OZE 201 - Specıal Education in Early Chilhood

The primary objective of this course is to provide an understanding of the fundamental concepts, theoretical foundations, early intervention approaches, legal regulations, and service delivery models related to early childhood special education. It aims to help students gain competence in assessment processes, teamwork, and behavioral, developmental, and natural intervention methods within early childhood special education, as well as develop professional skills regarding family involvement and personnel qualifications.

This course covers fundamental concepts, theoretical foundations, and legal policies related to early childhood special education. The evaluation of young children with special needs, planning of services, and various service delivery models are examined. Within the scope of the course, teamwork and collaboration models, the importance of family involvement, and personnel responsibilities are explored. In addition, behavioral, developmental, and natural intervention approaches are discussed comparatively within the context of effective practices, and future trends in the field are debated.

Bakkaloğlu, H., Çelik, S., & Tomris, G. (Eds.) (2022). Araştırmadan uygulamaya erken çocukluk özel eğitimi el kitabı. Vize Akademik.

Bakkaloğlu, H., & Demir, Ş. (Çev. Eds.). (2021). Erken çocukluk özel eğitimi el kitabı. Anı Yayıncılık.

Millî Eğitim Bakanlığı [MEB]. (2018). Özel eğitime ihtiyacı olan bireyler için (0-36 ay) erken çocukluk özel eğitim öğretim programı. Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğü.

Millî Eğitim Bakanlığı [MEB]. (2018). Özel eğitime ihtiyacı olan bireyler için (37-78 ay) okul öncesi özel eğitim öğretim programı. Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğü.

Tomris, G., ve Çelik, S. (2022). Erken çocukluk özel eğitimi: Kuramsal ve yasal temeller, Dünya’daki ve Türkiye’deki son eğilimler. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 23(1), 243-269.

Öztürk-Ertem, İ. (2005). İlk üç yaşta gelişimsel sorunları olan çocuklar: Üç sorun ve üç çözüm. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 6(2), 13-25.

Course Delivery Method: Classes will be conducted through the delivery of theoretical foundations alongside case study analyses, group discussions, and video analyses.

Practice-Oriented Approach: Behavioral, developmental, and natural intervention methods used in early childhood special education will be addressed through real-life scenarios and case examples.

Material and Resource Tracking: Weekly course contents and reading lists will be shared before classes, and students are expected to attend classes having completed the relevant weekly readings.

Attendance Obligation: In accordance with university regulations, there is an attendance requirement for theoretical classes, and students are expected to follow the course processes regularly.

Communication Channels: Announcements and notifications regarding the course will be made through official systems (Microsoft Teams-Email), and it is important for students to check their institutional emails regularly.