Ders Planı

Lesson Information

Course Credit
Course ECTS Credit
Teaching Language of Instruction	Türkçe
Level of Course	Bachelor's Degree, TYYÇ: Level 6, EQF-LLL: Level 6, QF-EHEA: First Cycle
Type of Course
Mode of Delivery	Face-to-face
Does the course require compulsory or optional work experience?
Course Coordinator	Assist. Prof. Dr. MİNE AKKAYNAK
Instructor (s)
Course Assistant

Purpose and Content

The aim of the course	It is aimed to increase the knowledge and skills of the pre-service teachers about how to prepare an individualized education plan for individuals with special education needs.
Course Content	Individualized training plans (IEP); The elements of IEP; Legal basis of IEP; IEP 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; creating and sorting teaching 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.

The aim of the course

It is aimed to increase the knowledge and skills of the pre-service teachers about how to prepare an individualized education plan for individuals with special education needs.

Course Content

Individualized training plans (IEP); The elements of IEP; Legal basis of IEP; IEP 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; creating and sorting teaching 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.

Learning Outcomes

Explain the concepts and the inter-concept relations in the field of classroom teaching and teaching profession.
Interpret the processes of creating information.
Categorize the instructional activities related to the field.
Relate the information in the field of Primary School Teaching with other disciplines.
Relate the knowledge based on classroom teaching with national and universal values.
Students develop a subject-based instructional repertoire, taking into account the achievements in the classroom teaching program.
It develops a subject-based instructional repertoire by taking into account the gains in the classroom teaching program.
Problematizes student development characteristics that will affect instructional processes.
Evaluates the events and facts related to the field with scientific approaches.
They monitor the cognitive, affective and psychomotor outputs of the instructional activities she plans
Use the sources of information related to the classroom teaching area and the teaching profession.
Interpret scientific information produced on behalf of Educational Sciences.
Gain an understanding of the nature of science.
Design learning environments to be skill-centered.
Be sensitive to events and developments on the agenda of the society and the world and create awareness among students.
Structure the instructional activities by thinking creatively and analytically.
Takes into account individual differences in instructional designs.
Prepare the appropriate course materials in instructional designs.
Applies artistic, physical and mental activities to provide multi-directional development in the field of classroom teaching.
Develop experimental designs using multivariate reasoning skills.
Manage the team he leads effectively.
Take responsibility under any circumstances and circumstances.
Have professional self-efficacy.
Act in accordance with the laws, regulations and legislation regarding duties, rights and responsibilities as an individual.
Establish personal and institutional interactions in order to establish and maintain a safe school environment.
Develop solutions by understanding the sociocultural problems in the field of classroom teaching.
Follow the scientific trends in the field of classroom teaching.
Follow closely the pedagogical journal about the field of classroom teaching.
Use information technologies effectively.
Produce solutions for the problems related to the field by using data collection, analysis and interpretation processes.
Share their suggestions for solutions related to the problems related to their field with the people around them.
Participate in artistic and cultural events.
Create synergies for cooperation in the family, school, faculty and general civil-social relations circle.
Closely monitor the trends and the latest trends in his field using at least one foreign language.
Support students' biological, psychological, sociological, cultural and spiritual development.
Effectively fulfill their responsibilities in the field of individual and group work.
Have the ability to represent the teaching profession.
Draw a profile which is democratic, respectful to human rights and social, scientific and professional ethical values.
Apply the principles of National Education Basic Law.
Use all the resources related to occupational safety and environmental protection.

Weekly Course Subjects

1	Individualized training plans (IEP); Elements of IEP
2	Legal basis of IEP; IEP and school programs (preschool, primary education programs)
3	Measuring tools and detailed evaluation
4	Objectives: short and long term objectives
5	Placement and identification of relevant additional special education services
6	To create and sort teaching objectives and teaching steps
7	Identifying teaching processes and recording progress
8	All service plans; Definition, importance and examples of individualized family service plans (BAHP) in 0-3 age group in individuals with special education needs
9	Midterm
10	All service plans; Definition, importance and examples of individualized family service plans (BAHP) in 0-3 age group in individuals with special education needs
11	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
12	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
13	Adaptations of BAHP, IEP and transition plan in individuals with special educational needs and issues to be considered
14	Monitoring and evaluation of IEP, BAHP and transitional plans.

Resources

1- A'DAN Z'YE BEP- Vize yayıncılık

CLASS 1

CLASS 2

CLASS 3

CLASS 4

Lesson Information

Purpose and Content

Learning Outcomes

Weekly Course Subjects

Resources

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