Child Development

Course Code	Course Name	Year	Period	Semester	T+A+L	Credit	ECTS
02431009	Counseling for Disabled Children	2	Autumn	3	2+0+0	3	3

Course Type	Elective
Course Cycle	Associate (Short Cycle) (TQF-HE: Level 5 / QF-EHEA: Short Cycle / EQF-LLL: Level 5)
Course Language	Turkish
Methods and Techniques	Presentation
Mode of Delivery	Face to Face
Prerequisites	No
Coordinator	-
Instructor(s)	Asst. Prof. Emine ARSLAN KILIÇOĞLU
Instructor Assistant(s)	-

Name and Surname	Room	E-Mail Address	Internal	Meeting Hours
Asst. Prof. Emine ARSLAN KILIÇOĞLU	B-129	[email protected]	7682

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

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

#	Program Learning Outcomes	Level
P1	Possesses fundamental, up-to-date, theoretical, and practical professional knowledge covering the developmental stages, general characteristics, and potential developmental issues of typical, atypical, at-risk, and sick children.	5
P3	Plans and implements activities, programs, and initiatives that support children's developmental needs while considering individual differences; evaluates professional and practice-related problems encountered using an independent analytical and critical approach, and provides solutions.	4

Upon the successful completion of this course, students will be able to:
No	Learning Outcomes	Outcome Relationship	Measurement Method **
O1	It defines the fundamental developmental stages (cognitive, language, motor, social-emotional) of children exhibiting typical and atypical development, along with the characteristic features associated with these stages.	P.1.1	1
O2	It explains the potential developmental problems that may be seen in children at risk or with chronic illnesses and the effects of these problems on the developmental process.	P.1.2	1
O3	Using the developmental knowledge acquired in theoretical courses, they identify the current developmental status of children in different age groups (typical/atypical) in the field using appropriate observation tools.	P.1.3	1
O4	It analyzes the fundamental differences and deviations by comparing the developmental data of a child showing normal development with that of a child at developmental risk or a child with a medical condition.	P.1.4	1
O5	Evaluates the current developmental needs of children with atypical development or hospitalized children with a critical perspective, guided by current literature and professional ethical principles.	P.1.5	1
O6	Develops a unique intervention plan or activity outline that combines theoretical and practical knowledge to support the development of children with different developmental issues (typical, atypical, or at-risk).	P.1.6	1
O7	Defines child-centered activity planning principles and program models based on individual differences (special needs, cultural structure, temperament, etc.).	P.3.1	1
O8	Explains the relationship between activities tailored to children's individual developmental needs and general education programs, as well as their supportive roles.	P.3.2	1
O9	They implement activities designed with developmental characteristics in mind for groups of children with different physical, cognitive, or social characteristics in the application environment.	P.3.3	1
** Written Exam: 1, Oral Exam: 2, Homework: 3, Lab./Exam: 4, Seminar/Presentation: 5, Term Paper: 6, Application: 7

Week	Topics
1	Definition and types of family
2	Definition and types of guidance
3	Definition Of Individual With Special Needs, Obstacles Of Individual With Special Needs
4	Problems Faced By Families Of Individuals With Special Needs
5	Family problems with guidance and special needs children
6	Consultancy Services Applied In Turkey
7	Consultancy Services Applied In Turkey
8	Midterm Exam
9	Screening Of Scientific Research In The Relevant Field
10	Screening Of Scientific Research In The Relevant Field
11	Screening Of Scientific Research In The Relevant Field
12	Screening Of Scientific Research In The Relevant Field
13	Screening Of Scientific Research In The Relevant Field
15	Screening Of Scientific Research In The Relevant Field
16	Final

Resources

Avcıoğlu, H.(2018). Social Adaptation Skills in Special Education, Ankara: Eğiten Kitap.

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 (%)

	Quantity	Duration	Total Work Load
Course Week Number and Time	14	2	28
Out-of-Class Study Time (Pre-study, Library, Reinforcement)	14	2	28
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:			80
Total Work Load / 30			2,67
Course ECTS Credits:			3

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

#	Learning Outcomes	P1	P3
O1	It defines the fundamental developmental stages (cognitive, language, motor, social-emotional) of children exhibiting typical and atypical development, along with the characteristic features associated with these stages.	5	-
O2	It explains the potential developmental problems that may be seen in children at risk or with chronic illnesses and the effects of these problems on the developmental process.	5	-
O3	Using the developmental knowledge acquired in theoretical courses, they identify the current developmental status of children in different age groups (typical/atypical) in the field using appropriate observation tools.	5	-
O4	It analyzes the fundamental differences and deviations by comparing the developmental data of a child showing normal development with that of a child at developmental risk or a child with a medical condition.	5	-
O5	Evaluates the current developmental needs of children with atypical development or hospitalized children with a critical perspective, guided by current literature and professional ethical principles.	5	-
O6	Develops a unique intervention plan or activity outline that combines theoretical and practical knowledge to support the development of children with different developmental issues (typical, atypical, or at-risk).	-	5
O7	Defines child-centered activity planning principles and program models based on individual differences (special needs, cultural structure, temperament, etc.).	-	5
O8	Explains the relationship between activities tailored to children's individual developmental needs and general education programs, as well as their supportive roles.	-	5
O9	They implement activities designed with developmental characteristics in mind for groups of children with different physical, cognitive, or social characteristics in the application environment.	-	5