| Course Title | Code | Language | Type | Semester | L+U Hour | Credits | ECTS |
|---|---|---|---|---|---|---|---|
| Special Education and Inclusion | MB408 | Turkish | Compulsory | 8. Semester | 2 + 0 | 2.0 | 3.0 |
| Prerequisite Courses | |
| Course Level | Undergraduate |
| Mode of delivery | Distance education |
| Course Coordinator | Dr. Öğr. Üyesi Ayşe Nur KART |
| Instructor(s) | |
| 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 |
| # | Öğrenme Kazanımı |
| 1 | Uses concepts of special education field correctly. |
| 2 | Explains historical process of the field of special education. |
| 3 | Summarizes the historical development of special education. |
| 4 | Uses appropriate ways to assess and prepare individualized education plans for students with special needs. |
| 5 | Assesses legislations related to special education field and acting in accordance with the laws. |
| 6 | Evaluates the legal legislation in the field of special education and the importance of complying with this legislation. |
| 7 | Explains the importance of parent training and participation in mainstreaming/inclusion of students with special needs. |
| 8 | Makes instructional adaptations and modifications needed in the classroom taking into account the abilities and disabilities of all students with special needs. |
| Week | Topics/Applications | Method |
|---|---|---|
| 1. Week | Basic Concepts and the History of Special Education | Preparation, After Class Study |
| 2. Week | Assessment in Special Education | Preparation, After Class Study |
| 3. Week | Preparing Individualized Education Plans and Individualizing Instruction | Preparation, After Class Study |
| 4. Week | Mainstreaming/Inclusion and Support Services | Preparation, After Class Study |
| 5. Week | Parent Training | Preparation, After Class Study |
| 6. Week | Students with Intellectual Disabilities | Preparation, After Class Study |
| 7. Week | Students with Hearing Impairments | Preparation, After Class Study |
| 8. Week | Midterm exam | |
| 9. Week | Students with Visual Impairments | Preparation, After Class Study |
| 10. Week | Students with Physical Impairments/Chronic Illness | Preparation, After Class Study |
| 11. Week | Students with Language and Communication Disorders | Preparation, After Class Study |
| 12. Week | Students with Learning Disorders, Emotional and Behavioral Disorders | Research, Preparation, After Class Study |
| 13. Week | Students with Autistic Disorder, Gifted Students | Preparation, After Class Study |
| 14. Week | Final |
| No | Program Requirements | Level of Contribution | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Gains and applies early childhood basic knowledge. | ✔ | |||||
| 2 | Plans the educational process to support development and learning. | ✔ | |||||
| 3 | Organizes healthy, supportive and stimulating educational environments. | ✔ | |||||
| 4 | Uses active and alternative learning methods in early childhood. | ✔ | |||||
| 5 | Works in cooperation with family, school and society. | ✔ | |||||
| 6 | They are aware of the theoretical foundations (philosophical, sociological, psychological, historical, legal, economic, etc.) on which education is based, and reflect these theories to their practices. | ✔ | |||||
| 7 | Awares of the attitude, responsibility and ethical values related to the teaching profession and behaves accordingly. | ✔ | |||||
| 8 | Plans and implements the learning-teaching process effectively and evaluates it with appropriate measurement tools, taking into account the basic concepts, principles and characteristics of curricula. | ✔ | |||||
| 9 | Designs and manages an effective and supportive learning environment based on learning and teaching theory, approach, strategy, methods and instructional technologies in effective learning-teaching process design. | ✔ | |||||
| 10 | Follows the innovation, development and 21st century skills in the field of teaching profession and reflects these developments and skills to research and applications based on scientific principles. | ✔ | |||||
| 11 | Have the ability to use Turkish properly and effectively in accordance with the rules and to communicate well with students. | ✔ | |||||
| 12 | Demonstrates teaching attitudes and behaviors in accordance with Atatürk's Principles and Revolutions, democracy, human rights, and awareness of Turkish national, moral, moral and cultural values. | ✔ | |||||
| 13 | Knows at least one foreign language at a level to be able to follow the information in the field and communicate with colleagues. | ✔ | |||||
| 14 | Awares of the importance for the teaching profession of willingly and actively participating in the cultural, social, environmental, artistic and sports activities required to be an effective global citizen. | ✔ | |||||
| 15 | With a sense of social responsibility, it plans and implements projects and activities that aim to support the development of society by being sensitive to local and global events and developments. | ✔ | |||||
| Program Requirements | DK1 | DK2 | DK3 | DK4 | DK5 | DK6 | DK7 | DK8 |
|---|---|---|---|---|---|---|---|---|
| PY1 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 |
| PY2 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 |
| PY3 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 |
| PY4 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 |
| PY5 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 |
| PY6 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 |
| PY7 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 |
| PY8 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 |
| PY9 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 |
| PY10 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 |
| PY11 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 |
| PY12 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 |
| PY13 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 |
| PY14 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 |
| PY15 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 |
| Ders Kitabı veya Notu | Ders Kitabı veya Ders Notu bulunmamaktadır. |
|---|---|
| Diğer Kaynaklar |
|
| ECTS credits and course workload | Quantity | Duration (Hour) | Total Workload (Hour) | |
|---|---|---|---|---|
|
Ders İçi |
Class Hours | 1 | 10 | 10 |
|
Ders Dışı |
Preparation, After Class Study | 2 | 7 | 14 |
| Research | 1 | 22 | 22 | |
| Other Activities | 1 | 21 | 21 | |
|
Sınavlar |
Midterm 1 | 1 | 1 | 1 |
| Final | 1 | 1 | 1 | |
| Total Workload | 69 | |||
| *AKTS = (Total Workload) / 25,5 | ECTS Credit of the Course | 3.0 | ||
