Course Name | Code | Semester | T+U Hours | Credit | ECTS |
---|---|---|---|---|---|
Inclusion Implementations In Mathematics Education | IME 005 | 0 | 2 + 0 | 2 | 4 |
Precondition Courses | |
Recommended Optional Courses | |
Course Language | Turkish |
Course Level | Bachelor's Degree |
Course Type | Optional |
Course Coordinator | Prof.Dr. MELEK MASAL |
Course Lecturers | |
Course Assistants | Res. Assist. Emine Nur BİLGİÇ |
Course Category | Field Proper Education |
Course Objective | To gain knowledge and skills about children with special needs and their general characteristics. To give information about inclusion practices in mathematics education. To gain knowledge about working with families. |
Course Content | Definition and basic principles of inclusion; characteristics of handicapped students; social relations and teaching situations of inclusion students with other students, advantages and disadvantages of labeling; support of inclusion students with individualized education programs in mathematics lesson; methods and techniques related to inclusion education; Part-time and full-time inclusion applications and evaluation. |
# | Course Learning Outcomes | Teaching Methods | Assessment Methods |
---|---|---|---|
1 | Students will know the definition and basic principles of inclusion. | Lecture, Question-Answer, Discussion, Brain Storming, | Testing, |
2 | Students will have an idea about the features of handicapped students. | Lecture, Question-Answer, Discussion, Brain Storming, | Testing, |
3 | Students will prepare an individualized education program for inclusion students. | Drilland Practice, Self Study, | Homework, |
4 | Students will have information about the tmethods and techniques of inclusion education. | Lecture, Question-Answer, Discussion, Brain Storming, | Testing, |
5 | Students will have information about the assessment and evaluation of inclusion students. | Lecture, Question-Answer, Discussion, Brain Storming, | Testing, |
Week | Course Topics | Preliminary Preparation |
---|---|---|
1 | Definition and basic principles of inclusion. | |
2 | Characteristics of handicapped students. | |
3 | Social relations and teaching situations of inclusion students with other students. | |
4 | Advantages and disadvantages of labeling. | |
5 | Support of inclusion students with individualized education programs in mathematics lesson. | |
6 | Methods and techniques related to inclusion education. | |
7 | Part-time and full-time inclusion applications and evaluation. | |
8 | Evaluation of student practices. | |
9 | Midterm | |
10 | Evaluation of student practices. | |
11 | Evaluation of student practices. | |
12 | Evaluation of student practices. | |
13 | Evaluation of student practices. | |
14 | Evaluation of student practices. |
Resources | |
---|---|
Course Notes | |
Course Resources | Etkili Kaynaştırma Uygulamaları, Bülbin Sucuoğlu, Ekinoks Yayınları Özel Gereksinimli Öğrencilere Matematik Beceri ve Kavramlarının Öğretimini Planlama ve Uygulama, Oğuz Gürsel, Vize Yayıncılık |
Order | Program Outcomes | Level of Contribution | |||||
---|---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | |||
1 | |||||||
2 | |||||||
3 | |||||||
4 | X | ||||||
5 | X | ||||||
6 | X | ||||||
7 | |||||||
8 | X | ||||||
9 | X | ||||||
10 | |||||||
11 | |||||||
12 | X | ||||||
13 | X | ||||||
14 | X | ||||||
15 | X | ||||||
16 | X | ||||||
17 |
Evaluation System | |
---|---|
Semester Studies | Contribution Rate |
1. Ara Sınav | 60 |
1. Kısa Sınav | 15 |
1. Ödev | 10 |
2. Kısa Sınav | 15 |
Total | 100 |
1. Yıl İçinin Başarıya | 50 |
1. Final | 50 |
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 | 2 | 32 |
Mid-terms | 1 | 6 | 6 |
Quiz | 2 | 4 | 8 |
Assignment | 1 | 8 | 8 |
Final examination | 1 | 6 | 6 |
Total Workload | 92 | ||
Total Workload / 25 (Hours) | 3.68 | ||
dersAKTSKredisi | 4 |