| Knowledge | | | | 1 |
- Achievement tests: essay and objective tests (midterm and final). - Evaluation of Individual and collective projects according to the rating scale and the rubric criteria | - Direct teaching method: lecturing and explaining. - Indirect teaching method: group work activities (collaborative learning). | The student should outline the different categories of people with special needs and their physical, mental, emotional and social characteristics, and illustrate their different needs, methods of care and appropriate services for each category | | 1-1 |
- Achievement tests: essay and objective tests (midterm and final). - Evaluation of presentation and performance (through observation form), and class discussions (participation). - Designing a test (Measurement Tool). | - Direct teaching method: lecturing and explaining. - Concept maps - Brainstorming, presentations | The student should identify the tools, methods of assessment, diagnosis, and rehabilitation of people with special needs and the features of effective learning strategies. | | 1-2 |
- Achievement tests: essay and objective tests (midterm and final). - Evaluation of projects and individual and collective research papers. - Assignments. | - Indirect teaching method: group work activities (collaborative learning). - Learning through activities | The student should summarize the theories of cognitive and behavioral learning and their applied fields, and how to use them in the field of special education. | | 1-3 |
- Achievement tests: essay and objective tests (midterm and final). - Peer evaluation - Evaluation of presentation and performance (through observation form) | - Solving creative problems. - Presentations, - Discussion and dialogue, - Critical thinking | The student should describe the basics of professional partnership and work within a multidisciplinary team in the field of special education. | | 1-4 |
| Cognitive Skills | | | | 2 |
- Achievement tests: essay and objective tests (midterm and final). - Evaluation of Individual and collective projects according to the rating scale and the rubric criteria -Pop quizzes -Paperwork | - Experimental learning by field visits to observe and handle cases. - Practical exercises and training - Active learning strategies: role-playing, Brainstorming, and Think-Pair-Share (TPS). | The student should organize data and information and interpret them. Then she has to elicit the appropriate results for the implementation of the educational and behavior modification plans for individuals with special needs. | | 2-1 |
- Achievement tests: essay and objective tests (midterm and final). - Individual and collective projects and assignments. - Direct observation - Evaluation of cooperative projects in general and each contribution in particular | - Active learning strategies: role-playing, Brainstorming, and Think-Pair-Share (TPS). - Metacognitive strategies - Reciprocal teaching (inductive method-deductive method). - Problem-solving strategy | The student should do an in-depth analysis of problems related to people with special needs and find suitable solutions based on its feasibility for family, society, and individuals with special needs. | | 2-2 |
- Achievement tests: essay and objective tests (midterm and final). -Paperwork - Direct observation - Evaluation of collective projects in general and each contribution in particular | - Direct teaching strategies: lecturing, discussions and dialogues - Active learning strategies: role-playing, Brainstorming, and Think-Pair-Share (TPS). - Learning through activities - Critical thinking - Problem-solving strategy | The student should point out the educational programs for individuals and alternative solutions to deal with individuals with special needs and understand the program's impact on the proposed solutions. | | 2-3 |
| Taking Responsibility and Interpersonal Skills | | | | 3 |
- Direct observation - Evaluation of collective projects in general and each contribution in particular - Evaluation of presentation and performance (through observation form) | - Collaborative learning - Participation in discussions, activities and seminars. - Microteaching | The student should choose to work in groups and leading them effectively if needed. | | 3-1 |
- Direct observation (through evaluation form) - Evaluation of assignments according to the rubric criteria | - Autonomous learning - Critical thinking - Problem-solving strategy - Participation in discussions and dialogues - Learning through activities | The student should be responsible for her attendance and discipline, and fulfill her educational and professional duties to achieve the requirements of the course while adhering to the values and ethics of the profession. | | 3-2 |
| Communication Skills, Technical Skills and Numerical Skills | | | | 4 |
| - Asking the students to conduct individual and collective research and assignments that require research in libraries and databases. | - Autonomous learning - Collaborative learning - Discussions and seminars. | The student should search the internet, databases, research sites, printed scientific references, newspapers, specialized journals and periodicals related to the study. | | 4-1 |
- Monitor students in classroom discussions, in which they participate and ask oral questions alongside error analysis and correction - Evaluation of presentation and performance (through observation form) | - Applied practices - Dialogue - simulation - Role-playing | The student should do verbal and written communication in the classroom, during the observations and field training. | | 4-2 |
- Monitor students in classroom discussions, in which they participate and ask oral questions alongside error analysis and correction - Evaluation of presentation and performance (through observation form) - Evaluation of collective projects in general and each contribution in particular (through the rating scale) | - Applied practices - Critical thinking | The student should explain basic mathematical and statistical methods in the extraction of the results of measurements and tests. | | 4-3 |
