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. He/she discusses advantages and disadvantages of research methods in education for different research problem    X
2. He/she uses theoretical and practical knowledge about educational research methods in proficiency level according to graduate competences and improves and deepens this knowledge.    X
3. He/she forms new knowledge by combining knowledge coming from different kinds of disciplines.    X
4. He/she brings proposals of solution to the questions required proficiency by using quantitative scientific research techniques.    X
5. He/she develops new strategically approach as against the complex situations that he /she couldn?t predict in practices of autism education field and create solutions by taking responsibilities.    X
6. He/she takes part in team works about autism education effectively and becomes leader.    X
7. He/she evaluates the knowledge about autism education critically and leads learning.    X
8. He /she transfers developments in autism education and his/her own studies to the groups in field or out of fields in written, oral and visual ways systematically.    X
9. He/ she examines social relationships in occupational and Professional environments and also examines models that lead these relationships with a critical view point and acts in order to develop and change them when it is necessary.    X
10. He/she uses the computer and communication technologies together in autism educational discipline required in advance level.    X
11. He/she comments strategically, political and practical plans of autism education, develops these plans and evaluates the results gathered within the frame of quality processes.    X
12. He/she controls the processes of gathering data, commenting and announcing them in scientific and ethical values base and teaches these values.    X
13. He/she applies the knowledge and abilities gained from autism education in interdisciplinary studies.    X
14. He/she evaluates daily developments according to national values and realities of country.    X

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