PSYCHOLOGY
Qualification Awarded	Program Süresi	Toplam Kredi (AKTS)	Öğretim Şekli	Yeterliliğin Düzeyi ve Öğrenme Alanı
Bachelor's (First Cycle) Degree	4	240	FULL TIME	TYÇ, TR-NQF-HE, EQF-LLL, ISCED (2011):Level 6 QF-EHEA:First Cycle TR-NQF-HE, ISCED (1997-2013): 31

Ders Genel Tanıtım Bilgileri

Course Code:

1311002002

Ders İsmi:

Atypical Child Psychology

Ders Yarıyılı:

Spring

Ders Kredileri:

Theoretical	Practical	Labs	Credit	ECTS
3	0	0	3	5

Language of instruction:

Ders Koşulu:

Ders İş Deneyimini Gerektiriyor mu?:

Other Recommended Topics for the Course:

Type of course:

Bölüm Seçmeli

Course Level:

Bachelor

TR-NQF-HE:6. Master`s Degree

QF-EHEA:First Cycle

EQF-LLL:6. Master`s Degree

Mode of Delivery:

Face to face

Course Coordinator :

Dr.Öğr.Üyesi Fatma GÖRAL

Course Lecturer(s):

Course Assistants:

Dersin Amaç ve İçeriği

Course Objectives:

The aim of this course is to introduce the definitions, types, causes, symptoms and related terms of atypical child psychology, children with hearing loss, speech disorders, mentally retarded children, gifted children, children with adaptation problems, children in need of protection, visually impaired children, learning difficulties. To evaluate children and children with physical disabilities, children with autism, cerebral palsy, epilepsy, emotional and behavioral disorders in terms of diagnosis and rehabilitation. This course also emphasizes the importance of psychological support and teamwork.

Course Content:

Evaluating children with emotional and behavioral disorders in terms of diagnosis and rehabilitation, the importance of psychological support, teamwork

Learning Outcomes

The students who have succeeded in this course;

Learning Outcomes

1 - Knowledge
Theoretical - Conceptual
1) The student knows the methods of mental disability psychology.
2 - Skills
Cognitive - Practical
1) Student performs mental disability psychology and practices in collaboration with experts from other disciplines.
3 - Competences
Communication and Social Competence
1) The student will be able to convey her written and verbal thoughts on the solution proposals for the problems related to the psychology of mental disability.
Learning Competence
Field Specific Competence
1) The student will be able to make explanations about the psychology of mental disability to various audiences, and convey their thoughts, verbally and in writing, about the solution proposals for the problems.
Competence to Work Independently and Take Responsibility
1) Since she has basic and general knowledge about the psychology of mental disability, she can follow the current developments in the psychology of mental disability.

Ders Akış Planı

Week	Subject	Related Preparation
1)	Course introduction	Drew, C. J., Hardman, M. L. & Logan, D. R. (1996). Mental Retardation: A Life Cycle Approach. (6th ed.) New Jersey: Prentice Hall. Kail, R. & Pellegrino, J.W. (1985). Human Intelligence: Perspectives and Prospects. New York: Freeman.
2)	intelligence	Drew, C. J., Hardman, M. L. & Logan, D. R. (1996). Mental Retardation: A Life Cycle Approach. (6th ed.) New Jersey: Prentice Hall. Kail, R. & Pellegrino, J.W. (1985). Human Intelligence: Perspectives and Prospects. New York: Freeman.
3)	Tests used to measure intelligence	Drew, C. J., Hardman, M. L. & Logan, D. R. (1996). Mental Retardation: A Life Cycle Approach. (6th ed.) New Jersey: Prentice Hall. Kail, R. & Pellegrino, J.W. (1985). Human Intelligence: Perspectives and Prospects. New York: Freeman.
4)	problems with mental disability	Drew, C. J., Hardman, M. L. & Logan, D. R. (1996). Mental Retardation: A Life Cycle Approach. (6th ed.) New Jersey: Prentice Hall. Kail, R. & Pellegrino, J.W. (1985). Human Intelligence: Perspectives and Prospects. New York: Freeman.
5)	problems with mental disability	Drew, C. J., Hardman, M. L. & Logan, D. R. (1996). Mental Retardation: A Life Cycle Approach. (6th ed.) New Jersey: Prentice Hall. Kail, R. & Pellegrino, J.W. (1985). Human Intelligence: Perspectives and Prospects. New York: Freeman.
6)	problems with mental disability	Drew, C. J., Hardman, M. L. & Logan, D. R. (1996). Mental Retardation: A Life Cycle Approach. (6th ed.) New Jersey: Prentice Hall. Kail, R. & Pellegrino, J.W. (1985). Human Intelligence: Perspectives and Prospects. New York: Freeman.
7)	Midterm	Drew, C. J., Hardman, M. L. & Logan, D. R. (1996). Mental Retardation: A Life Cycle Approach. (6th ed.) New Jersey: Prentice Hall. Kail, R. & Pellegrino, J.W. (1985). Human Intelligence: Perspectives and Prospects. New York: Freeman.
8)	Review of researches	Drew, C. J., Hardman, M. L. & Logan, D. R. (1996). Mental Retardation: A Life Cycle Approach. (6th ed.) New Jersey: Prentice Hall. Kail, R. & Pellegrino, J.W. (1985). Human Intelligence: Perspectives and Prospects. New York: Freeman.
9)	observation in education centers for mentally handicapped children	Drew, C. J., Hardman, M. L. & Logan, D. R. (1996). Mental Retardation: A Life Cycle Approach. (6th ed.) New Jersey: Prentice Hall. Kail, R. & Pellegrino, J.W. (1985). Human Intelligence: Perspectives and Prospects. New York: Freeman.
10)	observation in education centers for mentally handicapped children	Drew, C. J., Hardman, M. L. & Logan, D. R. (1996). Mental Retardation: A Life Cycle Approach. (6th ed.) New Jersey: Prentice Hall. Kail, R. & Pellegrino, J.W. (1985). Human Intelligence: Perspectives and Prospects. New York: Freeman.
11)	observation in education centers for mentally handicapped children	Drew, C. J., Hardman, M. L. & Logan, D. R. (1996). Mental Retardation: A Life Cycle Approach. (6th ed.) New Jersey: Prentice Hall. Kail, R. & Pellegrino, J.W. (1985). Human Intelligence: Perspectives and Prospects. New York: Freeman.
12)	observation in education centers for mentally handicapped children	Drew, C. J., Hardman, M. L. & Logan, D. R. (1996). Mental Retardation: A Life Cycle Approach. (6th ed.) New Jersey: Prentice Hall. Kail, R. & Pellegrino, J.W. (1985). Human Intelligence: Perspectives and Prospects. New York: Freeman.
13)	observation in education centers for mentally handicapped children	Drew, C. J., Hardman, M. L. & Logan, D. R. (1996). Mental Retardation: A Life Cycle Approach. (6th ed.) New Jersey: Prentice Hall. Kail, R. & Pellegrino, J.W. (1985). Human Intelligence: Perspectives and Prospects. New York: Freeman.
14)	observation in education centers for mentally handicapped children	Drew, C. J., Hardman, M. L. & Logan, D. R. (1996). Mental Retardation: A Life Cycle Approach. (6th ed.) New Jersey: Prentice Hall. Kail, R. & Pellegrino, J.W. (1985). Human Intelligence: Perspectives and Prospects. New York: Freeman.
15)	final exam	Drew, C. J., Hardman, M. L. & Logan, D. R. (1996). Mental Retardation: A Life Cycle Approach. (6th ed.) New Jersey: Prentice Hall. Kail, R. & Pellegrino, J.W. (1985). Human Intelligence: Perspectives and Prospects. New York: Freeman.

Sources

Course Notes / Textbooks:	Drew, C. J., Hardman, M. L. & Logan, D. R. (1996). Mental Retardation: A Life Cycle Approach. (6th ed.) New Jersey: Prentice Hall. Kail, R. & Pellegrino, J.W. (1985). Human Intelligence: Perspectives and Prospects. New York: Freeman.
References:	Drew, C. J., Hardman, M. L. & Logan, D. R. (1996). Mental Retardation: A Life Cycle Approach. (6th ed.) New Jersey: Prentice Hall. Kail, R. & Pellegrino, J.W. (1985). Human Intelligence: Perspectives and Prospects. New York: Freeman.

Ders - Program Öğrenme Kazanım İlişkisi

Ders Öğrenme Kazanımları	1	2	3	4	5
Program Outcomes
1) Knows the theories, different approaches and perspectives related to psychology and knows the basic concepts and terms related to psychology.
2) Knows the process of psychology becoming a science from a historical perspective, its approach to emotional, behavioral and mental processes in this process and the scientific methods used to investigate these processes.
3) Knows the working subjects and methods of the subfields of psychology and defines the duties of psychologists working in these fields.
4) To be able to deal with the human being as a biological, psychological, sociological and cultural whole and to be able to establish a relationship with related disciplines in this sense.
5) Knows the salient emphases of the major theories, approaches and perspectives of psychology (behavioral, biological, cognitive, evolutionary, humanistic, psychodynamic and sociocultural).
6) Knows the basic principles and methods of psychological assessment and gains basic interview skills.
7) Have a basic level of knowledge about commonly used measurement tools in related subfields of psychology.
8) To have the knowledge and skills required to conduct research in the field of psychology, to find a problem, to create a research design, to collect data, to determine appropriate data analysis, to interpret and report findings.
9) To have a good understanding of scientific thinking in psychology; to use critical thinking and reasoning skills.
10) Knows the ethical principles, values and practices of psychology.

Ders - Öğrenme Kazanımı İlişkisi

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	Knows the theories, different approaches and perspectives related to psychology and knows the basic concepts and terms related to psychology.	5
2)	Knows the process of psychology becoming a science from a historical perspective, its approach to emotional, behavioral and mental processes in this process and the scientific methods used to investigate these processes.
3)	Knows the working subjects and methods of the subfields of psychology and defines the duties of psychologists working in these fields.
4)	To be able to deal with the human being as a biological, psychological, sociological and cultural whole and to be able to establish a relationship with related disciplines in this sense.
5)	Knows the salient emphases of the major theories, approaches and perspectives of psychology (behavioral, biological, cognitive, evolutionary, humanistic, psychodynamic and sociocultural).
6)	Knows the basic principles and methods of psychological assessment and gains basic interview skills.
7)	Have a basic level of knowledge about commonly used measurement tools in related subfields of psychology.
8)	To have the knowledge and skills required to conduct research in the field of psychology, to find a problem, to create a research design, to collect data, to determine appropriate data analysis, to interpret and report findings.
9)	To have a good understanding of scientific thinking in psychology; to use critical thinking and reasoning skills.
10)	Knows the ethical principles, values and practices of psychology.

Öğrenme Etkinliği ve Öğretme Yöntemleri

Anlatım
Course

Ölçme ve Değerlendirme Yöntemleri ve Kriterleri

Yazılı Sınav (Açık uçlu sorular, çoktan seçmeli, doğru yanlış, eşleştirme, boşluk doldurma, sıralama)

Assessment & Grading

Semester Requirements	Number of Activities	Level of Contribution
Midterms	1	% 40
Semester Final Exam	1	% 60
total		% 100
PERCENTAGE OF SEMESTER WORK		% 40
PERCENTAGE OF FINAL WORK		% 60
total		% 100

İş Yükü ve AKTS Kredisi Hesaplaması

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	15	3	45
Study Hours Out of Class	15	8	120
Midterms	1	6	6
Final	1	8	8
Total Workload			179