Course Name Code Semester T+U Hours Credit ECTS
Inclusion and Special Education Support Services ZEE 204 4 2 + 0 2 3
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

Research Assisstant Damla ALTIN

Course Category Available Basic Education in the Field
Course Objective

The aim of the lesson is to inform the students about inclusion and special education support services.

Course Content

Educational placement in special education, least restrictive environment principle, inclusion practices, successful inclusion, behavior management, instructional adaptations, teaching social skills.

# Course Learning Outcomes Teaching Methods Assessment Methods
1 Students explain special education environments. Lecture, Question-Answer, Discussion, Testing, Homework, Performance Task,
2 Students explain history and law of inclusion. Lecture, Question-Answer, Discussion, Group Study, Brain Storming, Testing, Homework, Performance Task,
3 Students explain evaluation. Lecture, Question-Answer, Discussion, Group Study, Brain Storming, Testing, Homework, Performance Task,
4 Students list the elements of successful inclusion. Lecture, Question-Answer, Discussion, Motivations to Show, Role Playing, Group Study, Brain Storming, Testing, Homework, Project / Design,
5 Students explain special education support services. Lecture, Question-Answer, Discussion, Testing, Homework, Performance Task,
6 Students explain instrucitonal adamptations in inclusion. Lecture, Question-Answer, Discussion, Motivations to Show, Group Study, Brain Storming, Case Study, Problem Solving, Testing, Homework, Performance Task,
7 Students explain how to develop social competence in inclusion. Lecture, Question-Answer, Discussion, Demonstration, Motivations to Show, Group Study, Testing, Homework, Performance Task,
Week Course Topics Preliminary Preparation
1 Special education environments Lesson notes-Related Slides
2 Relationship between special educaion and at least restricted Lesson notes-Related Slides
3 Collaboration and professional roles in application in integration Lesson notes-Related Slides
4 Special education support services for application in integration Lesson notes-Related Slides
5 Succesful inclusion application. Lesson notes-Related Slides
7 Mid-term exam Lesson notes-Related Slides
8 İnstructional adaptations. Lesson notes-Related Slides
9 Management of behaviour in inclusion Lesson notes-Related Slides
10 Final exam Lesson notes-Related Slides
Resources
Course Notes <p>&nbsp;</p> <p>Lecture 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
1. Ödev 20
2. Kısa Sınav 10
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 1 16
Mid-terms 1 8 8
Assignment 1 6 6
Final examination 1 8 8
Quiz 2 3 6
Total Workload 76
Total Workload / 25 (Hours) 3.04
dersAKTSKredisi 3