| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Early Interventıon Programs In Specıal Educatıon | ZEE 410 | 8 | 3 + 0 | 3 | 5 |
| Ön Koşul Dersleri | none |
| Önerilen Seçmeli Dersler | none |
| Dersin Dili | Türkçe |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Seçmeli |
| Dersin Koordinatörü | Dr.Öğr.Üyesi AHMET FİDAN |
| Dersi Verenler | |
| Dersin Yardımcıları | Lect. EMRAH BİLGİÇ |
| Dersin Kategorisi | Alanına Uygun Temel Öğretim |
| Dersin Amacı | The purpose of this course is teaching to students who are in early education that early education services and early education programs and implementation of application types and information about the Small Steps Program. |
| Dersin İçeriği | Identification of early education and early education programs, Small Steps Early Intervention Program´s Small Steps Early Intervention Program Definition and what kind of skills´ is within the scope of the disclosure. |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | The students define the earlly intervention term. | Lecture, Question-Answer, Discussion, | Testing, Homework, Performance Task, |
| 2 | The students tell about the importance of early intervention. | Discussion, Question-Answer, Lecture, | Performance Task, Homework, Testing, |
| 3 | The students define the types of early intervention programs. | Lecture, Problem Solving, Question-Answer, Discussion, | Testing, Homework, Performance Task, |
| 4 | The students can list the types of early intervention programs. | Discussion, Question-Answer, Lecture, | Performance Task, Homework, Testing, |
| 5 | The students can list the types of early intervention programs. | Lecture, Question-Answer, Discussion, | Testing, Homework, Performance Task, |
| 6 | The students can tell that Small Steps includes eight books. | Discussion, Question-Answer, Lecture, | Performance Task, Homework, Testing, |
| 7 | The students define the ingredients of Small Steps Early Education Program. | Lecture, Question-Answer, Discussion, | Testing, Homework, Performance Task, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | İmportance of early intervention | Lecturer notes |
| 2 | Early special education service | Lecturer notes |
| 3 | Early special education programs | Lecturer notes |
| 4 | Small Steps Programs | Lecturer notes |
| 5 | Communication area and implementation skills | Lecturer notes |
| 6 | Communication area and implementation skills | Lecturer notes |
| 7 | Other developments area and implementation skills | Lecturer notes |
| 8 | Other developments area and implementation skills | Lecturer notes |
| 9 | Midexam | Lecturer notes |
| 10 | Other developments area and implementation skills | Lecturer notes |
| 11 | Changing the curriculum | Lecturer notes |
| 12 | Changing the curriculum | Lecturer notes |
| 13 | Changing the curriculum | Lecturer notes |
| 14 | Final exam | Lecturer notes |
| Kaynaklar | |
|---|---|
| Ders Notu | Birkan, B. (2002) Küçük Adımlar Kursu´nun Gelişim Geriliği Olan Çocuğa Sahip Annelerin Küçük Adımlar´ı uygulama becerileri kazanmalarına etkisi, Eskişehir: Anadolu Üniversitesi Yayınları. |
| Ders Kaynakları | *Pieterse, M. ve Robin, T. (1996) Küçük Adımlar Gelişimsel Geriliği Olan Çocuklara Yönelik Erken Eğitim Programı. İngilizceden çeviren: Gönül Kırcaali-İftar (Ed.), İstanbul: Zhinsel Engellilere Destek Derneği. |
| 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 | 60 |
| 1. Kısa Sınav | 10 |
| 1. Ödev | 20 |
| 2. Kısa Sınav | 10 |
| 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 | 2 | 32 |
| Mid-terms | 1 | 4 | 4 |
| Quiz | 2 | 6 | 12 |
| Assignment | 1 | 15 | 15 |
| Final examination | 1 | 10 | 10 |
| Toplam İş Yükü | 121 | ||
| Toplam İş Yükü / 25 (Saat) | 4,84 | ||
| Dersin AKTS Kredisi | 5 | ||