Information Package / Course Catalogue
| Course Code | : ÖZE201 |
| Course Type | : Required |
| Couse Group | : First Cycle (Bachelor's Degree) |
| Education Language | : Turkish |
| Work Placement | : N/A |
| Theory | : 3 |
| Prt. | : 0 |
| Credit | : 3 |
| Lab | : 0 |
| ECTS | : 4 |
Students define the basic concepts of children with special needs. It makes necessary plans by comparing the similarities and differences between Early Childhood Special Education and Preschool Education programs. It organizes in-class environmental regulations and evaluates all the developmental areas of children by taking advantage of appropriate measurement tools.
Autism Spectrum Disorder and other developmental disability concepts, home, institutional and home and institution-centered training environments for early-age children in need of special education; The applications for the kindergarten classroom environment and the importance of the environmental regulations for these environments, the tools that can be used in the evaluation of the development areas in early childhood, the importance of play in early childhood and game education, the education in early childhood special education in Turkey Programs, Interaction-based Early Childhood Education Program, Analysis of the videos of the children with 0-6 year old children with developmental inadequacy and their families, mental g Strategies of development, language development, physical development, self-care skills, social-emotional development areas and strategies to support these developmental areas will be handled.
| Lec. Gülsüm Elif ÇORBACI SERİN |
| 1. | Develop a checklist to determine the level of development of children with special needs |
| 2. | It prepares intervention plans tailored to the needs of children with special needs in early childhood |
| 3. | Compare the similarities and differences between early childhood special education and pre-school education programs |
| 4. | distinguish the roles of early childhood special education specialists |
| 5. | Describe the developmental areas of children with normal development and special needs in early childhood. |
| 1. | Bakkaloğlu, H., & Demir, Ş. (Çev. Eds.). (2018). Erken çocukluk özel eğitimi. Ankara: Anı Yayıncılık |
| 2. | Yıldırım Doğru, S. S. (2019). Erken Çocuklukta Özel Eğitim. Vize Akademik. |
| 3. | Birkan, B. (2002). Erken özel eğitim hizmetleri. Özel Eğitim Dergisi, 3(2), 99-109. |
| 4. | Tomris, G & Çelik, S. (2022). Erken çocukluk özel eğitimi: Kuramsal ve yasal temeller, Dünya’daki ve Türkiye’deki son eğilimler. Özel Eğitim Dergisi, 23(1), 243–269. |
| 5. | Öztürk-Ertem, İ. (2005). İlk üç yaşta gelişimsel sorunları olan çocuklar: Üç sorun ve üç çözüm. Özel Eğitim Dergisi, 6(2), 13-25. |
| 6. | Tunçeli, H. İ. & Zembat, R. (2017). Erken Çocukluk Döneminde Gelişimin Değerlendirilmesi ve Önemi . Eğitim Kuram ve Uygulama Araştırmaları Dergisi , 3 (3) , 1-12 . Retrieved from https://dergipark.org.tr/en/pub/ekuad/issue/31101/337390 |
| 7. | Kartal, H. (2008). Çocuk ve aileyi desteklemeye yönelik ev ziyaretlerine dayalı erken müdahale programları ve programların etkileri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 41(1), 1- 28. |
| Type of Assessment | Count | Percent |
|---|---|---|
| Midterm Examination | 1 | %40 |
| Final Examination | 1 | %60 |
| Activities | Count | Preparation | Time | Total Work Load (hours) |
|---|---|---|---|---|
| Lecture - Theory | 14 | 0 | 3 | 42 |
| Assignment | 7 | 0 | 2 | 14 |
| Project | 9 | 0 | 3 | 27 |
| Midterm Examination | 1 | 6 | 1 | 7 |
| Final Examination | 1 | 9 | 1 | 10 |
| TOTAL WORKLOAD (hours) | 100 | |||
PÇ-1 | PÇ-2 | PÇ-3 | PÇ-4 | PÇ-5 | PÇ-6 | PÇ-7 | PÇ-8 | PÇ-9 | PÇ-10 | PÇ-11 | PÇ-12 | PÇ-13 | |
OÇ-1 | 5 | 4 | 5 | 5 | 3 | 4 | 5 | 5 | |||||
OÇ-2 | 4 | 3 | 4 | 5 | 5 | 5 | 3 | 3 | 3 | 4 | 4 | 3 | |
OÇ-3 | 4 | 3 | 4 | 4 | 4 | 4 | 3 | 3 | 3 | 4 | 5 | ||
OÇ-4 | 4 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | ||
OÇ-5 | 3 | 5 | 3 | 4 | |||||||||