TEACHING READING-WRITING IN SPECIAL EDUCATION

Course Description

Definition and structure of reading and writing; characteristics of literacy in individuals with special education needs; Approaches to preparation programs aimed at teaching reading; Assessing and supporting preparation to read; Instructing on mechanics of writing; Evaluation and teaching of functional reading and writing: audio-based reading and writing instruction, sentence-based reading and writing instruction, syllable-based reading and writing instruction, word-based reading and writing instruction, adaptations for reading and writing feasible in mainstreaming class; Specific literacy teaching techniques / strategies in groups with different special education needs, science-based practices in literacy teaching; The process of adapting literacy teaching to groups with special education needs, the generalization of teaching reading and writing to groups needing special education, the strategies for reading comprehension for groups with special education needs.

TEACHING READING-WRITING IN SPECIAL EDUCATION

Evaluation Tools (Active Term)

Course outcomes

No course outcomes have been defined yet.

Course Syllabus

Reference Books & Course Materials

No reference books have been listed.

Learning Outcomes

1. L01 Explain the historical development of primary reading and writing. SOLO 4
2. L02 Explain the basics of primary literacy teaching. SOLO 4
3. L03 Describes the materials and activities that will be used to increase the success of the literacy process. SOLO 4
4. L04 Explains measurement and evaluation tools in primary literacy teaching. SOLO 4
5. L05 Explains the role of the family in primary literacy teaching and the adaptations that can be made for literacy teaching in an inclusive environment. SOLO 4
6. L06 Develops a literacy teaching plan using teaching methods and techniques. SOLO 5

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