| Learning outcomes according to learning domains in the national context | Teaching Strategies | Assessment Methods | |
| 1 | Knowledge | | |
| 1-1 | The student should review the categories of people with special needs and their physical, mental, emotional and social characteristics, their different needs and methods of care, and the appropriate services for each category. | - Direct teaching using lectures and explanation method, - Indirect teaching using classroom group activities (cooperative learning), | - Essay and objective achievement tests (quarterly and final) Individual and group assignments assessed with an evaluation rubric. |
| 1-2 | The student identifies criteria, tools and methods of assessing, diagnosing, teaching and rehabilitating people with special needs and the characteristics of effective learning strategies. | Direct teaching using the method of lecturing and discussion Mind Maps Brainstorming, presentations | -اEssay and objective achievement tests (quarterly and final) Presentation evaluation (through the observation form), class discussions (participation). Test design (measuring instrument) (. |
| 1-3 | The student should summarize the cognitive and behavioral learning theories and their applications, and how to benefit from them in the field of special education. | Indirect teaching using classroom group activities (cooperative learning), Learning through activities | -ا Essay and objective achievement tests (quarterly and final) Assignment evaluation and individual and group research papers. Tasks. |
| | The student should describe the basics of professional partnership and working within a multidisciplinary team in the field of special education. | Creative problem solving. Presentations, Discussion and dialogue, Critical thinking | Essay and objective achievement tests (quarterly and final) Peer evaluation Presentation evaluation (through the observation form) |
| 2 | Cognitive Skills | | |
| 2-1 | The student should organize data and information, interpret them and draw appropriate results for the implementation of individual educational plans and behavior modification plans for individuals with special needs. | - Experiential learning through field visits, witnessing cases and dealing with them. - Practical exercises and exercises - Active learning strategies (role-playing - brainstorming - think. Pair. Share | Essay and tests (quarterly and final Individual and group assignments evaluated with appreciation scales, and rubrics for short and quick tests and term papers |
| 2-2 | The student should analyze the problems of people with special needs in depth and find appropriate solutions based on a feasibility study for families, society and individuals with special needs. | Active Learning Strategies (Role-playing - Brainstorming - Think. Pair. Share - Metacognition Strategies - Interactive Teaching) Inductive Method - Deductive Method. Problem Solving Strategy Case studies. | Essay and tests (quarterly and final Individual and group assignments . Direct observation. Evaluation of group projects in general, and assess each individual's contribution to them. |
| 2-3 | That the student pays attention to individual educational programs and alternative solutions to deal with individuals with special needs while understanding their impact on the proposed solutions. | Direct teaching strategies through lecture, discussion and dialogue Active Learning Strategies (Role-playing - Brainstorming - Think. Pair. Share - Learning through activities -Critical thinking -Problem Solving | Essay and tests (quarterly and final Term papers Direct observation. Evaluation of group projects in general, and assess each individual's contribution to them. |
| 3 | Interpersonal skills | | |
| 3-1 | That the student chooses to work in groups and to exercise leadership effectively when needed | Collaborative learning. Participate in discussion, activities and seminars. Micro-teaching | Direct observation. Evaluation of group collective requirements in general, and assess each individual's contribution to them. Presentation evaluation (through the observation form) |
| 3-2 | That the student bears the responsibility for attendance and discipline and the performance of her scientific and skill duties in fulfilling the requirements of the course, while adhering to the values and ethics of professional practice | Self-education . Critical thinking Problem Solving Participate in discussion, dialogue, and learning through activities | Direct observation based on the evaluation form (Assessment of assignments according to the evaluation rubric) |
| 4 | Communication skills, technical skills and numerical skills | | |
| 4-1 | That the student searches the Internet, databases, research websites, printed scientific references, newspapers, specialized magazines and periodicals related to the study. | ا Self-education Collaborative learning. Discussion and seminars | Request for individual and group research and assignments from students that require research in paper and electronic databases. |
| 4-2 | That the student communicates verbally and in writing inside the classroom and during observations and field training | Applied practical practice. Dialogue - simulation. role play | Follow-up of students in discussions in the classroom by asking questions. Error analysis and correction Presentation evaluation (observation form to evaluate the student during presentation)، |
| 4-3 | The student should explain the basic mathematical and statistical methods in extracting the results of the measures and tests | Applied practical practice. Critical thinking | Follow-up of students in discussions in the classroom by asking questions. Error analysis and correction Presentation evaluation (observation form to evaluate the student during presentation) . |
