Course Detail
Course Description
Course | Code | Semester | T+P (Hour) | Credit | ECTS |
---|
SPECIAL EDUCATION and INCLUSION | İM4111063 | Fall Semester | 2+0 | 2 | 3 |
Prerequisites Courses | |
Recommended Elective Courses | |
Language of Course | Turkish |
Course Level | First Cycle (Bachelor's Degree) |
Course Type | Required |
Course Coordinator | Assist.Prof. Adviye Pınar KONYALIOĞLU |
Name of Lecturer(s) | Assist.Prof. Sevgi KIRBOYUN TİPİ |
Assistant(s) | |
Aim | Basic concepts related to special education; principles and historical development of special education; regulations related to special education; diagnosis and evaluation in special education; individualization of teaching; integration and support special education services; family participation in education and cooperation with the family; characteristics of different groups of inadequacy and talent; educational approaches and teaching strategies for different groups; effective strategies and behavior management in classroom management. |
Course Content | This course contains; Course introduction
Basic concepts
Integration/integration,Students in Need of Special Education,Students in Need of Special Education,Students in Need of Special Education,Students in Need of Special Education,Diagnosis and evaluation,Support special education services/support training rooms,Reasons for special needs and effective interventions in inclusive settings,Reasons for special needs and effective interventions in inclusive settings,Reasons for special needs and effective interventions in inclusive settings,Family involvement/cooperation in inclusion,Making an instructional adaptation,Preparing an Individualized Education Plan ,Preparing an Individualized Education Plan . |
Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
Develops an Individualized Education Plan. | 14, 16, 3 | C |
Summarizes the tasks in the identification and placement of students with special education needs. | 10, 9 | C |
Comprehends the developmental characteristics of students with special needs. | 10, 16, 9 | |
Explain the problems experienced by students with special needs and their families. | 16, 9 | C |
Teaching Methods: | 10: Discussion Method, 14: Self Study Method, 16: Question - Answer Technique, 3: Problem Baded Learning Model, 9: Lecture Method |
Assessment Methods: | C: Multiple-Choice Exam |
Course Outline
Order | Subjects | Preliminary Work |
---|
1 | Course introduction
Basic concepts
Integration/integration | Ministry of National Education Inclusion Circular |
2 | Students in Need of Special Education | |
3 | Students in Need of Special Education | |
4 | Students in Need of Special Education | |
5 | Students in Need of Special Education | |
6 | Diagnosis and evaluation | G. Akçamete (ed) chapter 13 (ss. 441-473) |
7 | Support special education services/support training rooms | Batu, Subaşu-Yurtçu (eds) 4th part (ss. 85-123) |
8 | Reasons for special needs and effective interventions in inclusive settings | G. Akçamete (ed) chapter 15 (ss. 503-524) |
9 | Reasons for special needs and effective interventions in inclusive settings | G. Akçamete (ed) chapter 16 (ss. 527-543) |
10 | Reasons for special needs and effective interventions in inclusive settings | G. Akçamete (ed) chapter 11 (ss. 367-395) |
11 | Family involvement/cooperation in inclusion | G. Akçamete (ed) 5th chapter (ss. 169-198) |
12 | Making an instructional adaptation | Batu, Subaşu-Yurtçu (eds) 3rd part (ss. 67-85) |
13 | Preparing an Individualized Education Plan | G. Akçamete (ed) 2nd chapter (ss. 77-109) |
14 | Preparing an Individualized Education Plan | G. Akçamete (ed) 2nd chapter (ss. 77-109) |
Resources |
Genel eğitim okullarında özel gereksinimi olan öğrenciler ve özel eğitim. G. Akçamete (Ed.), 2010. Kök
Batu, E. S.; Subaşı-Yurtçu, A. B. (2017). Psikolojik Danışma ve Rehberlikte Özel Eğitim ve Kaynaştırma Uygulamaları. Vize Yayıncılık. |
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications |
No | Program Qualification | Contribution Level |
1 | 2 | 3 | 4 | 5 |
1 | It verbally refers to the meanings of professional terms and concepts within the scope of primary mathematics teaching.
It verbally refers to the basic concepts, principles and techniques of theories in the field of primary mathematics teaching.
It compares the theories in its field and lists the strengths and weaknesses of each theory verbally.
| | X | | | |
2 | In the field of primary mathematics teaching, he applies the necessary intervention in connection with the education he receives regarding the situations or problems he encounters professionally. | | X | | | |
3 | A problem he faces professionally, he analyzes and solves it based on scientific methods.
He solves a problem he faces professionally on his own.
It makes necessary interventions by distinguishing between situations that are within the scope of their duties and responsibilities from a professional point of view and situations that are not.
| | | X | | |
4 | Follows new developments related to the profession in line with the principle of lifelong learning from a professional point of view. | | X | | | |
5 | In the process of resolving a problem from a professional point of view, he consults with his colleagues when necessary.
When he encounters a problem, he formulates it in writing or verbally.
He has a sense of social responsibility and uses his professional gains to solve problems in his immediate and distant environment.
He speaks at least B1 level English to monitor international professional developments. | | X | | | |
6 | He knows the basic concepts of his profession.
Applies basic skills related to his profession.
It applies measurement and evaluation tools in accordance with its purpose and in line with ethical principles.
In a professional subject, it conducts research by choosing the appropriate research method.
| | X | | | |
Assessment Methods
Contribution Level | Absolute Evaluation |
Rate of Midterm Exam to Success | | 40 |
Rate of Final Exam to Success | | 60 |
Total | | 100 |
ECTS / Workload Table |
Activities | Number of | Duration(Hour) | Total Workload(Hour) |
Course Hours | 14 | 2 | 28 |
Guided Problem Solving | 1 | 5 | 5 |
Resolution of Homework Problems and Submission as a Report | 1 | 10 | 10 |
Term Project | 1 | 10 | 10 |
Presentation of Project / Seminar | 0 | 0 | 0 |
Quiz | 1 | 5 | 5 |
Midterm Exam | 1 | 15 | 15 |
General Exam | 1 | 15 | 15 |
Performance Task, Maintenance Plan | 1 | 2 | 2 |
Total Workload(Hour) | 90 |
Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(90/30) | 3 |
ECTS of the course: 30 hours of work is counted as 1 ECTS credit. |
Detail Informations of the Course
Course Description
Course | Code | Semester | T+P (Hour) | Credit | ECTS |
---|
SPECIAL EDUCATION and INCLUSION | İM4111063 | Fall Semester | 2+0 | 2 | 3 |
Prerequisites Courses | |
Recommended Elective Courses | |
Language of Course | Turkish |
Course Level | First Cycle (Bachelor's Degree) |
Course Type | Required |
Course Coordinator | Assist.Prof. Adviye Pınar KONYALIOĞLU |
Name of Lecturer(s) | Assist.Prof. Sevgi KIRBOYUN TİPİ |
Assistant(s) | |
Aim | Basic concepts related to special education; principles and historical development of special education; regulations related to special education; diagnosis and evaluation in special education; individualization of teaching; integration and support special education services; family participation in education and cooperation with the family; characteristics of different groups of inadequacy and talent; educational approaches and teaching strategies for different groups; effective strategies and behavior management in classroom management. |
Course Content | This course contains; Course introduction
Basic concepts
Integration/integration,Students in Need of Special Education,Students in Need of Special Education,Students in Need of Special Education,Students in Need of Special Education,Diagnosis and evaluation,Support special education services/support training rooms,Reasons for special needs and effective interventions in inclusive settings,Reasons for special needs and effective interventions in inclusive settings,Reasons for special needs and effective interventions in inclusive settings,Family involvement/cooperation in inclusion,Making an instructional adaptation,Preparing an Individualized Education Plan ,Preparing an Individualized Education Plan . |
Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
Develops an Individualized Education Plan. | 14, 16, 3 | C |
Summarizes the tasks in the identification and placement of students with special education needs. | 10, 9 | C |
Comprehends the developmental characteristics of students with special needs. | 10, 16, 9 | |
Explain the problems experienced by students with special needs and their families. | 16, 9 | C |
Teaching Methods: | 10: Discussion Method, 14: Self Study Method, 16: Question - Answer Technique, 3: Problem Baded Learning Model, 9: Lecture Method |
Assessment Methods: | C: Multiple-Choice Exam |
Course Outline
Order | Subjects | Preliminary Work |
---|
1 | Course introduction
Basic concepts
Integration/integration | Ministry of National Education Inclusion Circular |
2 | Students in Need of Special Education | |
3 | Students in Need of Special Education | |
4 | Students in Need of Special Education | |
5 | Students in Need of Special Education | |
6 | Diagnosis and evaluation | G. Akçamete (ed) chapter 13 (ss. 441-473) |
7 | Support special education services/support training rooms | Batu, Subaşu-Yurtçu (eds) 4th part (ss. 85-123) |
8 | Reasons for special needs and effective interventions in inclusive settings | G. Akçamete (ed) chapter 15 (ss. 503-524) |
9 | Reasons for special needs and effective interventions in inclusive settings | G. Akçamete (ed) chapter 16 (ss. 527-543) |
10 | Reasons for special needs and effective interventions in inclusive settings | G. Akçamete (ed) chapter 11 (ss. 367-395) |
11 | Family involvement/cooperation in inclusion | G. Akçamete (ed) 5th chapter (ss. 169-198) |
12 | Making an instructional adaptation | Batu, Subaşu-Yurtçu (eds) 3rd part (ss. 67-85) |
13 | Preparing an Individualized Education Plan | G. Akçamete (ed) 2nd chapter (ss. 77-109) |
14 | Preparing an Individualized Education Plan | G. Akçamete (ed) 2nd chapter (ss. 77-109) |
Resources |
Genel eğitim okullarında özel gereksinimi olan öğrenciler ve özel eğitim. G. Akçamete (Ed.), 2010. Kök
Batu, E. S.; Subaşı-Yurtçu, A. B. (2017). Psikolojik Danışma ve Rehberlikte Özel Eğitim ve Kaynaştırma Uygulamaları. Vize Yayıncılık. |
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications |
No | Program Qualification | Contribution Level |
1 | 2 | 3 | 4 | 5 |
1 | It verbally refers to the meanings of professional terms and concepts within the scope of primary mathematics teaching.
It verbally refers to the basic concepts, principles and techniques of theories in the field of primary mathematics teaching.
It compares the theories in its field and lists the strengths and weaknesses of each theory verbally.
| | X | | | |
2 | In the field of primary mathematics teaching, he applies the necessary intervention in connection with the education he receives regarding the situations or problems he encounters professionally. | | X | | | |
3 | A problem he faces professionally, he analyzes and solves it based on scientific methods.
He solves a problem he faces professionally on his own.
It makes necessary interventions by distinguishing between situations that are within the scope of their duties and responsibilities from a professional point of view and situations that are not.
| | | X | | |
4 | Follows new developments related to the profession in line with the principle of lifelong learning from a professional point of view. | | X | | | |
5 | In the process of resolving a problem from a professional point of view, he consults with his colleagues when necessary.
When he encounters a problem, he formulates it in writing or verbally.
He has a sense of social responsibility and uses his professional gains to solve problems in his immediate and distant environment.
He speaks at least B1 level English to monitor international professional developments. | | X | | | |
6 | He knows the basic concepts of his profession.
Applies basic skills related to his profession.
It applies measurement and evaluation tools in accordance with its purpose and in line with ethical principles.
In a professional subject, it conducts research by choosing the appropriate research method.
| | X | | | |
Assessment Methods
Contribution Level | Absolute Evaluation |
Rate of Midterm Exam to Success | | 40 |
Rate of Final Exam to Success | | 60 |
Total | | 100 |
Numerical Data
Ekleme Tarihi: 04/10/2023 - 14:59Son Güncelleme Tarihi: 04/10/2023 - 14:59
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