DEVELOPMENT, EDUCATION AND FAMILY COUNSELING FOR DISABLED CHILDREN PROGRAMME COURSE DESCRIPTION

Code	Name of the Course Unit	Semester	In-Class Hours (T+P)	Credit	ECTS Credit
CGY443E	DEVELOPMENT, EDUCATION AND FAMILY COUNSELING FOR DISABLED CHILDREN	7	3	3	4

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	Assist.Prof. DENİZ YILDIZ
Course Prerequisite	No

OBJECTIVES AND CONTENTS
Objectives of the Course Unit:	It is aimed to gain knowledge and attitudes about having the equipment to counsel families with disabled children.
Contents of the Course Unit:	The psychological processes experienced by the family with a new child with special needs Programs developed to support families, Points to be considered during interviews with families of children with special needs, The interview process in child-focused family counseling.

KEY LEARNING OUTCOMES OF THE COURSE UNIT (On successful completion of this course unit, students/learners will or will be able to)
Studies on the families of children with special needs.
It studies the process of family participation of children with special needs and the psychological processes experienced by families.
Explains the models describing the reactions of families.
Selects the appropriate support program to support families with children with special needs.
Supports programs designed to support families with children with special needs.
Explains family counseling theories and counseling process.
Initiates child-oriented family interview processes.

WEEKLY COURSE CONTENTS AND STUDY MATERIALS FOR PRELIMINARY & FURTHER STUDY
Week	Preparatory	Topics(Subjects)	Method
1	Literature review	Studies with Families of Children with Special Needs Introduction	Instruction, Q/A Session, Observation, Case Discussion
2	Literature review, Web Based Research	Models Explaining the Reactions of Families of Children with Special Needs	Instruction, Q/A Session
3	Literature review, Web Based Research	Persistent Sadness Model, Self-Structuration Model, Powerlessness and Meaninglessness Model	Instruction, Observation, Brainstorming
4	Literature review	Stress in Families with Children with Special Needs, Needs of Families	Instruction, Q/A Session, Observation, Case Study, Discussion, Brainstorming
5	Literature review, Independent research	Reactions of Parents and Siblings	Q/A Session, Brainstorming
6	Literature review, Independent research	Family attitudes with a disabled child	Instruction, Q/A Session, Observation,
7	Web Based Research	Support services for families	Instruction, Q/A Session, Observation, Case Study, Discussion, Brainstorming
8	-	MID-TERM EXAM	-
9	Literature review, Web Based Research	Points to Consider While Preparing a Training Program for Families of Children with Special Needs	Instruction, Q/A Session, Observation, Case Study, Discussion, Brainstorming
10	Literature review, Group research	Interviews with Families	Instruction, Observation, Discussion, Case Study
11	Literature review, Web Based Research	Interviews for Getting Information and Giving Information	Instruction
12	Independent research	Interviews for Identification and Expression of Emotions	Q/A Session, Brainstorming
13	Group research	Problem Solving Interviews, Planning Future Events Interviews	Instruction, Observation, Case Discussion, Brainstorming
14	Literature review, Web Based Research	Points to Consider in Interviews with Families of Children with Special Needs	Instruction, Observation, Case Discussion, Brainstorming
15	Literature review, Web Based Research	Family Participation in Inclusion Programs, IEP and Family Participation	Instruction, Brainstorming
16	-	FINAL EXAM	-
17	-	FINAL EXAM	-

SOURCE MATERIALS & RECOMMENDED READING
Aral N., Gürsoy F. (2020).Özel Gereksinimli Çocuklar ve Eğitimleri: Özel Eğitim. Ankara: Hedef Yayıncılık
Aral N., Gürsoy F. (2020).Özel Gereksinimli Çocuklar ve Eğitimleri: Özel Gereksinimli Çocuklar. Ankara:Hedef Yayıncılık

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.						5

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.						5
2	Contributes with the ideas in works that require teamwork, discusses the ideas to bring up as a matter.						5

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

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.					4

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.						5

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.						5

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.						5

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	2	28
Land Surveying	0	0	0
Group Work	0	0	0
Laboratory	0	0	0
Reading	14	1	14
Assignment (Homework)	14	1	14
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	0	0	0
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	58	0	100