| Child Development | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code: | CGE012 | ||||
| Course Name: | Visual and Physical Inadequacies | ||||
| Semester: | Fall | ||||
| Course Credits: |
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| Language of instruction: | Turkish | ||||
| Course Condition: | |||||
| Does the Course Require Work Experience?: | No | ||||
| Type of course: | Departmental Elective | ||||
| Course Level: |
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| Mode of Delivery: | Face to face | ||||
| Course Coordinator: | Dr. Öğr. Üy. DİDEM ELİTEZ | ||||
| Course Lecturer(s): | Hale Dere Çİftçi | ||||
| Course Assistants: |
| Course Objectives: | The aim of the course for each student; Learning the concepts related to visual impairment and physical insufficiency, It is aimed that children with visual impairment and physical disability will be able to prepare a sample program supporting the development of the education program and the inadequacy (visual / physical deficiency) given to the child's characteristics. |
| Course Content: | Types of visual and physical obstacles, an overview of the education of these children, reasons for classification, development of appropriate training programs, causes of visual impairment, preparation of training programs to support the development of children with visual disabilities, evaluation of applications and programs. |
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The students who have succeeded in this course;
1) Defines the concepts related to visual impairment and physical insufficiency. 2) Explain the characteristics and educational programs of children with visual impairment and physical disability. 3) Prepares and presents a program supporting the development of the given disability (sight / physical disability) and the child's characteristics |
| Week | Subject | Related Preparation |
| 1) | Home-based special education services, definitions related to children with visual impairment, classification, reasons | |
| 2) | Home-based special education services, definitions related to children with visual impairment, classification, reasons | |
| 3) | Educational environment, education programs of children with visual impairment | |
| 4) | Educational environment and educational materials of children with visual impairment | |
| 5) | Education programs and modules of children with visual impairment | |
| 6) | Education programs and modules of children with visual impairment | |
| 7) | Education programs and modules of children with visual impairment | |
| 8) | Midterm | |
| 9) | Definitions and classification of children with physical disabilities | |
| 10) | Inadequacies due to damage to the central nervous system | |
| 11) | Inadequacies due to damage to the central nervous system | |
| 12) | Inadequacies due to injury to the musculoskeletal system | |
| 13) | Characteristics and training of children with physical disabilities | |
| 14) | Preparing and presenting a program to support the development of the given disability (visual / physical deficiency) | |
| 15) | Preparing and presenting a program to support the development of the given disability (visual / physical deficiency) | |
| 16) | Final |
| Course Notes / Textbooks: | Önerilen bir kaynak bulunmamaktadır. |
| References: | Önerilen bir kaynak bulunmamaktadır. |
| Course Learning Outcomes | 1 |
2 |
3 |
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| Program Outcomes | |||||||||||||||
| 1) Have the basic theoretical knowledge about health, education and support services, organizational structure and systematic. | |||||||||||||||
| 2) Uses the sciences such as health, education and psychology in addition to the basic knowledge and skills of the Child Development discipline and uses these sciences effectively. | |||||||||||||||
| 3) To express himself/herself as an individual and a team member in the education, justice, culture, health and other related institutions related to Child Development, he/she carries out the necessary professional work independently and takes responsibility. | |||||||||||||||
| 4) To understand the basic concepts, approaches and theories related to the field of child development, relate the current experiences with national and international developments. | |||||||||||||||
| 5) Acts in accordance with social, scientific, cultural and ethical values in all studies in the field of Child Development. | |||||||||||||||
| 6) Defines the problems encountered based on the knowledge and skills required by the discipline of Child Development and develops solutions. | |||||||||||||||
| 7) Determines the learning needs of lifelong learning related to Child Development and makes the necessary guidance. | |||||||||||||||
| 8) Works in collaboration with the family and the child and social, cultural structure and works in cooperation with the area of Child Development. | |||||||||||||||
| 9) Plans, prepares and evaluates the materials (books, information notes, booklets, toys, educational instructional tools etc.) required by the field of Child Development and uses the materials in accordance with the best interests of the child and the family. | |||||||||||||||
| 10) Knows the basic knowledge necessary for professional practices in education, justice, culture, health and other related institutions about child development. | |||||||||||||||
| 11) Acts in accordance with professional ethics and social responsibility in all social practices and professional practices. | |||||||||||||||
| 12) Participate the society and other professional groups about child development. | |||||||||||||||
| 13) Have the ability to use advanced computer skills in terms of European computer use license. | |||||||||||||||
| 14) Have the ability to use advanced computer skills in terms of European computer use license. | |||||||||||||||
| 15) They are sensitive regarding the universality of social rights and quality and protection of cultural values and occupational health and safety issues in the field of Child Development. | |||||||||||||||
| No Effect | 1 Lowest | 2 Average | 3 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Have the basic theoretical knowledge about health, education and support services, organizational structure and systematic. | 3 |
| 2) | Uses the sciences such as health, education and psychology in addition to the basic knowledge and skills of the Child Development discipline and uses these sciences effectively. | 3 |
| 3) | To express himself/herself as an individual and a team member in the education, justice, culture, health and other related institutions related to Child Development, he/she carries out the necessary professional work independently and takes responsibility. | 3 |
| 4) | To understand the basic concepts, approaches and theories related to the field of child development, relate the current experiences with national and international developments. | 3 |
| 5) | Acts in accordance with social, scientific, cultural and ethical values in all studies in the field of Child Development. | 3 |
| 6) | Defines the problems encountered based on the knowledge and skills required by the discipline of Child Development and develops solutions. | 3 |
| 7) | Determines the learning needs of lifelong learning related to Child Development and makes the necessary guidance. | 3 |
| 8) | Works in collaboration with the family and the child and social, cultural structure and works in cooperation with the area of Child Development. | 3 |
| 9) | Plans, prepares and evaluates the materials (books, information notes, booklets, toys, educational instructional tools etc.) required by the field of Child Development and uses the materials in accordance with the best interests of the child and the family. | 3 |
| 10) | Knows the basic knowledge necessary for professional practices in education, justice, culture, health and other related institutions about child development. | 3 |
| 11) | Acts in accordance with professional ethics and social responsibility in all social practices and professional practices. | 3 |
| 12) | Participate the society and other professional groups about child development. | 1 |
| 13) | Have the ability to use advanced computer skills in terms of European computer use license. | 2 |
| 14) | Have the ability to use advanced computer skills in terms of European computer use license. | 3 |
| 15) | They are sensitive regarding the universality of social rights and quality and protection of cultural values and occupational health and safety issues in the field of Child Development. | 3 |
| Semester Requirements | Number of Activities | Level of Contribution |
| Homework Assignments | 1 | % 20 |
| Midterms | 1 | % 30 |
| Final | 1 | % 50 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 50 | |
| PERCENTAGE OF FINAL WORK | % 50 | |
| total | % 100 | |
| Activities | Number of Activities | Workload |
| Course Hours | 13 | 26 |
| Study Hours Out of Class | 15 | 45 |
| Midterms | 1 | 1 |
| Final | 1 | 1 |
| Total Workload | 73 | |