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| Course Description |
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| Course Name |
: |
Special Education I |
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| Course Code |
: |
RPD235 |
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| Course Type |
: |
Compulsory |
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| Level of Course |
: |
First Cycle |
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| Year of Study |
: |
2 |
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| Course Semester |
: |
Fall (16 Weeks) |
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| ECTS |
: |
4 |
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| Name of Lecturer(s) |
: |
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| Learning Outcomes of the Course |
: |
Knows the essential concepts in education
Acquires the philosophy of special education.
Recognizes students who need special education
Helps and guides the students who need special education and the families with these kinds of children.
Infroms the families with children who need special education about the problem.
Learns to guide families with children who 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 |
: |
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;
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.
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| Course Contents |
: |
1 Week Foundations of Special Education
2 Week Foundations of Special Education
3 Week Foundations of Special Education
4 Week Laws and Regulations, referral – identification- evaluation process, Guidance and Research Center, parents, families, family – specialist relationship, families’ experiences
5 Week Laws and Regulations, referral – identification- evaluation process, Guidance and Research Center, parents, families, family – specialist relationship, families’ experiences
6 Week Early Childhood Special Education
7 Week MidTerm Exam
8 Week Early Childhood Special Education
9 Week Intellectual Disability
10 Week Intellectual Disability
11 Week Intellectual Disability
12 Week Intellectual Disability
13 Week Emotional Behavioral Disorders
14 Week Emotional Behavioral Disorders
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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Pre-reading the relevant materials |
lecture and discussion |
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2 |
Foundations of Special Education
|
Pre-reading the relevant materials |
lecture and discussion |
|
3 |
Foundations of Special Education
|
Pre-reading the relevant materials |
lecture and discussion |
|
4 |
Laws and Regulations, referral – identification- evaluation process, Guidance and Research Center, parents, families, family – specialist relationship, families’ experiences
|
Pre-reading the relevant materials |
lecture and discussion |
|
5 |
Laws and Regulations, referral – identification- evaluation process, Guidance and Research Center, parents, families, family – specialist relationship, families’ experiences
|
Pre-reading the relevant materials |
lecture and discussion |
|
6 |
Early Childhood Special Education |
Pre-reading the relevant materials |
lecture and discussion |
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7 |
MidTerm Exam
|
Pre-reading the relevant materials |
lecture and discussion |
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8 |
Early Childhood Special Education |
Preparing for the exam |
exam |
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9 |
Intellectual Disability
|
Pre-reading the relevant materials |
lecture and discussion |
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10 |
Intellectual Disability
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Pre-reading the relevant materials |
lecture and discussion, sample case study, research |
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11 |
Intellectual Disability
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Pre-reading the relevant materials |
lecture and discussion, sample case study, research |
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12 |
Intellectual Disability
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Pre-reading the relevant materials |
lecture and discussion, sample case study, research |
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13 |
Emotional Behavioral Disorders |
Pre-reading the relevant materials |
lecture and discussion, sample case study, research |
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14 |
Emotional Behavioral Disorders |
Pre-reading the relevant materials |
lecture and discussion, sample case study, research |
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15 |
Final Exam
|
Pre-reading the relevant materials |
lecture and discussion, sample case study, research |
|
16/17 |
Final Exam
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Preparing for the exam |
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 |
40 |
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Homeworks/Projects/Others |
2 |
60 |
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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 basic concepts and principals of Psychological Counseling and Guidance |
0 |
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2 |
Explains the developmental characteristics of the individual and the factors that affect this development |
0 |
|
3 |
Examines and evaluates problems in educational environment and in everyday life from the point of philosophy, sociology and psychology |
0 |
|
4 |
Explains theories of personality, psychological counseling and learning |
0 |
|
5 |
Explains career development and career choice process |
0 |
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6 |
Explains scientific research methods and techniques |
0 |
|
7 |
Explains how to begin and maintain psychological counseling and guidance process |
3 |
|
8 |
Explains psychological counseling and guidance practices appropriate for clients with different development and characteristics |
2 |
|
9 |
Explains classroom and behavior management approaches |
0 |
|
10 |
Formulates and evaluates psychological counseling and guidance programs |
0 |
|
11 |
Does guidance practices appropriate for different educational levels |
0 |
|
12 |
Acknowledges individuals with normal and abnormal characteristics |
5 |
|
13 |
Uses helping skills effectively in psychological counseling |
3 |
|
14 |
Takes the responsibility of his/her decisions about her/his life and career |
0 |
|
15 |
Develops insight and is open to learning and development |
0 |
|
16 |
Shows empathy and care towards people |
4 |
|
17 |
Uses effective communication skills in interpersonal relationships |
2 |
|
18 |
Acts colloboratively and cooperatively with her/his colleagues in work place |
0 |
|
19 |
Acts appropriately with professional ethical standarts |
3 |
|
20 |
In addition to professional development, develops himself/herself by identifying his/her needs in several areas such as science, culture, art and social in accordance with her/his ability and interest. |
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 |
|
Class Time (Exam weeks are excluded) |
15 |
3 |
45 |
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Out of Class Study (Preliminary Work, Practice) |
2 |
10 |
20 |
| Assesment Related Works |
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Homeworks, Projects, Others |
2 |
15 |
30 |
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Mid-term Exams (Written, Oral, etc.) |
1 |
1 |
1 |
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Final Exam |
1 |
1 |
1 |
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Total Workload: | 97 |
| Total Workload / 25 (h): | 3.88 |
| ECTS Credit: | 4 |
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