| Course Name | Code | Semester | T+U Hours | Credit | ECTS |
|---|---|---|---|---|---|
| Inclusive Education | OOE 424 | 8 | 2 + 2 | 3 | 5 |
| Precondition Courses | |
| Recommended Optional Courses | |
| Course Language | Turkish |
| Course Level | Bachelor's Degree |
| Course Type | Optional |
| Course Coordinator | Doç.Dr. SUAT KOL |
| Course Lecturers | |
| Course Assistants | Öğr Gör Suzan Cömert Özata |
| Course Category | Teaching Suitable For Field |
| Course Objective | The aim is to training educational placement in special education, the principle of the least restrictive environment, integrating applications, successful inclusion, behavior management, instructional adaptations, social skills training. |
| Course Content | Placement in special education approach in association and further education; definition of inclusiveness; The concept of least restrictive settinggs, history, and legal resistant species; supporting special education services: consulting, class of in-room support and resources; Umeda integrate cooperation: definition, importance and types; integration process in Turkey: past and present integration; Integration in legislation related to special education in Turkey; The success factors which affects integration; research on how to integrate. |
| # | Course Learning Outcomes | Teaching Methods | Assessment Methods |
|---|---|---|---|
| 1 | Students describe integration. | Lecture, Question-Answer, Discussion, | Testing, |
| 2 | Students explain special education support services.Explain the history of the legal basis and application integration. | Lecture, Question-Answer, Self Study, | Testing, Homework, Performance Task, |
| 3 | Students explain special education settings. | Lecture, Question-Answer, | Testing, Homework, |
| Week | Course Topics | Preliminary Preparation |
|---|---|---|
| 1 | What is Inclusion, history and the importance of inclusion | |
| 2 | legal Regulations | |
| 3 | Inclusion criteria and models | |
| 4 | Factors affecting the success of inclusion | |
| 5 | Inclusion environment regulations | |
| 6 | Individual Education Program in inclusion environment | |
| 7 | Preschool inclusion | |
| 8 | Midterm exams | |
| 9 | Inclusion environment, social skills | |
| 10 | Inclusion environment, behavior management | |
| 11 | Inclusion of observation in a classroom setting | |
| 12 | inclusion activities prepared in facing the need for special education | |
| 13 | inclusion activities prepared in facing the need for special education | |
| 14 | inclusion activities prepared in facing the need for special education |
| Resources | |
|---|---|
| Course Notes | |
| Course Resources | Sucuoğlu, B., ve Kargın, T. (2006), İlköğretimde Kaynaştırma Uygulamaları Yaklaşımlar Yöntemler Teknikler, İstanbul: Morpa Kültür Yayınları Ltd. Ş. Kırcaali İftar G, Batu S. Kaynaştırma. Kök Yayıncılık Ankara:2000 |
| Order | Program Outcomes | Level of Contribution | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Teachers have information and high-level skills about teacher profession, cultured, basic science concerned concept, theory and practice. | X | |||||
| 2 | Pre-school educational institutions shall inform the relevant persons and related issues, thoughts and suggestions for solutions to problems in written and oral transfer. | X | |||||
| 3 | Teachers to have modern information and practice skills about preschool education and child development | X | |||||
| 4 | Teachers to prepare curriculum and activity plans in educational process. | X | |||||
| 5 | Teachers can characterize and crack problems of education. | X | |||||
| 6 | Teachers to use modern sciencetific methods and techniques for preschool education practice. | X | |||||
| 7 | Teachers to have interdisciplinary initiative and can team work and have creativity skills. | X | |||||
| 8 | At least one foreign language by using the European Language Portfolio level B1 to follow informations in the field pre-school education, monitors and communicates with colleagues. | X | |||||
| 9 | Teachers to have information and high level skills about fundamental science, schoolbook involving actual information, materials and other academic resources. | X | |||||
| 10 | Teachers (within the framework of ethical rules) to take measures about environment, health and work security in preschool education process. | X | |||||
| 11 | Earning of professional and ethical responsibility. | X | |||||
| 12 | Being knowledgeable about the national and the international modern issues. | ||||||
| 13 | Teachers improve children´s skills to speak Turkish language fluently and true. | ||||||
| 14 | Teachers uses information and communication technologies at advanced level of European Computer User License, | ||||||
| Evaluation System | |
|---|---|
| Semester Studies | Contribution Rate |
| 1. Kısa Sınav | 20 |
| 2. Kısa Sınav | 20 |
| 1. Performans Görevi (Uygulama) | 25 |
| 1. Ara Sınav | 35 |
| 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) | 14 | 4 | 56 |
| Hours for off-the-classroom study (Pre-study, practice) | 1 | 8 | 8 |
| Mid-terms | 1 | 8 | 8 |
| Quiz | 2 | 8 | 16 |
| Performance Task (Application) | 1 | 10 | 10 |
| Performance Task (Seminar) | 1 | 5 | 5 |
| Final examination | 1 | 10 | 10 |
| Total Workload | 113 | ||
| Total Workload / 25 (Hours) | 4.52 | ||
| dersAKTSKredisi | 5 | ||