TEACHING SOCIAL SKILLS IN THE CONTEXT OF MENTAL DIABILITIES

Course Description

Definition of social skills, development of the daily life and social skills in children, deciding on which daily life skills (self-care, home skills, community skills, leisure skills, etc.) and social skills are appropriate to acquire by students with different disabilities , Preparing measurement tools aimed at acquisition of these skills, organizing the teaching environment, deciding on the tips to be used and the process of fading out the tips, implementation, ensuring the continuity and generalization of the acquired skills. Interpersonal relations, social responsibility, self-confidence, social problem solving, abiding by rules; Evaluation and teaching of practical skills: daily life-self-care skills; Deciding on which social adjustment skills are appropriate for acquision by students with special education needs; Preparing evaluation tools for acquisition of social adjustment skills; Teaching environments and methods; Teaching presentation; Ensuring continuity and generalization of acquired skills.

TEACHING SOCIAL SKILLS IN THE CONTEXT OF MENTAL DIABILITIES

Evaluation Tools (Active Term)

No evaluation items have been defined.

Course outcomes

1. 01 -
2. 02 -
3. 03 -
4. 04 -

Course Syllabus

Reference Books & Course Materials

1. 01 Avcıoğlu, H. (2005). Etkinliklerle sosyal beceri öğretimi. Ankara: Kök Yayıncılık.
2. 02 Bacanlı, H. (1999). Sosyal beceri eğitimi. Ankara: Asal yayınları.
3. 03 Çetin, F., Bilbay, A. ve Kaymak, D. (2002). Araştırmadan uygulamaya çocuklarda sosyal beceriler ve grup eğitimi. İstanbul: Epsilon Yayıncılık.
4. 04 Sucuoğlu, B. & Çifci İ. (2001). Yapamıyor mu? yapmıyor mu? zihinsel engelli çocuklar için sosyal beceri öğretimi. Ankara: Ankara Üniversitesi Basımevi.

Learning Outcomes

1. L01 1. Explains the basic concepts and features of social skills teaching. SOLO 4
2. L02 4. Explains the teaching methods and strategies that can be used in teaching social skills and their basic features. SOLO 4
3. L03 2. Explains the factors affecting the development of social skills and the inadequacy of social skills. SOLO 4
4. L04 3. Explains the methods used in the evaluation of social skills. SOLO 4
5. L05 5. Develops a social skills teaching plan using teaching methods and techniques. SOLO 5
6. L06 6. Develops an assessment tool for the developed social skills teaching plan. 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