.A. (2006). Teaching strategies for students with mild to moderate disabilities. New Jersey: Pearson Allyn & Bacon
Ders Kaynakları	Wehmeyer, M.L., Smith,S.J., Palmer, S.B., Davies, D.K., & Stock, S.E. (2004). Technology use with mental retardation. International review of research in mental retardation. Volume 29, Elsevier Academic Press: Sam Diego California Wehmeyer, M.L, Palmer, S.B., Smith,S.J.,Parent, W. Davies, D.K., & Stock (2006). Technology use by people with intellectual and developmental disabilities to support employment activities: A single-subject design meta analysis,.Journal of Vocational Rehabilitation 24, 81–86. Wehmeyer, M.L.,Tasse, M.J., Davies, D.K., & Stock, S. (2012). The role of technology use by a person with intellectual or developmental disabilities as a family support. Rivista di studi familiari. 16(2), 90-99.

Kaynaklar

Ders Notu

Bryant, D.P. and Bryant, B.R.(2012). Assistive Technology for people with disabilities.The Unites States:Pearson Education Inc.

Sadao, K.C. and Robinson, N.B. (2010). Assistive technology for young children. Maryland:Paul H. Brookes Publishing Co.
3-Dell, A.G., Newton, D.A. and Petroff, J. G. (2012). Assistive Technology in the classroom. New Jersey: Pearson Education Inc.

Beard, L.A., Bowden Carpenter, L., & Johnston, L. B. (2011). Assistive technology access
for all students (2nd ed.). New Jersey: Pearson Education

Prater, M.A. (2006). Teaching strategies for students with mild to moderate
disabilities. New Jersey: Pearson Allyn & Bacon

Ders Kaynakları

Wehmeyer, M.L., Smith,S.J., Palmer, S.B., Davies, D.K., & Stock, S.E. (2004). Technology
use with mental retardation. International review of research in mental retardation. Volume 29, Elsevier Academic Press: Sam Diego California

Wehmeyer, M.L, Palmer, S.B., Smith,S.J.,Parent, W. Davies, D.K., & Stock (2006).
Technology use by people with intellectual and developmental disabilities to support
employment activities: A single-subject design meta analysis,.Journal of Vocational Rehabilitation 24, 81–86.

Wehmeyer, M.L.,Tasse, M.J., Davies, D.K., & Stock, S. (2012). The role of technology use

by a person with intellectual or developmental disabilities as a family support. Rivista
di studi familiari. 16(2), 90-99.

Sıra	Program Çıktıları	Katkı Düzeyi
Sıra	Program Çıktıları	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
11
12
13
14
15

Değerlendirme Sistemi
Yarıyıl Çalışmaları	Katkı Oranı
1. Ara Sınav	40
1. Kısa Sınav	5
1. Ödev	5
2. Kısa Sınav	5
2. Ödev	10
3. Ödev	5
4. Ödev	5
5. Ödev	5
6. Ödev	5
7. Ödev	15
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	3	48
Hours for off-the-classroom study (Pre-study, practice)	16	3	48
Mid-terms	1	3	3
Quiz	2	3	6
Assignment	1	4	4
Final examination	1	3	3
Toplam İş Yükü			112
Toplam İş Yükü / 25 (Saat)			4,48
Dersin AKTS Kredisi			4

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