{"id":66,"date":"2024-08-27T10:27:41","date_gmt":"2024-08-27T10:27:41","guid":{"rendered":"http:\/\/www.ailegelisimatolyesi-akademi.com\/?post_type=tribe_events&p=66"},"modified":"2024-09-03T13:22:56","modified_gmt":"2024-09-03T13:22:56","slug":"zihin-kurami-ve-sosyal-becerilerin-degerlendirilmesi-101","status":"publish","type":"tribe_events","link":"https:\/\/www.ailegelisimatolyesi-akademi.com\/index.php\/event\/zihin-kurami-ve-sosyal-becerilerin-degerlendirilmesi-101\/","title":{"rendered":"Zihin Kuram\u0131 ve Sosyal Becerilerin De\u011ferlendirilmesi"},"content":{"rendered":"

AMA\u00c7<\/strong>
\nBu e\u011fitimin amac\u0131, n\u00f6rogeli\u015fimsel farkl\u0131l\u0131klar\u0131 olan otizm, \u00f6zel \u00f6\u011frenme g\u00fc\u00e7l\u00fc\u011f\u00fc, dikkat
\neksikli\u011fi ve hiperaktivite \u00f6zellikleri olan bireylerle \u00e7al\u0131\u015fan meslek elemanlar\u0131n\u0131n, bireylerin
\nde\u011fi\u015fik d\u00fczeylerde ya\u015fad\u0131\u011f\u0131 zihin kuram\u0131 ve sosyal beceri sorunlar\u0131n\u0131n nedenleri konusunda
\nkuramsal bir temele sahip olmas\u0131, zihin kuram\u0131 ve sosyal beceri de\u011ferlendirme ara\u00e7lar\u0131n\u0131 ve
\nuygun \u00f6\u011fretimsel m\u00fcdahale tekniklerini kullanabilme becerilerini geli\u015ftirmektir. E\u011fitim d\u00f6rt
\nmod\u00fclden olu\u015fmaktad\u0131r.<\/p>\n

Mod\u00fcl I (101): \u201cZihin Kuram\u0131 ve Sosyal Becerilerin Geli\u015fimi\u201d \/ Kuramsal Temel
\nMod\u00fcl II (102): \u201cZihin Kuram\u0131 ve Sosyal Becerilerin De\u011ferlendirilmesi\u201d
\nMod\u00fcl III (201): \u201cZihin Kuram\u0131 ve Sosyal Becerilerin \u00d6\u011fretiminde Kullan\u0131lan Etkili Y\u00f6ntemler
\nMod\u00fcl IV (202): \u201cZihin Kuram\u0131 ve Sosyal Becerilerin \u201cYa\u015f D\u00fczeylerine g\u00f6re \u00d6\u011fretim
\nA\u015famalar\u0131\u201d ve \u201cZK \u00d6nc\u00fclleri \u00d6\u011fretimi- Yanl\u0131\u015f \u0130nan\u00e7 \u00d6\u011fretimi- \u0130leri D\u00fczey Zihin Kuram\u0131
\nBecerileri \u00d6\u011fretimi, Olgu De\u011ferlendirmeleri ve \u00c7al\u0131\u015fma \u00d6rnekleri\u201d<\/p>\n

 <\/p>\n

E\u011e\u0130T\u0130M TAR\u0130HLER\u0130 VE S\u00dcRE<\/strong>
\nE\u011fitim toplam 28 saattir.<\/p>\n

MOD\u00dcL I- ZK 101 (5 saat)
\n8 EK\u0130M 2024\/ Sal\u0131\/ 20.30-23.00
\n10 EK\u0130M 2024\/ Per\u015f.\/ 20.30-23.00<\/p>\n

MOD\u00dcL II- ZK 102
\n13 EK\u0130M 2024\/ Pazar\/ 09.30- 16.30
\n15 EK\u0130M 2024\/ Sal\u0131\/ 20.30-23.30<\/p>\n

MOD\u00dcL III- ZK 201
\n17 EK\u0130M 2024\/ Per.\/ 20.30-23.00
\n22 EK\u0130M 2024\/ Sal\u0131\/ 20.30-23.00<\/p>\n

MOD\u00dcL IV- ZK 202
\n24 EK\u0130M 2024\/ Per.\/ 20.30-23.30
\n27 EK\u0130M 2024\/ Pazar\/ 09.30- 16.30<\/p>\n

KATILIM \u00dcCRET\u0130 ve KAYIT<\/strong><\/p>\n

E\u011fitim \u00fccreti 13.000,00 TL+ KDV
\nTest materyalleri seti 2000,00 TL+ KDV
\nSosyal Beceriler ve Zihin Kuram\u0131 kitab\u0131 500,00 TL+ KDV
\nToplam \u00fccret: 15.500,00 TL + KDV\u2019dir.<\/p>\n

E\u011fitim \u00fccreti s\u00fcpervizyon bedelini i\u00e7ermemektedir.<\/p>\n

S\u00dcPERV\u0130ZYON takvimi ve \u00fccretleri ayr\u0131ca ilan edilecektir.<\/p>\n

Erken Kay\u0131t i\u00e7in (10 EYL\u00dcL Tarihine kadar)<\/strong><\/p>\n

1. Kay\u0131t i\u00e7in ekteki ba\u015fvuru formunu doldurarak mail atman\u0131z
\n2. Size iletilecek olan hesap numaras\u0131na 5000 TL\u2019yi havale\/EFT yapman\u0131z ve dekontu
\niletmeniz gerekmektedir. Kalan e\u011fitim bedelini e\u011fitim tarihine kadar tamamlaman\u0131z
\ngerekmektedir.<\/p>\n

10 Eyl\u00fcl Tarihinden Sonra Yap\u0131lacak Kay\u0131tlar \u0130\u00e7in<\/strong>
\n1. ailegelisimatolyesi-akademi.com sayfas\u0131na giri\u015f yap\u0131n\u0131z.
\n2. \u0130lgili e\u011fitim i\u00e7in tarihini se\u00e7in
\n3. Kay\u0131t ve \u00f6deme ad\u0131mlar\u0131n\u0131 takip edin<\/p>\n

NOT:<\/strong> Test materyalleri seti ve kitap, e\u011fitim ba\u015flang\u0131c\u0131nda kat\u0131l\u0131mc\u0131lara kargo ile iletilecektir.<\/p>\n

 <\/p>\n

 <\/p>\n

N\u00d6ROGEL\u0130\u015e\u0130MSEL FARKLILIKLARI\/SORUNLARI OLAN B\u0130REYLER\u0130N<\/strong>
\nZ\u0130H\u0130N KURAMI VE SOSYAL BECER\u0130LER\u0130N\u0130N DE\u011eERLEND\u0130R\u0130LMES\u0130 VE \u00d6\u011eRET\u0130M\u0130<\/strong>
\nUYGULAYICI E\u011e\u0130T\u0130M\u0130<\/strong><\/p>\n

Bu e\u011fitimin amac\u0131, n\u00f6rogeli\u015fimsel farkl\u0131l\u0131klar\u0131 olan otizm, \u00f6zel \u00f6\u011frenme g\u00fc\u00e7l\u00fc\u011f\u00fc, dikkat
\neksikli\u011fi ve hiperaktivite \u00f6zellikleri olan bireylerle \u00e7al\u0131\u015fan meslek elemanlar\u0131n\u0131n, bireylerin
\nde\u011fi\u015fik d\u00fczeylerde ya\u015fad\u0131\u011f\u0131 zihin kuram\u0131 ve sosyal becerileri sorunlar\u0131n\u0131n nedenleri
\nkonusunda kuramsal bir temele sahip olmas\u0131, zihin kuram\u0131 ve sosyal beceri de\u011ferlendirme
\nara\u00e7lar\u0131n\u0131 ve uygun \u00f6\u011fretimsel m\u00fcdahale tekniklerini kullanabilme becerilerini
\ngeli\u015ftirmektedir.
\nBu e\u011fitim d\u00f6rt mod\u00fclden olu\u015fmaktad\u0131r. Birinci mod\u00fcl, \u201cKuramsal Temel\u201d, ikinci mod\u00fcl, Zihin
\nKuram\u0131 ve Sosyal Becerileri De\u011ferlendirme\u201d, \u00fc\u00e7\u00fcnc\u00fc mod\u00fcl \u201cEtkili \u00d6\u011fretim Y\u00f6ntemleri\u201d ve
\nson olan d\u00f6rd\u00fcnc\u00fc mod\u00fcl \u201cYa\u015f D\u00fczeylerine g\u00f6re \u00d6\u011fretim uygulamalar\u0131\u201d d\u0131r. A\u015fa\u011f\u0131da her
\nmod\u00fcl\u00fcn kapsam\u0131 ayr\u0131nt\u0131l\u0131 olarak yer almaktad\u0131r.<\/p>\n

MOD\u00dcL I (101)<\/strong>
\nKURAMSAL TEMEL<\/strong><\/p>\n

N\u00f6rogeli\u015fimsel farkl\u0131l\u0131klar\u0131 olan \u00e7ocuklar\/bireyler sosyal uyum becerilerinin \u00f6\u011frenilmesinde
\nve kullan\u0131lmas\u0131nda de\u011fi\u015fik d\u00fczeylerde gecikmeler, sorunlar ya\u015farlar. Bu mod\u00fclde ilk olarak,
\ngecikmelerin, sorunlar\u0131n nedenlerini a\u00e7\u0131klamaya \u00e7al\u0131\u015fan psikolojik kuramlar, y\u00fcr\u00fct\u00fcc\u00fc
\ni\u015flevler, merkezi b\u00fct\u00fcnleme ve zihin kuram\u0131 kapsam, \u00f6zellikleri, geli\u015fimleri ve ya\u015fanan
\nsorunlar \u00fczerinde durulacakt\u0131r.
\n\u0130kinci olarak, \u00e7ocuklar\u0131n\/bireylerin bulunduklar\u0131 sosyal ortam i\u00e7erisinde kabul g\u00f6rmelerini ve
\nsosyal ili\u015fkilerinin olumlu y\u00f6nde ilerlemesini sa\u011flayan, duygu, d\u00fc\u015f\u00fcnce, tutum ve davran\u0131\u015flar
\nolarak tan\u0131mlanan ve geni\u015f bir yelpazeye sahip olan sosyal beceriler ele al\u0131nacakt\u0131r. Bu konu,
\nBaker taraf\u0131ndan geli\u015ftirilmi\u015f olan sosyal beceri formunda yer alan 70 beceri, a\u015fa\u011f\u0131da yer alan
\n6 temel kategori i\u00e7erisinde ele al\u0131nacakt\u0131r.<\/p>\n

\uf084 Sohbet Becerileri
\n\uf084 Kooperatif Oyun Becerileri
\n\uf084 Arkada\u015fl\u0131k Y\u00fcr\u00fctebilme
\n\uf084 Duygular\u0131 Y\u00f6netme Becerileri
\n\uf084 Empati
\n\uf084 \u00c7eli\u015fkileri \/Sorunlar\u0131 Y\u00f6netebilme<\/p>\n

Di\u011fer bir ba\u015fl\u0131k ise, Otizm, \u00d6zel \u00d6\u011frenme G\u00fc\u00e7l\u00fc\u011f\u00fc, Dikkat Eksikli\u011fi ve Hiperaktivite Bozuklu\u011fu
\nolan bireylerde zihin kuram\u0131 ve sosyal beceri sorunlar\u0131d\u0131r. \u00c7al\u0131\u015fmalar, otizmli \u00e7ocuklarda
\nsosyal ve ileti\u015fimsel becerilerin geli\u015ftirilmesine odaklanan ve yayg\u0131n olarak kullan\u0131lan, y\u00fcksek
\nderecede yap\u0131land\u0131r\u0131lm\u0131\u015f sosyal beceri \u00e7al\u0131\u015fmalar\u0131n\u0131n, sosyal i\u015flevler \u00fczerinde \u00f6nemli yararlar\u0131
\nolmas\u0131na ra\u011fmen, ba\u015fka ortamlara genellemesinde s\u0131n\u0131rl\u0131l\u0131klar\u0131 oldu\u011funu g\u00f6stermektedir.<\/p>\n

Benzer \u015fekilde \u00d6zel \u00f6\u011frenme g\u00fc\u00e7l\u00fc\u011f\u00fc (\u00d6\u00d6G)ve DEHB tan\u0131l\u0131 \u00e7ocuklar\u0131n da sosyal bili\u015f alan\u0131nda
\nya\u015fayabildi\u011fi yetersizlikler ve bu durumun yol a\u00e7t\u0131\u011f\u0131 okula uyum, akran ili\u015fkileri, duygular\u0131
\nanlama zorluklar\u0131, \u00f6rne\u011fin mutluluk, \u00fcz\u00fcnt\u00fc gibi y\u00fcz ifadelerini ve d\u00fc\u015f\u00fcnceli, s\u0131k\u0131lm\u0131\u015f gibi
\nkarma\u015f\u0131k duygular\u0131, beden dilini anlama g\u00fc\u00e7l\u00fckler \u00fczerinde durulacakt\u0131r. Ayr\u0131ca sosyal
\nipu\u00e7lar\u0131n\u0131 okuma g\u00fc\u00e7l\u00fckleri ve sonu\u00e7lar\u0131 irdelenecektir.<\/p>\n

UYGULAYICI E\u011e\u0130T\u0130M\u0130<\/strong>
\nMOD\u00dcL II (102)<\/strong><\/p>\n

Z\u0130H\u0130N KURAMI VE SOSYAL BECER\u0130LER\u0130N DE\u011eERLEND\u0130R\u0130LMES\u0130<\/strong><\/p>\n

A\u015fa\u011f\u0131da yer alan sosyal beceriler ve zihin kuram\u0131 testleri ve task (g\u00f6rev) lar\u0131n\u0131n kuramsal arka
\nplan\u0131, kapsam\u0131, uygulama, puanlama ve sonu\u00e7lar\u0131n yorumlanmas\u0131, video filmler ve uygulama
\nyap\u0131larak i\u015flenecektir. Testlerin sonu\u00e7lar\u0131ndan yola \u00e7\u0131karak rapor yazma, hedeflerin
\nbelirlenmesi olgu \u00f6rnekleri ile a\u00e7\u0131klanacakt\u0131r.<\/p>\n

I. SOSYAL BECER\u0130LER G\u00d6ZLEM FORMU
\nII. EMPAT\u0130-S\u0130STEMAT\u0130ZE TEST\u0130 (EQ-SQ)
\nIII. Z\u0130H\u0130N KURAMI BECER\u0130LER\u0130N\u0130N DE\u011eERLEND\u0130R\u0130LMES\u0130<\/p>\n

1. \u00d6nc\u00fcllerin De\u011ferlendirilmesi (2-5 Ya\u015f)
\na. Duygular\u0131 de\u011ferlendirme
\n\uf0b7 Y\u00fcz Testi-1 (\u0130ki se\u00e7enek sunulan y\u00fcz foto\u011fraflar\u0131ndan, mutlu,
\n\u00fczg\u00fcn, k\u0131zg\u0131n, korkmu\u015f, \u015fa\u015f\u0131rm\u0131\u015f, i\u011frenmi\u015f duygular\u0131n\u0131 tan\u0131ma)
\n\uf0b7 Y\u00fcz Testi-2 (se\u00e7enek sunulmayan y\u00fcz foto\u011fraflar\u0131ndan mutlu,
\n\u00fczg\u00fcn, k\u0131zg\u0131n, korkmu\u015f, \u015fa\u015f\u0131rm\u0131\u015f, i\u011frenmi\u015f duygular\u0131n\u0131 tan\u0131ma)
\n\uf0b7 Y\u00fcz Testi-3 (se\u00e7enek sunulmayan \u00e7izimlerden mutlu, \u00fczg\u00fcn, k\u0131zg\u0131n,
\nkorkmu\u015f, \u015fa\u015f\u0131rm\u0131\u015f, i\u011frenmi\u015f duygular\u0131n\u0131 tan\u0131ma)
\n\uf0b7 Duruma Ba\u011fl\u0131 Duygular
\n\uf0b7 \u0130ste\u011fe Ba\u011fl\u0131 Duygular
\nb. Yanl\u0131\u015f \u0130nan\u00e7 \u00d6nc\u00fcllerini De\u011ferlendirme
\n\uf0b7 Basit Perspektif (1. D\u00fczey)
\n\uf0b7 Karma\u015f\u0131k Perspektif (2. D\u00fczey)
\n\uf0b7 G\u00f6rme Bilme
\n\uf0b7 Resim S\u0131ralama Testi
\n2. Yanl\u0131\u015f \u0130nanc\u0131n De\u011ferlendirilmesi
\na. Birinci D\u00fczey Yanl\u0131\u015f \u0130nan\u00e7 Tasklar\u0131 (4-5 ya\u015f)
\n\uf0b7 Yer De\u011fi\u015ftirmeli (Transfer) Testler: Sally-Anne Testi
\n\uf0b7 Beklenmedik \u0130\u00e7erik Testleri
\n\uf0b7 G\u00f6r\u00fcn\u00fcm- Ger\u00e7eklik
\nb. \u0130kinci D\u00fczey Yanl\u0131\u015f \u0130nan\u00e7 Tasklar\u0131 (6-7Ya\u015f)
\n\uf0b7 Dondurma Kamyonu
\n\uf0b7 \u00c7ikolata Testi
\n\uf0b7 Sally Anne II Testi
\nc. \u0130nanca Ba\u011fl\u0131 Duygular (\u0130nan\u00e7-\u0130stek-Duygu \u0130li\u015fkisi)<\/p>\n

3. \u0130leri D\u00fczey Zihin Kuram\u0131 Testleri (8-9 Ya\u015f ve \u00dczeri)
\n\uf0b7 Garip Hik\u00e2yeler Testi
\n\uf0b7 G\u00f6z Testi (Eyes Test) \u201cG\u00f6zlerden Zihin Okuma\u201d
\n\uf0b7 Gaf Testi
\n\uf0b7 Beden Dili Testi
\n\uf0b7 Deyimler ve Atas\u00f6zleri Formu<\/p>\n

UYGULAYICI E\u011e\u0130T\u0130M\u0130<\/strong>
\nMOD\u00dcL III (201)<\/strong><\/p>\n

Z\u0130H\u0130N KURAMI VE SOSYAL BECER\u0130LER\u0130N \u00d6\u011eRET\u0130M\u0130NDE KULLANILAN ETK\u0130L\u0130 Y\u00d6NTEMLER<\/strong><\/p>\n

Sosyal beceri e\u011fitimindeki yakla\u015f\u0131mlar molek\u00fcler ve s\u00fcre\u00e7 olmak \u00fczere ikiye ayr\u0131lmaktad\u0131r.
\nMolek\u00fcler modelde sosyal beceriler spesifik olarak ele al\u0131n\u0131r ve tek tek \u00f6\u011fretilir. Burada
\nsosyal beceri e\u011fitiminin amac\u0131 becerinin kazand\u0131r\u0131lmas\u0131 ve kazan\u0131lan becerilerin say\u0131s\u0131n\u0131n
\nartmas\u0131d\u0131r. Bu modelin en \u00e7ok ele\u015ftirilen y\u00f6n\u00fc ise genellemenin zay\u0131f olu\u015fudur. \u00c7ocu\u011fa tek
\ntek \u00f6\u011fretilen sosyal beceriler, her ne kadar m\u00fcmk\u00fcn oldu\u011funca do\u011fal ortamlarda
\nger\u00e7ekle\u015ftirilmeye \u00e7al\u0131\u015f\u0131lm\u0131\u015fsa da genelleme a\u00e7\u0131s\u0131ndan zay\u0131f kalabilmektedir.
\nS\u00fcre\u00e7 modelinde ise, hem molek\u00fcler hem de s\u00fcrece \u00f6nem verilir. S\u00fcre\u00e7 modelinde
\n\u00e7ocuklara problem \u00e7\u00f6zme becerileri, kendini denetleme becerileri gibi beceriler
\nkazand\u0131r\u0131larak \u00e7ocuklara sosyal durumlar i\u00e7in genel bili\u015fsel beceriler kazand\u0131r\u0131lmaya
\n\u00e7al\u0131\u015f\u0131lmaktad\u0131r.
\nZihin okuman\u0131n \u00f6\u011fretilmesi yakla\u015f\u0131m\u0131n\u0131n, s\u00fcre\u00e7 yakla\u015f\u0131m\u0131 i\u00e7inde yer ald\u0131\u011f\u0131 s\u00f6ylenebilir. Zihin
\nokuma \u00f6\u011fretimi ile otizmi olan bireylerde genel bir sosyal beceri kazan\u0131m\u0131 beklenmektedir.
\nBuna g\u00f6re zihin okuman\u0131n \u00f6\u011fretilmesi ile sosyal ya\u015famda spesifik bozulmalara odaklanmak
\nyerine sosyal bili\u015fte yer alan kilit noktalar\u0131 hedef alarak yayg\u0131n bir davran\u0131\u015f de\u011fi\u015fikli\u011fi
\nbeklenmektedir.
\nBu mod\u00fclde, a\u015fa\u011f\u0131da yer alan \u00f6\u011fretim y\u00f6ntemlerinin, kuramsal temeli, uygulama s\u00fcreci
\nteorik ve uygulama \u00f6rnekleri \u00fczerinden videolar ve g\u00f6rseller ile i\u015flenecektir. Kat\u0131l\u0131mc\u0131lara,
\ny\u00f6ntemlerin uygulamas\u0131 i\u00e7in pratik yapt\u0131r\u0131lacakt\u0131r.<\/p>\n

1.Karikat\u00fcr konu\u015fmalar
\n2.Sosyal Hikayeler
\n3. Sosyal Becerilerin Resimli Hik\u00e2yeleri
\n4. G\u00fc\u00e7 Kart\u0131 Y\u00f6ntemi
\n6. Be\u015fli (5\u2019li) skala
\n7. Duygu\/Stres Termometresi
\n8. Problem \u00c7\u00f6zme Yakla\u015f\u0131m\u0131<\/p>\n

Otizm \u00f6zellikleri olan bireylere \u00f6\u011fretilecek olan zihin kuram\u0131 ve sosyal beceriler i\u00e7in kullan\u0131lan
\nyukar\u0131da yer alan \u00f6\u011fretim y\u00f6ntemleri hem \u00d6\u00d6G hem DEHB hem de di\u011fer \u00f6zel gereksinimli ve tipik geli\u015fim g\u00f6steren bireylerin e\u011fitimlerinde de kullan\u0131labilir.<\/p>\n

UYGULAYICI E\u011e\u0130T\u0130M\u0130<\/strong>
\nMOD\u00dcL IV (202)<\/strong><\/p>\n

Z\u0130H\u0130N KURAMI VE SOSYAL BECER\u0130LER\u0130N YA\u015e D\u00dcZEYLER\u0130NE G\u00d6RE \u00d6\u011eRET\u0130M\u0130<\/strong><\/p>\n

Zihin kuram\u0131 becerilerinin \u00f6\u011fretilmesinde izlenecek s\u0131ran\u0131n \u201czihin kuram\u0131n\u0131n geli\u015fimsel
\ns\u0131ralamas\u0131\u201dna g\u00f6re yap\u0131lmas\u0131n\u0131 \u00f6nerilmektedir. Bu mod\u00fclde, zihin kuram\u0131 becerilerinin
\n\u00f6nc\u00fcllerinden ba\u015flayarak geli\u015fimsel s\u0131raya g\u00f6re \u00f6\u011fretim s\u00fcreci ve sosyal becerilerin \u00f6\u011fretimi
\nanlat\u0131lacakt\u0131r.
\nBu \u00f6\u011fretim s\u00fcrecinde, sosyal becerilerin \u00f6\u011fretiminin zihin kuram\u0131 becerileri ile birlikte nas\u0131l
\nili\u015fkilendirilece\u011fi \u00fczerinde durulacakt\u0131r. \u00d6rne\u011fin, \u201cs\u0131ras\u0131n\u0131 beklemek\u201d veya \u201cbir \u015feyi almak i\u00e7in
\nizin istemek\u201d sosyal becerilerdir. \u00c7ocuk bu davran\u0131\u015flar\u0131 sadece \u201cuyulmas\u0131 gereken sosyal bir
\ndavran\u0131\u015f-kural\u201d olarak belli bir tekrar say\u0131s\u0131ndan sonra \u00f6\u011frenebilir. Ancak, o bu kurala
\nuyunca s\u0131ras\u0131n\u0131 bekleyince di\u011feri (\u00f6rne\u011fin arkada\u015f\u0131) ne hisseder? ne d\u00fc\u015f\u00fcn\u00fcr? e\u011fer beklemez
\nise (\u00f6rne\u011fin, arkada\u015f\u0131n\u0131n \u00f6n\u00fcne ge\u00e7erse) nas\u0131l hisseder? ne d\u00fc\u015f\u00fcn\u00fcr? \u00e7al\u0131\u015f\u0131lmaz ise bu beceri
\nsadece ezberlenmi\u015f bir kural olarak kalabilir. Bu nedenle, e\u011fitim s\u00fcrecinde \u00fc\u00e7 ayakl\u0131 bir
\n\u00e7al\u0131\u015fma yapmak, davran\u0131\u015f-duygu-inan\u00e7\/d\u00fc\u015f\u00fcnce \u00f6nemlidir. B\u00f6ylece \u00e7ocuk-gen\u00e7 yapt\u0131\u011f\u0131
\ndavran\u0131\u015f\u0131 neden yapt\u0131\u011f\u0131n\u0131 anlamland\u0131rabilir. B\u00f6ylece davran\u0131\u015f ezbere olmaktan \u00e7\u0131kabilir.
\nBu mod\u00fclde zihin kuram\u0131 ve sosyal becerilerin \u00f6\u011fretimi,<\/p>\n

\uf0b7 \u00d6nc\u00fcllerin \u00f6\u011frenildi\u011fi 2-5 ya\u015f aral\u0131\u011f\u0131ndaki \u00e7al\u0131\u015fmalar,
\n\uf0b7 Birinci ve ikinci d\u00fczey yanl\u0131\u015f inanc\u0131n \u00f6\u011frenildi\u011fi 5-8 ya\u015f aral\u0131\u011f\u0131ndaki \u00e7al\u0131\u015fmalar,
\n\uf0b7 \u0130leri D\u00fczey zihin kuram\u0131 becerileri olan 8 ya\u015f \u00fcst\u00fc \u00e7al\u0131\u015fmalar olarak \u00fc\u00e7 grupta
\ni\u015flenecektir.<\/p>\n

\u00d6\u011fretim s\u00fcrecinde becerilerin \u00f6zelliklerine g\u00f6re kullan\u0131lacak \u00f6\u011fretim y\u00f6ntemi se\u00e7imi ve
\nuygulamalar, video ve g\u00f6rsel \u00f6rneklerle desteklenecektir.
\nBu \u00fc\u00e7 d\u00fczey i\u00e7in birer olgu \u00f6rne\u011fi ile de\u011ferlendirme sonu\u00e7lar\u0131, hedeflere uygun \u00e7al\u0131\u015fmalar
\nincelenecektir.
\nKat\u0131l\u0131mc\u0131lara farkl\u0131 ya\u015f gruplar\u0131 i\u00e7in se\u00e7ilen becerilere y\u00f6nelik uygulama yapt\u0131r\u0131lacakt\u0131r.<\/p>\n

 <\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

AMA\u00c7 Bu e\u011fitimin amac\u0131, n\u00f6rogeli\u015fimsel farkl\u0131l\u0131klar\u0131 olan otizm, \u00f6zel \u00f6\u011frenme g\u00fc\u00e7l\u00fc\u011f\u00fc, dikkat eksikli\u011fi ve hiperaktivite \u00f6zellikleri olan bireylerle \u00e7al\u0131\u015fan meslek elemanlar\u0131n\u0131n, bireylerin […]<\/p>\n","protected":false},"author":1,"featured_media":0,"template":"","meta":{"_price":"","_stock":"","_tribe_ticket_header":"","_tribe_default_ticket_provider":"","_tribe_ticket_capacity":"0","_ticket_start_date":"","_ticket_end_date":"","_tribe_ticket_show_description":"","_tribe_ticket_show_not_going":false,"_tribe_ticket_use_global_stock":"","_tribe_ticket_global_stock_level":"","_global_stock_mode":"","_global_stock_cap":"","_tribe_rsvp_for_event":"","_tribe_ticket_going_count":"","_tribe_ticket_not_going_count":"","_tribe_tickets_list":"[]","_tribe_ticket_has_attendee_info_fields":false,"_themeisle_gutenberg_block_has_review":false,"_tribe_events_status":"","_tribe_events_status_reason":"","footnotes":"","_tec_slr_enabled":"","_tec_slr_layout":""},"tags":[],"tribe_events_cat":[],"class_list":["post-66","tribe_events","type-tribe_events","status-publish","hentry"],"ticketed":false,"_links":{"self":[{"href":"https:\/\/www.ailegelisimatolyesi-akademi.com\/index.php\/wp-json\/wp\/v2\/tribe_events\/66","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.ailegelisimatolyesi-akademi.com\/index.php\/wp-json\/wp\/v2\/tribe_events"}],"about":[{"href":"https:\/\/www.ailegelisimatolyesi-akademi.com\/index.php\/wp-json\/wp\/v2\/types\/tribe_events"}],"author":[{"embeddable":true,"href":"https:\/\/www.ailegelisimatolyesi-akademi.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"version-history":[{"count":6,"href":"https:\/\/www.ailegelisimatolyesi-akademi.com\/index.php\/wp-json\/wp\/v2\/tribe_events\/66\/revisions"}],"predecessor-version":[{"id":220,"href":"https:\/\/www.ailegelisimatolyesi-akademi.com\/index.php\/wp-json\/wp\/v2\/tribe_events\/66\/revisions\/220"}],"wp:attachment":[{"href":"https:\/\/www.ailegelisimatolyesi-akademi.com\/index.php\/wp-json\/wp\/v2\/media?parent=66"}],"wp:term":[{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.ailegelisimatolyesi-akademi.com\/index.php\/wp-json\/wp\/v2\/tags?post=66"},{"taxonomy":"tribe_events_cat","embeddable":true,"href":"https:\/\/www.ailegelisimatolyesi-akademi.com\/index.php\/wp-json\/wp\/v2\/tribe_events_cat?post=66"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}