Gaining knowledge, skill, value and attitude that can fight against all kinds of discrimination in educational environments.
Course Content
This course contains; Definition, content and importance of inclusive education,National and international legislation on inclusive education,Approaches and standards in inclusive education,Teacher roles in inclusive education,Inclusive curriculum and materials,Attitudes and values in inclusive education,Inclusive school and classroom,Midterm,Inclusive education practices: features that differentiate students, effective communication, language used, psycho-social support,Inclusive education practices: features that differentiate students, effective communication, language used, psycho-social support,Inclusive education practices: differentiating teaching and examples, methods and techniques, planning teaching,Inclusive education practices: inclusiveness and selection of inclusive activities in course materials,Inclusive course design practices,Inclusive course design practices,Final exam.
Dersin Öğrenme Kazanımları
Teaching Methods
Assessment Methods
Defines inclusive early childhood education and explains its basic principles.
10, 16, 9
A, E
Explains and discusses the philosophical and historical process of inclusive early childhood education.
10, 16, 9
A, E
Explains the contributions of inclusive early childhood education.
10, 12, 16, 9
A, E
List and discuss the problems in inclusive early childhood education and propose solutions to these problems.
10, 16, 9
A, E
Explains teaching strategies, methods and techniques that can be used in inclusive early childhood environments and gives examples of applications.
Definition, content and importance of inclusive education
2
National and international legislation on inclusive education
3
Approaches and standards in inclusive education
4
Teacher roles in inclusive education
5
Inclusive curriculum and materials
6
Attitudes and values in inclusive education
7
Inclusive school and classroom
8
Midterm
9
Inclusive education practices: features that differentiate students, effective communication, language used, psycho-social support
10
Inclusive education practices: features that differentiate students, effective communication, language used, psycho-social support
11
Inclusive education practices: differentiating teaching and examples, methods and techniques, planning teaching
12
Inclusive education practices: inclusiveness and selection of inclusive activities in course materials
13
Inclusive course design practices
14
Inclusive course design practices
15
Final exam
Resources
Ceyhan, M. A. (2016). Inclusive Education: School Practices, Teacher Needs. Education Reform Initiative [ERG].
Çayır, K., Soran, M. & Ergün, M. (2015). Disability and Discrimination: Handbook for Educators. Karekök Publications.
Düşün, Y. (2016). Situation analysis of Inclusive Education in Secondary Education in Turkey. Education Reform Initiative [ERG].
Eileen Allen, K. E. & Glynnis, E. C. (2015). The Exceptional Child Inclusion in Early Childhood Education. USA: Wadsworth, Cengage Learning.
Karten, T. J. (2011). (Edt.), Inclusive Practives. Thousand Oaks, California: Corwin.
Merey, Z. (Edt.), (2017). Child Rights. (2nd Edition), Pegem Akademi Publishing.
Ministry of National Education [MoNE], (2013). Equity in Education, Now!
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications
No
Program Qualification
Contribution Level
1
2
3
4
5
1
Verbalizes the meanings of terms and concepts that are used in the Psychological Counseling and Guidance field.
2
Verbalizes the basic concepts, principles, and techniques of theories in the field of Psychological Counseling and Guidance.
3
Compares different theories in the field of Psychological Counseling and Guidance and lists the strenghts and weaknesses of each theory.
4
Uses necessary intervention techniques in accordance with the education taken about the possible problems or issues that can be faced when working in the field of Psychological Counseling and Guidance.
5
When faced with a problem in the profession, he /she analyzes and solves it with scientific methods.
6
When faced with a problem in the profession, he/she solves it by oneself.
7
Has the knowledge and skills required by the profession and make necessary interventions by distinguishing his/her own tasks and responsibilities from the ones that are not in the scope of the his/her profession.
8
Follows the developments about the profession and has the principle of lifelong learning.
9
Holds consultation with his/her colleagues when needed in the process of resolving a problem about the profession.
10
When faced with a problem, he/she formulates it in a written form or verbally.
11
Has a sense of social responsibility and uses his/her field knowledge and skills for the solutions of problems in his/her surroundings.
12
Knows at least B1 level of English to follow the international scientific developments in Psychological Counseling and Guidance field.
13
Knows basic consepts in Psychological Counseling and Guidance field.
14
Applies basic skills in Psychological Counseling and Guidance field.
15
Uses psychological measurement tools in accordance with their purpose and ethical principles.
16
Makes scientific research in the field of Psychological Counseling and Guidance by selecting appropriate research methods.
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
14
2
28
Guided Problem Solving
11
2
22
Resolution of Homework Problems and Submission as a Report
14
2
28
Term Project
0
0
0
Presentation of Project / Seminar
0
0
0
Quiz
0
0
0
Midterm Exam
7
2
14
General Exam
14
2
28
Performance Task, Maintenance Plan
0
0
0
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
Turkish
Course Level
First Cycle (Bachelor's Degree)
Course Type
Elective
Course Coordinator
Assist.Prof. Faika Yelda ACARBAY
Name of Lecturer(s)
Lect. Lale Pınar ÇORAKLI
Assistant(s)
Aim
Gaining knowledge, skill, value and attitude that can fight against all kinds of discrimination in educational environments.
Course Content
This course contains; Definition, content and importance of inclusive education,National and international legislation on inclusive education,Approaches and standards in inclusive education,Teacher roles in inclusive education,Inclusive curriculum and materials,Attitudes and values in inclusive education,Inclusive school and classroom,Midterm,Inclusive education practices: features that differentiate students, effective communication, language used, psycho-social support,Inclusive education practices: features that differentiate students, effective communication, language used, psycho-social support,Inclusive education practices: differentiating teaching and examples, methods and techniques, planning teaching,Inclusive education practices: inclusiveness and selection of inclusive activities in course materials,Inclusive course design practices,Inclusive course design practices,Final exam.
Dersin Öğrenme Kazanımları
Teaching Methods
Assessment Methods
Defines inclusive early childhood education and explains its basic principles.
10, 16, 9
A, E
Explains and discusses the philosophical and historical process of inclusive early childhood education.
10, 16, 9
A, E
Explains the contributions of inclusive early childhood education.
10, 12, 16, 9
A, E
List and discuss the problems in inclusive early childhood education and propose solutions to these problems.
10, 16, 9
A, E
Explains teaching strategies, methods and techniques that can be used in inclusive early childhood environments and gives examples of applications.
Definition, content and importance of inclusive education
2
National and international legislation on inclusive education
3
Approaches and standards in inclusive education
4
Teacher roles in inclusive education
5
Inclusive curriculum and materials
6
Attitudes and values in inclusive education
7
Inclusive school and classroom
8
Midterm
9
Inclusive education practices: features that differentiate students, effective communication, language used, psycho-social support
10
Inclusive education practices: features that differentiate students, effective communication, language used, psycho-social support
11
Inclusive education practices: differentiating teaching and examples, methods and techniques, planning teaching
12
Inclusive education practices: inclusiveness and selection of inclusive activities in course materials
13
Inclusive course design practices
14
Inclusive course design practices
15
Final exam
Resources
Ceyhan, M. A. (2016). Inclusive Education: School Practices, Teacher Needs. Education Reform Initiative [ERG].
Çayır, K., Soran, M. & Ergün, M. (2015). Disability and Discrimination: Handbook for Educators. Karekök Publications.
Düşün, Y. (2016). Situation analysis of Inclusive Education in Secondary Education in Turkey. Education Reform Initiative [ERG].
Eileen Allen, K. E. & Glynnis, E. C. (2015). The Exceptional Child Inclusion in Early Childhood Education. USA: Wadsworth, Cengage Learning.
Karten, T. J. (2011). (Edt.), Inclusive Practives. Thousand Oaks, California: Corwin.
Merey, Z. (Edt.), (2017). Child Rights. (2nd Edition), Pegem Akademi Publishing.
Ministry of National Education [MoNE], (2013). Equity in Education, Now!
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications
No
Program Qualification
Contribution Level
1
2
3
4
5
1
Verbalizes the meanings of terms and concepts that are used in the Psychological Counseling and Guidance field.
2
Verbalizes the basic concepts, principles, and techniques of theories in the field of Psychological Counseling and Guidance.
3
Compares different theories in the field of Psychological Counseling and Guidance and lists the strenghts and weaknesses of each theory.
4
Uses necessary intervention techniques in accordance with the education taken about the possible problems or issues that can be faced when working in the field of Psychological Counseling and Guidance.
5
When faced with a problem in the profession, he /she analyzes and solves it with scientific methods.
6
When faced with a problem in the profession, he/she solves it by oneself.
7
Has the knowledge and skills required by the profession and make necessary interventions by distinguishing his/her own tasks and responsibilities from the ones that are not in the scope of the his/her profession.
8
Follows the developments about the profession and has the principle of lifelong learning.
9
Holds consultation with his/her colleagues when needed in the process of resolving a problem about the profession.
10
When faced with a problem, he/she formulates it in a written form or verbally.
11
Has a sense of social responsibility and uses his/her field knowledge and skills for the solutions of problems in his/her surroundings.
12
Knows at least B1 level of English to follow the international scientific developments in Psychological Counseling and Guidance field.
13
Knows basic consepts in Psychological Counseling and Guidance field.
14
Applies basic skills in Psychological Counseling and Guidance field.
15
Uses psychological measurement tools in accordance with their purpose and ethical principles.
16
Makes scientific research in the field of Psychological Counseling and Guidance by selecting appropriate research methods.
