Week |
Subject |
Related Preparation |
1) |
Introduction
Discussion of the concept, form and essentials of the lesson |
|
2) |
Basic concepts of Special education such as; special education, principles of special education, impairment, disability, handicap,labelling, classification, prevalence
Special Education as a form of intervention and teaching
|
Veysel Aksoy (2017). Özel Eğitim. Pegem Akademi
Introduction to Speacial Education PPT |
3) |
Gifted Children/students
Charachteristics of Gifted Children and Identification
|
Samuel Kirk, James Gallagher, Mary Ruth Coleman (2018). Educating Exceptional Children, Özel Gereksinimli Çocukların Eğitimi Nobel Akademik Yayıncılık
Üstün Zekalı ve YetenEkli Çocuklar PPT |
4) |
Education of Gifted Children
Techniques; acceleration, grouping, enrichment and differentiation
|
Samuel Kirk, James Gallagher, Mary Ruth Coleman (2018). Educating Exceptional Children, ÖZEL GEREKSİNİMLİ ÇOCUKLARIN EĞİTİMİ, Nobel Akademik Yayıncılık
Gifted and Talented Children PPT |
5) |
Learning Disabilities
Types of learning disabilities; Dyslexia, Dyscalculia, Dysgraphia, Auditory Processing Disorder (APD), etc. Identification
|
Learning Disabilities PPT
Samuel Kirk, James Gallagher, Mary Ruth Coleman (2018). Educating Exceptional Children, ÖZEL GEREKSİNİMLİ ÇOCUKLARIN EĞİTİMİ, Nobel Akademik Yayıncılık
İbrahim Diken, Özel Gereksinimi olan Öğrenciler ve Özel Eğitim (2017). Pegem Akademi
|
6) |
Education of Learning Disabilities |
Learning Disabilities PPT
Samuel Kirk, James Gallagher, Mary Ruth Coleman (2018). Educating Exceptional Children, ÖZEL GEREKSİNİMLİ ÇOCUKLARIN EĞİTİMİ, Nobel Akademik Yayıncılık
İbrahim Diken, Özel Gereksinimi olan Öğrenciler ve Özel Eğitim (2017). Pegem Akademi
|
7) |
ADHD Children, charachteristics and Identification |
Children with ADHD PPT
Samuel Kirk, James Gallagher, Mary Ruth Coleman (2018). Educating Exceptional Children, ÖZEL GEREKSİNİMLİ ÇOCUKLARIN EĞİTİMİ, Nobel Akademik Yayıncılık
İbrahim Diken, Özel Gereksinimi olan Öğrenciler ve Özel Eğitim (2017). Pegem Akademi |
8) |
Mid-term Exam |
Gifted and Talented Children PPT
Learning Disabilities PPT
Children with ADHD PPT
Samuel Kirk, James Gallagher, Mary Ruth Coleman (2018). Educating Exceptional Children, ÖZEL GEREKSİNİMLİ ÇOCUKLARIN EĞİTİMİ, Nobel Akademik Yayıncılık
İbrahim Diken, Özel Gereksinimi olan Öğrenciler ve Özel Eğitim (2017). Pegem Akademi |
9) |
Education of ADHD Children |
Children with ADHD PPT
Samuel Kirk, James Gallagher, Mary Ruth Coleman (2018). Educating Exceptional Children, ÖZEL GEREKSİNİMLİ ÇOCUKLARIN EĞİTİMİ, Nobel Akademik Yayıncılık
İbrahim Diken, Özel Gereksinimi olan Öğrenciler ve Özel Eğitim (2017). Pegem Akademi |
10) |
Education of ADHD Children |
Children with ADHD PPT
Samuel Kirk, James Gallagher, Mary Ruth Coleman (2018). Educating Exceptional Children, ÖZEL GEREKSİNİMLİ ÇOCUKLARIN EĞİTİMİ, Nobel Akademik Yayıncılık
İbrahim Diken, Özel Gereksinimi olan Öğrenciler ve Özel Eğitim (2017). Pegem Akademi |
11) |
Social and Emotional Behavioral Disorders; charachteristics and Identification |
Social and Emotional Disorders PPT
Samuel Kirk, James Gallagher, Mary Ruth Coleman (2018). Educating Exceptional Children, ÖZEL GEREKSİNİMLİ ÇOCUKLARIN EĞİTİMİ, Nobel Akademik Yayıncılık
İbrahim Diken, Özel Gereksinimi olan Öğrenciler ve Özel Eğitim (2017). Pegem Akademi
|
12) |
Education of Social and Emotional Behavioral Disorders Children |
Social and Emotional Disorders PPT
Samuel Kirk, James Gallagher, Mary Ruth Coleman (2018). Educating Exceptional Children, ÖZEL GEREKSİNİMLİ ÇOCUKLARIN EĞİTİMİ, Nobel Akademik Yayıncılık
İbrahim Diken, Özel Gereksinimi olan Öğrenciler ve Özel Eğitim (2017). Pegem Akademi
|
13) |
Education of Social and Emotional Behavioral Disorders Children |
Social and Emotional Disorders PPT
Samuel Kirk, James Gallagher, Mary Ruth Coleman (2018). Educating Exceptional Children, ÖZEL GEREKSİNİMLİ ÇOCUKLARIN EĞİTİMİ, Nobel Akademik Yayıncılık
İbrahim Diken, Özel Gereksinimi olan Öğrenciler ve Özel Eğitim (2017). Pegem Akademi
|
14) |
General Revision
Final Exam |
All materials |
|
Program Outcomes |
Level of Contribution |
1) |
Analyze and demonstrate knowledge of concepts, ideas, applications in early childhood education and to be able to evaluate them critically. |
3 |
2) |
To understand and know the developmental and learning capacities of 0-66 month old children and to reflect these to their education process. |
3 |
3) |
Implementation of the subject matter, pedagogical and professional knowledge necessary for early childhood education. |
3 |
4) |
Create teaching potential for 0-66 months old children regarding their multidimensional developmental process including skills and attitudes and behavior applicable to life. |
3 |
5) |
To know how to develop, apply and evaluate learning mediums
with sıitable education programs, teaching approach and methods and techniques which is flexible for each individual child .
|
5 |
6) |
To know and apply the necessary measurement and assessmant techniques suitable for early childhood educaton. |
3 |
7) |
To develop and apply projects that supports children, families and individuals in the community and contributing positively to their developmental process. |
3 |
8) |
To integrate the knowledge and experience of working together with different programs and different age groups. |
3 |
9) |
To demonstrate the commitment to early childhood profession, professionalism,life-long learning and professional growth. |
3 |
10) |
To cooperate and collaborate with other individuals and community to bring awareness about early childhood education to society. |
3 |
11) |
To be able to recognize problems in early childhood education, to bring scientifically acceptable solutions to these problems and participate effectively in projects leading to such solutions. |
|
12) |
Demonstrate knowledge of the laws, regulations and policies related to early childhood education and act accordingly. |
|
13) |
To demonstrate commitment to societial,scientific and professional values. |
|
14) |
To recognize and respect different cultures and to be sensitive to individual and cultural differences. |
|
15) |
To demonstrate competence and ethical approach in information and communication technologies. |
|
16) |
To demonstrate English profiency in communicating, knowledge sharing and professional development areas of early childhood education. |
|