SPECIAL EDUCATION IN EARLY CHILDHOOD

Course Description

Aim of the course special education in early childhood; the purpose of the course is to prepare Teaching processes according to the Teaching methods (direct Teaching, the natural approach, and concstructivist Teaching method) which are appropriate for acquisition of language and communication skills by mentally disabled students, to prepare students for early literacy and prepare Teaching processes according to criterion-dependent skills tests. Basic concepts: infancy, early childhood period and concept of developmental delays; Definition of special education in early childhood (SEEC), its importance, history and theoretical foundation; SEEC in law; Specialists with a role in SEEC; Family involvement; Assessment in SEEC; Intervention programs in SEEC: institution, home, and institution-home centered applications; SEEC and transition process; Principal topics in SEEC: games, applications appropriate for developmental periods, natural education, family-centered practices.

SPECIAL EDUCATION IN EARLY CHILDHOOD

Evaluation Tools (Active Term)

No evaluation items have been defined.

Course outcomes

1. 01 To explain the importance of development in early childhood.
2. 02 To explain the evaluation process in early childhood.
3. 03 To knows different educational environments.
4. 04 To understands and uses early education programs in developmental areas.
5. 05 To knows the importance of integration in early childhood.
6. 06 To knows the application of early childhood education programs.

Course Syllabus

Reference Books & Course Materials

1. 01 Yıldırım Doğru, S. (2019). Erken Çocuklukta Özel Eğitim. Ankara: Vize Akademik.
2. 02 Diken, İ. H. (2010). Erken Çocukluk Eğitimi, Ankara: Pegem Yayıncılık
3. 03 Bakkaloğlu, H., & Demir, Ş. (Çev. Eds.) (2018). Erken çocukluk özel eğitimi el kitabı. Ankara: Anı Yayıncılık
4. 04 Gür, Ç. (2025). Erken Çocukluk Döneminde Gelişim. Ankara: Pegem Akademi

Learning Outcomes

1. L01 Defines the basic concepts of early childhood special education (ECEC). SOLO 3
2. L02 Explain the historical development of Early Childhood Special Education studies in Turkey and in the world. SOLO 4
3. L03 Explains the legal regulations regarding Early Childhood Special Education studies in Turkey and in the world. SOLO 4
4. L04 Explains the developmental stages in cognitive, motor, social, emotional, self-care, language and communication areas in early childhood. SOLO 4
5. L05 Explain the biological/organic and social/environmental factors affecting development in early childhood. SOLO 4
6. L06 Explains diagnostic criteria for groups served in early childhood (infants and children with disabilities or at biological risk and environmental risk). SOLO 4
7. L07 Explains assessment tools and features used in early childhood special education. SOLO 4
8. L08 Explains effective teaching methods used in early childhood special education. SOLO 4
9. L09 Explains service delivery models (such as home-based, institution-based, home-based and institution-based) in early childhood special education and the characteristics, disadvantages and advantages of these models. SOLO 4
10. L10 Explains the importance of ensuring the participation of families in early childhood special education practices, effective cooperation and communication with families and other professionals. SOLO 4
11. L11 Explain the characteristics and results of early childhood special education practices in Turkey. SOLO 4

Program Outcomes

1. P01 To define current knowledge about special education, teaching as a job, general culture and basic sciences
2. P02 To share results of the evaluation with parents and administration after evaluating levels of students prior to teaching; to prepare and to use individualized education plan based on the results.
3. P03 To use skills and knowledge in job and daily life with considering formal and ethical rules.
4. P04 To use information and communication technologies together with computer software required by the field. (European Computer Driving License”, Advanced Level)
5. P05 To suggest solutions in unexpected situations about special education and teaching as a job.
6. P06 To use skills about self-regulation, learning to learn, critical thinking and creative thinking.
7. P07 To examine and produce new scientific products about special education and teaching as a job.
8. P08 To participate in seminars, conferences, workshops etc. about special education by developing positive attitudes towards life-long learning.
9. P09 To follow new knowledge about special education and teaching as a job and to study in collaboration with colleagues.
10. P10 To be able to follow information in the field and communicate with colleagues by using a foreign language (European Language Portfolio Global Scale”, Level B1).
11. P11 To prepare, apply and administer plans and projects about special education by considering students? socio-economic situations and cultural environment. To share results with society.
12. P12 To use effective communication skills when studying with individuals in special education needs, their families and other experts.
13. P13 To use skills and knowledge to increase social acceptance of individuals in special education needs and to teach communication and social skills.
14. P14 To use values about universal nature of social rights, social justice, quality culture, preserving cultural values, health in work and environmental protection in job and daily life.
15. P15 To make changes in line with all features of students and their needs.

Po-Lo Matrix