Anadolu Info Package Anadolu Info Package
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  • TR
About the Programme Academic Staff Program Qualifications Lessons Matrix of Course & Program Qualifications Turkish Qualifications Framework (TQF) TQF & Program Qualifications
  1. Faculty of Education
  2. Department of Special Education
  3. Special Education Teacher Training Program
  4. Course Structure Diagram with Credits
  5. Teaching Independent Living Skills
  6. Learning Outcomes & Program Qualifications
  • Description
  • Learning Outcomes
  • ECTS Credit Load
  • Course's Contribution to Program
  • Learning Outcomes & Program Qualifications
Last Updated: 17/06/2026
0 : Does not support   1 : Low-level support   2 : Mid-level support   3 : Top level support
Learning Outcomes Program Qualifications
PY2 PY3 PY4 PY5 PY6 PY7 PY8 PY9 PY10 PY11 PY12 PY13 PY14 PY15 PY16 PY17 PY18 PY19 PY20 PY21 PY22 PY23 PY24 PY25 PY26 PY27 PY28 PY29 PY30 PY31 PY32 PY33 PY34 PY35 PY36 PY37 PY38 PY39 PY40 PY41
LO-1 1. Will be able to describe the steps and characteristics of learning. \n - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
LO-2 2. Will be able to describe the basic concepts and characteristics that about chain behaviors teaching. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
LO-3 3. Will be able to describe the basic characteristic of self-care skills (toilet, eating, dressing, personal care and cleaning) area. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
LO-4 4. Will be able to describe the basic characteristics of daily living skills (exm.; using household tools, kitchen skills, cleaning and tidying house, laundry and caring clothes, sleeping pattern) area. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
LO-5 5. Will be able to describe the basic characteristics of social skills area. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
LO-6 6. Will be able to describe the basic characteristics of functional academic skills (reading sight words, telling time, using money). - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
LO-7 7. Will be able to describe the basic characteristics of using community resource skills (traveling, shopping, eating out, getting examined, doing banking transaction, etc.). - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
LO-8 8. Will be able to describe the basic characteristics of safety skills area. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
LO-9 9. Will be able to describe the basic characteristics of self-management skills area. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
LO-10 10. Will be able to describe the basic characteristics of vocational skills area. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
LO-11 11. Will be able to describe the basic characteristics of leisure skills. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
LO-12 12. Will be able to describe the basic characteristics of transition to community life. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
LO-13 13. Will be able to describe the ways which provide family\'s participation to skill teaching. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
LO-14 1. Explains the basic concepts of chained skill instruction and the task analysis process.\n2. Defines the characteristics and sub-areas of daily living skills and their importance for individuals with special needs.\n3. Explains and provides examples of teaching methods that support the development of self-determination and interpersonal skills.\n4. Analyzes the behavioral prerequisites and skill structures necessary for teaching employment and work skills.\n5. Performs task analysis for a chained skill and determines the appropriate teaching strategy.\n6. Prepares a teaching plan that includes tools, environment, and assessment components for a selected daily living skill.\n7. Creates an application scenario for self-determination or interpersonal skills and adapts this scenario to the teaching environment.\n8. Develops structured tasks for teaching employment skills and prepares an application plan.\n9. Analyzes observations related to the skill teaching application, shows development graphically, and reports on it.\n10. Acts in accordance with ethical principles during the teaching process, demonstrates sensitivity to individual differences, and exhibits an attitude open to collaboration. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

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