Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INCLUSIVE EDUCATION | - | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assoc.Prof. Asude ÖZDEMİR |
| Name of Lecturer(s) | Lect. Şenay ÇAYLAN |
| Assistant(s) | |
| Aim | This course aims to explore principles of teaching and learning in both formal and informal settings; identify factors that may marginalize some students; examine the relationship between special educational needs and disability; explore the concept of inclusive education and its relationship to concepts of social inclusion; evaluate strategies used to promote more inclusive practices; share factors that may hinder the development of more inclusive educational practices. |
| Course Content | This course contains; Introduction to the program, course design, syllabus, and assessment procedures.,What is Inclusion? Why is Inclusion? Is it Rhetoric or Reality?,Democratic Education, Inclusive Education – Young Learners/Children with Disabilities,Marginalized Students, Inclusive Education – In-class Implementation for Teachers,SEN: Special Education Needs, Inclusive Education – In/Pre-Service Teachers’ Attitudes,Inclusive curriculum: Variability of learners ,Inclusive Education – Language Education for Learners with Learning Disabilities,Content, Process and Product Differentiation: ELT – Global/World Englishes – Culture – Multi-Cultural Awareness,Intercultural Awareness – Intercultural Communicative Competence ,Gender factor in Education and ELT ,Ethnical Issues - Urban/Rural Life in Education,Minority Rights in Education,Bilingualism – Pluralingualism - Multilingualism in ELTs,Overall reflections and Students’ Portfolio Feedback/Assessment Sessions . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explain the principles of teaching and learning in both formal and informal settings. | 10, 16, 9 | E, F |
| Defines the relationship between special educational needs and disability. | 10, 16, 9 | E, F |
| Associates the concept of inclusive education and its social inclusion concepts. | 10, 16, 9 | E, F |
| Analyze critical strategies used to promote more inclusive practices. | 10, 16, 9 | E, F |
| Understand the factors that may hinder the development of more inclusive educational practices. | 10, 16, 9 | E, F |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | E: Homework, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to the program, course design, syllabus, and assessment procedures. | Introduction to the program, course design, syllabus, and assessment procedures. |
| 2 | What is Inclusion? Why is Inclusion? Is it Rhetoric or Reality? | What is Inclusion? Why is Inclusion? Lecture Notes |
| 3 | Democratic Education, Inclusive Education – Young Learners/Children with Disabilities | Inclusive Education lecture notes |
| 4 | Marginalized Students, Inclusive Education – In-class Implementation for Teachers | In-class Implementation for Teachers lecture notes |
| 5 | SEN: Special Education Needs, Inclusive Education – In/Pre-Service Teachers’ Attitudes | Special Education Needs, lecture notes |
| 6 | Inclusive curriculum: Variability of learners | Variability of learners lecture notes |
| 7 | Inclusive Education – Language Education for Learners with Learning Disabilities | Language Education for Learners with Learning Disabilities lecture notes |
| 8 | Content, Process and Product Differentiation: ELT – Global/World Englishes – Culture – Multi-Cultural Awareness | Content, Process and Product Differentiation lecture notes |
| 9 | Intercultural Awareness – Intercultural Communicative Competence | Intercultural Awareness lecture notes |
| 10 | Gender factor in Education and ELT | Gender factor in Education and ELT lecture notes |
| 11 | Ethnical Issues - Urban/Rural Life in Education | Ethnical Issues - Urban/Rural Life in Education ders notları |
| 12 | Minority Rights in Education | Minority Rights in Education lecture notes |
| 13 | Bilingualism – Pluralingualism - Multilingualism in ELTs | Bilingualism – Pluralingualism - Multilingualism in ELTs lecture notes |
| 14 | Overall reflections and Students’ Portfolio Feedback/Assessment Sessions | Overall reflections and Students’ Portfolio lecture notes |
| Resources |
| Inclusive Education, Lecture Notes, prepared by Dr. İlker Altunbaşak |
| Articles and books on Inclusive Education in ELT Innovation in English Language Teacher Education; Edited by George Pickering and Professor Paul Gunashekar Special Educational Needs in English Language Teaching: Towards a Framework for Continuing Professional Development An investigation of prospective language teachers’ knowledge and attitudes towards inclusive education in Turkey INCLUSIVITY: CREATING AND SUSTAINING ‘LEARNING PARTNERSHIP’ CLIMATE IN AN ELT CLASSROOM |
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 | |||||
| 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 | 12 | 2 | 24 | |||
| Guided Problem Solving | 12 | 2 | 24 | |||
| Resolution of Homework Problems and Submission as a Report | 12 | 2 | 24 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 2 | 4 | 8 | |||
| Midterm Exam | 1 | 10 | 10 | |||
| General Exam | 1 | 14 | 14 | |||
| Performance Task, Maintenance Plan | 4 | 4 | 16 | |||
| Total Workload(Hour) | 120 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(120/30) | 4 | |||||
| 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 |
|---|---|---|---|---|---|
| INCLUSIVE EDUCATION | - | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assoc.Prof. Asude ÖZDEMİR |
| Name of Lecturer(s) | Lect. Şenay ÇAYLAN |
| Assistant(s) | |
| Aim | This course aims to explore principles of teaching and learning in both formal and informal settings; identify factors that may marginalize some students; examine the relationship between special educational needs and disability; explore the concept of inclusive education and its relationship to concepts of social inclusion; evaluate strategies used to promote more inclusive practices; share factors that may hinder the development of more inclusive educational practices. |
| Course Content | This course contains; Introduction to the program, course design, syllabus, and assessment procedures.,What is Inclusion? Why is Inclusion? Is it Rhetoric or Reality?,Democratic Education, Inclusive Education – Young Learners/Children with Disabilities,Marginalized Students, Inclusive Education – In-class Implementation for Teachers,SEN: Special Education Needs, Inclusive Education – In/Pre-Service Teachers’ Attitudes,Inclusive curriculum: Variability of learners ,Inclusive Education – Language Education for Learners with Learning Disabilities,Content, Process and Product Differentiation: ELT – Global/World Englishes – Culture – Multi-Cultural Awareness,Intercultural Awareness – Intercultural Communicative Competence ,Gender factor in Education and ELT ,Ethnical Issues - Urban/Rural Life in Education,Minority Rights in Education,Bilingualism – Pluralingualism - Multilingualism in ELTs,Overall reflections and Students’ Portfolio Feedback/Assessment Sessions . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Explain the principles of teaching and learning in both formal and informal settings. | 10, 16, 9 | E, F |
| Defines the relationship between special educational needs and disability. | 10, 16, 9 | E, F |
| Associates the concept of inclusive education and its social inclusion concepts. | 10, 16, 9 | E, F |
| Analyze critical strategies used to promote more inclusive practices. | 10, 16, 9 | E, F |
| Understand the factors that may hinder the development of more inclusive educational practices. | 10, 16, 9 | E, F |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | E: Homework, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to the program, course design, syllabus, and assessment procedures. | Introduction to the program, course design, syllabus, and assessment procedures. |
| 2 | What is Inclusion? Why is Inclusion? Is it Rhetoric or Reality? | What is Inclusion? Why is Inclusion? Lecture Notes |
| 3 | Democratic Education, Inclusive Education – Young Learners/Children with Disabilities | Inclusive Education lecture notes |
| 4 | Marginalized Students, Inclusive Education – In-class Implementation for Teachers | In-class Implementation for Teachers lecture notes |
| 5 | SEN: Special Education Needs, Inclusive Education – In/Pre-Service Teachers’ Attitudes | Special Education Needs, lecture notes |
| 6 | Inclusive curriculum: Variability of learners | Variability of learners lecture notes |
| 7 | Inclusive Education – Language Education for Learners with Learning Disabilities | Language Education for Learners with Learning Disabilities lecture notes |
| 8 | Content, Process and Product Differentiation: ELT – Global/World Englishes – Culture – Multi-Cultural Awareness | Content, Process and Product Differentiation lecture notes |
| 9 | Intercultural Awareness – Intercultural Communicative Competence | Intercultural Awareness lecture notes |
| 10 | Gender factor in Education and ELT | Gender factor in Education and ELT lecture notes |
| 11 | Ethnical Issues - Urban/Rural Life in Education | Ethnical Issues - Urban/Rural Life in Education ders notları |
| 12 | Minority Rights in Education | Minority Rights in Education lecture notes |
| 13 | Bilingualism – Pluralingualism - Multilingualism in ELTs | Bilingualism – Pluralingualism - Multilingualism in ELTs lecture notes |
| 14 | Overall reflections and Students’ Portfolio Feedback/Assessment Sessions | Overall reflections and Students’ Portfolio lecture notes |
| Resources |
| Inclusive Education, Lecture Notes, prepared by Dr. İlker Altunbaşak |
| Articles and books on Inclusive Education in ELT Innovation in English Language Teacher Education; Edited by George Pickering and Professor Paul Gunashekar Special Educational Needs in English Language Teaching: Towards a Framework for Continuing Professional Development An investigation of prospective language teachers’ knowledge and attitudes towards inclusive education in Turkey INCLUSIVITY: CREATING AND SUSTAINING ‘LEARNING PARTNERSHIP’ CLIMATE IN AN ELT CLASSROOM |
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 | |||||
| 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 | |