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Description of Individual Course Units| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | IMO4772013331 | SPECIAL EDUCATION | Compulsory | 4 | 7 | 3 |
| | Level of Course Unit | | First Cycle | | Objectives of the Course | | debate the special education and its foundations.
debate the concepts and categories of special education .
explain the prevalence of special education categories.
describe the historical development of special education.
describe the specialists who work with individuals with special needs and their responsibilities
debate the laws and regulations about special education.
explain the known laws on special education in the United States of America and developed countries in Europe.
debate the laws and regulations of special education in Turkey.
explain the processes of referral, identification and evaluation in Turkey.
describe the roles and responsibilities of Guidance and Research Centers in Turkey
list the feelings of families who have children with special needs and their relationship with specialists.
debate the ideal relationship that will occur between parents, family and specialists.
define the different stages of feelings of families who have children with special needs.
describe the early childhood special education and the practices in this area.
define the early childhood special education.
debate the importance of early childhood special education.
debate the roles and responsibilities of the specialists who will work in early childhood special education.
describe the practices in early childhood special education.
define the different types of disabilities.
define the category of intellectual disability.
define the category of learning disability.
define the category of emotional-behavioral disorder.
define the category of autism spectrum disorder.
define the category of communication disorder.
define the category of hearing impairment.
define the category of vision impairment.
define the categories of physical disabilities and other rare disabilities.
define the category of the gifted and the talented.
debate the causes, characteristics, prevalence, appropriate educational practices and issues related to different disabilities.
debate the causes, characteristics, prevalence, appropriate educational practices, and issues of the category of intellectual disability.
debate the causes, characteristics, prevalence, appropriate educational practices, and issues of the category of learning disability.
debate the causes, characteristics, prevalence, appropriate educational practices, and issues of the category of emotional behavioral disorder.
debate the causes, characteristics, prevalence, appropriate educational practices, and issues of the category of autism spectrum disorder.
debate the causes, characteristics, prevalence, appropriate educational practices, and issues of the category of communication disorder.
debate the causes, characteristics, prevalence, appropriate educational practices, and issues of the category of hearing impairment.
debate the causes, characteristics, prevalence, appropriate educational practices, and issues of the category of vision impairment.
debate the causes, characteristics, prevalence, appropriate educational practices, and issues of the category of physical disabilities and other rare disabilities.
debate the causes, characteristics, prevalence, appropriate educational practices, and issues of the category of gifted and talented.
debate the basic principles of effective collaboration.
Define the effective collaboration process.
Debate the roles and responsibilities that is necessary for effective collaboration. | | Name of Lecturer(s) | | Vedat COŞKUN | | Learning Outcomes | | 1 | Debate the special education and its foundations. | | 2 | Debate the laws and regulations about special education. | | 3 | list the feelings of families who have children with special needs and their relationship with specialists. | | 4 | describe the early childhood special education and the practices in this area. | | 5 | define the different types of disabilities. | | 6 | debate the causes, characteristics, prevalence, appropriate educational practices and issues related to different disabilities. | | 7 | debate the basic principles of effective collaboration. |
| | Mode of Delivery | | Formal Education | | Prerequisites and co-requisities | | None | | Recommended Optional Programme Components | | None | | Course Contents | | Week - 1 Definition and Foundations of Special Education
Week - 2 Laws and regulations, referral – identification- evaluation process, Guidance and Research Center, parents, families - family – specialist relationship, families’ experiences
Week - 3 Laws and Regulations, referral – identification- evaluation process, Guidance and Research Center, parents, families, family – specialist relationship, families’ experiences
Week - 4 Early Childhood Special Education
Week - 5 Intellectual Disability
Week - 6 Emotional and Behavioral Disorders
Week - 7 Emotional and Behavioral Disorders
Week - 8 Autism Spectrum Disorder
Week - 9 Communication Disorders
Week - 10 Hearing Impairment
Week - 11 Vision Impairment
Week - 12 Pysical Disabilities and Other Rare Disorders
Week - 13 The Gifted and Talented
Week - 14 The Gifted and Talented
| | Weekly Detailed Course Contents | |
| 1 | Definition and Foundations of Special Education | | | | 2 | Laws and regulations, referral – identification- evaluation process, Guidance and Research Center, parents, families - family – specialist relationship, families’ experiences | | | | 3 | Laws and Regulations, referral – identification- evaluation process, Guidance and Research Center, parents, families, family – specialist relationship, families’ experiences | | | | 4 | Early Childhood Special Education | | | | 5 | Intellectual Disability | | | | 6 | Emotional and Behavioral Disorders
Vision Impairment
Pysical Disabilities and Other Rare Disorders
| | | | 7 | Autism Spectrum Disorder | | | | 8 | Communication Disorders
Hearing Impairment | | | | 9 | The Gifted and Talented | | |
| | Recommended or Required Reading | | none | | Planned Learning Activities and Teaching Methods | | | Assessment Methods and Criteria | |
| SUM | 0 | |
| SUM | 0 | | Yarıyıl (Yıl) İçi Etkinlikleri | 40 | | Yarıyıl (Yıl) Sonu Etkinlikleri | 60 | | SUM | 100 |
| | Language of Instruction | | Turkish | | Work Placement(s) | | None |
| | Workload Calculation | |
| Midterm Examination | 1 | 2 | 2 | | Final Examination | 1 | 2 | 2 | | Attending Lectures | 14 | 3 | 42 | | Tutorial | 14 | 2 | 28 | | Seminar | 14 | 2 | 28 | |
| Contribution of Learning Outcomes to Programme Outcomes | | LO1 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | | | | | LO2 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | | | | | LO3 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | | | | | LO4 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | | | | | LO5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | | | | | LO6 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | | | | | LO7 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | | | | |
| | * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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