| School/Faculty/Institute |
Faculty of Education |
| Course Code |
EDS 301 |
| Course Title in English |
Special Education: Teaching Diverse Learners |
| Course Title in Turkish |
Special Education: Teaching Diverse Learners |
| Language of Instruction |
EN |
| Type of Course |
Flipped Classroom |
| Level of Course |
Intermediate |
| Semester |
Fall |
| Contact Hours per Week |
| Lecture: 3 |
Recitation: |
Lab: |
Other: |
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| Estimated Student Workload |
106 hours per semester |
| Number of Credits |
4 ECTS |
| Grading Mode |
Standard Letter Grade
|
| Pre-requisites |
EDS 101 - Introduction to Educational Sciences
EDS 103 - Educational Psychology
|
| Expected Prior Knowledge |
Psychology of Learning |
| Co-requisites |
None |
| Registration Restrictions |
Only Undergraduate Students |
| Overall Educational Objective |
To gain a basic knowledge and understanding about various disability groups, their characteristics, needs, learning differences and to discover different ways for teaching to people with disabilities. |
| Course Description |
This course addresses the answers of following questions: What is disability?, Who is disabled?, How can we separate disability from ability?, What is normal? In this perspective, it aims to introduce the characteristics and learning needs of different disability groups and the educational considerations related to those groups. In the light of this, the following topics will be covered: Definition of Disability and Different Models of Disability, The Special Education Concept, Integration and Inclusion Issue, Family Involvement in Education, Learners with Intellectual and Developmental Disabilities, Learners with Learning Disabilities, Learners with Attention Deficit Hyperactivity Disorder (ADHD), Learners with Emotional or Behavioral Disorders, Learners with Autism Spectrum Disorders, Learners Who Are Deaf or Hard of Hearing, Learners with Blindness or Low Vision, Learners with Physical Disabilities and Other Health Impairment, Learners with Special Gifts and Talents. |
| Course Description in Turkish |
Bu derste temel olarak, engel nedir, engelli kimdir, engelli olan kişiyi diğerlerinden nasıl ayırt edebiliriz, normal nedir gibi sorular ve yanıtların tartışılması amaçlanmıştır. Bu doğrultuda farklı engel gruplarının özelliklerini, öğrenme ihtiyaçlarını ve eğitimciler açısından neler yapılabileceği, derslerin genel gayesini teşkil etmektedir. Tüm bunların ışığında şu başlıklar dersimizde konu edilecektir: Engelliliğin Tanımı ve Farklı Modeller, Özel Eğitim Kavramı, Kaynaştırma Eğitimi, Eğitimde Ailelerin Rolü, Zihin Engeli ve Gelişim Geriliği Olan Öğrenciler, Öğrenme Güçlüğü olan Öğrenciler, Dikkat Eksikliği ve Hiperaktivesi (DEHB) Olan Öğrenciler, Davranış Bozukluğu Olan Öğrenciler, Otizm Spektrumlu Öğrenciler, Sağır veya Az duyan Öğrenciler, Kör veya Az Gören Öğrenciler, Fiziksel Engeli ya da Başka Sağlık Sorunu Olan Öğrenciler, Özel Yetenekli Öğrenciler. |
Course Learning Outcomes and Competences
Upon successful completion of the course, the learner is expected to be able to:
1) understand the concepts of disability, impairment, normality, abnormality and special education
2) comprehend integration, inclusion, segregation and individualized education program
3) discuss the role of families in special education
4) explain the characteristics and learning needs of diverse learners which include intellectual and developmental disabilities, learning disabilities, ADHD, emotional or behavioral disorders, autism spectrum, deafness, blindness, physical disabilities and giftedness.
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| Program Learning Outcomes/Course Learning Outcomes |
1 |
2 |
3 |
4 |
| 1) Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. |
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| 2) Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. |
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| 3) Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. |
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| 4) Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. |
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| 5) Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. |
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| 6) Internalization and dissemination of professional ethical standards. |
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| 7) Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. |
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| 8) Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). |
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| 9) Recognition, understanding, and respect for the complexity of sociocultural and international diversity. |
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| 10) Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. |
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| 11) Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. |
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| 12) Ability to acquire knowledge independently, and to plan one’s own learning. |
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| 13) Demonstration of advanced competence in the clarity and composition of written work and presentations. |
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Relation to Program Outcomes and Competences
| N None |
S Supportive |
H Highly Related |
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Program Outcomes and Competences |
Level |
Assessed by |
| 1) |
Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. |
N |
|
| 2) |
Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. |
N |
|
| 3) |
Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. |
H |
Exam,HW,Participation
|
| 4) |
Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. |
N |
|
| 5) |
Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. |
N |
|
| 6) |
Internalization and dissemination of professional ethical standards. |
N |
|
| 7) |
Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. |
N |
|
| 8) |
Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). |
N |
|
| 9) |
Recognition, understanding, and respect for the complexity of sociocultural and international diversity. |
S |
Participation
|
| 10) |
Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. |
S |
HW,Participation
|
| 11) |
Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. |
N |
|
| 12) |
Ability to acquire knowledge independently, and to plan one’s own learning. |
S |
Exam,HW
|
| 13) |
Demonstration of advanced competence in the clarity and composition of written work and presentations. |
H |
Exam,HW
|
| Prepared by and Date |
ENGİN YILMAZ , May 2018 |
| Course Coordinator |
BENGİ BİRGİLİ |
| Semester |
Fall |
| Name of Instructor |
Öğr. Gör. ENGİN YILMAZ |
Course Contents
| Week |
Subject |
| 1) |
Introduction of Lecture and Syllabus |
| 2) |
Definition of Disability and Different Models of Disability |
| 3) |
The Special Education Concept |
| 4) |
Integration and Inclusion Issue |
| 5) |
Family Involvement in Education |
| 6) |
Learners with Intellectual and Developmental Disabilities. |
| 7) |
Learners with Learning Disabilities |
| 8) |
Learners with Attention Deficit Hyperactivity Disorder |
| 9) |
Learners with Emotional or Behavioral Disorders |
| 10) |
Midterm Exam |
| 11) |
Learners with Autism Spectrum Disorders |
| 12) |
Learners Who Are Deaf or Hard of Hearing |
| 13) |
Learners with Blindness or Low Vision |
| 14) |
Learners with Physical Disabilities and Other Health Impairment, Learners with Special Gifts and Talents |
| 15) |
Final Examination Period |
| 16) |
Final Examination Period |
| Required/Recommended Readings | Hallahan D.P., Kauffman J., Pullen P.C. 2013. Exceptional Learners: Pearson New International Edition: An Introduction to Special Education. 12th edn. MA: Pearson Education. Inc. Bezmez, D.,
Yardımcı, S. & Şentürk, S., (eds). (2011). Sakatlık Çalışmaları: Sosyal Bilimlerden Bakmak. İstanbul: Koç Üniversitesi Yayınları.
Sacks, O. (1996). An anthropologist on Mars: Seven paradoxical tales. New York: Vintage Books.
|
| Teaching Methods | Contact hours using “Flipped Classroom” as an active learning technique |
| Homework and Projects | |
| Laboratory Work | |
| Computer Use | |
| Other Activities | Group Presentation |
| Assessment Methods |
| Assessment Tools |
Count |
Weight |
| Attendance |
1 |
% 5 |
| Presentation |
1 |
% 15 |
| Midterm(s) |
1 |
% 35 |
| Final Examination |
1 |
% 45 |
| TOTAL |
% 100 |
|
| Course Administration |
engine.yilmaz@boun.edu.tr
0 212 359 46 47 (GETEM)
office hours: Thursday 15.00-16.00 |
Information Package / Course Catalogue