Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| SPECIAL EDUCATION and INCLUSION | PDR4111063 | Fall Semester | 2+0 | 2 | 3 |
| Course Program | Perşembe 12:00-12:45 Perşembe 12:45-13:30 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Aslin ARSLANOĞLU ÖSER |
| Name of Lecturer(s) | Assist.Prof. Adviye Pınar KONYALIOĞLU |
| Assistant(s) | |
| Aim | Definition of special education, basic principles of special education, identification and assessment of disability; definition, principles, and types of inclusive education; characteristics of children with special needs (intellectual disability, hearing impairment, visual impairment, physical disability, language and speech disorders, learning disabilities, autism spectrum disorder, attention deficit and hyperactivity disorder, gifted and talented); educational interventions and adaptations for children with special needs in preschool settings; the process of developing Individualized Education Programs (IEP); inclusion practices in early childhood and family education. |
| Course Content | This course contains; Week 1: Introduction, syllabus overview, and basic concepts,Brief history/Legal foundations, and educational environments,Intellectual disability and autism spectrum disorder,Visual impairment and hearing impairment,Learning disabilities and giftedness,Universal design and its principles/Comparison of mainstreaming and inclusion/ Collaboration,Types of in-class and out-of-class support, support education services, and support education rooms ,Types of in-class and out-of-class support, support education services, and support education rooms 2,Behavioral problems and behavior modification methods,Behavioral problems and behavior modification methods 2,Accommodations and adaptation examples,Family involvement and IFSP (Individualized Family Service Plan),Family Involvement and IEP (Individualized Education Program),General review. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Defines the concepts of mainstreaming and inclusion. | 10, 13, 16, 9 | C |
| Explains placement approaches in special education and the concept of the Least Restrictive Environment (LRE). | 10, 13, 16, 9 | C |
| Explains collaboration in practice, its importance, and its types. | 10, 13, 16, 9 | C |
| Explains and exemplifies educational adaptations. | 10, 13, 16, 9 | C |
| Explains and exemplifies behavior and classroom management. | 10, 13, 16, 9 | C |
| Explains family involvement. | 10, 13, 16, 9 | C |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Week 1: Introduction, syllabus overview, and basic concepts | Weekly documents |
| 2 | Brief history/Legal foundations, and educational environments | Weekly documents |
| 3 | Intellectual disability and autism spectrum disorder | Weekly documents |
| 4 | Visual impairment and hearing impairment | Weekly documents |
| 5 | Learning disabilities and giftedness | Weekly documents |
| 6 | Universal design and its principles/Comparison of mainstreaming and inclusion/ Collaboration | Weekly documents |
| 7 | Types of in-class and out-of-class support, support education services, and support education rooms | Weekly documents |
| 8 | Types of in-class and out-of-class support, support education services, and support education rooms 2 | Weekly documents |
| 9 | Behavioral problems and behavior modification methods | Weekly documents |
| 10 | Behavioral problems and behavior modification methods 2 | Weekly documents |
| 11 | Accommodations and adaptation examples | Weekly documents |
| 12 | Family involvement and IFSP (Individualized Family Service Plan) | Weekly documents |
| 13 | Family Involvement and IEP (Individualized Education Program) | Weekly documents |
| 14 | General review | Weekly documents |
| Resources |
| ● Bildiren, A. ve Akyol, B. (Ed.). (2022). Özel eğitimde bütünleştirilmiş sınıf yönetimi. Pegem Akademi. ● Çitil, M. (Ed.). (2020). Özel eğitimde bütünleştirme. Vize Akademik. ● Ünlü, Ö. (Ed.). (2021). Özel eğitimde bütünleştirme. Eğiten Kitap. ● Winzer, M. A. (2009). From integration to inclusion: A history of special education in the 20th century. Gallaudet University. ● Weekly documents |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Explains the fundamental concepts and principals related to Guidance and Psychological Counseling. | X | |||||
| 2 | Demonstrates theoretical knowledge regarding individuals' developmental characteristics, learning processes, and behavioral patterns. | X | |||||
| 3 | Relates the concepts and principles of educational foundations to learning, teaching, and assessment processes. | X | |||||
| 4 | Explains in depth the theories, principles, and techniques within the field of Guidance and Psychological Counseling. | X | |||||
| 5 | Applies appropriate psychological counseling techniques to support the well-being of individuals and groups in line with relevant theories and research. | X | |||||
| 6 | Uses instructional and assessment methods, techniques, and tools appropriately in accordance with their intended purposes. | X | |||||
| 7 | Effectively employs scientific research methods and ethical principles in identifying and addressing field-specific problems. | X | |||||
| 8 | Designs comprehensive, developmental, and preventive guidance and psycho-educational programs. | X | |||||
| 9 | Acts in accordance with professional ethical principles and standards in guidance and psychological counseling processes. | X | |||||
| 10 | Utilizes supervision processes in Psychological Counseling practices and conducts consultation activities in collaboration with relevant stakeholders. | X | |||||
| 11 | Evaluates development, learning, personality, and career theories within the context of factors influencing individual behavior. | X | |||||
| 12 | Demonstrates professional practices from an interdisciplinary and intercultural holistic perspective. | ||||||
| 13 | Integrates critical, reflective, and creative thinking skills with professional values such as empathy, leadership, communication, and responsibility, and demonstrates these competencies in personal, social, and professional contexts. | X | |||||
| 14 | Follows current developments in the field in line with the principle of lifelong learning. | X | |||||
| 15 | Uses digital technologies in face-to-face and online environments in accordance with the needs of learners and clients. | X | |||||
| 16 | Independently plans and conducts theoretical and applied studies related to the field. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 2 | 10 | 20 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 15 | 15 | |||
| General Exam | 1 | 20 | 20 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 83 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(83/30) | 3 | |||||
| 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 |
|---|---|---|---|---|---|
| SPECIAL EDUCATION and INCLUSION | PDR4111063 | Fall Semester | 2+0 | 2 | 3 |
| Course Program | Perşembe 12:00-12:45 Perşembe 12:45-13:30 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Aslin ARSLANOĞLU ÖSER |
| Name of Lecturer(s) | Assist.Prof. Adviye Pınar KONYALIOĞLU |
| Assistant(s) | |
| Aim | Definition of special education, basic principles of special education, identification and assessment of disability; definition, principles, and types of inclusive education; characteristics of children with special needs (intellectual disability, hearing impairment, visual impairment, physical disability, language and speech disorders, learning disabilities, autism spectrum disorder, attention deficit and hyperactivity disorder, gifted and talented); educational interventions and adaptations for children with special needs in preschool settings; the process of developing Individualized Education Programs (IEP); inclusion practices in early childhood and family education. |
| Course Content | This course contains; Week 1: Introduction, syllabus overview, and basic concepts,Brief history/Legal foundations, and educational environments,Intellectual disability and autism spectrum disorder,Visual impairment and hearing impairment,Learning disabilities and giftedness,Universal design and its principles/Comparison of mainstreaming and inclusion/ Collaboration,Types of in-class and out-of-class support, support education services, and support education rooms ,Types of in-class and out-of-class support, support education services, and support education rooms 2,Behavioral problems and behavior modification methods,Behavioral problems and behavior modification methods 2,Accommodations and adaptation examples,Family involvement and IFSP (Individualized Family Service Plan),Family Involvement and IEP (Individualized Education Program),General review. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Defines the concepts of mainstreaming and inclusion. | 10, 13, 16, 9 | C |
| Explains placement approaches in special education and the concept of the Least Restrictive Environment (LRE). | 10, 13, 16, 9 | C |
| Explains collaboration in practice, its importance, and its types. | 10, 13, 16, 9 | C |
| Explains and exemplifies educational adaptations. | 10, 13, 16, 9 | C |
| Explains and exemplifies behavior and classroom management. | 10, 13, 16, 9 | C |
| Explains family involvement. | 10, 13, 16, 9 | C |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Week 1: Introduction, syllabus overview, and basic concepts | Weekly documents |
| 2 | Brief history/Legal foundations, and educational environments | Weekly documents |
| 3 | Intellectual disability and autism spectrum disorder | Weekly documents |
| 4 | Visual impairment and hearing impairment | Weekly documents |
| 5 | Learning disabilities and giftedness | Weekly documents |
| 6 | Universal design and its principles/Comparison of mainstreaming and inclusion/ Collaboration | Weekly documents |
| 7 | Types of in-class and out-of-class support, support education services, and support education rooms | Weekly documents |
| 8 | Types of in-class and out-of-class support, support education services, and support education rooms 2 | Weekly documents |
| 9 | Behavioral problems and behavior modification methods | Weekly documents |
| 10 | Behavioral problems and behavior modification methods 2 | Weekly documents |
| 11 | Accommodations and adaptation examples | Weekly documents |
| 12 | Family involvement and IFSP (Individualized Family Service Plan) | Weekly documents |
| 13 | Family Involvement and IEP (Individualized Education Program) | Weekly documents |
| 14 | General review | Weekly documents |
| Resources |
| ● Bildiren, A. ve Akyol, B. (Ed.). (2022). Özel eğitimde bütünleştirilmiş sınıf yönetimi. Pegem Akademi. ● Çitil, M. (Ed.). (2020). Özel eğitimde bütünleştirme. Vize Akademik. ● Ünlü, Ö. (Ed.). (2021). Özel eğitimde bütünleştirme. Eğiten Kitap. ● Winzer, M. A. (2009). From integration to inclusion: A history of special education in the 20th century. Gallaudet University. ● Weekly documents |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Explains the fundamental concepts and principals related to Guidance and Psychological Counseling. | X | |||||
| 2 | Demonstrates theoretical knowledge regarding individuals' developmental characteristics, learning processes, and behavioral patterns. | X | |||||
| 3 | Relates the concepts and principles of educational foundations to learning, teaching, and assessment processes. | X | |||||
| 4 | Explains in depth the theories, principles, and techniques within the field of Guidance and Psychological Counseling. | X | |||||
| 5 | Applies appropriate psychological counseling techniques to support the well-being of individuals and groups in line with relevant theories and research. | X | |||||
| 6 | Uses instructional and assessment methods, techniques, and tools appropriately in accordance with their intended purposes. | X | |||||
| 7 | Effectively employs scientific research methods and ethical principles in identifying and addressing field-specific problems. | X | |||||
| 8 | Designs comprehensive, developmental, and preventive guidance and psycho-educational programs. | X | |||||
| 9 | Acts in accordance with professional ethical principles and standards in guidance and psychological counseling processes. | X | |||||
| 10 | Utilizes supervision processes in Psychological Counseling practices and conducts consultation activities in collaboration with relevant stakeholders. | X | |||||
| 11 | Evaluates development, learning, personality, and career theories within the context of factors influencing individual behavior. | X | |||||
| 12 | Demonstrates professional practices from an interdisciplinary and intercultural holistic perspective. | ||||||
| 13 | Integrates critical, reflective, and creative thinking skills with professional values such as empathy, leadership, communication, and responsibility, and demonstrates these competencies in personal, social, and professional contexts. | X | |||||
| 14 | Follows current developments in the field in line with the principle of lifelong learning. | X | |||||
| 15 | Uses digital technologies in face-to-face and online environments in accordance with the needs of learners and clients. | X | |||||
| 16 | Independently plans and conducts theoretical and applied studies related to the field. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |