Special Education Teaching
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

General course introduction information

Course Code:

AÖZE120

Course Name:

High Functional Autism Spectrum Disorder Education

Course Semester:

Spring

Course Credits:

Theoretical	Practical	Credit	ECTS
2	0	2	4

Language of instruction:

Course Requisites:

Does the Course Require Work Experience?:

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 :

Prof. Dr. SÜLEYMAN NAZİF ERİPEK

Course Lecturer(s):

Course Assistants:

Course Objective and Content

Course Objectives:	It is aimed to recognize high functioning autism and asperger syndrome and to learn their applications.
Course Content:	High functional autism, asperger syndrome.

Learning Outcomes

The students who have succeeded in this course;

Learning Outcomes

1 - Knowledge
Theoretical - Conceptual
1) Describes the features of High Functional Autistic and Asperger Syndrome.
2) Describes the educational practices used in High-Function Autistic and Individuals with Asperger Syndrome.
2 - Skills
Cognitive - Practical
3 - Competences
Communication and Social Competence
Learning Competence
1) Can discuss the applications of individuals with High-Functioning Autistic and Asperger Syndrome in programming fusion environments.
Field Specific Competence
Competence to Work Independently and Take Responsibility

Lesson Plan

Week	Subject	Related Preparation
1)	Autism	Attwood, T. (2006). Asperger’s Syndrome. London: Jessica Kingsley Publishers. Myles, B. S. & Southwick J. (2005). Asperger’s Syndrome and difficult moments. Kansas: Autism Asperger Publishing. Stanton, M. (2001). Learning to live with high gunctioning autism. London: Jessica Kingsley Publishers. Ozonoff, S., Dawson, G. & McPartland, J. (2002). A Parent’s guide to asperger syndrome & High-functioning autism. NewYork: Guilford Press. Winter, M. (2003). Asperger’s Syndrome. What teachers need to know. London: Jessica Kingsley Publishers.
2)	Causes of Autism High Functional Autistics and Asperger Syndrome	Attwood, T. (2006). Asperger’s Syndrome. London: Jessica Kingsley Publishers. Myles, B. S. & Southwick J. (2005). Asperger’s Syndrome and difficult moments. Kansas: Autism Asperger Publishing. Stanton, M. (2001). Learning to live with high gunctioning autism. London: Jessica Kingsley Publishers. Ozonoff, S., Dawson, G. & McPartland, J. (2002). A Parent’s guide to asperger syndrome & High-functioning autism. NewYork: Guilford Press. Winter, M. (2003). Asperger’s Syndrome. What teachers need to know. London: Jessica Kingsley Publishers.
3)	What is Asperger Syndrome and High Functioning Autism? What are the Features?	Attwood, T. (2006). Asperger’s Syndrome. London: Jessica Kingsley Publishers. Myles, B. S. & Southwick J. (2005). Asperger’s Syndrome and difficult moments. Kansas: Autism Asperger Publishing. Stanton, M. (2001). Learning to live with high gunctioning autism. London: Jessica Kingsley Publishers. Ozonoff, S., Dawson, G. & McPartland, J. (2002). A Parent’s guide to asperger syndrome & High-functioning autism. NewYork: Guilford Press. Winter, M. (2003). Asperger’s Syndrome. What teachers need to know. London: Jessica Kingsley Publishers.
4)	Training of A.S and H.F.A.	Attwood, T. (2006). Asperger’s Syndrome. London: Jessica Kingsley Publishers. Myles, B. S. & Southwick J. (2005). Asperger’s Syndrome and difficult moments. Kansas: Autism Asperger Publishing. Stanton, M. (2001). Learning to live with high gunctioning autism. London: Jessica Kingsley Publishers. Ozonoff, S., Dawson, G. & McPartland, J. (2002). A Parent’s guide to asperger syndrome & High-functioning autism. NewYork: Guilford Press. Winter, M. (2003). Asperger’s Syndrome. What teachers need to know. London: Jessica Kingsley Publishers.
5)	Teaching Social Skills	Attwood, T. (2006). Asperger’s Syndrome. London: Jessica Kingsley Publishers. Myles, B. S. & Southwick J. (2005). Asperger’s Syndrome and difficult moments. Kansas: Autism Asperger Publishing. Stanton, M. (2001). Learning to live with high gunctioning autism. London: Jessica Kingsley Publishers. Ozonoff, S., Dawson, G. & McPartland, J. (2002). A Parent’s guide to asperger syndrome & High-functioning autism. NewYork: Guilford Press. Winter, M. (2003). Asperger’s Syndrome. What teachers need to know. London: Jessica Kingsley Publishers.
6)	Teaching with Social Stories	Attwood, T. (2006). Asperger’s Syndrome. London: Jessica Kingsley Publishers. Myles, B. S. & Southwick J. (2005). Asperger’s Syndrome and difficult moments. Kansas: Autism Asperger Publishing. Stanton, M. (2001). Learning to live with high gunctioning autism. London: Jessica Kingsley Publishers. Ozonoff, S., Dawson, G. & McPartland, J. (2002). A Parent’s guide to asperger syndrome & High-functioning autism. NewYork: Guilford Press. Winter, M. (2003). Asperger’s Syndrome. What teachers need to know. London: Jessica Kingsley Publishers.
7)	Midterm	Attwood, T. (2006). Asperger’s Syndrome. London: Jessica Kingsley Publishers. Myles, B. S. & Southwick J. (2005). Asperger’s Syndrome and difficult moments. Kansas: Autism Asperger Publishing. Stanton, M. (2001). Learning to live with high gunctioning autism. London: Jessica Kingsley Publishers. Ozonoff, S., Dawson, G. & McPartland, J. (2002). A Parent’s guide to asperger syndrome & High-functioning autism. NewYork: Guilford Press. Winter, M. (2003). Asperger’s Syndrome. What teachers need to know. London: Jessica Kingsley Publishers.
8)	Teaching by Modeling with Video-I	Attwood, T. (2006). Asperger’s Syndrome. London: Jessica Kingsley Publishers. Myles, B. S. & Southwick J. (2005). Asperger’s Syndrome and difficult moments. Kansas: Autism Asperger Publishing. Stanton, M. (2001). Learning to live with high gunctioning autism. London: Jessica Kingsley Publishers. Ozonoff, S., Dawson, G. & McPartland, J. (2002). A Parent’s guide to asperger syndrome & High-functioning autism. NewYork: Guilford Press. Winter, M. (2003). Asperger’s Syndrome. What teachers need to know. London: Jessica Kingsley Publishers.
9)	Teaching by Modeling with Video-II	Attwood, T. (2006). Asperger’s Syndrome. London: Jessica Kingsley Publishers. Myles, B. S. & Southwick J. (2005). Asperger’s Syndrome and difficult moments. Kansas: Autism Asperger Publishing. Stanton, M. (2001). Learning to live with high gunctioning autism. London: Jessica Kingsley Publishers. Ozonoff, S., Dawson, G. & McPartland, J. (2002). A Parent’s guide to asperger syndrome & High-functioning autism. NewYork: Guilford Press. Winter, M. (2003). Asperger’s Syndrome. What teachers need to know. London: Jessica Kingsley Publishers.
10)	Community Based Education	Attwood, T. (2006). Asperger’s Syndrome. London: Jessica Kingsley Publishers. Myles, B. S. & Southwick J. (2005). Asperger’s Syndrome and difficult moments. Kansas: Autism Asperger Publishing. Stanton, M. (2001). Learning to live with high gunctioning autism. London: Jessica Kingsley Publishers. Ozonoff, S., Dawson, G. & McPartland, J. (2002). A Parent’s guide to asperger syndrome & High-functioning autism. NewYork: Guilford Press. Winter, M. (2003). Asperger’s Syndrome. What teachers need to know. London: Jessica Kingsley Publishers.
11)	Programming Integration Media	Attwood, T. (2006). Asperger’s Syndrome. London: Jessica Kingsley Publishers. Myles, B. S. & Southwick J. (2005). Asperger’s Syndrome and difficult moments. Kansas: Autism Asperger Publishing. Stanton, M. (2001). Learning to live with high gunctioning autism. London: Jessica Kingsley Publishers. Ozonoff, S., Dawson, G. & McPartland, J. (2002). A Parent’s guide to asperger syndrome & High-functioning autism. NewYork: Guilford Press. Winter, M. (2003). Asperger’s Syndrome. What teachers need to know. London: Jessica Kingsley Publishers.
12)	Arrangement of Inclusion Environments	Attwood, T. (2006). Asperger’s Syndrome. London: Jessica Kingsley Publishers. Myles, B. S. & Southwick J. (2005). Asperger’s Syndrome and difficult moments. Kansas: Autism Asperger Publishing. Stanton, M. (2001). Learning to live with high gunctioning autism. London: Jessica Kingsley Publishers. Ozonoff, S., Dawson, G. & McPartland, J. (2002). A Parent’s guide to asperger syndrome & High-functioning autism. NewYork: Guilford Press. Winter, M. (2003). Asperger’s Syndrome. What teachers need to know. London: Jessica Kingsley Publishers.
13)	Teaching Through Peer	Attwood, T. (2006). Asperger’s Syndrome. London: Jessica Kingsley Publishers. Myles, B. S. & Southwick J. (2005). Asperger’s Syndrome and difficult moments. Kansas: Autism Asperger Publishing. Stanton, M. (2001). Learning to live with high gunctioning autism. London: Jessica Kingsley Publishers. Ozonoff, S., Dawson, G. & McPartland, J. (2002). A Parent’s guide to asperger syndrome & High-functioning autism. NewYork: Guilford Press. Winter, M. (2003). Asperger’s Syndrome. What teachers need to know. London: Jessica Kingsley Publishers.
14)	Final exam	Attwood, T. (2006). Asperger’s Syndrome. London: Jessica Kingsley Publishers. Myles, B. S. & Southwick J. (2005). Asperger’s Syndrome and difficult moments. Kansas: Autism Asperger Publishing. Stanton, M. (2001). Learning to live with high gunctioning autism. London: Jessica Kingsley Publishers. Ozonoff, S., Dawson, G. & McPartland, J. (2002). A Parent’s guide to asperger syndrome & High-functioning autism. NewYork: Guilford Press. Winter, M. (2003). Asperger’s Syndrome. What teachers need to know. London: Jessica Kingsley Publishers.

Sources

Course Notes / Textbooks:

Attwood, T. (2006). Asperger’s Syndrome. London: Jessica Kingsley Publishers. Myles, B. S. & Southwick J. (2005). Asperger’s Syndrome and difficult moments. Kansas: Autism Asperger Publishing. Stanton, M. (2001). Learning to live with high gunctioning autism. London: Jessica Kingsley Publishers. Ozonoff, S., Dawson, G. & McPartland, J. (2002). A Parent’s guide to asperger syndrome & High-functioning autism. NewYork: Guilford Press. Winter, M. (2003). Asperger’s Syndrome. What teachers need to know. London: Jessica Kingsley Publishers.

References:

Course-Program Learning Outcome Relationship

Learning Outcomes	1	2	3
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
Q&A / Discussion
Case Study

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	7	7
Final	1	7	7
Total Workload			42