Special Education Teaching | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | AÖZE118 | ||||||||
Course Name: | Teaching Basic Skills in Autism Spectrum Disorder | ||||||||
Course Semester: |
Fall |
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Course Credits: |
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Language of instruction: | TR | ||||||||
Course Requisites: | |||||||||
Does the Course Require Work Experience?: | No | ||||||||
Type of course: | Field Education | ||||||||
Course Level: |
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Mode of Delivery: | Face to face | ||||||||
Course Coordinator : | Prof. Dr. SÜLEYMAN NAZİF ERİPEK | ||||||||
Course Lecturer(s): | |||||||||
Course Assistants: |
Course Objectives: | Develop basic definitions of daily life and social skills, develop appropriate daily life and social skills programs for children, develop appropriate materials and apply them. Interpretations of work done in this regard and, if necessary, the child. Evaluates the child's performance before and after teaching. |
Course Content: | Basic concepts: basic skills, adjustment skills and social adjustment skills; Definition of social skills: basic skills, social skills and practical skills; evaluation and teaching of basic skills: functional reading and writing, figures, money, knowing time; development of social skills in individuals with special education needs; social and emotional intelligence in individuals with special education needs; social skills; the importance of social skills in daily and business life, the process of social cohesion; evaluation and teaching of social skills: interpersonal relationships, social responsibility, self-confidence, social problem solving, rules-of-thumb; evaluation and teaching of practical skills: daily life-self-management skills; decide which social adjustment skills are appropriate for the students with special education needs; preparing evaluation tools for gaining social adjustment skills; teaching environments and methods; teaching presentation; ensure continuity and generalization of the acquired skills |
The students who have succeeded in this course;
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Week | Subject | Related Preparation |
1) | final exam | ............................ |
1) | Basic concepts - Definition and classification of social adaptation skills. | ..................... |
2) | Basic theories and approaches in social adjustment skills | ............................. |
3) | Basic theories and approaches in social adjustment skills | ......................... |
4) | The importance of social skills in daily life and social cohesion in business life | ................... |
5) | The importance of basic skills in special education | ....................... |
6) | Development of social skills and basic skills in individuals with special education needs | ....................... |
7) | Social skills assessment and teaching sözlü anlatım, model olma, video, makale, kitaptan okuma | ...................... |
8) | midterm | ........................ |
9) | Basic and social adjustment skills teaching techniques model olma, video, resim, web araştırma | ......................... |
10) | Family participation in teaching social adaptation skills in special education | ........................... |
11) | The role of the teacher in teaching social adaptation skills in special education | ........................... |
12) | Sample social skills, daily life skills teaching presentations and discussion | ......................... |
13) | Sample social skills, daily life skills teaching presentations and discussion | ..................... |
13) | Sample social skills, daily life skills teaching presentations and discussion | ..................... |
14) | general evaluation | ......................... |
15) | general evaluation | ....................... |
16) | final exam | ...................... |
Course Notes / Textbooks: | Bilişsel Süreç Yaklaşımıyla Sosyal Beceri Öğretimi.Çiftçi,İ. Sucuoğlu,B Kök Yayıncılık İlköğretimde Sosyal Becerilerin Geliştirilmesi(öğretmen el kitabı) |
References: | Akkök,F.1999 Zihin Engellilere Beceri öğretimi. Varol,N. Kök Yayıncılık .2006 Zihin Engellilere Ev İçi ve Günlük Yaşam Becerilerinin Öğretimi. Cavkaytar, A. Kök Yayıncılık .2006 |
Learning Outcomes | 1 |
2 |
3 |
4 |
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Program Outcomes | |||||||||||||||||||
1) Evaluates nature of knowledge, source, boundaries, accuracy, reliability and validity. | |||||||||||||||||||
2) Has the information of teaching programs, teaching strategies, methods and techniques of measurement and evaluation about their field. | |||||||||||||||||||
3) Disclose information about the developmental characteristics of individuals with special education needs. | |||||||||||||||||||
4) Uses further sources of information related with the field. | |||||||||||||||||||
5) Conceptualizes events, and analyzes by scientific methods and techniques, interprets and evaluates the data. | |||||||||||||||||||
6) Adapts, adapts and develops appropriate scientific methods and techniques for special needs students. | |||||||||||||||||||
7) Develops material appropriate to subject area and needs of students. | |||||||||||||||||||
8) Evaluates acquisitions of students by using different methods. | |||||||||||||||||||
9) Selects and applies the achievements, themes, activities, test cases of the programs in accordance with the individual needs of the students. | |||||||||||||||||||
10) Develops and implements appropriate family and educational programs for children and families with special educational needs. | |||||||||||||||||||
11) Takes responsibility to solve unpredictable and complex problems encountered in practice as an individual or a member of a group. | |||||||||||||||||||
12) Instructs persons and institutions about the field. | |||||||||||||||||||
13) Shares his/her ideas and solution suggestions with experts and other people by the support of quantitative and qualitative data. | |||||||||||||||||||
14) Follows information about the field by using foreign language at least at the level of the European Language Portfolio B1 and communicate with colleagues. | |||||||||||||||||||
15) Determines the learning needs and manages his/her own learning process. | |||||||||||||||||||
16) Develops positive attitudes to lifelong learning. | |||||||||||||||||||
17) Uses ways of accessing to information effectively. | |||||||||||||||||||
18) Communicates with the persons and the institutions to create and to maintain a safe school environment. | |||||||||||||||||||
19) Develops awareness on the national and the universal values that are expressed in the National Education Basic Law. | |||||||||||||||||||
20) Adheres to laws, regulations and legislation related to duties rights and responsibilities. |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | Evaluates nature of knowledge, source, boundaries, accuracy, reliability and validity. | |
2) | Has the information of teaching programs, teaching strategies, methods and techniques of measurement and evaluation about their field. | |
3) | Disclose information about the developmental characteristics of individuals with special education needs. | |
4) | Uses further sources of information related with the field. | |
5) | Conceptualizes events, and analyzes by scientific methods and techniques, interprets and evaluates the data. | |
6) | Adapts, adapts and develops appropriate scientific methods and techniques for special needs students. | |
7) | Develops material appropriate to subject area and needs of students. | |
8) | Evaluates acquisitions of students by using different methods. | |
9) | Selects and applies the achievements, themes, activities, test cases of the programs in accordance with the individual needs of the students. | |
10) | Develops and implements appropriate family and educational programs for children and families with special educational needs. | |
11) | Takes responsibility to solve unpredictable and complex problems encountered in practice as an individual or a member of a group. | |
12) | Instructs persons and institutions about the field. | |
13) | Shares his/her ideas and solution suggestions with experts and other people by the support of quantitative and qualitative data. | |
14) | Follows information about the field by using foreign language at least at the level of the European Language Portfolio B1 and communicate with colleagues. | |
15) | Determines the learning needs and manages his/her own learning process. | |
16) | Develops positive attitudes to lifelong learning. | |
17) | Uses ways of accessing to information effectively. | |
18) | Communicates with the persons and the institutions to create and to maintain a safe school environment. | |
19) | Develops awareness on the national and the universal values that are expressed in the National Education Basic Law. | |
20) | Adheres to laws, regulations and legislation related to duties rights and responsibilities. |
Expression | |
Reading |
Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) | |
Presentation |
Semester Requirements | Number of Activities | Level of Contribution |
Midterms | 1 | % 40 |
Final | 1 | % 60 |
total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 40 | |
PERCENTAGE OF FINAL WORK | % 60 | |
total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 12 | 2 | 24 |
Midterms | 1 | 1 | 1 |
Final | 1 | 1 | 1 |
Total Workload | 26 |