ÖZEL EĞİTİM II PROGRAMME COURSE DESCRIPTION

Code	Name of the Course Unit	Semester	In-Class Hours (T+P)	Credit	ECTS Credit
CGP152	ÖZEL EĞİTİM II	2	3	3	6

GENERAL INFORMATION
Language of Instruction :	Turkish
Level of the Course Unit :	ASSOCIATE DEGREE, TYY: + 5.Level, EQF-LLL: 5.Level, QF-EHEA: Short Cycle
Type of the Course :	Compulsory
Mode of Delivery of the Course Unit	-
Coordinator of the Course Unit	Lecturer MERVE MERCAN
Instructor(s) of the Course Unit	Lecturer MERVE MERCAN
Course Prerequisite	No

OBJECTIVES AND CONTENTS
Objectives of the Course Unit:	The aim of this course is to develop theoretical knowledge and practical skills related to the educational processes of children with special needs. Students are expected to gain competence in areas such as diagnosis, assessment, family education, inclusion practices, preparing individualized education plans, interdisciplinary work, and peer relationships in the field of special education.
Contents of the Course Unit:	The topics covered include diagnosis and family education processes in special education, inclusion practices in different types of disabilities, organization of instruction in inclusion, preparation of Individualized Education Plans (IEPs), peer bullying, and interdisciplinary work.

KEY LEARNING OUTCOMES OF THE COURSE UNIT (On successful completion of this course unit, students/learners will or will be able to)
It explains the basic diagnostic and assessment processes for children with special needs.
It explains the roles of families in the special education process and family education approaches.
It analyzes the principles, aims, and application conditions of inclusive education.
It compares the needs of children with different types of disabilities in the inclusion process.
It plans appropriate educational arrangements for children with learning disabilities, language and speech disorders, and emotional/behavioral disorders.
It defines and exemplifies the process of preparing an Individualized Education Plan (IEP).
It develops instructional adaptations for organizing instruction in inclusion.
It identifies peer bullying in children with special needs and develops prevention strategies.
It explains the interdisciplinary approach and evaluates interprofessional role sharing.
It considers ethical principles and professional responsibilities in special education processes.

WEEKLY COURSE CONTENTS AND STUDY MATERIALS FOR PRELIMINARY & FURTHER STUDY
Week	Preparatory	Topics(Subjects)	Method
1	Literature Reading	Review of Special Education I Course	Lecture/Discussion
2	Literature Reading	Diagnosis and Assessment in Special Education	Lecture/Discussion
3	Literature Reading	Family Education in Special Education	Lecture/Discussion
4	Literature Reading	Principles of Inclusion	Lecture/Discussion
5	Literature Reading	Factors Affecting Success in Inclusion	Lecture/Discussion
6	Literature Reading	Inclusion Process of Children with Mental Retardation and Autism	Lecture/Discussion
7	Literature Reading	Inclusion Process of Children with Visual and Hearing Impairments	Lecture/Discussion
8	Literature Reading	Inclusion Process of Children with Learning Disabilities	Lecture/Discussion
9	Literature Reading	Inclusion Process of Children with Speech and Language Disorders	Lecture/Discussion
10	-	MID-TERM EXAM	-
11	Literature Reading	Inclusion Process of Children with Emotional and Behavioral Disorders	Lecture/Discussion
12	Literature Reading	Organizing Instruction in Inclusion	Lecture/Discussion
13	Literature Reading	Individualized Education Plan	Lecture/Discussion
14	Literature Reading	Peer Bullying in Children with Special Needs	Lecture/Discussion
15	Literature Reading	Interdisciplinary Work in Special Education	Lecture/Discussion
16	-	FINAL EXAM	-
17	-	FINAL EXAM	-

SOURCE MATERIALS & RECOMMENDED READING
Ataman, A. (2003). Özel Gereksinimli Çocuklar ve Özel Eğitime Giriş, Gündüz Eğitim veYayıncılık.
Eripek, S. (Ed.). (2008). Özel Eğitim. Anadolu Üniversitesi Yayınları, Eskişehir.
Cavkaytar, A. (2018). Özel Eğitime Giriş, Kök yayıncılık, Ankara.
Walters, G., Fisher, L., Edd. (2012). What Works for Special Education and At-Risk Learners: AFramework for General Education Teachers and Administrators. Amerika BirleşikDevletleri: Trafford Publishing.

ASSESSMENT
Assessment & Grading of In-Term Activities	Number of Activities	Degree of Contribution (%)	Description	Examination Method

Level of Contribution
0	1	2	3	4	5

KNOWLEDGE
Theoretical
	Programme Learning Outcomes	Level of Contribution
		0	1	2	3	4	5
1	PC1: Explains legal regulations and procedures related to child development.					4
2	PC2: Explains the legal process regarding children's rights and protection, and measures against child neglect and abuse.				3

KNOWLEDGE
Factual
	Programme Learning Outcomes	Level of Contribution
		0	1	2	3	4	5
1	PC3: By monitoring current national and international developments in their field from diverse sources, they make assessments regarding professional practices.					4
2	PC4: Explains the basic concepts, legal regulations, and risk factors related to occupational health and safety.				3

SKILLS
Cognitive
	Programme Learning Outcomes	Level of Contribution
		0	1	2	3	4	5
1	PC5: Collaborate by communicating effectively with families and the community.					4
2	PC6: Select and effectively use tools, equipment, and technologies used in professional practices in a manner appropriate to their purposes.				3

SKILLS
Practical
	Programme Learning Outcomes	Level of Contribution
		0	1	2	3	4	5
1	PC7: Considering the developmental characteristics of children aged 0-6 in preschool and special education, it plans and implements an appropriate educational program for the child.						5
2	PC8: Identifies potential problems related to their profession and conducts the necessary research to address them.					4

OCCUPATIONAL
Autonomy & Responsibility
	Programme Learning Outcomes	Level of Contribution
		0	1	2	3	4	5
1	PC9: Analyzes problems related to the field.					4

OCCUPATIONAL
Learning to Learn
	Programme Learning Outcomes	Level of Contribution
		0	1	2	3	4	5
1	PC10: Develops solutions while observing professional and ethical values.					4

OCCUPATIONAL
Communication & Social
	Programme Learning Outcomes	Level of Contribution
		0	1	2	3	4	5
1	PC11: They serve as a role model for society through their appearance, demeanor, attitude, and behavior.				3
2	PC12: Can work in collaboration with other disciplines.						5
3	PC13: Manages communication processes with families and multidisciplinary teams.					4

OCCUPATIONAL
Occupational and/or Vocational
	Programme Learning Outcomes	Level of Contribution
		0	1	2	3	4	5
1	PC14: Follows developments in the professional field by using a foreign language.		1
2	PC15: Demonstrates an open attitude towards learning related to lifelong personal and professional development.				3

WORKLOAD & ECTS CREDITS OF THE COURSE UNIT
Workload for Learning & Teaching Activities
Type of the Learning Activites	Learning Activities (# of week)	Duration (hours, h)	Workload (h)
Lecture & In-Class Activities	14	3	42
Preliminary & Further Study	14	3	42
Land Surveying	0	0	0
Group Work	0	0	0
Laboratory	0	0	0
Reading	14	2	28
Assignment (Homework)	0	0	0
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	0	0	0
Report Writing	0	0	0
Final Exam	1	1	1
Preparation for the Final Exam	4	3	12
Mid-Term Exam	1	1	1
Preparation for the Mid-Term Exam	9	3	27
Short Exam	0	0	0
Preparation for the Short Exam	0	0	0
TOTAL	57	0	153