Akademik Dersler - Tanıtım

Course Title	Code	Compulsory/Elective	Laboratory + Practice	ECTS
Individualized Education Programs	ÖEÖ226	IV. SEMESTER	3+1	4.0

Language of Instruction	Türkçe
Course Type	Required Courses
Course Instructor(s)	DOÇ. DR. ELİF AKAY, DOÇ. DR. AYSUN ÇOLAK, PROF. DR. YASEMİN ERGENEKON
Mode of Delivery	The mode of delivery of this course is face to face.
Prerequisites	1. All the students in the class are obliged to read the relevant books from the course book and to come by reading the lectures given by the lecturer on a weekly basis. 2. The course subjects will be transferred by the teaching staff, but the students are also responsible for participating actively in the lesson and doing the homework and reading. 3. The information given in this section is essential for teaching practice courses and therefore participation in the classes is important.
Courses Recomended	N/A
Recommended Reading List	Gürsel, O., & Vuran, S. (2009). Değerlendirme ve bireyselleştirilmiş eğitim programlarını geliştirme. İ. H. Diken (Ed.). İlköğretimde Kaynaştırma. İçinde (s. 193-230). Ankara: Pegem Akademi.Kargın, T. (2007). Eğitsel değerlendirme ve bireyselleştirilmiş eğitim programı hazırlama süreci, Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 8(1), 1-13. Kargın, T. (2010). Bireyselleştirilmiş eğitim programı hazırlama ve öğretimin bireyselleştirilmesi. İ. H. Diken (Ed.). Özel Eğitime Gereksinimi Olan Öğrenciler ve Özel Eğitim. İçinde (s. 59-87). (2. Baskı) Ankara: Pegem Akademi.Özyürek, M. (2009). Bireyselleştirilmiş eğitim programını geliştirme ve temelleri. (6. Baskı). Ankara: Kök Yayıncılık.
Assessment methods and criteria	Midterm ExamsHomeworkFinal Exams
Work Placement	This is not appropriate for the course.
Catalog Content	Basic Concepts: Individualized Education Programs (IEP): IEP’s Properties; Importance and Educational Necessity of IEP; Elements of IEP; Historical Development and Legal Basis of IEP; IEP Team and Roles; Basic Concepts of Evaluation; IEP Preparation Process: Determination of Existing Performance Level; Identification of Priority Areas; Establishing Long and Short Term Goals; Determination of Special Education and Support Services; Implementation of the Program, Recording of Progress, Evaluation and Monitoring Process; Transition and Its Properties; Preparation of Individualized Transition Plans; Integration of Transition Plans with IEP; Observation in Institutions.