ENGLISH LANGUAGE TEACHING
Bachelor TR-NQF-HE: Level 6 QF-EHEA: First Cycle EQF-LLL: Level 6

Course Introduction and Application Information

Course Code Course Name Semester Theoretical Practical Credit ECTS
EDS4103 Special Education and Inclusion Spring
Fall
 2 0 2 3
The course opens with the approval of the Department at the beginning of each semester

Basic information

Language of instruction: En
Type of course: Departmental Elective
Course Level: Bachelor
Mode of Delivery: Face to face
Course Coordinator : Assoc. Prof. BERNA GÜLOĞLU
Course Objectives: The course aims to introduce students' with the groups who need speacial education who are frequently seen in regular classses. It focuses ob the basic concepts of special education, identification, charachteristics and education of children who need special education.

Learning Outputs

The students who have succeeded in this course;
The students who have succeeded in this course;
Students who completed this course successfully;
Explains the basic concepts of special education.
Explains the charachteristics of exceptional children.
Defines the appropriate methods and techniques according to exceptional children needs.
Differentiated the curriculum according to exceptional children needs.

Course Content

Basic concepts of special education, gifted children charachteristics , identification and education, learning disabled children charachteristics , identification and education, ADHD children charachteristics , identification and education, social and emotional disorder children charachteristics , identification and education included in the content of the lesson.

Weekly Detailed Course Contents

Week Subject Related Preparation
1) Introduction Discussion of the concept, form and essentials of the lesson
2) Basic concepts of Special education such as; special education, principles of special education, impairment, disability, handicap,labelling, classification, prevalence Special Education as a form of intervention and teaching Veysel Aksoy (2017). Özel Eğitim. Pegem Akademi Introduction to Speacial Education PPT
3) Gifted Children/students Charachteristics of Gifted Children and Identification Samuel Kirk, James Gallagher, Mary Ruth Coleman (2018). Educating Exceptional Children, Özel Gereksinimli Çocukların Eğitimi Nobel Akademik Yayıncılık Üstün Zekalı ve Yetenkli Çocuklar PPT
4) Education of Gifted Children Techniques; acceleration, grouping, enrichment and differentiation Samuel Kirk, James Gallagher, Mary Ruth Coleman (2018). Educating Exceptional Children, ÖZEL GEREKSİNİMLİ ÇOCUKLARIN EĞİTİMİ, Nobel Akademik Yayıncılık Gifted and Talented Children PPT
5) Learning Disabilities Types of learning disabilities; Dyslexia, Dyscalculia, Dysgraphia, Auditory Processing Disorder (APD), etc. Identification Learning Disabilities PPT Samuel Kirk, James Gallagher, Mary Ruth Coleman (2018). Educating Exceptional Children, ÖZEL GEREKSİNİMLİ ÇOCUKLARIN EĞİTİMİ, Nobel Akademik Yayıncılık İbrahim Diken, Özel Gereksinimi olan Öğrenciler ve Özel Eğitim (2017). Pegem Akademi
6) Education of Learning Disabilities Learning Disabilities PPT Samuel Kirk, James Gallagher, Mary Ruth Coleman (2018). Educating Exceptional Children, ÖZEL GEREKSİNİMLİ ÇOCUKLARIN EĞİTİMİ, Nobel Akademik Yayıncılık İbrahim Diken, Özel Gereksinimi olan Öğrenciler ve Özel Eğitim (2017). Pegem Akademi
7) ADHD Children, charachteristics and Identification Children with ADHD PPT Samuel Kirk, James Gallagher, Mary Ruth Coleman (2018). Educating Exceptional Children, ÖZEL GEREKSİNİMLİ ÇOCUKLARIN EĞİTİMİ, Nobel Akademik Yayıncılık İbrahim Diken, Özel Gereksinimi olan Öğrenciler ve Özel Eğitim (2017). Pegem Akademi
8) Midterm Gifted and Talented Children PPT Learning Disabilities PPT Children with ADHD PPT Samuel Kirk, James Gallagher, Mary Ruth Coleman (2018). Educating Exceptional Children, ÖZEL GEREKSİNİMLİ ÇOCUKLARIN EĞİTİMİ, Nobel Akademik Yayıncılık İbrahim Diken, Özel Gereksinimi olan Öğrenciler ve Özel Eğitim (2017). Pegem Akademi
9) Education of ADHD Children Children with ADHD PPT Samuel Kirk, James Gallagher, Mary Ruth Coleman (2018). Educating Exceptional Children, ÖZEL GEREKSİNİMLİ ÇOCUKLARIN EĞİTİMİ, Nobel Akademik Yayıncılık İbrahim Diken, Özel Gereksinimi olan Öğrenciler ve Özel Eğitim (2017). Pegem Akademi
10) Education of ADHD Children Children with ADHD PPT Samuel Kirk, James Gallagher, Mary Ruth Coleman (2018). Educating Exceptional Children, ÖZEL GEREKSİNİMLİ ÇOCUKLARIN EĞİTİMİ, Nobel Akademik Yayıncılık İbrahim Diken, Özel Gereksinimi olan Öğrenciler ve Özel Eğitim (2017). Pegem Akademi
11) Social and Emotional Behavioral Disorders; charachteristics and Identification Social and Emotional Disorders PPT Samuel Kirk, James Gallagher, Mary Ruth Coleman (2018). Educating Exceptional Children, ÖZEL GEREKSİNİMLİ ÇOCUKLARIN EĞİTİMİ, Nobel Akademik Yayıncılık İbrahim Diken, Özel Gereksinimi olan Öğrenciler ve Özel Eğitim (2017). Pegem Akademi
12) Education of Social and Emotional Behavioral Disorders Children Social and Emotional Disorders PPT Samuel Kirk, James Gallagher, Mary Ruth Coleman (2018). Educating Exceptional Children, ÖZEL GEREKSİNİMLİ ÇOCUKLARIN EĞİTİMİ, Nobel Akademik Yayıncılık İbrahim Diken, Özel Gereksinimi olan Öğrenciler ve Özel Eğitim (2017). Pegem Akademi
13) Education of Social and Emotional Behavioral Disorders Children Social and Emotional Disorders PPT Samuel Kirk, James Gallagher, Mary Ruth Coleman (2018). Educating Exceptional Children, ÖZEL GEREKSİNİMLİ ÇOCUKLARIN EĞİTİMİ, Nobel Akademik Yayıncılık İbrahim Diken, Özel Gereksinimi olan Öğrenciler ve Özel Eğitim (2017). Pegem Akademi
14) General Revision Final Exam All materials

Sources

Course Notes: 1.Aksoy, V.(2018). Özel Eğitim. Pegem Akademi Yayıncılık. 2.Kirk, S; Gallagher, J. Coleman, M.R. (2018). Educating Exceptional Children, ÖZEL GEREKSİNİMLİ ÇOCUKLARIN EĞİTİMİ, Nobel Akademi Yayıncılık. 3. Diken, İ. (2017). Özel Gereksinimi olan Öğrenciler ve Özel Eğitim. Pegem Akademi Yayıncılık
References: 1.Aksoy, V.(2018). Özel Eğitim. Pegem Akademi Yayıncılık. 2.Kirk, S, Gallagher, J. Coleman, M.R. (2018). Educating Exceptional Children, ÖZEL GEREKSİNİMLİ ÇOCUKLARIN EĞİTİMİ, Nobel Akademi Yayıncılık. 3. Diken, İ. (2017). Özel Gereksinimi olan Öğrenciler ve Özel Eğitim. Pegem Akademi Yayıncılık

Evaluation System

Semester Requirements Number of Activities Level of Contribution
Attendance % 0
Laboratory % 0
Application % 0
Field Work % 0
Special Course Internship (Work Placement) % 0
Quizzes % 0
Homework Assignments % 0
Presentation % 0
Project 1 % 30
Seminar % 0
Midterms 1 % 30
Preliminary Jury % 0
Final 1 % 40
Paper Submission % 0
Jury % 0
Bütünleme % 0
Total % 100
PERCENTAGE OF SEMESTER WORK % 30
PERCENTAGE OF FINAL WORK % 70
Total % 100

ECTS / Workload Table

Activities Number of Activities Duration (Hours) Workload
Course Hours 14 2 28
Laboratory 0 0 0
Application 0 0 0
Special Course Internship (Work Placement) 0 0 0
Field Work 0 0 0
Study Hours Out of Class 1 5 5
Presentations / Seminar 0 0 0
Project 1 10 10
Homework Assignments 0 0 0
Quizzes 0 0 0
Preliminary Jury 0 0 0
Midterms 1 8 8
Paper Submission 0 0 0
Jury 0 0 0
Final 1 20 20
Total Workload 71

Contribution of Learning Outcomes to Programme Outcomes

No Effect 1 Lowest 2 Low 3 Average 4 High 5 Highest
           
Program Outcomes Level of Contribution
1) 1.Being able to describe the issues related with the scientific resources in the field of teaching, English language teaching and educational technologies within the national and international standards.
2) 2.Proficient in the phonology, semantics, grammar and the vocabulary of the language, use the language effectively.
3) 3. Apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching.
4) 4. develop English language teaching materials according to the needs of the learners with a critical perspective.
5) 5. Use appropriate software and technology resources for language teaching effectively in and out of classroom by locating and selecting them.
6) 6. To improve students' reading, writing, listening and speaking skills, make use of various methods and techniques.
7) 7. Design English language teaching curriculum and lesson plans.
8) 8. Organize effective classrooms that promote English language learning.
9) 9. assess students’ knowledge using multiple measures and alternative assessment techniques in order to evaluate language knowledge and skills in an effective way by using and generating measurement and assessment instruments.
10) 10. Apply major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments and to promote inter-cultural effective communication and pragmatics skills.
11) 11. Take on responsibility in individual and group projects by working cooperatively and meeting the requirements
12) 12. Take into consideration professional and ethical rules and principles.
13) 13. Apply the pedagogical implications of the research in the field of English language teaching for his/her personal and professional development, by keeping up with the recent studies.
14) 14. Use reflective thinking and reflective teaching to examine his/her teaching skills and professional competencies.
15) 15. Transfer the knowledge and skills necessary for life-long learning to students by using metacognitive techniques with the knowledge of how to obtain information effectively.
16) 16. utilize learning strategies and technology resources by evaluating their relevance to K-12 students’ interests, needs, individual differences, and developmental characteristics.