LEARNING STRATEGIES FOR LEARNING DISABILITIES

Course Description

Special learning difficulties and learning problems; reasons; measures; the characteristics of individuals who have a learning disability; sub-types of learning difficulty; dyslexia; Dyscalculia; The disgraf; learning; the importance of learning; learning strategies; strategies to support learning and learning; teaching learning strategies; motivational strategies; strategies to enhance attention; remember strategies to remember; time management strategies; information management strategies; exam / test strategies; listening and note-taking strategies; self-regulatory strategies; literacy strategies; learning mathematics; concept learning; generalization strategies; early special education; learning strategies for adults with learning disabilities; pre-school learning strategies; fusing environments; integration; class adaptations; least restrictive environments; example applications; teaching methods; preparing an individualized education plan; individualized teaching plan preparation.

LEARNING STRATEGIES FOR LEARNING DISABILITIES

Evaluation Tools (Active Term)

No evaluation items have been defined.

Course outcomes

1. 01 Gives information about learning difficulties.
2. 02 It gives information about cognition, language, personality and social characteristics of individuals with learning difficulties.
3. 03 Gives information about the characteristics of reading difficulties, evaluation and educational applications.
4. 04 Gives information about characteristics of writing difficulties, evaluation and educational applications.
5. 05 Gives information about the features and evaluation of mathematics learning difficulties.
6. 06 Gives information about early diagnosis and early intervention applications for preschool children at risk of learning disabilities.
7. 07 Gives information about strategies to be followed in young and adults with learning difficulties.

Course Syllabus

Reference Books & Course Materials

1. 01 Melekoğlu, M. A. ve Çakıroğlu, O. [Editörler] (2015). Özel öğrenme güçlüğü olan çocuklar. Ankara: Vize
2. 02 Melekoglu, M. A. (2010). Öğrenme güçlüğü, dikkat eksikliği/hiperaktivite bozukluğu, duygu/davranış bozukluğu. İ. H. Diken (Editör). İlköğretimde kaynaştırma. Ankara: Pegem Akademi.
3. 03 Memduhoğlu, H. B. ve Melekoğlu, M. A. (2013). Özel grupları yönetme (Bölüm çevirisi). A. Aypay (Çeviri Editörü). İlkokul öğretmenleri için sınıf yönetimi (Classroom management for elementary teachers by C. M. Evertson & E. T. Emmer). Ankara: Nobel.
4. 04 Yıldırım Doğru, S. (Ed.) (2012). Öğrenme Güçlükleri. Ankara: Eğiten Kitap.

Learning Outcomes

1. L01 1.Explains learning difficulties. SOLO 4
2. L02 Explains cognition, language, personality and social characteristics of individuals with learning difficulties. SOLO 4
3. L03 Defines the features of reading difficulties, evaluation and educational practices. SOLO 4
4. L04 Explains the features, evaluation and educational practices of writing difficulties. SOLO 4
5. L05 Explains the features, evaluation and educational applications of mathematics learning difficulties. SOLO 4
6. L06 Explains early diagnosis and early intervention applications for children in the risk group of learning difficulties in preschool period. SOLO 4
7. L07 Explains the strategies to be followed in young and adults with learning difficulties. 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