| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Integratıon In Prımary School Educatıon | SNE 430 | 8 | 3 + 0 | 3 | 5 |
| Ön Koşul Dersleri | None |
| Önerilen Seçmeli Dersler | None |
| Dersin Dili | Türkçe |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Seçmeli |
| Dersin Koordinatörü | Dr.Öğr.Üyesi EMRAH BİLGİÇ |
| Dersi Verenler | Dr.Öğr.Üyesi EMRAH BİLGİÇ, |
| Dersin Yardımcıları | Dr. Ebru UZUNKOL |
| Dersin Kategorisi | Alanına Uygun Temel Öğretim |
| Dersin Amacı | The aim of the lesson is to inform the students about Inclusion and supporting special education services according to the least restricted environment. |
| Dersin İçeriği | 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. |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | The students explain what the Inclusion and supporting special education services are. | Lecture, Question-Answer, Discussion, Simulation, Case Study, Self Study, Problem Solving, | Testing, |
| 2 | The students explain the importance of collaboration in inclusion. | Problem Solving, Self Study, Case Study, Simulation, Discussion, Question-Answer, Lecture, | Testing, |
| 3 | The students explain how to evaluate students needs. | Problem Solving, Self Study, Case Study, Simulation, Discussion, Question-Answer, Lecture, | Testing, |
| 4 | The students explain how to plan inclusion. | Problem Solving, Self Study, Case Study, Simulation, Discussion, Question-Answer, Lecture, | Testing, |
| 5 | The students explain the features of the inclusion students. | Problem Solving, Self Study, Case Study, Simulation, Discussion, Question-Answer, Lecture, | Testing, |
| 6 | The students explain instructional adaptatations of inclusion. | Problem Solving, Self Study, Case Study, Simulation, Discussion, Question-Answer, Lecture, | Homework, |
| 7 | The students explain how to develop social competence in inclusion. | Question-Answer, Discussion, Simulation, Case Study, Self Study, Problem Solving, Lecture, | Homework, Testing, |
| 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 | 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. |
| Ders Kaynakları | 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. |
| Sıra | Program Çıktıları | Katkı Düzeyi | |||||
|---|---|---|---|---|---|---|---|
| 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 | ||||||
| Değerlendirme Sistemi | |
|---|---|
| Yarıyıl Çalışmaları | Katkı Oranı |
| 1. Ödev | 30 |
| 1. Ara Sınav | 50 |
| 1. Kısa Sınav | 10 |
| 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 | 3 | 48 |
| Hours for off-the-classroom study (Pre-study, practice) | 16 | 2 | 32 |
| Mid-terms | 1 | 10 | 10 |
| Assignment | 1 | 15 | 15 |
| Final examination | 1 | 10 | 10 |
| Quiz | 2 | 5 | 10 |
| Toplam İş Yükü | 125 | ||
| Toplam İş Yükü / 25 (Saat) | 5 | ||
| Dersin AKTS Kredisi | 5 | ||