ÖZE641 - EDUCATION of VISUALLY IMPAIRED CHILDREN and THEIR
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| EDUCATION of VISUALLY IMPAIRED CHILDREN and THEIR | ÖZE641 | 2nd Semester | 2 | 2 | 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 Team/Group Work Role Play Case Study Brain Storming | |||||
| Instructor (s) | Assoc. Prof. Haktan DEMÄ°RCÄ°OÄžLU | |||||
| Course objective | The expectation from students at the end of the lecture is to gain the basic information about education of family and education of visually impaired children. | |||||
| Learning outcomes |
| |||||
| Course Content | Cause of visual impairement, classification of visual impairement, education of visually impaired children, education of families, education tools, education environments, education institutions and human resources. | |||||
| References | Bearfield, A. (2004) `Inclusion in the Early Years - Implications for Support', Curriculum Close-up 17: 2-5. London: RNIB.Buultjens, M. & Stead, J. (2002) Promoting Social Inclusion of Pupils with Visual Impairment in Mainstream Schools in Scotland. Report on project funded by the Scottish Executive Education Department.D'Allura, T. (2002) `Enhancing the Social Interaction Skills of Preschoolers with Visual Impairments', Journal of Visual Impairment and Blindness 96(8): 576-84.Perez-Pereira, M. & Conti-Ramsden, G. (1999) Language Development and Social Interaction in Blind Children. Hove, UK: Psychology Press. Roe, M.J.L.P. (1998) Peer Relationships, Play and Language of Visually Impaired Children, Unpublished PhD thesis, Bristol University . | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Cause of visually impairement |
| Week 2 | Classification of visually impairement |
| Week 3 | Education of visually impaired children |
| Week 4 | Education of visually impaired children |
| Week 5 | Seminar presentation |
| Week 6 | Education of visually impaired children's families |
| Week 7 | Education of visually impaired children's families |
| Week 8 | Assitive technology |
| Week 9 | Education environments |
| Week 10 | Education institutions |
| Week 11 | Behaviour management in visually impaired children |
| Week 12 | Inclusion of visually impaired children |
| Week 13 | Project about visually impaired children Assignment presentation |
| Week 14 | Assignment presentation |
| Week 15 | preparation for 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 | 14 | 15 |
| Assignments | 2 | 10 |
| Presentation | 2 | 5 |
| Project | 0 | 0 |
| Seminar | 1 | 20 |
| Midterms | 0 | 0 |
| Final exam | 1 | 50 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 19 | 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 | 2 | 28 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Specific practical training | 14 | 3 | 42 |
| Field activities | 0 | 0 | 0 |
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 10 | 7 | 70 |
| Presentation / Seminar Preparation | 3 | 20 | 60 |
| Project | 0 | 0 | 0 |
| Homework assignment | 2 | 15 | 30 |
| Midterms (Study duration) | 1 | 10 | 10 |
| Final Exam (Study duration) | 1 | 0 | 0 |
| Total Workload | 45 | 57 | 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