1. ACADEMIC SEMESTER
| Course Code and Name | OE101- Special Education |
| Local Credits / Ects | Theoretical 2 hrs / week – Practice 0 / Week – Credits (Classical): 2 / ECTS; ECTS: 4) |
| Course Description | Basic concepts of special education, principles of special education, historical development of special education, legal arrangements for special education and individuals with special needs, diagnosis and evaluation process in special education, individualization of education, mainstreaming and support special education services, participation to education and family cooperation, the characteristics of different disability groups and gifted students and the educational approaches and teaching strategies for these groups |
| Course Code and Name | OE102-Learning Disabilities and Giftedness |
| Local Credits / Ects | Theoretical 2 hrs / week – Practice 0 / Week – Credits (Classical): 2 / ECTS; ECTS: 4) |
| Course Description | The definition of learning disabilities, causes, diagnostic criteria, assessment process, characteristics of children with learning disabilities in early childhood, and reading, writing, comprehension and math problems of students with learning disabilities in the elementary years constitute the content of this course. It also includes the definition of giftedness, theoretical approaches, gifted students’ characteristics, their development, and diagnosis. |
| Course Code and Name | OE103-Intellectual Disabilities and Autism Spectrum Disorder |
| Local Credits / Ects | Theoretical 2 hrs / week – Practice 0 / Week – Credits (Classical): 2 / ECTS; ECTS: 4) |
| Course Description | The definitions of intellectual disabilities and autism spectrum disorders, history of the developments in the education of individuals with these disabilities, the causes, diagnostic criteria, assessment process, and characteristics constitute the content of this course. |
| Course Code and Name | OE104-Hearing and Visual Impairments |
| Local Credits / Ects | Theoretical 2 hrs / week – Practice 0 / Week – Credits (Classical): 2 / ECTS; ECTS: 4) |
| Course Description | Basic concepts: individuals with hearing impairment; the nature of the hearing; individuals with visual impairment; classification: educational, psychological, medical; prevalence and frequency of occurrence; causes / diagnosis: medical, developmental and educational screening / diagnosis; academic and non-academic characteristics; team and cooperation; education-training environments; scientific based practices; characteristics of families, attitudes towards handicapped,services offered to families, support and legal rights. |
| Course Code and Name | OE106-Child Development |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 3 / ECTS; ECTS: 5) |
| Course Description | The aim of this course is to provide an introduction to the fundementals of child development from prenatal to the middle childhood. The emphasis is on basic concepts and theories of child growth and development. This course is designed to give students an overview of developmental theoires as well as factors contributing to child development. |
| Course Code and Name | OE202-Supporting Language and Communication Skills |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 3 / ECTS; ECTS: 4) |
| Course Description | Definition of communication, definition of language, theories of language acquisition, explanation of language, communication and speech; basic language, communication and speech characteristics and problems in children with special educational needs; evaluation of language, communication and speech problems; determining objectives according to the components of language; natural and structured scientifically based / effective methods used to gain communication skills; family guidance on the development of communication skills |
| Course Code and Name | OE203- Applied Behavior Analysis |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 3 / ECTS; ECTS: 4) |
| Course Description | 1. Behavioral explanations of the behaviors and their reasonsDavranışlar ve davranışların nedenleri ve davranışsal açıklamalar 2. Basic principles of behavior management 3. Behavioral assessment 4. Increasing desired behaviors Reinforcements Cues / prompts Chaining 5. Decreasing undesired behaviors 6. Positive behavior support and functional analysis |
| Course Code and Name | OE204- Preparation of Individualized Training and Transition Plans |
| Local Credits / Ects | Theoretical 2 hrs / week – Practice 0 / Week – Credits (Classical): 2 / ECTS; ECTS: 2) |
| Course Description | Individualized training plans ; The elements of ITP; Legal basis of ITP; ITP and school programs (preschool, primary education programs); measurement tools and detailed assessment; objectives: short and long term objectives; identifying placement and related additional special education services; forming and sorting the objectives and teaching steps; identifying teaching processes and recording progress; all service plans; definition, importance and examples of individualized family service plans (BAHP) in 0-3 age group in individuals with special education needs; transition plans: definition and importance; transition types: from hospital to home, from home to institution, from institution to institution; different transition plan examples and development; adaptations of BAHP, IEP and transition plan in individuals with special education needs and considerations; Monitoring and evaluation of IEP, BAHP and transition plans. |
| Course Code and Name | OE205- Assessment in Special Education |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 3 / ECTS; ECTS: 3) |
| Course Description | 1. The historical, legal and philosophical basis of assessment, 2. The process of educational assessment, 3. The process of pre-referral in assessment, 4. The referral process in assessment, 5. The measurement and features, 6. Validty and relaibilty, 7. Formal assessment methods, 8. Formal assessment tools, 9. Informal assessment methods, 10. Observation, 11. Criterion-based tests and skill analysis, 12. Curriculum-based assessment and examination of curriculum, 13. Interview, rating scales, inventories, checklists, 14. File assessment, 15. Alternative assessment, 16. multi-dimensional assessment |
| Course Code and Name | OE207- Inclusion in Special Education |
| Local Credits / Ects | Theoretical 2 hrs / week – Practice 0 / Week – Credits (Classical): 2 / ECTS; ECTS: 2) |
| Course Description | Placement approaches in special education; Definition of mainstreaming, the least restrictive educational environment concept, history, legal basis and types; supportive special education services: counseling, in-class support and resource room; cooperation in mainstreaming ; mainstreaming process in Turkey; legal regulations related to special education in Turkey; factors affecting the success of mainstreaming; Research on mainstreaming |
| Course Code and Name | MB011-Measurement and Evaluation in Education |
| Local Credits / Ects | Theoretical 2 hrs / week – Practice 0 / Week – Credits (Classical): 2 / ECTS; ECTS: 3) |
| Course Description | 1- The importance of measurement and evaluation in education and the basic concepts related to t 2- 2-Qualificaitons that an instrument should have, measurement errors, validity and reliability 3- Measuring cognitive behaviors 4- Test plana and test types 5- Statistical calculations on measurement results 6- Assessment and scoring 7- Assessment based on students |
Electives
| Course Code and Name | OE548 Early Childhood. Special Education Presenting Model. and Teaching Approach |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 3 / ECTS; ECTS: 6) |
| Course Description | Theories of early prevention and special education in early childhood, Biological developmental approaches, Cognitive Developmental Approaches, Psychoanalytic Approaches, Behavioral and Educational Approaches, Interactional (transactional) approach, Attachment Theory, Social Learning theory, the reflections of theories about early childhood special education, evaluation of theoretical foundations in childhood. |
| Course Code and Name | OE547 Assessment in Early Childhood Special Education |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 3 / ECTS; ECTS: 6) |
| Course Description | Basic concepts, early childhood development, factors affecting child development, early screening diagnostics, programmatic evaluation, evaluation process, models of presentation of ESSER, ESSER and family participation, ESSER and basic issues, the importance of family and play, evaluation process, evaluation tools. |
| Course Code and Name | OE546 Theoretical Foundations of Special Education in Early Childhood |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 3 / ECTS; ECTS: 6) |
| Course Description | Will be able to describe the theoretical approaches to early prevention and special education in early childhood, and discuss the reflection of theories of special education in early childhood into practice. |
| Course Code and Name | OE545 Hearing Impaired Reading and Reading Comprehension |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 3 / ECTS; ECTS: 6) |
| Course Description | Views on analysis and understanding. Reading theories and their relations with reading instruction, effective use of reading series. Use and development of themes. Reading and strategies. Reading and reading skills teaching. Reading strategies used in the classroom. Reading and writing in the first and fourth grades. Classroom assessment rules. Literacy support for children with disabilities. |
| Course Code and Name | OE544 Assessment of Problem Behaviors and Intervention Methods |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 3 / ECTS; ECTS: 6) |
| Course Description | Learning theories, basic principles of applied behavior analysis, determination of target behaviors, data recording techniques, graphing and interpretation, reinforcement, clues and types, shaping, symbol reinforcement, evaluation of problem behaviors and reduction of inappropriate behaviors, selection of appropriate intervention programs, implementation of appropriate intervention program, evaluation of appropriate intervention program. |
| Course Code and Name | OE543 Supporting Language and Communication Skills |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 3 / ECTS; ECTS: 6) |
| Course Description | Definition of communication, definition of language, theories of language acquisition, explanation of language, communication and speech; basic language, communication and speech characteristics and problems in children with special educational needs; evaluation of language, communication and speech problems; determining objectives according to the components of language; natural and structured scientifically based / effective methods used to gain communication skills; family guidance on the development of communication skills |
| Course Code and Name | OE542 Reading Acquisition Processes and Supporting Reading |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 3 / ECTS; ECTS: 6) |
| Course Description | Reading acquisition processes, Evaluation of fluent reading skills, Supporting fluent reading skills: Strategies used before reading, Supporting fluent reading skills: Strategies used during reading, Strategies used after reading, Types of errors; Correction of reading errors, Use of technology in supporting fluent reading skills, Investigation of fluent reading research, Importance of reading strategies, conceptual and theoretical foundations; Reading comprehension skills, Reading comprehension skills assessment and support, Mutual teaching strategy; Peer-assisted learning strategy; Integration of text structure and content domain teaching; Summarizing strategy, Web-based reading comprehension teaching, Reading comprehension research |
| Course Code and Name | OE541 Reading and Assessment of Reading Comprehension |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 3 / ECTS; ECTS: 6) |
| Course Description | The aim of this course is to enable students to define reading, reading comprehension and evaluation of reading comprehension. |
| Course Code and Name | OE540 Determining Functions of Problem Behaviors |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 3 / ECTS; ECTS: 6) |
| Course Description | Descriptive Framework, Situations Forming Problem Behaviors, Functions of Problem Behaviors, Defining / Determining Problem Behavior, Consolidation, Types of Consolidation, Types of Consolidation, Consolidation Selection, Consolidation Tariffs |
| Course Code and Name | OE539 Teaching Functional Academic Skills |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 3 / ECTS; ECTS: 6) |
| Course Description | Introduction to functional academic skills, preparation for academic skills, literacy concept, readiness concept, emerging literacy concept (Emergent Literacy) tools to be used in teaching functional academic skills, literacy teaching methods, individuals who need special education and literacy concept the basic skills and learning areas that will be gained to students in mathematics teaching, mathematical skills and concepts,
evaluation and program preparation, mathematical skills and concepts to gain scientific-based applications, counting and number concept teaching skills, addition-subtraction-multiplication and division concepts and skills teaching, basic measurement concepts and skills teaching, geometry concepts and skills teaching |
| Course Code and Name | OE538 Early Education Program |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 3 / ECTS; ECTS: 6) |
| Course Description | Early Education, Early education services and early education program application types, Small Steps Program and Development Areas, Communication skills evaluation and teaching program preparation, Other development areas to evaluate and prepare curriculum, Teaching, Changing curriculum |
| Course Code and Name | OE537 Teaching Methods in Special Education |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 3 / ECTS; ECTS: 6) |
| Course Description | Basic concepts of learning and teaching, Direct teaching methods, Natural teaching, Visual support-based teaching, Student-centered teaching, Arrangements to increase productivity |
| Course Code and Name | OE536 Qualitative Research Methods |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 3 / ECTS; ECTS: 6) |
| Course Description | General Characteristics of Qualitative Research Method, Basic Transformations and Their Place in Scientific Research, Comparison of Qualitative and Quantitative Research Approaches, Qualitative Research Process and Sample Selection, Qualitative Research Data Collection Techniques (Detailed Observation), Qualitative Research Ethical Aspects, Qualitative Research Faced Difficulties, Qualitative Research Data Collection Techniques in Research (Document Review), Data Collection Techniques in Qualitative Research (Interview), Data Collection Techniques in Qualitative Research (Video Tape Data), Patterns in Qualitative Research (Researcher’s Role / Data Collection Process), Computer Assisted Qualitative Data Analysis, Evaluation of Qualitative Research Determination, Data Analysis in Qualitative Research, Validity and Reliability in Qualitative Research. |
| Course Code and Name | OE535 Communication and Supporting Systems in People with Autism |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 3 / ECTS; ECTS: 6) |
| Course Description | With this course; To provide information about social-communication skills, language and speech characteristics, play skills of children with ASD; To inform students about the characteristics that affect social-communication and language skills of children with ASD; It is designed to provide information about the assessment of communication and language skills of children with ASD. |
| Course Code and Name | OE533 Special Education Support Services |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 3 / ECTS; ECTS: 6) |
| Course Description | Special education and mainstreaming applications, Co-operation in mainstreaming applications, Evaluation of student needs in mainstreaming applications, Planning of instruction in mainstreaming applications, Rare disabilities, Common inadequacies, Other students with special needs, Educational adaptations, Independent learning strategies in mainstreaming applications, Evaluation of mainstreaming learning management, Social competence development, Inclusive preparation activities, Special education support services |
| Course Code and Name | OE532 Language Development and Communication Skills in Children with Developmental Disabilities |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 3 / ECTS; ECTS: 6) |
| Course Description | Communication-language-speech relations, Basic Approaches in Language and Speech Disorders, Classification of Language and Speech Disorders, Classification of Language and Speech Disorders, Language Development in Infancy, Language and Speech Development in Early Childhood, Language and Speech Development in Early Years of School, Other Language Skills developmental areas, school age language learning and literacy problems, language and speech disorders in children with mental retardation, language and speech disorders in children with mental retardation, language and speech disorders in children with Down Syndrome, language and speech disorders in children with Autism Spectrum Disorder And speech disorders in children with cerebral palsy |
| Course Code and Name | OE531 Project |
| Local Credits / Ects | Theoretical 0 hrs / week – Practice 0 / Week – Credits (Classical): 0 / ECTS; ECTS: 30) |
| Course Description | Project concept and project types; curriculum and project-based learning; project programs in schools (TUBITAK, EU and others); selection of topics for the project; literature review; logical framework in the project; project planning and management; application of scientific method in the project; preparing and developing project reports; finalizing the project report; project evaluation and review of good practices; project presentation, poster and brochure design techniques |
| Course Code and Name | OE530 Thesis |
| Local Credits / Ects | Theoretical 0 hrs / week – Practice 0 / Week – Credits (Classical): 0 / ECTS; ECTS: 30) |
| Course Description | The students identify the topics they are interested in, review the literature, plan the research process, collect data, analyze, interpret, draw conclusions, draw up the findings and report them. |
| Course Code and Name | OE529 Co-teaching Applications |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 3 / ECTS; ECTS: 6) |
| Course Description | Together with the teaching practices course, the students will be informed about the current developments related to the integration of educational environments in our country and in the world, and models will be introduced to support teachers’ effective teaching skills and instructional adaptation skills for individuals with special needs. In addition, it will be ensured that these teaching models are introduced, and that they gain competencies about the application steps and results. In the literature, the conceptual structure, application processes and differences of the six different teaching models of co-teaching will be emphasized. field literature studies will be included. The researches in which the models are applied together or individually will be examined and the contribution of the teaching practices to the professional sharing between general education teachers and special education teachers working in mainstream environments will be discussed and the effectiveness of both teachers on instructional adaptation and effective teaching skills will be discussed. Together with the teaching practices course, the students will be informed about the current developments related to the integration of educational environments in our country and in the world, and models will be introduced to support teachers’ effective teaching skills and instructional adaptation skills for individuals with special needs. In addition, it will be ensured that these teaching models are introduced, and that they gain competencies about the application steps and results. In the literature, the conceptual structure, application processes and differences of the six different teaching models of co-teaching will be emphasized. field literature studies will be included. The researches in which the models are applied together or individually will be examined and the contribution of the teaching practices to the professional sharing between general education teachers and special education teachers working in mainstream environments will be discussed and the effectiveness of both teachers on instructional adaptation and effective teaching skills will be discussed. |
| Course Code and Name | OE527 Special Education Research and Ethics II |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 3 / ECTS; ECTS: 6) |
| Course Description | The aim of this course is to make students aware of ethical problems in special education researches and applications. To help students become sensitive individuals and teachers about these problems. Ethics and moral philosophy. Ethics in education and special education. Measurement and evaluation in special education, mainstreaming and ethical values in family education. Science-based practices, laws and ethics in special education. |
| Course Code and Name | OE525 Characteristics of Children with Severe Physical Disability and Multiple Disabilities |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 3 / ECTS; ECTS: 6) |
| Course Description | This course is designed to inform and educate educators, special education teachers and other staff working with neuromotor insufficiencies, degenerative diseases (musculardystrophy), orthopedic and musculoskeletal disorders, sensory-motor deficiencies, health problems and infectious diseases in order to maximize their learning and development to do so. |
| Course Code and Name | OE524 Development and Intelligence |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 3 / ECTS; ECTS: 6) |
| Course Description | Basic concepts: development, growth, maturation; principles of development; prenatal development and factors affecting prenatal development; physical development, definition and importance; physical development characteristics of children 0-12 years; physical and physiological characteristics of adolescence; cognitive development, definition and importance, concepts related to cognitive development; cognitive development characteristics according to periods; language development, definition and importance, language development characteristics according to periods, factors affecting language development; social-emotional development, definition and importance, social-emotional development characteristics according to periods; moral development, definition and importance, moral development process and characteristics; sexual development and education, concepts related to sexual development, factors affecting sexual development, sexual development process, sexual education; self-care skills, development of self-care skills and self-care skills according to developmental periods. |
| Course Code and Name | OE523 Research Methods in Education |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 3 / ECTS; ECTS: 12) |
| Course Description | Basic concepts and principles of research methods; research process (recognizing the problem, identifying the problem and sample, collecting and analyzing data, interpreting the results); general characteristics of data collection tools; analysis and evaluation of data; access to articles, theses and databases; research models and types; basic paradigms in scientific research; quantitative and qualitative research designs; sampling in qualitative research, data collection, data analysis; validity and safety in qualitative research; reviewing, evaluating and presenting articles or thesis; preparing a research report in accordance with research principles and ethics; action research in education. |
| Course Code and Name | OE522-Education Statistics |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 3 / ECTS; ECTS: 6) |
| Course Description | Defining inferential statistics, examining the usage areas Writing hypothesis and explaining the types of hypothesis Examination of normal distribution graph efinition of standard values (z-value) Performing t-test, one-way and two-way analysis of variance using SPSS, linear regression analysis |
| Course Code and Name | OE521-Special Education in Early Childhood and Preschool |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 3 / ECTS; ECTS: 6) |
| Course Description | Basic concepts; infancy, early childhood and developmental delay; definition of early childhood special education, learning and theoretical background; experts in the law; family participation; intervention programs: institution, home and institution-home-centered practices; transition process; basic topics: play, developmental practices, natural education, family-centered practices. |
| Course Code and Name | OE520-Visual Art Education in Children with Special Needs |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 3 / ECTS; ECTS: 6) |
| Course Description | With this course; To inform the aims, developmental stages of art education in young children, the meaning and importance of art and the factors affecting it; It is designed to comprehend the concepts of sensory education, visual perception, aesthetic sensitivity, line, art and thematic approach and to provide information about the preparation and evaluation of art education program. |
| Course Code and Name | OE519 Assessment and Teaching of Literacy Skills in Special Education |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 3 / ECTS; ECTS: 6) |
| Course Description | With this course, students will be informed about early identification of children with special needs who have not acquired early literacy skills, closure of the possible differences between early intervention programs and their peers and equip them with the language and literacy skills necessary for success. Qualifications in teaching and evaluating early literacy skills. |
| Course Code and Name | OE518-Child Psychopathology, Mental Assessment, Diagnosis and Differential Diagnosis |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 3 / ECTS; ECTS: 6) |
| Course Description | With this course, psychopathologies seen in children, the etiology and prevalence of childhood disorders, psychological evaluation processes of children, interview methods, psychological examination of children, diagnostic criteria and differential diagnosis will be emphasized. |
| Course Code and Name | OE517-Technology Based Teaching Methods |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 3 / ECTS; ECTS: 6) |
| Course Description | The aim of this course is to inform the basic concepts of instructional technology, the aims of instructional technology, the scope of instructional technology, the process of instructional technology development. |
| Course Code and Name | OE515-Single Subject Research Methods |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 3 / ECTS; ECTS: 6) |
| Course Description | With this course, students will learn about single-subject research methods, analyze and synthesize the studies using single-subject research methods in the literature and will be able to design a single-subject research model and make suggestions. |
| Course Code and Name | OE514-Special Education Research and Ethics |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 3 / ECTS; ECTS: 6) |
| Course Description | The aim of this course is to make students aware of ethical problems in special education researches and applications. To help students become sensitive individuals and teachers about these problems. Ethics and moral philosophy. Ethics in education and special education. Measurement and evaluation in special education, mainstreaming and ethical values in family education. Science-based practices, laws and ethics in special education. |
| Course Code and Name | OE512- Seminar |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 0 / ECTS; ECTS: 12) |
| Course Description | The aim of this course is to enable students to gain the skills of reaching scientific data, using data, making evaluation and preparing a presentation before solving thesis. In this course, students prepare a study using a scientific method about a problem determined by the instructor and share their work in the classroom. |
| Course Code and Name | OE511-Early Childhood Special Education Applications |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 3 / ECTS; ECTS: 6) |
| Course Description | Basic concepts; infancy, early childhood and developmental delay; definition of early childhood special education, learning and theoretical background; experts in the law; family participation; evaluation; intervention programs: institution, home and institution-home-based practices; – transition process; basic topics: play, developmental practices, natural education, family-centered practices. |
| Course Code and Name | OE510-Positive Behavioral Intervention and Support |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 3 / ECTS; ECTS: 6) |
| Course Description | This course provides guidance on pre-school teachers, special education teachers and other field teachers about what 3-stage preventive and preventive behavioral intervention and support should be and how to apply it in special education and general education settings for all students from preschool age to school age children. and to inform and educate other education personnel in schools. |
| Course Code and Name | OE509- Accurate Teaching Methods in Special Education |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 3 / ECTS; ECTS: 6) |
| Course Description | The aim of this course is to teach students the stages of learning based on the principles of applied behavior analysis and error-free teaching methods that will be used in teaching skills and behavior to children with special needs. |
| Course Code and Name | OE508- Individualized Training Programs |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 3 / ECTS; ECTS: 6) |
| Course Description | With this course, the individual and the short-term objectives of the individualized education program including the support education services prepared for the aims aimed at the developmental characteristics, educational performances and needs of the individuals in need of special education are given to the students, the type, duration, teaching and evaluation of the support education service. The students will be informed that they cover their personal information such as methods and techniques to be used for the purpose and will be given the opportunity to prepare sample IEP. |
| Course Code and Name | OE507- Qualitative Research in Special Education |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 3 / ECTS; ECTS: 6) |
| Course Description | The aim of this course is to enable the student to recognize qualitative research methods suitable for collecting detailed and in-depth data needed for effective performance of students with special needs, which are frequently used in the field of special education, and to adopt the approach and carry out qualitative research. |
| Course Code and Name | OE506-Language Skills in Autism |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 3 / ECTS; ECTS: 6) |
| Course Description | With this course; To provide information about social-communication skills, language and speech characteristics, play skills of children with ASD; To inform students about the characteristics that affect social-communication and language skills of children with ASD; It is designed to provide information about the assessment of communication and language skills of children with ASD. |
| Course Code and Name | OE505- Family Education and Guidance |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 3 / ECTS; ECTS: 6) |
| Course Description | With this course, students, families of children with special needs from the moment they meet the inadequacy of children’s adaptation stages; The aim of the course is to develop the competencies for planning, implementing and evaluating family education sessions by considering the adaptation stages to the child, society, family members and individual lives. In order to transfer the knowledge and skills taught to the child from the school environment to the home environment, it will be ensured that family trainings aiming for the family members to learn the principles and application processes of applied behavior analysis will be provided. |
| Course Code and Name | OE504-Learning Difficulties and Teaching Methods |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 3 / ECTS; ECTS: 6) |
| Course Description | With this course, students will be introduced to the developmental and academic development characteristics of children with special learning difficulties, issues that should be considered during the educational evaluation process, assessment tools will be introduced and instructional and academic arrangements will be provided to organize sample applications and support training programs. |
| Course Code and Name | OE503-Environmental and Academic Adaptations in Special Education |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 3 / ECTS; ECTS: 6) |
| Course Description | The aim of this course is to provide students with information about how classroom teachers can adapt teaching materials, teaching methods, evaluate student achievement and performance, and how to organize the appropriate physical environment for learning in special education institutions or mainstreaming environments where special needs children attend. |
| Course Code and Name | OE502- Teaching Social Skills |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 3 / ECTS; ECTS: 6) |
| Course Description | This course aims to inform and practice guidance teachers and other education personnel such as preschool teachers, special education teachers and other field teachers in order to evaluate the social skills and abilities of children with special needs, to examine the development of social skills, to learn and apply the methods used in teaching social skills. |
| Course Code and Name | OE501- Characteristics of Young Children with Special Needs |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 3 / ECTS; ECTS: 6) |
| Course Description | Students who take the lessons of young children between 0-8 years of age (infancy, preschool and early childhood) who have special needs by informing and empowering them to train teachers who believe in the necessity of their profession, face-to-face education, research, interactive lesson discussions, internet based researches will be able to fulfill the responsibilities of the course by observing children in their natural environment and using assessment scales with guest speakers, videos and films. The aim of the course is to enable the special education teachers working in early childhood to maximize their learning and development levels by using the knowledge and skills they need. |
| Course Code and Name | OE549 Effective Teaching Skills in Inclusion and Integration Applications |
| Local Credits / Ects | Theoretical 3 hrs / week – Practice 0 / Week – Credits (Classical): 3 / ECTS; ECTS: 6) |
| Course Description | Students will be introduced to the current developments in the development of integration based educational environments in our country and in the world, and models will be introduced to support teachers’ effective teaching skills and instructional adaptation skills for individuals with special needs. In addition, it will be ensured that these teaching models are introduced, and that they gain competencies about the application steps and results. According to the universal design principle, related literature will be included on the fact that it is an effective model for individuals with special needs to continue their general education environments together with their peers. The researches in which the models are applied together or individually will be examined and the contribution of the teaching practices to the professional sharing between general education teachers and special education teachers working in mainstream environments will be discussed and the effectiveness of both teachers on instructional adaptation and effective teaching skills will be discussed. |
Scientific Preparation Courses
| COURSE CODE AND NAME: | OZE101- Special Education 1 |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | Basic concepts of special education; historical development of special education; legal regulations on special education; rights of individuals with special needs; the concepts of disability, impairment, handicap, risk and special need; basic principles of special education; causes and prevention of special needs; early diagnosis and early intervention; screening, diagnosis and assessment processes; educational assessment; special education service models; least restrictive educational environment; mainstreaming and inclusion; individualized education program; collaboration between family and professionals in special education. |
| COURSE CODE AND NAME: | OZE102 Special Education 2 |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | Intellectual disability, autism spectrum disorder, specific learning disability, attention deficit hyperactivity disorder, hearing impairment, visual impairment, language and speech disorders, physical disabilities, chronic illnesses, emotional and behavioral disorders, multiple disabilities, giftedness; the definition, classification, causes, prevalence, developmental and educational characteristics, assessment, educational settings and instructional adaptations of these groups, and the support that can be offered to families. |
| COURSE CODE AND NAME: | OZE104-Child Development |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 5 |
| COURSE CONTENT: | Basic concepts: development, growth, maturation; principles of development; prenatal development and factors affecting prenatal development; physical development, its definition and importance; physical development characteristics of children aged 0-12; physical and physiological characteristics of adolescence; cognitive development, its definition and importance, concepts related to cognitive development; cognitive development characteristics by period; language development, its definition and importance, language development characteristics by period, factors affecting language development; social-emotional development, its definition and importance, social-emotional development characteristics by period; moral development, its definition and importance, the process and characteristics of moral development; sexual development and education, concepts related to sexual development, factors affecting sexual development, the process of sexual development, sex education; self-care skills, development of self-care skills and self-care skills by developmental period. |
| COURSE CODE AND NAME: | OZE201 – Applied Behavior Analysis 1 |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | Basic characteristics of the behavioral approach; definition, historical development and basic dimensions of applied behavior analysis; environmental explanation of behavior; respondent and operant conditioning; the antecedent-behavior-consequence relationship; selecting and defining the target behavior; writing behavioral objectives; direct and indirect assessment of behaviors; frequency, rate, duration, latency, permanent product, interval and momentary time sampling recordings; preparing data collection tools; interobserver reliability; procedural (treatment) fidelity; graphing and visual analysis of data; reinforcement and types of reinforcers; methods for identifying reinforcers; schedules of reinforcement; stimulus control; discrimination, generalization and maintenance; ethical principles in applied behavior analysis. |
| COURSE CODE AND NAME: | OZE202 – Applied Behavior Analysis 2 |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | Defining and prioritizing problem behaviors; basic functions of problem behaviors; functional behavior assessment; indirect assessment, descriptive assessment and functional analysis; ABC analysis; developing a behavioral hypothesis; antecedent-based interventions; environmental arrangements; offering choices, activity schedules and transition support; increasing appropriate behaviors; differential reinforcement; reinforcement of other behaviors, alternative behaviors and incompatible behaviors; extinction; functional communication training; shaping; chaining; prompting and prompt fading; token reinforcement systems; response cost and time-out; ethical and legal limits of punishment procedures; self-management; positive behavior support; maintenance and generalization; preparing a behavior intervention plan; evaluating the effectiveness of the intervention; social validity and procedural fidelity. |
| COURSE CODE AND NAME: | OZE210 – Teaching Methods in Special Education |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 4 |
| COURSE CONTENT: | Basic concepts related to learning and teaching; characteristics of learning in individuals with special needs; the acquisition, fluency, maintenance and generalization stages of learning; basic principles of effective and systematic instruction; pre-instruction assessment; determining the level of performance; writing measurable instructional objectives; arranging the instructional environment and materials; planning individual and group instruction; direct instruction, task-analytic (stepwise) instruction, errorless teaching methods, naturalistic teaching methods, peer-mediated instruction, self-management strategies and instruction based on visual supports; prompting and prompt fading; modeling, video modeling, use of activity schedules and social stories; reinforcement in the instructional process; instructional data collection; monitoring and evaluating student progress; planning for maintenance and generalization; evaluating teaching methods in terms of effectiveness, efficiency, feasibility and social validity; preparing and implementing an instructional plan appropriate to the characteristics of individuals with special needs. |
| COURSE CODE AND NAME: | OZE206 – Preparation of Individualized Education and Transition Plans |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 5 |
| COURSE CONTENT: | Individualized education plans (IEP); components of the IEP; legal basis of the IEP; the IEP and school curricula (preschool, primary education curricula); measurement tools and detailed assessment; goals: short-term and long-term goals; determining placement and related supplementary special education services; developing and sequencing instructional objectives and instructional steps; determining instructional procedures and recording progress; comprehensive service plans; definition, importance and examples of individualized family service plans (IFSP) for individuals aged 0-3 who need special education; transition plans: definition and importance; types of transition: hospital-to-home, home-to-institution, institution-to-institution; examples of different transition plans and their development; adaptations of the IFSP, IEP and transition plan for individuals who need special education and points to consider; monitoring and evaluation of the IEP, IFSP and transition plans. |
| COURSE CODE AND NAME: | OZE203 – Assessment in Special Education |
| Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 5 | |
| COURSE CONTENT: | Basic concepts; legal and philosophical foundations of assessment; purposes of assessment; medical, developmental, psychological and educational assessment; the assessment process: screening, diagnosis, placement, programming and program evaluation; the pre-referral process in assessment; referral and the detailed assessment process; formal assessment methods; informal assessment methods; curriculum-based assessment; observation; skill analysis; criterion-referenced tests; work sample analysis; performance assessment; reporting the assessment process; developing measurement tools: preparing, administering and interpreting measurement tools to determine students’ performance and progress in various instructional areas, and using the data obtained. |
| COURSE CODE AND NAME: | OZE205 – Inclusion in Special Education |
| CREDIT / ECTS: | Theory 2 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 2 / ECTS: 4 |
| COURSE CONTENT: | Placement approaches in special education, integrated and segregated education; definition of inclusion; the concept, history, legal basis and types of the least restrictive educational environment; supportive special education services, consultation, in-class support and the resource room; collaboration in inclusion: definition, importance and types; the inclusion process in Türkiye, inclusion in the past and today; inclusion in the legal regulations on special education in Türkiye; factors affecting the success of inclusion; research on inclusion |
| COURSE CODE AND NAME: | EMB011 – Measurement and Evaluation in Education |
| CREDIT / ECTS: | Theory 2 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 2 / ECTS: 3 |
| COURSE CONTENT: | The place and importance of measurement and evaluation in education; basic concepts related to measurement and evaluation; psychometric characteristics of measurement tools (validity, reliability, usability); developing and administering achievement tests; interpreting test results and giving feedback; analysis of test and item scores; evaluation and grading. |
Compulsory Courses
| COURSE CODE AND NAME: | OZE624- Research Methods |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 9 |
| COURSE CONTENT: | Learning the article process, communicating with the journal editor, conducting a literature review to determine an article topic, determining the article topic, writing the Introduction section, writing the method section, collecting data, analyzing data, writing the results and discussion, submitting the article to a national or international peer-reviewed journal |
| COURSE CODE AND NAME: | OZE625- Seminar |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 0 / ECTS: 9 |
| COURSE CONTENT: | The aim is to enable students to carry out original work by evaluating the literature in Türkiye and the world related to their field. Students determine the topics they are interested in, conduct a literature review on them, evaluate it, plan the research process and turn their work into a report. |
| COURSE CODE AND NAME: | OZE626- Doctoral Qualification |
| CREDIT / ECTS: | Theory 0 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 0 / ECTS: 30 |
| COURSE CONTENT: | Students research, read, discuss and evaluate the studies carried out in the field in which they will take the qualification examination. The aim is to prepare the student for the doctoral qualification examination |
| COURSE CODE AND NAME: | OZE627- Thesis Proposal |
| CREDIT / ECTS: | Theory 0 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 0 / ECTS: 30 |
| COURSE CONTENT: | Students determine the topics they are interested in, conduct a literature review on them, plan the research process, collect data, analyze and interpret it, draw conclusions, organize the findings and turn them into a report. |
| COURSE CODE AND NAME: | OZE628 Thesis Monitoring 1
OZE629 Thesis Monitoring 2 OZE630 Thesis Monitoring 3 |
| CREDIT / ECTS: | Theory 0 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 0 / ECTS: 30 |
| COURSE CONTENT: | For a student who has passed the doctoral qualification examination, the thesis monitoring committee, formed with at least three faculty members, meets four times a year to share information and give feedback regarding the student’s doctoral thesis process |
| COURSE CODE AND NAME: | OZE631-Thesis Defense |
| CREDIT / ECTS: | Theory 0 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 0 / ECTS: 30 |
| COURSE CONTENT: | The student continuing their education in the doctoral program reports their thesis work in accordance with the rules accepted by the Senate and defends the thesis orally before a jury. |
Elective Courses
| COURSE CODE AND NAME: | OZE601-Theories and Current Approaches in the Education of Special Education Teachers |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 7 |
| COURSE CONTENT: | Current-focused teacher education, learning-focused teacher education and product-focused teacher education accepted in the training of special education teachers. Theories and approaches related to pre-service teachers’ orientation to the profession; program-focused teacher education, pre-service teachers’ perceptions of and attitudes towards the profession; pre-service teachers’ perceptions of competence; practice in schools during pre-service education; in-service training programs; evaluations of teacher education programs; effects of teacher education on pre-service teachers’ knowledge, skills and attitudes; evaluation of research on special education teachers. Having knowledge of education, methods and techniques appropriate to the characteristics of children who need special education; the least restrictive environment approach. Basic concepts and principles related to effective teaching and learning; professional competencies, attitudes, roles and behaviors of teachers; preparing a lesson plan; scope, benefits and limitations of the micro teaching method; preparing active learning activities appropriate to the topic; practices of presenting sample lessons in the classroom. Video recording of lesson presentations; evaluating the lesson using the recordings; improving the prepared activities and lesson presentations. |
| COURSE CODE AND NAME: | OZE602-Inclusion Practices and Educational Services |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 7 |
| COURSE CONTENT: | The structure, functioning and curricula of primary schools, resources providing natural support, special education consultancy, teamwork in inclusive settings, adaptations in inclusive settings, determining content in general education areas, inclusion practices in the world and in Türkiye. |
| COURSE CODE AND NAME: | OZE603-Inclusion Practices and the Universal Design for Learning Model |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 7 |
| COURSE CONTENT: | The nature of inclusion in early childhood; the universal design for learning model; “Access, Participation and Support”. Characteristics of effective teachers; preventive classroom techniques for teachers of students with special needs; creating a structured environment; ensuring student engagement; establishing classroom rules; organizing classroom activities and routines that increase participation; giving positive feedback following appropriate behavior; encouraging independence; encouraging social skills and behaviors; monitoring and evaluating participation. |
| COURSE CODE AND NAME: | OZE604-Transition Services for Children with Special Needs |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 7 |
| COURSE CONTENT: | Basic concepts related to transition, legal regulations related to transition, its basic features and starting points, characteristics of transition periods, the transition team and its characteristics, basic features of the assessment and planning required for an effective transition, individualized transition plans (ITP) and their characteristics, instructional work to be carried out for teaching the behaviors included in ITPs and its characteristics, basic concepts related to the transition to community life and their characteristics. |
| COURSE CODE AND NAME: | OZE605-Communication and Language Development |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 7 |
| COURSE CONTENT: | Being able to explain the concepts of communication, language and speech and the verbal communication process. Being able to define the components and subcomponents of language. Being able to explain the assessment tools used in the pre-linguistic, emerging language and verbal periods. Being able to explain the intervention techniques used in the pre-linguistic, emerging language and verbal periods. Being able to apply and develop the assessment tools used in the pre-linguistic, emerging language and verbal periods. Being able to plan and implement the interventions used in the pre-linguistic, emerging language and verbal periods. |
| COURSE CODE AND NAME: | OZE606-Language Assessment |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 7 |
| COURSE CONTENT: | Theories of language acquisition, definitions and models of language disorder: the starting point of assessment, developmental language disorders, what is the purpose of assessment? What questions do we ask? Different approaches used in language assessment, norm-referenced and criterion-referenced assessment, language sample analysis, quantitative measures obtained from language sample analysis, computer use in language sample analysis: SALT, interpreting assessment results: the SALT comparison database, monitoring progress, use of other criterion-referenced procedures in assessing expressive language, strategies and procedures used in assessing language comprehension, presentation of the language sample report. |
| COURSE CODE AND NAME: | OZE607- Language Disorders in Children with Developmental Disabilities |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 7 |
| COURSE CONTENT: | Language and speech disorders; autism; delayed speech; specific language impairment; pragmatic disorder; learning disabilities; dyslexia; speech sound disorder; dysarthria; apraxia; fluency disorders; voice disorders; orofacial anomalies; traumatic brain injury; assessment of language and speech disorders. |
| COURSE CODE AND NAME: | OZE608-Identification and Assessment in Children with Special Needs |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 7 |
| COURSE CONTENT: | Legal and philosophical foundations of assessment; purposes of assessment; medical, developmental, psychological and educational assessment; the assessment process: screening, diagnosis, placement, programming and program evaluation; the pre-referral process in assessment; referral and the detailed assessment process; formal assessment methods; informal assessment methods; curriculum-based assessment; observation; skill analysis; criterion-referenced tests; work sample analysis; performance assessment; reporting the assessment process; developing measurement tools: preparing, administering and interpreting measurement tools to determine students’ performance and progress in various instructional areas, and using the data obtained |
| COURSE CODE AND NAME: | OZE609- Curriculum Models for Gifted Students
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| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 7 |
| COURSE CONTENT: | Requirements of the basic educational programs prepared for the gifted, basic educational programs prepared for the gifted, evaluation of the basic educational programs prepared for the gifted |
| COURSE CODE AND NAME: | OZE610- Curriculum Design in the Education of Gifted Students
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| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 7 |
| COURSE CONTENT: | What should an educational program for gifted students be like?, strategies for differentiating the general curriculum according to the needs of gifted students, the integrated curriculum model, the DISCOVER assessment program model, the Parallel Curriculum Model, the ÜYEP Curriculum Model, Problem-Based Learning, Teaching Process Skills, Product Development in the Education of Gifted Students, Examples of Outcome-Based Activity and Theme Design |
| COURSE CODE AND NAME: | OZE611- Assessment and Support in Early Childhood
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| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 7 |
| COURSE CONTENT: | In this course, the following will be discussed with students: assessment methods in early childhood, educational assessment tools and materials, educational assessment adaptations, how educational assessment results can be interpreted and used in creating individualized education planning, how the student and family can participate in the educational assessment process, placement of the child in education after assessment, preparing individualized family service planning, and preparing the child for primary school and the transition process. |
| COURSE CODE AND NAME: | OZE612- Naturalistic Developmental Behavioral Interventions in Special Education
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| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 7 |
| COURSE CONTENT: | Historical development of behavioral interventions; benefits and limitations of traditional behavioral interventions; Naturalistic Developmental Behavioral Interventions; general characteristics of naturalistic developmental behavioral interventions; benefits of naturalistic developmental behavioral interventions; incidental teaching; pivotal response treatment; naturalistic time delay; conversation-based instruction; the Early Start Denver Model; reciprocal imitation training; JASPER (Joint Attention, Symbolic Play, Engagement and Regulation). |
| COURSE CODE AND NAME: | OZE613- Designing Early Intervention Programs in Early Childhood |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 7 |
| COURSE CONTENT: | The implementation steps that will guide early intervention work include Referral, Assessment, Diagnosis, Informing/Referral, the Individualized Family Service Plan (IFSP) Meeting, Service Coordination, the 6-Month IFSP Review, the Annual IFSP Update and the Transition Process. Examining the curriculum development process; developing original curriculum outcomes; transforming curriculum outcomes into instructional activities; designing program-specific curriculum differentiation models; designing prototype curriculum differentiation models.
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| COURSE CODE AND NAME: | OZE614- Teaching Social Skills to Children with Special Needs
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| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 7 |
| COURSE CONTENT: | This course aims to inform school counselors such as preschool teachers, special education teachers and other subject teachers, and other educational personnel in schools, and to enable them to carry out practice, in order to assess the social skills and abilities of children with special needs, examine their social skill development, and learn and apply the methods used in teaching social skills. Theoretical approaches; being able to plan and implement evidence-based teaching methods and high-quality practice examples.
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| COURSE CODE AND NAME: | OZE615- Early Literacy Research
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| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 7 |
| COURSE CONTENT: | The content of the course will include definitions related to early literacy, information on its sub-areas, the relationship of early literacy with academic skills, assessment methods and tools, intervention programs and the review of research on the subject |
| COURSE CODE AND NAME: | OZE616- Assessment and Teaching Methods in Learning Disability |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 7 |
| COURSE CONTENT: | Within the scope of this course, the topics of definitions of learning disability, methods used in diagnosing learning disability, developing the assessment process, formal and informal assessment methods, medical and educational diagnosis, and the diagnosis and assessment process of individuals with learning disabilities in Türkiye are covered. |
| COURSE CODE AND NAME: | OZE617-Applied Family Education |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 7 |
| COURSE CONTENT: | Within the scope of this course, the concept of family, family structure, family characteristics and functions, and the effects of cultural and ethnic differences on family life are addressed. The adaptation process experienced by families with a child with special needs, family reactions, intra-family relationships and the effects of family members on one another are examined. The theoretical foundations of family involvement, home-, school- and community-based involvement practices, determining family needs, needs assessment methods, and the counseling, guidance, education and support services offered to families are evaluated. In addition, information-gathering methods for determining the educational needs of families and the use of information obtained from the family, the child, the school and the community are addressed. Within the scope of the course, the aims, approaches, programs and practices of family education, collaboration between service-providing institutions and families, and parent-school and parent-teacher communication are examined. In addition, education programs for mothers and fathers, siblings, grandparents and caregivers, parent leader training activities and family education programs for the early childhood period are addressed. |
| COURSE CODE AND NAME: | OZE618- Evidence-Based Approaches in Special Education |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 7 |
| COURSE CONTENT: | It covers evidence-based methods and their history, the use of evidence-based methods in the field, the necessity of identifying evidence-based methods, conducting qualitative syntheses of practices and conducting quantitative syntheses of practices. Analyzing their applicability to Türkiye; curriculum development strategies; evaluating curricula; designing prototype curricula suitable for the Turkish Education System. |
| COURSE CODE AND NAME: | OZE619- Academic Writing Techniques |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 7 |
| COURSE CONTENT: | This course covers the process and stages of scientific research and article writing. Understanding APA 6 criteria in the context of reporting scientific research and thesis work; reaching application, analysis and synthesis; evaluating and applying the article criteria of national and international journals; scientific article, report and thesis writing practices. |
| COURSE CODE AND NAME: | OZE620- Qualitative Research Methods |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 7 |
| COURSE CONTENT: | It includes the General Characteristics of the Qualitative Research Method, Basic Transformations and Its Place in Scientific Research, Comparison of Qualitative and Quantitative Research Approaches, the Process and Sample Selection in Qualitative Research, Data Collection Techniques in Qualitative Research (Detailed Observation), Ethical Aspects of Qualitative Research, Difficulties Encountered When Conducting Qualitative Research, Data Collection Techniques in Qualitative Research (Document Analysis), Data Collection Techniques in Qualitative Research (Interview), Data Collection Techniques in Qualitative Research (Video Tape Data), Designs in Qualitative Research (Role of the Researcher / Data Collection Process), Computer-Assisted Qualitative Data Analysis, Determining the Evaluation of Qualitative Research, Data Analysis in Qualitative Research, and Validity and Reliability in Qualitative Research. |
| COURSE CODE AND NAME: | OZE621- Quantitative Research Methods |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 7 |
| COURSE CONTENT: | It includes Science and Basic Concepts, the Structure of Scientific Research, Scientific Methods and Different Views on These Methods, the Problem, the Research Model, Population and Sample, the Hypothesis, the Origins of Qualitative and Quantitative Research Methodology, Characteristics of Quantitative Research, Basic Concepts in Quantitative Research, Types of Scales Used in Quantitative Research, Characteristics of the Problem Addressed in Quantitative Research, Validity and Reliability in Quantitative Research, Types of Errors that Reduce Validity and Reliability in Quantitative Research, Types of Quantitative Research Methods, Advantages and Disadvantages of Quantitative Research, Data Collection in Quantitative Research, and the Recording, Analysis, Interpretation and Reporting of Data |
| COURSE CODE AND NAME: | OZE622- Single-Subject Research Methods |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 7 |
| COURSE CONTENT: | It includes What is Research?, Credibility and Reliability, Principles of Applied Behavior Analysis: Behavioral, Applied and Analytic, Ethical Research Behaviors, Measurement and Evaluation: Data Recording Techniques, What are Effectiveness and Efficiency?, Social and Educational Validity, Measurement of Behaviors, Reliability, Graphical Analysis of Data, Characteristics of Single-Subject Research, Effectiveness Designs, and Comparative Single-Subject Designs. |
| COURSE CODE AND NAME: | OZE623- Advanced Educational Statistics |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 7 |
| COURSE CONTENT: | Descriptive Statistics, Normality, Multivariate Normality, T-Test, Analysis of Variance, Multivariate Analysis of Variance (MANOVA), Repeated Measures Analysis of Variance, Non-Parametric Statistical Tests, the Scale Development and Adaptation Process, Exploratory and Confirmatory Factor Analysis (SPSS and LISREL Applications), Correlation Analysis and Regression Analysis, Meta-Analysis, Effect Size Calculations, Qualitative Data Analysis. |
| COURSE CODE AND NAME: | OZE632- Positive Behavioral Support |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 7 |
| COURSE CONTENT: | What is positive behavioral support; characteristics of positive behavioral support; steps of positive behavior support; defining problem behavior; characteristics of problem behaviors, determining the function of problem behavior, conducting functional assessment, conducting functional analysis, developing a hypothesis, reducing and preventing problem behaviors, crisis management, teaching new behaviors; the collaborative team in positive behavioral support; characteristics that should be included in a positive behavioral support plan; steps to be followed in preparing a behavior change plan based on positive behavioral support, rationale for preparing a behavior change plan; preparing, implementing, monitoring, making the necessary adaptations to and evaluating the positive behavioral support plan; preparing, implementing, monitoring and evaluating a classwide and school-wide positive behavioral support plan; collaboration with families in the positive behavioral support process. |
| COURSE CODE AND NAME: | OZE633- Review of Educational Research in Early Childhood |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 7 |
| COURSE CONTENT: | Basic concepts, topics and theories of early childhood special education; assessment and service delivery models in early childhood special education; current issues in early childhood special education and review of related research, determining a topic based on the literature, article review and analysis, writing an article based on the literature, reporting. |
| COURSE CODE AND NAME: | OZE634- Action Research in Special Education |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 7 |
| COURSE CONTENT: | Science, research and teaching, introduction to action research, using action research to solve problems, getting started, literature review, data collection methods, data analysis methods, quantitative methods in action research, research, evaluation, description and proposal, reporting findings in action research, your action plan, writing an action research report, presenting your action research, action research as a doctoral dissertation |
| COURSE CODE AND NAME: | OZE635-Play and Learning for Children with Developmental Disabilities |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 7 |
| COURSE CONTENT: | The student will be able to explain the importance of play on the child’s development in the early education period. Defines play. Explains the benefits of play for the child’s different developmental areas (social, cognitive, motor, language acquisition, etc.). Defines the play developmental stages shown by children according to age in the early education period. Defines the development of play. Defines the stages of cognitive play. Defines the stages of social play. The student will be able to define play-based assessment tools and play theories. Examines measurement tools for cognitive play. Examines measurement tools for social play. Defines classical play theories. Defines modern play theories. Observes the stages of cognitive and social play in the natural environment. The student will be able to describe the importance of play in the education of children with autism. Defines the play behaviors that children with autism have difficulty with. Describes why systematic instruction is needed in teaching play to children with autism. Defines the prerequisite behaviors that children with autism should have in play instruction. The student will be able to describe effective teaching methods used during play instruction for children with autism. Describes methods based on applied behavior analysis. Describes teaching techniques used in the natural environment.
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| COURSE CODE AND NAME: | OZE636- Mixed Research Methods in Special Education |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 7 |
| COURSE CONTENT: | Selection of the research approach, literature review, writing strategies and ethical considerations, research design: writing the purpose, research questions and hypotheses, quantitative methods, defining survey and experimental designs, components of the survey method, components of the experimental method plan, qualitative methods, components of qualitative methods, characteristics of qualitative research, the role of the researcher in qualitative designs, data collection procedures, the role of the researcher in qualitative designs, data collection procedures, data recording procedures, data analysis and interpretation, mixed methods, convergent mixed methods, sequential mixed methods, important factors in choosing a mixed method. |
| COURSE CODE AND NAME: | OZE637-Individuals with High-Functioning Autism and Their Education |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 7 |
| COURSE CONTENT: | Autism Spectrum Disorder, high-functioning autism – characteristics, high-functioning autism – characteristics, theory of mind, video modeling, home and school lives of individuals with high-functioning autism, teaching with social stories, in-class strategies used with individuals with high-functioning autism. |
| COURSE CODE AND NAME: | OZE638-Evaluating Special Education Research |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 7 |
| COURSE CONTENT: | Scientific research and scientific research reports / evaluation criteria for scientific research reports, quantitative research in special education, evaluation of examples of quantitative research related to special education (descriptive-correlational research), evaluation of examples of experimental research related to special education, qualitative research in special education, evaluation of examples of qualitative research related to special education, single-subject research in special education, evaluation of examples of single-subject research related to special education, reviews, systematic reviews, meta-analysis and meta-synthesis in special education, evaluation of examples of systematic reviews, meta-analyses and meta-syntheses related to special education, action research in special education, evaluation of examples of action research related to special education, design-based research and evaluation of research related to special education, mixed methods research and evaluation of examples of mixed methods research related to special education |
| COURSE CODE AND NAME: | OZE639- Reading Difficulties: Assessment and Teaching Strategies |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 7 |
| COURSE CONTENT: | Reading difficulties, difficulties in reading fluency and their causes, dyslexia, difficulties in reading comprehension and their causes, examining and measuring reading fluency skills, examining and measuring reading comprehension skills, strategies that support reading fluency, assessing and teaching the use of reading comprehension strategies, reading comprehension strategies and packages |
| COURSE CODE AND NAME: | OZE640- Reading Intervention Programs for Students with Learning Disabilities |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 7 |
| COURSE CONTENT: | Basic concepts: learning disability, reading, reading comprehension, assessment of reading comprehension. Scientifically based special education approaches that include phonological awareness training, individualized reading strategies and fluent reading activities (e.g., the response to intervention model, DMP (Dyslexia Intervention Program), DEM-OKU). |
| COURSE CODE AND NAME: | OZE641-Supporting Academic Skills in Learning Disability |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 7 |
| COURSE CONTENT: | Historical development of learning disability, definition of learning disability, causes of learning disability, diagnosis and prevalence of learning disability, characteristics of students with learning disabilities, reading difficulty, mathematics learning difficulty, writing difficulty, cognitive and metacognitive strategies in learning disability. |
| COURSE CODE AND NAME: | OZE642- Teaching Reading and Writing Strategies to Students with Learning Disabilities |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 7 |
| COURSE CONTENT: | In this course, it is aimed that students are informed about the difficulties experienced in reading and writing fluency and their causes, dyslexia, dysgraphia, difficulties experienced in reading comprehension and their causes, difficulties encountered in writing and their causes, strategies to support reading-writing fluency, and reading comprehension and writing strategies and packages, and that they also acquire the skills of assessing reading-writing fluency, reading comprehension skills and strategy use, and teaching reading comprehension and writing strategies. |
| COURSE CODE AND NAME: | OZE643- Learning Disabilities and Intervention Methods |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 7 |
| COURSE CONTENT: | Definition of learning disabilities, types (dyslexia, dysgraphia and dyscalculia), causes of learning disability, its diagnosis, the importance of early diagnosis and support, and its prevalence. Methods frequently used in the education of individuals with learning disabilities, individualized education and special education plans for individuals experiencing learning disabilities, instruction based on a multisensory approach (such as working with materials that use the senses of sight, hearing and touch at the same time). |
| COURSE CODE AND NAME: | OZE644- Experimental Designs |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 7 |
| COURSE CONTENT: | Within the scope of this course, the theoretical foundations of experimental research, experimental designs used in special education research, single- and multi-factor group experimental designs, single-subject experimental designs, mixed experimental designs, internal and external validity, experimental control, sampling and power analysis, ethical principles in experimental research, data analysis and reporting of findings are addressed. During the course, students’ skills in planning, implementing, analyzing and critically evaluating experimental research in the field of special education are developed. |
| COURSE CODE AND NAME: | OZE645- Teaching Methods for Students with Moderate and Severe Disabilities |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 7 |
| COURSE CONTENT: | Within the scope of this course, effective methods and strategies (such as strategies based on Applied Behavior Analysis) in the education of students with moderate and severe disabilities (intellectual disability, autism or multiple disabilities) are examined. Structured methods and strategies aimed at concrete, functional and daily living skills are addressed. Methods such as direct instruction, errorless teaching and skill analysis/task analysis are explained. |
Scientific Preparation Courses
| COURSE CODE AND NAME: | OZE101- Special Education 1 |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | Basic concepts of special education; historical development of special education; legal regulations on special education; rights of individuals with special needs; the concepts of disability, impairment, handicap, risk and special need; basic principles of special education; causes and prevention of special needs; early diagnosis and early intervention; screening, diagnosis and assessment processes; educational assessment; special education service models; least restrictive educational environment; mainstreaming and inclusion; individualized education program; collaboration between family and professionals in special education. |
| COURSE CODE AND NAME: | OZE102 Special Education 2 |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | Intellectual disability, autism spectrum disorder, specific learning disability, attention deficit hyperactivity disorder, hearing impairment, visual impairment, language and speech disorders, physical disabilities, chronic illnesses, emotional and behavioral disorders, multiple disabilities, giftedness; the definition, classification, causes, prevalence, developmental and educational characteristics, assessment, educational settings and instructional adaptations of these groups, and the support that can be offered to families. |
| COURSE CODE AND NAME: | OZE104-Child Development |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 5 |
| COURSE CONTENT: | Basic concepts: development, growth, maturation; principles of development; prenatal development and factors affecting prenatal development; physical development, its definition and importance; physical development characteristics of children aged 0-12; physical and physiological characteristics of adolescence; cognitive development, its definition and importance, concepts related to cognitive development; cognitive development characteristics by period; language development, its definition and importance, language development characteristics by period, factors affecting language development; social-emotional development, its definition and importance, social-emotional development characteristics by period; moral development, its definition and importance, the process and characteristics of moral development; sexual development and education, concepts related to sexual development, factors affecting sexual development, the process of sexual development, sex education; self-care skills, development of self-care skills and self-care skills by developmental period. |
| COURSE CODE AND NAME: | OZE201 – Applied Behavior Analysis 1 |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | Basic characteristics of the behavioral approach; definition, historical development and basic dimensions of applied behavior analysis; environmental explanation of behavior; respondent and operant conditioning; the antecedent-behavior-consequence relationship; selecting and defining the target behavior; writing behavioral objectives; direct and indirect assessment of behaviors; frequency, rate, duration, latency, permanent product, interval and momentary time sampling recordings; preparing data collection tools; interobserver reliability; procedural (treatment) fidelity; graphing and visual analysis of data; reinforcement and types of reinforcers; methods for identifying reinforcers; schedules of reinforcement; stimulus control; discrimination, generalization and maintenance; ethical principles in applied behavior analysis. |
| COURSE CODE AND NAME: | OZE202 – Applied Behavior Analysis 2 |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | Defining and prioritizing problem behaviors; basic functions of problem behaviors; functional behavior assessment; indirect assessment, descriptive assessment and functional analysis; ABC analysis; developing a behavioral hypothesis; antecedent-based interventions; environmental arrangements; offering choices, activity schedules and transition support; increasing appropriate behaviors; differential reinforcement; reinforcement of other behaviors, alternative behaviors and incompatible behaviors; extinction; functional communication training; shaping; chaining; prompting and prompt fading; token reinforcement systems; response cost and time-out; ethical and legal limits of punishment procedures; self-management; positive behavior support; maintenance and generalization; preparing a behavior intervention plan; evaluating the effectiveness of the intervention; social validity and procedural fidelity. |
| COURSE CODE AND NAME: | OZE210 – Teaching Methods in Special Education |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 4 |
| COURSE CONTENT: | Basic concepts related to learning and teaching; characteristics of learning in individuals with special needs; the acquisition, fluency, maintenance and generalization stages of learning; basic principles of effective and systematic instruction; pre-instruction assessment; determining the level of performance; writing measurable instructional objectives; arranging the instructional environment and materials; planning individual and group instruction; direct instruction, task-analytic (stepwise) instruction, errorless teaching methods, naturalistic teaching methods, peer-mediated instruction, self-management strategies and instruction based on visual supports; prompting and prompt fading; modeling, video modeling, use of activity schedules and social stories; reinforcement in the instructional process; instructional data collection; monitoring and evaluating student progress; planning for maintenance and generalization; evaluating teaching methods in terms of effectiveness, efficiency, feasibility and social validity; preparing and implementing an instructional plan appropriate to the characteristics of individuals with special needs. |
| COURSE CODE AND NAME: | OZE206 – Preparation of Individualized Education and Transition Plans |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 5 |
| COURSE CONTENT: | Individualized education plans (IEP); components of the IEP; legal basis of the IEP; the IEP and school curricula (preschool, primary education curricula); measurement tools and detailed assessment; goals: short-term and long-term goals; determining placement and related supplementary special education services; developing and sequencing instructional objectives and instructional steps; determining instructional procedures and recording progress; comprehensive service plans; definition, importance and examples of individualized family service plans (IFSP) for individuals aged 0-3 who need special education; transition plans: definition and importance; types of transition: hospital-to-home, home-to-institution, institution-to-institution; examples of different transition plans and their development; adaptations of the IFSP, IEP and transition plan for individuals who need special education and points to consider; monitoring and evaluation of the IEP, IFSP and transition plans. |
| COURSE CODE AND NAME: | OZE203 – Assessment in Special Education |
| Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 5 | |
| COURSE CONTENT: | Basic concepts; legal and philosophical foundations of assessment; purposes of assessment; medical, developmental, psychological and educational assessment; the assessment process: screening, diagnosis, placement, programming and program evaluation; the pre-referral process in assessment; referral and the detailed assessment process; formal assessment methods; informal assessment methods; curriculum-based assessment; observation; skill analysis; criterion-referenced tests; work sample analysis; performance assessment; reporting the assessment process; developing measurement tools: preparing, administering and interpreting measurement tools to determine students’ performance and progress in various instructional areas, and using the data obtained. |
| COURSE CODE AND NAME: | OZE205 – Inclusion in Special Education |
| CREDIT / ECTS: | Theory 2 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 2 / ECTS: 4 |
| COURSE CONTENT: | Placement approaches in special education, integrated and segregated education; definition of inclusion; the concept, history, legal basis and types of the least restrictive educational environment; supportive special education services, consultation, in-class support and the resource room; collaboration in inclusion: definition, importance and types; the inclusion process in Türkiye, inclusion in the past and today; inclusion in the legal regulations on special education in Türkiye; factors affecting the success of inclusion; research on inclusion |
| COURSE CODE AND NAME: | EMB011 – Measurement and Evaluation in Education |
| CREDIT / ECTS: | Theory 2 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 2 / ECTS: 3 |
| COURSE CONTENT: | The place and importance of measurement and evaluation in education; basic concepts related to measurement and evaluation; psychometric characteristics of measurement tools (validity, reliability, usability); developing and administering achievement tests; interpreting test results and giving feedback; analysis of test and item scores; evaluation and grading. |
Compulsory Courses
| COURSE CODE AND NAME: | OZE500 Thesis Work
|
| CREDIT / ECTS: | Theory 0 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 0 / ECTS: 30 |
| COURSE CONTENT: | Students determine the topics they are interested in, conduct a literature review on them, plan the research process, collect data, analyze and interpret it, draw conclusions, organize the findings and turn them into a report.
|
| COURSE CODE AND NAME: | OZE512- Seminar |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 0 / ECTS: 12 |
| COURSE CONTENT: | The aim of this course is to enable students, before moving on to the thesis stage, to acquire the skills of accessing scientific data, using data, making evaluations and preparing presentations in solving a problem related to their field. In this course, students prepare a study using the scientific method on a problem they determine together with the faculty member responsible for the course and share their study in the classroom. |
| COURSE CODE AND NAME: | OZE521 Research Methods in Education
|
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 12 |
| COURSE CONTENT: | Basic concepts and principles related to research methods; the research process (recognizing the issue, determining the problem and the sample, data collection and analysis, interpreting the results); general characteristics of data collection tools; analysis and evaluation of data; access to articles, theses and databases; research models and types; basic paradigms in scientific research; quantitative and qualitative research designs; sampling, data collection and data analysis in qualitative research; validity and reliability in qualitative research; reviewing, evaluating and presenting an article or thesis; preparing a research report in accordance with research principles and ethics; action research in education. |
Elective Courses
| COURSE CODE AND NAME: | OZE501- Characteristics of Young Children with Special Needs |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | In order to train teachers of young children with special needs aged 0-8 (infancy, preschool and early childhood) who believe in the necessity of their profession by informing and empowering them, students taking the course will fulfill the course responsibilities through face-to-face instruction, research, interactive class discussions, internet-based research, guest speakers, videos and films, by observing children in their natural environments and by using assessment scales. The aim of the course is to enable special education teachers working in early childhood to maximize children’s levels of learning and development by using the knowledge and skills they should have |
| COURSE CODE AND NAME: | OZE502- Social Skills Teaching |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | This course aims to inform school counselors such as preschool teachers, special education teachers and other subject teachers, and other educational personnel in schools, and to enable them to carry out practice, in order to assess the social skills and abilities of children with special needs, examine their social skill development, and learn and apply the methods used in teaching social skills |
| COURSE CODE AND NAME: | OZE503-Environmental and Academic Adaptations in Special Education |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | This course aims to inform students about how classroom teachers in special education institutions attended by children with special needs or in inclusive settings will adapt instructional materials and teaching methods, how they will evaluate student achievement and performance, and how they will arrange a physical environment suitable for learning, and to enable them to prepare sample adaptations |
| COURSE CODE AND NAME: | OZE504-Learning Disability and Teaching Methods |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | With this course, students will be enabled to recognize the developmental and academic characteristics of children with specific learning disabilities; the issues to be considered in the educational assessment process and the assessment tools will be introduced, and sample practices regarding instructional and academic arrangements and support education program arrangements will be provided.
|
| COURSE CODE AND NAME: | OZE505- Family Education and Guidance |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | This course aims to develop students’ competencies in planning, implementing and evaluating family education sessions by taking into account the adaptation stages that families of children with special needs go through from the moment they encounter their child’s disability, and the stages of adaptation to the child, the community, family members and their individual lives. Family education arrangements aimed at family members learning the principles and implementation processes of applied behavior analysis will be provided so that the knowledge and skills taught to the child can be transferred from the school environment to the home environment. |
| COURSE CODE AND NAME: | OZE506 Language Skills in Autism |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | This course has been designed to provide students with knowledge about the social-communication skills, language and speech characteristics and play skills of children with ASD; to inform them about the characteristics affecting the social-communication and language skills of children with ASD; and to provide knowledge about the assessment of the communication and language skills of children with ASD. |
| COURSE CODE AND NAME: | OZE507 Qualitative Research in Special Education |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | This course aims to enable students to become familiar with qualitative research methods, which have become frequently used in the field of special education and are suitable for collecting the detailed and in-depth data needed on the performance of students with special needs and effective classroom practices, to adopt the approach by analyzing such research, and to reach the level of being able to conduct qualitative research. |
| COURSE CODE AND NAME: | OZE508 Individualized Education Programs |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | With this course, students will be informed that the individualized education program, which is prepared for the goals targeted in line with the developmental characteristics, educational performance and needs of individuals who need special education and which also includes the support education services to be provided to these individuals, covers student personal information such as annual and short-term goals, the type and duration of the support education service, and the methods and techniques to be used for teaching and assessment purposes, and they will be given the opportunity to prepare a sample IEP. |
| COURSE CODE AND NAME: | OZE509- Errorless Teaching Methods in Special Education |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | This course aims for students to learn the stages of learning based on the principles of applied behavior analysis and the errorless teaching methods they will use in teaching skills and behaviors to children with special needs. |
| COURSE CODE AND NAME: | OZE510-Positive Behavioral Interventions and Supports |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | This course aims to inform school counselors such as preschool teachers, special education teachers and other subject teachers, and other educational personnel in schools, about what the 3-tiered protective and preventive positive behavioral interventions and supports should be for all students from preschool age to school-age children in special education and general education settings and how they will be implemented, and to enable them to carry out practice. |
| COURSE CODE AND NAME: | OZE511 Early Childhood Special Education Practices |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | Basic concepts; infancy, the early childhood period and the concept of developmental delay; definition, importance and theoretical framework of early childhood special education (ECSE); ECSE in legislation; professionals involved in ECSE; family involvement; assessment in ECSE; intervention programs in ECSE: center-based, home-based and center-home-based practices; ECSE and the transition process; key issues in ECSE: play, developmentally appropriate practices, naturalistic teaching, family-centered practices. |
| COURSE CODE AND NAME: | OZE513 Special Education Research and Ethics |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | The aim of this course is to enable students to have knowledge about the ethical problems that may be encountered in special education research and practice, and to contribute to their becoming sensitive individuals and teachers regarding these problems. Ethics and moral philosophy. Ethics in education and special education. Ethical values in measurement and evaluation, inclusion and family education in special education. Evidence-based practices, laws and ethics in special education. |
| COURSE CODE AND NAME: | OZE514 Single-Subject Research Methods |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | With this course, students will be enabled to gain knowledge about single-subject research methods, to evaluate studies in the literature in which single-subject research methods are used by analyzing and synthesizing them, and to design a single-subject research model and turn it into a proposal.
|
| COURSE CODE AND NAME: | OZE515 Technology-Based Teaching Methods |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | It aims to provide information about the basic concepts of instructional technology, the aims of instructional technology, the scope of instructional technology and the development process of instructional technology. |
| COURSE CODE AND NAME: | OZE516 Child Psychopathology, Psychiatric Assessment, Diagnosis and Differential Diagnosis |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | With this course, students will focus on psychopathologies seen in children, the etiology and prevalence of childhood disorders, the child’s psychiatric assessment processes, interview formats, the child’s psychiatric examination, diagnostic criteria and differential diagnoses. |
| COURSE CODE AND NAME: | OZE517 Assessment and Teaching of Reading-Writing Skills in Special Education |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | With this course, students will be informed about the early identification of children with special needs who have not sufficiently acquired early literacy skills, closing the gaps likely to form between them and their peers through early intervention programs, and equipping children with the language and literacy skills necessary for success. Competencies in the assessment and teaching of early literacy skills will be acquired. |
| COURSE CODE AND NAME: | OZE518 Visual Arts Education for Children with Special Needs |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | This course has been designed to inform students about the aims and developmental stages of art education in young children, the meaning and importance of art and the factors affecting it; to grasp the concepts of sensory education, visual perception, aesthetic sensitivity, line, art and the thematic approach; and to provide knowledge about preparing and evaluating an art education program. |
| COURSE CODE AND NAME: | OZE519 Special Education Practices in Early Childhood and the Preschool Period |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | Basic concepts; infancy, the early childhood period and the concept of developmental delay; definition, importance and theoretical framework of early childhood special education (ECSE); ECSE in legislation; professionals involved in ECSE; family involvement; assessment in ECSE; intervention programs in ECSE: center-based, home-based and center-home-based practices; ECSE and the transition process; key issues in ECSE: play, developmentally appropriate practices, naturalistic teaching, family-centered practices. |
| COURSE CODE AND NAME: | OZE520 Educational Statistics |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | Defining inferential statistics and examining its areas of use
Writing hypotheses and explaining the types of hypotheses Examining the normal distribution graph Defining standard scores (z-scores) Conducting t-tests and one-way and two-way analyses of variance and linear regression analyses using SPSS |
| COURSE CODE AND NAME: | OZE522 Development and Intelligence
|
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | Basic concepts: development, growth, maturation; principles of development; prenatal development and factors affecting prenatal development; physical development, its definition and importance; physical development characteristics of children aged 0-12; physical and physiological characteristics of adolescence; cognitive development, its definition and importance, concepts related to cognitive development; cognitive development characteristics by period; language development, its definition and importance, language development characteristics by period, factors affecting language development; social-emotional development, its definition and importance, social-emotional development characteristics by period; moral development, its definition and importance, the process and characteristics of moral development; sexual development and education, concepts related to sexual development, factors affecting sexual development, the process of sexual development, sex education; self-care skills, development of self-care skills and self-care skills by developmental period. |
| COURSE CODE AND NAME: | OZE523 Characteristics of Children with Severe Physical Disabilities and Multiple Disabilities |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | This course aims to inform educators, special education teachers and other personnel working with children with neuromotor impairments, degenerative diseases (muscular dystrophy), orthopedic and musculoskeletal disorders, sensory-motor impairments, health problems and infectious diseases about enabling these children to reach their maximum performance in learning and development, and to enable them to carry out practice. |
| COURSE CODE AND NAME: | OZE524 Special Education Research and Ethics II
|
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | The aim of this course is to enable students to have knowledge about the ethical problems that may be encountered in special education research and practice, and to contribute to their becoming sensitive individuals and teachers regarding these problems. Ethics and moral philosophy. Ethics in education and special education. Ethical values in measurement and evaluation, inclusion and family education in special education. Evidence-based practices, laws and ethics in special education. |
| COURSE CODE AND NAME: | OZE525 Co-Teaching Practices
|
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | With the co-teaching practices course, students will gain knowledge about current developments related to creating inclusion-based educational settings in our country and in the world, and models aimed at supporting teachers’ effective teaching skills and their skills in making instructional adaptations for individuals with special needs will be introduced. In addition, they will be enabled to acquire competencies regarding the introduction of these teaching models, their implementation steps and outcomes. The conceptual structure, implementation processes and differences of the six different teaching models of the Co-Teaching Model in the literature will be emphasized, and relevant literature studies showing that it is an effective model, according to the principle of universal design, for individuals with special needs to attend general education settings with their peers will be included. Studies in which the models are implemented together or individually will be examined, and based on the relevant research, the contribution of co-teaching practices to professional sharing between general education teachers and special education teachers working in inclusive settings, and their effectiveness on both teachers’ instructional adaptation and effective teaching skills, will be discussed.
With the co-teaching practices course, students will gain knowledge about current developments related to creating inclusion-based educational settings in our country and in the world, and models aimed at supporting teachers’ effective teaching skills and their skills in making instructional adaptations for individuals with special needs will be introduced. In addition, they will be enabled to acquire competencies regarding the introduction of these teaching models, their implementation steps and outcomes. The conceptual structure, implementation processes and differences of the six different teaching models of the Co-Teaching Model in the literature will be emphasized, and relevant literature studies showing that it is an effective model, according to the principle of universal design, for individuals with special needs to attend general education settings together with their peers will be included. Studies in which the models are implemented together or individually will be examined, and based on the relevant research, the contribution of co-teaching practices to professional sharing between general education teachers and special education teachers working in inclusive settings, and their effectiveness on both teachers’ instructional adaptation and effective teaching skills, will be discussed. |
| COURSE CODE AND NAME: | OZE526 Language Development and Communication Skills in Children with Developmental Disabilities
|
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | The communication-language-speech relationship, basic approaches to language and speech disorders, classification of language and speech disorders, classification of language and speech disorders, language development in infancy, language and speech development in the preschool period, language and speech development in the first years of school, the relationship of language skills with other developmental areas, school-age language learning and reading-writing problems, language and speech disorders in children with intellectual disabilities, language and speech disorders in children with intellectual disabilities, language and speech disorders in children with Down Syndrome, language and speech disorders in children with Autism Spectrum Disorder, language and speech disorders in children with Cerebral Palsy |
| COURSE CODE AND NAME: | OZE527 Special Education Support Services
|
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | Special education and inclusion practices, collaboration in inclusion practices, assessing student needs in inclusion practices, planning instruction in inclusion practices, low-incidence disabilities, high-incidence disabilities, other students with special needs, instructional adaptations, independent learning strategies in inclusion practices, assessing learning in inclusion practices, behavior management in inclusion practices, developing social competencies, preparation activities for inclusion, special education support services |
| COURSE CODE AND NAME: | OZE528 Special Education in Early Childhood
|
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | Basic concepts related to early childhood special education (ECSE), the historical development of ECSE in Türkiye and the world and the related legal regulations, the aims, characteristics, forms of implementation and content of ECSE, methods of assessing and teaching children in ECSE, service delivery models in ECSE and the importance of ensuring family participation in the related programs. |
| COURSE CODE AND NAME: | OZE529 Communication and Supportive Systems for Individuals with Autism
|
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | This course has been designed to provide students with knowledge about the social-communication skills, language and speech characteristics and play skills of children with ASD; to inform them about the characteristics affecting the social-communication and language skills of children with ASD; and to provide knowledge about the assessment of the communication and language skills of children with ASD. |
| COURSE CODE AND NAME: | OZE530 Qualitative Research Methods |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | It includes the General Characteristics of the Qualitative Research Method, Basic Transformations and Its Place in Scientific Research, Comparison of Qualitative and Quantitative Research Approaches, the Process and Sample Selection in Qualitative Research, Data Collection Techniques in Qualitative Research (Detailed Observation), Ethical Aspects of Qualitative Research, Difficulties Encountered When Conducting Qualitative Research, Data Collection Techniques in Qualitative Research (Document Analysis), Data Collection Techniques in Qualitative Research (Interview), Data Collection Techniques in Qualitative Research (Video Tape Data), Designs in Qualitative Research (Role of the Researcher / Data Collection Process), Computer-Assisted Qualitative Data Analysis, Determining the Evaluation of Qualitative Research, Data Analysis in Qualitative Research, and Validity and Reliability in Qualitative Research. |
| COURSE CODE AND NAME: | OZE531 Teaching Methods in Special Education
|
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | Basic concepts related to learning and teaching, direct instruction methods, naturalistic teaching, instruction based on visual supports, student-centered instruction, arrangements made to increase efficiency |
| COURSE CODE AND NAME: | OZE532 Early Education Program
|
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | Early education, early education services and types of implementation of early education programs, the Small Steps (Küçük Adımlar) Program and its developmental areas, assessing communication skills and preparing an instructional program, assessing other developmental areas and preparing an instructional program, delivering instruction, modifying the instructional program |
| COURSE CODE AND NAME: | OZE533 Teaching Functional Academic Skills
|
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | Introduction to functional academic skills, preparation for academic skills, the concept of literacy, the concept of reading readiness, the concept of emergent literacy, tools to be used in teaching functional academic skills, reading-writing teaching methods, individuals who need special education and the concept of reading-writing, basic skills and learning areas to be acquired by students in mathematics teaching, assessing mathematics skills and concepts and preparing programs, evidence-based practices in teaching mathematics skills and concepts, teaching counting and number concept skills, teaching addition-subtraction-multiplication and division concepts and skills, teaching basic measurement concepts and skills, teaching geometry concepts and skills |
| COURSE CODE AND NAME: |
OZE534 Identifying the Functions of Problem Behaviors
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| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | Descriptive framework, conditions that create problem behaviors, functions of problem behaviors, defining/identifying problem behavior, reinforcement, types of reinforcement, kinds of reinforcers, selection of reinforcers, schedules of reinforcement |
| COURSE CODE AND NAME: | OZE535 Assessment of Reading and Reading Comprehension
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| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | This course aims to enable students to define reading, reading comprehension and the assessment of reading comprehension. In this direction, first the definitions of decoding and fluency, which are components of reading, will be given. Then, in addition to decoding and fluency, how the decoded symbols come to mean something to the reader (reading comprehension) will be explained. It includes details of the vocabulary, sentence comprehension, text structure and strategy use components needed for reading comprehension. It explains formal assessment (such as standardized achievement tests) and informal assessment methods.
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| COURSE CODE AND NAME: | OZE536 Reading Acquisition Processes and Supporting Reading
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| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | Reading acquisition processes, assessment of fluent reading skills, supporting fluent reading skills: strategies used before reading, supporting fluent reading skills: strategies used during reading, strategies used after reading, error types; correcting reading errors, use of technology in supporting fluent reading skills, review of fluent reading research, the importance of reading strategies and their conceptual and theoretical foundations; examining reading comprehension skills, assessing and supporting reading comprehension skills, the reciprocal teaching strategy; the peer-assisted learning strategy, the main idea strategy; integrating text structure and content-area instruction; the summarizing strategy, web-based reading comprehension instruction, review of reading comprehension research |
| COURSE CODE AND NAME: | OZE537 Supporting Language and Communication Skills
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| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | Definition of communication, definition of language, theories of language acquisition, explanation of the concepts of language, communication and speech and their development; basic language, communication and speech characteristics and problems seen in children who need special education; assessment of language, communication and speech problems; determining goals according to the components of language; naturalistic and structured evidence-based/effective methods used in teaching communication skills; family guidance related to developing communication skills |
| COURSE CODE AND NAME: |
OZE538 Assessment of Problem Behaviors and Intervention Methods
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| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | Learning theories, basic principles of applied behavior analysis, identifying target behaviors, data recording techniques, graphing and interpretation, reinforcement, prompts and their types, shaping, token reinforcement, assessing problem behaviors and reducing inappropriate behaviors, selecting intervention programs appropriate to the behavior, implementing the intervention program appropriate to the behavior, evaluating the intervention program appropriate to the behavior. |
| COURSE CODE AND NAME: | OZE539 Reading and Reading Comprehension in Individuals with Hearing Impairment
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| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | Views on decoding and comprehension in reading. Reading theories and their relationship with reading instruction, effective use of reading series. Use and development of themes. Reading and its strategies. Teaching reading and reading skills. Strategies used in the classroom for reading. Reading and writing in the first and fourth grades. Rules of classroom assessment. Reading-writing support for children with disabilities. |
| COURSE CODE AND NAME: | OZE540 Theoretical Foundations of Early Childhood Special Education
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| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | It describes theories (such as attachment theory and social learning theory) and approaches related to early prevention and early childhood special education (ECSE), and includes the reflections of theories related to early childhood special education on practice. In this direction, it includes biological-developmental approaches, cognitive-developmental approaches, psychoanalytic approaches, behavioral and educational approaches and transactional approaches. It explains with examples how ECSE theories are reflected in practice. |
| COURSE CODE AND NAME: | OZE541 Assessment in Early Childhood Special Education
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| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | Basic concepts, development in early childhood, factors affecting child development, early screening and diagnosis, program-oriented assessment, the assessment process, ECSE delivery models, ECSE and family involvement, ECSE and key issues, the importance of family and play, the assessment process, assessment tools. |
| COURSE CODE AND NAME: |
OZE542 Early Childhood Special Education Delivery Models and Teaching Approaches
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| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | Theories related to early prevention and early childhood special education, biological-developmental approaches, cognitive-developmental approaches, psychoanalytic approaches, behavioral and educational approaches, the transactional approach, attachment theory, social learning theory, reflections of theories related to early childhood special education on practice, evaluating theoretical foundations in early childhood. |
| COURSE CODE AND NAME: | OZE543 Effective Teaching Skills in Mainstreaming and Inclusion Practices
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| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | Students will gain knowledge about current developments related to creating inclusion-based educational settings in our country and in the world, and models aimed at supporting teachers’ effective teaching skills and their skills in making instructional adaptations for individuals with special needs will be introduced. In addition, they will be enabled to acquire competencies regarding the introduction of these teaching models, their implementation steps and outcomes. Relevant literature studies showing that it is an effective model, according to the principle of universal design, for individuals with special needs to attend general education settings together with their peers will be included. Studies in which the models are implemented together or individually will be examined, and based on the relevant research, the contribution of co-teaching practices to professional sharing between general education teachers and special education teachers working in inclusive settings, and their effectiveness on both teachers’ instructional adaptation and effective teaching skills, will be discussed. |
| COURSE CODE AND NAME: |
OZE544 Scale Development and Adaptation |
| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | It includes the topics of the concept of a scale, types of scales, creating an item pool, item analysis, validity and reliability measures, factor analyses, determining an appropriate cut-off point and writing the scale instructions. Having knowledge of scale development and adaptation, acquiring the skill, and publishing the results of scale development or adaptation in an international academic journal |
| COURSE CODE AND NAME: |
OZE545 Early Literacy Research
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| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | The content of the course will include definitions related to early literacy, information on its sub-areas, the relationship of early literacy with academic skills, assessment methods and tools, intervention programs and the review of research on the subject. |
| COURSE CODE AND NAME: | OZE546 Special Education Policies and Teacher Education
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| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | It is aimed that students in the master’s program taking this course will become familiar with the national and international policies on teacher education in the field of special education, examine teacher education systems in special education, and distinguish the similar and differing aspects of teacher education systems across countries. In addition, it is aimed that they will describe the legal regulations for the education of individuals with special needs and their full participation in the society in which they live, compare the legal regulations in Türkiye and other countries in terms of their contributions to the individual with special needs, their family and social environment, and gain knowledge about current developments related to creating inclusion-based educational settings and contemporary approaches to teacher education in our country and in the world.
For this purpose, in the course, arrangements based on special education policies and teacher education systems, teachers’ effective teaching skills and changes in undergraduate and graduate education for special education, and models addressing current developments will be introduced in the context of the international literature and the undergraduate programs under the Council of Higher Education (YÖK) in our country. |
| COURSE CODE AND NAME: |
OZE547 Supporting Pre-Verbal Communication Skills
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| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | This course aims to enable students to define and assess early social communication skills and to teach social communication skills to children with special needs who have not yet started to speak, using teaching techniques and methods in natural contexts. |
| COURSE CODE AND NAME: |
OZE548 Assessment in Special Education
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| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | It explains the basic concepts related to assessment in special education and the history, philosophy and legal foundations of assessment in special education. It also defines the assessment process and its types in special education. It explains formal assessment tools and informal assessment methods. It includes criterion-referenced tests, skill analysis, rating scales, checklists, inventories, interviews, alternative assessment, multi-dimensional assessment and curriculum-based assessment. |
| COURSE CODE AND NAME: |
OZE549 Learning Disabilities
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| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | It includes learning and the development of learning, the definition and causes of learning disability and the approaches explaining learning disability, the characteristics of children with learning disabilities, the behavioral and social-emotional problems they encounter, families with children experiencing learning disabilities, reading-writing difficulties and difficulties in mathematics, the education of children with learning disabilities, and the use of technology in the education of children with learning disabilities. |
| COURSE CODE AND NAME: |
OZE550 Qualitative Data Analysis
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| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | Definition of qualitative data, its differences from quantitative research and its basic philosophical characteristics, general characteristics of qualitative data and qualitative data analysis, basic concepts related to qualitative data analysis, types of qualitative data analysis (descriptive analysis, content analysis, conversation analysis, narrative analysis, ethnographic analysis, constant comparative analysis, semiotic analysis), computer-assisted qualitative data analysis, writing and presenting qualitative data. |
| COURSE CODE AND NAME: |
OZE551 Applied Behavior Analysis
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| CREDIT / ECTS: | Theory 3 Hours / Week – Practice 0 Hours / Week – Credit (Classic): 3 / ECTS: 6 |
| COURSE CONTENT: | Historical and theoretical foundations of behavioral science, basic principles of applied behavior analysis, writing behavioral objectives, identifying and defining target behaviors, measuring target behaviors, anecdotal and ABC recording, permanent product recording, event recording and controlled event recording, checklists, duration recording and latency recording, determining interobserver reliability in recording types, interval recording and momentary time sampling, plotting data on recorded behaviors on graphs and interpreting graphs, teaching new behaviors, shaping, contingency contracts, increasing behaviors, reinforcement and token reinforcement practices, reducing inappropriate behaviors, ethical problems that may be encountered in behavior reduction practices, and review of research based on applied behavior analysis. |