These trainings are within the boundaries and can be defined in relation to physical development trainings, and can be defined in relation to students in a general condition. They will be able to recognize elements of children's definitions, identify and describe AAI. They will be able to define the keys that can be defined in their mental definitions, they will be able to define the ICF and AIDD systems from the general point of view, and they will be able to define the systems that can be defined in the mental field. They will be able to introduce traditional system systems and explain the classification systems proposed by ADD. They will be able to give information about the tools used in smart vehicles. They will be able to discuss their introduction with the environment in Turkey, the scale and use of their scales.

Students present and discuss the studies in the field of Special Education, developments in the field, existing problems and solution proposals with a current perspective. Examines the literature related to the field in detail. Students prepare, explain, discuss, and communicate with the group members and lecturer of a topic they choose in their field or a study that will contribute to the current and educational process related to the thesis topics in accordance with scientific research methods (quantitative and qualitative research methods). It conducts and presents applied studies on the main sources, basic research methods and theories related to the field, answers the questions asked by the group members and the lecturer of the course, and creates a discussion environment. These studies constitute the course content suitable for the beginning of the thesis preparation.

By learning scientific methods and techniques, students develop their competencies in evaluating research and putting forward research projects. Fundamentals of scientific research, scientific method, quantitative and qualitative research, problem definition, literature review, hypothesis, assumption, limitations, definitions, sampling methods, data collection (reliability, validity, item analysis, survey development process, observation, interview), quantitative research types (screening studies, correlational studies, causal comparison, experimental research, single-subject research, meta-analysis), qualitative research (content analysis, case study, action research, narrative research), reporting (organization of a scientific article, parts of a scientific article, General spelling rules, citing references in the text, preparation of the list of references constitute the content of the course.

In accordance with scientific research methods and the framework of the relevant legislation, students conduct an original study proving that academic scientific research can be done on the subject they choose in the field of Special Education. He works with the thesis advisor at every stage of the thesis work. While determining the thesis topic, the student conducts a detailed literature review and searches the sources related to the subject. Thesis research consists of the stages of defining the problem, determining the hypothesis, determining the research method (qualitative research methods, quantitative research methods), determining the data collection tools, statistical analysis and/or content analysis and writing and discussing the findings and making suggestions about the findings. The student acts in accordance with the recommendations of the thesis advisor at every stage of thesis writing. After the student writes his thesis, he defends it before the jury.

Basic concepts: basic skills, adaptation skills and social adaptation skills; definition of social skills: basic skills, social skills and practical skills; assessment and teaching of basic skills: functional literacy, knowing numbers, money, time; social skills development in individuals with special educational needs, social and emotional intelligence in individuals with special educational needs; elements that make up social skills; Importance of social skills in daily and business life and social adaptation process; assessment and teaching of social skills: interpersonal relations, social responsibility, self-confidence, social problem solving, obeying rules; assessment and teaching of practical skills: daily life-self-care skills; deciding which social cohesion skills are appropriate for students with special education needs; preparing assessment tools for the acquisition of social adaptation skills; teaching environments and methods; teaching teaching; ensuring the continuity and generalization of the acquired skills.

Aims of the 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 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.

The concept of family; family system concepts; Adaptation phases of families of students with special education needs, identification of the child with special education needs, First awareness in the family, Reactions of families, Psychological support services provided in the adaptation process of the family to the disability The importance of family participation in the education of children with special education needs, theoretical and legal bases; rights and responsibilities imposed on families by law; participation of families in the educational process of students with special educational needs, evaluation of the student; Objectives of Family Education in Special Education Determination of Educational Needs of the Family, Information Collection Methods, participation of family in individualized family education plan (IFSP), individualized education plan (IEP) and transition plans; providing families with teaching skills; preparation, implementation and evaluation of institution, home and institution-home-centered family education programs.

Explaining the basic concepts of self-management, applying these strategies to students in need of special education, developing a teaching plan and measurement tool, planning and applying scientific research using strategies will be covered. In this course, students will have the knowledge and skills to use the concepts of self-management strategies. It is aimed that teachers will teach their students with special needs self-management strategies so that they can take responsibility for their own behavior. Students with special needs learn how to set goals for themselves, self-teaching, self-observation, self-reinforcement, self-evaluation, problem solving, making choices, study strategies, increasing attention span, organizing their day, taking notes, summarizing, preparing for an exam, taking an exam. and skills. Using these strategies, they will be able to plan research on the effectiveness of developing different skills.

Individualized education plans (IEP); Elements of the BEP; Legal basis of IEP; IEP and school programs (preschool, primary education programs); measurement tools and detailed evaluation; goals: short- and long-term goals; identification of placement and related additional special education services; establishing and sequencing teaching objectives and teaching steps; identifying teaching processes and recording progress; all service plans; Definition, importance and examples of individualized family service plans (IFSP) in the 0-3 age period for individuals with special education needs; transition plans: definition and importance; types of transitions: hospital-to-home, home-to-institution, institution-to-dwelling; examples and development of different transition plans; IFSP, IEP and transition plan adaptations and considerations for individuals with special education needs; Monitoring and evaluation of IEP, IFSP and transition plans.

The main purpose of applied behavior analysis (ABA) is to determine target behavior, to write behavioral goals, to use data collection methods; To gain the ability to prepare and implement a behavior change plan. Learning theories, features of applied behavior analysis, determination of the function of problem behaviors, determination of target behavior, indirect evaluation of target behavior-anecdotal record, indirect evaluation of target behavior-anecdotal record, direct evaluation of target behavior: analysis of written records, observation of concrete products, direct evaluation of target behavior : observing behavior patterns, direct evaluation of target behavior: observing behavior patterns, determining the appropriate behavior to be gained, techniques to increase appropriate behavior, techniques to reduce inappropriate behaviors, combined with sample applications and the subjects will be covered. ABA, types of reinforcers and their use; symbol reinforcement; principles and operational processes in acquiring new behaviors; behavior reduction principles and processing processes; differential reinforcement: extinction, cost of response; ensuring generalization; It also covers ABA and single-subject research methods.

This course covers the design and nature of qualitative research, five different qualitative research traditions, problem definition, and relevant data, with a focus on the processes of planning, organizing, conducting, and reporting qualitative research relevant to the special education field. The course also covers data collection and analysis techniques such as interviewing, participatory and unattended observation, ethnographic analysis, visual data analysis, archival and historical case analysis. In addition to basic reading on these topics, the course also includes qualitative empirical research.

ill be able to define scientific research and learning processes. Will be able to describe the principles of applied behavior analysis. Will be able to describe the concepts of measurement and evaluation and validity. Will be able to discuss the concept of reliability. Will be able to visually analyze data in single-subject studies. Will be able to describe the characteristics of single-subject studies and discuss the ABAB model. Will be able to describe multiple initiation model, multiple probe model, comparative single-subject research models, alternate applications model, adaptive alternate applications model, parallel applications model.