TRANSITION TO ADULTHOOD IN MIND FAILURE

Course Description

Transition to social life; the role of special education in preparing for independent living; individuals with adult intellectual disability and adulthood; the families of individuals with intellectual disabilities; special education and vocational training for individuals with intellectual disabilities and preparation for the future; contributions to the preparation of independent living; non-governmental organizations serving adults; development of professional skills; gaining basic business skills; employability skills; separation from family; free time activities; planning for independent living; the steps of preparing a practical program for individuals with intellectual disabilities and program development processes; sample applications for occupational readiness and employment during adulthood; an exemplary vocational training practice; monitoring and evaluation of the prepared program.

TRANSITION TO ADULTHOOD IN MIND FAILURE

Evaluation Tools (Active Term)

No evaluation items have been defined.

Course outcomes

1. 01 Will be able to explain the important legal basis for the transition of students with disabilities from school to independent life.
2. 02 Describe the status of the family in transition to adulthood.
3. 03 Evaluate the transition planning process.
4. 04 Will be able to discuss the necessary support during the transition to social life.
5. 05 Will be able to develop suggestions for measures to be taken to create safe living spaces.

Course Syllabus

Reference Books & Course Materials

1. 01 Cavkaytar, A. (2013). Geleceğe hazırlanma. (Ed. Atilla Cavkaytar), Özel Eğitim. Ankara: Vize yayıncılık.
2. 02 Steere, D. E., Rose, E., Cavaiuolo, D. Growind Up: Transition to Adult Life for Students with Disabilities. Boston, MA: Pearson Education Inc.
3. 03 Avcıoğlu, H. (2015). A’dan Z’ye bep bireyselleştirilmiş eğitim programlarının geliştirilmesi. Ankara: Vize Basın Yayın.
4. 04 Gürsel, O., & Vuran, S. (2009). Değerlendirme ve bireyselleştirilmiş eğitim programlarını geliştirme.

Learning Outcomes

1. L01 1. Explains the transition of students with disabilities from school life to independent life. (4) SOLO 4
2. L02 2. Explains the situation of the family in the transition to adulthood. (4) SOLO 4
3. L03 3. Explains the after-school transition plans. (4) SOLO 4
4. L04 4. Denotes independent life skills and instructional strategies. (3) SOLO 3
5. L05 5. Indicates pre-vocational programs. (3) SOLO 3
6. L06 6. Explain the impact of transition skills on quality of life (4) SOLO 4
7. L07 7. Explains instructional strategies for transition education (4). SOLO 4
8. L08 8. Explain the basic concepts of disability, transition and adulthood. (4) SOLO 4
9. L09 9. Indicates best practices in the pass. (3) SOLO 3
10. L10 10. Examines the planning of the after-school transition. (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