Child Development | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | CGE337 | ||||||||
Course Name: | Inclusion | ||||||||
Course Semester: | Fall | ||||||||
Course Credits: |
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Language of instruction: | TR | ||||||||
Course Requisites: | |||||||||
Does the Course Require Work Experience?: | No | ||||||||
Type of course: | Department/Faculty/University | ||||||||
Course Level: |
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Mode of Delivery: | Face to face | ||||||||
Course Coordinator : | Öğr.Gör. FULDEN TUNÇ GENÇ | ||||||||
Course Lecturer(s): |
Dr.Öğr.Üyesi ESİN SEZGİN Öğr.Gör. FULDEN TUNÇ GENÇ |
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Course Assistants: |
Course Objectives: | In this course; students are aimed to comprehend the main principles and benefits of mainstreaming, to appropriately guide children compatible with the developmental diagnoses, to gain the skills of educating and guiding parents and teachers about the mainstreaming programs. |
Course Content: | Definition of definition, principles and objectives, benefits of normal and special needs children, family and teacher, preparation studies for mainstreaming practices, types of participation in mainstreaming programs, preparation process for mainstreaming, factors that make inclusion successful, educational organization in the mainstreaming class, individualized education program (BEP), the interaction between special needs children, effects on children's development of the integration program, the teacher's role and responsibility in mainstream classes, attitudes against inclusion, mainstreaming class sample lessons and practices, mainstreaming and problems in Turkey. |
The students who have succeeded in this course;
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Week | Subject | Related Preparation |
1) | Definition, principles and objectives of inclusion; benefits of normal and disabled children, family and teacher | presentation |
2) | Preparation studies for inclusive practices | presentation |
3) | Preparation studies for inclusive practices | presentation |
4) | Preparation studies for inclusive practices | article |
5) | Educational organization in inclusive class | presentation |
6) | Educational organization in inclusive class | article |
7) | midterm | |
8) | Interaction between normal and disabled children | presentation |
9) | The effects of inclusion programs on children's development | presentation |
10) | Physical arrangements in inclusion classes | article |
11) | The role and responsibilities of the teacher in inclusive classes | article |
12) | Attitudes towards inclusion | presentation |
13) | Preparation for the final exam | presentation |
14) | final exam |
Course Notes / Textbooks: | Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara. |
References: | Sunum ve makaleler |
Learning Outcomes | 1 |
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Program Outcomes | |||||||||||
1) Have knowledge of children's development, learning characteristics and difficulties. | |||||||||||
2) It acquires basic and updated theoretical and practical knowledge in child development by using the necessary teaching and learning tools and resources. | |||||||||||
3) It has the knowledge of evaluating and interpreting the correctness, reliability and validity of information about child development. | |||||||||||
4) In the field of child development, interprets and evaluates evidence-based data, using advanced knowledge and skills, covering areas of physical-motor, cognitive, language, social-emotional, sensory development, for children with normal and abnormal development by observing ethical values. develops solutions and makes team work. | |||||||||||
5) In the field of child development, it has the ability to produce different solutions with a evidence-based approach to problem situations for children with normal and abnormal development. | |||||||||||
6) Responsible for trans-disciplinary work in the field of child development and fulfill its duty effectively. | |||||||||||
7) Introduces the theoretical and practical advanced knowledge acquired in the field of child development, shows the generations and the learning. | |||||||||||
8) Vocational projects, researches and activities plans, practices and processes are evaluated and evaluated for the social environment in which they live with the awareness of social responsibility. | |||||||||||
9) It informs the related persons and institutions about the issues related to the field of child development and shares suggestions of solutions for problems and problems with active and qualified experts by supporting quantitative and qualitative support. | |||||||||||
10) Evaluates its knowledge with a critical approach, determines its own learning needs and directs its learning | |||||||||||
11) Develops a positive attitude towards lifelong learning by using the ways of reaching information effectively. | |||||||||||
12) Quality management and processes, including infants, children and families, have sufficient awareness of individual, environmental protection and occupational safety, act and participate in these processes. |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | Have knowledge of children's development, learning characteristics and difficulties. | |
2) | It acquires basic and updated theoretical and practical knowledge in child development by using the necessary teaching and learning tools and resources. | |
3) | It has the knowledge of evaluating and interpreting the correctness, reliability and validity of information about child development. | |
4) | In the field of child development, interprets and evaluates evidence-based data, using advanced knowledge and skills, covering areas of physical-motor, cognitive, language, social-emotional, sensory development, for children with normal and abnormal development by observing ethical values. develops solutions and makes team work. | |
5) | In the field of child development, it has the ability to produce different solutions with a evidence-based approach to problem situations for children with normal and abnormal development. | |
6) | Responsible for trans-disciplinary work in the field of child development and fulfill its duty effectively. | |
7) | Introduces the theoretical and practical advanced knowledge acquired in the field of child development, shows the generations and the learning. | |
8) | Vocational projects, researches and activities plans, practices and processes are evaluated and evaluated for the social environment in which they live with the awareness of social responsibility. | |
9) | It informs the related persons and institutions about the issues related to the field of child development and shares suggestions of solutions for problems and problems with active and qualified experts by supporting quantitative and qualitative support. | |
10) | Evaluates its knowledge with a critical approach, determines its own learning needs and directs its learning | |
11) | Develops a positive attitude towards lifelong learning by using the ways of reaching information effectively. | |
12) | Quality management and processes, including infants, children and families, have sufficient awareness of individual, environmental protection and occupational safety, act and participate in these processes. |
Expression |
Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) |
Semester Requirements | Number of Activities | Level of Contribution |
Midterms | 1 | % 40 |
Final | 1 | % 60 |
total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 40 | |
PERCENTAGE OF FINAL WORK | % 60 | |
total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 3 | 42 |
Study Hours Out of Class | 6 | 3 | 18 |
Presentations / Seminar | 6 | 3 | 18 |
Homework Assignments | 6 | 3 | 18 |
Quizzes | 4 | 3 | 12 |
Midterms | 1 | 3 | 3 |
Paper Submission | 6 | 3 | 18 |
Final | 1 | 3 | 3 |
Total Workload | 132 |