ATTENTION DEFICIT AND HYPERACTIVITY DISORDER

Course Description

Individuals with attention deficit and hyperactivity disorder; individuals with special skills; Classification: educational, psychological, medical; Prevalence and frequency of occurrence; Causes: prenatal, at the moment of birth, postnatal; Screening / diagnosis: medical, developmental and educational screening / diagnosis; Academic and non-academic characteristics, team and cooperation; Education-training environments; Science based practices; Characteristics of families; attitudes towards specific talented individuals, individuals with Learning difficulty / attention deficit and hyperactivity disorder and their families, services offered to families, support and legal rights. The use and adaptation of the play with children in need of special education; Instructional practices / activities; Developmental areas that can be supported through play; research results on effective use of play in special education. acquisition and planning of academic skills through direct teaching, and definite teaching approaches.

ATTENTION DEFICIT AND HYPERACTIVITY DISORDER

Evaluation Tools (Active Term)

No evaluation items have been defined.

Course outcomes

1. 01 To know History of ADHD, theories, causes and classification.
2. 02 To knows and applies measures to improve peer relations of children with ADHD.
3. 03 To knows and explains behavioral approaches for children with ADHD.
4. 04 To knows and explains the educational approaches (Response to intervention) developed for children with ADHD.
5. 05 To knows how to collaborate with other specialists working with children with ADHD.
6. 06 To knows preschool inclusion for children with ADHD.
7. 07 To knows the diagnoses, characteristics and disabilities of children with ADHD.
8. 08 To knows the family characteristics of children with ADHD and explains how they support them.

Course Syllabus

Reference Books & Course Materials

1. 01 Şenol, S., İşeri, E., & Koçkar, A. İ. (2006). Dikkat eksikliği hiperaktivite bozukluğu. HYB Yayıncılık.
2. 02 Ercan, E. S., & Aydın, C. (2005). Dikkat eksikliği hiperaktivite bozukluğu. Gendaş Kültür.
3. 03 İftihar, G. K. 2006; Davranış ve Öğrenme Sorunu Olan Çocukların Eğitimi,
4. 04 Ahmet Kurnaz & Gökhan Şengün (2021). Dikkat Eksikliği ve Hiperaktivite Bozukluğu. Ankara: Pegem Akademi.

Learning Outcomes

1. L01 1.Explains the relationship between learning and the brain. (4) SOLO 4
2. L02 2. The importance of memory (memory) explains the relationship between ADHD and learning. (4) SOLO 4
3. L03 3. Explain the theory of information processing. (4) SOLO 4
4. L04 4. Explains the basic concepts of ADHD, its history, theories explaining ADHD, disorders accompanying ADHD and its classification. (4) SOLO 4
5. L05 5. Explains the diagnosis process, causes, incidence and developmental characteristics of children with ADHD. (4) SOLO 4
6. L06 6. Explains the treatment of children with ADHD and alternative treatment approaches. (4) SOLO 4
7. L07 7. Explains the classroom management of children with ADHD, classroom adjustment processes and school regulations. (4) SOLO 4
8. L08 8.Explains the relationship between ADHD and reading. (4) SOLO 4
9. L09 9. Demonstrates classroom strategies for the problems experienced by students with ADHD in reading. (4) SOLO 4
10. L10 10. Demonstrates classroom strategies for the mistakes experienced by students with ADHD in writing. (4) SOLO 4
11. L11 11. Relates the characteristics of the families of children with ADHD and how they can support them. (4) SOLO 4

Program Outcomes

1. P01 Have basic theoretical and practical knowledge in the field of child development
2. P02 Know about child development, learning characteristic and inadequacies of children
3. P03 Absorb the theroretical knowledge that includes all development areas of the child and use it in evolution.
4. P04 Analyse the developmental problems in children.
5. P05 Develops solution suggestions for the characteristics of children with typical and atypical development in line with ethical values.
6. P06 Have the ability to provide family counseling for the families of typical or atypical children.
7. P07 In the line with the inadequacies of typical or atyipicalchildren. they share their knowledge with other professionals in the field and work as a team.
8. P08 Have the ability to produce solutions to the problem situations of tyipical and atypical children with an eclectic approach.
9. P09 Takes responsibility and fulfills his duties in the multidisciplinary work process with in the framework of professional ethics.
10. P10 Organizes the environment andcreates and implements a program for typical and atypical children.
11. P11 Develops a positive attitude towords lifelong learning by using the ways of reaching information effectively.
12. P12 Plan and implement professional project.research and activities for the social environment in which they live with the awareness of social reponsibility.
13. P13 Acts by democracy,human right, professional and scientific values, relevant laws and regulations.
14. P14 The individual has the necessary awareness of environmental protection and occupational safety.
15. P15 Use the technology related to the field and adapt it to their studies.

Po-Lo Matrix