Architecture (English) | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | PSI433 | ||||||||
Course Name: | Atypical Child Psychology I | ||||||||
Course Semester: |
Spring |
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Course Credits: |
|
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Language of instruction: | TR-EN | ||||||||
Course Requisites: | |||||||||
Does the Course Require Work Experience?: | No | ||||||||
Type of course: | University Elective | ||||||||
Course Level: |
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Mode of Delivery: | Face to face | ||||||||
Course Coordinator : | Dr.Öğr.Üyesi AYŞEN YENİCİ | ||||||||
Course Lecturer(s): |
Dr.Öğr.Üyesi Nur Serap ÖZER Dr.Öğr.Üyesi ZEYNEP HALE AKSUNA Dr.Öğr.Üyesi AYŞEN YENİCİ |
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Course Assistants: |
Course Objectives: | The aim of this course is to teach the psychology department students the diagnostic criteria, causes, symptoms and treatment of atypical children, the importance of psychological support and educational studies. |
Course Content: | Differently developing children and their needs, special education, atypical developmental problems such as specific learning difficulties, physical disabilities, chronic diseases, visual impairment, hearing impairment, speech impairment, cerebral palsy and treatment approaches |
The students who have succeeded in this course;
|
Week | Subject | Related Preparation |
1) | Definition and classification of atypical children | |
2) | Concept of disability Theories explaining maladaptive behaviors in disability situations | |
3) | Children with special educational needs Specific learning difficulties Dyslexia Dysgraphia Dyscalculia | |
4) | Learning disability not otherwise specified Causes of learning difficulties How to treat learning difficulties Arrangement of the educational environment | |
5) | ADHD ADHD causes, symptoms ADHD clinical features, differential diagnosis accompanying problems Treatment Organizing the educational environment | |
6) | Lack of social skills Social skills teaching | |
7) | Midterm Exam | |
8) | Visual impairment Color blindness | |
9) | Hearing impairment | |
10) | Speech impairment | |
11) | Physical disabilities in children | |
12) | Physical disabilities in children Microcephaly, hydrocephalus, polydactyly, syndactyly | |
13) | Chronic diseases in children | |
14) | Rare syndromes in children | |
15) | Evaluation |
Course Notes / Textbooks: | Prof.Dr.Ayşegül Ataman (2009). Özel Gereksinimli Çocuklar ve Özel Eğitime Giriş Gündüz Yayıncılık. Tarık Gözeten (2019). Özel Gereksinimli Çocuklar ve DEHB. Ekinoks Yayınevi Dr.Lorna Wing (2015). Otizm El Rehberi. Tohum Otizm Vakfı, Sistem Yayıncılık Prof.Dr.Necate Baykoç (2014). Dahiler ve Savantlar Gelişimleri ve Eğitimleri. Vize Yayıncılık Prof.Dr.Yüksek Yılmaz (2016). Nörolojik Olarak Riskli Bebek, Hayykitap Dersin yürütücüsünün notları |
References: | Prof.Dr.Ayşegül Ataman (2009). Özel Gereksinimli Çocuklar ve Özel Eğitime Giriş Gündüz Yayıncılık. Tarık Gözeten (2019). Özel Gereksinimli Çocuklar ve DEHB. Ekinoks Yayınevi Dr.Lorna Wing (2015). Otizm El Rehberi. Tohum Otizm Vakfı, Sistem Yayıncılık Prof.Dr.Necate Baykoç (2014). Dahiler ve Savantlar Gelişimleri ve Eğitimleri. Vize Yayıncılık Prof.Dr.Yüksek Yılmaz (2016). Nörolojik Olarak Riskli Bebek, Hayykitap Dersin yürütücüsünün notları |
Learning Outcomes | 1 |
3 |
2 |
5 |
4 |
6 |
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Program Outcomes | |||||||||
1) - Gaining discursive, theoretical and factual information from various environments, in local, national and global context for related field, architectural design/ planning/ design activities and researches, she has required ability and comprehension to reflect the information on academic environment. | |||||||||
2) - Has intellectual, discursive, scientific, technologic, esthetic, artistic, historic and cultural information and comprehension about related field. | |||||||||
3) - Has knowledge and understanding on human and community oriented and sensitive to environment (natural and built) architectural design/ planning/ design/ research methods on the related field. | |||||||||
4) - Has multidimensional knowledge and understanding on economics, topics related to disasters and environmental and societal sustainability principles and standards. | |||||||||
5) - They have knowledge about the principles, laws, regulations and standards related to their field. | |||||||||
6) - Has knowledge and understanding about institutional and ethical values related to the concerned field. | |||||||||
7) - Has knowledge and understanding about the place / importance of the related field in its historical, geographical, social and cultural context. | |||||||||
8) - Has ability to develop concepts in architectural design/ planning/ design fields. | |||||||||
9) - Has ability to provide integrity between discourse, theory and practise for architectural design / planning / design activities and researches. | |||||||||
10) - Has ability to identify facts, potential, problems and required researches for these in architectural design/ planning/ design issues. |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | - Gaining discursive, theoretical and factual information from various environments, in local, national and global context for related field, architectural design/ planning/ design activities and researches, she has required ability and comprehension to reflect the information on academic environment. | |
2) | - Has intellectual, discursive, scientific, technologic, esthetic, artistic, historic and cultural information and comprehension about related field. | |
3) | - Has knowledge and understanding on human and community oriented and sensitive to environment (natural and built) architectural design/ planning/ design/ research methods on the related field. | |
4) | - Has multidimensional knowledge and understanding on economics, topics related to disasters and environmental and societal sustainability principles and standards. | |
5) | - They have knowledge about the principles, laws, regulations and standards related to their field. | |
6) | - Has knowledge and understanding about institutional and ethical values related to the concerned field. | |
7) | - Has knowledge and understanding about the place / importance of the related field in its historical, geographical, social and cultural context. | |
8) | - Has ability to develop concepts in architectural design/ planning/ design fields. | |
9) | - Has ability to provide integrity between discourse, theory and practise for architectural design / planning / design activities and researches. | |
10) | - Has ability to identify facts, potential, problems and required researches for these in architectural design/ planning/ design issues. |
Expression | |
Individual study and homework | |
Lesson | |
Group study and homework | |
Reading | |
Q&A / Discussion |
Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) | |
Homework |
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 | 15 | 3 | 45 |
Application | 4 | 5 | 20 |
Special Course Internship (Work Placement) | 1 | 18 | 18 |
Study Hours Out of Class | 14 | 2 | 28 |
Presentations / Seminar | 5 | 10 | 50 |
Project | 2 | 12 | 24 |
Homework Assignments | 2 | 5 | 10 |
Midterms | 1 | 1 | 1 |
Final | 1 | 1 | 1 |
Total Workload | 197 |