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	Explains the basic concepts related to the field and associates them with the developmental theories.						5
2	Explains the global, regional and local differences using the basic concepts of human development based on relevant developmental theories.						5
3	Defines and implements the proffesional limitations, competencies and responsibilities that can be used in the academic works and field practices.				3

KNOWLEDGE
Factual
	Program Yeterlilikleri/Çıktıları	Katkı Düzeyi
		0	1	2	3	4	5
1	Has ability of written and verbal expression in order to collaborate with relevant people and institutions related to the field.					4
2	Describes the basic facts, principles, processes of the other disciplines related to the field and the methods used in practice, analyzes and evaluates at the undergraduate level.						5
3	Finds various solutions to individual and social problems using professional knowledge and skills and being objective.						5

SKILLS
Cognitive
	Program Yeterlilikleri/Çıktıları	Katkı Düzeyi
		0	1	2	3	4	5
1	Formulates the thoughts and practices in the field.						5
2	Contributes with the ideas in works that require teamwork, discusses the ideas to bring up as a matter.				3

SKILLS
Practical
	Program Yeterlilikleri/Çıktıları	Katkı Düzeyi
		0	1	2	3	4	5
1	Joins actively to the teamwork.				3
2	Designs and implements an entire study related to the field, analyzes and reports the findings.					4
3	Completes the responsibilities and fulfilling the duties as a team member in a joint work related to the field.				3

OCCUPATIONAL
Autonomy & Responsibility
	Program Yeterlilikleri/Çıktıları	Katkı Düzeyi
		0	1	2	3	4	5
1	Works independently in researches and practices related to the field.					4
2	Takes active role and different responsibilities as a team member or a team leader and completes them successfully.					4

OCCUPATIONAL
Learning to Learn
	Program Yeterlilikleri/Çıktıları	Katkı Düzeyi
		0	1	2	3	4	5
1	Displays such a performance which shows that internalizing personal development and lifelong learning is an ongoing process.						5

OCCUPATIONAL
Communication & Social
	Program Yeterlilikleri/Çıktıları	Katkı Düzeyi
		0	1	2	3	4	5
1	Awares of the individual, personal, social and professional responsibilities.						5

OCCUPATIONAL
Occupational and/or Vocational
	Program Yeterlilikleri/Çıktıları	Katkı Düzeyi
		0	1	2	3	4	5
1	Organizes the basic and specific topics, facts and theories related to the field, uses this knowledge in professional practice.						5

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