Information Package / Course Catalogue
| Psychology | |||||
| Bachelor | Length of the Programme: 4 | Number of Credits: 240 | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF: Level 6 |
Ders Genel Tanıtım Bilgileri
| 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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| Expected Prior Knowledge | Psychology of Learning Developmental Psychology II | |||||
| Co-requisites | None | |||||
| 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 Description in Turkish | Öğrenciler bu derste öğrenme güçlüğünün ne demek olduğunu öğrenir, dil ve süreçlerindeki eksikliklerinin akademik başarı ve sosyal ilişkileri nasıl etkilediğini anlar; okuma güçlüğü, yazma güçlüğü, matematik güçlüğünün ne demek olduğunu öğrenir; öğrenme güçlüğü olan öğrenciler için değerlendirme ve müdahale yaklaşımlarını anlar. |
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) Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | ||||||
| 2) Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | ||||||
| 3) Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | ||||||
| 4) Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | ||||||
| 5) Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | ||||||
| 6) Internalization and dissemination of professional ethical standards. | ||||||
| 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. | ||||||
| 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). | ||||||
| 9) Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | ||||||
| 10) Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | ||||||
| 11) Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | ||||||
| 12) Ability to acquire knowledge independently, and to plan one’s own learning. | ||||||
| 13) Demonstration of advanced competence in the clarity and composition of written work and presentations. |
Relation to Program Outcomes and Competences
| N None | S Supportive | H Highly Related |
| 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 | SERVET ALTAN , February 2024 |
| Course Coordinator | SERVET ALTAN |
| Semester | Spring |
| Name of Instructor | Öğr. Gör. CAVİT YEŞİLDAĞ |
Course Contents
| 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 |
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ECTS Student Workload Estimation
| 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 | ||||||