TÜRKÇE
ENGLISH
Information
| Code | EFMZ403 |
| Name | Special Education and Inclusion |
| Term | 2024-2025 Academic Year |
| Semester | 7. Semester |
| Duration (T+A) | 2-0 (T-A) (17 Week) |
| ECTS | 3 ECTS |
| National Credit | 2 National Credit |
| Teaching Language | Türkçe |
| Level | Lisans Dersi |
| Type | Normal |
| Mode of study | Yüz Yüze Öğretim |
| Catalog Information Coordinator | Doç. Dr. ÖZGÜL AKIN ŞENKAL |
| Course Instructor |
Nazmiye Nazlı ATEŞGÖZ
(A Group)
(Ins. in Charge)
|
Course Goal / Objective
The purpose of the course is to have the students define basic concepts of special education; explain the history of special education; know legislation of the field; understand assessment of students with special needs, preparation of individualized education plans, and mainstreaming/inclusion; define and know characteristics of and educational approaches for students with intellectual disabilities, hearing impairments, visual impairments, physical impairments/chronic illness, language and communication disorders, learning impairments, emotional and behavioral disorders, autistic disorder, multiple impairments, or for gifted students, make adaptations and modifications for these students.
Course Content
Basic concepts of special education; principles and historical development of special education; legal arrangements for special education; diagnosis and assessment methods in special education; individualization of teaching; cohesion and support special education services; education participation and family co-operation of the family; characteristics of different inadequacies and groups of talents; educational approaches and teaching strategies for different groups; effective strategies and behavior management in classroom management.
Course Precondition
To have successfully completed the basic courses in the field of educational sciences.
Resources
Şahbaz, Ü. (Ed.). (2023). Özel Eğitim ve Kaynaştırma. Ankara: Anı Yayıncılık
Notes
Some articles and reports on the internet or in journals about special education and inclusion
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Knows the basic concepts of special education and mainstreaming. |
| LO02 | Evaluates laws and regulations related to special education. |
| LO03 | Has the ability to work in cooperation and coordination with families, colleagues, experts from different disciplines and community representatives to meet the educational needs of students with special needs. |
| LO04 | Understands using formal and informal assessment and assessment tools and methods to assess the needs and achievements of the learners in multiple ways and interpreting their results. |
| LO05 | Discusses the causes, characteristics, prevalence rates, appropriate educational practices and problems of the category of intellectual disability. |
| LO06 | Evaluates the causes, characteristics, prevalence rates, appropriate educational practices and problems of the learning disability category. |
| LO07 | Discusses the causes, characteristics, prevalence rates, appropriate educational practices and problems of the autism spectrum disorder category. |
| LO08 | Discusses the causes, characteristics, prevalence rates, appropriate educational practices and problems of the gifted category. |
| LO09 | Discusses the causes, characteristics, prevalence rates, appropriate educational practices and problems of the category of hearing impairment. |
| LO10 | Discusses the causes, characteristics, prevalence rates, appropriate educational practices and problems of the category of visual impairment. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Explains the concepts and principles of learning and teaching French as a foreign language | |
| PLO02 | Bilgi - Kuramsal, Olgusal | Explains the basic concepts and terminology of linguistics, literature, traductology, communication and interculturality that support the field knowledge | |
| PLO03 | Bilgi - Kuramsal, Olgusal | Explains French curriculum for secondary education and the relevant parts of the regulation on secondary education institutions | |
| PLO04 | Bilgi - Kuramsal, Olgusal | Lists the components such as age, language levels, learning styles, strategy use in foreign language teaching | 3 |
| PLO05 | Beceriler - Bilişsel, Uygulamalı | Implements teaching by taking into account the developmental characteristics of students, their individual differences and the characteristics of the subject area | 5 |
| PLO06 | Beceriler - Bilişsel, Uygulamalı | Uses and adapts educational content and materials | 5 |
| PLO07 | Beceriler - Bilişsel, Uygulamalı | Can multidimensionally evaluate student achievements by using different methods | 3 |
| PLO08 | Beceriler - Bilişsel, Uygulamalı | Applies main quantitative and qualitative scientific methods related to the field of French language teaching | |
| PLO09 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | Takes responsibility individually and in teams for solving problems encountered in teaching French. | |
| PLO10 | Yetkinlikler - Öğrenme Yetkinliği | Reflects on his/her own professional performance and takes initiatives to continuously improve his/her professional knowledge and skills | |
| PLO11 | Yetkinlikler - Öğrenme Yetkinliği | Evaluates knowledge and skills in the field of French language teaching with a critical approach | |
| PLO12 | Yetkinlikler - Öğrenme Yetkinliği | Uses information and communication technologies for personal and professional development | 3 |
| PLO13 | Yetkinlikler - Öğrenme Yetkinliği | Effectively uses the ways of accessing scientific and professional information and general information about the field of French language teaching | 3 |
| PLO14 | Yetkinlikler - Öğrenme Yetkinliği | In addition to his/her professional development, s/he constantly improves himself/herself in scientific, cultural, artistic and social fields in line with his/her interests and abilities | |
| PLO15 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Makes personal evaluations by following scientific, cultural and artistic events and national and international current events | |
| PLO16 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Effectively shares his/her thoughts and suggestions for solutions to problems encountered in the field of teaching French | |
| PLO17 | Yetkinlikler - Alana Özgü Yetkinlik | Behaves in accordance with the universal importance of the teaching profession for sensitivity to and protection of social, scientific, cultural and ethical values | 4 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Basic concepts of special education | What is special education? What are the types of special requirements? How do inadequacies and disabilities occur? What are the aims and basic principles of special education? | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 2 | Special education practices in Turkey and in the world | How has special education developed historically? | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Bireysel Çalışma |
| 3 | Intellectual and physical disability | What is intellectual disability? What are the characteristics of individuals with intellectual disability? What is physical disability? What are the characteristics of individuals with physical disabilities? What should be considered in the education of these individuals? | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 4 | Autism spectrum disorder and hearing impairment | What is autism spectrum disorder? What are the characteristics of individuals with autism spectrum disorder? What is a hearing impairment? What are the characteristics of individuals with hearing impairment? What should be considered in the education of these individuals? | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 5 | Learning disability and visual impairment | What is a learning disability? What are the characteristics of individuals with learning disabilities? What is visual impairment? What are the characteristics of individuals with visual impairment? What should be considered in the education of these individuals? | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 6 | Emotional and behavioral disorders and Attention deficit and hyperactivity disorder (ADHD) | What are emotional and behavioral disorders? What are the characteristics of individuals with emotional and behavioral disorders? What is attention deficit hyperactivity disorder (ADHD)? | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 7 | Speech disorders and chronic diseases | What are speech disorders? What are the characteristics of individuals with speech disorders? What are chronic diseases? What are the characteristics of individuals with chronic diseases? What should be considered in the education of these individuals? | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 8 | Mid-Term Exam | Ölçme Yöntemleri: Yazılı Sınav |
|
| 9 | Giftedness and multi-disabilities | What is giftedness? What are the characteristics of gifted individuals? What is multiple disability? What are the characteristics of individuals with multiple disabilities? What should be considered in the education of these individuals? | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 10 | Medical diagnosis | What is medical diagnosis? Why is medical diagnosis necessary? What is the scope of medical diagnosis? | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 11 | Educational diagnosis and placement | What is educational diagnostics? Who does the educational diagnostics? Who does the educational placement? | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 12 | Special education options in our country | What are the educational options available to people with disabilities? | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 13 | Preparing an Individualized Education Program | What is an Individualized Education Program? How is an Individualized Education Program prepared? Who is responsible for preparing and implementing an Individualized Education Program? | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 14 | Special education in schools | What can be done for special education students in schools? What are the issues to be considered in special education? | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 15 | Legal regulations related to special education | What are the legal regulations regarding special education services? What are the legal responsibilities regarding special education services? | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 16 | Term Exams | Ölçme Yöntemleri: Yazılı Sınav, Ödev |
|
| 17 | Term Exams | Ölçme Yöntemleri: Ödev, Yazılı Sınav |
Student Workload - ECTS
| Works | Number | Time (Hour) | Workload (Hour) |
|---|---|---|---|
| Course Related Works | |||
| Class Time (Exam weeks are excluded) | 14 | 2 | 28 |
| Out of Class Study (Preliminary Work, Practice) | 14 | 2 | 28 |
| Assesment Related Works | |||
| Homeworks, Projects, Others | 1 | 2 | 2 |
| Mid-term Exams (Written, Oral, etc.) | 1 | 6 | 6 |
| Final Exam | 1 | 14 | 14 |
| Total Workload (Hour) | 78 | ||
| Total Workload / 25 (h) | 3,12 | ||
| ECTS | 3 ECTS | ||