Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| SPECIAL EDUCATION and INCLUSION | - | Fall Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Aslin ARSLANOĞLU ÖSER |
| Name of Lecturer(s) | Assoc.Prof. Irina SHELENKOVA |
| Assistant(s) | |
| Aim | To provide knowledge and skill about students with special needs and their general features. To give information on the causes, diagnosis of students with special needs, and inclusive education features. |
| Course Content | This course contains; Introduction: The history of special education ,The foundation for educating students with special needs,Planning instruction by analyzing classroom and student needs,Dyslexia and dyspraxia: Information and practical teaching strategies,Attention deficit hyperactivity disorder and autism: Information and practical teaching strategies,Social, emotional, behavioural difficulties and speech and language difficulties: Information and practical teaching strategies,Students with special needs other than disabilities,Children with superior intelligence and talents,Classroom management ,Assessment for special education ,Collaboration with parents, carers, and other professionals,Strategies for independent learning,Responding to student behaviour,Social interaction and activities outside the classroom. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Gives collaboration examples about designing and implementing assessment and instructional programs for students with special needs. | 16 | A |
| Explains student needs in organizing and planning instruction for students with special needs. | 16 | A |
| Plans appropriate teaching materials and methods for students with special needs. | 16 | A |
| Defines collaboration for designing and implementing assessment and instructional programs for students with special needs. | 16 | A |
| Teaching Methods: | 16: Question - Answer Technique |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction: The history of special education | Study of Week 1 PPT presentation |
| 2 | The foundation for educating students with special needs | Study of Week 2 PPT presentation |
| 3 | Planning instruction by analyzing classroom and student needs | Study of Week 3 PPT presentation |
| 4 | Dyslexia and dyspraxia: Information and practical teaching strategies | Study of Week 4 PPT presentation |
| 5 | Attention deficit hyperactivity disorder and autism: Information and practical teaching strategies | Study of Week 5 PPT presentation |
| 6 | Social, emotional, behavioural difficulties and speech and language difficulties: Information and practical teaching strategies | Study of Week 6 PPT presentation |
| 7 | Students with special needs other than disabilities | Study of Week 7 PPT presentation |
| 8 | Children with superior intelligence and talents | Study of Week 8 PPT presentation |
| 9 | Classroom management | Study of Week 9 PPT presentation |
| 10 | Assessment for special education | Study of Week 10 PPT presentation |
| 11 | Collaboration with parents, carers, and other professionals | Study of Week 11 PPT presentation |
| 12 | Strategies for independent learning | Study of Week 12 PPT presentation |
| 13 | Responding to student behaviour | Study of Week 13 PPT presentation |
| 14 | Social interaction and activities outside the classroom | Study of Week 14 PPT presentation |
| Resources |
| 1. Bateman, D., & Cline J. (2016). A teacher's guide to special education: A teacher's guide to special education. USA: ASCD. 2. Cosgrove, R. (2020). Inclusive teaching in a nutshell: A visual guide for busy teachers (1st Ed.). A Speechmark Book: Routledge. 3. Delaney, M. (2016). Special educational needs. Oxford: OUP. 4. Friend, M., & Bursuck, W. (2020). Including students with special needs: A Practical guide for classroom teachers (8th ed.). Pearson. |
| Internet resources, weekly PPT study materials |
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 | 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 | 4 | 6 | 24 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 1 | 8 | 8 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 8 | 8 | |||
| General Exam | 1 | 10 | 10 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 78 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(78/30) | 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 | - | Fall Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Aslin ARSLANOĞLU ÖSER |
| Name of Lecturer(s) | Assoc.Prof. Irina SHELENKOVA |
| Assistant(s) | |
| Aim | To provide knowledge and skill about students with special needs and their general features. To give information on the causes, diagnosis of students with special needs, and inclusive education features. |
| Course Content | This course contains; Introduction: The history of special education ,The foundation for educating students with special needs,Planning instruction by analyzing classroom and student needs,Dyslexia and dyspraxia: Information and practical teaching strategies,Attention deficit hyperactivity disorder and autism: Information and practical teaching strategies,Social, emotional, behavioural difficulties and speech and language difficulties: Information and practical teaching strategies,Students with special needs other than disabilities,Children with superior intelligence and talents,Classroom management ,Assessment for special education ,Collaboration with parents, carers, and other professionals,Strategies for independent learning,Responding to student behaviour,Social interaction and activities outside the classroom. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Gives collaboration examples about designing and implementing assessment and instructional programs for students with special needs. | 16 | A |
| Explains student needs in organizing and planning instruction for students with special needs. | 16 | A |
| Plans appropriate teaching materials and methods for students with special needs. | 16 | A |
| Defines collaboration for designing and implementing assessment and instructional programs for students with special needs. | 16 | A |
| Teaching Methods: | 16: Question - Answer Technique |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction: The history of special education | Study of Week 1 PPT presentation |
| 2 | The foundation for educating students with special needs | Study of Week 2 PPT presentation |
| 3 | Planning instruction by analyzing classroom and student needs | Study of Week 3 PPT presentation |
| 4 | Dyslexia and dyspraxia: Information and practical teaching strategies | Study of Week 4 PPT presentation |
| 5 | Attention deficit hyperactivity disorder and autism: Information and practical teaching strategies | Study of Week 5 PPT presentation |
| 6 | Social, emotional, behavioural difficulties and speech and language difficulties: Information and practical teaching strategies | Study of Week 6 PPT presentation |
| 7 | Students with special needs other than disabilities | Study of Week 7 PPT presentation |
| 8 | Children with superior intelligence and talents | Study of Week 8 PPT presentation |
| 9 | Classroom management | Study of Week 9 PPT presentation |
| 10 | Assessment for special education | Study of Week 10 PPT presentation |
| 11 | Collaboration with parents, carers, and other professionals | Study of Week 11 PPT presentation |
| 12 | Strategies for independent learning | Study of Week 12 PPT presentation |
| 13 | Responding to student behaviour | Study of Week 13 PPT presentation |
| 14 | Social interaction and activities outside the classroom | Study of Week 14 PPT presentation |
| Resources |
| 1. Bateman, D., & Cline J. (2016). A teacher's guide to special education: A teacher's guide to special education. USA: ASCD. 2. Cosgrove, R. (2020). Inclusive teaching in a nutshell: A visual guide for busy teachers (1st Ed.). A Speechmark Book: Routledge. 3. Delaney, M. (2016). Special educational needs. Oxford: OUP. 4. Friend, M., & Bursuck, W. (2020). Including students with special needs: A Practical guide for classroom teachers (8th ed.). Pearson. |
| Internet resources, weekly PPT study materials |
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 | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |