| Course Name | Code | Semester | T+U Hours | Credit | ECTS |
|---|---|---|---|---|---|
| Integration In Primary School Education | SNE 430 | 8 | 3 + 0 | 3 | 5 |
| Precondition Courses | <p> None</p> |
| Recommended Optional Courses | <p> None</p> |
| Course Language | Turkish |
| Course Level | Bachelor's Degree |
| Course Type | Optional |
| Course Coordinator | Öğr.Gör.Dr. EMRAH BİLGİÇ |
| Course Lecturers | Öğr.Gör.Dr. EMRAH BİLGİÇ, |
| Course Assistants | Dr. Ebru UZUNKOL |
| Course Category | Available Basic Education in the Field |
| Course Objective | The aim of the lesson is to inform the students about Inclusion and supporting special education services according to the least restricted environment. |
| Course Content | Definition and basic principles of inclusion; characteristics of inclusion students; status of inclusion students in clasroom; curriculums inclusion interventions, purposes of curriculums and application; inclusion curriculums that suppoted by individual curriculums; methods and techniques in inclusion education; part time inclusion interventions and full time inclusion interventions and evaluation. |
| # | Course Learning Outcomes | Teaching Methods | Assessment Methods |
|---|---|---|---|
| 1 | The students explain what the Inclusion and supporting special education services are. | Lecture, Case Study, Self Study, Problem Solving, Question-Answer, Discussion, Simulation, | Testing, Homework, Performance Task, |
| 2 | The students explain the importance of collaboration in inclusion. | Simulation, Discussion, Question-Answer, Problem Solving, Self Study, Case Study, Lecture, | Performance Task, Homework, Testing, |
| 3 | The students explain how to evaluate students needs. | Lecture, Case Study, Self Study, Problem Solving, Question-Answer, Discussion, Simulation, | Testing, Homework, Performance Task, |
| 4 | The students explain how to plan inclusion. | Simulation, Discussion, Question-Answer, Problem Solving, Self Study, Case Study, Lecture, | Performance Task, Homework, Testing, |
| 5 | The students explain the features of the inclusion students. | Lecture, Case Study, Self Study, Problem Solving, Question-Answer, Discussion, Simulation, | Testing, Homework, Performance Task, |
| 6 | The students explain instructional adaptatations of inclusion. | Simulation, Discussion, Question-Answer, Problem Solving, Self Study, Case Study, Lecture, | Performance Task, Homework, Testing, |
| 7 | The students explain how to develop social competence in inclusion. | Simulation, Question-Answer, Discussion, Self Study, Problem Solving, Lecture, Case Study, | Homework, Performance Task, Testing, |
| 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> Batu, S., ve İftar, G. K., (2002), Kaynaştırma: Ankara: Kök Yayıncılık.</p> <p> Bilgic, E. (2016) Özel Eğitimde Okuma - Yazma Öğretimi. (Ed. Hasan Avcıoğlu), Ankara: Eğiten Kitap.</p> <p> Sucuoğlu, B., ve Kargın, T. (2006), İlköğretimde Kaynaştırma Uygulamaları Yaklaşımlar Yöntemler Teknikler, İstanbul: Morpa Kültür Yayınları Ltd. Ş.</p> |
| Course Resources | Batu, S., ve İftar, G. K., (2002), Kaynaştırma: Ankara: Kök Yayıncılık. Bilgic, E. (2016) Özel Eğitimde Okuma - Yazma Öğretimi. (Ed. Hasan Avcıoğlu), Ankara: Eğiten Kitap. 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 | Classroom teachers graduated this program have information and high-level skills about liberal education and fundamental sciences, schoolbook involving actual information, materials and other academic resources. Classroom teachers graduated this program use his/her information and skills. | X | |||||
| 2 | Classroom teachers graduated this program analyze and evaluate concepts, ideas and data about sciences and social sciences by using scientific methods, analyze complex problems and issues, overture about scientific evidence and findings. | X | |||||
| 3 | Classroom teachers graduated this program can characterize and crack problems of education. | X | |||||
| 4 | Classroom teachers graduated this program have skills of learning to learn, self-collocation, critical thinking, creative thinking and can free study in his/her field. | X | |||||
| 5 | Classroom teachers graduated this program know students’ demands, students’ families and student’ atmosphere ; plan, apply and manage learning-teaching process proper to these characteristics, provide students’ active participation to learning process. | X | |||||
| 6 | Classroom teachers graduated this program take responsibilities when he /she encounter with problematic and try to crack. | X | |||||
| 7 | Classroom teachers graduated this program educate students by considering educational problems effect to health, security and environment issues. | X | |||||
| 8 | Classroom teachers graduated this program have a foreign language sufficiently. | X | |||||
| 9 | Classroom teachers graduated this program have abilities of verbal and written communication. | X | |||||
| 10 | Classroom teachers graduated this program have professional and ethical responsibility. | X | |||||
| 11 | Classroom teachers graduated this program have ability of making teamwork of interior the discipline and inter the disciplines in the educational applications. | X | |||||
| 12 | X | ||||||
| 13 | X | ||||||
| 14 | X | ||||||
| 15 | X | ||||||
| Evaluation System | |
|---|---|
| Semester Studies | Contribution Rate |
| 1. Ödev | 100 |
| Total | 100 |
| 1. Yıl İçinin Başarıya | 40 |
| 1. Final | 60 |
| Total | 100 |
| ECTS - Workload Activity | Quantity | Time (Hours) | Total Workload (Hours) |
|---|---|---|---|
| Course Duration (Including the exam week: 16x Total course hours) | 16 | 3 | 48 |
| Hours for off-the-classroom study (Pre-study, practice) | 16 | 3 | 48 |
| Assignment | 1 | 20 | 20 |
| Final examination | 1 | 20 | 20 |
| Total Workload | 136 | ||
| Total Workload / 25 (Hours) | 5.44 | ||
| dersAKTSKredisi | 5 | ||