ÖZE621 - PSYCHOLOGY of HANDICAPPED CHILDREN
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| PSYCHOLOGY of HANDICAPPED CHILDREN | ÖZE621 | 1st Semester | 3 | 0 | 3 | 8 |
| Prequisites | None | |||||
| Course language | Turkish | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Lecture Discussion Question and Answer Role Play Case Study Problem Solving Brain Storming | |||||
| Instructor (s) | Prof. Dr. Pınar Bayhan | |||||
| Course objective | Having a level of systematic knowledge in the areas concerning social and psychological development of handicapped children and their needs. Communications and personal, sexual and social development of handicapped children in the realm of home, family and school. And integration of handicapped children into social life. Analyzing behavioral problems and educational approaches in correcting those problems. Researching and critically evaluating projects already conceived in those areas. Having an aptitude in developing and implementing projects for socializing handicapped children taking into account the existing level of knowledge of children and considering the conditions of the country concerned. | |||||
| Learning outcomes |
| |||||
| Course Content | Social, psychological, personal and sexual developments of handicapped children and their needs in family, school and society and affecting factors. | |||||
| References | Spodek, B; Sarecho, O. (1994). Dealing with individual differences in early childhood classroom Fogel, A.; Melson , G. (1988) Child Development: Individual, family and society. Vance,H.B. .(Eds.). (1998). Psyhological Assessment of Children. (2nd Edition).john Wiley and Sons Inc, New York,USA. Monreo,B.; Kraus, F. (2005)ç Brief Interventions with Bereaved Children. Oxford University Press,UK. Ainworth,P; Baker,P. (2004). Understanding Mental retardation. University Press of Mississippi,USA. Bryant, D. M. & Graham, M.A.( Eds). (1993). Developmentally disabled children; Family social work; Services for; United States. NY: Gilford Press. Lucyshyn, J. M., Dunlap, G., & Albin, R. W. (2002). Families & positive behavior support: Addressing problem behavior in family context. Baltimore: Brookes. Heward, W. L. (2009). Exceptional Children. : Pearson Merill Prentice Hall Ohio. Hooper, R. S; Umansky, W. (2004).Young Children with Special Needs. Pearson Merill Prentice Hall: Ohio. | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Psycho-social development of the handicapped children and their needs |
| Week 2 | Affecting factors of the child's development in the family |
| Week 3 | Affecting factors of the child's development at school |
| Week 4 | Affecting factors of the child's development in society |
| Week 5 | Sexual development of the handicapped children and their needs |
| Week 6 | The socialization of handicapped children |
| Week 7 | Behavioral problems of handicapped children, case study |
| Week 8 | Educational approaches in behavior modification |
| Week 9 | Assignment presentation |
| Week 10 | Integration of handicapped children into society |
| Week 11 | Problems in behavior modification |
| Week 12 | Social support systems |
| Week 13 | Study of sample project for social integration of handicapped children |
| Week 14 | Presentation of student projects |
| Week 15 | Preparation of general exam |
| Week 16 | Final exam |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 0 | 0 |
| Laboratory | 0 | 0 |
| Application | 0 | 0 |
| Field activities | 0 | 0 |
| Specific practical training | 0 | 0 |
| Assignments | 1 | 20 |
| Presentation | 1 | 5 |
| Project | 1 | 25 |
| Seminar | 0 | 0 |
| Midterms | 0 | 0 |
| Final exam | 1 | 50 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 3 | 50 |
| Percentage of final exam contributing grade succes | 1 | 50 |
| Total | 100 | |
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Specific practical training | 0 | 0 | 0 |
| Field activities | 0 | 0 | 0 |
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 10 | 10 | 100 |
| Presentation / Seminar Preparation | 1 | 5 | 5 |
| Project | 1 | 20 | 20 |
| Homework assignment | 1 | 25 | 25 |
| Midterms (Study duration) | 0 | 0 | 0 |
| Final Exam (Study duration) | 1 | 48 | 48 |
| Total Workload | 28 | 111 | 240 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1. Have comprehensive knowledge of the developmental characteristics of children with special needs and follow recent scientific literature. | X | ||||
| 2. Conduct developmental assessment and intervention for children with special needs. | X | ||||
| 3. Adhere to scientific ethics and prioritize the health and safety of children, recognizing the sensitivity of children and their families regarding disabilities. | X | ||||
| 4. Demonstrate the ability to identify and address potential challenges during assessment and intervention. | X | ||||
| 5. Proficiently conduct family assessments for children with special needs and provide support based on individual needs. | X | ||||
| 6. Engage in transdisciplinary collaboration with other special education professionals, drawing on their knowledge and experiences. | X | ||||
| 7. Adapt their information and experiences to their field of work using current developments in world literature and the territorial needs. | X | ||||
| 8. Contribute actively to developmental and educational programs, projects, and research initiatives in health, education, and social service institutions. | X | ||||
| 9. Contribute to society by upholding principles of democracy, human rights, social and scientific ethics, and relevant legal regulations. | X | ||||
| 10. Demonstrate a commitment to quality management and prioritize individual, environmental, and workplace security. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest