ÖZE636 - GIFTED CHILDREN
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| GIFTED CHILDREN | ÖZE636 | 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 Observation Preparing and/or Presenting Reports Case Study | |||||
| Instructor (s) | Prof. Nilgün Metin | |||||
| Course objective | This course aims to show the characteristics and developmental distinctions of gifted children and and also to show the perspectives on identification and education of these children. | |||||
| Learning outcomes |
| |||||
| Course Content | Identification of gifted, their characteristics and types of giftedness, developmental feature of the gifted, process of identification, educational models, teachers and families of the gifted and the social-emotional difficulties they experience | |||||
| References | Kokot, S. (1999) Help Our Child is Guidelines for Parents. Metin, N. (1999) Üstün Yetenekli Çocuklar, Öz Aşama Matbaacılık Renzulli, J. (2004) Identification of Students for Gifted and Talented Programs, Corwin Press California Sak,U.(2010)Üstün Zekalılar,Özellikleri,Tanılanmaları,Eğitimleri. Maya Akademi Yayınları,Ankara Davis,G.;Rimm,S.(2004) Education of gifted and Talented Children.Pearson Education,Inc.USA | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | What is Giftedness? |
| Week 2 | Common signs of advanced development in children |
| Week 3 | Types of Giftedness |
| Week 4 | Characteristics of advanced development |
| Week 5 | Identification of Gifted Children Assignment presentation |
| Week 6 | Midterm Exam( seminar) |
| Week 7 | Case study Assignment presentation |
| Week 8 | Education of gifted children Assignment presentation |
| Week 9 | The Educational Models |
| Week 10 | Teachers of Gifted Children |
| Week 11 | Midterm(seminar) |
| Week 12 | Family of the gifted |
| Week 13 | Social-emotional difficulties of gifted children Assignment presentation |
| Week 14 | Counseling for gifted child and family |
| Week 15 | Preparation of project presentation |
| Week 16 | Final Exam ( Presenting of Project) |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 14 | 0 |
| Laboratory | 0 | 0 |
| Application | 0 | 0 |
| Field activities | 0 | 0 |
| Specific practical training | 0 | 0 |
| Assignments | 4 | 10 |
| Presentation | 0 | 0 |
| Project | 0 | 0 |
| Seminar | 0 | 0 |
| Midterms | 2 | 40 |
| Final exam | 1 | 50 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 1 | 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 | 1 | 8 | 8 |
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 14 | 4 | 56 |
| Presentation / Seminar Preparation | 0 | 0 | 0 |
| Project | 0 | 0 | 0 |
| Homework assignment | 4 | 5 | 20 |
| Midterms (Study duration) | 2 | 32 | 64 |
| Final Exam (Study duration) | 1 | 50 | 50 |
| Total Workload | 36 | 102 | 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. | |||||
| 10. Demonstrate a commitment to quality management and prioritize individual, environmental, and workplace security. | |||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest