Course Detail
Course Description
Course | Code | Semester | T+P (Hour) | Credit | ECTS |
---|---|---|---|---|---|
MAINSTRAMING | YÇGL4153510 | Fall Semester | 2+0 | 2 | 2 |
Course Program |
Prerequisites Courses | |
Recommended Elective Courses |
Language of Course | Turkish |
Course Level | First Cycle (Bachelor's Degree) |
Course Type | Required |
Course Coordinator | Prof.Dr. Arzu YÜKSELEN |
Name of Lecturer(s) | Assist.Prof. Sinan KALKAN |
Assistant(s) | |
Aim | Students are aimed to comprehend the main principles and benefits of mainstreaming, to appropriately guide children compatible with the developmental diagnoses, to gain the skills of educating and guiding parents and teachers about the mainstreaming programs. |
Course Content | This course contains; Definition of integration; Principles and objectives of integration programs; benefits of these programs to normal and handicapped children, families and teachers ,2 Prepatory work for integration implementations, ,Prepatory work for integration implementations,,Participation types to integration programs,Educational organization in the integration class,,Educational organization in the integration class,Interaction between normal and handicapped children,Effects of integration programs on children?s development ,Responsibilities of the teacher in integration programs,Responsibilities of the teacher in integration programs,Attitudes toward integration,Presentations ,Presentations,Pesentations. |
Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
Knows the basic principles and benefits of inclusion and explains what characteristics disabled and normal children to be integrated should have. | 10, 9 | |
Students will have a grasp of knowledge about prepatory work for integration implementations and other preparations in education programs for successful integration programs | 10, 9 | |
Acknowledge the integration class teacher/educator?s responsibility and required attitude according to the handicap types respectively | 10, 9 | |
Explains what type of work needs to be done for successful inclusion practices. | 10 |
Teaching Methods: | 10: Discussion Method, 9: Lecture Method |
Assessment Methods: |
Course Outline
Order | Subjects | Preliminary Work |
---|---|---|
1 | Definition of integration; Principles and objectives of integration programs; benefits of these programs to normal and handicapped children, families and teachers | Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul |
2 | 2 Prepatory work for integration implementations, | Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul |
3 | Prepatory work for integration implementations, | Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul |
4 | Participation types to integration programs | Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul |
5 | Educational organization in the integration class, | Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul |
6 | Educational organization in the integration class | Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul |
7 | Interaction between normal and handicapped children | Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul |
8 | Effects of integration programs on children?s development | Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul |
9 | Responsibilities of the teacher in integration programs | Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul |
10 | Responsibilities of the teacher in integration programs | Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul |
11 | Attitudes toward integration | Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul |
12 | Presentations | Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul |
13 | Presentations | Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul |
14 | Pesentations | Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul |
Resources |
1?Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul |
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications | |||||||
No | Program Qualification | Contribution Level | |||||
1 | 2 | 3 | 4 | 5 | |||
1 | 1. Obtains the basic and updated theoretical and practical knowledge in the field of child development by using the necessary educational and training tools and resources. | X | |||||
2 | 2. Has the knowledge to comparatively evaluate and interpret the accuracy, reliability and validity of the information gained about child development. | X | |||||
3 | 3. Have knowledge of children's development, learning characteristics and difficulties. | X | |||||
4 | 4. In the field of child development, using advanced knowledge and skills covering physical, cognitive, language, social-emotional and sensory development areas, interprets and evaluates evidence-based data, analyzes developmental problems, and provides solutions for children with typical and atypical development, taking into account ethical values. develops suggestions and works as a team. | X | |||||
5 | 5. In line with the theoretical and practical knowledge he has acquired in the field of child development, he has the ability to prepare developmental evaluation and support programs for typical and atypical children with different methods and tools, to provide family counseling and to inform the society. | ||||||
6 | 6. In the field of child development, they have the skills to produce different solutions to problem situations for typical and atypical children with an evidence-based approach. | X | |||||
7 | 7. Takes responsibility for trans-disciplinary studies in the field of child development and fulfills his/her duties effectively. | X | |||||
8 | 8. Conducts independent studies individually and as a group, using the advanced knowledge gained in the field of child development. | X | |||||
9 | 9. Evaluates the information he has with a critical approach, determines his own learning needs and directs his learning. | X | |||||
10 | 10. Develops a positive attitude towards lifelong learning by effectively using ways to access information. | X | |||||
11 | 11. Internalizes and generalizes advanced theoretical and practical knowledge acquired in the field of child development and demonstrates what he has learned. | X | |||||
12 | 12. Plans and implements professional projects, research and activities for the social environment in which he lives, with awareness of social responsibility, and monitors and evaluates the process. | ||||||
13 | 13. Informs relevant people and institutions on issues related to the field of child development, and shares her thoughts and solution suggestions for problems with quantitative and qualitative data, as an active element of the process, with experts and non-experts.(dişil) | X | |||||
14 | 14. Being an example to society with his appearance, attitude and behavior, he acts in accordance with democracy, human rights, social, scientific and professional ethical values, relevant laws, regulations and legislation. | ||||||
15 | 15. The individual has sufficient awareness about quality management and processes, including babies, children and families, environmental protection and occupational safety, and acts appropriately and participates in these processes. |
Assessment Methods
Contribution Level | Absolute Evaluation | |
Rate of Midterm Exam to Success | 40 | |
Rate of Final Exam to Success | 60 | |
Total | 100 |
ECTS / Workload Table | ||||||
Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
Course Hours | 14 | 2 | 28 | |||
Guided Problem Solving | 7 | 4 | 28 | |||
Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
Term Project | 0 | 0 | 0 | |||
Presentation of Project / Seminar | 0 | 0 | 0 | |||
Quiz | 0 | 0 | 0 | |||
Midterm Exam | 0 | 0 | 0 | |||
General Exam | 0 | 0 | 0 | |||
Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
Total Workload(Hour) | 56 | |||||
Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(56/30) | 2 | |||||
ECTS of the course: 30 hours of work is counted as 1 ECTS credit. |
Detail Informations of the Course
Course Description
Course | Code | Semester | T+P (Hour) | Credit | ECTS |
---|---|---|---|---|---|
MAINSTRAMING | YÇGL4153510 | Fall Semester | 2+0 | 2 | 2 |
Course Program |
Prerequisites Courses | |
Recommended Elective Courses |
Language of Course | Turkish |
Course Level | First Cycle (Bachelor's Degree) |
Course Type | Required |
Course Coordinator | Prof.Dr. Arzu YÜKSELEN |
Name of Lecturer(s) | Assist.Prof. Sinan KALKAN |
Assistant(s) | |
Aim | Students are aimed to comprehend the main principles and benefits of mainstreaming, to appropriately guide children compatible with the developmental diagnoses, to gain the skills of educating and guiding parents and teachers about the mainstreaming programs. |
Course Content | This course contains; Definition of integration; Principles and objectives of integration programs; benefits of these programs to normal and handicapped children, families and teachers ,2 Prepatory work for integration implementations, ,Prepatory work for integration implementations,,Participation types to integration programs,Educational organization in the integration class,,Educational organization in the integration class,Interaction between normal and handicapped children,Effects of integration programs on children?s development ,Responsibilities of the teacher in integration programs,Responsibilities of the teacher in integration programs,Attitudes toward integration,Presentations ,Presentations,Pesentations. |
Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
Knows the basic principles and benefits of inclusion and explains what characteristics disabled and normal children to be integrated should have. | 10, 9 | |
Students will have a grasp of knowledge about prepatory work for integration implementations and other preparations in education programs for successful integration programs | 10, 9 | |
Acknowledge the integration class teacher/educator?s responsibility and required attitude according to the handicap types respectively | 10, 9 | |
Explains what type of work needs to be done for successful inclusion practices. | 10 |
Teaching Methods: | 10: Discussion Method, 9: Lecture Method |
Assessment Methods: |
Course Outline
Order | Subjects | Preliminary Work |
---|---|---|
1 | Definition of integration; Principles and objectives of integration programs; benefits of these programs to normal and handicapped children, families and teachers | Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul |
2 | 2 Prepatory work for integration implementations, | Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul |
3 | Prepatory work for integration implementations, | Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul |
4 | Participation types to integration programs | Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul |
5 | Educational organization in the integration class, | Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul |
6 | Educational organization in the integration class | Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul |
7 | Interaction between normal and handicapped children | Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul |
8 | Effects of integration programs on children?s development | Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul |
9 | Responsibilities of the teacher in integration programs | Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul |
10 | Responsibilities of the teacher in integration programs | Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul |
11 | Attitudes toward integration | Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul |
12 | Presentations | Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul |
13 | Presentations | Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul |
14 | Pesentations | Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul |
Resources |
1?Salend,S.(1998)Effective Mainstreaming,Creating Inclusive Classroom.Prentice Hall,New Jersey. 2?Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. 3- Sucuoğlu,B.Kargın,T.(2006)İlköğretimde Kaynaştırma Uygulamaları. Morpa Yayınları,İstanbul 4-Aral,N.(2011) Okulöncesi Eğitimde Kaynaştırma. Morpa Yayınları, İstanbul |
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications | |||||||
No | Program Qualification | Contribution Level | |||||
1 | 2 | 3 | 4 | 5 | |||
1 | 1. Obtains the basic and updated theoretical and practical knowledge in the field of child development by using the necessary educational and training tools and resources. | X | |||||
2 | 2. Has the knowledge to comparatively evaluate and interpret the accuracy, reliability and validity of the information gained about child development. | X | |||||
3 | 3. Have knowledge of children's development, learning characteristics and difficulties. | X | |||||
4 | 4. In the field of child development, using advanced knowledge and skills covering physical, cognitive, language, social-emotional and sensory development areas, interprets and evaluates evidence-based data, analyzes developmental problems, and provides solutions for children with typical and atypical development, taking into account ethical values. develops suggestions and works as a team. | X | |||||
5 | 5. In line with the theoretical and practical knowledge he has acquired in the field of child development, he has the ability to prepare developmental evaluation and support programs for typical and atypical children with different methods and tools, to provide family counseling and to inform the society. | ||||||
6 | 6. In the field of child development, they have the skills to produce different solutions to problem situations for typical and atypical children with an evidence-based approach. | X | |||||
7 | 7. Takes responsibility for trans-disciplinary studies in the field of child development and fulfills his/her duties effectively. | X | |||||
8 | 8. Conducts independent studies individually and as a group, using the advanced knowledge gained in the field of child development. | X | |||||
9 | 9. Evaluates the information he has with a critical approach, determines his own learning needs and directs his learning. | X | |||||
10 | 10. Develops a positive attitude towards lifelong learning by effectively using ways to access information. | X | |||||
11 | 11. Internalizes and generalizes advanced theoretical and practical knowledge acquired in the field of child development and demonstrates what he has learned. | X | |||||
12 | 12. Plans and implements professional projects, research and activities for the social environment in which he lives, with awareness of social responsibility, and monitors and evaluates the process. | ||||||
13 | 13. Informs relevant people and institutions on issues related to the field of child development, and shares her thoughts and solution suggestions for problems with quantitative and qualitative data, as an active element of the process, with experts and non-experts.(dişil) | X | |||||
14 | 14. Being an example to society with his appearance, attitude and behavior, he acts in accordance with democracy, human rights, social, scientific and professional ethical values, relevant laws, regulations and legislation. | ||||||
15 | 15. The individual has sufficient awareness about quality management and processes, including babies, children and families, environmental protection and occupational safety, and acts appropriately and participates in these processes. |
Assessment Methods
Contribution Level | Absolute Evaluation | |
Rate of Midterm Exam to Success | 40 | |
Rate of Final Exam to Success | 60 | |
Total | 100 |