ENGLISH LANGUAGE TEACHING | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
EDS4005 | Special Education | Spring | 2 | 0 | 2 | 4 |
The course opens with the approval of the Department at the beginning of each semester |
Language of instruction: | En |
Type of course: | Must Course |
Course Level: | Bachelor |
Mode of Delivery: | Face to face |
Course Coordinator : | Assoc. Prof. BERNA GÜLOĞLU |
Course Lecturer(s): |
Assoc. Prof. BERNA GÜLOĞLU Dr. Öğr. Üyesi AYŞİN KAPLAN SAYI Dr. Öğr. Üyesi MARİLENA ZİNOVİA LEANA TAŞCILAR |
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. |
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. |
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. |
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 |
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 |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 0 | % 0 |
Laboratory | 0 | % 0 |
Application | 0 | % 0 |
Field Work | 0 | % 0 |
Special Course Internship (Work Placement) | 0 | % 0 |
Quizzes | 0 | % 0 |
Homework Assignments | 0 | % 0 |
Presentation | 0 | % 0 |
Project | 1 | % 30 |
Seminar | 0 | % 0 |
Midterms | 1 | % 30 |
Preliminary Jury | 0 | % 0 |
Final | 1 | % 40 |
Paper Submission | 0 | % 0 |
Jury | 0 | % 0 |
Bütünleme | % 0 | |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 30 | |
PERCENTAGE OF FINAL WORK | % 70 | |
Total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 3 | 42 |
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 | 12 | 12 |
Presentations / Seminar | 0 | 0 | 0 |
Project | 1 | 22 | 22 |
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 | 24 | 24 |
Total Workload | 108 |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | Being able to describe the issues related with the scientific resources in the field of teaching, English language teaching and educational technologies within the national and international standards | |
2) | Proficient in the phonology, semantics, grammar and the vocabulary of the language; understand and use the language effectively. | |
3) | To improve students' reading, writing, listening and speaking skills, make use of various methods and techniques. | |
4) | Understand and apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching. | |
5) | Locate and select appropriate software and technology resources for language teaching and use them effectively in and out of classroom. | |
6) | Use and generate measurement and assessment instruments to evaluate language knowledge and skills in an effective way and assess students’ knowledge using multiple measures and alternative assessment techniques. |