OZE 301 - Teaching of Literacy in Special Education

The aim of this course is to provide students with the basic knowledge and skills required to teach reading and writing to individuals with special needs. It aims to enable students to select appropriate teaching methods and techniques based on individual differences, and to plan, implement, and evaluate the instructional process.

Basic concepts, principles, and approaches to reading and writing instruction; pre-reading and pre-writing skills; phonological awareness; letter-sound correspondence; word reading; reading fluency; reading comprehension; writing instruction; reading and writing instructional methods and techniques for individuals with different types of disabilities; use of instructional materials; planning, implementation, and evaluation of instruction.

Melekoğlu, M. A. and Anılan H. (Eds.). (2021). Teaching literacy in special education (1st ed.). Vize Academic.

MEB (2024).Primary school Turkish course curriculum (1st, 2nd, 3rd and 4th grades). https://mufredat.meb.gov.tr/

MEB (2018). Reading and writing course curriculum I. Level (1st, 2nd, 3rd and 4th grades). https://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=960

Akçin, F. N. (2019). Hybrid literacy instruction method for children with intellectual disabilities. Ankara University Faculty of Educational Sciences Journal of Special Education, 20(1), 177-208. doi: 10.21565/ozelegitimdergisi.413092

Sağırlı, M., & Atik, U. (2022). According to teachers' opinions, difficulties encountered in phonics-based primary reading and writing teaching.. Journal of Erzincan University Faculty of Education, 24(3), 376-389. https://doi.org/10.17556/erziefd.1057284

Deliveli K. (2020). Difficulties encountered and strategies developed while teaching reading and writing to students with intellectual disabilities, Turkish Studies, 15(2), 865-889. https://dx.doi.org/10.29228/TurkishStudies.39883

Vatansever Bayraktar, H. (2016). Primary reading and writing teaching methods. Eurasian Academy of Sciences Eurasian Education & Literature Journal 5, 37-62. http://dx.doi.org/10.17740/eas.edu.2016‐V5‐05

• Midterm exam: 35%; Class Participation: 15%; Final Exam: 50%

Course Participation Evaluation Form

Student's Name-Surname:

Number:

Criteria

Teaching
I played the role of a teacher in the teaching activity.

I played the role of a student in the teaching activity.

I prepared tools and equipment for the teaching activity.

Homework Submission

Number of in-class activities I participated in

Total Score

NOTE 1: Following the teaching session, the Individualized Education Plan (IEP), a photo of the instructional materials, and a photo taken during the teaching session must be submitted as a single file to the designated section on Teams. The file must be submitted in PDF format.

NOTE 2: The score for participation in in-class activities will be determined by dividing the total participation score by the highest number of activities conducted in the class. This will determine the point value assigned to each activity.

NOTE 3: For students who are not required to attend classes, the Course Participation Score will be determined by taking the average of their midterm and final exam scores.