OSB614 - PREPA. of INDIVIDI. EDU. and TRANS PLN INDU. ASD

Course Name Code Semester Theory
(hours/week)		 Application
(hours/week)		 Credit ECTS
PREPA. of INDIVIDI. EDU. and TRANS PLN INDU. ASD OSB614 Any Semester/Year 3 0 3 8
Prequisites
Course languageTurkish
Course typeElective 
Mode of DeliveryFace-to-Face 
Learning and teaching strategiesLecture
Discussion
Question and Answer
Team/Group Work
 
Instructor (s)Department chair 
Course objectiveThis course aims to provide students with a basic understanding of the BEP process in the framework of the literature, defining and discussing the roles of the BEP team, and summarizing and discussing the different BEP transition plan models. 
Learning outcomes
  1. Defines the process of preparation of the BEP.
  2. Define the legal basis for the BEP.
  3. The BEP describes the team models used in preparation and their roles with their team members.
  4. Defines what the BEP should be in its content.
  5. Write the current performance level of the student using the assessment tools.
  6. Determines long and short-term goals based on performance level.
Course ContentIndividualized education plans (BEP); Elements of the BEP; The legal basis of the PEP; PEP and school programs (preschool, primary education programs); measurement tools and detailed evaluation; all service plans; the definition, the importance and examples of individualized family service plans (BAHP) in 0-3 years of age for individuals with special education needs; transition plans: definition and importance; types of transition: hospital-to-home, home-to-institution, institution-to-institution; examples and development of different transition plans; the BAHP, PAP and transitional plan adaptations and considerations for the individuals in need of special education; Monitoring and evaluation of BEP, BAHP and transition plans 
ReferencesPlotner, A. J. (2013). Individualized transition plan. Encyclopedia of Special
Education: A Reference for the Education of Children, Adolescents, and Adults
with Disabilities and Other Exceptional
Individuals.
Batu, S. (2000). Kaynaştırma, destek hizmetler ve kaynaştırmaya hazırlık etkinlikleri.
Özel Eğitim Dergisi, 2 (4), 35?45.
Diken İ. H. (2010). İlköğretimde kaynaştırma (Ed). Ankara: Pegem Akademi.
Sucuoğlu, B. & Kargın, T. (2005). İlköğretimde kaynaştırma uygulamaları:
yaklaşımlar, yöntemler, teknikler. Ankara: Morpa
 

Course outline weekly

WeeksTopics
Week 1Historical development of BEP
Week 2Historical development of BEP
Week 3BEP definition, principles, benefits
Week 4All service plan and family service plan
Week 5Things of the BEP
Week 6BEP surveys
Week 7BEP team work
Week 8Visa
Week 9Performance level setting guidelines
Week 10Writing performance level
Week 11Long-range goals and creation
Week 12Short-circuited destinations and creation
Week 13Preparation of BEP
Week 14Implementation, monitoring and evaluation of BEP
Week 15Implementation, monitoring and evaluation of BEP
Week 16final exam

Assesment methods

Course activitiesNumberPercentage
Attendance00
Laboratory00
Application00
Field activities00
Specific practical training00
Assignments110
Presentation110
Project00
Seminar00
Midterms130
Final exam150
Total100
Percentage of semester activities contributing grade succes150
Percentage of final exam contributing grade succes250
Total100

WORKLOAD AND ECTS CALCULATION

Activities Number Duration (hour) Total Work Load
Course Duration (x14) 14 3 42
Laboratory 0 0 0
Application000
Specific practical training000
Field activities000
Study Hours Out of Class (Preliminary work, reinforcement, ect)14456
Presentation / Seminar Preparation22142
Project000
Homework assignment21020
Midterms (Study duration)21020
Final Exam (Study duration) 13030
Total Workload3578210

Matrix Of The Course Learning Outcomes Versus Program Outcomes

D.9. Key Learning OutcomesContrubition level*
12345
1. Knows the development of autism and comorbid disorders in individuals.    X
2. Knows and implements professional and publication ethics in the area of education of individuals with autism.    X
3. Follows educational and research developments in the area of autism and shares research findings with national/international stakeholders.    X
4. Completes the steps of a research study including conducting literature review, developing study methodology, collecting study data, analyzing and reporting research findings    X
5. Discusses the significance of inter-disciplinary roles and collaboration in the area of education of individuals with autism and uses knowledge and skills in inter-disciplinary works    X
6. Otizm alanındaki geliÅŸimsel, eÄŸitsel ve sosyal sorunlara farklı bilimsel araÅŸtırma paradigmaları ile çözümler sunar.    X
7. Knows, compares, and analyzes evidence based practices in the area of education of individuals with autism.    X
8. Conducts assessments, plans and implements educational/developmental interventions using theoretical and practical knowledge in the area of education of individuals with autism.    X
9. Support and maintain professional development and life-long learning following theoretical and practical developments    X
10. Uses effective technology-based practices in the area of education of individuals with autism.    X

*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest