At the end of this course, the students; 1) Explains the basic concepts of ÖÖG 2) Explains the psychological stages and characteristics of the families of students who need special education 3) Explains the characteristics of individuals with different SLD 4) It provides guidance to teachers and families of children with SLD to develop various academic skills 5) 6) 7) 8) 9) 10) 11) 12) 13) 14) 15)
MODE OF DELIVERY
Face to face
PRE-REQUISITES OF THE COURSE
No
RECOMMENDED OPTIONAL PROGRAMME COMPONENT
No
COURSE DEFINITION
Description, characteristics and classification of learning difficulties: educational, psychological and medical factors; incidence and prevalence; causes of learning difficulties; early intervention, response to intervention model; screening and diagnosis, developmental and educational screening/diagnosis; academic and non-academic features, teams and cooperation; educational and instructional environments, scientific practices, support for reading, writing and algebra skills, support for non-academic skills.
COURSE CONTENTS
WEEK
TOPICS
1st Week
Basic Concepts: description, categorization of learning disabilities and related concepts
2nd Week
Neurobiology and causes of learning disabilities
3rd Week
Students with reading difficulties: Recognizing, evaluating and coexisting problems
4th Week
Students with writing difficulties: Recognizing, evaluating and coexisting problems
5th Week
Students with mathematics difficulties: Recognizing, evaluating and coexisting problems
6th Week
Prevention and Intervention in early childhood and its importance
7th Week
Developing appropriate attitude: a. Accept and value all students. b. treat all students equitably. c. respect students as individuals with differing experiences, skills, talents, and interests.
8th Week
Midterm
9th Week
Cognition, meta-cognition, and memory in students with learning disabilities, challenging and outstanding aspects
10th Week
Working with families and early childhood educators
11th Week
Students who experience difficulties with writing, students who experience difficulties with mathematics
12th Week
Participation in general education classrooms
13th Week
Participation as inclusion for students with learning disabilities
14th Week
General evaluation
RECOMENDED OR REQUIRED READING
Bender, E. N. (2012). Öğrenme güçlüğü olan bireyler ve eğitimleri. Ankara: Nobel. Catts, Hugh William (2005). Language and reading disabilities. Boston: Pearson/Allyn and Bacon . Doğru, S.Y. (Ed.) (2015) Öğrenme Güçlükleri. Ankara: Eğiten Kitap. Ferrell, K. A. (1985). Reach Out and Teach: Meeting Tre Training Needs of Parents of Visually and Multiply Handicapped Young Children. Blind. Frierson, Edward C. (1967). Education children with learning disabilities :selected readings. New York: Appleton-Century Crofts. Gerber, Adele (1993). Language-related learning disabilities: their nature and treatment. Baltimore: Paul Brookes Karasu, N., Bilgi, A. D., Tertemiz, N., Aykut Ç. (2015)Öğrenme Güçlüğü Seti. Ankara: Eğiten Kitap Kollektif ( 2018 ) Öğrenme güçlüğü sınıf içi destek kitabı. Ankara: Eğiten Kitap. Melekoğlu, M.A., Sak, U. ( 2017) Öğrenme güçlüğü ve özel yetenek. Ankara: Pegem.
