Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| SPECIAL EDUCATION and INCLUSION | PCG4112096 | 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) | Assist.Prof. Selin SAFRAN |
| 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. |
| Course Learning Outcomes | 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 | Explains the fundamental concepts and principles of Guidance and Psychological Counseling. | X | |||||
| 2 | Demonstrates theoretical knowledge regarding individuals’ developmental characteristics, learning processes, and behavioral patterns. | X | |||||
| 3 | Relates the concepts and principles of educational foundations to learning, teaching, and assessment processes. | X | |||||
| 4 | Explains in depth the theories, principles, and techniques within the field of Guidance and Psychological Counseling. | X | |||||
| 5 | Applies appropriate psychological counseling techniques to support the well-being of individuals and groups in line with relevant theories and research. | X | |||||
| 6 | Uses instructional and assessment methods, techniques, and tools appropriately in accordance with their intended purposes. | X | |||||
| 7 | Effectively employs scientific research methods and ethical principles in identifying and addressing field-specific problems. | X | |||||
| 8 | Designs comprehensive, developmental, and preventive guidance and psycho-educational programs. | X | |||||
| 9 | Acts in accordance with professional ethical principles and standards in Guidance and Psychological Counseling processes. | X | |||||
| 10 | Utilizes supervision processes in psychological counseling practices and conducts consultation activities in collaboration with relevant stakeholders. | X | |||||
| 11 | Evaluates development, learning, personality, and career theories within the context of factors influencing individual behavior. | X | |||||
| 12 | Demonstrates professional practices from an interdisciplinary and intercultural holistic perspective. | X | |||||
| 13 | Integrates critical, reflective, and creative thinking skills with professional values such as empathy, leadership, communication, and responsibility, and demonstrates these competencies in personal, social, and professional contexts. | X | |||||
| 14 | Follows current developments in the field in line with the principle of lifelong learning. | X | |||||
| 15 | Uses digital technologies in face-to-face and online environments in accordance with the needs of learners and clients. | X | |||||
| 16 | Independently plans and conducts theoretical and applied studies related to the 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 | 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 | PCG4112096 | 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) | Assist.Prof. Selin SAFRAN |
| 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. |
| Course Learning Outcomes | 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 | Explains the fundamental concepts and principles of Guidance and Psychological Counseling. | X | |||||
| 2 | Demonstrates theoretical knowledge regarding individuals’ developmental characteristics, learning processes, and behavioral patterns. | X | |||||
| 3 | Relates the concepts and principles of educational foundations to learning, teaching, and assessment processes. | X | |||||
| 4 | Explains in depth the theories, principles, and techniques within the field of Guidance and Psychological Counseling. | X | |||||
| 5 | Applies appropriate psychological counseling techniques to support the well-being of individuals and groups in line with relevant theories and research. | X | |||||
| 6 | Uses instructional and assessment methods, techniques, and tools appropriately in accordance with their intended purposes. | X | |||||
| 7 | Effectively employs scientific research methods and ethical principles in identifying and addressing field-specific problems. | X | |||||
| 8 | Designs comprehensive, developmental, and preventive guidance and psycho-educational programs. | X | |||||
| 9 | Acts in accordance with professional ethical principles and standards in Guidance and Psychological Counseling processes. | X | |||||
| 10 | Utilizes supervision processes in psychological counseling practices and conducts consultation activities in collaboration with relevant stakeholders. | X | |||||
| 11 | Evaluates development, learning, personality, and career theories within the context of factors influencing individual behavior. | X | |||||
| 12 | Demonstrates professional practices from an interdisciplinary and intercultural holistic perspective. | X | |||||
| 13 | Integrates critical, reflective, and creative thinking skills with professional values such as empathy, leadership, communication, and responsibility, and demonstrates these competencies in personal, social, and professional contexts. | X | |||||
| 14 | Follows current developments in the field in line with the principle of lifelong learning. | X | |||||
| 15 | Uses digital technologies in face-to-face and online environments in accordance with the needs of learners and clients. | X | |||||
| 16 | Independently plans and conducts theoretical and applied studies related to the field. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |