The aim of this course is to ensure that students are equipped with the fundamental topics of the computers and information technologies. These include; information technologies, computational thinking, problem solving concepts and approaches, algorithms and flow charts, basic concepts of hardware and software, operating system basics, current operating systems, file management, utility programs (third party software), word processing programs, calculation/table/graphic programs, presentation programs, desktop publishing, database management systems, web design, Internet usage in education, communication and collaboration technologies, safe internet usage, information ethics and copyrights, effects of computer/Internet on children / teenagers. Briefly, students who have successfully completed this course will know the basic computer terminology.
INTRODUCTION TO EDUCATION
Basic concepts related to education and training; educational purposes and functions; relation to other fields and sciences; legal, social, cultural, historical, political, economic, philosophical and psychological bases of education; methods in educational sciences; school and classroom as an educational and learning environment; current developments in teaching profession and teacher education, educational approaches and orientations in the 21st century. The structure and characteristics of the Turkish National Education System, formal and non-formal education, the role of the teacher in the education system, the characteristics of the teaching profession, the characteristics of a good teacher, practices and developments in the field of teacher education, personal and professional characteristics of a teacher, positive and negative practices in teacher training, proposals for effective education practices.
The students of this course will be able to explain basic concepts and theories of development and learning; with these concepts and theories they will be able to analyze development and learning issues in daily life processes. The students will learn the relationship between Education-Psychology, the definition and functions of educational psychology, the basic concepts related to learning and development, development characteristics (physical, cognitive, affective, social and moral development), the factors that influence learning, learning theories, the reflection of learning theories on the teaching processes, effective learning, the factors that affect learning (motivation, individual factors, group dynamics and the influence of these factors on the learning processes in classroom). At the end of this course the teacher candidates will be able to show behavior and attitude according to developmental characteristics of students. They will have the ability to choose and apply learning theories. They will also contribute to the development of students as a whole.
Credits: (3, 0,0)3
Abbreviated Title: Psychology Educ.
Category: Core Course
Teaching Language: Turkish
The course introduces students with basic speech patterns at the elementary level. Through listening students will identify different sound rhythms and practice pronounciation of letters, words and phrases. Through speaking students will identify different register and use the given language in an appropriate way. In addition students will be able to define themselves or others, answer questions in the Present Simple tense, use the prepositions of place, and talk about their daily routines. Through reading students read paragraphs and simple texts to improve their general comprehension of the passages, and answer the given comprehension questions. Through writing, students will be able to compose guided,controlled paragraphs in the Present Simple tense, and recycle the obtained new vocabulary to produce their own sentences.
Basic concepts and properties; Individuals with SEN; Children with intellectual disabilities; Children with ASD; Children with hearing impairment; Children with learning disabilities; Children with emotional and behavioral disorder; Wunderkind ; language and speech disorder; physical deficiency / chronic diseases; multiple deficiency; emotional / behavioral disorders; classification ; Prevalence and frequency of occurrence; Causes; Screening/diagnosis; team; Educational environment for children with SEN; Derivations of international and national legislation on the education of children with SEN and organizational structure within the domain of special education in Turkey; science based applications ; roles and responsibilities of the personnel assigned to special education; the family concept and characteristics of families with children who needs SEN; Attitudes towards children with SEN and towards their families; Services, supports and legislations.
MENTAL HANDICAPPED AND AUTISM SPECTRUM DISORDER
Basic concepts and properties; Individuals with underdeveloped intelligence ; Individuals with autism spectrum disorder ; Classification: educational, psychological, medical; Prevalence and frequency of occurrence; Causes: prenatal, at the moment of birth, postnatal; Screening / identification: medical, developmental and educational screening / diagnosis; Academic and non-academic characteristics; The roles and responsibilities of the personnel assigned duties in special education; The definition , from the past to the present time, of individuals with underdeveloped intelligence and autism spectrum disorders and what they have experienced; Team and cooperation; Educational environment; International and national legislation on education of children with Underdeveloped Intelligence and Autism Spectrum Disorder, science based applications deriving from such legislation; Characteristics of families; Attitudes towards individuals with underdeveloped intelligence , individuals with Autism Spectrum Disorder and towards their families; Services and support accorded to families, their legal rights.
ATATÜRK PRINCIPLES AND HISTORY OF TURKISH REFORMS-I
The basic concepts of the course are Ottoman state and society structure; the internal and external factors leading to the dissolution of the Ottoman State; Ottoman reform and renovation efforts; Tanzimat and Constitutional periods; Tripoli and Balkan Wars; World War I;, the Ottoman fronts in war; the Mondros Armistice; the peace treaties in the end of the war; societies established in the armistice period; Mustafa Kemal, Havza and Amasya General Memorandums; Congresses; the National Pact; the opening of the Grand National Assembly; riots; fronts and battles of the National Forces and the regular armies; foreign relations and treaties of the Grand National Assembly; the Battle of Sakarya and the Great Offensive; the Mudanya Armistice; abolition of the sultanate and the Lausanne Peace Treaty.
TURKISH LANGUAGE - I
Writing language and features; writing and punctuation; characteristics of written and oral expression; paragraph formation and paragraph types (introduction, development, conclusion paragraphs); written expression (written composition: free writing, planned writing); (writing, reading, planning), ways of developing ideas (explanation, discussion, narration, description, definition, sampling, witnessing, comparison, etc.). applications); text structure (structural features of text, introduction-development-result parts); textual features (cohesion, coherence, purposefulness, acceptability, situationality, informationalism, intertextuality); writing text (drafting, writing, editing and sharing); writing informative-descriptive text; writing narrative text; writing descriptive text; writing controversial and persuasive texts.
PHILOSOPHY OF EDUCATION
Educational philosophy, education philosophy, issues of philosophy, social bases of education, forms of affecting education, philosophical movements (idealism, realism, pragmatism, existentialism), educational philosophical movements (continentalism, art education movement, child movement movement, rural education, dormitory movement, work education movement). Environmental change and the necessity of relationship between human,school and life, human development and education, change and development of communication, communication network between people, cybernetic education, education and learning in information society (what is information, what is information society, what are the ways of processing information? Who is called qualified person in society?), internet supported education.
Credits: (2, 0,0)2
Abbreviated Title: Philosophy Educ.
Category: Core Course
Teaching Language: Turkish
SOCIOLOGY OF EDUCATION
Basic concepts of sociology: society, social structure, social phenomenon, social issues etc .; the predecessors of sociology (Ibn-i Haldun, A.Comte, K. Marx, E. Durkheim, M. Weber et al.) and educational views; basic sociological theories (functionalism, structuralism, symbolic interactionism, conflict theory, critical theory, phenomenology and ethnomethodology); social processes (socialization, social stratification, social mobility, social change etc.) and education; social institutions (family, religion, economy, politics) and education; The development of sociology and the sociology of education in Turkey (Ziya Gokalp, Ismail Hakki Baltacıoğlu, Nurettin Artillery, Mumtaz Turhan et al); culture and education; social, cultural, moral system and school as a community, alienation and education, media and education, globalization and education, school and violence.
INGL152 is the continuation of INGL151. The course integrates the four main skills at a higher elementary level for students. Through recessive skills, which are listening and reading, students identify different sound rhythms and practice the pronunciation of letters, words and phrases. Also, by reading higher level paragraphs and texts, students infer the meaning of new words by using their existing vocabulary. Through productive skills, which are speaking and writing, students identify different register and use the given language in an appropriate way. Furthermore, students use the Present Continuous and Past Simple tenses to participate in basic dialogues and daily exchanges, and express themselves effectively. Also, through writing, students produce their own sentences by recycling the obtained new vocabulary in guided, controlled paragraphs they compose.
Basic concepts and principles of development; prenatal and postnatal features; newborn (health, care, nutrition); the importance of health, care and nutrition in the development of the baby; 0-36 months child development areas (motor, cognitive, language, social-emotional, moral and sexual), development theories and characteristics and self-care skills; Basic characteristics, principles, indicators, environment characteristics, activities, planning of education (monthly education plan, daily education flow and activity plan), implementation and evaluation of the preschool education program for 0-36 month old children, suggestions to families for supporting baby's development, physical environment appropriate arrangements for the needs of the baby, examples of activities, developmental evaluation of children aged 0-36 months, developmental follow-up, the importance of early intervention and early intervention policies and programs
LEARNING DISABILITIES AND SPECIAL ABILITY
Basic concepts; Individuals with learning disabilities / attention deficit and hyperactivity disorder; special individuals; developmental characteristics and disability levels of special individuals who have Learning Disabilities; Classification: educational, psychological, medical; Prevalence and frequency of occurrence; Causes: prenatal, at the moment of birth, postnatal; Screening / diagnosis: medical, developmental and educational screening / diagnosis; Academic and non-academic characteristics, team and cooperation; Educational environment; Science based applications; Coping with the problems arising due to learning difficulties: applying principles, methods and techniques of special education; Characteristics of families; Attitudes towards special individuals, individuals with Learning difficulties / attention deficit and hyperactivity disorder, and towards their families, services and support offered to families, and their legal rights.
HEARING AND VISUAL IMPAIRMENT
Basic concepts: individuals with hearing impairment; Nature of hearing; Individuals with visual impairment; Nature of eyesight; Assessment of hearing impaired children, arrangement of classroom environments appropriate for such children, individual and group education, learning how to read and write , types of hearing loss and hearing aids; Placement of visually impaired children in educational environment, independent movement and orientation, listening and touching skills and development of such, materials for reading and writing, special tools and basic information on arrangements concerning their use and integration. Classification: educational, psychological, medical; Prevalence and frequency of occurrence; Causes: prenatal, at the moment of birth, postnatal; Screening / diagnosis: medical, developmental and educational screening / diagnosis; Academic and non-academic characteristics; Team and cooperation; Educational environment; Science based applications; Characteristics of families; Attitudes towards individuals with hearing impairment, individuals with visual impairment and towards the families of such; Services and support accorded to families, their legal rights.
ATATÜRK PRINCIPLES AND HISTORY OF TURKISH REFORMS-II
The course content is as follows: Ankara's proclamation as the capital; proclamation of the republic; the removal of the caliphate; the 1924 Constitutional Law; the establishment of the People's Party; the Progressive Republican Party; the Sheikh Said Rebellion; the Izmir conspiracy; the Free Party; secularization and modernization in law; nationalization of culture and education; the law of unification of education; alphabet revolution; Turkish Language Association; Turkish History Association; reform in the university; socioeconomic developments; Ataturk's national heritage: 6 principles consisting of nationalism, secularism, republicanism, populism, statism and revolutionism; foreign relations and policy in Atatürk period, Montreaux Straits Convention, Balkan Pact and Sadabad Pact, participation of Hatay in Turkey, İnönü era and World War II, Village Institutes, multi-party transition after world war.
Characteristics of academic language and writing; using definitions, concepts and terms in academic writings; objective and subjective expression; the structure and types of academic texts (articles, reports and scientific abstracts etc); claiming, writing propositions (verifying an idea, defending or opposing); the formal characteristics of scientific reports and articles; the steps of writing reports; explanation, discussion, establishing relations between texts, showing references (citation and footnotes, bibliography); writing headings, summarizing, writing keywords; ethical principles to be observed in scientific writings; academic text writing applications. In addition to these, they will find the ability to develop paragraph writing skills such as summarizing, drafting a text, and expressing a thought with other words. Spelling and punctuation marks and the use of non-alphabetical symbols are also included in the course.
HISTORY OF TURKISH EDUCATION
The students of this course will be able to understand the general features of Turkish Education in the previous period from Islam. In this context, it will learn how education in the Turkish society was carried out before Islam, what innovations Islam brought to the field of education, and how transformed with Muslim’s Turks. Will be able to explain the development of Turkish Education in the Ottoman period in relation to the renewal movements, will review reforms in the field of education during the Republican period according to school levels and teacher training policies, will be able to recognize the Turkish educational thinkers in relation to the periods they lived and explain the contributions of these thinkers to Turkish Education. Students will also learn about the education system from the earliest periods of the Turkish History until the present day and will question our education system by seeing the successful and unsuccessful aspects of the educational policies applied in different periods.
RESEARCH METHODS IN EDUCATION
Basic concepts and principles of research methods; research process (to identify the problem, to identify the problem and sample, to collect and analyze data, to interpret the results); general characteristics of data collection tools; analysis and evaluation of data; access to articles, dissertations and databases; research models and types; basic paradigms in scientific research; quantitative and qualitative research designs, sampling in qualitative research, data collection, analysis of data; validity and safety in qualitative research; monitoring, evaluating and presenting articles or theses; preparing a research report in accordance with research principles and ethics;action research in education, narrative research, reporting (editing of a scientific writing, parts of a scientific writing, general writing rules, tables, figures, appendices, transcriptions, references, abbreviations).
INTEGRATION IN SPECIAL EDUCATION
Purpose of the course “integration in special education” is to enable acsquisition by future teachers of methods necessary for enabling the children with special needs to put their interests and skills to most beneficient use, and for easing the life in society of children with special needs. Approaches in special education of placement in all types and grades of schools or institutions: joint and separate education; definition of integration; The concept of the least restrictive educational environment, history, legal bases and types in Turkey and around the world; Supportive Special education services: special education counseling, in-class support and resource room; Cooperation in integration: definition, significance and types of integration; Integration process in Turkey: integration past and present; Integration in the legal arrangements concerning special education in Turkey, factors affecting the success of integration; adaptations to be made concerning integration, research on integration.
SPECIAL EDUCATION IN EARLY CHILDHOOD
Aim of the course special education in early childhood; the purpose of the course is to prepare Teaching processes according to the Teaching methods (direct Teaching, the natural approach, and concstructivist Teaching method) which are appropriate for acquisition of language and communication skills by mentally disabled students, to prepare students for early literacy and prepare Teaching processes according to criterion-dependent skills tests. Basic concepts: infancy, early childhood period and concept of developmental delays; Definition of special education in early childhood (SEEC), its importance, history and theoretical foundation; SEEC in law; Specialists with a role in SEEC; Family involvement; Assessment in SEEC; Intervention programs in SEEC: institution, home, and institution-home centered applications; SEEC and transition process; Principal topics in SEEC: games, applications appropriate for developmental periods, natural education, family-centered practices.
APPLIED BEHAVIOR ANALYSIS
Principal purpose of Applied Behavior Analysis (ABA) is to be able to determine target behavior, to write behavioral objectives, to be able to use data collection methods; to facilitate acquisition of the capability to prepare and implement a behavior modification plan. Theories of learning, characteristics of applied analysis of behavior, determining the function of problematic behavior, determining target behavior , indirect evaluation of target behavior –recording anecdotes , direct evaluation of target behavior : analysis of written records, observing tangible production, direct evaluation of target behavior : observation of behavioral samples, direct evaluation of target behavior : observation of behavioral samples, identifying the appropriate behavior to be acquired, techniques for increasing occurance of appropriate behavior, techniques for reducing occurance of inappropriate behavior, sample applications will be integrated when treating topics. Applied Behavior Analysis, types and use of reinforcement; token reinforcement, principles and operating processes in facilitating acquisition of new behavior, principles and operating processes in reducing occurance of behavior ; Differential reinforcement: extinction, response cost ; ensuring generalization ; Applied Behavior Analysis and single-participant research methods are also covered.
TURKISH SIGN LANGUAGE
In this course the future teacher acquires general information about Turkish Sign Language. Learns the alphabet of Turkish Sign Language, basic sentence structures, yes-no questions, negative sentences, time and questions related to time, numbers, question words and verbs, and solves in-class exercises with abundant related examples. The student learns to communicate with hearing impaired people by using and translating the sign language at a basic level. Concepts concerning the course content; Sign language around the world and in Turkey; Turkish Sign Language and its features; Letters, definitions and use; Signs about one’s self; signs about the surroundings; forming sentences; Numbers and mathematical signs; Grammar concepts in Turkish Sign Language; dialogue in Turkish Sign Language.
EVALUATION IN SPECIAL EDUCATION
Basic concepts; legal and philosophical foundations of evaluation; purposes of evaluation; Medical, developmental, psychological and educational evaluation; evaluation process: screening, identification, placement, programming and evaluation of the program; Pre-dispatch process in evaluation; dispatch and detailed evaluation process; Formal evaluation methods; Informal evaluation methods; Curriculum based evaluation; observation; Skill analysis; Criterion-referenced tests; Curriculum based evaluation ; analysis of sampled study; Performance evaluation; Developing measurement tools: preparing, implementing, and interpreting tools of measurement in order to determine performance and evolution of students within various domains of teaching, and using measurement data hence obtained. Medical, psychological and educational diagnosis and related concepts, process of diagnosis in our country, medical and educational evaluation approaches, fundamentals of educational evaluation, components and futures of standardized relative tests and educational evaluation tools.
Relationship between education and technology; Basic concepts; What is Instructional Design Theory and How is it Changing? ; historical development of instructional technology; development policies of the 1980's and instructional technology in Turkey, applications and projects; technology and new literacy concepts; 21st century student characteristics; basic concepts of information and communication technologies; developments in information and communication technologies; Fundamentals of Human Performance Technologies; Instructional Design and Models; current information and communication technologies used in teaching environments; the media and tools used in the educational process; Integration of Instructional Technologies into Learning Environments; future information and communication technologies and their connection with learning / teaching. Technology Integration in Schools, Technology Leadership and Technology Planning; Online Learning Environments; Computer Games and Learning.
PRINCIPLES AND METHODS OF TEACHING
Basic concepts related to principles and methods of teaching; teaching-learning principles, models, strategies, methods and techniques; setting goals and objectives in teaching (cognitive, affective and psychomotor goals), selecting and organizing content in teaching and learning; teaching materials; planning teaching and instructional plans; theories and approaches related to teaching (such as teaching through presentation, learning through discovery, research through inquiry learning, programmed instruction, project based learning, cooperative learning, constructivism), teaching in effective schools, success in learning and teaching; evaluation of classroom learning; teachers' duties and responsibilities in increasing the quality of instructional services, teacher competencies, students’ abilities to apply basic cognitive concepts to teaching plans, physical characteristics of teaching environment.
SUPPORTING LANGUAGE AND COMMUNICATION SKILLS
In the course “supporting language and communication skills”, the aim is to facilitate acquisition by future teachers of knowledge concerning receptive and expressive language skills development of children with special needs, and acquisition by future teachers of the practice of evaluating language learners via language samples and samples of the three components of language by using check lists. Basic concepts of the course; Communication, oral communication, language, expressive language, receptive language and speech concepts, features of language, components and subcomponents of language, effects on child speech of inadequacies in one of language components and in communication, development and evaluation of form in child language, development and evaluation of meaning in child language, development and evaluation of use in child language, pre-verbal communication skills and their evaluation.
OBSERVATION IN SPECIAL EDUCATION INSTITUTIONS
The aim of the course is to enable the future teachers to better prepare themselves for the Teaching profession and to acquire the ability to use, in a real environment of education, the general culture and the knowledge, skills, attitudes and habits specific to the profession of Teaching and education in a special domain which they have acquired during their education. In order to achieve these goals, a close cooperation is needed between the Faculty of Education and the institutions affiliated to the Ministry of National Education. Through an efficient cooperation environment, it will be ensured that educational planning, implementation and evaluation processes are carried out within the framework of certain principles and that a high standard is established. Gaining school experience in public institutions and classrooms where special education services are provided; Undertaking observation, observing intrainstitutional and in-classroom educational, behavioral and developmental practices; Observing children's academic and non-academic behavior; Sharing and discussing the observations; Discussions on problems that may be encountered in institutions and classes, sugestions.
READING AND WRITING WITH BRAILLE
Topics related to this lesson are, to examine and write the six points, to read and write using the Turkish Braille alphabet, to read and write the letter-punctuation marks and to use them in the text, issues to take into consideration when writing texts in Turkish Braille and practices to be adopted concerning such issues, stating rules concerning syllabic word roots and partial words of one-two letters in Turkish Braille abbreviations, exercises on reading and writing in text of such abbreviations, reading and writing digits, numbers and mathematical operation signs in Turkish Braille, addition, subtraction, multiplication, division operations, Teaching decimal numbers, simple fraction writing rules, triple plurals writing rules, reading and writing the measurement and value signs, and also covers writing of encyclopedia, dictionary and story books.
Credits: ( 2, 0, 0 ) 2
ECTS Credits: 3
Abbreviated Title: Reading And Writing With Braille Category: AC
Teaching Language: TURKISH
COMPUTER AIDED EDUCATION WITHIN SPECIAL EDUCATION
At the end of this course; Future teachers will have gained an insight into what computer aided education is and what it is not, the history and evolution of computer aided education, the place of computer aided education in education, the benefits and limitations of computer aided education, common formats used in computer aided education, web based learning and communication tools. Fundamental concepts related to education and technology; The significance of technology use in education and special education; Technology-supported applications concerning academic and non-academic skills for students with various special education needs; use of different technological tools (eg, smartboard, desktop, laptop, tablet, smartphone) in special education; examples of adopting technological tools such as smart board, desktop, laptop, tablet, smartphone in the context of computer aided education; alternative and supportive technology applications which require low and high technology.
PREPARATION OF INDIVIDUALIZED EDUCATION AND TRANSITION PLANS
Individualized education plans (IEP); Elements of the IEP; The legal basis of the IEP; IEP and school programs (preschool, primary education programs); Measurement tools and detailed evaluation; Aims: short and long-term goals; Placement and identification of relevant additional special education services; Creating and ranking instructional objectives and teaching steps; Identifying teaching processes and recording progress; All service plans; Definition, significance and examples of individualized family service plans (IFSP) in individuals 0-3 years of age with special education needs; Transition plans: definition and importance; Types of transition: from hospital to home, from home to institution, from institution to institution; Examples and development of different transition plans; The IFSP, IEP and transitional plan adaptations and points to pay attention to concerning individuals in need of special education; Monitoring and evaluation of IEP, IFSP and transition plans.
MEASUREMENT AND EVALUATION IN EDUCATION
Place and importance of measurement and evaluation in education; basic concepts of measurement and evaluation; psychometric (validity, reliability, usability) properties of measurement tools; development and implementation of success tests; interpretation of test results and giving feedback; analysis of test and item scores, The features of the result-oriented and process-oriented measurement tools used in education, measurement tools based on traditional approaches (multiple choice tests, written exams, short answer exams, true-false type tests, paired tests, oral examinations), various tools for evaluating students (observation, interview, performance evaluation, student portfolio, project and performance assignments, peer evaluation, self-assessment, attitude scales), testing cognitive, affective and psycho-motor behaviors.
TURKISH EDUCATION SYSTEMS AND SCHOOL MANAGEMENT
The aim of this course is to teach students the history and structure of the Turkish education system, the problems of the system (Centralized structure), administrative processes (motivation, decisionmaking, communication, change, problem solving, leadership), theories of administration, staff and student services in a school, various approaches of educational administration, and control mechanism in Turkish educational system. As part of this course students will be able to recognize the importance of parent-school, society-school communication and family involvement methods and activities. In this couse students are expected to learn the above mentioned topics and practice through school observations and case studies.
Credits: (2, 0,0)2
Abbreviated Title: T.E. Systems and S. management Category: Area Core Course
Teaching Language: Turkish
TEACHING READING-WRITING IN SPECIAL EDUCATION
Definition and structure of reading and writing; characteristics of literacy in individuals with special education needs; Approaches to preparation programs aimed at teaching reading; Assessing and supporting preparation to read; Instructing on mechanics of writing; Evaluation and teaching of functional reading and writing: audio-based reading and writing instruction, sentence-based reading and writing instruction, syllable-based reading and writing instruction, word-based reading and writing instruction, adaptations for reading and writing feasible in mainstreaming class; Specific literacy teaching techniques / strategies in groups with different special education needs, science-based practices in literacy teaching; The process of adapting literacy teaching to groups with special education needs, the generalization of teaching reading and writing to groups needing special education, the strategies for reading comprehension for groups with special education needs.
TEACHING MATHEMATICS IN SPECIAL EDUCATION
Evaluation of mathematical skills and concepts; Mathematics teaching and planning; Multi level teaching and direct teaching approaches; Developing problem solving skills; Application of mathematics program, teaching counting, addition, subtraction, multiplication, and division; Types and analysis of errors in teaching mathematics; Teaching of functional math skills: value (money), time, length and weight measures; Means of teaching geometry concepts and skills; Adaptations for mathematics teaching in mainstreaming classes; Specific mathematics teaching techniques / strategies in groups that have special education needs; Science-based practices in teaching mathematics to students with special needs; Adapt mathematics teaching to different special education groups. Preparing lesson plans according to the level of students; Sample teaching practices; Adapting one’s teaching to the pupils who have special education needs.
TEACHING SCIENCE AND SOCIAL SCIENCES IN SPECIAL EDUCATION
Teaching methods used in science education; studying the themes in science; Ordering topics; To determine the concepts necessary for the acquisition of topics and to develop criteria-dependent measurement tools for concepts based on them; Preparing lesson plans according to the levels of students; Sample Teaching practices; Adapting science education to students with special education needs; Teaching methods used in Teaching social studies; Examination of social themes (units, specific days and weeks, etc.); The logical ordering of topics; The development of criterion-dependent measurement tools related to concepts based on the determination of concepts necessary for the acquisition of subjects; Preparing lesson plans according to the level of students; Sample Teaching practices; Adapting social studies education to students with special education needs.
PHYSICAL EDUCATION AND SPORTS IN SPECIAL EDUCATION
Basic concepts: disorder, disability, handicap, causes, prevention, physical education and sport; features of physical education and sport for individuals with different special education needs; Measuring and evaluating characteristics of physical education and sport in individuals with special education needs; Planning and programming aimed at supporting physical education and sports features in individuals with special education needs; instructional approaches that can be used in physical education and sport; process of adapting physical education and sport to individuals who are in need of special education. Deciding which sports are suitable for the students with special education needs; Preparing evaluation tools aimed at acquisition of sports skills; Teaching environments and teaching methods; presentation of instruction; Ensuring continuity and generalization of acquired skills.
TEACHING ARTISTIC SKILLS IN SPECIAL EDUCATION
Basic concepts in artistic skills; development of drawing in children during normal development process; Characteristics of drawing development; development and characteristics of drawing in children with special education needs; Teaching methods that can be used in teaching artistic skills (painting-work); Adaptation of the teaching methods which can be used in artistic skills (painting-work) to the students who need special education; Teaching different artistic skills to children with special education needs: watercolor painting, scissor cutting, potato print, spray painting, origami and candle work, making puppets, masks and bracelets; Developing measurement tools aimed at evaluation and acquisition of artistic skills in children; Preparing teaching plans; Development and implementation of sample instructional environments and teaching practice; presentation of teaching; Ensuring continuity and generalization of acquired skills.
The students of this course will get knowledge about basic concepts and approaches in classroom management, preparation for the new academic year, basics of classroom managment, the factors that influence classroom management and student behaviour, communication and interaction in classroom, creating a good classroom climate, classroom as a social system, classroom management models, physical layout of the classroom, Undesirable behaviors and coping strategies, development and implementation process of classroom rules, time management in classroom, management of the learning and teaching processes, dealing with problematic students in classroom, teachers as leaders, school-environment and teacher-parent interaction, problems related to counseling services, management of multi-cultural classrooms, management of classrooms with disabled students, effective use of educational technologies.
MORALITY AND ETHICS IN EDUCATION
Basic concepts and theories about morality and ethics; ethical principles, ethical rules, business and professional morality / ethics; social, cultural, moral, ethical aspects of teaching profession; the right to education and learning, ethical principles in the process of education, training, learning and evaluation; ethical principles in relation to education stakeholders (employers / managers, colleagues, parents, professional associations and the society), moral/ ethical responsibilities of education / school administrators, parents and students; unethical behavior in business and professional life; public administration, ethics and regulations regarding teacher training in Turkey; unethical behaviors in school and education, ethical dilemmas, problems and solutions; moral /ethical education and ethics in the school; school director and teacher as a moral / ethical leader.
TEACHING TURKISH IN SPECIAL EDUCATION
Raising awareness of the significance of reading and writing and development of reading for students with special education needs; Developing vocabulary; Teaching grammar; Writing process; Written text types; Preparing activities for written expression skills; The definition of reading skills and strategies; The application of text review skills and strategies; The importance of individualized teaching of reading: implementation and evaluation; Critical reading; Creative writing; analysis methods for reading text; development work aimed at listening skills; techniques / strategies aimed at developing specific reading-writing in groups of students with special education needs . Deciding which texts are appropriate for students who need special education; Preparing evaluation tools for the acquisition of reading comprehension skills; Teaching environments and methods; providing education; Ensuring continuity and generalization of acquired skills.
FAMILY EDUCATION IN SPECIAL EDUCATION
Family concept; stages in the adjustment process experienced by the families of children with SEN, diagnosis of children with SEN ; initial awareness in the families, reactions of the families, psychological support services provided during challenges of SEN; significance and theoretical and legal basis of family participation in the education of children with SEN, rights and responsibilities to the families; Participation of the families in the education process of students with SEN, evaluation; Objectives of Family Education in Special Education: designation of training needs of the family, information gathering methods, participation of the family in the individualized family education plan, IEP and transition plans; Acquisition by families of the ability to teach; Preparation, implementation and evaluation of institution centered, and home-institution centered family teaching programs.
TEACHING EXPERIENCE AND INSTITUTIONAL EXPERIENCE IN SPECIAL EDUCATION
Examining classroom environment of mainstreaming students in primary schools, Gaining teaching experience in institutions providing special education services; Participating in education-training services, planning preparation activities in special education; Collaborating with classroom teachers, teacher guides and others in educational settings; Planning the necessary instructional adaptations by working with mainstreaming students in primary schools, applying individual adaptation plans aimed at mainstreaming students, evaluating the applied individual adaptation plans prepared for mainstreaming students, Criticizing the sample individual adaptation plans prepared for the mainstreaming students, classroom management in education environments for mainstreaming students; Making instructional adaptations; Conduct teaching; Performing in-class presentations of implemented applications; Developing and implementing proposals for the encountered problems. Gaining experience concerning mainstreaming students in primary schools.
PLAY AND MUSIC IN SPECIAL EDUCATION
Basic concepts: play and music; Definition of play and its importance; Theories explaining play; children and development and characteristics of play : cognitive and social play development; children with SEN and development and characteristics of play; Teaching through play in special education; use and adaptation of play with children in need of special education; play based instructional practices / activities; Developmental areas that can be supported through play; Definition and importance of music; Musical characteristics of students with special education needs; Teaching through music in Special Education; The use and adaptation of music with children in need of special education; Music based instructional practices / activities; Practice of imbedding teaching into music; Research results on the effective use of music in special education.
TEACHING SOCIAL ADAPTATION SKILLS IN SPECIAL EDUCATION
Basic concepts: adaptive skills and social adjustment skills; Definition of social skills: social skills and practical skills; Evaluation and teaching of basic skills: functional reading and writing, knowing numbers; Social skills development in the individuals with SEN, social and emotional intelligence in the individuals with SEN; Social skills factors ; The importance of social skills in social adjustment process in daily life and professional life; Evaluation and teaching of social skills: interpersonal relationships, social responsibility, self-confidence, social problem solving, adherence to rules; Assessment and teaching of practical skills: daily life-self-care skills; Deciding which social adjustment skills are appropriate for acquisition by students with SEN; Preparing evaluation tools for acquisition of social adjustment skills; Teaching environments and methods; Ensuring continuity and generalization of acquired skills.
INSTRUCTIONAL TECHNOLOGIES AND MATERIAL DESIGN IN SPECIAL EDUCATION
Basic concepts related to instructional technology, characteristics of various instructional technologies and their place and importance in the teaching process; Selection, evaluation and efficient use of teaching materials and tools, designing tools and materials for students with special education needs, planning sample applications, using teaching technologies and material design for concept teaching (preparing evaluation form, choosing a concept based on evaluation, doing concept analysis, preparation of concept teaching material), using teaching technologies and material design for social skills teaching (preparing and applying evaluation form, choosing a social skill based on evaluation, preparing tools appropriate for for the skill to be taught). (Implementation of the designed materials will be effected during the applied course “Teaching Practice in Special Education – I” which is to be administered in the same semester).
TEACHING PRACTICE IN SPECIAL EDUCATION-I
Observing in their educational environments children with SEN; Preparing and implementing lesson plans every week; Facilitating development of observation skills by SEN students; developing evaluative scale and preparing course materials for SEN; prepare appropriate lesson plans; Preparing and implementing behavior modification program, keeping anecdotal records, converting anecdotal recording to ABC recording, determining a behavior to be changed concerning a student based on the recording,, deciding on the modification technique, implementing the selected behavior modification technique and keep daily records concerning the implementation, Writing a report on results of implemented behavior modification technique at the conclusion of the implementation, establishing, through the measuring instruments that they prepared, what their students are able to achieve, teaching skills , keeping records, persistence and generalization, graphical presentation of the records.
POLICIES AND LEGAL ARRANGEMENTS OF SPECIAL EDUCATION
History of policies and legislation aimed at disabled individuals and special education in Turkey; National policies and legal arrangements aimed at special education and persons with disabilities; International policies and legal arrangements aimed at special education and persons with disabilities; Turkey as a party to international agreements; application of global legal arrangements aimed at special education and individuals with disabilities and importance of these applications in terms of regulations in Turkey; change of general paradigm concerning disabled people; The gap between policy and legislation and practices. What is being done in the context of civil society to obtain legal rights for persons with disabilities; Developments in the world occuring in parallel to such struggle , undertaking joint efforts with Civil Society Organizations aimed at legal arrangements in an effort to change and improve the attitudes of the society vis-a-vis disabled people.
TEACHING PRACTICE IN SPECIAL EDUCATION-II
Teaching determined skills within the concepts, skills, games and academic domains, keeping records concerning the undertaken instruction, undertake works for generalization and durability and Graphical representation of records, preparation and implementation of a behavior modification program, keeping anecdotal records, converting anecdotal recording to ABC recording, detecting-from the formed recordings-a behavior to be modified deciding on the modification technique to be implemented, implementation of the selected behavior modification technique, keeping daily records concerning the implementation process, writing a report on the result of the applied behavior modification application, develop a rough evaluation form, to plan and apply the teaching of a skill and a concept, and to undertake implementation of such plans with the help of appropriate tools and equipment that they are to develop themselves..
GUIDANCE IN SCHOOLS
Basic concepts and principles of guidance and pschological counseling, history, field and branches of guidance and pschological counseling; research and evaluation methods used, psychological counseling process, psychological counseling theories, school counseling models (traditional and developmental), school counseling approaches (crisis-oriented, remedial- preventive and developmental), the traditional school counseling model aims, principles, traditional the role and functions of the school psychological counselor, the purpose of the developmental school counseling model,principles and program (Comprehensive Developmental Guidance Program), basic services / interventions and the roles and functions of the developmental school counselor; The aim of the developmental and preventive approach in guidance and pschological counseling principles, the importance of life skills education in developmental approach, positive youth development approaches and prevention levels in the preventive approach (basic, second and third level).
COMMUNITY SERVICE PRACTICES
Community, collective service practices and social responsibility concepts; social responsibility projects in terms of social and cultural values; identifying current social problems; preparing projects for the solution of determined social problems (fund raising, advertising, social campaigns, group activities for instutitions); voluntarily participating in individual and group social responsibility projects (schools, hospitals, municipatilites, associations, organisations and etc); participating in social responsibility projects in various institutions and organizations; participating in scientific events such as panels, conferences, congresses, symposiums as spectators, speakers or regulators; assessing the results of social responsibility projects.
DISABILITIES AND SEXUAL EDUCATION
Basic concepts related to sexual education, societal perspective on Sexual education, Sexual development in childhood, Sexual development in adolescence, Sexual education practices in our country, Sexual education practices in the world, development of Positive sexual identity in disabled adolescents, Sexual abuse of disabled individuals, defending disabled individuals against Sexual abuse, Individual sexual education program - teaching pad changing skill, individual sexual education program- addressing problems related to masturbation, educating parents of disabled individual on sexual education, teacher-made measuring tools aimed at preparing sexual education programs within educational environments for disabled individuals, acquisition by future teachers of the skill of preparing checklists, implementation with children and identifying long-term goals.
TEACHING PRACTICES IN THE CONTEXT OF MENTAL DIABILITIES
Basic concepts related to teaching, learning and teaching principles, significance and benefits of planned work in teaching, planning of teaching (unitized annual plan, daily plan and activity samples), learning and teaching strategies, teaching methods and techniques, their relation to practice, teaching materials and tools , organizing the teaching environment, deciding on the tips to be used and on the process of fading out the clues, implementation, and ensuring continuity and generalization of implementation. Examples of instructional adaptations that may be made according to the entire teaching environment and teaching process, Instructional adaptations that may be made for students with multiple disabilities, Adaptations that may be made in the tips to be used, Examples of adaptations that may be made in the evaluation process, Instructional adaptation examples for students who are enrolled under the mainstreaming education, Instructional evaluation examples for mainstreaming students.
EARLY INTERVENTION PROGRAMS
In the course students are explained the importance of early education and family involvement in special education. Defined in the course are the process and tools of evaluation used in early childhood special education. The course explains science-based practices and programs available in early childhood special education. Definition of early intervention services, Early intervention services, aims of the Early intervention, Individualized family service plan, Topics in Early intervention, stages in early intervention, Topics in options of Early intervention Services, the importance of early education in early childhood special education and importance of family participation in early education, the course explains : the evaluation process used in early childhood special education and the tools used in the evaluation process, science-based practices that exist in early childhood special education, science-based programs and practices which in turn are based on behavioral approach in early childhood special education, science-based programs and practices which in turn are based on relation based model in early childhood special education
CONCEPT TEACHING İN THE CONTEXT OF MENTAL DISABILITIES
Learning, teaching, features and stages of the learning process, conceptual learning and its processes according in relation to age for children with normal development, conceptual learning and its processes, for children with special education needs, concept analysis, concept teaching approaches, concept types, features related to the structure of the concept and properties related to the presentation of the concept, teaching methods used in concept teaching concerning children with special education needs, errorless teaching methods, teaching with simultaneous cues, teaching with fixed wait-time, direct teaching, teaching with creative methods and multistage teaching method, goal setting in line with the multistage teaching method , establishing a measurement tool for children with special education needs , Preparing teaching plans; instructional environments and developing and implementing teaching practice examples ; presentation of teaching ; Ensuring continuity and generalization of acquired skills.
TRANSITION TO ADULTHOOD IN MIND FAILURE
Transition to social life; the role of special education in preparing for independent living; individuals with adult intellectual disability and adulthood; the families of individuals with intellectual disabilities; special education and vocational training for individuals with intellectual disabilities and preparation for the future; contributions to the preparation of independent living; non-governmental organizations serving adults; development of professional skills; gaining basic business skills; employability skills; separation from family; free time activities; planning for independent living; the steps of preparing a practical program for individuals with intellectual disabilities and program development processes; sample applications for occupational readiness and employment during adulthood; an exemplary vocational training practice; monitoring and evaluation of the prepared program.
TEACHING SOCIAL SKILLS IN THE CONTEXT OF MENTAL DIABILITIES
Definition of social skills, development of the daily life and social skills in children, deciding on which daily life skills (self-care, home skills, community skills, leisure skills, etc.) and social skills are appropriate to acquire by students with different disabilities , Preparing measurement tools aimed at acquisition of these skills, organizing the teaching environment, deciding on the tips to be used and the process of fading out the tips, implementation, ensuring the continuity and generalization of the acquired skills. Interpersonal relations, social responsibility, self-confidence, social problem solving, abiding by rules; Evaluation and teaching of practical skills: daily life-self-care skills; Deciding on which social adjustment skills are appropriate for acquision by students with special education needs; Preparing evaluation tools for acquisition of social adjustment skills; Teaching environments and methods; Teaching presentation; Ensuring continuity and generalization of acquired skills.
ENVIRONMENTAL REGULATION AND EDUCATION
The aim of this course; The concept of environment, environmental education and its importance; environment and its importance as a school, family and neighborhood environment; water supply, pollution and treatment; atmosphere, atmospheric pollution and pollution control; domestic solid wastes; sound, noise and environment; environmental wastes and their impact on children.
ATTAINMENT OF BASIC SKILLS IN AUTISM SPECTRUM DISORDER
Autism spectrum disorder; the characteristics of individuals with autism spectrum disorders; basic skills for individuals with autism spectrum disorders; evaluation of basic skills for individuals with autism spectrum disorder; teaching basic skills in autism spectrum disorders: teaching visual and auditory perception skills; teaching of basic skills of imitation, teaching of basic imitation skills, teaching of two-step imitation skills, teaching of one-step and two-step instruction monitoring skills, teaching of basic recipient language skills, teaching of two-stage recipient language skills, common attention teaching of skills, teaching of expressive language skills; methods and techniques in teaching basic skills: discrete teaching, basic response teaching, reinforcement, presenting tips, error correction.
NATURAL TEACHING PROCESS AND ITS IMPLEMENTATION
Cohesion / integration training for students who need special education; practices in which the integration teachers can offer instruction during daily school routines, activities and transitions; effective and practical strategies that can be used in the normal education process in pre-school integration classes; nature and characteristics of natural education; theoretical foundations of natural education; the benefits and limitations of the natural teaching strategy; natural teaching strategies; environmental regulations; opportunity teaching; demand approach; natural language paradigm; planning of natural education; data collection in natural education; working with families; natural response process in early intervention programs: basic response teaching, interaction-based early intervention program, Denver early start model; natural teaching process and natural practices and teaching practices.
FAULT-FREE TEACHING METHODS
Applied behavior analysis; learning stages: writing behavioral goals, learning stages, acquisition, fluency, persistence, generalization; effective teaching: effective teacher characteristics, effectiveness, efficiency, systematic teaching and steps, points to be considered when deciding teaching method; basic philosophy of wrong teaching: characteristics of wrong teaching, target stimulus, hint, trial, response interval, interval between trials, silencing; response hinting methods: teaching with simultaneous teaching, teaching with fixed waiting time, teaching with progressive teaching, teaching with increasing waiting time, teaching with increasing hint, teaching with decreasing hint, stimulus adaptation: teaching with stimulus shaping, teaching with stimulus silencing; planning teaching with wrong teaching methods; practice teaching; evaluation of teaching; tracing; data collecting.
HEARING IMPAIRMENT AND LANGUAGE
Elements contributing to language acquisition and the causes of language development problems in children with hearing impairment: language, definition of language as a means of communication, language components, speech production, language development theories and characteristics of language acquisition of children with hearing impairment, the factors influencing development are the problems that children with hearing impairment encounter during language acquisition; basic stages of language development of children with hearing impairment in pre- and verbal periods: syntax, phonetics, morphological information, syntax, semantic information and development of usage. The effects of hearing loss on children's speech and oral language acquisition are communication, language and speech disorders. The language and knowledge level of the hearing-impaired child, the preeminence of listening in language acquisition.
TEACHING VOCATIONAL AND OCCUPATIONAL SKILLS
Relation between attitude and Occupational Life, Concept of Rehabilitation and Occupational Rehabilitation + Vocational Rehabilitation , Vocational Rehabilitation Approach + the concept of Positive Discrimination, Basic Occupational Health and Safety Training for Mentally Handicapped, European Employment Models for Disabled individuals , preparing an Ability Analysis for Mentally Disabled individuals within a Selected Occupational Field, discussion on the Ability Analysis for Mentally Disabled individuals within a Selected Occupational Field, An Example from the Local Government in Occupational and Vocational Training: Kadıköy Municipality Example of Disabled Work-Employment Project, Parents’ place in the process of Work related and Vocational Training aimed at Mentally-Handicapped Individuals: what do parents experience during this process ? Organizing trips to and observation in schools providing Work related and Vocational Training aimed at Mentally-Handicapped Individuals , Employment Models in the USA aimed at individuals with Disabilities, Occupational Field Identification Workshop for Mentally Disabled Individuals (Group Activity), Developping a Employment Model for Turkey aimed at Individuals with Disabilities.
LEARNING STRATEGIES FOR LEARNING DISABILITIES
Special learning difficulties and learning problems; reasons; measures; the characteristics of individuals who have a learning disability; sub-types of learning difficulty; dyslexia; Dyscalculia; The disgraf; learning; the importance of learning; learning strategies; strategies to support learning and learning; teaching learning strategies; motivational strategies; strategies to enhance attention; remember strategies to remember; time management strategies; information management strategies; exam / test strategies; listening and note-taking strategies; self-regulatory strategies; literacy strategies; learning mathematics; concept learning; generalization strategies; early special education; learning strategies for adults with learning disabilities; pre-school learning strategies; fusing environments; integration; class adaptations; least restrictive environments; example applications; teaching methods; preparing an individualized education plan; individualized teaching plan preparation.
INDIVI. DIF. AND PSYCHO. APPROACHES
Scientific study of human behaviors, individual, interpersonal, individual differences within themselves and special education classifications, Service approaches to those with inadequacies, psycho-dynamic, biophysical, behavioral, sociological and other approaches that explain the causes, consequences and remedies of difference. Learning to understand differences, scientific review method, individual differences and disabilities, individual differences and classification in special education, children affected by inadequacy, studies towards families of disabled people, explaining and changing different behaviors, service and treatment approaches, dynamic psychology approaches, biophysical psychology approach, behaviorist approach, sociological approach, being different from sociological perspective and being deviant. In this course, prospective teachers discuss the concept of individual difference and appropriate education methods for children affected by inadequacies.
BEHAVIOR MANAGEMENT IN AUTISM SPECTRUM DISORDER
Autism spectrum disorder and behavior management approaches: basic concepts of applied behavior analysis, applied behavior analysis principles; cognitive behavioral approach; behavior, characteristics and functions of behavior: attention; acquiring interest; an unpleasant situation and escape from work; obtaining sensory stimuli; evaluation of problem behaviors; measurement of problem behavior; behavior problems specific to autism spectrum disorder; common behavior problems: not doing business associations, anger attacks, streotypic behavior, self-harm; rare behavior problems: sleep disturbances, refusal to eat and others; coping with behavioral problems: premise-based strategies; result-based strategies; preparing behavioral intervention plan; implementing the behavior plan; evaluation of the intervention plan and monitoring of the effect.
CHARACTER AND VALUE EDUCATION
Conceptual framework: Character, personality / personality, value, virtue, morality, temperament, mood and etc .; character development and education; family, environment and school in character development and education; definition and classification of values; sources of values and individual, social, cultural, religious, moral bases; character and value education approaches and practices; culture of intercultural differentiation and coexistence in character and value education; character and value education in terms of educational philosophy and goals; teaching methods and techniques in character / value education; values crisis and education in modern and multicultural societies; value education in the human-cultural development process; Turkey examples about the value of education and cultural history education, practice and research values education in Turkey; teacher as a role model in character and value education.
READING DISABILITY: DIAGNOSIS AND INTERVENTION
Learning difficulty; reasons for learning difficulty; statement of learning difficulty; subtypes of learning disability; prevalence of learning difficulty; dyslexia; learning difficulty and reading; reading difficulty and statements; evaluation of reading difficulty; evaluation tools; prevalence of reading difficulty; the characteristics of individuals who have a reading difficulty; early childhood and reading difficulty; adults who have difficulty reading; reading difficulty diagnosis; reading difficulty diagnostic tools; syntax; The biçimbirimbilgi; Phonetics; word recognition and reading development; accurate and fast reading; fluent reading; what you read; vocabulary and prejudice; articulation disorder; stuttering; research-based methods for reading difficulty; early intervention; fusing environments; integration; class adaptations; example applications; teaching methods; preparing an individualized education plan; individualized teaching plan preparation.
ENVIRONMENTAL EDUCATION IN EARLY CHILDHOOD
ENVIRONMENTAL EDUCATION IN EARLY CHILDHOOD
SCIENCE AND RESEARCH ETHICS
The aim of this course is to provide an understanding about unethical behaviors encountered in scientific research and the precautions against them. In this course, the nature of science, why science is the most reliable method of obtaining knowledge and why its reliability should be protected are discussed. In order to understand the ethical problems encountered in scientific practice, the definition of ethics and fundamental ethical theories as well as most common unethical behaviors such as data fraud, fabrication, bias, duplication , plagiarism and methods to prevent these problems are examined with up-to-date examples. In addition, topics such as editorship, peer review, ethical problems about authorship and copyright, legal rules concerning research and publication, and the methods in detecting unethical behavior are covered.
ADDICTION AND ADDICTION STRUGGLE
Basic concepts and definitions; addiction types (alcohol dependence, substance dependence (smoking, drugs ...), game and technology dependency, etc.); reasons of dependence; the family factors that prepare the person for substance addiction process, the peer group in which the person is present, and what the risk factors are in the social context; how communication skills in dependent children, adolescents and adults can be developed and developed; the role of social work in the fight against addiction; addiction related models; an attempt to prevent dependency; consequences of dependency; what are the national policies for combating addiction and strategy methods; how the rehabilitation process should be organized, and what tasks and responsibilities of the family, school, health and social services unit should be involved in this process.