Course Name Code Semester T+U Hours Credit ECTS
Teaching Practice and Integration ZEE 316 6 1 + 4 3 5
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 school experiences and inclusion.

Course Content

Teaching practice and inclusion practice/ School experiences and inclusion practice

# Course Learning Outcomes Teaching Methods Assessment Methods
1 The students explain structure, functioning and able to evaluate the curriculum of primary schools in Turkey, Lecture, Question-Answer, Discussion, Drilland Practice, Self Study, Problem Solving, Testing, Homework, Portfolio, Performance Task,
2 The students explain natural resources providing support in inclusive environments explain. Lecture, Question-Answer, Discussion, Drilland Practice, Self Study, Homework, Performance Task,
3 The students explain Special Education Consulting based on the basic assumptions and explain the steps. Lecture, Question-Answer, Discussion, Drilland Practice, Self Study, Homework, Performance Task,
4 Training teams that play a role in the school setting for collaborative work and be able to explain. Lecture, Question-Answer, Discussion, Drilland Practice, Self Study, Problem Solving, Homework, Performance Task,
5 The students explain equirements determination may be made in school setting.. Lecture, Question-Answer, Discussion, Drilland Practice, Self Study, Problem Solving, Homework, Performance Task,
6 The students explain training can be carried out in the school setting, materials and instructional adaptations explain. Lecture, Question-Answer, Discussion, Drilland Practice, Self Study, Problem Solving, Homework, Performance Task,
7 The students explain training can be carried out in the school setting, materials and instructional adaptations explain. Lecture, Question-Answer, Discussion, Drilland Practice, Self Study, Problem Solving, Homework, Performance Task,
8 The students demonstrate how be composed of sound groups, pronounce, word and sentence and taught these to students. Lecture, Question-Answer, Discussion, Drilland Practice, Self Study, Homework, Performance Task,
Week Course Topics Preliminary Preparation
1 Analizing lesson program related resources
2 Primary schools teaching programs related resources
3 Sources providing natural support related resources
4 Special education consultancy related resources
5 Group work in inclusion related resources
6 The role of family reading and writing and language development related resources
7 Adaptations in school setting related resources
8 Adaptations in school setting related resources
9 Mid. exam related resources
10 Teaching and Assessment of Social Skills related resources
11 Teaching and Assessment of Social Skills related resources
12 Behavioral problems and solutions related resources
13 Behavioral problems and solutions related resources
14 Final exam related resources
Resources
Course Notes <p>*Batu, S., ve İftar, G. K., (2002), Kaynaştırma: Ankara: K&ouml;k Yayıncılık<br /> *Sucuoğlu, B., ve Kargın, T. (2006), İlk&ouml;ğretimde Kaynaştırma Uygulamaları<br /> Yaklaşımlar Y&ouml;ntemler Teknikler, İstanbul: Morpa K&uuml;lt&uuml;r Yayınları&nbsp;</p>
Course Resources

*Ataman, A. (2003). Özel gereksinimli çocuklar ve özel eğitime giriş. Ankara: Gündüz eğitim yayıncılık.
*Batu, S. E. (2000). Özel gereksinimli öğrencilerin kaynaştırıldığı bir kız Meslek Lisesindeki öğretmenlerin kaynaştırmaya ilişkin görüş ve önerileri. Eskişehir: Anadolu Üniversitesi Yayınları.
*Eripek, S. (1986). Engelli çocukların normal sınıflara yerleştirilmesi. "Kaynaştırma". Eğitim Fakültesi Dergisi, 1,2 157-167.
*Fiscus, E. D., ve Mandell, C. J. (1997). Bireyselleştirilmiş eğitim programlarının geliştirilmesi. Editör: Gönül Akçamete, Ankara.
*Gürsel, O.(2003). Bireyselleştirilmiş eğitim programlarının geliştirilmesi. AÖF Okulöncesi Öğretmenliği Lisans Programı. Eskişehir: Anadolu Üniversitesi Yayınları. *Kırcaali-İftar, G. (1986). Özel eğitimde kaynaştırma. Eğitim ve Bilim, 16, 86, 45-49. Kırcaali-İftar, G. (1994). Özel eğitim danışmanlığı. I. Eğitim Bilimleri Kongresi, Adana: Cilt 1, 332-338.
*Kırcaali-İftar, G. (1998). "Özel gereksinimli bireyler ve özel eğitim." Özel Eğitim: İlköğretim Öğretmenliği Lisans Tamamlama Programı. Eskişehir: Anadolu Üniversitesi Yayınları.
*Meyen, E. L., Vergason, G. A. Ve Whelan, R. J. (1995). Strategies for teaching exceptional children in inclusive settings. Denver: Love Publishing Company.
*Uysal, A. (1995). Öğretmenlerin ve okul yöneticilerinin zihin engelli çocukların kaynaştırılmasında karşılaşılan sorunlara ilişkin görüşleri. Yayınlanmamış Yüksek Lisans Tezi, Eskişehir: Anadolu Üniversitesi.

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. Performans Görevi (Uygulama) 25
2. Performans Görevi (Uygulama) 25
3. Performans Görevi (Uygulama) 25
1. Ara Sınav 25
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 1 16
Hours for off-the-classroom study (Pre-study, practice) 16 3 48
Mid-terms 1 2 2
Quiz 2 1 2
Assignment 1 10 10
Performance Task (Laboratory) 1 50 50
Final examination 1 5 5
Total Workload 133
Total Workload / 25 (Hours) 5.32
dersAKTSKredisi 5