SPECIAL EDUCATION DERS TANITIM VE UYGULAMA BİLGİLERİ

Kodu	Dersin Adı	Yarıyıl	Süresi(T+U)	Kredisi	AKTS Kredisi
CGY144E	SPECIAL EDUCATION	2	3	3	5

DERS BİLGİLERİ
Dersin Öğretim Dili :	İngilizce
Dersin Düzeyi	BACHELOR'S DEGREE, TYY: + 6.Level, EQF-LLL: 6.Level, QF-EHEA: First Cycle
Dersin Türü	Zorunlu
Dersin Veriliş Şekli	-
Dersin Koordinatörü	Assist.Prof. NURTEN ELKİN
Dersi Veren Öğretim Üyesi/Öğretim Görevlisi
Ders Ön Koşulu	Yok

AMAÇ VE İÇERİK
Amaç:	It is aimed to gain knowledge and skills about the concepts and principles of special education, individuals requiring special education and their characteristics, current issues related to special education.
İçerik:	History of Special Education, Intellectual Disability, Autism Spectrum Disorder, Attention Deficit and Hyperactivity Disorder, Down Syndrome, Gifted Children, Learning Disability, Deafness, Hearing-Impaired, Blindness, Visual Disability, Inclusive Education

DERSİN ÖĞRENME ÇIKTILARI (Öğrenciler, bu dersi başarı ile tamamladıklarında aşağıda belirtilen bilgi, beceri ve/veya yetkinlikleri gösterirler.)
Explains the aims and principles of special education.
Explains the effect of complications experienced before, during and after birth on child development.
Discriminates the differences between individuals with special needs
Discriminates job description and field of duty
Adheres to professional ethics.
Moves in accordance with professional ethics.
Defends the importance of interdisciplinary work.
Aids other professionals when necessary.

HAFTALIK DERS KONULARI VE ÖNGÖRÜLEN HAZIRLIK ÇALIŞMALARI
Hafta	Ön Hazırlık	Konular	Yöntem
1	-	Meeting and Talking About Course Overview of Syllabus	-
2	Literature Review	History of Special Education	Direct Instruction Technique
3	Literature Review, Self Research	History of Special Education What is Special Education?	Direct Instruction Technique, Self Study
4	Literature Review, Web Based Search	What is Intellectual Disability? Diagnosis and Education of Children With Intellectual Disabilities.	Direct Instruction Technique, Discussion, Case Study
5	Literature Review, Web Based Search	What is Autism Spectrum Disorder? Diagnosis and Education of Children With Autism.	Direct Instruction Technique, Discussion, Case Study
6	Literature Review, Web Based Search	What is Attention Deficit and Hyperactivity Disorder? Diagnosis and Education of Children With ADHD.	Direct Instruction Technique, Discussion, Case Study
7	-	Course Review	Question and Answer Teaching Method
8	-	MID-TERM EXAM	-
9	Literature Review, Web Based Search	What is Down Syndrome? Diagnosis and Education of Children who Have Down syndrome.	Direct Instruction Technique, Discussion, Case Study
10	Literature Review, Web Based Search	Who are Gifted? Diagnosis and Education of Gifted Children.	Direct Instruction Technique, Discussion, Case Study
11	Literature Review, Web Based Search	What is Learning Disability? Diagnosis and Education of Children With Learning Disability.	Direct Instruction Technique, Discussion, Case Study
12	Literature Review, Self Research	What are the Meanings of Deafness, Hearing-Impaired, Blindness, Visual Impaired? Diagnosis and Education of Children With These.	Direct Instruction Technique, Discussion, Case Study, Self Study
13	Literature Review, Self Research	Children Who Need Different Special Education	Direct Instruction Technique, Discussion, Case Study, Self Study
14	Literature Review, Self Research, Group Research	Inclusive Education. Integration of Children With Special Needs to Regular Classrooms.	Direct Instruction Technique, Discussion, Case Study, Self Study
15	-	Course Review	Question and Answer Teaching Method, Group Study
16	-	FINAL EXAM	-
17	-	FINAL EXAM	-

KAYNAKLAR

Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed‐Ability Classrooms (2nd ed). Alexandra, VA: Association for Supervision & Curriculum Development. Irvine Belson, S. (2003) Technology for Exceptional Learners Houghton‐Mifflin: Boston, MA. Davis, G., & Rimm, S. (2004). Education of the gifted and talented (5th ed.). Boston: Allyn & Bacon. Dettmer, P., Dyck, N., & Thurston, L. (2005). Consultation, collaboration, and teamwork for students with special needs (5th ed.). Toronto: Allyn and Bacon.

ÖLÇME VE DEĞERLENDİRME
Yarıyıl İçi Yapılan Çalışmaların Ölçme ve Değerlendirmesi	Etkinlik Sayısı	Katkı Yüzdesi	Açıklama

(0) Etkisiz	(1) En Düşük	(2) Düşük	(3) Orta	(4) İyi	(5) Çok İyi
0	1	2	3	4	5

KNOWLEDGE
Theoretical
	Program Yeterlilikleri/Çıktıları	Katkı Düzeyi
		0	1	2	3	4	5
1	To have advanced theoretical and applied knowledge supported by textbooks, application tools and other resources containing up-to-date information in the field of Child Development.						5

KNOWLEDGE
Factual
	Program Yeterlilikleri/Çıktıları	Katkı Düzeyi
		0	1	2	3	4	5
1	To have advanced theoretical and applied knowledge supported by textbooks, application tools and other resources containing up-to-date information in the field of Child Development.						5

SKILLS
Cognitive
	Program Yeterlilikleri/Çıktıları	Katkı Düzeyi
		0	1	2	3	4	5
1	To be able to use advanced theoretical and applied knowledge gained in the field of Child Development.					4

SKILLS
Practical
	Program Yeterlilikleri/Çıktıları	Katkı Düzeyi
		0	1	2	3	4	5
1	To be able to interpret and evaluate data, to define and analyze problems, to develop solutions based on research and evidence by using the advanced knowledge and skills acquired in the field of Child Development.						5

OCCUPATIONAL
Autonomy & Responsibility
	Program Yeterlilikleri/Çıktıları	Katkı Düzeyi
		0	1	2	3	4	5
1	Being able to independently carry out an advanced study in the field of Child Development.				3
2	To be able to take responsibility individually and as a team member to solve complex unforeseen problems encountered in practices related to Child Development.					4
3	To be able to understand and manage the activities for the development of the employees under his/her responsibility within the framework of a project.				3

OCCUPATIONAL
Learning to Learn
	Program Yeterlilikleri/Çıktıları	Katkı Düzeyi
		0	1	2	3	4	5
1	Being able to critically evaluate the advanced knowledge and skills acquired in the field of Child Development.					4
2	Ability to identify learning needs and direct learning.						5
3	Developing a positive attitude towards lifelong learning						5

OCCUPATIONAL
Communication & Social
	Program Yeterlilikleri/Çıktıları	Katkı Düzeyi
		0	1	2	3	4	5
1	To be able to inform relevant persons and institutions on issues related to Child Development; to be able to convey their thoughts and solutions to the problems verbally and in writing.						5
2	To be able to share with experts and non-experts, by supporting them with quantitative and qualitative data, their thoughts and solutions to problems in the field of Child Development.					4
3	Being able to organize and implement projects and activities for the social environment in which they live with the awareness of social responsibility.					4
4	To be able to follow the information in the field and communicate with colleagues by using a foreign language at least at the European Language Portfolio B1 General Level.					4
5	To be able to use information and communication technologies together with computer software at the Advanced Level of the European Computer Use License required by the Child Development field.				3

OCCUPATIONAL
Occupational and/or Vocational
	Program Yeterlilikleri/Çıktıları	Katkı Düzeyi
		0	1	2	3	4	5
1	To act in accordance with social, scientific, cultural and ethical values in the stages of collecting, interpreting, applying and announcing the results related to Child Development.						5
2	To have sufficient awareness of the universality of social rights, social justice, quality culture and protection of cultural values, environmental protection, occupational health and safety.					4

DERSİN İŞ YÜKÜ VE AKTS KREDİSİ
Öğrenme-Öğretme Etkinlikleri İş Yükü
Öğrenme-Öğretme Etkinlikleri	Etkinlik(hafta sayısı)	Süresi(saat sayısı)	Toplam İş Yükü
Lecture & In-Class Activities	14	3	42
Preliminary & Further Study	14	1	14
Land Surveying	0	0	0
Group Work	7	1	7
Laboratory	0	0	0
Reading	14	2	28
Assignment (Homework)	2	4	8
Project Work	0	0	0
Seminar	0	0	0
Internship	0	0	0
Technical Visit	0	0	0
Web Based Learning	0	0	0
Implementation/Application/Practice	0	0	0
Practice at a workplace	0	0	0
Occupational Activity	0	0	0
Social Activity	0	0	0
Thesis Work	0	0	0
Field Study	7	3	21
Report Writing	0	0	0
Final Exam	1	1	1
Preparation for the Final Exam	1	3	3
Mid-Term Exam	1	1	1
Preparation for the Mid-Term Exam	1	3	3
Short Exam	0	0	0
Preparation for the Short Exam	0	0	0
TOTAL	62	0	128