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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 406 |
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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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Spring (16 Weeks) |
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| ECTS |
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2 |
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| Name of Lecturer(s) |
: |
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| Learning Outcomes of the Course |
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Acquie field knowledge in special education
Categorize children who are in need of special education
Identify the reasons why they need 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;
Debate the special education and its foundations. 1.1. Debate the concepts and categories of special education . 1.2.Exlain 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.Ddebate 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 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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Classrooms |
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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 |
Pre-reading and Discussion |
In-class interactional discussion |
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2 |
Laws and Regulations, referral – identification- evaluation process, Guidance and Research Center, parents, families, family – specialist relationship, families’ experiences |
Pre-reading and Discussion |
In-class interactional discussion |
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3 |
Early Childhood Special Education |
Pre-reading and Discussion |
In-class interactional discussion |
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4 |
Intellectual Disability |
Pre-reading and Discussion |
In-class interactional discussion |
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5 |
Intellectual Disability |
Pre-reading and Discussion |
In-class interactional discussion |
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6 |
Emotional Behavioral Disorders |
Pre-reading and Discussion |
In-class interactional discussion |
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7 |
Mid-Term Exam |
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8 |
Autism Spectrum Disorder |
Pre-reading and Discussion |
In-class interactional discussion |
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9 |
Communication Disorders |
Pre-reading and Discussion |
In-class interactional discussion |
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10 |
Hearing Impairment |
Pre-reading and Discussion |
In-class interactional discussion |
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11 |
Vision Impairment |
Pre-reading and Discussion |
In-class interactional discussion |
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12 |
Pysical Disabilities and Other Rare Disorders |
Pre-reading and Discussion |
In-class interactional discussion |
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13 |
Gifted and Talented |
Pre-reading and Discussion |
In-class interactional discussion |
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14 |
Gifted and Talented |
Pre-reading and Discussion |
In-class interactional discussion |
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15 |
Final Exam |
Pre-reading and Discussion |
In-class interactional discussion |
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16/17 |
Final Exam |
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 Engelli Çocuklar ve ÖZEL EĞİTİM Yard. Doç.Dr. İskender Özgür
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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 |
70 |
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Homeworks/Projects/Others |
3 |
30 |
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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 |
Understands the characterictics of the development of students at primary and secondary schools |
5 |
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2 |
Defines basic terms and principles of linguistics, French linguistics and foreign language education. |
0 |
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3 |
Evaluates French teaching and related developments from different aspects by using scientific methods and techniques. |
0 |
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4 |
Describes the cultural factors that may affect French teaching comparatively |
0 |
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5 |
Describes the field and funtions of French as a foreign language. |
0 |
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6 |
Describes the methods of scientific data production in foreign langıage education |
0 |
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7 |
Describes the French Language Education Programme and the methods, strategies and techniques used within this programme. |
0 |
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8 |
Describes the applications related to active communication with students. |
0 |
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9 |
Uses appropriate methods and techniques for the development of students´ creative thinking and problem solving skills. |
0 |
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10 |
Plans teaching and learning process considering individual differences and subject fields. |
5 |
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11 |
Uses information Technologies effectively in both teaching planning and learning process. |
0 |
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12 |
Uses methods and techniques efficiently required for student centered education considering students´ individual and cultural differences. |
5 |
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13 |
Observes students´ progress by using different assessment and evaluation methods and techniques. |
0 |
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14 |
Takesresponsibility individually or within a group to solve problems confronted in French language. |
0 |
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15 |
Becomes a sensitive citizen towards school, society and world problems. |
5 |
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16 |
Evaluates gathered information with a critical attitude by obtaining self-learning skills. |
0 |
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17 |
Has a good communication with his/her students, collegues, school management and families. |
3 |
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18 |
Uses information and communication technologies related to French language education effectively. |
0 |
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19 |
Thinks about proficiency in French teaching and attempt for continuous development. |
0 |
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20 |
Analyzes by following latest innovations in the field of French language education in his/her close environment, country and the world. |
0 |
| * 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) |
14 |
1 |
14 |
| Assesment Related Works |
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Homeworks, Projects, Others |
3 |
3 |
9 |
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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: | 61 |
| Total Workload / 25 (h): | 2.44 |
| ECTS Credit: | 2 |
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