AÖZE113 Alternative Communication Methods for Autism Spectrum DisorderIstanbul Okan UniversityDegree Programs Special Education TeachingGeneral Information For StudentsDiploma SupplementErasmus Policy StatementNational Qualifications
Special Education Teaching
Bachelor TR-NQF-HE: Level 6 QF-EHEA: First Cycle EQF-LLL: Level 6

General course introduction information

Course Code: AÖZE113
Course Name: Alternative Communication Methods for Autism Spectrum Disorder
Course Semester: Fall
Course Credits:
Theoretical Practical Credit ECTS
2 0 2 4
Language of instruction: TR
Course Requisites:
Does the Course Require Work Experience?: No
Type of course: Field Education
Course Level:
Bachelor TR-NQF-HE:6. Master`s Degree QF-EHEA:First Cycle EQF-LLL:6. Master`s Degree
Mode of Delivery: Face to face
Course Coordinator : Dr.Öğr.Üyesi ÖZLEM ÇELİK
Course Lecturer(s):
Course Assistants:

Course Objective and Content

Course Objectives: With this course, it is aimed to increase the level of knowledge and skills about the use of alternative communication tools for individuals with autism for special education teacher candidates.
Course Content: Alternative communication tools for OSB, usage, effectiveness, evaluation

Learning Outcomes

The students who have succeeded in this course;
Learning Outcomes
1 - Knowledge
Theoretical - Conceptual
1) Know basic terms related to ASD
2) List the basic behavioral characteristics of children with ASD
3) Autism and communication comment on their problems
2 - Skills
Cognitive - Practical
1) Knows alternative communication methods and can sort the differences with each other
2) Can apply alternative communication methods
3 - Competences
Communication and Social Competence
Learning Competence
Field Specific Competence
Competence to Work Independently and Take Responsibility

Lesson Plan

Week Subject Related Preparation
1) Autism and communication -General terminology Howlin, P., Baron-Cohen, S., & Hadwin, J. (2017). Otizmi olan çocuklara zihin okumayı öğretmek. (S. Atasoy, Çev.). Ankara: Nobel Akademik Yayıncılık. McClannahan, L. E., Krantz, P. J., & Birkan, B. (2010). Otizmli çocuklara konuşma becerilerinin öğretimi: Replikler ve replik silikleştirme. Sistem Yayıncılık.
2) Communication problems in children with autism Howlin, P., Baron-Cohen, S., & Hadwin, J. (2017). Otizmi olan çocuklara zihin okumayı öğretmek. (S. Atasoy, Çev.). Ankara: Nobel Akademik Yayıncılık. McClannahan, L. E., Krantz, P. J., & Birkan, B. (2010). Otizmli çocuklara konuşma becerilerinin öğretimi: Replikler ve replik silikleştirme. Sistem Yayıncılık.
3) Autism and brain development Howlin, P., Baron-Cohen, S., & Hadwin, J. (2017). Otizmi olan çocuklara zihin okumayı öğretmek. (S. Atasoy, Çev.). Ankara: Nobel Akademik Yayıncılık. McClannahan, L. E., Krantz, P. J., & Birkan, B. (2010). Otizmli çocuklara konuşma becerilerinin öğretimi: Replikler ve replik silikleştirme. Sistem Yayıncılık.
4) Alternative communication methods Howlin, P., Baron-Cohen, S., & Hadwin, J. (2017). Otizmi olan çocuklara zihin okumayı öğretmek. (S. Atasoy, Çev.). Ankara: Nobel Akademik Yayıncılık. McClannahan, L. E., Krantz, P. J., & Birkan, B. (2010). Otizmli çocuklara konuşma becerilerinin öğretimi: Replikler ve replik silikleştirme. Sistem Yayıncılık.
5) ABA (UDA) method Howlin, P., Baron-Cohen, S., & Hadwin, J. (2017). Otizmi olan çocuklara zihin okumayı öğretmek. (S. Atasoy, Çev.). Ankara: Nobel Akademik Yayıncılık. McClannahan, L. E., Krantz, P. J., & Birkan, B. (2010). Otizmli çocuklara konuşma becerilerinin öğretimi: Replikler ve replik silikleştirme. Sistem Yayıncılık.
6) TEACCH method Howlin, P., Baron-Cohen, S., & Hadwin, J. (2017). Otizmi olan çocuklara zihin okumayı öğretmek. (S. Atasoy, Çev.). Ankara: Nobel Akademik Yayıncılık. McClannahan, L. E., Krantz, P. J., & Birkan, B. (2010). Otizmli çocuklara konuşma becerilerinin öğretimi: Replikler ve replik silikleştirme. Sistem Yayıncılık.
7) Midterm
8) PECS method Howlin, P., Baron-Cohen, S., & Hadwin, J. (2017). Otizmi olan çocuklara zihin okumayı öğretmek. (S. Atasoy, Çev.). Ankara: Nobel Akademik Yayıncılık. McClannahan, L. E., Krantz, P. J., & Birkan, B. (2010). Otizmli çocuklara konuşma becerilerinin öğretimi: Replikler ve replik silikleştirme. Sistem Yayıncılık.
9) Group works 1 Howlin, P., Baron-Cohen, S., & Hadwin, J. (2017). Otizmi olan çocuklara zihin okumayı öğretmek. (S. Atasoy, Çev.). Ankara: Nobel Akademik Yayıncılık. McClannahan, L. E., Krantz, P. J., & Birkan, B. (2010). Otizmli çocuklara konuşma becerilerinin öğretimi: Replikler ve replik silikleştirme. Sistem Yayıncılık.
10) Group works 2 Howlin, P., Baron-Cohen, S., & Hadwin, J. (2017). Otizmi olan çocuklara zihin okumayı öğretmek. (S. Atasoy, Çev.). Ankara: Nobel Akademik Yayıncılık. McClannahan, L. E., Krantz, P. J., & Birkan, B. (2010). Otizmli çocuklara konuşma becerilerinin öğretimi: Replikler ve replik silikleştirme. Sistem Yayıncılık.
11) Autism and Alternative Communication in Medicinal Pedagogy Howlin, P., Baron-Cohen, S., & Hadwin, J. (2017). Otizmi olan çocuklara zihin okumayı öğretmek. (S. Atasoy, Çev.). Ankara: Nobel Akademik Yayıncılık. McClannahan, L. E., Krantz, P. J., & Birkan, B. (2010). Otizmli çocuklara konuşma becerilerinin öğretimi: Replikler ve replik silikleştirme. Sistem Yayıncılık.
12) Alternative Therapies in Autism Howlin, P., Baron-Cohen, S., & Hadwin, J. (2017). Otizmi olan çocuklara zihin okumayı öğretmek. (S. Atasoy, Çev.). Ankara: Nobel Akademik Yayıncılık. McClannahan, L. E., Krantz, P. J., & Birkan, B. (2010). Otizmli çocuklara konuşma becerilerinin öğretimi: Replikler ve replik silikleştirme. Sistem Yayıncılık.
13) Scientific studies Howlin, P., Baron-Cohen, S., & Hadwin, J. (2017). Otizmi olan çocuklara zihin okumayı öğretmek. (S. Atasoy, Çev.). Ankara: Nobel Akademik Yayıncılık. McClannahan, L. E., Krantz, P. J., & Birkan, B. (2010). Otizmli çocuklara konuşma becerilerinin öğretimi: Replikler ve replik silikleştirme. Sistem Yayıncılık.
14) Final exam

Sources

Course Notes / Textbooks: Howlin, P., Baron-Cohen, S., & Hadwin, J. (2017). Otizmi olan çocuklara zihin okumayı öğretmek. (S. Atasoy, Çev.). Ankara: Nobel Akademik Yayıncılık.-McClannahan, L. E., Krantz, P. J., & Birkan, B. (2010). Otizmli çocuklara konuşma becerilerinin öğretimi: Replikler ve replik silikleştirme. Sistem Yayıncılık.
References: Howlin, P., Baron-Cohen, S., & Hadwin, J. (2017). Otizmi olan çocuklara zihin okumayı öğretmek. (S. Atasoy, Çev.). Ankara: Nobel Akademik Yayıncılık.
McClannahan, L. E., Krantz, P. J., & Birkan, B. (2010). Otizmli çocuklara konuşma becerilerinin öğretimi: Replikler ve replik silikleştirme. Sistem Yayıncılık.

Course-Program Learning Outcome Relationship

Learning Outcomes

1

2

3

4

5

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.

Course - Learning Outcome Relationship

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.

Learning Activity and Teaching Methods

Expression

Assessment & Grading Methods and Criteria

Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing)

Assessment & Grading

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

Workload and ECTS Credit Grading

Activities Number of Activities Duration (Hours) Workload
Course Hours 14 2 28
Midterms 1 6 6
Final 1 6 6
Total Workload 40