Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
---|---|---|---|---|---|
Integratıon In Specıal Educatıon | OEO 205 | 3 | 2 + 0 | 2 | 4 |
Ön Koşul Dersleri | none |
Önerilen Seçmeli Dersler | none |
Dersin Dili | Türkçe |
Dersin Seviyesi | Lisans |
Dersin Türü | Zorunlu |
Dersin Koordinatörü | Prof.Dr. BEKİR FATİH MERAL |
Dersi Verenler | |
Dersin Yardımcıları | Dr. EMRAH BİLGİÇ |
Dersin Kategorisi | Alanına Uygun Temel Öğretim |
Dersin Amacı | 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. |
Dersin İçeriği | 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. |
# | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
---|---|---|---|
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, |
Hafta | Ders Konuları | Ön Hazırlık |
---|---|---|
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 |
Kaynaklar | |
---|---|
Ders Notu | Lecturers notes |
Ders Kaynakları |
Batu, S., ve İftar, G. K., (2002), Kaynaştırma: Ankara: Kök Yayıncılık. |
Sıra | Program Çıktıları | Katkı Düzeyi | |||||
---|---|---|---|---|---|---|---|
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 |
Değerlendirme Sistemi | |
---|---|
Yarıyıl Çalışmaları | Katkı Oranı |
1. Ara Sınav | 60 |
1. Kısa Sınav | 10 |
2. Kısa Sınav | 10 |
1. Ödev | 20 |
Toplam | 100 |
1. Yıl İçinin Başarıya | 60 |
1. Final | 40 |
Toplam | 100 |
AKTS - İş Yükü Etkinlik | Sayı | Süre (Saat) | Toplam İş Yükü (Saat) |
---|---|---|---|
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 |
Toplam İş Yükü | 100 | ||
Toplam İş Yükü / 25 (Saat) | 4 | ||
Dersin AKTS Kredisi | 4 |