| 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
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| 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) Scientific competence, knowledge, skills and effective teaching methods and strategies in order to provide psychological help. |
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| 2) Knowledge that will enable students to develop the skills to cope with problems they encounter in the school environment. |
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| 3) Basic knowledge about developmental processes from early childhood to adulthood and the characteristics and issues unique to each stage. |
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| 4) Knowledge about the tools used in school counseling services and being equipped to develop relevant programs. |
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| 5) Competence in vocational guidance and counseling practices. |
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| 6) Understanding of human relations and interaction. |
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| 7) Knowledge, experience and skills in scientific methods in order to conduct research studies in behavioral sciences. |
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| 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. |
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| 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.
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| 10) Knowledge about past and present regulations and legislations regarding professional applications of the field and being equipped to contribute to its further development. |
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| 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.
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| 12) A sense of professional and ethical responsibility, and awareness of national and universal sensitivity expressed in the Basic Law of National Education.
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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) |
Scientific competence, knowledge, skills and effective teaching methods and strategies in order to provide psychological help. |
S |
Exam
|
| 2) |
Knowledge that will enable students to develop the skills to cope with problems they encounter in the school environment. |
H |
Exam
|
| 3) |
Basic knowledge about developmental processes from early childhood to adulthood and the characteristics and issues unique to each stage. |
N |
|
| 4) |
Knowledge about the tools used in school counseling services and being equipped to develop relevant programs. |
S |
Exam
|
| 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. |
S |
Exam
|
| 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.
|
S |
Exam
|
| 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 |
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.
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| 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