| Course Description |
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| Course Name |
: |
Inclusion in Primary Education |
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| Course Code |
: |
SGK404 |
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| Course Type |
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Compulsory |
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| Level of Course |
: |
First Cycle |
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| Year of Study |
: |
4 |
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| Course Semester |
: |
Spring (16 Weeks) |
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| ECTS |
: |
3 |
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| Name of Lecturer(s) |
: |
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| Learning Outcomes of the Course |
: |
Understands the concepts of inclusion in primary schools
Applies inclusion methods
Practises individualistic training programme
Prepares and applies individualistic educational programme
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|
| Mode of Delivery |
: |
Face-to-Face |
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| Prerequisites and Co-Prerequisites |
: |
SGK404 Inclusion in Primary Education
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|
| Recommended Optional Programme Components |
: |
None |
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| Aim(s) of Course |
: |
At the end of this course, the student will be able to;
1. will be able to define the inclusion environments. a. Can define the inclusion environments b. Can define inclusion 2. will be able to interpret collaboration in inclusion environments. a. Can list the job groups serving special education b. Can define the collaboration between the job groups c. Can define the collaboration models 3. will be able to interpret about the assessment of the needs of inclusion students. a. Can list the steps in the assessment procedure b. Can define the types of and difference between the assessment 4. will be able to tell the planning of instruction in the inclusion environmets. a. Can define the aspects of instruction planning 5. will be able to list the types of disabilities which can be placed into the inclusion environments. a. Can define the frequently met disabilities b. Can define seldomly met disabilities c. Can define other disabilities 6. will be able to give examples of teaching accomodations. a. Can list the accomodations which can be conducted in the classroom during the courses 7. will be able to define the independent learning strategies in the inclusion environments. a. Can list the independent learning strategies b. Can give examples to the learning strategies 8. will be able to interpret about the assessment of learning in the inclusion environments. a. Can list the types of assessment in the inclusion environments 9. will be able to define behavior management in the inclusion environments. a. Can define the techniques related with behavior management b. Can give examples about the behavior management techniques 10. will be able to define the development of social skills. a. Can explain the role of the teachers in the development of social skills b. Can explain the role of the peers in the development of social skills c. Can explain the role of the parents in the development of social skills
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| Course Contents |
: |
1 Week Types of schools giving education to individuals with disabilities
2 Week Types of schools giving education to individuals with disabilities
3 Week Types of schools giving education to individuals with disabilities
4 Week Factors effecting inclusion: Teacher, included student
5 Week Factors effecting inclusion: Regular education students
6 Week Factors effecting inclusion: Phsical environment, individualized education plans, effective teaching
7 Week MidTerm Exam
8 Week Preparation activities for inclusion
9 Week Special education support systems: In-class support
10 Week Special education support systems:Resource room
11 Week Effective consultation skills
12 Week Effective consultation skills
13 Week Proffessional consultation
14 Week Collaborative consultation
15 Week Final Exam
16 Week Final Exam
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| Language of Instruction |
: |
Turkish |
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| Work Place |
: |
lessons |
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Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
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1 |
Types of schools giving education to individuals with disabilities |
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2 |
Types of schools giving education to individuals with disabilities |
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|
3 |
Types of schools giving education to individuals with disabilities |
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|
4 |
Factors effecting inclusion: Teacher, included student |
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|
5 |
Factors effecting inclusion: Regular education students |
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|
6 |
Factors effecting inclusion: Phsical environment, individualized education plans, effective teaching |
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7 |
MidTerm Exam |
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8 |
Preparation activities for inclusion |
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9 |
Special education support systems: In-class support |
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10 |
Special education support systems:Resource room |
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11 |
Effective consultation skills |
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12 |
Effective consultation skills |
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|
13 |
Proffessional consultation |
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|
14 |
Collaborative consultation |
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15 |
Final Exam |
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16/17 |
Final Exam |
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| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
|
1 |
Explains the concepts and principles related to the subject areas of Primary Education (Mathematics, Turkish, Science and Technology, Life Science, Social Studies, Visual Arts, Music, Physical Education, etc.). |
0 |
|
2 |
Evaluates the characteristics of 1st-5th year primary school students’ development along with their role in learning. |
0 |
|
3 |
Evaluates the significant people, events and phenomena in the historical process in terms of their effect on educational applications. |
0 |
|
4 |
Utilizes the process of generating scientific knowledge in order to solve the problems which are encountered in Primary School Education. |
3 |
|
5 |
Uses not only the 1st- 5th grades primary education programs (Turkish, Mathematics, Science and Technology, Social Science, Natural Science, Physical Education, Music, Visual Arts, etc.) but also the specific teaching strategies, methods and techniques of these programs. |
3 |
|
6 |
Makes a critique of art products in the light of information regarding art and describes their qualities. |
0 |
|
7 |
Utilizes appropriate methods and techniques for the development of students´ such high-order thinking skills as critical, creative as well as problem solving. |
0 |
|
8 |
Plans, implements and evaluates the process of teaching and learning by taking the characteristics of students´ development, individual differences as well as the properties of the subject area into account |
4 |
|
9 |
Evaluates students´ learning process by means of different methods and techniques of evaluation and assessment. |
0 |
|
10 |
Generates appropriate learning materials in order to create effective teaching and learning processes, and uses information and communication technologies effectively during this process. |
3 |
|
11 |
Takes responsibility both individually and within groups to solve problems encountered during the applications in primary education |
0 |
|
12 |
Monitors their performance and attempts to improve their professional knowledge and skills. |
0 |
|
13 |
Evaluates the information she/he gains in a critical way by acquiring autonomous learning skills |
0 |
|
14 |
Exchanges his/her ideas and solutions related to the field of teaching in a written or oral way effectively |
0 |
|
15 |
Establishes effective communication with their students, colleagues, school management and families, and develops strategies to ensure families´ participation and support. |
4 |
|
16 |
Within the scope of the education system and school management, utilizes general objectives and basic principles of education in the application. |
0 |
|
17 |
Develops projects and activities in order to make the social environment livable. |
3 |
|
18 |
Makes self-assessment / personal opinion through observing the artistic and scientific activities as well as following the current national and international events. |
0 |
|
19 |
Along with their professional development, improves himself/herself in scientific, cultural, artistic and social areas in accordance with his/her interests and abilities through identifying his/her needs. |
0 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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