| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Inclusıon and Specıal Educatıon Support Servıces | ZEE 204 | 4 | 2 + 0 | 2 | 3 |
| Ön Koşul Dersleri | None |
| Önerilen Seçmeli Dersler | None |
| Dersin Dili | Türkçe |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Zorunlu |
| Dersin Koordinatörü | Dr.Öğr.Üyesi AHMET FİDAN |
| Dersi Verenler | |
| Dersin Yardımcıları | Research Assisstant Damla ALTIN |
| Dersin Kategorisi | Alanına Uygun Temel Öğretim |
| Dersin Amacı | The aim of the lesson is to inform the students about inclusion and special education support services. |
| Dersin İçeriği | Educational placement in special education, least restrictive environment principle, inclusion practices, successful inclusion, behavior management, instructional adaptations, teaching social skills. |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 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, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 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 |
| Kaynaklar | |
|---|---|
| Ders Notu |
Lecture 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 |
| 1. Ödev | 20 |
| 2. Kısa Sınav | 10 |
| 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 | 1 | 16 |
| Mid-terms | 1 | 8 | 8 |
| Assignment | 1 | 6 | 6 |
| Final examination | 1 | 8 | 8 |
| Quiz | 2 | 3 | 6 |
| Toplam İş Yükü | 76 | ||
| Toplam İş Yükü / 25 (Saat) | 3,04 | ||
| Dersin AKTS Kredisi | 3 | ||