Course Name Code Semester T+U Hours Credit ECTS
Integration In Special Education OEO 205 3 2 + 0 2 4
Precondition Courses <p> none</p>
Recommended Optional Courses <p> none</p>
Course Language Turkish
Course Level Bachelor's Degree
Course Type Compulsory
Course Coordinator Öğr.Gör.Dr. EMRAH BİLGİÇ
Course Lecturers
Course Assistants

Dr. EMRAH BİLGİÇ

Course Category Available Basic Education in the Field
Course Objective

The aim is to training educational placement in special education, the principle of the least restrictive environment, integrating applications, successful inclusion, behavior management, instructional adaptations, social skills training.

Course Content

Placement in special education approach in association and further education; definition of inclusiveness; The concept of least restrictive settinggs, history, and legal resistant species; supporting special education services: consulting, class of in-room support and resources; Umeda integrate cooperation: definition, importance and types; integration process in Turkey: past and present integration; Integration in legislation related to special education in Turkey; The success factors which affects integration; research on how to integrate.

# Course Learning Outcomes Teaching Methods Assessment Methods
1 Students explain special education settings. Lecture, Question-Answer, Testing, Oral Exam, Homework, Performance Task,
2 Students explain relationship between special educaion and at least restricted environments. Lecture, Question-Answer, Testing, Oral Exam, Homework, Performance Task,
3 Students describe integration. Lecture, Discussion, Testing, Homework, Performance Task,
4 Students interpret collaboration in integration. Lecture, Question-Answer, Demonstration, Testing, Oral Exam, Homework, Portfolio, Performance Task,
5 Students explain special education support services.Explain the history of the legal basis and application integration. Lecture, Question-Answer, Discussion, Drilland Practice, Self Study, Testing, Homework, Performance Task,
6 Students explain evaluation in integration. Lecture, Question-Answer, Discussion, Testing, Homework, Performance Task,
7 Students explain instrucitonal adaptations in integration. Lecture, Question-Answer, Discussion, Testing, Homework, Performance Task,
Week Course Topics Preliminary Preparation
1 Special education and inclusion interventions Lessons notes
2 Collaboration in inclusion interventions Lessons notes
3 Evaluation of student needs in inclusion interventions Lessons notes
4 Planning education in in inclusion interventions Lessons notes
5 Students with seldom meeting disabilities Lessons notes
6 Students with frequent meeting disabilities Lessons notes
7 Students with other special needs Lessons notes
8 Instructional adaptation Lessons notes
9 Mid-term exam Lessons notes
10 Independant instructional strategies are of inclusion. Lessons notes
11 Evaluation of instruction in inclusion Lessons notes
12 Management of behaviour in inclusion. Lessons notes
13 Development of social competence in inclusion Lessons notes
14 Evaluations Lessons notes
Resources
Course Notes <p> Lecturers notes</p>
Course Resources

Batu, S., ve İftar, G. K., (2002), Kaynaştırma: Ankara: Kök Yayıncılık.
Downing, E.J. ve Eichinger, J. (2003).Creating learning opportunities for students with severe disabilities in inclusive classrooms. Teaching Exceptional Children, 36, 26-31.
Diken, İ. H. (Ed.) (2008). İlköğretimde kaynaştırma. Ankara: PEGEM Akademi.
orgm.meb.gov.tr/
Rayner, C, & Fluck, A. (2014). Pre-service teachers’ perceptions of simSchool as preparation for
inclusive education: a pilot study. Asia-Pacific Journal of Teacher Education. 42, 212-227.
Sucuoğlu, B., ve Kargın, T. (2006), İlköğretimde Kaynaştırma Uygulamaları Yaklaşımlar Yöntemler Teknikler, İstanbul: Morpa Kültür Yayınları Ltd. Ş.

Order Program Outcomes Level of Contribution
1 2 3 4 5
1 Learner has the high level knowledge and the skills supported by the books including the most recent information, practice materials and other scientific sources about special education, pedagogy, culture and basic sciences. X
2 Learner feels ready to work with individual with developmental disabilities, and has effective communication skills. X
3 They investigate and evaluate the consepts, ideas and datas about special education and pedagogic information scientifically; diognise, analyze and negotiate comlicated problems and subjects and develops suggestions based on scientific datas and proofs. X
4 They inform to audiences about special education and teaching skills, explain thinks to them. X
5 They have the skills about learning how to learn, self-confidence, critical thinking, creative thinking; can carry on the works of his area individually. X
6 They take the responsibiliy of unexpected events in his job and try to find solutions. X
7 They know the all features ( additional disability, health problems(epilepsi, what medicine to take, etc.)of their students and their needs; know the socio-cultural and economic of the immediate environment. X
8 They can watch and understand the information about special education and pedagogy and have the second language knowledge to communicate with their collagues (“European Language Portfolio Global Scale”, Level B1). X
9 Instructor compares and contrasts the previous evaluation of the learners’ development, shares the results with the parents and the managers, develops the new instruction plan according to that result. X
10 X
11 X
12 X
13 X
14 X
15 X
Evaluation System
Semester Studies Contribution Rate
1. Ara Sınav 60
1. Kısa Sınav 10
2. Kısa Sınav 10
1. Ödev 20
Total 100
1. Yıl İçinin Başarıya 60
1. Final 40
Total 100
ECTS - Workload Activity Quantity Time (Hours) Total Workload (Hours)
Course Duration (Including the exam week: 16x Total course hours) 16 2 32
Hours for off-the-classroom study (Pre-study, practice) 16 2 32
Mid-terms 1 10 10
Quiz 2 5 10
Assignment 1 10 10
Final examination 1 6 6
Total Workload 100
Total Workload / 25 (Hours) 4
dersAKTSKredisi 4