| Course Title | Code | Language | Type | Semester | L+U Hour | Credits | ECTS |
|---|---|---|---|---|---|---|---|
| Reading and Writing Teaching in Special Education | ÖAE301 | Turkish | Compulsory | 5. Semester | 3 + 0 | 3.0 | 4.0 |
| Prerequisite Courses | |
| Course Level | Undergraduate |
| Mode of delivery | Face to face |
| Course Coordinator | Dr. Öğr. Üyesi Hakan ÖZAK |
| Instructor(s) | Dr. Öğr. Üyesi Hakan ÖZAK (Güz) |
| Goals | In this lesson, knowledge and skills are gained in the following issues: 1. Defining target skill or skill sequence. 2. Assessment of the student’s performance. 3. Developing teaching program and schedule. 4. Applying instructional strategies. 5. Determining concept of science class. 6. Developing science class curriculum’s aims and context. 7. Determining student performans in l science class. 8. Preparing appropriate IEP’s for students’ performans in science class. 9. Determining teching methods, instructional materials, evaluation techniques and tools in science class. |
| Course Content | Evaluation of self-care and daily life skills, development of skill analysis for collecting instructional data, evaluation techniques, monitoring skills during instruction, Teaching methods, use of instructional strategies, instructional tips, clue systems and hierarchy, use of clue strategies, ways of error correction, reinforcement types and schedules, shaping, generalization of skill, Concept teaching and techniques (concept network, meaning analysis tables, concept map, mental map, conceptual cartoons), Preparing the PDP and the daily plan for the science lesson. |
| # | Öğrenme Kazanımı |
| 1 | Explains relations between science, science and technology concepts. |
| 2 | Evaluates the strengths and weaknesses of the science program. |
| 3 | Describes concepts related to science teaching for individuals with intellectual disabilities. |
| 4 | Uses science teaching methods and techniques effectively for individuals with intellectual disabilities. |
| 5 | Designs activities to improve basic process skills. |
| 6 | Plans a science course that meets the developmental characteristics and needs of the students. |
| 7 | Designs activities to develop experimental process skills. |
| 8 | uses effective instructional strategies to improve interrogation skills. |
| No | Program Requirements | Level of Contribution | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Defines the criteria and assessment tools necessary for students to be diagnosed with special needs. | ✔ | |||||
| 2 | Evaluates the motor, emotional, social, cognitive and academic development of individuals with special needs. | ✔ | |||||
| 3 | Uses effective teaching methods to support the motor, social, cognitive and academic development of individuals with special needs. | ✔ | |||||
| 9 | Designs and manages an effective and supportive learning environment based on learning and teaching theory, approach, strategy, methods, and instructional technologies in creating the learning-teaching process. | ✔ | |||||
| Program Requirements | DK1 | DK2 | DK3 | DK4 | DK5 | DK6 | DK7 | DK8 |
|---|---|---|---|---|---|---|---|---|
| PY1 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 |
| PY2 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 |
| PY3 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 |
| PY9 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 |
