MULTIPLE MENTAL ILLNESSES AND EDUCATION

Course Description

The medical, educational, behavioral and epidemiologic aspects of frequently occurring syndroms that lead to multiple mental illnesses, the role of environmental and genetic factors that cause these syndromes, importance of special education in advanced level diseases, diagnostics, identification and evaluation of disabilities at advanced levels, educational opportunities and Teaching methods for those with advanced disabilities. Health and care and team work for individuals with advanced disability. Educational and medical evaluation for determining and diagnosing individuals with hearing and seeing disabled, seeing and mental disabled, hearing and mental disabled, and those with cerebral palsy and mental disability, placement in educational environment, instructional plans, organizing educational evaluation for preparing instructional plans , developing and implementing inventories for assessing social skills, and preparing plans.

MULTIPLE MENTAL ILLNESSES AND EDUCATION

Evaluation Tools (Active Term)

No evaluation items have been defined.

Course outcomes

1. 01 Know the basic concepts and properties of multiple inadequacies
2. 02 Learn the properties of students with multiple disabilities
3. 03 Learns the groups of obstacles covered by multiple inadequacies
4. 04 Learns to prepare educational environment for children with multiple disabilities
5. 05 Learns educational strategies and instructional planning for children with multiple disabilities
6. 06 Learn how students with multiple disabilities can benefit from inclusion

Course Syllabus

Reference Books & Course Materials

1. 01 Pınar Şafak (2012) Ağır ve Çoklu Yetersizliği Olan Çocukların Eğitimi. Vize Yayıncılık.
2. 02 Atilla Cavkaytar (2013) Özel Eğitim. Vize Yayıncılık.
3. 03 İbrahim H. Diken (2013) Özel Eğitime Gereksinimi Olan Öğrenciler ve Özel Eğitim. Pegem Akademi.

Learning Outcomes

1. L01 1.Distinguish multiple disabilities. SOLO 4
2. L02 2.Explain the criteria for diagnosing multiple disabilities. SOLO 4
3. L03 3.Explain the effect of the elements of multiple disability on performance. SOLO 4
4. L04 4.Lists what individuals with multiple disabilities should pay attention to in their education planning. SOLO 3
5. L05 6.Examines major examples of practice based on different approaches to the education of individuals with multiple disabilities. SOLO 4
6. L06 7.It criticizes the current approaches in the education of individuals with multiple disabilities. SOLO 5
7. L07 5.Categorizes team members who will work in the education of individuals with multiple disabilities. 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