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| Course Description |
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| Course Name |
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Special Education |
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| Course Code |
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MB 417 |
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| Course Type |
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Compulsory |
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| Level of Course |
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First Cycle |
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| Year of Study |
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4 |
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| Course Semester |
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Fall (16 Weeks) |
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| ECTS |
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3 |
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| Name of Lecturer(s) |
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Asst.Prof.Dr. İSKENDER ÖZGÜR
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| Learning Outcomes of the Course |
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teaches basic concepts,theories and techniques of special education
learns and uses contemporary terminology on Special Education field
has information about identification of different difficulties,description and charasteristics.
Has knowledge about servicing choices for the individuals and their families who need Special Education.
Learns general methods and strategies to meet social and educational needs of individuals who are in need of Special education
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| Mode of Delivery |
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Face-to-Face |
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| Prerequisites and Co-Prerequisites |
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None |
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| Recommended Optional Programme Components |
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None |
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| Aim(s) of Course |
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At the end of this course, the student will be able to;
1. debate the special education and its foundations. 1.1. debate the concepts and categories of special education . 1.2. explain the prevalence of special education categories. 1.3. describe the historical development of special education. 1.4. describe the specialists who work with individuals with special needs and their responsibilities 2. will be able to debate the laws and regulations about special education. 2.1. explain the known laws on special education in the United States of America and developed countries in Europe. 2.2. debate the laws and regulations of special education in Turkey. 2.3. explain the processes of referral, identification and evaluation in Turkey. 2.4. describe the roles and responsibilities of Guidance and Research Centers in Turkey 3. will be able to list the feelings of families who have children with special needs and their relationship with specialists. 3.1. debate the ideal relationship that will occur between parents and specialists. 3.2. define the different stages of feelings of parents who have children with special needs. 4. will be able to describe the early childhood special education and the practices in this area. 4.1. define the early childhood special education. 4.2. debate the importance of early childhood special education. 4.3. debate the roles and responsibilities of the specialists who will work in early childhood special education. 4.4. describe the practices in early childhood special education. 5. will be able to define the different types of disabilities. 5.1. define the category of intellectual disability. 5.2. define the category of learning disability. 5.3. define the category of emotional behavioral disorder. 5.4. define the category of autism spectrum disorder. 5.5. define the category of communication disorder. 5.6. define the category of hearing impairment. 5.7. define the category of vision impairment. 5.8. define the categories of physical disabilities and other rare disabilities. 5.9. define the category of gifted and talented. 6. will be able to debate the causes, characteristics, prevalence, educational practices, and issues related to different disabilities. 6.1. debate the causes, characteristics, prevalence, educational practices, and issues of the category of intellectual disability. 6.2. debate the causes, characteristics, prevalence, educational practices, and issues of the category of learning disability. 6.3. debate the causes, characteristics, prevalence, educational practices, and issues of the category of emotional behavioral disorder. 6.4. debate the causes, characteristics, prevalence, educational practices, and issues of the category of autism spectrum disorder. 6.5. debate the causes, characteristics, prevalence, educational practices, and issues of the category of communication disorder. 6.6. debate the causes, characteristics, prevalence, educational practices, and issues of the category of hearing impairment. 6.7. debate the causes, characteristics, prevalence, educational practices, and issues of the category of vision impairment. 6.8. debate the causes, characteristics, prevalence, educational practices, and issues of the category of physical disabilities and other rare disabilities. 6.9. debate the causes, characteristics, prevalence, educational practices, and issues of the category of gifted and talented. 7. will be able to debate the basic principles of effective collaboration. 7.1. Define the effective collaboration process. 7.2. Debate the roles and responsibilities that is necessary for effective collaboration.
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| Course Contents |
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1 Week Foundations of Special Education
2 Week Laws and Regulations, referral – identification- evaluation process, Guidance and Research Center, parents, families, family – specialist relationship, families’ experiences
3 Week Early Childhood Special Education
4 Week Intellectual Disability
5 Week Intellectual Disability
6 Week Emotional Behavioral Disorders
7 Week MidTerm Exam
8 Week Autism Spectrum Disorder
9 Week Communication Disorders
10 Week Hearing Impairment
11 Week Vision Impairment
12 Week Pysical Disabilities and Other Rare Disorders
13 Week Gifted and Talented
14 Week Gifted and Talented
15 Week Final Exam
16 Week Final Exam
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| Language of Instruction |
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Turkish |
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| Work Place |
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Classroom |
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Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
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1 |
Foundations of Special Education |
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2 |
Laws and Regulations, referral – identification- evaluation process, Guidance and Research Center, parents, families, family – specialist relationship, families’ experiences
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3 |
Early Childhood Special Education |
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4 |
Intellectual Disability |
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5 |
Intellectual Disability |
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6 |
Emotional Behavioral Disorders |
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7 |
MidTerm Exam |
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8 |
Autism Spectrum Disorder |
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9 |
Communication Disorders |
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10 |
Hearing Impairment |
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11 |
Vision Impairment |
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12 |
Pysical Disabilities and Other Rare Disorders |
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13 |
Gifted and Talented |
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14 |
Gifted and Talented |
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15 |
Final Exam |
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16/17 |
Final Exam |
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
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| Required Course Material(s) | |
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Assessment Methods and Assessment Criteria |
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Semester/Year Assessments |
Number |
Contribution Percentage |
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Mid-term Exams (Written, Oral, etc.) |
1 |
50 |
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Homeworks/Projects/Others |
1 |
50 |
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Total |
100 |
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Rate of Semester/Year Assessments to Success |
40 |
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Final Assessments
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100 |
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Rate of Final Assessments to Success
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60 |
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Total |
100 |
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| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
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1 |
Explains the basic concepts and relationships between concepts in science. |
0 |
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2 |
Explains the basic concepts of effective classroom management. |
4 |
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3 |
Recognizes students´ developmental and learning characteristics and difficulties. |
4 |
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4 |
Explains programs, strategies, methods and techniques related to the science and technology teaching. |
0 |
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5 |
Explains application areas of science in everyday life. |
0 |
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6 |
Offers solutions to problem situations encountered in classroom management. |
3 |
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7 |
Uses appropriate methods and techniques for the development of students´ critical thinking, creative thinking and problem solving skills. |
2 |
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8 |
Designs materials from the stuff around in accordance with the requirements of science and technology program and students. |
0 |
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9 |
Queries information in the field of science and technology using scientific methods . |
0 |
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10 |
Uses laboratory according to science and technology program in an appropriate and efficient manner. |
0 |
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11 |
Applies contemporary teaching methods and techniques by which the student can construct their own knowledge. |
3 |
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12 |
Takes responsibility as an individual and as a team member to solve problems related to the field. |
0 |
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13 |
Has life-long learning awareness. |
2 |
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14 |
Shares his/her knowledge and skills, problems and solutions that he/she identified by means of oral and written communication with the expert and non-expert people. |
0 |
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15 |
Uses information and communication technologies effectively. |
0 |
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16 |
Uses English sufficiently to follow developments in science and technology education. |
0 |
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17 |
Sensitive to the agenda of the world and society events / developments . |
0 |
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18 |
Has national and international sensibilities expressed in the Fundamental Law of National Education. |
4 |
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19 |
Behaves in accordance with democracy, human rights, and social, scientific and proffesional ethical values |
3 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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| Student Workload - ECTS |
| Works | Number | Time (Hour) | Total Workload (Hour) |
| Course Related Works |
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Class Time (Exam weeks are excluded) |
14 |
2 |
28 |
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Out of Class Study (Preliminary Work, Practice) |
9 |
1 |
9 |
| Assesment Related Works |
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Homeworks, Projects, Others |
1 |
8 |
8 |
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Mid-term Exams (Written, Oral, etc.) |
1 |
8 |
8 |
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Final Exam |
1 |
10 |
10 |
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Total Workload: | 63 |
| Total Workload / 25 (h): | 2.52 |
| ECTS Credit: | 3 |
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