Terms and definitions, theoretical basis of definitions made by AAIDD, classification, incidence and prevalence, assessment of intelligence, assessment of adaptive behaviors, biological sources and prevention, psycho-social aspects of mental retardation, characteristics of individuals with mild retardation, characteristics of individuals with severe retardation, infancy and early childhood education, primary education, transition years.

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 characteristics of the mentally retarded child and their families, the adaptation stages of the families of the mentally retarded students, the importance of family participation in the education of the mentally retarded children, the theoretical and legal bases, the rights and responsibilities brought to the families in the laws, the participation of the families in the education process of the mentally retarded students, the evaluation of the student, the preparation of the individualized education program. participation of the family, teaching skills to families, preparation, implementation and evaluation of individualized family service plan (IFSP) and home education programs for 0-3-year-old mentally retarded children and their families.

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.

HUMAN RESOURCES MANAGEMENT

Fundamentals, history, definition, principles and importance of applied behavior analysis (ABA); ABA and ethics; setting, defining, measuring and recording target behavior; analysis and evaluation of data collected on target behavior; use of data to decide instruction; identifying behavioral functions; behavior enhancement principles and transaction processes; 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; ABA and single-subject research methods.

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 historical development of the qualitative research paradigm, the formation of the problem statement in qualitative research, the formation of its conceptual and theoretical framework, the techniques of data collection and analysis, the reporting of data and the determination and internalization of ethical rules; types of qualitative research; establishing a suitable method for a qualitative research; data collection in qualitative research; data analysis in qualitative research.

EDUCATIONAL-BEHAVIORAL ASSESSMENT AND EVALUATION

INDIVIDUALIZED EDUCATIONAL PLANS AND INDIVIDUALIZATION OF EDUCATION

Evaluation of mathematical skills and concepts; mathematics teaching and planning; layered instruction and direct instruction approaches; developing problem-solving skills; applying the mathematics program, teaching counting, addition, subtraction, multiplication, division; error types and analysis in mathematics teaching; teaching functional math skills: measures of value (money), time, length and weight; teaching ways of geometry concepts and skills; adaptations that can be made for teaching mathematics in the inclusive classroom; specific mathematics teaching techniques/strategies for groups with special educational needs; scientifically based applications in teaching mathematics to students with special educational needs; adapting mathematics teaching to different special education groups. preparing lesson plans according to students' level; exemplary teaching practices; adapting its teaching to students with special educational needs.

EDUCATIONAL AND EDUCATIONAL LEADERSHIP