Child Development
Course Details
KTO KARATAY UNIVERSITY
Vocational School of Medical Services
Programme of Child Development
Course Details
Vocational School of Medical Services
Programme of Child Development
Course Details
| Course Code | Course Name | Year | Period | Semester | T+A+L | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| 02420003 | Special Education and Inclusion | 1 | Spring | 2 | 2+0+0 | 4 | 4 |
| Course Type | Compulsory |
| Course Cycle | Associate (Short Cycle) (TQF-HE: Level 5 / QF-EHEA: Short Cycle / EQF-LLL: Level 5) |
| Course Language | Turkish |
| Methods and Techniques | - |
| Mode of Delivery | Face to Face |
| Prerequisites | - |
| Coordinator | - |
| Instructor(s) | Lect. Emine ARSLAN KILIÇOĞLU |
| Instructor Assistant(s) | - |
Course Instructor(s)
| Name and Surname | Room | E-Mail Address | Internal | Meeting Hours |
|---|---|---|---|---|
| Lect. Emine ARSLAN KILIÇOĞLU | B-129 | [email protected] | 7682 | Monday 11:50-13:25 |
| Lect. Emine ARSLAN KILIÇOĞLU | B-129 | [email protected] | 7682 | Monday 11:50-13:25 |
Course Content
Basic concepts related to special education, the general purpose of special education, the importance of special education, special education policies, private educational institutions and characteristics, factors causing barriers, barriers to prevention and early diagnosis, classification of special education, prevalence rates of special education in the world, Turkey ' special education, recognition visually impaired and classification, causes of visual impairment, preventing visual impairment and early diagnosis, education of the visually impaired, hearing impaired diagnostic and classification, hearing disability causes, prevention of hearing impairment and early diagnosis, education of hearing-impaired, speech and language difficulties of diagnostic and classification, speech and language difficulties causes, prevention and early diagnosis of speech and language difficulties, language and education of children with speech disabilities.
Objectives of the Course
To inform about the basic issues and concepts in the field of special education, to give awareness about the characteristics and needs of the children in need of special education.
Contribution of the Course to Field Teaching
| Basic Vocational Courses | X |
| Specialization / Field Courses | X |
| Support Courses | X |
| Transferable Skills Courses | X |
| Humanities, Communication and Management Skills Courses | X |
Relationships between Course Learning Outcomes and Program Outcomes
| Relationship Levels | ||||
| Lowest | Low | Medium | High | Highest |
| 1 | 2 | 3 | 4 | 5 |
| # | Program Learning Outcomes | Level |
|---|---|---|
| P2 | Gain the necessary current, theoretical and practical knowledge about the cognitive, physical, sexual, moral, language, motor, self-care, social and emotional development areas and developmental characteristics of children with atypical development. | 5 |
| P3 | It prepares, implements and evaluates a developmental support program appropriate to the characteristics of typically and atypically developing, at-risk and sick children. | 5 |
Course Learning Outcomes
| Upon the successful completion of this course, students will be able to: | |||
|---|---|---|---|
| No | Learning Outcomes | Outcome Relationship | Measurement Method ** |
| O1 | Being able to describe the developmental areas and developmental characteristics of children with atypical development. | P.2.1 | 1 |
| O2 | To be able to explain information about the developmental areas and developmental characteristics of children with atypical development. | P.2.2 | 1 |
| O3 | Ability to distinguish developmental areas and developmental characteristics of children with atypical development. | P.2.3 | 1 |
| O4 | Ability to apply appropriate and up-to-date activities regarding the developmental areas and developmental characteristics of children with atypical development. | P.2.4 | 1 |
| O5 | Ability to design appropriate and up-to-date activities regarding the developmental areas and developmental characteristics of children with atypical development. | P.2.5 | 1 |
| O6 | Ability to evaluate appropriate and current activities regarding the developmental areas and developmental characteristics of children with atypical development. | P.2.6 | 1 |
| O7 | Ability to express a developmental support program appropriate to the characteristics of typically and atypically developing, at-risk and sick children. | P.3.1 | 1 |
| O8 | Ability to understand developmental support programs appropriate to the characteristics of typically and atypically developing, at-risk and sick children. | P.3.2 | 1 |
| O9 | Ability to implement developmental support programs appropriate to the characteristics of typically and atypically developing, at-risk and sick children. | P.3.3 | 1 |
| O10 | To be able to compare the similarities and differences of developmental support programs appropriate to the characteristics of typically and atypically developing, at-risk and sick children. | P.3.4 | 1 |
| O11 | Ability to develop a developmental support program appropriate to the characteristics of typically and atypically developing, at-risk and sick children. | P.3.5 | 1 |
| O12 | Ability to make suggestions to improve developmental support programs appropriate to the characteristics of typically and atypically developing, at-risk and sick children. | P.3.6 | 1 |
| ** Written Exam: 1, Oral Exam: 2, Homework: 3, Lab./Exam: 4, Seminar/Presentation: 5, Term Paper: 6, Application: 7 | |||
Weekly Detailed Course Contents
| Week | Topics |
|---|---|
| 1 | Basic concepts related to special education and Special Education Principles |
| 2 | Special Education Studies in the World and Turkey in the Historical Process |
| 3 | Classification of special education, Factors Causing Disabilities |
| 4 | Definition, Importance and History of Inclusion |
| 5 | Inclusion Types, Inclusion Practices |
| 6 | midterm exam |
| 7 | Individuals with mind needs |
| 8 | Individuals with learning disabilities |
| 9 | Individuals with Attention Deficit and Hyperactivity Disorder and Individuals with Emotional Behavioural Disorder |
| 10 | Gifted gifted |
| 11 | Individuals with Vision and Hearing Needs |
| 12 | Speech and Language Disorders |
| 13 | Individualised Education Programme |
| 14 | final exam |
Textbook or Material
| Resources | Thorn, I.H, students who need special education and special education, Pegem Akademi, Ankara, 2008 |
| Thorn, I.H, students who need special education and special education, Pegem Akademi, Ankara, 2008 | |
| Thorn, I.H, students who need special education and special education, Pegem Akademi, Ankara, 2008 | |
| Thorn, I.H, students who need special education and special education, Pegem Akademi, Ankara, 2008 | |
| - |
Evaluation Method and Passing Criteria
| In-Term Studies | Quantity | Percentage |
|---|---|---|
| Practice | - | - |
| Field Study | - | - |
| Course Specific Internship (If Any) | - | - |
| Homework | - | - |
| Presentation | - | - |
| Projects | - | - |
| Seminar | - | - |
| Quiz | - | - |
| Listening | - | - |
| Midterms | 1 | 40 (%) |
| Final Exam | 1 | 60 (%) |
| Total | 100 (%) | |
ECTS / Working Load Table
| Quantity | Duration | Total Work Load | |
|---|---|---|---|
| Course Week Number and Time | 14 | 2 | 28 |
| Out-of-Class Study Time (Pre-study, Library, Reinforcement) | 14 | 4 | 56 |
| 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: | 108 | ||
| Total Work Load / 30 | 3,60 | ||
| Course ECTS Credits: | 4 | ||
Course - Learning Outcomes Matrix
| Relationship Levels | ||||
| Lowest | Low | Medium | High | Highest |
| 1 | 2 | 3 | 4 | 5 |
| # | Learning Outcomes | P2 | P3 |
|---|---|---|---|
| O1 | Being able to describe the developmental areas and developmental characteristics of children with atypical development. | 5 | - |
| O2 | To be able to explain information about the developmental areas and developmental characteristics of children with atypical development. | 5 | - |
| O3 | Ability to distinguish developmental areas and developmental characteristics of children with atypical development. | 5 | - |
| O4 | Ability to apply appropriate and up-to-date activities regarding the developmental areas and developmental characteristics of children with atypical development. | 5 | - |
| O5 | Ability to design appropriate and up-to-date activities regarding the developmental areas and developmental characteristics of children with atypical development. | 5 | - |
| O6 | Ability to evaluate appropriate and current activities regarding the developmental areas and developmental characteristics of children with atypical development. | 5 | - |
| O7 | Ability to express a developmental support program appropriate to the characteristics of typically and atypically developing, at-risk and sick children. | - | 5 |
| O8 | Ability to understand developmental support programs appropriate to the characteristics of typically and atypically developing, at-risk and sick children. | - | 5 |
| O9 | Ability to implement developmental support programs appropriate to the characteristics of typically and atypically developing, at-risk and sick children. | - | 5 |
| O10 | To be able to compare the similarities and differences of developmental support programs appropriate to the characteristics of typically and atypically developing, at-risk and sick children. | - | 5 |
| O11 | Ability to develop a developmental support program appropriate to the characteristics of typically and atypically developing, at-risk and sick children. | - | 5 |
| O12 | Ability to make suggestions to improve developmental support programs appropriate to the characteristics of typically and atypically developing, at-risk and sick children. | - | 5 |