Aksaray University
SPECIAL EDUCATION DEPARTMENT

Purpose of Practice-Based Education

Practice-based education in the Department of Special Education at the Faculty of Education, Aksaray University, aims to enable prospective teachers to connect theoretical knowledge with authentic educational environments, develop professional competencies, and gain experience in special education.

Within the undergraduate Special Education Teaching Program, practical training is supported through in-class activities, school and institutional observations, participation in educational activities, community service practices, and teaching practice.

School-, Institution- and Society- Based Practical Courses

School- and institution-based practical training begins in the second year and progresses through the final year of the undergraduate program.

Theory and Practice indicate weekly course hours. ECTS refers to the European Credit Transfer and Accumulation System.

Observation in Special Education Institutions – Second Year, Spring

This course aims to provide prospective teachers with school-based experience through observation in public institutions and classrooms providing special education services.

Students observe institutional and classroom practices, educational, behavioral, and developmental activities, and the academic and non-academic behaviors of students with special educational needs.

Their observations are shared and discussed in class, together with potential challenges encountered in institutions and classrooms and possible solutions.

School and Institutional Experience in Special Education – Third Year, Spring

This course aims to provide prospective teachers with professional experience through participation in educational activities in institutions providing special education services.

Course activities include:

• Planning preparatory activities for special education,

• Participating in educational and instructional activities,

• Collaborating with classroom teachers, guidance counselors, and other professionals,

• Managing classroom activities in educational settings,

• Making instructional adaptations,

• Conducting instructional activities,

• Presenting practical experiences in class,

• Developing and implementing solutions to challenges encountered during practice.

Teaching Practice I – Fourth Year, Fall

Teaching Practice I aims to develop prospective teachers' competencies in behavioral assessment, behavior modification, and skill instruction in special education settings.

Course activities include:

• Preparing and implementing behavior modification programs,

• Keeping anecdotal records and converting them into Antecedent–Behavior–Consequence (ABC) records,

• Identifying target behaviors for intervention,

• Selecting and implementing appropriate behavior modification techniques,

• Maintaining daily records of behavioral interventions,

• Assessing student performance using prepared assessment tools,

• Providing skill instruction,

• Conducting maintenance and generalization activities,

• Presenting recorded data graphically,

• Preparing outcome reports on behavior modification interventions.

Teaching Practice II – Fourth Year, Spring

Teaching Practice II aims to enhance prospective teachers' competencies in instructional planning, implementation, data collection, and evaluation in special education settings.

Course activities include:

• Providing instruction in concepts, skills, play, and academic areas,

• Maintaining systematic records of instructional activities,

• Conducting maintenance and generalization activities,

• Presenting instructional data graphically,

• Preparing and implementing behavior modification programs,

• Using anecdotal and ABC records,

• Identifying target behaviors and selecting appropriate intervention techniques,

• Monitoring implementation through daily records,

• Preparing outcome reports on behavior modification interventions.

Community Service Practices – Fourth Year, Spring

The Community Service Practices course aims to enhance prospective teachers' awareness of social issues, develop their sense of social responsibility, and encourage their active participation in projects addressing community needs.

Course activities include:

• Identifying social issues and areas of social responsibility,

• Developing projects aimed at addressing identified social problems,

• Participating in individual or group volunteer activities,

• Carrying out social responsibility projects in collaboration with various institutions and organizations,

• Participating in or organizing scientific events such as panels, conferences, congresses, and symposiums,

• Evaluating the outcomes of social responsibility projects.

Through these activities, the course aims to strengthen students' social awareness, volunteerism, collaboration, and social responsibility competencies.

In-Class Practical Activities

In addition to school- and institution-based practical training, various field education and professional education courses include activities designed to develop prospective teachers' professional knowledge and skills.

These activities include preparing Individualized Education Programs (IEPs), developing educational assessment tools, designing instructional plans and materials, applied behavior analysis, technology-assisted instruction, and instructional practices for students with diverse special educational needs.

Student Responsibilities During Practical Training

Prospective teachers participating in practice-based courses are expected to comply with attendance and participation requirements, follow the procedures of practice institutions, and act in accordance with the guidance of supervising faculty members and cooperating teachers.

Students are also required to observe professional ethical principles, confidentiality and personal data protection requirements, and complete assigned activities, records, and reports within the specified deadlines.

Practice Documents and Relevant Guidelines

School-, society- and institution-based practical training is conducted in accordance with applicable legislation and the current guidelines of the Faculty of Education at Aksaray University.

Updated information regarding practice institutions, supervising faculty members, implementation schedules, and relevant procedures is provided during the respective academic semesters.