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| Course Description |
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| Course Name |
: |
Special Education |
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| Course Code |
: |
MB 417 |
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| Course Type |
: |
Compulsory |
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| Level of Course |
: |
First Cycle |
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| Year of Study |
: |
4 |
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| Course Semester |
: |
Fall (16 Weeks) |
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| ECTS |
: |
3 |
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| Name of Lecturer(s) |
: |
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| Learning Outcomes of the Course |
: |
Learns the basic concepts of special education.
Classifies the children in accordance with the type and level of their disabilities.
Provides guidance according to the purposes and principles of special education to children with disabilities and their families, makes appropriate referrals when necessary.
Understands the special need of the disabled child for education and guides his training in line with his latent powers.
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| Mode of Delivery |
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Face-to-Face |
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| Prerequisites and Co-Prerequisites |
: |
None |
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| Recommended Optional Programme Components |
: |
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 debate about special education and its foundations, the concepts and categories of special education,explain the prevalence of special education categories, describe the historical development of special education, the specialists who work with individuals with special needs and their responsibilities, to debate about the laws and regulations about special education, explain the known laws on special education in the United States of America and developed countries in Europe, debate about the laws and regulations of special education in Turkey, explain the processes of referral, identification and evaluation in Turkey, describe the roles and responsibilities of Guidance and Research Centers in Turkey, list the feelings of families who have children with special needs and their relationship with specialists, debate about the ideal relationship that will occur between parents and specialists, define the different stages of feelings of parents who have children with special needs, describe the early childhood special education and the practices in this area, define the early childhood special education, debate about the importance of early childhood special education, the roles and responsibilities of the specialists who will work in early childhood special education, describe the practices in early childhood special education, define the different types of disabilities, the category of intellectual disability, the category of learning disability, the category of emotional behavioral disorder, autism spectrum disorder, the category of communication disorder, the category of hearing impairment, the category of vision impairment, the categories of physical disabilities and other rare disabilities, the category of gifted and talented, debate about the causes, characteristics, prevalence, educational practices, and issues related to different disabilities, the causes, characteristics, prevalence, educational practices, and issues of the category of intellectual disability, the causes, characteristics, prevalence, educational practices, and issues of the category of learning disability, the causes, characteristics, prevalence, educational practices, and issues of the category of emotional behavioral disorder, the causes, characteristics, prevalence, educational practices, and issues of the category of autism spectrum disorder, 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, the causes, characteristics, prevalence, educational practices, and issues of the category of physical disabilities and other rare disabilities, the causes, characteristics, prevalence, educational practices, and issues of the category of gifted and talented, the basic principles of effective collaboration, the effective collaboration process, debate about the roles and responsibilities that necessary for effective collaboration.
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| Course Contents |
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The contents of this course include the foundations of special education, laws and regulations, referral – identification- evaluation process, guidance and research center, parents, families, family – specialist relationship, experiences of the families, early childhood special education,intellectual disability, emotional behavioral disorders, autism spectrum disorder, communication disorders, hearing Impairment, vision Impairment, physical disabilities and other rare disorders, gifted and talented. |
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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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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 |
Mid-term Exam |
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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 |
30 |
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Homeworks/Projects/Others |
1 |
70 |
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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
|
60 |
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Total |
100 |
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| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
|
1 |
They use the methods to enrich empathy, critical and creative thinking, effective decision making compatible with humanistic values and problem solving skills. |
4 |
|
2 |
They plan teaching-learning process noting students´ individual differences and the characteristics of the subject focus. |
0 |
|
3 |
They develop original materials student-oriented instruction and use information technologies. |
5 |
|
4 |
They avoid beiong mechanical in measurement and evaluation and use creative and elaborative forms to provide multiple development of the students. |
0 |
|
5 |
They explain information production methods of Social Sciences. |
0 |
|
6 |
The graduates of Social Studies Education explain basic notions of the Social Sciences. |
0 |
|
7 |
They recognize the cultural structures of their own and other societies. They also evaluate reasons and outcomes of changes throughout history. |
2 |
|
8 |
They define the location of their place on Earth. They evaluate social, political and economical effects of geographical location and the results of them. |
0 |
|
9 |
They become aware of the importance of using natural sciences and arts to apprehend the Earth multidimentionally. They define their scientific, cultural, artistic and social needs and develop themselves continually. |
0 |
|
10 |
They relate the disciplines that contribute to content of Social Studies lesson, applying the required specific instruction methods for the program. |
4 |
|
11 |
They describe the applications to create democratic learning environment and make the classroom a real piece of life. |
0 |
|
12 |
They communicate with their students and social environment in different cultures, they defend the fact that problems can be solved peacefully. |
0 |
|
13 |
They recognize scientific basis of education. |
4 |
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14 |
They evaluate themselves in terms of their own professional qualifications. |
4 |
|
15 |
They avoid discrimination and defend that living an honorable and human-rights convenient life is required for all humanity. |
5 |
|
16 |
They become a citizen-teacher model. They struggle for a solution to current problems of the globe and their own environment as a participant member of the society. |
0 |
|
17 |
They value self-confidence, braveness to question and power of changing. They want to study hard and take responsibility for achieving that goal. |
5 |
|
18 |
They reach information sources and evaluate their learnings in a critical attitude. |
0 |
|
19 |
They value life-long learning. |
5 |
| * 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 |
|
Class Time (Exam weeks are excluded) |
14 |
2 |
28 |
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Out of Class Study (Preliminary Work, Practice) |
14 |
2 |
28 |
| Assesment Related Works |
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Homeworks, Projects, Others |
1 |
3 |
3 |
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Mid-term Exams (Written, Oral, etc.) |
1 |
5 |
5 |
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Final Exam |
1 |
5 |
5 |
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Total Workload: | 69 |
| Total Workload / 25 (h): | 2.76 |
| ECTS Credit: | 3 |
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