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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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| Learning Outcomes of the Course |
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Knows and recognizes chıldren with special needs and informs the family about it.Appliees appropriate education methods and techniques in cooperation with other specialists
Knows the basic concepts of special education field
Konows how to group disabled chıldren
Gives helpful guidance to families whose chıldren misbehave in class.
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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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MB 417 special education
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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. will be able to 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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Lessons |
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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 |
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 |
Explains the concepts and principles related to the subject areas of Primary Education (Mathematics, Turkish, Science and Technology, Life Science, Social Studies, Visual Arts, Music, Physical Education, etc.). |
0 |
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2 |
Evaluates the characteristics of 1st-5th year primary school students’ development along with their role in learning. |
3 |
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3 |
Evaluates the significant people, events and phenomena in the historical process in terms of their effect on educational applications. |
0 |
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4 |
Utilizes the process of generating scientific knowledge in order to solve the problems which are encountered in Primary School Education. |
4 |
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5 |
Uses not only the 1st- 5th grades primary education programs (Turkish, Mathematics, Science and Technology, Social Science, Natural Science, Physical Education, Music, Visual Arts, etc.) but also the specific teaching strategies, methods and techniques of these programs. |
3 |
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6 |
Makes a critique of art products in the light of information regarding art and describes their qualities. |
0 |
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7 |
Utilizes appropriate methods and techniques for the development of students´ such high-order thinking skills as critical, creative as well as problem solving. |
3 |
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8 |
Plans, implements and evaluates the process of teaching and learning by taking the characteristics of students´ development, individual differences as well as the properties of the subject area into account |
4 |
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9 |
Evaluates students´ learning process by means of different methods and techniques of evaluation and assessment. |
3 |
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10 |
Generates appropriate learning materials in order to create effective teaching and learning processes, and uses information and communication technologies effectively during this process. |
0 |
|
11 |
Takes responsibility both individually and within groups to solve problems encountered during the applications in primary education |
3 |
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12 |
Monitors their performance and attempts to improve their professional knowledge and skills. |
0 |
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13 |
Evaluates the information she/he gains in a critical way by acquiring autonomous learning skills |
0 |
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14 |
Exchanges his/her ideas and solutions related to the field of teaching in a written or oral way effectively |
3 |
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15 |
Establishes effective communication with their students, colleagues, school management and families, and develops strategies to ensure families´ participation and support. |
4 |
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16 |
Within the scope of the education system and school management, utilizes general objectives and basic principles of education in the application. |
0 |
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17 |
Develops projects and activities in order to make the social environment livable. |
3 |
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18 |
Makes self-assessment / personal opinion through observing the artistic and scientific activities as well as following the current national and international events. |
0 |
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19 |
Along with their professional development, improves himself/herself in scientific, cultural, artistic and social areas in accordance with his/her interests and abilities through identifying his/her needs. |
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) |
3 |
8 |
24 |
| Assesment Related Works |
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Homeworks, Projects, Others |
3 |
8 |
24 |
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Mid-term Exams (Written, Oral, etc.) |
1 |
3 |
3 |
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Final Exam |
1 |
3 |
3 |
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Total Workload: | 82 |
| Total Workload / 25 (h): | 3.28 |
| ECTS Credit: | 3 |
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