Özel Eğitim Öğretmenliği Lisans Diploması

ISCO 08

ISCO 08

It is an undergraduate program that aims to create a researcher, participatory, sharing, contemporary teaching culture that produces universal knowledge for the education of individuals with special needs and their participation in social life, and to train teachers who are professionally competent and respectful of social, professional and ethical values.

To enable students with special needs to acquire academic knowledge, concepts and skills that they can use throughout their lives; By using these, they can improve themselves in individual, social, emotional, cultural, daily life, business and professional areas; Aiming for these individuals to become independent individuals who produce consciously and solve problems in society; It is a program that provides competence to teacher candidates with an approach that strengthens the families of individuals with special needs in education.

Education and training are carried out in the form of formal or distance education. In addition, practical training is provided as internship or workplace training in general education schools, special education schools, guidance and research centers and special education and rehabilitation centers affiliated to the Ministry of National Education.

• Defines current information about special education, teaching profession, general culture and basic sciences.
• Evaluates the level of its students before starting education and shares the results with parents and administrators; Prepares and uses an individualized education plan based on these results.
• Uses the knowledge and skills he has in his field in his profession and daily life within the framework of legal and ethical rules.
• It provides support to individuals with special needs and their families by using information technologies at the basic level (European Computer User License Advanced Level) for teaching and research purposes.
• Develops solution suggestions when faced with unforeseen situations in practices related to special education and the teaching profession.
• Uses learning to learn, self-regulation, critical thinking and creative thinking skills for its purpose.
• Examines scientific products related to special education and the teaching profession and/or introduces new products.
• Participate in seminars, conferences, workshops, etc. related to the field by exhibiting positive attitudes and behaviors towards lifelong learning. participates in studies.
• Can follow new developments in special education and teaching profession and work in collaboration with colleagues.
• Uses foreign language knowledge at the basic level (European Language Portfolio B1 General Level) to access the information he needs about his field.
• In special education studies, it prepares, implements and manages plans and projects according to the socio-cultural and economic characteristics of the environment in which students live. Shares the results with relevant people and institutions.
• Uses effective communication skills in working with individuals with special needs, their families and other professionals.
• He uses his knowledge and skills efficiently to provide communication and social skills to students with special needs and to increase their social acceptance.
• Has sufficient awareness about the universality of social rights, social justice, quality culture and protection of cultural values, environmental protection, occupational health and safety, and uses these values in his profession and daily life.
• Makes arrangements in line with all the characteristics and needs of the students (additional disabilities, health problems, etc.).

Has advanced-level proficiency in the following key competencies:

1. Reading and writing competence

2. Multilingual competence

3. Mathematical competence and competence in science, technology and engineering

4. Digital competence

5. Personal, social and learning to learn competence

6. Civic competence

7. Entrepreneurial competence

8. Cultural awareness and expression competence

There are two main evaluation processes for each course: mid-year and end-of-year. Provided that the success rate of in-year measurement activities is at most 60% and the end of the year is at least 40%, the appropriate number of in-year measurements, their type and the success rate of each measurement activity are determined before the academic year. Diversification is essential in annual measurement and evaluation processes. It is aimed to carry out at least three different measurements and evaluations.

In order to monitor the quality of higher education programs;

• YÖK is responsible for the planning, organization, management and supervision of education, training and other activities carried out in higher education institutions.

• "University Monitoring and Evaluation Reports" of higher education institutions, prepared every year within the framework of the criteria determined by YÖK, are published. Reports prepared according to these reports, containing quantitative and qualitative evaluations for higher education institutions, are shared with the public by YÖK.

• Every year, YÖK publishes the "Foundation Higher Education Institutions Report", which includes academic, administrative and financial data of foundation higher education institutions. These reports, which include quantitative and qualitative evaluations of foundation higher education institutions, are shared with the public by YÖK.

Quality assurance of undergraduate programs in higher education is provided according to the "Procedures and Principles for Providing Quality Assurance of Higher Education Diploma Programs":

1. Creation and Approval of Curriculum:

1.1. YÖK determines the minimum standards and criteria required for the opening of undergraduate departments and programs in higher education institutions.

1.2. The curriculum of undergraduate programs in higher education institutions and the learning outcomes that each program will bring to the student are determined by the senates of higher education institutions in accordance with the basic principles determined by YÖK on these issues.

1.3. The curriculum of National Core Education Programs is implemented by higher education institutions with the approval of YÖK after being accepted by the relevant Deans Council.

2. Measurement-Evaluation: How to measure and evaluate the learning outcomes that each undergraduate program will provide to the student is carried out in accordance with the education, training and examination regulations prepared by higher education institutions in accordance with the basic principles determined by YÖK on these issues.

3. Certification: Students enrolled in undergraduate programs, if they successfully complete the course credits and other obligations determined by higher education institutions; receives a bachelor's degree.

4. Self-Evaluation-External Evaluation: In the context of continuous monitoring, higher education institutions enter the "Institution Internal Evaluation Reports" of the previous year into the Information System prepared by the Higher Education Quality Board (YÖKAK) at the beginning of each year. The "Institutional Feedback Report" prepared by YÖKAK regarding the external evaluation of higher education institutions is shared with the public. In addition, accreditation decisions made by accreditation bodies authorized or recognized by YÖKAK also show that the quality assurance of the qualifications of the programs is ensured. It carries out regular review activities regarding the qualifications determined in accordance with the YÖKAK legislation.

It was entitled to be accredited as a result of the evaluation made by the Teacher Education Programs Education and Accreditation Association (EPDAD) in 2022.

Accreditation Start/End Date; 19.11.2022/ 30.09.2025

1. To have graduated from secondary education institutions or foreign secondary education institutions whose equivalence is approved by the Ministry of National Education and to have met the conditions for admission to undergraduate programs of higher education institutions.

2. To be placed in the program as a result of the central exam conducted by the Measurement, Selection and Placement Center (ÖSYM), the procedures and principles of which are determined by the Council of Higher Education (YÖK).

3. The procedures and principles are determined by YÖK and carried out by ÖSYM.

As a result of the Vertical Transfer Exam (DGS), associate degree graduates are placed in undergraduate programs that are a continuation of the fields they have completed at higher education institutions.

Graduates of the special education teaching program can work in various public and private institutions in our country that carry out direct and indirect studies on the evaluation of individuals with special needs, planning, implementation and monitoring of their education. Graduates can also take part in postgraduate education, professional training and development, R&D studies and volunteering at various universities in relevant fields.

Law No. 2547 on Higher Education

1.1. Regulation on Principles Regarding Transition Between Associate and Undergraduate Level Programs, Double Major, Minor, and Inter-Institutional Credit Transfer in Higher Education Institutions

1.2. Regulation on the Continuation of Vocational School and Distance Education Associate Degree Program Graduates to Bachelor's Education

Law No. 2547 on Higher Education (Additional Article-35)

2.1. Regulation on Higher Education Quality Assurance and Higher Education Quality Board

The qualification is valid at all times.