| Child Development | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code: | CGE026 | ||||
| Course Name: | Mental Impairments | ||||
| 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): | Ayşegül İşlekeller Bozca | ||||
| Course Assistants: |
| Course Objectives: | This course aims to provide basic information about Intellectual Disability. |
| Course Content: | Basic concepts; individuals with intellectual disabilities, classification: educational, psychological, medical; prevalence and incidence; causes: prenatal, birth, postpartum; screening/diagnosis: medical, developmental and educational screening/diagnosis; academic and non-academic characteristics; team and collaboration; educational environments; scientifically based applications; characteristics of families; attitudes towards individuals with intellectual disabilities and their families; services, support and legal rights for families. |
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The students who have succeeded in this course;
1) Describe the theoretical foundations of intellectual disability. 2) Explains the characteristics of individuals with intellectual disability. 3) Explains the screening, diagnosis and evaluation process for individuals with intellectual disabilities. 4) Describes the education of individuals with intellectual disabilities and the service delivery models for these individuals. 5) Distinguish the best practice examples used in the education of individuals with intellectual disabilities from other practice examples. |
| Week | Subject | Related Preparation |
| 1) | History of Intellectual Disability | |
| 2) | Terms and Definitions | |
| 3) | The Multidimensional Structure of Mental Disability | |
| 4) | Classification in Intellectual Disability | |
| 5) | Prevalence in Intellectual Disability | |
| 6) | The Role of Assessment in Diagnosis, Classification and Support Systems in Intellectual Disability | |
| 7) | Mind Functions and Evaluation | |
| 8) | Midterm Exam | |
| 9) | Adaptive Behaviors and Evaluation | |
| 10) | The Role of Clinical Judgment in Diagnosis, Classification and Planning of Support Services | |
| 11) | Risk Factors in Intellectual Disability Multi-Agent Structure of Causes | |
| 12) | Biomedical Risk Factors | |
| 13) | Social, Behavioral and Educational Risk Factors | |
| 14) | Characteristics and Education of Individuals with Mild Intellectual Disabilities | |
| 15) | Characteristics and Education of Individuals with Severe Intellectual Disabilities | |
| 16) | Final Exam |
| Course Notes / Textbooks: | Eripek. S. (2022). Zihinsel Yetersizliği Olan Bireyler. PEGEM Akademi. |
| References: | Ed. İ.H. Diken ve H. Bakkaloğlu (2017). Zihin yetersizliği ve otizm spektrum bozukluğu. Ankara: Pegem Akademi. |
| Course Learning Outcomes | 1 |
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3 |
4 |
5 |
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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. | 1 |
| 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. | 1 |
| 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. | 1 |
| 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. | 1 |
| 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. | 2 |
| 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. | 2 |
| 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. | 2 |
| Semester Requirements | Number of Activities | Level of Contribution |
| Homework Assignments | 1 | % 40 |
| Final | 1 | % 60 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 40 | |
| PERCENTAGE OF FINAL WORK | % 60 | |
| total | % 100 | |
| Activities | Number of Activities | Workload |
| Course Hours | 13 | 39 |
| Study Hours Out of Class | 15 | 30 |
| Midterms | 1 | 1 |
| Final | 1 | 1 |
| Total Workload | 71 | |