History
Course Details
KTO KARATAY UNIVERSITY
Faculty of Social and Human Sciences
Programme of History
Course Details
Faculty of Social and Human Sciences
Programme of History
Course Details
| Course Code | Course Name | Year | Period | Semester | T+A+L | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| TRS401 | Special Education | 4 | Autumn | 7 | 2+0+0 | 3 | 3 |
| 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 | - |
| Mode of Delivery | Face to Face |
| Prerequisites | - |
| Coordinator | Prof. Yusuf KÜÇÜKDAĞ |
| Instructor(s) | Prof. Hakan SARI |
| Instructor Assistant(s) | - |
Course Content
Definition of special education, basic principles related to special education, causes of disability, importance of early diagnosis and treatment, historical approach related to obstacle perspective, the characteristics and training of mental disabilities, hearing impaired, visually impaired, physically impaired, language and communication disorder, ongoing disease, special learning disability, attention deficit and hyperactivity disorder, autistic 238 and gifted children, the education of different children through play, the reactions of the families of children in need of special education, the situation of special education in our country, institutions and organizations established for this purpose.
Objectives of the Course
In this course, students will learn the situations that require special education.
Contribution of the Course to Field Teaching
| Basic Vocational Courses | |
| Specialization / Field Courses | |
| Support Courses | |
| Transferable Skills Courses | |
| Humanities, Communication and Management Skills Courses |
Weekly Detailed Course Contents
| Week | Topics |
|---|---|
| 1 | Definition of Special Education |
| 2 | Basic Principles of Special Education |
| 3 | Causes of Disability |
| 4 | The Importance of Early Diagnosis and Treatment |
| 5 | Historical Approach to Obstacle |
| 6 | Characteristics and Trainings of Mentally Handicapped, Hearing Impaired, Visually Impaired, Physically Handicapped, Language and Communication Disorder, Continuing Disease, Special Learning Difficulty, Attention Deficit and Hyperactivity Disorder, Autistic 238 and Gifted Children (I) |
| 7 | Characteristics and Trainings of Mentally Handicapped, Hearing Impaired, Visually Impaired, Physically Handicapped, Language and Communication Disorder, Continuing Disease, Special Learning Difficulty, Attention Deficit and Hyperactivity Disorder, Autistic 238 and Gifted Children (II) |
| 8 | Characteristics and Trainings of Mentally Handicapped, Hearing Impaired, Visually Impaired, Physically Handicapped, Language and Communication Disorder, Continuing Disease, Special Learning Difficulty, Attention Deficit and Hyperactivity Disorder, Autistic 238 and Gifted Children (III) |
| 9 | Characteristics and Trainings of Mentally Handicapped, Hearing Impaired, Visually Impaired, Physically Handicapped, Language and Communication Disorder, Continuing Disease, Special Learning Difficulty, Attention Deficit and Hyperactivity Disorder, Autistic 238 and Gifted Children (IV) |
| 10 | Characteristics and Trainings of Mentally Handicapped, Hearing Impaired, Visually Impaired, Physically Handicapped, Language and Communication Disorder, Continuing Disease, Special Learning Difficulty, Attention Deficit and Hyperactivity Disorder, Autistic 238 and Gifted Children (V) |
| 11 | Characteristics and Trainings of Mentally Handicapped, Hearing Impaired, Visually Impaired, Physically Handicapped, Language and Communication Disorder, Continuing Disease, Special Learning Difficulty, Attention Deficit and Hyperactivity Disorder, Autistic 238 and Gifted Children (VI) |
| 12 | The Education of Different Children Through Play |
| 13 | The Reactions of The Families of Children in Need of Special Education |
| 14 | The Situation of Special Education in Our Country, Institutions and Organizations Established For This Purpose |
Textbook or Material
| Resources | Özel Eğitim, Editör: Sezgin VURAN, Maya Akademi Yayınları, 2013. |
Evaluation Method and Passing Criteria
| In-Term Studies | Quantity | Percentage |
|---|---|---|
| Attendance | - | - |
| Homework | - | - |
| Presentation | - | - |
| Seminar | - | - |
| Quiz | - | - |
| Midterms | - | - |
| Final Exam | - | - |
| Total | 0 (%) | |
ECTS / Working Load Table
| Quantity | Duration | Total Work Load | |
|---|---|---|---|
| Course Week Number and Time | 0 | 0 | 0 |
| Out-of-Class Study Time (Pre-study, Library, Reinforcement) | 0 | 0 | 0 |
| Midterms | 0 | 0 | 0 |
| 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 | 0 | 0 | 0 |
| Other | 0 | 0 | 0 |
| Total Work Load: | 0 | ||
| Total Work Load / 30 | 0 | ||
| Course ECTS Credits: | 0 | ||