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

General course introduction information

Course Code:

AÖZE108

Course Name:

Teaching Social Skills in Mental Deficiencies

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):

Prof. Dr. SÜLEYMAN NAZİF ERİPEK

Course Assistants:

Course Objective and Content

Course Objectives:	It is aimed to teach techniques and methods for teaching these skills so that individuals with intellectual disabilities can gain social behavior in the society.
Course Content:	Social skills and definitions, social skills theories, methods and techniques used in social skills teaching, social history, creating criteria dependent tests for social skills, creating and presenting social skills individual teaching plan.

Learning Outcomes

The students who have succeeded in this course;

Learning Outcomes

1 - Knowledge
Theoretical - Conceptual
1) Explain the social skill problems encountered in mentally handicapped
2) Explain social skill theories
2 - Skills
Cognitive - Practical
1) Explain social skill methods
2) Creates criteria-dependent tests to get social skills performance
3) Prepare social skills teaching plans
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)	What is social skill, its definitions	McGinnis, E , Pearson,R (2016) Erken Çocukluk Döneminde Sosyal Beceri Öğretim Programı (çev)Berrin Baydık , Deniz Tekin Ersan , Cansu Kançeşme , Erhan Alabay , Zübeyde Doğan Altun , Ayşegül Şükran Öz , Salih Rakap , Meral Melekoğlu , Orhan Çakıroğlu , Ayşegül Bayraktar , S. Sunay Yıldırım Doğru. Nobel Yayıncılı Sucuoğlu, B ve Çiftci, İ. (2003) . Sosyal Beceri Öğretimi / Bilişsel Süreç Yaklaşımıyla. Kök Yayıncılık
2)	Social skills theories	McGinnis, E , Pearson,R (2016) Erken Çocukluk Döneminde Sosyal Beceri Öğretim Programı (çev)Berrin Baydık , Deniz Tekin Ersan , Cansu Kançeşme , Erhan Alabay , Zübeyde Doğan Altun , Ayşegül Şükran Öz , Salih Rakap , Meral Melekoğlu , Orhan Çakıroğlu , Ayşegül Bayraktar , S. Sunay Yıldırım Doğru. Nobel Yayıncılı Sucuoğlu, B ve Çiftci, İ. (2003) . Sosyal Beceri Öğretimi / Bilişsel Süreç Yaklaşımıyla. Kök Yayıncılık
3)	Methods and techniques used in social skills teaching	McGinnis, E , Pearson,R (2016) Erken Çocukluk Döneminde Sosyal Beceri Öğretim Programı (çev)Berrin Baydık , Deniz Tekin Ersan , Cansu Kançeşme , Erhan Alabay , Zübeyde Doğan Altun , Ayşegül Şükran Öz , Salih Rakap , Meral Melekoğlu , Orhan Çakıroğlu , Ayşegül Bayraktar , S. Sunay Yıldırım Doğru. Nobel Yayıncılı Sucuoğlu, B ve Çiftci, İ. (2003) . Sosyal Beceri Öğretimi / Bilişsel Süreç Yaklaşımıyla. Kök Yayıncılık
4)	Methods and techniques used in social skills teaching	McGinnis, E , Pearson,R (2016) Erken Çocukluk Döneminde Sosyal Beceri Öğretim Programı (çev)Berrin Baydık , Deniz Tekin Ersan , Cansu Kançeşme , Erhan Alabay , Zübeyde Doğan Altun , Ayşegül Şükran Öz , Salih Rakap , Meral Melekoğlu , Orhan Çakıroğlu , Ayşegül Bayraktar , S. Sunay Yıldırım Doğru. Nobel Yayıncılık
5)	Social story	McGinnis, E , Pearson,R (2016) Erken Çocukluk Döneminde Sosyal Beceri Öğretim Programı (çev)Berrin Baydık , Deniz Tekin Ersan , Cansu Kançeşme , Erhan Alabay , Zübeyde Doğan Altun , Ayşegül Şükran Öz , Salih Rakap , Meral Melekoğlu , Orhan Çakıroğlu , Ayşegül Bayraktar , S. Sunay Yıldırım Doğru. Nobel Yayıncılık
6)	Creating criteria dependent tests for social skills	McGinnis, E , Pearson,R (2016) Erken Çocukluk Döneminde Sosyal Beceri Öğretim Programı (çev)Berrin Baydık , Deniz Tekin Ersan , Cansu Kançeşme , Erhan Alabay , Zübeyde Doğan Altun , Ayşegül Şükran Öz , Salih Rakap , Meral Melekoğlu , Orhan Çakıroğlu , Ayşegül Bayraktar , S. Sunay Yıldırım Doğru. Nobel Yayıncılık
7)	Midterm
8)	Creating and presenting an individual teaching plan for social skills	McGinnis, E , Pearson,R (2016) Erken Çocukluk Döneminde Sosyal Beceri Öğretim Programı (çev)Berrin Baydık , Deniz Tekin Ersan , Cansu Kançeşme , Erhan Alabay , Zübeyde Doğan Altun , Ayşegül Şükran Öz , Salih Rakap , Meral Melekoğlu , Orhan Çakıroğlu , Ayşegül Bayraktar , S. Sunay Yıldırım Doğru. Nobel Yayıncılı Sucuoğlu, B ve Çiftci, İ. (2003) . Sosyal Beceri Öğretimi / Bilişsel Süreç Yaklaşımıyla. Kök Yayıncılık
9)	Creating and presenting an individual teaching plan for social skills	McGinnis, E , Pearson,R (2016) Erken Çocukluk Döneminde Sosyal Beceri Öğretim Programı (çev)Berrin Baydık , Deniz Tekin Ersan , Cansu Kançeşme , Erhan Alabay , Zübeyde Doğan Altun , Ayşegül Şükran Öz , Salih Rakap , Meral Melekoğlu , Orhan Çakıroğlu , Ayşegül Bayraktar , S. Sunay Yıldırım Doğru. Nobel Yayıncılı Sucuoğlu, B ve Çiftci, İ. (2003) . Sosyal Beceri Öğretimi / Bilişsel Süreç Yaklaşımıyla. Kök Yayıncılık
10)	Creating and presenting an individual teaching plan for social skills	McGinnis, E , Pearson,R (2016) Erken Çocukluk Döneminde Sosyal Beceri Öğretim Programı (çev)Berrin Baydık , Deniz Tekin Ersan , Cansu Kançeşme , Erhan Alabay , Zübeyde Doğan Altun , Ayşegül Şükran Öz , Salih Rakap , Meral Melekoğlu , Orhan Çakıroğlu , Ayşegül Bayraktar , S. Sunay Yıldırım Doğru. Nobel Yayıncılı Sucuoğlu, B ve Çiftci, İ. (2003) . Sosyal Beceri Öğretimi / Bilişsel Süreç Yaklaşımıyla. Kök Yayıncılık
11)	Creating and presenting an individual teaching plan for social skills	McGinnis, E , Pearson,R (2016) Erken Çocukluk Döneminde Sosyal Beceri Öğretim Programı (çev)Berrin Baydık , Deniz Tekin Ersan , Cansu Kançeşme , Erhan Alabay , Zübeyde Doğan Altun , Ayşegül Şükran Öz , Salih Rakap , Meral Melekoğlu , Orhan Çakıroğlu , Ayşegül Bayraktar , S. Sunay Yıldırım Doğru. Nobel Yayıncılık Sucuoğlu, B ve Çiftci, İ. (2003) . Sosyal Beceri Öğretimi / Bilişsel Süreç Yaklaşımıyla. Kök Yayıncılık
12)	Creating and presenting an individual teaching plan for social skills	McGinnis, E , Pearson,R (2016) Erken Çocukluk Döneminde Sosyal Beceri Öğretim Programı (çev)Berrin Baydık , Deniz Tekin Ersan , Cansu Kançeşme , Erhan Alabay , Zübeyde Doğan Altun , Ayşegül Şükran Öz , Salih Rakap , Meral Melekoğlu , Orhan Çakıroğlu , Ayşegül Bayraktar , S. Sunay Yıldırım Doğru. Nobel Yayıncılı Sucuoğlu, B ve Çiftci, İ. (2003) . Sosyal Beceri Öğretimi / Bilişsel Süreç Yaklaşımıyla. Kök Yayıncılık
13)	Creating and presenting an individual teaching plan for social skills	McGinnis, E , Pearson,R (2016) Erken Çocukluk Döneminde Sosyal Beceri Öğretim Programı (çev)Berrin Baydık , Deniz Tekin Ersan , Cansu Kançeşme , Erhan Alabay , Zübeyde Doğan Altun , Ayşegül Şükran Öz , Salih Rakap , Meral Melekoğlu , Orhan Çakıroğlu , Ayşegül Bayraktar , S. Sunay Yıldırım Doğru. Nobel Yayıncılı Sucuoğlu, B ve Çiftci, İ. (2003) . Sosyal Beceri Öğretimi / Bilişsel Süreç Yaklaşımıyla. Kök Yayıncılık
14)	Final exam

Sources

Course Notes / Textbooks:

McGinnis, E , Pearson,R (2016) Erken Çocukluk Döneminde Sosyal Beceri Öğretim Programı (çev)Berrin Baydık , Deniz Tekin Ersan , Cansu Kançeşme , Erhan Alabay , Zübeyde Doğan Altun , Ayşegül Şükran Öz , Salih Rakap , Meral Melekoğlu , Orhan Çakıroğlu , Ayşegül Bayraktar , S. Sunay Yıldırım Doğru. Nobel Yayıncılı Sucuoğlu, B ve Çiftci, İ. (2003) . Sosyal Beceri Öğretimi / Bilişsel Süreç Yaklaşımıyla. Kök Yayıncılık

References:

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
Q&A / Discussion

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
Homework Assignments	1	5	5
Midterms	1	20	20
Final	1	40	40
Total Workload			93