Course Information


Course Information
Course Title Code Semester L+U Hour Credits ECTS
TEACHING PRACTICUM I ÖEU401 7. Semester 2 + 6 5.0 10.0

Prerequisites None

Language of Instruction Turkish
Course Level Bachelor's Degree
Course Type Compulsory
Mode of delivery
Course Coordinator
Instructors
Assistants
Goals Aim of this lesson is giving opportunities to students for practicing theoretical knowledge and gaining experience in field.
Course Content Observing, learn the functioning of the school, program-based evaluation of children with special needs, preparing an Individualized ITeaching Plan, preparing lesson plans and daily activity plans, preparing and use criterion-dependent measurement tools, individual and group teaching, evaluating problem behaviors, preparing a positive behavior support plan, and classroom management.
Learning Outcomes 1) Evaluates individuals with special needs in terms of developmental areas such as cognitive, social, motor, language and behavioral problems based on the curriculum.
2) Determines long-term and short-term goals according to the evaluation results.
3) Prepares an individualized teaching plan for gaining goals.
4) Prepares teaching materials suitable for student development and needs.
5) Provides individualized instruction to students with special needs.
6) Determines the target behavior that is desired to be reduced by keeping an anecdotal record for the student with special needs.
7) Profiles the behavior for the target behavior to be reduced.
8) Performs an Environment-Behavior-Consequence (ODS) analysis for the target behavior that is desired to be reduced according to the result of the behavior profile.

Weekly Topics (Content)
Week Topics Teaching and Learning Methods and Techniques Study Materials
1. Week Teacher candidates are informed about schools and groups, and the Teaching Practice I Lesson Guideline is explained. Lecture; Problem Solving; Discussion

 Presentation (Including Preparation Time)
2. Week Teacher candidates obtain the weekly course schedule and the student list by observing in the classroom environment, draw the classroom sketch that includes the physical arrangements in the classroom and shows the location of the students, and puts it in their file. Case Study

 Practice (Teaching Practice, Music/Musical Instrument Practice, Statistics, Laboratory, Field Work, Clinic and Polyclinic Practice)
3. Week Teacher candidates make the first evaluation (rough evaluation) of the student by using the Performance Determination Form for "at least two students" in the class. Case Study
Workshop
Case Based Learning 		Practice (Teaching Practice, Music/Musical Instrument Practice, Statistics, Laboratory, Field Work, Clinic and Polyclinic Practice)
4. Week Teacher candidates keep anecdotal record for 15 minutes in at least two different lessons, once a day for the target student, and identify and define the target behavior that is desired to be reduced. Case Study
Workshop
Case Based Learning 		Practice (Teaching Practice, Music/Musical Instrument Practice, Statistics, Laboratory, Field Work, Clinic and Polyclinic Practice)
5. Week According to the rough evaluation results, teacher candidates determine at most 6 primary objectives (behavior to be increased) and 1 problem behavior to be reduced, in line with the priority needs of the student. Case Study
Workshop
Case Based Learning 		Practice (Teaching Practice, Music/Musical Instrument Practice, Statistics, Laboratory, Field Work, Clinic and Polyclinic Practice)
6. Week Teacher candidates profile the behavior for the target behavior that is desired to be reduced (behavior profile is made in each lesson during the two days of the internship using the appropriate observation recording technique regarding the target behavior). Case Study
Workshop
Case Based Learning 		Practice (Teaching Practice, Music/Musical Instrument Practice, Statistics, Laboratory, Field Work, Clinic and Polyclinic Practice)
7. Week Midterm Case Study

 Practice (Teaching Practice, Music/Musical Instrument Practice, Statistics, Laboratory, Field Work, Clinic and Polyclinic Practice)
8. Week Teacher candidates perform Environment-Behavior-Outcome (EBO) analysis for the target behavior that is desired to be reduced according to the result of the behavior profile. Case Study
Workshop
Case Based Learning 		Practice (Teaching Practice, Music/Musical Instrument Practice, Statistics, Laboratory, Field Work, Clinic and Polyclinic Practice)
9. Week Teacher candidates collect at least 3 sessions of baseline data and graph it for the behavior whose EBO analysis has been completed. Case Study
Workshop
Case Based Learning 		Practice (Teaching Practice, Music/Musical Instrument Practice, Statistics, Laboratory, Field Work, Clinic and Polyclinic Practice)
10. Week Teacher candidates report all the data they collect about the behavior. Case Study
Workshop
Case Based Learning 		Practice (Teaching Practice, Music/Musical Instrument Practice, Statistics, Laboratory, Field Work, Clinic and Polyclinic Practice)
11. Week Teacher candidates teachers collect at least 3 session baseline data for the behaviors to be increased in the goal list. Case Study
Workshop
Case Based Learning 		Practice (Teaching Practice, Music/Musical Instrument Practice, Statistics, Laboratory, Field Work, Clinic and Polyclinic Practice)
12. Week Teacher candidates those who complete the baseline data, begin to prepare the individualized programs. Case Study
Workshop
Case Based Learning 		Practice (Teaching Practice, Music/Musical Instrument Practice, Statistics, Laboratory, Field Work, Clinic and Polyclinic Practice)
13. Week Teacher candidates start teaching and continue to collect data in teaching sessions and graph the data they collect on a daily basis. Case Study
Workshop
Case Based Learning 		Practice (Teaching Practice, Music/Musical Instrument Practice, Statistics, Laboratory, Field Work, Clinic and Polyclinic Practice)
14. Week Teacher candidates start teaching and continue to collect data in teaching sessions and graph the data they collect on a daily basis. Case Study
Workshop
Case Based Learning 		Practice (Teaching Practice, Music/Musical Instrument Practice, Statistics, Laboratory, Field Work, Clinic and Polyclinic Practice)

Sources Used in This Course
Recommended Sources
Özel Eğitim Meslek Okulu Meslek Programları (https://orgm.meb.gov.tr/www/ozel-egitim-mesleki-egitim-merkezi-meslek-programlari-yeni/icerik/576İ)
Özel Eğitim Programları (https://orgm.meb.gov.tr/www/ozel-egitim-ile-ilgili-yayimlar/icerik/123)
Zihinsel Yetersizliği Olan Bireyler İçin Performans Belirleme Formu” (http://orgm.meb.gov.tr/)

Relations with Education Attainment Program Course Competencies
Program RequirementsContribution LevelDK1DK2DK3DK4DK5DK6DK7DK8
PY1500000000
PY2300000000
PY3400000000
PY4500000000
PY5500000000
PY6400000000
PY7400000000
PY8400000000
PY9555000333
PY10500500000
PY11500050000
PY12500005000
PY13500005000
PY14503355000
PY15500000444
PY16400000000
PY17500000000
PY18455550555

*DK = Course's Contrubution.
0 1 2 3 4 5
Level of contribution None Very Low Low Fair High Very High
.

ECTS credits and course workload
Event Quantity Duration (Hour) Total Workload (Hour)
Course Duration (Total weeks*Hours per week) 14 8
Work Hour outside Classroom (Preparation, strengthening) 14 2
Homework 10 10
Report (Including Preparation and presentation Time) 2 16
Midterm Exam 1 1
Time to prepare for Midterm Exam 1 10
Final Exam 1 1
Time to prepare for Final Exam 1 10
Total Workload
Total Workload / 30 (s)
ECTS Credit of the Course
Quick Access Hızlı Erişim Genişlet
Course Information
  • Course Information
  • Weekly Topics (Content)
  • Sources Used in This Course
  • Relations with Education Attainment Program Course Competencies
  • ECTS credits and course workload