Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| SPECIAL EDUCATION and INCLUSION | İM4111063 | 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. Aslin ARSLANOĞLU ÖSER |
| Name of Lecturer(s) | Lect.Dr. Engin ARSLAN |
| 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 | It compares the fundamental theoretical frameworks in the field of elementary mathematics education (constructivism, cognitive development theories, models of mathematical thinking) along with their strengths and weaknesses. | ||||||
| 2 | It compares the national mathematics curriculum (MEB) with international frameworks (NCTM, PISA, TIMSS) in terms of learning objectives and content areas. | ||||||
| 3 | Explains the principles of assessment and evaluation, research methods, and ethical guidelines relevant to their profession, as well as their practical applications. | ||||||
| 4 | Applies appropriate pedagogical interventions in connection with the training received regarding the instructional situations and challenges encountered in the field of elementary mathematics education. | ||||||
| 5 | By analyzing students' misconceptions and learning difficulties in mathematics, they design appropriate teaching strategies and materials to address them. | ||||||
| 6 | Solves professional problems related to mathematics education independently using scientific methods. | ||||||
| 7 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 8 | By formulating a research question on a professional topic, they plan the appropriate research method. | ||||||
| 9 | Distinguishes between situations that fall within the scope of their professional duties and responsibilities and those that do not. | ||||||
| 10 | Monitors the instructional activities and implementation process aimed at the development of the students under their supervision. | ||||||
| 11 | Guides the professional development process by integrating this information in line with national and international developments and research findings in mathematics education. | ||||||
| 12 | By interpreting the results of their own teaching practices, they develop recommendations for professional development. | ||||||
| 13 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 14 | Ensures compliance with research ethics, professional ethics for teachers, and national education regulations in their professional practice. | ||||||
| 15 | In the math classroom, we plan for an equitable and inclusive learning environment, activities that support each student’s mathematical potential, and the necessary safety measures regarding workplace safety. | ||||||
| 16 | In mathematics instruction, they use dynamic software (GeoGebra, Desmos, etc.), learning management systems, and other information and communication technologies at a level equivalent to at least the ECDL Advanced Level. | ||||||
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 | İM4111063 | 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. Aslin ARSLANOĞLU ÖSER |
| Name of Lecturer(s) | Lect.Dr. Engin ARSLAN |
| 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 | It compares the fundamental theoretical frameworks in the field of elementary mathematics education (constructivism, cognitive development theories, models of mathematical thinking) along with their strengths and weaknesses. | ||||||
| 2 | It compares the national mathematics curriculum (MEB) with international frameworks (NCTM, PISA, TIMSS) in terms of learning objectives and content areas. | ||||||
| 3 | Explains the principles of assessment and evaluation, research methods, and ethical guidelines relevant to their profession, as well as their practical applications. | ||||||
| 4 | Applies appropriate pedagogical interventions in connection with the training received regarding the instructional situations and challenges encountered in the field of elementary mathematics education. | ||||||
| 5 | By analyzing students' misconceptions and learning difficulties in mathematics, they design appropriate teaching strategies and materials to address them. | ||||||
| 6 | Solves professional problems related to mathematics education independently using scientific methods. | ||||||
| 7 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 8 | By formulating a research question on a professional topic, they plan the appropriate research method. | ||||||
| 9 | Distinguishes between situations that fall within the scope of their professional duties and responsibilities and those that do not. | ||||||
| 10 | Monitors the instructional activities and implementation process aimed at the development of the students under their supervision. | ||||||
| 11 | Guides the professional development process by integrating this information in line with national and international developments and research findings in mathematics education. | ||||||
| 12 | By interpreting the results of their own teaching practices, they develop recommendations for professional development. | ||||||
| 13 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 14 | Ensures compliance with research ethics, professional ethics for teachers, and national education regulations in their professional practice. | ||||||
| 15 | In the math classroom, we plan for an equitable and inclusive learning environment, activities that support each student’s mathematical potential, and the necessary safety measures regarding workplace safety. | ||||||
| 16 | In mathematics instruction, they use dynamic software (GeoGebra, Desmos, etc.), learning management systems, and other information and communication technologies at a level equivalent to at least the ECDL Advanced Level. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |