PSYCHOLOGY | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | 1311002002 | ||||||||
Ders İsmi: | Atypical Child Psychology | ||||||||
Ders Yarıyılı: | Fall | ||||||||
Ders Kredileri: |
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Language of instruction: | TR | ||||||||
Ders Koşulu: | |||||||||
Ders İş Deneyimini Gerektiriyor mu?: | No | ||||||||
Type of course: | Bölüm Seçmeli | ||||||||
Course Level: |
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Mode of Delivery: | Face to face | ||||||||
Course Coordinator : | Dr.Öğr.Üyesi Fatma GÖRAL | ||||||||
Course Lecturer(s): | |||||||||
Course Assistants: |
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 |
The students who have succeeded in this course;
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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. |
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 Öğrenme Kazanımları | 1 |
2 |
3 |
4 |
5 |
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Program Outcomes | ||||||||
1) Knows the basic concepts and subfields of the science of psychology. Uses the knowledge based on theoretical practice in the field of study. | ||||||||
2) Knows the basic research methods of the science of psychology, applies and interprets the data obtained. | ||||||||
3) Our graduates are aware of their competence and competencies in their studies in the field. | ||||||||
4) Our graduates continue their professional development by constantly following local and universal developments that will contribute to their professional life. | ||||||||
5) Our graduates contribute to their field by having effective communication and problem solving skills. | ||||||||
6) Our graduates know the ethical values of psychology science and respect differences. | ||||||||
7) Our graduates know the social and universal effects of the field of study and its legal consequences. | ||||||||
8) Our graduates are knowledgeable about other fields related to psychology. Uses this knowledge in collaborative work. | ||||||||
9) Follows the English literature and basic resources in the field of psychology. |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | Knows the basic concepts and subfields of the science of psychology. Uses the knowledge based on theoretical practice in the field of study. | 5 |
2) | Knows the basic research methods of the science of psychology, applies and interprets the data obtained. | |
3) | Our graduates are aware of their competence and competencies in their studies in the field. | |
4) | Our graduates continue their professional development by constantly following local and universal developments that will contribute to their professional life. | |
5) | Our graduates contribute to their field by having effective communication and problem solving skills. | |
6) | Our graduates know the ethical values of psychology science and respect differences. | |
7) | Our graduates know the social and universal effects of the field of study and its legal consequences. | |
8) | Our graduates are knowledgeable about other fields related to psychology. Uses this knowledge in collaborative work. | |
9) | Follows the English literature and basic resources in the field of psychology. |
Anlatım | |
Course |
Yazılı Sınav (Açık uçlu sorular, çoktan seçmeli, doğru yanlış, eşleştirme, boşluk doldurma, sıralama) |
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 |
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 |