COMPUTER EDUCATION AND INSTRUCTIONAL TECHNOLOGIES
Bachelor TR-NQF-HE: Level 6 QF-EHEA: First Cycle EQF-LLL: Level 6

Course Introduction and Application Information

Course Code Course Name Semester Theoretical Practical Credit ECTS
EDS4103 Special Education and Inclusion Fall
Spring
 2 0 2 3
The course opens with the approval of the Department at the beginning of each semester

Basic information

Language of instruction: En
Type of course: Departmental Elective
Course Level: Bachelor
Mode of Delivery: Face to face
Course Coordinator : Assoc. Prof. BERNA GÜLOĞLU
Course Objectives: The course aims to introduce students' with the groups who need speacial education who are frequently seen in regular classses. It focuses ob the basic concepts of special education, identification, charachteristics and education of children who need special education.

Learning Outputs

The students who have succeeded in this course;
The students who have succeeded in this course;
Students who completed this course successfully;
Explains the basic concepts of special education.
Explains the charachteristics of exceptional children.
Defines the appropriate methods and techniques according to exceptional children needs.
Differentiated the curriculum according to exceptional children needs.

Course Content

Basic concepts of special education, gifted children charachteristics , identification and education, learning disabled children charachteristics , identification and education, ADHD children charachteristics , identification and education, social and emotional disorder children charachteristics , identification and education included in the content of the lesson.

Weekly Detailed Course Contents

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 Yetenkli 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) Midterm 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

Sources

Course Notes: 1.Aksoy, V.(2018). Özel Eğitim. Pegem Akademi Yayıncılık. 2.Kirk, S; Gallagher, J. Coleman, M.R. (2018). Educating Exceptional Children, ÖZEL GEREKSİNİMLİ ÇOCUKLARIN EĞİTİMİ, Nobel Akademi Yayıncılık. 3. Diken, İ. (2017). Özel Gereksinimi olan Öğrenciler ve Özel Eğitim. Pegem Akademi Yayıncılık
References: 1.Aksoy, V.(2018). Özel Eğitim. Pegem Akademi Yayıncılık. 2.Kirk, S, Gallagher, J. Coleman, M.R. (2018). Educating Exceptional Children, ÖZEL GEREKSİNİMLİ ÇOCUKLARIN EĞİTİMİ, Nobel Akademi Yayıncılık. 3. Diken, İ. (2017). Özel Gereksinimi olan Öğrenciler ve Özel Eğitim. Pegem Akademi Yayıncılık

Evaluation System

Semester Requirements Number of Activities Level of Contribution
Attendance % 0
Laboratory % 0
Application % 0
Field Work % 0
Special Course Internship (Work Placement) % 0
Quizzes % 0
Homework Assignments % 0
Presentation % 0
Project 1 % 30
Seminar % 0
Midterms 1 % 30
Preliminary Jury % 0
Final 1 % 40
Paper Submission % 0
Jury % 0
Bütünleme % 0
Total % 100
PERCENTAGE OF SEMESTER WORK % 30
PERCENTAGE OF FINAL WORK % 70
Total % 100

ECTS / Workload Table

Activities Number of Activities Duration (Hours) Workload
Course Hours 14 2 28
Laboratory 0 0 0
Application 0 0 0
Special Course Internship (Work Placement) 0 0 0
Field Work 0 0 0
Study Hours Out of Class 1 5 5
Presentations / Seminar 0 0 0
Project 1 10 10
Homework Assignments 0 0 0
Quizzes 0 0 0
Preliminary Jury 0 0 0
Midterms 1 8 8
Paper Submission 0 0 0
Jury 0 0 0
Final 1 20 20
Total Workload 71

Contribution of Learning Outcomes to Programme Outcomes

No Effect 1 Lowest 2 Low 3 Average 4 High 5 Highest
           
Program Outcomes Level of Contribution
1) To define concepts related to the latest knowledge, tools and other scientific resources for the teaching profession, educational technology and information technologies in terms of national and international standards.
2) To explain the main elements of teaching strategies, methods and techniques, material design and assessment and evaluation processes that affect the development of educational technology integration.
3) To develop competencies related to software languages, operating systems, computer networks and computer hardware.
3) To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology.
4) To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology.
5) To plan, implement and evaluate classroom activities that utilize cutting-edge technologies to foster creativity, problem solving and critical thinking using scientific methods.
6) To build strong theoretical and applied models to develop solutions to problems that focus on systems and human development within a learning organization. 
7) To review, evaluate and recommend strategies for technology integration based on the interests, needs, individual differences and developmental characteristics of students in primary and secondary education.
8) To work individually and collaboratively in a team to carry out activities related to educational technology, information technology and the teaching profession in an interdisciplinary approach.
9) To effectively use and evaluate educational technologies and appropriately designed instructional models as a means of achieving and meeting learning objectives and requirements.
10) To utilize effective metacognitive techniques to make the classroom a community of learners engaged in lifelong learning activities.
11) To prepare trainings and projects related to educational technology for the community and to provide counseling to individuals in enhancing learning through the appropriate use of technology.
12) To implement cost and time sensitive strategies to support individuals and organizations to carry out their work more effectively.
13) To equip teachers to be pioneers and models in the application of technology for educational purposes using ethical and legal standards and to keep pace with changing technology.
14) To investigate efficient design solutions and existing standards used today for educational technologies, curricula, innovations and outcomes related to work, school, education sector and virtual world.
15) To gain fluency in interpersonal communication, teaching frameworks and the use of different technologies in relation to national norms and laws.