Child Development
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

General course introduction information

Course Code:

CGE337

Course Name:

Inclusion

Course Semester:

Fall

Course Credits:

Theoretical	Practical	Credit	ECTS
3	0	3	4

Language of instruction:

Course Requisites:

Does the Course Require Work Experience?:

Type of course:

Department/Faculty/University

Course Level:

Bachelor

TR-NQF-HE:6. Master`s Degree

QF-EHEA:First Cycle

EQF-LLL:6. Master`s Degree

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

Course Assistants:

Course Objective and Content

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.

Learning Outcomes

The students who have succeeded in this course;

Learning Outcomes

1 - Knowledge
Theoretical - Conceptual
1) Students are expected to achieve the following objectives by the end of this course; -to acknowledge the benefits of integration -to understand which sort of characteristics required that normal and handicapped children have to have - to have a grasp of knowledge about prepatory work for integration implementations and other preparations in education programs for successful integration programs -to acknowledge the integration class teacher/educator?s responsibility and required attitude according to the handicap types respectively.
2 - Skills
Cognitive - Practical
3 - Competences
Communication and Social Competence
Learning Competence
Field Specific Competence
Competence to Work Independently and Take Responsibility

Lesson Plan

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

Sources

Course Notes / Textbooks:	Metin,N.(2012)Özel Gereksinimli Çocuklar.(Editör:N.Metin)Maya Akademi Yayınevi,Ankara.
References:	Sunum ve makaleler

Course-Program Learning Outcome Relationship

Learning Outcomes	1
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.

Course - Learning Outcome Relationship

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.

Learning Activity and Teaching Methods

Expression

Assessment & Grading Methods and Criteria

Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing)

Assessment & Grading

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

Workload and ECTS Credit Grading

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