TÜRKÇE
ENGLISH
Information
| Code | EFMZ403 |
| Name | Special Education and Inclusion |
| 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 Goal
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
None
Resources
Diken, I.H. (2020). Ozel egitim ve kaynastirma. Pegem Akademi, Ankara/Turkey.
Notes
Aksoy, V. (2021). Ozel egitim. Pegem Akademi, Ankara/Turkey.
Course Learning Outcomes
| Order | Course Learning Outcomes |
|---|---|
| LO01 | Understands and comprehends disability and terminology. |
| LO02 | Understands to make some adaptations according to the needs and performance of the students with special needs in the curriculum applied in general and special education. |
| LO03 | Understands working with families, colleagues, experts from different disciplines and community representatives to co-operate and co-ordinate the needs of the learners. |
| 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 | Understands active feedback on the performance and achievements of the students with special needs. |
Relation with Program Learning Outcome
| Order | Type | Program Learning Outcomes | Level |
|---|---|---|---|
| PLO01 | Bilgi - Kuramsal, Olgusal | Explains the concepts and principles related to the lessons (Mathematics, Turkish, Science, Life Sciences, Social Studies, Visual Arts, Music, Games and Physical Activities, etc.) within the scope of primary school teachers. | |
| PLO02 | Bilgi - Kuramsal, Olgusal | It creates unique learning environments according to the developmental characteristics of students studying in the primary school (1st, 2nd, 3rd, 4th grade). | 4 |
| PLO03 | Bilgi - Kuramsal, Olgusal | Relates important people (scientists, journalists, painters, writers, etc.) in the historical process with educational practices. | |
| PLO04 | Bilgi - Kuramsal, Olgusal | Use appropriate teaching strategies, methods and techniques in the teaching of the courses (Mathematics, Turkish, Science, Life Sciences, Social Studies, Visual Arts, Music, Games and Physical Activities, etc.) in the primary school (1st, 2nd, 3rd, 4th grade) curriculum. | 3 |
| PLO05 | Bilgi - Kuramsal, Olgusal | Becomes aware of the contribution of artistic works and studies to student development and reflects them on teaching practices. | 1 |
| PLO06 | Bilgi - Kuramsal, Olgusal | Uses scientific process skills in solving problems in the field of primary school teachers. | 1 |
| PLO07 | Bilgi - Kuramsal, Olgusal | Uses appropriate methods and techniques for the development of high-level thinking skills of students. | 5 |
| PLO08 | Bilgi - Kuramsal, Olgusal | Plans, implements and evaluates the teaching-learning process, taking into account the developmental characteristics of students, their individual differences and the characteristics of the subject area. | 5 |
| PLO09 | Bilgi - Kuramsal, Olgusal | It uses different measurement and evaluation methods and techniques in the evaluation of teaching processes and learning products. | 5 |
| PLO10 | Bilgi - Kuramsal, Olgusal | Develops appropriate materials to create effective teaching-learning processes and uses information technologies effectively in this process. | 3 |
| PLO11 | Bilgi - Kuramsal, Olgusal | Takes responsibility both individually and together with other relevant persons (family, teacher, administrator, etc.) in solving the problems encountered while carrying out the teaching processes. | 5 |
| PLO12 | Bilgi - Kuramsal, Olgusal | Develops professional knowledge and skills by self-assessment. | 4 |
| PLO13 | Bilgi - Kuramsal, Olgusal | Evaluates the knowledge gained through individual learning skills with a critical approach. | 4 |
| PLO14 | Beceriler - Bilişsel, Uygulamalı | It meets the educational needs in scientific, cultural, artistic, social and technological fields in line with its interests and abilities. | |
| PLO15 | Beceriler - Bilişsel, Uygulamalı | He/she shares his/her thoughts and suggestions on issues related to his/her field, both orally and in writing. | 3 |
| PLO16 | Yetkinlikler - Bağımsız Çalışabilme ve Sorumluluk Alabilme Yetkinliği | It communicates effectively with its stakeholders (students, teacher friends, school management and parents) in the educational process and develops strategies to ensure family participation. | 5 |
| PLO17 | Yetkinlikler - Öğrenme Yetkinliği | In the education-teaching process, it acts in accordance with the general aims and basic principles of education. | 4 |
| PLO18 | Yetkinlikler - Öğrenme Yetkinliği | Within the scope of lifelong learning, it designs projects and activities to improve its students, social environment and society. | |
| PLO19 | Yetkinlikler - Öğrenme Yetkinliği | It follows the scientific, artistic, social, economic and technological phenomena and events that occur in its immediate surroundings, in its country and in the world, and reflects it on its educational practices. | 2 |
| PLO20 | Yetkinlikler - Alana Özgü Yetkinlik | It takes into account the multidisciplinary and interdisciplinary nature of the primary school teachers field in planning, implementing and evaluating instruction. | 4 |
| PLO21 | Yetkinlikler - Alana Özgü Yetkinlik | Gains knowledge and skills of planning, implementing and evaluating instruction in multigrade classes. | |
| PLO22 | Yetkinlikler - Alana Özgü Yetkinlik | Follows the developments in her/his field from foreign/international sources. | |
| PLO23 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | By adopting universal and root values, she/he becomes a role model for her students and her environment. | 3 |
| PLO24 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | Becomes a model by using Turkish correctly and effectively in her/his daily and professional life. | 4 |
| PLO25 | Yetkinlikler - İletişim ve Sosyal Yetkinlik | As a primary school teacher, she/he is knowledgeable and sensitive about the universality of human and child rights, social justice, quality culture, environment, health and work safety. | 4 |
| PLO26 | Yetkinlikler - Alana Özgü Yetkinlik | It analyzes the relationship between educational philosophies and educational programs and reflects them on teaching practices. | 2 |
Week Plan
| Week | Topic | Preparation | Methods |
|---|---|---|---|
| 1 | Terminology, definitions and classification of terms | What is special education, What are the different types of special education, Who needs special education | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 2 | Special education in Turkey and applications in global world. | What is the purpose of special education, What is special education called now, difference among special education and general education classes | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma, Bireysel Çalışma |
| 3 | Intellectual Disability and Developmental Disability | What are examples of intellectual disabilities, What are the 4 levels of an intellectual disability, Is ADHD an intellectual disability, What type of disability is intellectual disability | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 4 | Language based Learning Disability | Is a language disorder a learning disability, Is ADHD a language-based learning disability, Who diagnoses language-based learning disability, Are most learning disabilities language-based. | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 5 | Hard of Hearing and Deafness | What are the types of hearing impairment, What is the difference between hearing loss and hearing impairment, What are the 3 types of hearing loss | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 6 | Blindness and Visual impairment | What are the types of visual impairments, How do you identify visual impairment, Is visually impaired the same as blind | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 7 | Physically Disabled Persons and Chronic Illness | What is the difference between a chronic illness and a disability, What is a chronic physical disability, What are some physical problems associated with the chronically ill, Is having a chronic illness a disability | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 8 | Mid-Term Exam | Ölçme Yöntemleri: Ödev, Proje / Tasarım |
|
| 9 | Speech and Language Impaired Persons | What is the difference between a speech impairment and a language impairment, What are the types of speech or language impairment, What are the characteristics of speech and language impairment, What are speech and language difficulties | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 10 | Gifted Children | What are the characteristics of a gifted child, What is gifted kid syndrome, What are early signs of giftedness, What causes a child to be gifted | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 11 | Emotional and Behavioral Disorders | What are some emotional behavioral disorders, What are the characteristics of emotional and behavioral disorders, What are the 6 types of emotional disturbance | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 12 | Autism Spectrum Disorder | What are the 3 main symptoms of autism, What is difference between autism and autism spectrum disorder, What is one of the signs of autism spectrum disorder | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 13 | Attention Deficit and Hyperactivity Disorder | What are the nine symptoms of ADHD, What is the main cause of ADHD, What are 3 types of ADHD, What does ADHD do to you | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 14 | Special education in early childhood | What is special education in early childhood education, Why is special education important in early childhood, What are the most important goals of early childhood special education, What are the basic terms in special education | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 15 | Multiple Handicapped Person | What is multiple disabilities in special education, How do you teach students with multiple disability, What is meant by multiple handicapped, What is the impact of a multiple disability on a person | Öğretim Yöntemleri: Anlatım, Soru-Cevap, Tartışma |
| 16 | Term Exams | Ölçme Yöntemleri: Yazılı Sınav, Sözlü Sınav, Ödev |
|
| 17 | Term Exams | Ölçme Yöntemleri: Ödev, Proje / Tasarım |
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 | ||