ÖZE653 - SUPPORTING PERSONAL-SOCIAL DEVELOPMENT ON SPECIAL
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| SUPPORTING PERSONAL-SOCIAL DEVELOPMENT ON SPECIAL | ÖZE653 | 2nd 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. Pınar BAYHAN | |||||
| Course objective | Aim of the course is to develop the ability of students to assess and foster the personality and social development of children. At the end of the course, students are expected to be able to assess children?s social development and plan and apply proper curriculms. | |||||
| Learning outcomes |
| |||||
| Course Content | The purpose of this study is to examine the role and contribution of schools in the personal-social development of adolescent in the area of special education. The main focus will be on the school?s support to individual pupils, rather than curricular interventions. | |||||
| References | Ainworth,P; Baker,P. (2004). Understanding Mental retardation. University Press of Mississippi,USA.Hallahan,D. Kauffman,J. (2006). Exceptional Learners. Allyn and Bacon, USA. 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 | To meet and display the course expactations. |
| Week 2 | Introduction and the aim of course |
| Week 3 | Development features of the children who needs special education |
| Week 4 | Basic concepts and definitions of personality and social development |
| Week 5 | Features of personality and social development |
| Week 6 | School syllabus analysis about students personality and social development |
| Week 7 | Continuance of syllabus |
| Week 8 | The definition and importance of implicit syllabus |
| Week 9 | Planning the effects of personality and social development in implicit syllabus |
| Week 10 | Continuance of planning activity-assignment |
| Week 11 | Controversy of application |
| Week 12 | General repeat |
| Week 13 | Controversy |
| Week 14 | Project 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 | 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 | 12 | 120 |
| Presentation / Seminar Preparation | 1 | 5 | 5 |
| Project | 1 | 30 | 30 |
| Homework assignment | 1 | 25 | 25 |
| Midterms (Study duration) | 0 | 0 | 0 |
| Final Exam (Study duration) | 1 | 18 | 18 |
| Total Workload | 28 | 93 | 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