GAZI UNIVERSITY INFORMATION PACKAGE - 2019 ACADEMIC YEAR

COURSE DESCRIPTION
CORRECT INSTRUCTION METHODS IN SPECIAL EDUCATION/1830224
Course Title: CORRECT INSTRUCTION METHODS IN SPECIAL EDUCATION
Credits 3 ECTS 7.5
Semester 1 Compulsory/Elective Elective
COURSE INFO
 -- LANGUAGE OF INSTRUCTION
  Turkish
 -- NAME OF LECTURER(S)
  Assist.Prof.Çığıl Aykut
 -- WEB SITE(S) OF LECTURER(S)
  http://websitem.gazi.edu.tr/site/cigil/
 -- EMAIL(S) OF LECTURER(S)
  cigil@gazi.edu.tr
 -- LEARNING OUTCOMES OF THE COURSE UNIT
Will be able to to define the quality of instruction via literature review
will be able to write goals for phases of instruction
Will be able to explain the princeples of errorless learning
Will be able to explain the principles of each response prompting strategies
Will be able to determine the performance of a intellectual disabled student
Will be able to determine the one of the response prompting strategies for that student
Will be able to plan the steps of one of the response prompting strategies by following scientific method
Will be able to explain the uses of video technology
Will be able to define the aspects of activity-based instruction and embedded instruction
Will be able to write a lesson plan using of activity-based instruction and embedded instruction
 -- 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. Bu dersle ilişkili önerilen başka dersler bulunmamaktadır.
 --COURSE CONTENT
1. Week  The phases of instruction
2. Week  Writing goals for phases of instruction
3. Week  The aspects of errorless learning
4. Week  The basic concepts of errorless learning
5. Week  Task analysis
6. Week  Criterian-referenced tests for chained skills
7. Week  Determine the performance of a student
8. Week  Mid-term exam
9. Week  Constant-time delay procedure
10. Week  Constant-time delay procedure
11. Week  Simultaneous prompting procedure
12. Week  Ancedent prompt and test procedure
13. Week  Graduated guidance procedure
14. Week  Most-to least prompts procedure
15. Week  Video technology
16. Week  Activity-based instruction and Embedded instruction
 -- RECOMMENDED OR REQUIRED READING
  Varol, N. (2005). Beceri Öğretimi ve Öz Bakım Becerilerinin Kazandırılması. Kök Yayınları, Ankara. Joyce, B. ve M. Weil.(1980). Models of Teaching. 2. Baskı. New Jersey- Prentice Hall. Tekin,E. ve G. Kırcaali Iftar.(2001). Özel Eğitimde Yanlışsız Öğretim Yöntemleri. Nobel Yayınları, Ankara. Varol, N.(1993).” Karmaşık Becerileri Öğretme Modeli”. Saray’dan Çağrı, Ankara. Wolery, M., Ault, M.J. & Doyle, P.M. (1992). Teaching Students with Moderate to Severe Disabilities. Longman Publishing Grouph.
 -- PLANNED LEARNING ACTIVITIES AND TEACHING METHODS
  Lecture, Question & Answer, Demonstration, Drill - Practise
 -- WORK PLACEMENT(S)
  Not Applicable
 -- ASSESSMENT METHODS AND CRITERIA
 
Quantity
Percentage
 Mid-terms
1
20
 Assignment
2
40
 Exercises
0
0
 Projects
0
0
 Practice
0
0
 Quiz
0
0
 Contribution of In-term Studies to Overall Grade  
40
 Contribution of Final Examination to Overall Grade  
60
 -- WORKLOAD
 Efficiency  Total Week Count  Weekly Duration (in hour)  Total Workload in Semester
 Theoretical Study Hours of Course Per Week
14
0
 Practising Hours of Course Per Week
0
 Reading
3
9
27
 Searching in Internet and Library
3
9
27
 Designing and Applying Materials
0
 Preparing Reports
0
 Preparing Presentation
4
12
48
 Presentation
4
12
48
 Mid-Term and Studying for Mid-Term
2
6
12
 Final and Studying for Final
3
9
27
 Other
0
 TOTAL WORKLOAD: 
189
 TOTAL WORKLOAD / 25: 
7.56
 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,X
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