TEACHING VOCATIONAL AND OCCUPATIONAL SKILLS

Course Description

Relation between attitude and Occupational Life, Concept of Rehabilitation and Occupational Rehabilitation + Vocational Rehabilitation , Vocational Rehabilitation Approach + the concept of Positive Discrimination, Basic Occupational Health and Safety Training for Mentally Handicapped, European Employment Models for Disabled individuals , preparing an Ability Analysis for Mentally Disabled individuals within a Selected Occupational Field, discussion on the Ability Analysis for Mentally Disabled individuals within a Selected Occupational Field, An Example from the Local Government in Occupational and Vocational Training: Kadıköy Municipality Example of Disabled Work-Employment Project, Parents’ place in the process of Work related and Vocational Training aimed at Mentally-Handicapped Individuals: what do parents experience during this process ? Organizing trips to and observation in schools providing Work related and Vocational Training aimed at Mentally-Handicapped Individuals , Employment Models in the USA aimed at individuals with Disabilities, Occupational Field Identification Workshop for Mentally Disabled Individuals (Group Activity), Developping a Employment Model for Turkey aimed at Individuals with Disabilities.

TEACHING VOCATIONAL AND OCCUPATIONAL SKILLS

Evaluation Tools (Active Term)

No evaluation items have been defined.

Course outcomes

1. 01 -
2. 02 -
3. 03 -
4. 04 -
5. 05 -

Course Syllabus

Reference Books & Course Materials

1. 01 Cavkaytar, A. ve Artar, T. M. (2019). (Eds.). Zihin yetersizliği olan bireyler için iş ve meslek eğitimi. Ankara: Eğiten Kitap Türkçe
2. 02 Cavkaytar, A. ve Kaya, A. (2019). (Eds.). Zihin yetersizliği olan yetişkinler. Ankara: Eğiten Kitap. Türkçe
3. 03 Ergenekon, Y. (2015). Otizm spektrum bozukluğu olan bireyler için geçiş süreci ve hizmetleri planlama. İçinde A. Cavkaytar (Ed.), Otizm spektrum bozukluğu (s. 265-301). Ankara.
4. 04 Baran, N. ve Cavkaytar, A. (2007). Opinions and suggestions of employers of individuals with mental retardation. Elementary Education Online, 6 (2), 213-225.

Learning Outcomes

1. L01 1. Classifies independent life skills. (3) SOLO 3
2. L02 2. Explains general and special vocational education practices. (4) SOLO 4
3. L03 3.Defines participation in post-school education and career education practices. (2) SOLO 2
4. L04 4. Explains employment models and employability skills. (4) SOLO 4
5. L05 5. Defines the basic concepts related to the transition to adulthood. (2) SOLO 2
6. L06 6. Explains how the vocational evaluation process progresses. (4) SOLO 4
7. L07 7. Explains the skills and learning strategies required for individuals with special needs to participate in business life. (4) SOLO 4
8. L08 8. Defines the basic concepts related to business and vocational education. (2) SOLO 2
9. L09 9. Explain the concept of employment. (4) SOLO 4
10. L10 10. Explains independent living skills learning strategies. (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