Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| SPECIAL EDUCATION and INCLUSION | ELT4112096 | 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) | Assist.Prof. Volkan İNCEÇAY |
| 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. |
| Course Learning Outcomes | 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 | Possesses advanced theoretical and conceptual knowledge of the structural, semantic, and functional features of the English language. | X | |||||
| 2 | Expresses the fundamental concepts, principles, and techniques of theories in the field of English verbally. | X | |||||
| 3 | Explains the principles of curriculum development, classroom management, and assessment and evaluation within the framework of educational sciences. | X | |||||
| 4 | Uses English at an advanced level, both orally and in writing, in ways appropriate to academic and instructional settings. | X | |||||
| 5 | Prepares lesson plans, develops instructional materials, implements them, and evaluates their effectiveness by taking learner characteristics and contextual variables into account. | X | |||||
| 6 | Selects and develops appropriate assessment tools and analyzes the resulting data to improve learning processes. | X | |||||
| 7 | Identifies problems encountered in educational settings, analyzes relevant data, and develops evidence-based solutions. | X | |||||
| 8 | Integrates digital technologies and instructional tools into the teaching process in alignment with pedagogical objectives. | X | |||||
| 9 | Carries out professional responsibilities independently and assumes responsibility in complex or unpredictable situations. | X | |||||
| 10 | Critically evaluates professional practices and identifies learning needs in line with continuous professional development. | X | |||||
| 11 | Acts in accordance with ethical principles, societal values, and cultural sensitivity in educational settings. | X | |||||
| 12 | Identifies professional development needs in the field and undertakes responsibility for lifelong learning. | X | |||||
| 13 | Collaborates effectively with educational stakeholders and contributes to the enhancement of educational quality. | 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 | ELT4112096 | 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) | Assist.Prof. Volkan İNCEÇAY |
| 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. |
| Course Learning Outcomes | 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 | Possesses advanced theoretical and conceptual knowledge of the structural, semantic, and functional features of the English language. | X | |||||
| 2 | Expresses the fundamental concepts, principles, and techniques of theories in the field of English verbally. | X | |||||
| 3 | Explains the principles of curriculum development, classroom management, and assessment and evaluation within the framework of educational sciences. | X | |||||
| 4 | Uses English at an advanced level, both orally and in writing, in ways appropriate to academic and instructional settings. | X | |||||
| 5 | Prepares lesson plans, develops instructional materials, implements them, and evaluates their effectiveness by taking learner characteristics and contextual variables into account. | X | |||||
| 6 | Selects and develops appropriate assessment tools and analyzes the resulting data to improve learning processes. | X | |||||
| 7 | Identifies problems encountered in educational settings, analyzes relevant data, and develops evidence-based solutions. | X | |||||
| 8 | Integrates digital technologies and instructional tools into the teaching process in alignment with pedagogical objectives. | X | |||||
| 9 | Carries out professional responsibilities independently and assumes responsibility in complex or unpredictable situations. | X | |||||
| 10 | Critically evaluates professional practices and identifies learning needs in line with continuous professional development. | X | |||||
| 11 | Acts in accordance with ethical principles, societal values, and cultural sensitivity in educational settings. | X | |||||
| 12 | Identifies professional development needs in the field and undertakes responsibility for lifelong learning. | X | |||||
| 13 | Collaborates effectively with educational stakeholders and contributes to the enhancement of educational quality. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |