Basic concepts related to special education; principles and historical development of special education; regulations related to special education; diagnosis and evaluation in special education; individualization of teaching; integration and support special education services; family participation in education and cooperation with the family; characteristics of different groups of inadequacy and talent; educational approaches and teaching strategies for different groups; effective strategies and behavior management in classroom management.
Course Content
This course contains; Course introduction
Basic concepts
Integration/integration,Students in Need of Special Education,Students in Need of Special Education,Students in Need of Special Education,Students in Need of Special Education,Diagnosis and evaluation,Support special education services/support training rooms,Reasons for special needs and effective interventions in inclusive settings,Reasons for special needs and effective interventions in inclusive settings,Reasons for special needs and effective interventions in inclusive settings,Family involvement/cooperation in inclusion,Making an instructional adaptation,Preparing an Individualized Education Plan ,Preparing an Individualized Education Plan .
Dersin Öğrenme Kazanımları
Teaching Methods
Assessment Methods
Develops an Individualized Education Plan.
14, 16, 3
C
Summarizes the tasks in the identification and placement of students with special education needs.
10, 9
C
Comprehends the developmental characteristics of students with special needs.
10, 16, 9
Explain the problems experienced by students with special needs and their families.
16, 9
C
Teaching Methods:
10: Discussion Method, 14: Self Study Method, 16: Question - Answer Technique, 3: Problem Baded Learning Model, 9: Lecture Method
Support special education services/support training rooms
Batu, Subaşu-Yurtçu (eds) 4th part (ss. 85-123)
8
Reasons for special needs and effective interventions in inclusive settings
G. Akçamete (ed) chapter 15 (ss. 503-524)
9
Reasons for special needs and effective interventions in inclusive settings
G. Akçamete (ed) chapter 16 (ss. 527-543)
10
Reasons for special needs and effective interventions in inclusive settings
G. Akçamete (ed) chapter 11 (ss. 367-395)
11
Family involvement/cooperation in inclusion
G. Akçamete (ed) 5th chapter (ss. 169-198)
12
Making an instructional adaptation
Batu, Subaşu-Yurtçu (eds) 3rd part (ss. 67-85)
13
Preparing an Individualized Education Plan
G. Akçamete (ed) 2nd chapter (ss. 77-109)
14
Preparing an Individualized Education Plan
G. Akçamete (ed) 2nd chapter (ss. 77-109)
Resources
Genel eğitim okullarında özel gereksinimi olan öğrenciler ve özel eğitim. G. Akçamete (Ed.), 2010. Kök
Batu, E. S.; Subaşı-Yurtçu, A. B. (2017). Psikolojik Danışma ve Rehberlikte Özel Eğitim ve Kaynaştırma Uygulamaları. Vize Yayıncılık.
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications
No
Program Qualification
Contribution Level
1
2
3
4
5
1
It verbally refers to the meanings of professional terms and concepts within the scope of primary mathematics teaching.
It verbally refers to the basic concepts, principles and techniques of theories in the field of primary mathematics teaching.
It compares the theories in its field and lists the strengths and weaknesses of each theory verbally.
X
2
In the field of primary mathematics teaching, he applies the necessary intervention in connection with the education he receives regarding the situations or problems he encounters professionally.
X
3
A problem he faces professionally, he analyzes and solves it based on scientific methods.
He solves a problem he faces professionally on his own.
It makes necessary interventions by distinguishing between situations that are within the scope of their duties and responsibilities from a professional point of view and situations that are not.
X
4
Follows new developments related to the profession in line with the principle of lifelong learning from a professional point of view.
X
5
In the process of resolving a problem from a professional point of view, he consults with his colleagues when necessary.
When he encounters a problem, he formulates it in writing or verbally.
He has a sense of social responsibility and uses his professional gains to solve problems in his immediate and distant environment.
He speaks at least B1 level English to monitor international professional developments.
X
6
He knows the basic concepts of his profession.
Applies basic skills related to his profession.
It applies measurement and evaluation tools in accordance with its purpose and in line with ethical principles.
In a professional subject, it conducts research by choosing the appropriate research method.
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
1
5
5
Resolution of Homework Problems and Submission as a Report
1
10
10
Term Project
1
10
10
Presentation of Project / Seminar
0
0
0
Quiz
1
5
5
Midterm Exam
1
15
15
General Exam
1
15
15
Performance Task, Maintenance Plan
1
2
2
Total Workload(Hour)
90
Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(90/30)
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
Turkish
Course Level
First Cycle (Bachelor's Degree)
Course Type
Required
Course Coordinator
Assist.Prof. Adviye Pınar KONYALIOĞLU
Name of Lecturer(s)
Assist.Prof. Hatice ŞENGÜL ERDEM
Assistant(s)
Aim
Basic concepts related to special education; principles and historical development of special education; regulations related to special education; diagnosis and evaluation in special education; individualization of teaching; integration and support special education services; family participation in education and cooperation with the family; characteristics of different groups of inadequacy and talent; educational approaches and teaching strategies for different groups; effective strategies and behavior management in classroom management.
Course Content
This course contains; Course introduction
Basic concepts
Integration/integration,Students in Need of Special Education,Students in Need of Special Education,Students in Need of Special Education,Students in Need of Special Education,Diagnosis and evaluation,Support special education services/support training rooms,Reasons for special needs and effective interventions in inclusive settings,Reasons for special needs and effective interventions in inclusive settings,Reasons for special needs and effective interventions in inclusive settings,Family involvement/cooperation in inclusion,Making an instructional adaptation,Preparing an Individualized Education Plan ,Preparing an Individualized Education Plan .
Dersin Öğrenme Kazanımları
Teaching Methods
Assessment Methods
Develops an Individualized Education Plan.
14, 16, 3
C
Summarizes the tasks in the identification and placement of students with special education needs.
10, 9
C
Comprehends the developmental characteristics of students with special needs.
10, 16, 9
Explain the problems experienced by students with special needs and their families.
16, 9
C
Teaching Methods:
10: Discussion Method, 14: Self Study Method, 16: Question - Answer Technique, 3: Problem Baded Learning Model, 9: Lecture Method
Support special education services/support training rooms
Batu, Subaşu-Yurtçu (eds) 4th part (ss. 85-123)
8
Reasons for special needs and effective interventions in inclusive settings
G. Akçamete (ed) chapter 15 (ss. 503-524)
9
Reasons for special needs and effective interventions in inclusive settings
G. Akçamete (ed) chapter 16 (ss. 527-543)
10
Reasons for special needs and effective interventions in inclusive settings
G. Akçamete (ed) chapter 11 (ss. 367-395)
11
Family involvement/cooperation in inclusion
G. Akçamete (ed) 5th chapter (ss. 169-198)
12
Making an instructional adaptation
Batu, Subaşu-Yurtçu (eds) 3rd part (ss. 67-85)
13
Preparing an Individualized Education Plan
G. Akçamete (ed) 2nd chapter (ss. 77-109)
14
Preparing an Individualized Education Plan
G. Akçamete (ed) 2nd chapter (ss. 77-109)
Resources
Genel eğitim okullarında özel gereksinimi olan öğrenciler ve özel eğitim. G. Akçamete (Ed.), 2010. Kök
Batu, E. S.; Subaşı-Yurtçu, A. B. (2017). Psikolojik Danışma ve Rehberlikte Özel Eğitim ve Kaynaştırma Uygulamaları. Vize Yayıncılık.
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications
No
Program Qualification
Contribution Level
1
2
3
4
5
1
It verbally refers to the meanings of professional terms and concepts within the scope of primary mathematics teaching.
It verbally refers to the basic concepts, principles and techniques of theories in the field of primary mathematics teaching.
It compares the theories in its field and lists the strengths and weaknesses of each theory verbally.
X
2
In the field of primary mathematics teaching, he applies the necessary intervention in connection with the education he receives regarding the situations or problems he encounters professionally.
X
3
A problem he faces professionally, he analyzes and solves it based on scientific methods.
He solves a problem he faces professionally on his own.
It makes necessary interventions by distinguishing between situations that are within the scope of their duties and responsibilities from a professional point of view and situations that are not.
X
4
Follows new developments related to the profession in line with the principle of lifelong learning from a professional point of view.
X
5
In the process of resolving a problem from a professional point of view, he consults with his colleagues when necessary.
When he encounters a problem, he formulates it in writing or verbally.
He has a sense of social responsibility and uses his professional gains to solve problems in his immediate and distant environment.
He speaks at least B1 level English to monitor international professional developments.
X
6
He knows the basic concepts of his profession.
Applies basic skills related to his profession.
It applies measurement and evaluation tools in accordance with its purpose and in line with ethical principles.
In a professional subject, it conducts research by choosing the appropriate research method.