Guidance and Psychological Counseling | |||||
Bachelor | Length of the Programme: 4 | Number of Credits: 240 | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF: Level 6 |
School/Faculty/Institute | Faculty of Education | |||||
Course Code | PCG 316 | |||||
Course Title in English | Learning Disabilities | |||||
Course Title in Turkish | Öğrenme Bozuklukları | |||||
Language of Instruction | EN | |||||
Type of Course | Flipped Classroom | |||||
Level of Course | Intermediate | |||||
Semester | Spring | |||||
Contact Hours per Week |
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Estimated Student Workload | 228 hours per semester | |||||
Number of Credits | 4 ECTS | |||||
Grading Mode | Standard Letter Grade | |||||
Pre-requisites |
EDS 103 - Educational Psychology PCG 214 - Developmental Psychology II |
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Co-requisites | None | |||||
Expected Prior Knowledge | Psychology of Learning Developmental Psychology II | |||||
Registration Restrictions | Only Undergraduate Students | |||||
Overall Educational Objective | To understand learning disabilities in order to intervene into these issues in school environment | |||||
Course Description | Students will learn the characteristics of learning disabilities, be able to understand language and processing deficits and how they interfere with academic achievement and social relationships; will learn reading disabilities, writing disabilities, math disabilities; will understand assessment and intervention approaches for students with learning disabilities |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) understand and appreciate philosophical, historical, and current trends in the field of learning disabilities; 2) define and describe the characteristics, types and prevalence of learning disabilities 3) describe causes of learning disabilities 4) understand the language, cognitive, academic, social and behavioral characteristics of students with learning disabilities 5) know the etiology of specific learning disabilities and/or learning problems including ADHD, and dyslexia and possible treatment options 6) use specialized terminology related to the assessment of children and youth with learning disabilities |
Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 | 6 |
---|---|---|---|---|---|---|
1) Scientific competence, knowledge, skills and effective teaching methods and strategies in order to provide psychological help. | ||||||
2) Knowledge that will enable students to develop the skills to cope with problems they encounter in the school environment. | ||||||
3) Basic knowledge about developmental processes from early childhood to adulthood and the characteristics and issues unique to each stage. | ||||||
4) Knowledge about the tools used in school counseling services and being equipped to develop relevant programs. | ||||||
5) Competence in vocational guidance and counseling practices. | ||||||
6) Understanding of human relations and interaction. | ||||||
7) Knowledge, experience and skills in scientific methods in order to conduct research studies in behavioral sciences. | ||||||
8) Awareness of the necessity of lifelong learning, accessing information, and monitoring developments in education, science, and technology. An ability to solve problems related to the field, continuously developing and renewing oneself, and having critical thinking and questioning skills. An ability to use information technologies. | ||||||
9) Ability to communicate effectively in both verbal and written Turkish; ability to use English at least in the European Language Portfolio B2 General Level. | ||||||
10) Knowledge about past and present regulations and legislations regarding professional applications of the field and being equipped to contribute to its further development. | ||||||
11) Sensitivity for different cultures, values and democratic rights of individuals; the knowledge of national culture and history, and using that knowledge in increasing awareness and involvement in national and international social, cultural, artistic, and technological developments. | ||||||
12) A sense of professional and ethical responsibility, and awareness of national and universal sensitivity expressed in the Basic Law of National Education. |
N None | S Supportive | H Highly Related |
Program Outcomes and Competences | Level | Assessed by | |
1) | Scientific competence, knowledge, skills and effective teaching methods and strategies in order to provide psychological help. | H | Exam |
2) | Knowledge that will enable students to develop the skills to cope with problems they encounter in the school environment. | H | HW |
3) | Basic knowledge about developmental processes from early childhood to adulthood and the characteristics and issues unique to each stage. | S | Exam |
4) | Knowledge about the tools used in school counseling services and being equipped to develop relevant programs. | S | HW |
5) | Competence in vocational guidance and counseling practices. | N | |
6) | Understanding of human relations and interaction. | S | Exam |
7) | Knowledge, experience and skills in scientific methods in order to conduct research studies in behavioral sciences. | N | |
8) | Awareness of the necessity of lifelong learning, accessing information, and monitoring developments in education, science, and technology. An ability to solve problems related to the field, continuously developing and renewing oneself, and having critical thinking and questioning skills. An ability to use information technologies. | N | |
9) | Ability to communicate effectively in both verbal and written Turkish; ability to use English at least in the European Language Portfolio B2 General Level. | N | |
10) | Knowledge about past and present regulations and legislations regarding professional applications of the field and being equipped to contribute to its further development. | N | |
11) | Sensitivity for different cultures, values and democratic rights of individuals; the knowledge of national culture and history, and using that knowledge in increasing awareness and involvement in national and international social, cultural, artistic, and technological developments. | N | |
12) | A sense of professional and ethical responsibility, and awareness of national and universal sensitivity expressed in the Basic Law of National Education. | N |
Prepared by and Date | SERVET ALTAN , February 2024 |
Course Coordinator | SERVET ALTAN |
Semester | Spring |
Name of Instructor | Öğr. Gör. CAVİT YEŞİLDAĞ |
Week | Subject |
1) | Syllabus Basic Concepts |
1) | |
2) | Intro to Learning Disabilities Causes of Learning Disabilities |
3) | Prevention and Intervention in Early Childhood Transition Programming in Adolescence and Adulthood |
4) | Cognition, Metacognition, and Memory in Students with Learning Disabilities |
5) | Attention Deficit Hyperactivity Disorder |
6) | Parents and Families Educational Approaches |
7) | Students who Experience Difficulties with Spoken Language |
8) | Students who Experience Difficulties with Reading |
9) | Students who Experience Difficulties with Reading |
10) | Students who Experience Difficulties with Writing |
11) | Students who Experience Difficulties with Writing |
12) | Students who Experience Difficulties with Mathematics |
13) | Students who Experience Difficulties with Mathematics |
14) | Participation in General Education Classrooms for Students with Learning Disabilities |
15) | Final Examination Period |
16) | Final Examination Period |
Required/Recommended Readings | Instructional strategy and expectations for both students and instructional staff that follow from this. Student work modes (independently and/or in teams). Any work with the outside community – geographic or industry sector. | |||||||||||||||||||||
Teaching Methods | Lecture | |||||||||||||||||||||
Homework and Projects | 2 Journal Critics: 15% Project Paper: 15% | |||||||||||||||||||||
Laboratory Work | ||||||||||||||||||||||
Computer Use | ||||||||||||||||||||||
Other Activities | ||||||||||||||||||||||
Assessment Methods |
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Course Administration |
acarmel@mef.edu.tr Cavit Yeşildağ |
Activity | No/Weeks | Hours | Calculation | ||||
No/Weeks per Semester | Preparing for the Activity | Spent in the Activity Itself | Completing the Activity Requirements | ||||
Course Hours | 3 | 0 | 0 | ||||
Presentations / Seminar | 3 | 8 | 24 | 96 | |||
Project | 3 | 8 | 24 | 96 | |||
Final Examination | 1 | 16 | 2 | 18 | 36 | ||
Total Workload | 228 | ||||||
Total Workload/25 | 9.1 | ||||||
ECTS | 4 |