Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INTEGRATION in SPECIAL EDUCATION | - | Fall Semester | 2+0 | 2 | 2 |
| 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) | Assist.Prof. Aslin ARSLANOĞLU ÖSER |
| Assistant(s) | |
| Aim | This is an introductory course which aims to inform special education teacher candidates about the philosophy and fundementals of inclusive education. |
| Course Content | This course contains; Introduction, Syllabus/Basic concepts and definitions,Historical development, principles and legal foundations of inclusion, duties and responsibilities. Factors affecting the success of inclusion, universal design and principles,Supportive special education services in inclusion,Collaboration in inclusion,Educational evaluation and IEP program preparation,Effective inclusive practices and differentiated instruction,Effective inclusion practices and differentiated instruction,Inclusion in pre-school, primary and secondary education,Classroom management in inclusion (ID and ASD),Classroom management in inclusion (HI and VI),Classroom management in inclusion (LD and GT),Family education in inclusion,Examples from Turkey and abroad,Examples. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the historical process of inclusion in the world and in Turkey. | 16 | A |
| Explains the placement approaches in special education and the least restricted educational environment. | 16 | A |
| Explains cooperation in inclusion, the importance and types of cooperation. | 16 | A |
| Explains the process of educational evaluation and IEP preparation. | 16 | A |
| Gives examples about educational adaptations in inclusion. | 16 | A |
| Gives examples about behavior and classroom management in inclusive environments. | 16 | A |
| Teaching Methods: | 16: Question - Answer Technique |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction, Syllabus/Basic concepts and definitions | Syllabus/Weekly documents |
| 2 | Historical development, principles and legal foundations of inclusion, duties and responsibilities. Factors affecting the success of inclusion, universal design and principles | Weekly documents |
| 3 | Supportive special education services in inclusion | Weekly documents |
| 4 | Collaboration in inclusion | Weekly documents |
| 5 | Educational evaluation and IEP program preparation | Weekly documents |
| 6 | Effective inclusive practices and differentiated instruction | Weekly documents |
| 7 | Effective inclusion practices and differentiated instruction | Weekly documents |
| 8 | Inclusion in pre-school, primary and secondary education | Weekly documents |
| 9 | Classroom management in inclusion (ID and ASD) | Weekly documents |
| 10 | Classroom management in inclusion (HI and VI) | Weekly documents |
| 11 | Classroom management in inclusion (LD and GT) | Weekly documents |
| 12 | Family education in inclusion | Weekly documents |
| 13 | Examples from Turkey and abroad | Weekly documents |
| 14 | Examples | Weekly documents |
| Resources |
| 1. Bildiren, A. ve Akyol, B. (Ed.). (2022). Özel eğitimde bütünleştirilmiş sınıf yönetimi. Pegem Akademi. 2. Çitil, M. (Ed.). (2020). Özel eğitimde bütünleştirme. Vize Akademik. 3. Ünlü, Ö. (Ed.). (2021). Özel eğitimde bütünleştirme. Eğiten Kitap. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Able to express the theoretical and practical knowledge about general and special education and the knowledge of basic concepts, principles and theories about different disciplines contributing to this knowledge. | X | |||||
| 2 | Able to compare and contrats the key theoretical approaches in the field verbally. | X | |||||
| 3 | In different disciplines, develops, administers and evaluates the differentiated curriculum plans that the three factors of curriculum like content, process and product are differentiated according to the characteristics of students like the readiness level, interests and learning profile. | X | |||||
| 4 | By taking into consideration all the developmental areas (intellectual, physical, emotional, personality etc.), has the knowledge of holistic development of students and administers the necessary techniques to develop them in these areas. | X | |||||
| 5 | Within scientific framework, evaluates the theoretical and practical studies regarding the education of children with learning disabilities/difficulties critically and offers solutions. | X | |||||
| 6 | Takes responsibility individually or as a member of a group that consists of colleagues from various disciplines to bring solutions for complex problems encountered in practices regarding the education of students with learning disabilities and/or difficulties. | X | |||||
| 7 | In order to reach individual goals according to his/her learning needs, acquires the attitude of practicing lifelong learning principles. | X | |||||
| 8 | Follows the new developments about special education via professional activities like literature review, seminar, conference, and workshop. | X | |||||
| 9 | Uses Turkish accurately and effectively. | X | |||||
| 10 | With the awareness of social responsibility, makes activities concerning the education of children with learning disabilities/difficulties and develops projects for the social environment in which he/she lives. | X | |||||
| 11 | Knows the basic concepts and applies basic skills related to the profession. | X | |||||
| 12 | During all phases of his/her research and studies, besides showing characteristics of acting respectfully to the social, scientific, cultural and ethical values with the consciousness of national and international sensitivities cited in the National Education Basic Law, exhibits also a productive and innovative personality. | 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 | 1 | 5 | 5 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 20 | 20 | |||
| General Exam | 1 | 20 | 20 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 73 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(73/30) | 2 | |||||
| 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 |
|---|---|---|---|---|---|
| INTEGRATION in SPECIAL EDUCATION | - | Fall Semester | 2+0 | 2 | 2 |
| 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) | Assist.Prof. Aslin ARSLANOĞLU ÖSER |
| Assistant(s) | |
| Aim | This is an introductory course which aims to inform special education teacher candidates about the philosophy and fundementals of inclusive education. |
| Course Content | This course contains; Introduction, Syllabus/Basic concepts and definitions,Historical development, principles and legal foundations of inclusion, duties and responsibilities. Factors affecting the success of inclusion, universal design and principles,Supportive special education services in inclusion,Collaboration in inclusion,Educational evaluation and IEP program preparation,Effective inclusive practices and differentiated instruction,Effective inclusion practices and differentiated instruction,Inclusion in pre-school, primary and secondary education,Classroom management in inclusion (ID and ASD),Classroom management in inclusion (HI and VI),Classroom management in inclusion (LD and GT),Family education in inclusion,Examples from Turkey and abroad,Examples. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explains the historical process of inclusion in the world and in Turkey. | 16 | A |
| Explains the placement approaches in special education and the least restricted educational environment. | 16 | A |
| Explains cooperation in inclusion, the importance and types of cooperation. | 16 | A |
| Explains the process of educational evaluation and IEP preparation. | 16 | A |
| Gives examples about educational adaptations in inclusion. | 16 | A |
| Gives examples about behavior and classroom management in inclusive environments. | 16 | A |
| Teaching Methods: | 16: Question - Answer Technique |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction, Syllabus/Basic concepts and definitions | Syllabus/Weekly documents |
| 2 | Historical development, principles and legal foundations of inclusion, duties and responsibilities. Factors affecting the success of inclusion, universal design and principles | Weekly documents |
| 3 | Supportive special education services in inclusion | Weekly documents |
| 4 | Collaboration in inclusion | Weekly documents |
| 5 | Educational evaluation and IEP program preparation | Weekly documents |
| 6 | Effective inclusive practices and differentiated instruction | Weekly documents |
| 7 | Effective inclusion practices and differentiated instruction | Weekly documents |
| 8 | Inclusion in pre-school, primary and secondary education | Weekly documents |
| 9 | Classroom management in inclusion (ID and ASD) | Weekly documents |
| 10 | Classroom management in inclusion (HI and VI) | Weekly documents |
| 11 | Classroom management in inclusion (LD and GT) | Weekly documents |
| 12 | Family education in inclusion | Weekly documents |
| 13 | Examples from Turkey and abroad | Weekly documents |
| 14 | Examples | Weekly documents |
| Resources |
| 1. Bildiren, A. ve Akyol, B. (Ed.). (2022). Özel eğitimde bütünleştirilmiş sınıf yönetimi. Pegem Akademi. 2. Çitil, M. (Ed.). (2020). Özel eğitimde bütünleştirme. Vize Akademik. 3. Ünlü, Ö. (Ed.). (2021). Özel eğitimde bütünleştirme. Eğiten Kitap. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Able to express the theoretical and practical knowledge about general and special education and the knowledge of basic concepts, principles and theories about different disciplines contributing to this knowledge. | X | |||||
| 2 | Able to compare and contrats the key theoretical approaches in the field verbally. | X | |||||
| 3 | In different disciplines, develops, administers and evaluates the differentiated curriculum plans that the three factors of curriculum like content, process and product are differentiated according to the characteristics of students like the readiness level, interests and learning profile. | X | |||||
| 4 | By taking into consideration all the developmental areas (intellectual, physical, emotional, personality etc.), has the knowledge of holistic development of students and administers the necessary techniques to develop them in these areas. | X | |||||
| 5 | Within scientific framework, evaluates the theoretical and practical studies regarding the education of children with learning disabilities/difficulties critically and offers solutions. | X | |||||
| 6 | Takes responsibility individually or as a member of a group that consists of colleagues from various disciplines to bring solutions for complex problems encountered in practices regarding the education of students with learning disabilities and/or difficulties. | X | |||||
| 7 | In order to reach individual goals according to his/her learning needs, acquires the attitude of practicing lifelong learning principles. | X | |||||
| 8 | Follows the new developments about special education via professional activities like literature review, seminar, conference, and workshop. | X | |||||
| 9 | Uses Turkish accurately and effectively. | X | |||||
| 10 | With the awareness of social responsibility, makes activities concerning the education of children with learning disabilities/difficulties and develops projects for the social environment in which he/she lives. | X | |||||
| 11 | Knows the basic concepts and applies basic skills related to the profession. | X | |||||
| 12 | During all phases of his/her research and studies, besides showing characteristics of acting respectfully to the social, scientific, cultural and ethical values with the consciousness of national and international sensitivities cited in the National Education Basic Law, exhibits also a productive and innovative personality. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |