Course Detail
Course Description
Course | Code | Semester | T+P (Hour) | Credit | ECTS |
---|---|---|---|---|---|
INCLUSIVE EDUCATION | - | Fall Semester | 2+0 | 2 | 4 |
Course Program |
Prerequisites Courses | |
Recommended Elective Courses |
Language of Course | English |
Course Level | First Cycle (Bachelor's Degree) |
Course Type | Elective |
Course Coordinator | Assoc.Prof. Asude ÖZDEMİR |
Name of Lecturer(s) | Assist.Prof. Hasan SAVAŞ |
Assistant(s) | |
Aim | This course aims to explore principles of teaching and learning in both formal and informal settings; identify factors that may marginalize some students; examine the relationship between special educational needs and disability; explore the concept of inclusive education and its relationship to concepts of social inclusion; evaluate strategies used to promote more inclusive practices; share factors that may hinder the development of more inclusive educational practices. |
Course Content | This course contains; Introduction to the program, course design, syllabus, and assessment procedures.,What is Inclusion? Why is Inclusion? Is it Rhetoric or Reality?,Democratic Education, Inclusive Education – Young Learners/Children with Disabilities,Marginalized Students, Inclusive Education – In-class Implementation for Teachers,SEN: Special Education Needs, Inclusive Education – In/Pre-Service Teachers’ Attitudes,Inclusive curriculum: Variability of learners ,Inclusive Education – Language Education for Learners with Learning Disabilities,Content, Process and Product Differentiation: ELT – Global/World Englishes – Culture – Multi-Cultural Awareness,Intercultural Awareness – Intercultural Communicative Competence ,Gender factor in Education and ELT ,Ethnical Issues - Urban/Rural Life in Education,Minority Rights in Education,Bilingualism – Pluralingualism - Multilingualism in ELTs,Overall reflections and Students’ Portfolio Feedback/Assessment Sessions . |
Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
Explain the principles of teaching and learning in both formal and informal settings. | 10, 16, 9 | E, F |
Defines the relationship between special educational needs and disability. | 10, 16, 9 | E, F |
Associates the concept of inclusive education and its social inclusion concepts. | 10, 16, 9 | E, F |
Analyze critical strategies used to promote more inclusive practices. | 10, 16, 9 | E, F |
Understand the factors that may hinder the development of more inclusive educational practices. | 10, 16, 9 | E, F |
Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
Assessment Methods: | E: Homework, F: Project Task |
Course Outline
Order | Subjects | Preliminary Work |
---|---|---|
1 | Introduction to the program, course design, syllabus, and assessment procedures. | Introduction to the program, course design, syllabus, and assessment procedures. |
2 | What is Inclusion? Why is Inclusion? Is it Rhetoric or Reality? | What is Inclusion? Why is Inclusion? Lecture Notes |
3 | Democratic Education, Inclusive Education – Young Learners/Children with Disabilities | Inclusive Education lecture notes |
4 | Marginalized Students, Inclusive Education – In-class Implementation for Teachers | In-class Implementation for Teachers lecture notes |
5 | SEN: Special Education Needs, Inclusive Education – In/Pre-Service Teachers’ Attitudes | Special Education Needs, lecture notes |
6 | Inclusive curriculum: Variability of learners | Variability of learners lecture notes |
7 | Inclusive Education – Language Education for Learners with Learning Disabilities | Language Education for Learners with Learning Disabilities lecture notes |
8 | Content, Process and Product Differentiation: ELT – Global/World Englishes – Culture – Multi-Cultural Awareness | Content, Process and Product Differentiation lecture notes |
9 | Intercultural Awareness – Intercultural Communicative Competence | Intercultural Awareness lecture notes |
10 | Gender factor in Education and ELT | Gender factor in Education and ELT lecture notes |
11 | Ethnical Issues - Urban/Rural Life in Education | Ethnical Issues - Urban/Rural Life in Education ders notları |
12 | Minority Rights in Education | Minority Rights in Education lecture notes |
13 | Bilingualism – Pluralingualism - Multilingualism in ELTs | Bilingualism – Pluralingualism - Multilingualism in ELTs lecture notes |
14 | Overall reflections and Students’ Portfolio Feedback/Assessment Sessions | Overall reflections and Students’ Portfolio lecture notes |
Resources |
Inclusive Education, Lecture Notes, prepared by Dr. İlker Altunbaşak |
Articles and books on Inclusive Education in ELT Innovation in English Language Teacher Education; Edited by George Pickering and Professor Paul Gunashekar Special Educational Needs in English Language Teaching: Towards a Framework for Continuing Professional Development An investigation of prospective language teachers’ knowledge and attitudes towards inclusive education in Turkey INCLUSIVITY: CREATING AND SUSTAINING ‘LEARNING PARTNERSHIP’ CLIMATE IN AN ELT CLASSROOM |
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications | |||||||
No | Program Qualification | Contribution Level | |||||
1 | 2 | 3 | 4 | 5 | |||
1 | Can verbally express the specific terms and concepts in the field of teaching English | X | |||||
2 | Can verbally express the basic concepts, principles and techniques in the field of teaching English | X | |||||
3 | Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie. | X | |||||
4 | Can apply the necessary techniques in solving the problems encountered in the field of teaching English | X | |||||
5 | Can analyze and solve a field-related problem by following scientific steps. | X | |||||
6 | Can solve a field-related problem on his own | X | |||||
7 | Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps | X | |||||
8 | Follows the developments in his field in the light of life-long learning principle | X | |||||
9 | Consults colleagues in the process of finding solutions to a field-related problem. | X | |||||
10 | Can formulate a problem encountered both verbally and non-verbally. | X | |||||
11 | By having social responsibility, makes use of professional experiences in solving problems. | X | |||||
12 | Knows the basic terminology | X | |||||
13 | Applies the basic skills | X | |||||
14 | Can effectively use language learning strategies | X | |||||
15 | Knows the characteristics and structure of human language | X | |||||
16 | Has native like fluency | X | |||||
17 | Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, | X | |||||
18 | Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. | X |
Assessment Methods
Contribution Level | Absolute Evaluation | |
Rate of Midterm Exam to Success | 50 | |
Rate of Final Exam to Success | 50 | |
Total | 100 |
ECTS / Workload Table | ||||||
Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
Course Hours | 12 | 2 | 24 | |||
Guided Problem Solving | 12 | 2 | 24 | |||
Resolution of Homework Problems and Submission as a Report | 12 | 2 | 24 | |||
Term Project | 0 | 0 | 0 | |||
Presentation of Project / Seminar | 0 | 0 | 0 | |||
Quiz | 2 | 4 | 8 | |||
Midterm Exam | 1 | 10 | 10 | |||
General Exam | 1 | 14 | 14 | |||
Performance Task, Maintenance Plan | 4 | 4 | 16 | |||
Total Workload(Hour) | 120 | |||||
Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(120/30) | 4 | |||||
ECTS of the course: 30 hours of work is counted as 1 ECTS credit. |
Detail Informations of the Course
Course Description
Course | Code | Semester | T+P (Hour) | Credit | ECTS |
---|---|---|---|---|---|
INCLUSIVE EDUCATION | - | Fall Semester | 2+0 | 2 | 4 |
Course Program |
Prerequisites Courses | |
Recommended Elective Courses |
Language of Course | English |
Course Level | First Cycle (Bachelor's Degree) |
Course Type | Elective |
Course Coordinator | Assoc.Prof. Asude ÖZDEMİR |
Name of Lecturer(s) | Assist.Prof. Hasan SAVAŞ |
Assistant(s) | |
Aim | This course aims to explore principles of teaching and learning in both formal and informal settings; identify factors that may marginalize some students; examine the relationship between special educational needs and disability; explore the concept of inclusive education and its relationship to concepts of social inclusion; evaluate strategies used to promote more inclusive practices; share factors that may hinder the development of more inclusive educational practices. |
Course Content | This course contains; Introduction to the program, course design, syllabus, and assessment procedures.,What is Inclusion? Why is Inclusion? Is it Rhetoric or Reality?,Democratic Education, Inclusive Education – Young Learners/Children with Disabilities,Marginalized Students, Inclusive Education – In-class Implementation for Teachers,SEN: Special Education Needs, Inclusive Education – In/Pre-Service Teachers’ Attitudes,Inclusive curriculum: Variability of learners ,Inclusive Education – Language Education for Learners with Learning Disabilities,Content, Process and Product Differentiation: ELT – Global/World Englishes – Culture – Multi-Cultural Awareness,Intercultural Awareness – Intercultural Communicative Competence ,Gender factor in Education and ELT ,Ethnical Issues - Urban/Rural Life in Education,Minority Rights in Education,Bilingualism – Pluralingualism - Multilingualism in ELTs,Overall reflections and Students’ Portfolio Feedback/Assessment Sessions . |
Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
Explain the principles of teaching and learning in both formal and informal settings. | 10, 16, 9 | E, F |
Defines the relationship between special educational needs and disability. | 10, 16, 9 | E, F |
Associates the concept of inclusive education and its social inclusion concepts. | 10, 16, 9 | E, F |
Analyze critical strategies used to promote more inclusive practices. | 10, 16, 9 | E, F |
Understand the factors that may hinder the development of more inclusive educational practices. | 10, 16, 9 | E, F |
Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
Assessment Methods: | E: Homework, F: Project Task |
Course Outline
Order | Subjects | Preliminary Work |
---|---|---|
1 | Introduction to the program, course design, syllabus, and assessment procedures. | Introduction to the program, course design, syllabus, and assessment procedures. |
2 | What is Inclusion? Why is Inclusion? Is it Rhetoric or Reality? | What is Inclusion? Why is Inclusion? Lecture Notes |
3 | Democratic Education, Inclusive Education – Young Learners/Children with Disabilities | Inclusive Education lecture notes |
4 | Marginalized Students, Inclusive Education – In-class Implementation for Teachers | In-class Implementation for Teachers lecture notes |
5 | SEN: Special Education Needs, Inclusive Education – In/Pre-Service Teachers’ Attitudes | Special Education Needs, lecture notes |
6 | Inclusive curriculum: Variability of learners | Variability of learners lecture notes |
7 | Inclusive Education – Language Education for Learners with Learning Disabilities | Language Education for Learners with Learning Disabilities lecture notes |
8 | Content, Process and Product Differentiation: ELT – Global/World Englishes – Culture – Multi-Cultural Awareness | Content, Process and Product Differentiation lecture notes |
9 | Intercultural Awareness – Intercultural Communicative Competence | Intercultural Awareness lecture notes |
10 | Gender factor in Education and ELT | Gender factor in Education and ELT lecture notes |
11 | Ethnical Issues - Urban/Rural Life in Education | Ethnical Issues - Urban/Rural Life in Education ders notları |
12 | Minority Rights in Education | Minority Rights in Education lecture notes |
13 | Bilingualism – Pluralingualism - Multilingualism in ELTs | Bilingualism – Pluralingualism - Multilingualism in ELTs lecture notes |
14 | Overall reflections and Students’ Portfolio Feedback/Assessment Sessions | Overall reflections and Students’ Portfolio lecture notes |
Resources |
Inclusive Education, Lecture Notes, prepared by Dr. İlker Altunbaşak |
Articles and books on Inclusive Education in ELT Innovation in English Language Teacher Education; Edited by George Pickering and Professor Paul Gunashekar Special Educational Needs in English Language Teaching: Towards a Framework for Continuing Professional Development An investigation of prospective language teachers’ knowledge and attitudes towards inclusive education in Turkey INCLUSIVITY: CREATING AND SUSTAINING ‘LEARNING PARTNERSHIP’ CLIMATE IN AN ELT CLASSROOM |
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications | |||||||
No | Program Qualification | Contribution Level | |||||
1 | 2 | 3 | 4 | 5 | |||
1 | Can verbally express the specific terms and concepts in the field of teaching English | X | |||||
2 | Can verbally express the basic concepts, principles and techniques in the field of teaching English | X | |||||
3 | Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie. | X | |||||
4 | Can apply the necessary techniques in solving the problems encountered in the field of teaching English | X | |||||
5 | Can analyze and solve a field-related problem by following scientific steps. | X | |||||
6 | Can solve a field-related problem on his own | X | |||||
7 | Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps | X | |||||
8 | Follows the developments in his field in the light of life-long learning principle | X | |||||
9 | Consults colleagues in the process of finding solutions to a field-related problem. | X | |||||
10 | Can formulate a problem encountered both verbally and non-verbally. | X | |||||
11 | By having social responsibility, makes use of professional experiences in solving problems. | X | |||||
12 | Knows the basic terminology | X | |||||
13 | Applies the basic skills | X | |||||
14 | Can effectively use language learning strategies | X | |||||
15 | Knows the characteristics and structure of human language | X | |||||
16 | Has native like fluency | X | |||||
17 | Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, | X | |||||
18 | Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. | X |
Assessment Methods
Contribution Level | Absolute Evaluation | |
Rate of Midterm Exam to Success | 50 | |
Rate of Final Exam to Success | 50 | |
Total | 100 |