Course Detail
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 | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Aslin ARSLANOĞLU ÖSER |
| Name of Lecturer(s) | Assoc.Prof. Ülkü TOSUN |
| 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. |
| Dersin Öğrenme Kazanımları | 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 | Verbalizes the meanings of terms and concepts that are used in the Psychological Counseling and Guidance field. | X | |||||
| 2 | Verbalizes the basic concepts, principles, and techniques of theories in the field of Psychological Counseling and Guidance. | X | |||||
| 3 | Compares different theories in the field of Psychological Counseling and Guidance and lists the strenghts and weaknesses of each theory. | X | |||||
| 4 | Uses necessary intervention techniques in accordance with the education taken about the possible problems or issues that can be faced when working in the field of Psychological Counseling and Guidance. | X | |||||
| 5 | When faced with a problem in the profession, he /she analyzes and solves it with scientific methods. | X | |||||
| 6 | When faced with a problem in the profession, he/she solves it by oneself. | X | |||||
| 7 | Has the knowledge and skills required by the profession and make necessary interventions by distinguishing his/her own tasks and responsibilities from the ones that are not in the scope of the his/her profession. | X | |||||
| 8 | Follows the developments about the profession and has the principle of lifelong learning. | X | |||||
| 9 | Holds consultation with his/her colleagues when needed in the process of resolving a problem about the profession. | X | |||||
| 10 | When faced with a problem, he/she formulates it in a written form or verbally. | X | |||||
| 11 | Has a sense of social responsibility and uses his/her field knowledge and skills for the solutions of problems in his/her surroundings. | X | |||||
| 12 | Knows at least B1 level of English to follow the international scientific developments in Psychological Counseling and Guidance field. | X | |||||
| 13 | Knows basic consepts in Psychological Counseling and Guidance field. | X | |||||
| 14 | Applies basic skills in Psychological Counseling and Guidance field. | X | |||||
| 15 | Uses psychological measurement tools in accordance with their purpose and ethical principles. | X | |||||
| 16 | Makes scientific research in the field of Psychological Counseling and Guidance by selecting appropriate research methods. | 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 | - | 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) | Assoc.Prof. Ülkü TOSUN |
| 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. |
| Dersin Öğrenme Kazanımları | 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 | Verbalizes the meanings of terms and concepts that are used in the Psychological Counseling and Guidance field. | X | |||||
| 2 | Verbalizes the basic concepts, principles, and techniques of theories in the field of Psychological Counseling and Guidance. | X | |||||
| 3 | Compares different theories in the field of Psychological Counseling and Guidance and lists the strenghts and weaknesses of each theory. | X | |||||
| 4 | Uses necessary intervention techniques in accordance with the education taken about the possible problems or issues that can be faced when working in the field of Psychological Counseling and Guidance. | X | |||||
| 5 | When faced with a problem in the profession, he /she analyzes and solves it with scientific methods. | X | |||||
| 6 | When faced with a problem in the profession, he/she solves it by oneself. | X | |||||
| 7 | Has the knowledge and skills required by the profession and make necessary interventions by distinguishing his/her own tasks and responsibilities from the ones that are not in the scope of the his/her profession. | X | |||||
| 8 | Follows the developments about the profession and has the principle of lifelong learning. | X | |||||
| 9 | Holds consultation with his/her colleagues when needed in the process of resolving a problem about the profession. | X | |||||
| 10 | When faced with a problem, he/she formulates it in a written form or verbally. | X | |||||
| 11 | Has a sense of social responsibility and uses his/her field knowledge and skills for the solutions of problems in his/her surroundings. | X | |||||
| 12 | Knows at least B1 level of English to follow the international scientific developments in Psychological Counseling and Guidance field. | X | |||||
| 13 | Knows basic consepts in Psychological Counseling and Guidance field. | X | |||||
| 14 | Applies basic skills in Psychological Counseling and Guidance field. | X | |||||
| 15 | Uses psychological measurement tools in accordance with their purpose and ethical principles. | X | |||||
| 16 | Makes scientific research in the field of Psychological Counseling and Guidance by selecting appropriate research methods. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |