Information Package / Course Catalogue
| Course Code | : CGB102 |
| Course Type | : Required |
| Couse Group | : First Cycle (Bachelor's Degree) |
| Education Language | : Turkish |
| Work Placement | : No |
| Theory | : 2 |
| Prt. | : 0 |
| Credit | : 2 |
| Lab | : 0 |
| ECTS | : 3 |
The aim of this course is, Definition of basic concepts in the field of special education, explanation of the basic principles of special education, provide introductory information about the different groups of children with special needs, to obtain information about development supporting programs in order to eliminate the needs of individuals with special needs
Definition of special education, basic principles of special education, hereditary, biological and environmental factors that cause special needs, identification of individuals with special needs, diagnosis classes according to DSM V diagnostic criteria, medical diagnosis, educational diagnosis, Individualized Education Plan, developmental support programs that should be applied in the field of special education, law and regulations for special education in the world and Turkey, social, economic, psychological, educational and cultural problems experienced by families who have special needs children, organizations and institutions serving in the field of special education in the world and Turkey, hospital schools, the historical process of hospital schools.
| Assoc. Prof. Ayhan BULUT |
| 1. | Defines the basic concepts related to different diagnoses. |
| 2. | Explain the diagnostic criteria (such as DSM V and ICD). |
| 3. | List the possible causes of diagnoses (mental retardation, pervasive developmental disorder, language-speech disorders, hearing impairment, visual impairment, learning disability, attention deficit hyperactivity disorder, gifted). |
| 4. | Summarize the developmental characteristics of children specific to different diagnosis groups. |
| 5. | It develops an early intervention program by considering risks and protective factors. |
| 6. | Explain the principles and stages of developmental diagnostics. |
| 7. | Tells the relevant specialist healthcare team that children with special needs should be guided |
| 8. | Discuss services and policies for individuals with developmental risks and developmental problems. |
| 9. | Evaluates the historical process of special education in the world and in Turkey. |
| 1. | Baykoç, N., (2011) Children with Special Needs and Special Education. Educator Publications, Ankara. |
| 2. | Diken, H.İ., (2012) Children with Needs in Special Education and Special Education. Pegem Academy Publications, Ankara. Edt. |
| 3. | Greenspan, I.S., Wieder, S., Simons, R. (2004) Special Needs Child (Trans. Ismail Ersevim) Free Publications, Istanbul. Edt. |
| 4. | Doğru, S.Y., Saltalı, N.D., (2011) Special Education in Early Childhood. Maya Academy, Ankara. Edt. |
| 5. | Metin, N., (2018) Children with Special Needs. Anı Publishing, Ankara. |
| Type of Assessment | Count | Percent |
|---|---|---|
| Midterm Examination | 1 | %40 |
| Final Examination | 1 | %60 |
| Activities | Count | Preparation | Time | Total Work Load (hours) |
|---|---|---|---|---|
| Lecture - Theory | 14 | 2 | 2 | 56 |
| Midterm Examination | 1 | 5 | 1 | 6 |
| Final Examination | 1 | 10 | 1 | 11 |
| TOTAL WORKLOAD (hours) | 73 | |||
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 | 4 | 4 | 3 | 4 | 3 | 3 | 3 | 4 | 4 | ||||
OÇ-2 | 4 | 4 | 3 | 4 | 3 | 3 | 3 | 4 | 4 | ||||
OÇ-3 | 4 | 4 | 3 | 4 | 3 | 3 | 3 | 4 | 4 | ||||
OÇ-4 | 4 | 4 | 3 | 4 | 3 | 3 | 3 | 4 | 4 | ||||
OÇ-5 | 4 | 4 | 3 | 4 | 3 | 3 | 3 | 4 | 4 | ||||
OÇ-6 | |||||||||||||
OÇ-7 | |||||||||||||
OÇ-8 | |||||||||||||
OÇ-9 | |||||||||||||