SPECIAL AND INCLUSIVE EDUCATION

Course Description

Basic concepts about special education; principles and historical development of special education; legal arrangements for special education; diagnosis and evaluation in special education; individualization of teaching; inclusive and support special education services; participation of family in education and co-operation with families, characteristics of different inabilities and groups of talents; training programs and teaching strategies for different groups; effective strategies in classroom management and behavioral management, historical approach to disability (in Turkey and the world), education of the individuals with mental disabilities, hearing impairment, visual impairment, physical disability, language and communication impairment, learning difficulty, attention deficit, hyperactivity impairment, autistic and gifted children, the educational issues that the families and the staff should pay attention to.

SPECIAL AND INCLUSIVE EDUCATION

Evaluation Tools (Active Term)

No evaluation items have been defined.

Course outcomes

1. 01 Students will be able to comment on different types of learning difficulties
2. 02 Students will be able to name the key concepts of learning disabilities
3. 03 Students will be able to know the causes of reading disability (dyslexia)
4. 04 Students will be able to list the prevelances of Specific learning disabilities (SpLD)
5. 05 Students will be able to comprehend the writing difficulties
6. 06 Students will be able to debate on reading difficulties
7. 07 Students will be able to list spelling difficulties
8. 08 -

Course Syllabus

Reference Books & Course Materials

1. 01 Westwood,P. (2008). What teachers need to know about learning difficulties. Australia: ACER Press.
2. 02 Westwood,P. (2004). Learning and learning difficulties. Australia: David Fulton Publisher.
3. 03 Westwood, P. (2008). What teachers need to know about reading and writing difficulties . Australia: ACER Press.
4. 04 Westwood, P. (2008). What teachers need to know about spelling. Australia: ACER Press.

Learning Outcomes

1. L01 At the end of this course, students will be able to know learning difficulties, specific learning disabilities, difficulties in (reading writing, spelling, mathematics) and intellectual disabilities SOLO 2.5

Program Outcomes

1. P01 1- make use of their professional training in language teaching and achieve effective classroom management,
2. P02 2- carry out research on the development of their learners’ social, psychological and personal characteristics by using testing and evaluation techniques in accordance with ethical principles and then report their results.
3. P03 3- conduct research using basic scientific research techniques with the aim to find solutions to problems that may be encountered in the field of Teaching English,
4. P04 4- evaluate, apply and interpret concepts and scientific methods related to the field of teaching English
5. P05 5- choose appropriate language teaching methods and techniques considering diverse learner characteristics stemming from their ages, learning styles, motivation and background knowledge,
6. P06 6- prepare daily lesson plans appropriate to the things to teach and deliver effective lessons by using appropriate course materials and instructional technology,
7. P07 7- choose appropriate materials available for use and/or develop their own course materials according to students’ level, interest and learning characteristics with the aim to use them in the teaching of language items (phonological, lexical, grammatical items and so on) and in the development of learners’ language skills (listening, speaking, reading and writing),
8. P08 8- choose and use appropriate measurement tools and materials to asses and evaluate learners’ development and success,
9. P09 9- explain the similarities and differences between first and second language acquisition theories, and relate these theories to language teaching theories and practices.
10. P10 10- make use of principles, theories, approaches and techniques for the development and evaluation of educational programs.
11. P11 11- explain the concepts of Theoretical Linguistics & Applied Linguistics and use their knowledge for the preparation of lesson plans appropriate to the characteristics of the target language,
12. P12 12- use information and communication technology together with computer software required by the field,
13. P13 13- describe the characteristics of different text types considering basic theories & approaches in translation and translate texts from English to Turkish and from Turkish to English,
14. P14 14- define the basic concepts and principles of classical and modern literature, analyse and construct information, and then make use of their literary knowledge in language teaching,
15. P15 15- use the target language to obtain and transmit information; communicate either orally or in writing.
16. P16 16- identify and solve problems in their social environment with the awareness of social responsibility they have developed.

Po-Lo Matrix