GAZI UNIVERSITY INFORMATION PACKAGE - 2019 ACADEMIC YEAR

COURSE DESCRIPTION
INSTRUCTIONAL DESIGNS FOR STUDENTS WITH MULTIPLE DISABILITIES/1830222
Course Title: INSTRUCTIONAL DESIGNS FOR STUDENTS WITH MULTIPLE DISABILITIES
Credits 3 ECTS 7.5
Semester 1 Compulsory/Elective Compulsory
COURSE INFO
 -- LANGUAGE OF INSTRUCTION
  Turkish
 -- NAME OF LECTURER(S)
  Asst. Prof. Pınar ŞAFAK
 -- WEB SITE(S) OF LECTURER(S)
  http://websitem.gazi.edu.tr/site/apinar/
 -- EMAIL(S) OF LECTURER(S)
  apinar@gazi.edu.tr
 -- LEARNING OUTCOMES OF THE COURSE UNIT
define of severe/profound and multiple disabilities.
effects of multiple disabilities on learning and learning charecteristic of multiple disabilities.
explaine of Serebral- cortical visually impairment.
examine of assessment tools for multiple disabilities children in the world.
define of deafblindness, cause of deafblindness, communication strategies.
explaine of Team models.
Working with Multiple Disabilities children.
Create of dynamic learning environment.
explaine to otal communication system and cue system
to explaine of (calendar boxes)
 -- MODE OF DELIVERY
  The mode of delivery of this course is Face to face
 -- PREREQUISITES AND CO-REQUISITES
  There is no prerequisite or co-requisite for this course
 -- RECOMMENDED OPTIONAL PROGRAMME COMPONENTS
  There is no recommended optional programme component for this course.
 --COURSE CONTENT
1. Week  •Characteristic of Multiple handicapped children.Diseases and syndromes that cause multiple handicapped.
2. Week  •Learning Styles of Multiple handicapped children.•Training of children with deafblind. Learning Styles of Multiple handicapped children.
3. Week  •Tarining of children with visually Impaired and orthopedical disabilities or healthy problem, Training of children with visually Impaired and n
4. Week  •team model for Multiple handicapped children's education
5. Week  educational assessment and alternative assessment approaches for Multiple handicapped children.
6. Week  working with multi-handicapped children
7. Week  developing program and teaching methods for multi-handicapped children
8. Week  midterm exam
9. Week  Developing language and communication skills of multi-handicapped children,Non-sembolic communication for multi-handicapped children
10. Week  Developing social skills of multi-handicapped children
11. Week  Developing fuctional academic skills of multi-handicapped children
12. Week  Positive behavior support for multi-handicapped children
13. Week  Developing mobility skills of multi-handicapped children
14. Week  Functional vision assessment of multi-handicapped children
15. Week  use of technology with multi-handicapped children
16. Week  wacth of sample videos about multi-handicapped children
 -- RECOMMENDED OR REQUIRED READING
  Aitken, Stuart A. (2000). Teaching children who are deafblind :contact, communication and learning. D. Fulton Publishers. London. Huebner, K.M. , J.G. Prickett, T.R. Welch, E. Joffe ( 1999). Hand in Hand. Essentials of Communication and Orientation and Mobilitiy for Your Students Who are Deaf- Blind. AFB Press. USA. Kennedy Craig H. Ve Eva M. Horn (2004). Including: Students with Severe Disabilities. Pearson Edu. Inc. USA. Sacks, Z.S. ve R. Silbermann (1998). Educating Students Who Have Visual İmpairments with Other Disabilities. Paul H. Brooks Pub. USA. Snell, Martha E. (1993). İnstruction of Students with Severe Disabilities. Fourth Edition. Merill Pub. Company. USA.
 -- PLANNED LEARNING ACTIVITIES AND TEACHING METHODS
  Lecture, Question & Answer
 -- WORK PLACEMENT(S)
  none
 -- ASSESSMENT METHODS AND CRITERIA
 
Quantity
Percentage
 Mid-terms
1
40
 Assignment
3
10
 Exercises
0
0
 Projects
0
0
 Practice
0
0
 Quiz
0
0
 Contribution of In-term Studies to Overall Grade  
50
 Contribution of Final Examination to Overall Grade  
50
 -- WORKLOAD
 Efficiency  Total Week Count  Weekly Duration (in hour)  Total Workload in Semester
 Theoretical Study Hours of Course Per Week
16
3
48
 Practising Hours of Course Per Week
0
0
0
 Reading
16
2
32
 Searching in Internet and Library
10
2
20
 Designing and Applying Materials
0
0
0
 Preparing Reports
7
4
28
 Preparing Presentation
5
4
20
 Presentation
5
4
20
 Mid-Term and Studying for Mid-Term
1
4
4
 Final and Studying for Final
1
4
4
 Other
0
0
0
 TOTAL WORKLOAD: 
176
 TOTAL WORKLOAD / 25: 
7.04
 ECTS: 
7.5
 -- COURSE'S CONTRIBUTION TO PROGRAM
NO
PROGRAM LEARNING OUTCOMES
1
2
3
4
5
1Visually impaired and / or special needs individuals with information regarding early childhood education can be analyzed,
2For individuals with severe and multiple inability to explain the effective teaching strategies,X
3To explain the functional vision assessment in individuals with low vision and to apply,X
4Visually impaired and / or facilitating the lives of individuals with special needs, supporting technologies, and to use information to explainX
5Visually impaired and / or individuals with special needs in the areas of academic development and life-long knowledge of methods and techniques that will be usedX
6Visually impaired and / or to develop new materials for individuals with special needsX
7Visually impaired and / or for individuals with special needs education programs and materials to individualize in the group and individual learning environments,X
8Visually impaired and / or special needs and education for individuals with scientific research to plan, implement and report writingX
9Professional and scientific ethical values ​​and responsibility to developX
10To develop a positive attitude towards lifelong learning,X