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Profile of the Programme Specific Admission Requirements Qualification Requirements and Regulations Recognition of Prior Learning Educational Staff Programme Director & ECTS Coord. Field Qualifications Key Learning Outcomes Course Structure Diagram with Credits Matrix of Program Outcomes&Field Qualifications Matrix of Course& Program Qualifications Examination Regulations, Assessment and Grading Graduation Requirements Access to Further Studies Occupational Profiles of Graduates
  • Graduate School
  • Department of Special Education
  • Master of Arts (MA) Degree
  • Program in Education of the Hearing Impaired
  • Course Structure Diagram with Credits
  • Inclusive Practices for Hearing Impaired Children
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Course Title Code Compulsory/Elective Laboratory + Practice ECTS
Inclusive Practices for Hearing Impaired Children İEÖ521 I. SEMESTER 3+0 7.5
Language of Instruction Türkçe
Course Type Elective Courses
Course Instructor(s) DR. ÖĞR. ÜYESİ DUYGU BÜYÜKKÖSE
Mode of Delivery Face to face
Prerequisites No
Courses Recomended It is recommended that students who take this course will take ÖEÖ 107 Special Education course.
Recommended Reading List Batu, E. S. ve Kırcaali İftar, G. (2005). Kaynaştırma. Ankara: Kök Yayıncılık.Batu, E. S., Çolak, A. ve S. Odluyurt, S. (2014). Özel gereksinimli çocukların kaynaştırılması. 3. Baskı. Ankara: Vize Yayıncılık.Dede, Ş. (1996). Özel Eğitim Hakkında Salamanca Bildirisi. Özel Eğitim Dergisi, 2(2), 91-94.Güzel Özmen, R. (2003). Kaynaştırma ortamında eğitimsel düzenlemeler. A. Ataman (Editör), Özel gereksinimli çocuklar ve özel eğitime giriş, (s. 51-83). Ankara: Gündüz Eğitim ve Yayıncılık.Sucuoğlu, B. & Kargın, T. (2008). İlköğretimde kaynaştırma uygulamaları: Yaklaşımlar, yöntemler, teknikler. İstanbul: Morpa.
Assessment methods and criteria 1 Midterm, 1 Final
Work Placement No
Catalog Content An Overview of Present Situation of Hearing-Impaired Children in Schools; Arranging School Environments forNeeds of Hearing-Impaired Children; Special Education Support Services Provided Based on the Needs of HearingImpaired Children; Organization of Training Programs Based on the Needs of Hearing-Impaired Children; Teaching Practices for Improving Social Skills and Academic Performance.

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