Placement approaches in special education, together and separate education; definition of inclusion and integration; the concept of least restrictive educational environment, its history, legal basis and types; supportive special education services, counseling, in-class support, and resource rooms; Cooperation in inclusion and integration: definition, importance and types; The process of inclusion and integration in Turkey, inclusion and integration in the past and today; Inclusion and integration in legal regulations regarding special education in Turkey; Factors affecting the success of inclusion and integration; related research.
Course Content
This course contains; Introduction/Syllabus overview/Key concepts,Brief history/Legal basis/Learning environments,Universal design and its principles/Comparison of inclusion and integration,Collaboration/Roles and responsibilitie,Types of support in and outside the classroom, services and resource rooms (1),Types of support in and outside the classroom, services and resource rooms (2),Types of support in and outside the classroom, services and resource rooms (3),Formal and informal assessment (1),Formal and informal assessment (2),Behavior and classroom management,Assessment adaptation,Challenging behaviors and intervention strategies,Family education,Review.
Course Learning Outcomes
Teaching Methods
Assessment Methods
Defines the concepts of inclusion and integration.
10, 13, 16
C
Explains collaboration in applications, the importance and types of collaboration.
10, 13, 16
C
Explains and exemplifies educational adaptations.
10, 13, 16
C
Explains and illustrates behavior and classroom management.
10, 13, 16
C
Explains and implements the educational evaluation and IEP preparation process.
10, 13, 16
C
Teaching Methods:
10: Discussion Method, 13: Case Study Method, 16: Question - Answer Technique
Assessment Methods:
C: Multiple-Choice Exam
Course Outline
Order
Subjects
Preliminary Work
1
Introduction/Syllabus overview/Key concepts
Course documents
2
Brief history/Legal basis/Learning environments
Course documents
3
Universal design and its principles/Comparison of inclusion and integration
Course documents
4
Collaboration/Roles and responsibilitie
Course documents
5
Types of support in and outside the classroom, services and resource rooms (1)
Course documents
6
Types of support in and outside the classroom, services and resource rooms (2)
Course documents
7
Types of support in and outside the classroom, services and resource rooms (3)
Course documents
8
Formal and informal assessment (1)
Course documents
9
Formal and informal assessment (2)
Course documents
10
Behavior and classroom management
Course documents
11
Assessment adaptation
Course documents
12
Challenging behaviors and intervention strategies
Course documents
13
Family education
Course documents
14
Review
-
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.
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications
No
Program Qualification
Contribution Level
1
2
3
4
5
1
It compares theories of development and learning in the field of special education.
X
2
Explains national legislation and education policies related to special education in the context of professional practice.
3
Explains assessment processes and data-driven decision-making approaches in special education.
4
Explains the developmental characteristics and educational needs of individuals with special needs in accordance with theoretical foundations.
X
5
Designs teaching/technological materials appropriate to student needs.
6
It adapts the general education program in terms of content, process, environment and assessment in line with inclusive education principles.
7
Develops an Individualized Education Program (IEP) based on student performance.
X
8
Conducts functional behavior assessment and behavior change processes.
X
9
They recognize their responsibility to serve as a role model for society, colleagues and students through their appearance, attitude, demeanor, and professional conduct.
X
10
Uses national and international scientific resources related to their field in their professional practice.
X
11
It carries out social responsibility initiatives related to its field.
X
12
Evaluates the effectiveness of teaching practices.
X
13
Plans the family and interdisciplinary team collaboration process.
X
14
Conducts professional practices in accordance with ethical principles and relevant legislation.
X
15
It carries out its professional practices in line with the educational and social rights of individuals with special needs.
X
16
Participates in scientific and professional development activities in their field.
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
35
35
Term Project
0
0
0
Presentation of Project / Seminar
0
0
0
Quiz
0
0
0
Midterm Exam
1
35
35
General Exam
1
40
40
Performance Task, Maintenance Plan
0
0
0
Total Workload(Hour)
138
Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(138/30)
5
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 and INCLUSION in SPECIAL EDUCATION
ÖE2115764
Fall Semester
2+0
2
5
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
Placement approaches in special education, together and separate education; definition of inclusion and integration; the concept of least restrictive educational environment, its history, legal basis and types; supportive special education services, counseling, in-class support, and resource rooms; Cooperation in inclusion and integration: definition, importance and types; The process of inclusion and integration in Turkey, inclusion and integration in the past and today; Inclusion and integration in legal regulations regarding special education in Turkey; Factors affecting the success of inclusion and integration; related research.
Course Content
This course contains; Introduction/Syllabus overview/Key concepts,Brief history/Legal basis/Learning environments,Universal design and its principles/Comparison of inclusion and integration,Collaboration/Roles and responsibilitie,Types of support in and outside the classroom, services and resource rooms (1),Types of support in and outside the classroom, services and resource rooms (2),Types of support in and outside the classroom, services and resource rooms (3),Formal and informal assessment (1),Formal and informal assessment (2),Behavior and classroom management,Assessment adaptation,Challenging behaviors and intervention strategies,Family education,Review.
Course Learning Outcomes
Teaching Methods
Assessment Methods
Defines the concepts of inclusion and integration.
10, 13, 16
C
Explains collaboration in applications, the importance and types of collaboration.
10, 13, 16
C
Explains and exemplifies educational adaptations.
10, 13, 16
C
Explains and illustrates behavior and classroom management.
10, 13, 16
C
Explains and implements the educational evaluation and IEP preparation process.
10, 13, 16
C
Teaching Methods:
10: Discussion Method, 13: Case Study Method, 16: Question - Answer Technique
Assessment Methods:
C: Multiple-Choice Exam
Course Outline
Order
Subjects
Preliminary Work
1
Introduction/Syllabus overview/Key concepts
Course documents
2
Brief history/Legal basis/Learning environments
Course documents
3
Universal design and its principles/Comparison of inclusion and integration
Course documents
4
Collaboration/Roles and responsibilitie
Course documents
5
Types of support in and outside the classroom, services and resource rooms (1)
Course documents
6
Types of support in and outside the classroom, services and resource rooms (2)
Course documents
7
Types of support in and outside the classroom, services and resource rooms (3)
Course documents
8
Formal and informal assessment (1)
Course documents
9
Formal and informal assessment (2)
Course documents
10
Behavior and classroom management
Course documents
11
Assessment adaptation
Course documents
12
Challenging behaviors and intervention strategies
Course documents
13
Family education
Course documents
14
Review
-
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.
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications
No
Program Qualification
Contribution Level
1
2
3
4
5
1
It compares theories of development and learning in the field of special education.
X
2
Explains national legislation and education policies related to special education in the context of professional practice.
3
Explains assessment processes and data-driven decision-making approaches in special education.
4
Explains the developmental characteristics and educational needs of individuals with special needs in accordance with theoretical foundations.
X
5
Designs teaching/technological materials appropriate to student needs.
6
It adapts the general education program in terms of content, process, environment and assessment in line with inclusive education principles.
7
Develops an Individualized Education Program (IEP) based on student performance.
X
8
Conducts functional behavior assessment and behavior change processes.
X
9
They recognize their responsibility to serve as a role model for society, colleagues and students through their appearance, attitude, demeanor, and professional conduct.
X
10
Uses national and international scientific resources related to their field in their professional practice.
X
11
It carries out social responsibility initiatives related to its field.
X
12
Evaluates the effectiveness of teaching practices.
X
13
Plans the family and interdisciplinary team collaboration process.
X
14
Conducts professional practices in accordance with ethical principles and relevant legislation.
X
15
It carries out its professional practices in line with the educational and social rights of individuals with special needs.
X
16
Participates in scientific and professional development activities in their field.
