Information Package / Course Catalogue
PSYC 339 Exceptional Children and Special Education
MEF University
Degree Programs
Psychology
General Information For Students
Diploma SupplementErasmus Policy Statement
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 Econ., Admin. and Social Sciences
Course Code PSYC 339
Course Title in English Exceptional Children and Special Education
Course Title in Turkish Özel Gereksinimli Çocuklar ve Özel Eğitim
Language of Instruction EN
Type of Course Flipped Classroom
Level of Course Intermediate
Semester Fall
Contact Hours per Week
Lecture: 3 Recitation: Lab: Other:
Estimated Student Workload 141 hours per semester
Number of Credits 6 ECTS
Grading Mode Standard Letter Grade
Pre-requisites PSYC 101 - Introduction to Psychology
Expected Prior Knowledge Introduction to psychology
Co-requisites None
Registration Restrictions Only Undergraduate Students
Overall Educational Objective To learn about exceptional children and special education. To become familiar with the basic issues and theoretical background of the special education such as the historical development, disability discrimination, characteristics of exceptional children, identification and referral process, least restrictive environment, early intervention, teaching techniques, behaviour management, transition plans and counselling students with special needs.
Course Description This course aims to provide the students the skills and understandings regarding topics as disability, equal opportunity, family involvement and special education. It will also prepare the students to counsel exceptional children and their parents.
Course Description in Turkish Bu ders öğrencilere engellilik, eşit fırsatlar, aile katılımı ve özel eğitim gibi konularda bilgi ve beceriler sağlayacaktır. Ders aynı zamanda öğrencilere, özel gereksinimli çocuklara ve ailelerine rehberlik etme boyutunda katkı sağlayacaktır.

Course Learning Outcomes and Competences

Upon successful completion of the course, the learner is expected to be able to:
1) understand the fundamental concepts and topics of disability and special education;
2) demonstrate awareness of and discuss the equal opportunity principles;
3) identify and describe the definition, etiology, and characteristics of students with high incidence disabilities;
4) compare and contrast the similarities and differences between general education and special education;
5) identify and explain the referral and identification process within special education, including the development and implementation of an IEP;
6) identify and explain the introductory concepts of planning for differentiated instruction and universal design for learning;
7) discuss and explain the rights, responsibilities, and roles of students, parents, teachers, related service providers, other professionals, and schools related to special education.
Program Learning Outcomes/Course Learning Outcomes 1 2 3 4 5 6 7
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. S Exam,Participation
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,Participation
4) Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. S Exam,Participation
5) Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. S Participation
6) Internalization and dissemination of professional ethical standards. S Participation
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). S Exam,Participation,Project
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 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 Participation
13) Demonstration of advanced competence in the clarity and composition of written work and presentations. H Participation,Project
Prepared by and Date KARIN ATAOGLU , March 2022
Course Coordinator SENA CÜRE ACER
Semester Fall
Name of Instructor

Course Contents

Week Subject
1) Introduction History of Disability and Special Education
2) Disability Discrimination and Equal Opportunity Principles The Social Model of Disability
3) Characteristics of Exceptional Children – 1 - Children with Intellectual Disabilities - Children with Specific Learning Disabilities
4) Characteristics of Exceptional Children – 2. - Children with Autism Spectrum Disorder (ASD) - Children with Attention Deficit Hyperactivity Disorder (ADHD) - Children with Speech or Language Impairments - Children who are Gifted-Talented
5) Characteristics of Exceptional Children – 3 - Children with Hearing Impairments - Children with Visual Impairments - Children with Multiple Impairments - Children with Orthopedic Impairments
6) Midterm Exam
7) Early Identification and Intervention – Involving Families
8) Least Restrictive Environment, Inclusion, Differentiated Education, Universal Design for Learning
9) Assessment, Referral Process, Evaluation and Individualized Education Plan (IEP)
10) Teaching Approaches and Methods in Special Education
11) Behaviour Problems and Management
12) Transition Plans
13) Counselling Exceptional Children
14) Review
15) Final Examination Period
16) Final Examination Period
Required/Recommended ReadingsA list of readings and articles will be given to the students regarding all the topics which will be covered during the semester.
Teaching MethodsThis course will be taught entirely in the flipped format. Students will be assigned an introductory online lecture every week as well as readings from books or articles. During class time, I will first assess and reinforce the students’ grasp of basic concepts from the online lecture. Following this, students will be asked to discuss the readings in English with the help of the instructor. Students will be expected to prepare for class by spending sufficient time to master the preparatory materials. They will also be expected to contribute appropriately to class discussions and to assisting the learning of other students. I as the instructor commit to preparing and selecting high-quality materials for each class, at an appropriate, not-too-difficult level of English (this course is aimed at second, third and fourth year students).
Homework and ProjectsStudents will choose one of the following field projects: Interview or observation. After the interview or observation students will prepare a report about it. They will be asked to read the articles and prepare discussion questions prior to the discussion class.
Laboratory Work
Computer Use
Other ActivitiesStudents will be asked to read each week’s lecture, readings from the books and articles prior to that week’s classroom session. Classroom discussions will be based on these readings as well as various videos.
Assessment Methods
Assessment Tools Count Weight
Attendance 14 % 15
Project 1 % 15
Midterm(s) 1 % 35
Final Examination 1 % 35
TOTAL % 100
Course Administration karinataoglu@yahoo.com

Attendance at all classes is mandatory. Students arriving late or unprepared will be barred from that class, which will impact upon their continuous assessment grade. Students must provide a legitimate, acceptable and documented excuse for missing a scheduled exam. There will be a make-up exam if students miss the midterm. Make-up exams could be in a different format than midterm or final exam. Students are expected to treat university personnel and one another respectfully at all times; this includes showing respect for class content and for others’ opinions. The commitment of acts of cheating, lying, and deceit in any of their diverse forms such as plagiarism, and copying during examinations is dishonest and will not be tolerated. Academic dishonesty and plagiarism: YÖK Disciplinary Regulation.

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 14 2 3 2 98
Homework Assignments 1 8 3 11
Midterm(s) 1 12 2 14
Final Examination 1 16 2 18
Total Workload 141
Total Workload/25 5.6
ECTS 6