EARLY INTERVENTION APPROACHES AND DEVELOPMENTAL RISKS PROGRAMME COURSE DESCRIPTION

Code	Name of the Course Unit	Semester	In-Class Hours (T+P)	Credit	ECTS Credit
CGY245E	EARLY INTERVENTION APPROACHES AND DEVELOPMENTAL RISKS	3	3	3	5

GENERAL INFORMATION
Language of Instruction :	English
Level of the Course Unit :	BACHELOR'S DEGREE, TYY: + 6.Level, EQF-LLL: 6.Level, QF-EHEA: First Cycle
Type of the Course :	Compulsory
Mode of Delivery of the Course Unit	-
Coordinator of the Course Unit	Assist.Prof. NURTEN ELKİN
Instructor(s) of the Course Unit	Lecturer BERK EFE ALTINAL
Course Prerequisite	No

OBJECTIVES AND CONTENTS
Objectives of the Course Unit:	Definitions and Concepts Related to Early Intervention, Objectives of Early Intervention Programs, Target Population in Early Intervention, Developmental Risk Factors, Developmental Triage in Early Intervention (developmental priorities), Early Intervention Models, Collaboration in Early Intervention, Transition and Inclusion in Early Intervention, It is aimed to gain knowledge and attitudes about Early Intervention Approaches in the World and Turkey.
Contents of the Course Unit:	Definitions and Concepts Related to Early Intervention - Aims of Early Intervention Programs - Target Group in Early Intervention - Developmental Risk Factors - Developmental Triage in Early Intervention (developmental priorities) - Early Intervention Models - Cooperation in Early Intervention - Transition and Inclusion in Early Intervention - World and Turkey' de Early Intervention Approaches - Early Intervention Program Development and Approaches

KEY LEARNING OUTCOMES OF THE COURSE UNIT (On successful completion of this course unit, students/learners will or will be able to)
Explains the concepts related to early intervention.
Summarizes the aims of early intervention programs.
Explains developmental risk factors and protective factors.
Produces an early intervention program based on case examples, taking into account risk and protective factors.
Analyzes developmental priorities in early intervention.
Compares the early intervention approaches in the world and in Turkey.
Explains new trends in early intervention.
Interprets studies on early intervention and risk factors.

WEEKLY COURSE CONTENTS AND STUDY MATERIALS FOR PRELIMINARY & FURTHER STUDY
Week	Preparatory	Topics(Subjects)	Method
1	-	Introduction, Syllabus Review, Core Principles of Early Intervention, Definition of Early Intervention Programs	Narration
2	Literature review, web based search, self-research	Purposes of early intervention programs	Narration , discussion
3	Literature review	Target population in early intervention programs	Narration, discussion, self study,
4	Web based search, self-research	Developmental risks and protective factors	Narration, discussion,creative work.
5	Self-research	Developmental priorities in early intervention programs	Narration, discussion, self study, creative work.
6	Literature review	Early Intervention Program Models	Narration, discussion, self study,
7	-	Early Intervention Program Models	Narration, discussion
8	-	MID-TERM EXAM	-
9	Literature review, visual resources	Cooperation in early intervention programs	Narration, discussion, self study,
10	Web based search	Early Intervention Transition and Inclusion	Narration, discussion, self study,
11	Literature review,	Early Intervention Programs in the world	Narration, discussion, self study, problem solving, creative work.
12	Literature review, web based search, self-research	Early Intervention Programs in Turkey	Narration, discussion, self study, problem solving, creative work.
13	Web based search, self-research	Early Intervention Program Development and Approaches	Narration, discussion
14	Self-research	Early Intervention Program Development and Approaches	Narration, discussion, self study, creative work.
15	-	Review	Narration, discussion
16	-	FINAL EXAM	-
17	-	FINAL EXAM	-

SOURCE MATERIALS & RECOMMENDED READING
Meisels, S. J., & Shonkoff, J. P. (1990). Handbook of early childhood intervention. Cambridge University Press.
Feldman, M. A. (Ed.). (2008). Early intervention: The essential readings (Vol. 6). John Wiley & Sons.
Keilty, B. (Ed.). (2010). The early intervention guidebook for families and professionals: Partnering for success. Teachers College Press.

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

Level of Contribution
0	1	2	3	4	5

KNOWLEDGE
Theoretical
	Programme Learning Outcomes	Level of Contribution
		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.					4

KNOWLEDGE
Factual
	Programme Learning Outcomes	Level of Contribution
		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
	Programme Learning Outcomes	Level of Contribution
		0	1	2	3	4	5
1	Formulates the thoughts and practices in the field.			2
2	Contributes with the ideas in works that require teamwork, discusses the ideas to bring up as a matter.	0

SKILLS
Practical
	Programme Learning Outcomes	Level of Contribution
		0	1	2	3	4	5
1	Joins actively to the teamwork.					4
2	Designs and implements an entire study related to the field, analyzes and reports the findings.	0
3	Completes the responsibilities and fulfilling the duties as a team member in a joint work related to the field.					4

OCCUPATIONAL
Autonomy & Responsibility
	Programme Learning Outcomes	Level of Contribution
		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.				3

OCCUPATIONAL
Learning to Learn
	Programme Learning Outcomes	Level of Contribution
		0	1	2	3	4	5
1	Displays such a performance which shows that internalizing personal development and lifelong learning is an ongoing process.					4

OCCUPATIONAL
Communication & Social
	Programme Learning Outcomes	Level of Contribution
		0	1	2	3	4	5
1	Awares of the individual, personal, social and professional responsibilities.				3

OCCUPATIONAL
Occupational and/or Vocational
	Programme Learning Outcomes	Level of Contribution
		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.			2

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	14	1	14
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	1	1	1
Mid-Term Exam	1	1	1
Preparation for the Mid-Term Exam	0	0	0
Short Exam	0	0	0
Preparation for the Short Exam	0	0	0
TOTAL	59	0	129