Course Objectives: |
It is aimed to have sufficient information about the characteristics of early childhood, the reasons for the need for special education in early childhood, the definition, importance and theoretical background of special education services in early childhood, intervention programs, family participation, practices. |
Course Content: |
Early childhood and development, the concept of developmental retardation / factors affecting development, Special education in early childhood: definition, importance, causes of special education / intervention in early childhood, evaluation, family participation, Game examples, examples of activity implementation, natural education, programs • Portage • Small Steps Early Education Program, Relationship-based, Developmental Programs, • DIR / Floortime Behavior-Based Programs • (BEHAVIORAL EDUCATIONAL PROGRAM FOR AUTHENTIC CHILDREN) • EYDE; Includes topics. |
Week |
Subject |
Related Preparation |
1) |
Early childhood and cognitive-language development |
Yıldırım Doğru, S.(2013)(ed.). Erken çocukluk döneminde özel eğitim. Maya akademi. |
2) |
Early childhood and emotional, social, physical development |
Yıldırım Doğru, S.(2013)(ed.). Erken çocukluk döneminde özel eğitim. Maya akademi. |
3) |
The concept of developmental retardation in early childhood / factors affecting development |
Yıldırım Doğru, S.(2013)(ed.). Erken çocukluk döneminde özel eğitim. Maya akademi. |
4) |
Causes of special education / intervention in early childhood |
Yıldırım Doğru, S.(2013)(ed.). Erken çocukluk döneminde özel eğitim. Maya akademi. |
5) |
Causes of special education / intervention in early childhood |
Yıldırım Doğru, S.(2013)(ed.). Erken çocukluk döneminde özel eğitim. Maya akademi. |
6) |
Evaluation in early childhood |
Yıldırım Doğru, S.(2013)(ed.). Erken çocukluk döneminde özel eğitim. Maya akademi. |
7) |
Midterm |
None |
8) |
Family involvement |
Yıldırım Doğru, S.(2013)(ed.). Erken çocukluk döneminde özel eğitim. Maya akademi. |
9) |
Game and game examples |
Yıldırım Doğru, S.(2013)(ed.). Erken çocukluk döneminde özel eğitim. Maya akademi. |
10) |
Examples of activities and natural education |
Yıldırım Doğru, S.(2013)(ed.). Erken çocukluk döneminde özel eğitim. Maya akademi |
11) |
Portage
Small Steps Early Education Program |
Yıldırım Doğru, S.(2013)(ed.). Erken çocukluk döneminde özel eğitim. Maya akademi. |
12) |
Relationship-based, Developmental Programs |
Yıldırım Doğru, S.(2013)(ed.). Erken çocukluk döneminde özel eğitim. Maya akademi. |
13) |
Behavior Based Programs • OÇİDEP (BEHAVIORAL EDUCATION PROGRAM FOR AUTHENTIC CHILDREN) • EYDE |
Yıldırım Doğru, S.(2013)(ed.). Erken çocukluk döneminde özel eğitim. Maya akademi. |
14) |
Final exam |
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Program Outcomes |
Level of Contribution |
1) |
Evaluates nature of knowledge, source, boundaries, accuracy, reliability and validity. |
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2) |
Has the information of teaching programs, teaching strategies, methods and techniques of measurement and evaluation about their field. |
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3) |
Disclose information about the developmental characteristics of individuals with special education needs. |
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4) |
Uses further sources of information related with the field. |
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5) |
Conceptualizes events, and analyzes by scientific methods and techniques, interprets and evaluates the data. |
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6) |
Adapts, adapts and develops appropriate scientific methods and techniques for special needs students. |
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7) |
Develops material appropriate to subject area and needs of students. |
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8) |
Evaluates acquisitions of students by using different methods. |
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9) |
Selects and applies the achievements, themes, activities, test cases of the programs in accordance with the individual needs of the students. |
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10) |
Develops and implements appropriate family and educational programs for children and families with special educational needs. |
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11) |
Takes responsibility to solve unpredictable and complex problems encountered in practice as an individual or a member of a group. |
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12) |
Instructs persons and institutions about the field. |
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13) |
Shares his/her ideas and solution suggestions with experts and other people by the support of quantitative and qualitative data. |
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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. |
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15) |
Determines the learning needs and manages his/her own learning process. |
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16) |
Develops positive attitudes to lifelong learning. |
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17) |
Uses ways of accessing to information effectively.
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18) |
Communicates with the persons and the institutions to create and to maintain a safe school environment. |
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19) |
Develops awareness on the national and the universal values that are expressed in the National Education Basic Law. |
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20) |
Adheres to laws, regulations and legislation related to duties rights and responsibilities. |
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