Child Development

Course Code	Course Name	Year	Period	Semester	T+A+L	Credit	ECTS
01871403	Mentally Handicapped Children	4	Autumn	7	2+0+0	3	5

Course Type	Elective
Course Cycle	Bachelor's (First Cycle) (TQF-HE: Level 6 / QF-EHEA: Level 1 / EQF-LLL: Level 6)
Course Language	Turkish
Methods and Techniques	Anlatım,soru-cevap,Tartışma
Mode of Delivery	Face to Face
Prerequisites	-
Coordinator	Prof. Filiz ERBAY
Instructor(s)	Prof. Filiz ERBAY
Instructor Assistant(s)	-

Basic Vocational Courses	X
Specialization / Field Courses	X
Support Courses
Transferable Skills Courses
Humanities, Communication and Management Skills Courses

Relationship Levels
Lowest	Low	Medium	High	Highest
1	2	3	4	5

#	Program Learning Outcomes	Level
P1	All children and adolescents aged 0-18 have the necessary level of up-to-date, theoretical and practical knowledge about the areas of mental, linguistic, motor, emotional, social and emotional development.	4
P2	Based on his institutional and practical knowledge in the field of child development, he has the ability to evaluate the development of typical and atypical children with different methods and tools, develop different solutions with evidence-based approaches to problem situations, and develop support programmes, provide family counselling and inform society.	4
P3	Using advanced knowledge in the field of child development, he conducts individual and group work independently, takes responsibility for interdisciplinary work and performs his task effectively.	3
P4	Professional projects, research and activities for the social environment in which they live with a sense of social responsibility plan, implement and monitor and evaluate the process.	3
P5	As an example to society, democracy, human rights, social, scientific and professional ethical values, and relevant laws, regulations and legislation are respected by external attitudes and behaviour.	4
P7	She/He uses his professional knowledge and experience in collaboration with health, education, social, civil society organizations and other relevant stakeholders to maximize the benefit of the child and family, and participates in joint research, development and implementation of educational and development programmes, project planning and execution processes with relevant institutions and organizations.	3

Upon the successful completion of this course, students will be able to:
No	Learning Outcomes	Outcome Relationship	Measurement Method **
O1	Explains up-to-date theoretical information about the areas of mental, linguistic, motor, emotional, social and emotional development of all children and adolescents aged 0-18.	P.1.1	1
O2	Discerns the differences in current theoretical knowledge of all children and adolescents aged 0-18 about the areas of mental, linguistic, motor, emotional, social and emotional development.	P.1.2	1
O3	Classifies all areas of development of children and adolescents according to their stages of development.	P.1.4	1
O4	She/He distinguishes the developmental characteristics of children and adolescents with different developments.	P.1.5	1
O5	She/He interprets the developmental problems of children with typical and atypical development with evidence-based approaches.	P.2.2	1
O6	Developing development support programmes with different approaches and methodologies.	P.2.3	1
O7	She/he compares the developmental characteristics of children with typical and atypical development.	P.2.4	1
O8	Remember advanced knowledge in child development.	P.3.4	7
O9	She/He discusses his ideas in individual and group work.	P.3.5	7
O10	She/He reviews different professional projects, research and events.	P.4.2	1,7
O11	Examines relevant laws, regulations and legislation..	P.5.4	1
O12	Review projects, programs, research and practices previously implemented by relevant stakeholders.	P.7.2	1,7
O13	Explains the processes of joint research, educational and developmental program development and implementation, project planning and execution with relevant institutions and organizations.	P.7.3	1
** Written Exam: 1, Oral Exam: 2, Homework: 3, Lab./Exam: 4, Seminar/Presentation: 5, Term Paper: 6, Application: 7

Week	Topics
1	Zekanın tanımı ve kapsamı
2	Zihinsel yetersizliğin tanımı ve sınıflandırılması
3	Zihinsel yetersizliğin yaygınlığı ve nedenleri
4	Zihinsel yetersizliği olan çocukların özellikleri
5	Zihinsel yetersizliği tanılama ve değerlendirme
6	Zihinsel yetersizliği olan çocukların ailelerine danışmanlık
7	Zihinsel yetersizliği olan çocuklara yönelik eğitim ortamları
8	VİZE
9	Zihinsel yetersizliği olan çocukların kaynaştırılması
10	Zihinsel yetersizliği olan çocukların eğitimleri: Destek eğitim programı
12	Zihinsel yetersizliği olan çocukların eğitimlerinde kullanılan yöntem ve teknikler
13	Zihinsel yetersizliği olan çocuklara yönelik etkinlik hazırlama
14	FİNAL

Resources	Akçamete, A. G. (Ed.). (2016). Genel eğitim okullarında özel gereksinimi olan öğrenciler ve özel eğitim. Ankara: Kök Yayıncılık.
	Greenspan, S.I.; Wieder, S. (Çev. İsmail Ersevim)(2004). Özel Gereksinimli Çocuk, Özgür yayıncılık, İstanbul.
	O., Yıldız Ö., (2011) Zihinsel Engelliler Eğitim Gelişim Kitapları - Dil Konuşma Ve Alternatif Konuşma Becerileri. Kültür Dağıtım
	Howard V.F., Williams B., Lepper EC (2011)Özel Gereksinimi Olan Küçük Çocuklar / Very Young Children with Special Needs. (Çev. Edit. Gönül Akçamete) Nobel Akademik Yayıncılık, 5. Baskı, Ankara

In-Term Studies	Quantity	Percentage
Attendance	-	-
Practice	-	-
Field Study	-	-
Course Specific Internship (If Any)	-	-
Homework	-	-
Presentation	-	-
Projects	-	-
Seminar	-	-
Quiz	-	-
Listening	-	-
Midterms	1	40 (%)
Final Exam	1	60 (%)
Total		100 (%)

	Quantity	Duration	Total Work Load
Course Week Number and Time	14	2	28
Out-of-Class Study Time (Pre-study, Library, Reinforcement)	14	7	98
Midterms	1	12	12
Quiz	0	0	0
Homework	0	0	0
Practice	0	0	0
Laboratory	0	0	0
Project	0	0	0
Workshop	0	0	0
Presentation/Seminar Preparation	0	0	0
Fieldwork	0	0	0
Final Exam	1	12	12
Other	0	0	0
Total Work Load:			150
Total Work Load / 30			5
Course ECTS Credits:			5

Relationship Levels
Lowest	Low	Medium	High	Highest
1	2	3	4	5

#	Learning Outcomes	P1	P2	P3	P4	P5	P7
O1	Explains up-to-date theoretical information about the areas of mental, linguistic, motor, emotional, social and emotional development of all children and adolescents aged 0-18.	5	-	-	-	-	-
O2	Discerns the differences in current theoretical knowledge of all children and adolescents aged 0-18 about the areas of mental, linguistic, motor, emotional, social and emotional development.	5	-	-	-	-	-
O3	Classifies all areas of development of children and adolescents according to their stages of development.	5	-	-	-	-	-
O4	She/He distinguishes the developmental characteristics of children and adolescents with different developments.	5	-	-	-	-	-
O5	She/He interprets the developmental problems of children with typical and atypical development with evidence-based approaches.	-	5	-	-	-	-
O6	Developing development support programmes with different approaches and methodologies.	-	5	-	-	-	-
O7	She/he compares the developmental characteristics of children with typical and atypical development.	-	5	-	-	-	-
O8	Remember advanced knowledge in child development.	-	-	5	-	-	-
O9	She/He discusses his ideas in individual and group work.	-	-	4	-	-	-
O10	She/He reviews different professional projects, research and events.	-	-	-	3	-	-
O11	Examines relevant laws, regulations and legislation..	-	-	-	-	5	-
O12	Review projects, programs, research and practices previously implemented by relevant stakeholders.	-	-	-	-	-	4
O13	Explains the processes of joint research, educational and developmental program development and implementation, project planning and execution with relevant institutions and organizations.	-	-	-	-	-	4