Information Package / Course Catalogue
| Course Code | : ÇGP111 |
| Course Type | : Required |
| Couse Group | : Short Cycle (Associate's Degree) |
| Education Language | : Turkish |
| Work Placement | : N/A |
| Theory | : 3 |
| Prt. | : 0 |
| Credit | : 3 |
| Lab | : 0 |
| ECTS | : 3 |
To deepen the theoretical knowledge acquired by Child Development associate degree students in the Special Education I course, enabling them to focus on the educational processes of children with special needs. Within the scope of this course, it is aimed for students to theoretically comprehend the educational strategies for different disability groups (intellectual, hearing, visual, autism, ADHD, etc.) and gifted children during early childhood and preschool periods, as well as inclusive education practices, family training models, social attitudes, and interdisciplinary teamwork methods.
Educational principles and methods for children with atypical development; special education interventions in early childhood; educational strategies for children with intellectual, hearing, and visual impairments, speech and language disorders, specific learning difficulties, emotional and behavioral disorders, autism spectrum disorder, attention deficit hyperactivity disorder (ADHD), and special talents; inclusive education practices in preschool; family training and counseling in special education; social and institutional attitudes towards special education, alongside interdisciplinary teamwork and collaboration models in special education processes.
| 1. | Explains contemporary educational strategies, theoretical approaches, and methods for different disability groups and gifted children. |
| 2. | Defines the importance of special education in early childhood and preschool periods, inclusive education models, and in-class theoretical adaptation processes. |
| 3. | Knows the principles of family education, family involvement models, and collaboration methods in special education processes. |
| 4. | Analyzes social, cultural, and institutional attitudes towards children with special needs and their education, and discusses ways to develop positive attitudes. |
| 5. | Explains the importance of multidisciplinary teamwork, employees' job descriptions, and professional/ethical collaboration in special education practices at a conceptual level. |
| 1. | Children with Special Needs and Special Education \nProf. Dr. Necate BAYKOÇ, Eğiten Kitap, 2011, Ankara\n |
| 2. | Special Needs Students and Special Education in General Education SchoolsProf. Dr. A. Gönül AKÇAMETE, Kök Yayıncılık, 2015, Ankara |
| 3. | Different Developing Children Prof. Dr. Adnan KULAKSIZOĞLU, Nobel Yayıncılık, 2015, Ankara |
| 4. | Ministry of National Education [MEB] (2008). Support education program for individuals with intellectual disabilities. Ministry of National Education, Board of Education, Ankara. |
| 5. | Görgün, B. (2018). Diagnosis of specific learning disability. In M. A. Melekoğlu and U. Sak (Eds.), Learning disability and special talent (pp. 54-77). Ankara: Pegem Akademi. |
| Type of Assessment | Count | Percent |
|---|---|---|
| Presentation | 1 | %5 |
| Assignment | 1 | %5 |
| Midterm Examination | 1 | %30 |
| Final Examination | 1 | %60 |
| Activities | Count | Preparation | Time | Total Work Load (hours) |
|---|---|---|---|---|
| Lecture - Theory | 14 | 1 | 2 | 42 |
| Assignment | 14 | 0 | 1 | 14 |
| Presentation | 14 | 0 | 0 | 7 |
| Midterm Examination | 1 | 4 | 1 | 5 |
| Final Examination | 1 | 6 | 1 | 7 |
| TOTAL WORKLOAD (hours) | 75 | |||
PÇ-1 | PÇ-2 | PÇ-3 | PÇ-4 | PÇ-5 | PÇ-6 | PÇ-7 | PÇ-8 | PÇ-9 | PÇ-10 | |
OÇ-1 | 5 | 5 | 3 | 3 | 3 | 4 | 4 | 3 | 4 | 4 |
OÇ-2 | 5 | 5 | 4 | 3 | 3 | 5 | 4 | 3 | 4 | 3 |
OÇ-3 | 4 | 3 | 3 | 4 | 3 | 4 | 4 | 4 | 5 | 3 |
OÇ-4 | 3 | 4 | 4 | 4 | 3 | 5 | 4 | 4 | 4 | 3 |
OÇ-5 | 3 | 3 | 4 | 5 | 4 | 4 | 5 | 5 | 5 | 4 |