| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Specıal and Inclusıve Educatıon | EBB 401 | 7 | 2 + 0 | 2 | 3 |
| Ön Koşul Dersleri | |
| Önerilen Seçmeli Dersler | |
| Dersin Dili | Türkçe |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Zorunlu |
| Dersin Koordinatörü | Prof.Dr. BEKİR FATİH MERAL |
| Dersi Verenler | Doç.Dr. CANAN SOLA ÖZGÜÇ, Prof.Dr. BEKİR FATİH MERAL, Dr.Öğr.Üyesi EMRAH BİLGİÇ, |
| Dersin Yardımcıları | |
| Dersin Kategorisi | Diğer |
| Dersin Amacı | The lesson aims to increase the awareness and competence of pre-service teachers who will work in general education (inclusion-based) and segregation-based education classes on the importance of special education and inclusion practices and towards children with special needs. |
| Dersin İçeriği | Definition of special education and inclusion practices, the scope it covers and today's understanding of special education, the differences of inclusion-based and separation-based education, the stages, components and types of inclusion, depending on the diagnosis (such as mental disability, autism), environmental (such as poverty) and social (such as language and types of disability due to disadvantages (such as cultural differences), the importance of family education in special education and inclusion practices, basic educational skills of individuals with special needs, what needs to be done for successful inclusion practices. |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | Makes the definition of special education, gives information about the area covered and the understanding of today's special education. | Lecture, Question-Answer, Brain Storming, Motivations to Show, Role Playing, | |
| 2 | Describes the differences of inclusion-based and separation-based education. | Lecture, Question-Answer, Brain Storming, Motivations to Show, Role Playing, | |
| 3 | Gives information about the stages, components and types of integration. | Lecture, Question-Answer, Brain Storming, Motivations to Show, Role Playing, | |
| 4 | Gives information on the types of disabilities that are linked to disadvantages such as diagnosis (such as mental disability, autism), environmental (such as poverty), and social (language and cultural differences). | Lecture, Question-Answer, Brain Storming, Motivations to Show, Role Playing, | |
| 5 | Gives information about the importance of family education in special education and intergration applications. | Lecture, Question-Answer, Brain Storming, Motivations to Show, Role Playing, | |
| 6 | Gives information on basic educational skills when working with special needs individuals. | Lecture, Question-Answer, Brain Storming, Motivations to Show, Role Playing, | |
| 7 |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | Definition and history of special education and inclusion practices, special education environments and placement options. | Relevant sections of resources |
| 2 | Legal basis for mainstreaming practices. | Relevant sections of resources |
| 3 | General characteristics of mainstreaming students | Relevant sections of resources |
| 4 | Elements necessary for successful inclusion implementation. | Relevant sections of resources |
| 5 | Elements necessary for successful inclusion implementation. | Relevant sections of resources |
| 6 | Preparation of Individualized Education Programs (IEP) in inclusive practices | Relevant sections of resources |
| 7 | Preparation of Individualized Education Programs (IEP) in inclusive practices | Relevant sections of resources |
| 8 | Midterm exam | Relevant sections of resources |
| 9 | Tips for individuals with special needs and their education | Relevant sections of resources |
| 10 | Tips for individuals with special needs and their education | Relevant sections of resources |
| 11 | Tips for individuals with special needs and their education | Relevant sections of resources |
| 12 | Physical Adaptations | Relevant sections of resources |
| 13 | Instructional adaptations | Relevant sections of resources |
| 14 | Final exam | Relevant sections of resources |
| Kaynaklar | |
|---|---|
| Ders Notu | Related lecture notes. |
| Ders Kaynakları | Batu, S., ve İftar, G. K., (2010), Kaynaştırma: Ankara: Kök Yayıncılık. Downing, E.J. ve Eichinger, J. (2003). Creating learning opportunities for students with severe disabilities in inclusive classrooms. Teaching Exceptional Children, 36, 26-31. Diken, İ. H. (Ed.) (2008). İlköğretimde kaynaştırma. Ankara: PEGEM Akademi. Rayner, C, & Fluck, A. (2014). Pre-service teachers’ perceptions of simSchool as preparation for inclusive education: a pilot study. Asia-Pacific Journal of Teacher Education. 42, 212-227. 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 | Explains the necessary theoretical, methodological and factual knowledge about foreign language (English) education and teaching profession and uses them to produce solution(s) to educational problems. | X | |||||
| 2 | Uses language skills (reading, speaking, writing, listening skills) at a level that can communicate effectively by analyzing written and oral texts produced in foreign language (English) and mother tongue (Turkish) with a critical approach. | X | |||||
| 3 | As a foreign language teacher, knows the legislation concerning the duties, rights and responsibilities and behaves in compliance with the legislation. | X | |||||
| 4 | Uses the scientific methods and technologies required to follow the innovations in the field of foreign language teaching, to develop original activities and to find solution(s) to possible problems. | X | |||||
| 5 | Plans the language learning process taking into account the diverse characteristics and life experiences of learners and organizes the appropriate environments and carry out the process effectively. | X | |||||
| 6 | Analyzes and evaluates foreign language teaching programs in their own context by choosing appropriate approaches. | X | |||||
| 7 | Prepares and implements appropriate assessment and evaluation tools for foreign language teaching and development of students. | X | |||||
| 8 | Effectively uses intercultural communication skills in the process of foreign language (English) teaching and with his/her attitudes and behaviours becomes a role model for the students. | X | |||||
| 9 | Actively uses the skills of learning to learn, self-regulation, lifelong learning, critical and creative thinking and redounds these skills to his/her students. Knows and applies the ways of establishing effective communication and cooperation with stakeholder institutions and organizations as a foreign language teacher. | X | |||||
| 10 | Knows and applies the ways of establishing effective communication and cooperation with stakeholder institutions and organizations as a foreign language teacher. | X | |||||
| 11 | At the end of the process of foreign language (English) education, prepares his/her students as individuals who can use foreign language as an effective communication medium in everyday life. | X | |||||
| 12 | Knows the structure of the language to be taught, the rules and the various contexts in which it can be used, and uses the target language appropriately and compares it to other languages he/she has learned. | X | |||||
| # | Ders Öğrenme Çıktılarının Program Çıktılarına Katkısı | PÇ 1 | PÇ 2 | PÇ 3 | PÇ 4 | PÇ 5 | PÇ 6 | PÇ 7 | PÇ 8 | PÇ 9 | PÇ 10 | PÇ 11 | PÇ 12 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | Makes the definition of special education, gives information about the area covered and the understanding of today's special education. | ||||||||||||
| 2 | Describes the differences of inclusion-based and separation-based education. | ||||||||||||
| 3 | Gives information about the stages, components and types of integration. | ||||||||||||
| 4 | Gives information on the types of disabilities that are linked to disadvantages such as diagnosis (such as mental disability, autism), environmental (such as poverty), and social (language and cultural differences). | ||||||||||||
| 5 | Gives information about the importance of family education in special education and intergration applications. | ||||||||||||
| 6 | Gives information on basic educational skills when working with special needs individuals. | ||||||||||||
| 7 |
| Değerlendirme Sistemi | |
|---|---|
| Yarıyıl Çalışmaları | Katkı Oranı |
| 1. Ara Sınav | 60 |
| 1. Performans Görevi (Uygulama) | 40 |
| Toplam | 100 |
| 1. Yıl İçinin Başarıya | 50 |
| 1. Final | 50 |
| Toplam | 100 |
| AKTS - İş Yükü Etkinlik | Sayı | Süre (Saat) | Toplam İş Yükü (Saat) |
|---|---|---|---|
| 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 |
| Assignment | 1 | 1 | 1 |
| Mid-terms | 1 | 5 | 5 |
| Performance Task (Application) | 1 | 5 | 5 |
| Final examination | 1 | 5 | 5 |
| Quiz | 1 | 1 | 1 |
| Toplam İş Yükü | 81 | ||
| Toplam İş Yükü / 25 (Saat) | 3,24 | ||
| dersAKTSKredisi | 3 | ||