GAZI UNIVERSITY INFORMATION PACKAGE - 2019 ACADEMIC YEAR

COURSE DESCRIPTION
FAMILY TRAINING AND SUPPORT/1830113
Course Title: FAMILY TRAINING AND SUPPORT
Credits 3 ECTS 7.5
Semester 1 Compulsory/Elective Elective
COURSE INFO
 -- LANGUAGE OF INSTRUCTION
  Turkish
 -- NAME OF LECTURER(S)
  Prof. Dr. Ayşegül ATAMAN
 -- WEB SITE(S) OF LECTURER(S)
  w3.gazi.edu.tr/~ataman/
 -- EMAIL(S) OF LECTURER(S)
  ataman@gazi.edu.tr
 -- LEARNING OUTCOMES OF THE COURSE UNIT
Students, families of visually impaired students spend the authors adapt the properties of phases.
Students will write articles about the education of Special Education Services Regulation and interpret family.
Students are to be applied to a blind student's family prepare and implement a family interview form.
Students, family education through home instruction types and describe the properties of each one.





 -- MODE OF DELIVERY
  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  Students, families of visually impaired students spend the authors adapt the properties of phases.
2. Week  Students, parents say their analysis phase in which they fit.
3. Week  Students rights and responsibilities of Special Education Services Regulation writers provided to families.
4. Week  Students will write articles about the education of Special Education Services Regulation and interpret family.
5. Week  Students, writers how to help families regarding parenting roles.
6. Week  Students are to be applied to a blind student's family prepare and implement a family interview form.
7. Week  Students will explain the reasons for the use of behavioral approach in the preparation of family education programs.
8. Week  Students, family education, home instruction and group instruction writers reasons.
9. Week  Students, family education through home instruction types and describe the properties of each one.
10. Week  Students in the group by means of teaching family education needs to be done before and after the declare.
11. Week  Students, families, children, family skills training program to teach and prepare to give.
12. Week  Students, families, family education program to give their children prepare to teach the concept.
13. Week  Students, families, family education program to gain skills to control the behavior of their children prepare.
14. Week  Students deliver a classroom environment, how to prepare and implement training programs for families.
15. Week  Family education programs, presentation of the prepared
16. Week  General again.
 -- RECOMMENDED OR REQUIRED READING
  Özel Gereksinimli Öğrencilerin ölçümlenmesi. Gündüz yay.2008 Child_Centered, Family-sensitive School,2003 Roy Mc Conkey, Working With Parents2006 Breakthrough parenting for children with special needs 2006
 -- PLANNED LEARNING ACTIVITIES AND TEACHING METHODS
  Lecture, Question & Answer, Demonstration, Drill - Practise
 -- WORK PLACEMENT(S)
  none
 -- ASSESSMENT METHODS AND CRITERIA
 
Quantity
Percentage
 Mid-terms
1
40
 Assignment
1
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
15
3
45
 Practising Hours of Course Per Week
0
 Reading
7
7
49
 Searching in Internet and Library
3
3
9
 Designing and Applying Materials
0
 Preparing Reports
3
3
9
 Preparing Presentation
3
3
9
 Presentation
6
6
36
 Mid-Term and Studying for Mid-Term
3
3
9
 Final and Studying for Final
4
4
16
 Other
0
 TOTAL WORKLOAD: 
182
 TOTAL WORKLOAD / 25: 
7.28
 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,
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