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 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