| Course Title | Code | Semester | L+U Hour | Credits | ECTS |
|---|---|---|---|---|---|
| Special Education and Inclusion | MB408 | 8. Semester | 2 + 0 | 2.0 | 3.0 |
| Prerequisites | None |
| Language of Instruction | Turkish |
| Course Level | Undergraduate |
| Course Type | |
| Mode of delivery | Distance education |
| Course Coordinator |
Assist. Prof. Dr. Ayşe Nur KART |
| Instructors |
Mehmet KART |
| Assistants | |
| Goals | 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 | 1. Basic Concepts of Special Education and the History of Special Education 2. Assessment in Special Education 3. Preparing Individualized Education Plans (IEPs) and Individualizing Instruction 4. Mainstreaming/Inclusion and Support Services 5. Parent Training 6. Students with Intellectual Disabilities 7. Students with Hearing Impairments 8. Students with Visual Impairments 9. Students with Physical Impairments/Chronic Illness 10. Students with Language and Communication Disorders 11. Students with Learning Impairments 12. Students with Emotional and Behavioral Disorders 13. Students with Autistic Disorder 14. Gifted Students |
| Learning Outcomes |
- Uses concepts of special education field correctly. - Explains historical process of the field of special education. - Summarizes the historical development of special education. - Uses appropriate ways to assess and prepare individualized education plans for students with special needs. - Assesses legislations related to special education field and acting in accordance with the laws. - Evaluates the legal legislation in the field of special education and the importance of complying with this legislation. - Explains the importance of parent training and participation in mainstreaming/inclusion of students with special needs. - Makes instructional adaptations and modifications needed in the classroom taking into account the abilities and disabilities of all students with special needs. |
| Week | Topics | Learning Methods |
|---|---|---|
| 1. Week | Basic Concepts and the History of Special Education | Preparation, After Class Study Course Hours |
| 2. Week | Assessment in Special Education | Course Hours Preparation, After Class Study |
| 3. Week | Preparing Individualized Education Plans and Individualizing Instruction | Course Hours Preparation, After Class Study |
| 4. Week | Mainstreaming/Inclusion and Support Services | Course Hours Preparation, After Class Study |
| 5. Week | Parent Training | Course Hours Preparation, After Class Study |
| 6. Week | Students with Intellectual Disabilities | Course Hours Preparation, After Class Study |
| 7. Week | Students with Hearing Impairments | Preparation, After Class Study Course Hours |
| 8. Week | Midterm exam | |
| 9. Week | Students with Visual Impairments | Course Hours Preparation, After Class Study |
| 10. Week | Students with Physical Impairments/Chronic Illness | Course Hours Preparation, After Class Study |
| 11. Week | Students with Language and Communication Disorders | Preparation, After Class Study Course Hours |
| 12. Week | Students with Learning Disorders, Emotional and Behavioral Disorders | Research Preparation, After Class Study Course Hours |
| 13. Week | Students with Autistic Disorder, Gifted Students | Preparation, After Class Study Course Hours |
| 14. Week | Final |
| Batu, E.S. (2000). Start preparing for inclusion, support services and inclusion. Ankara University Faculty of Educational Sciences Journal of Special Education, 2 (4), 35-45. |
| Dıken, H.I. (Ed.). (2008). Those who have special education and special education. Ankara: Pegem Academy. |
| Ege, P. (2006). Features of personal disability groups and different classes. Ankara University Faculty of Educational Sciences Journal of Special Education, 7 (2), 1-23. |
| Kargin, T. (2004). Mainstreaming: Description, clinic and apron. Ankara University Faculty of Educational Sciences Journal of Special Education, 5 (2), 1-13. |
| Program Requirements | Contribution Level | DK1 | DK2 | DK3 | DK4 | DK5 | DK6 | DK7 | DK8 | Measurement Method |
|---|---|---|---|---|---|---|---|---|---|---|
| PY1 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | - |
| PY2 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | - |
| PY3 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | - |
| PY4 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | - |
| PY5 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | - |
| PY6 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | - |
| PY7 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | - |
| PY8 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | - |
| PY9 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | - |
| PY10 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | - |
| PY11 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | - |
| PY12 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | - |
| PY13 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | - |
| PY14 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | - |
| PY15 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | - |
| 0 | 1 | 2 | 3 | 4 | 5 | |
|---|---|---|---|---|---|---|
| Course's Level of contribution | None | Very Low | Low | Fair | High | Very High |
| Method of assessment/evaluation | Written exam | Oral Exams | Assignment/Project | Laboratory work | Presentation/Seminar |
| Event | Quantity | Duration (Hour) | Total Workload (Hour) |
|---|---|---|---|
| Course Hours | 1 | 10 | 10 |
| Preparation, After Class Study | 2 | 7 | 14 |
| Research | 1 | 22 | 22 |
| Other Activities | 1 | 21 | 21 |
| Midterm 1 | 1 | 1 | 1 |
| Final | 1 | 1 | 1 |
| Total Workload | 69 | ||
| ECTS Credit of the Course | 3.0 | ||
