| Child Development | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code: | CGE013 | ||||
| Course Name: | Mainstreaming and Integration Practices | ||||
| Semester: | Spring | ||||
| Course Credits: |
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| Language of instruction: | Turkish | ||||
| Course Condition: | |||||
| Does the Course Require Work Experience?: | No | ||||
| Type of course: | Departmental Elective | ||||
| Course Level: |
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| Mode of Delivery: | Face to face | ||||
| Course Coordinator: | Dr. Öğr. Üy. ŞEBNEM GÜMÜŞCÜ | ||||
| Course Lecturer(s): | Şebnem Gümüşçü | ||||
| Course Assistants: |
| Course Objectives: | The course aims to provide students with the knowledge and skills regarding the integration of students with special needs. |
| Course Content: | Basic concepts related to inclusion, principles, purposes, types of inclusion, history of inclusion, factors affecting the successful implementation of inclusive education, differences and theoretical bases between integration and inclusion practices, legal framework of inclusion practices in Turkey, factors that make inclusion successful, Inclusion/ Obstacles in integration, evaluation of student needs in inclusive practices, inclusion models, people who play an important role in inclusive education, educational environment and programs, developmentally supporting the disabled child in the inclusive classroom, mental disabilities, communication disorders, physical disabilities, etc. Instructional adaptations for children, sample programs. |
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The students who have succeeded in this course;
1) I. Explain the history of mainstreaming and its practices in Turkey 2) II. Discusses the factors necessary for successful inclusion practices 3) III. Makes instructional adaptations to inclusive environments 4) IV. Mental disability, communication disorders, physical deficiencies etc. makes instructional adaptations for children Develops social competencies in inclusive practices |
| Week | Subject | Related Preparation |
| 1) | Basic concepts of inclusion, principles, aims, types of inclusion | |
| 2) | Historical perspective on inclusion | |
| 3) | Differences and theoretical bases between integration and inclusion practices | |
| 4) | Legal framework of inclusion practices in Turkey | |
| 5) | Factors that make inclusion successful, Inclusion/integration barriers | |
| 6) | Evaluation of student needs in mainstreaming practices | |
| 7) | Inclusion models, people who play an important role in inclusive education | |
| 8) | Midterm | |
| 9) | Educational environment and programs in mainstreaming | |
| 10) | Planning of instruction in mainstreaming practices | |
| 11) | Instructional Adaptations for Mental and Physical Disabilities | |
| 12) | Instructional adaptations in communication disorders | |
| 13) | Behavior Management and Development of Social Competencies in Inclusion Practices | |
| 14) | Final exam |
| Course Notes / Textbooks: | Ders Notları, Güncel Akademik Yayınlar |
| References: | Okul Öncesinde Kaynaştırma-Bülbin Sucuoğlu Kök Yayıncılık (2016) Özel Eğitim ve Kaynaştırma-Atilla Cavkaytar Eğiten (2018) |
| Course Learning Outcomes | 1 |
2 |
3 |
4 |
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| Program Outcomes | |||||||||||||||
| 1) Have the basic theoretical knowledge about health, education and support services, organizational structure and systematic. | 2 | 2 | |||||||||||||
| 2) Uses the sciences such as health, education and psychology in addition to the basic knowledge and skills of the Child Development discipline and uses these sciences effectively. | 2 | 3 | |||||||||||||
| 3) To express himself/herself as an individual and a team member in the education, justice, culture, health and other related institutions related to Child Development, he/she carries out the necessary professional work independently and takes responsibility. | 2 | 2 | |||||||||||||
| 4) To understand the basic concepts, approaches and theories related to the field of child development, relate the current experiences with national and international developments. | 3 | 2 | |||||||||||||
| 5) Acts in accordance with social, scientific, cultural and ethical values in all studies in the field of Child Development. | 3 | 2 | |||||||||||||
| 6) Defines the problems encountered based on the knowledge and skills required by the discipline of Child Development and develops solutions. | 2 | 2 | 2 | 3 | |||||||||||
| 7) Determines the learning needs of lifelong learning related to Child Development and makes the necessary guidance. | 3 | 3 | 2 | 3 | |||||||||||
| 8) Works in collaboration with the family and the child and social, cultural structure and works in cooperation with the area of Child Development. | 3 | 3 | 2 | ||||||||||||
| 9) Plans, prepares and evaluates the materials (books, information notes, booklets, toys, educational instructional tools etc.) required by the field of Child Development and uses the materials in accordance with the best interests of the child and the family. | 3 | 2 | 2 | 3 | |||||||||||
| 10) Knows the basic knowledge necessary for professional practices in education, justice, culture, health and other related institutions about child development. | 1 | 3 | 2 | 2 | |||||||||||
| 11) Acts in accordance with professional ethics and social responsibility in all social practices and professional practices. | 1 | 2 | 3 | 1 | |||||||||||
| 12) Participate the society and other professional groups about child development. | 2 | 2 | 2 | 3 | |||||||||||
| 13) Have the ability to use advanced computer skills in terms of European computer use license. | 2 | 2 | 2 | ||||||||||||
| 14) Have the ability to use advanced computer skills in terms of European computer use license. | 1 | 2 | 2 | 3 | |||||||||||
| 15) They are sensitive regarding the universality of social rights and quality and protection of cultural values and occupational health and safety issues in the field of Child Development. | 3 | 3 | 3 | 1 | |||||||||||
| No Effect | 1 Lowest | 2 Average | 3 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Have the basic theoretical knowledge about health, education and support services, organizational structure and systematic. | 3 |
| 2) | Uses the sciences such as health, education and psychology in addition to the basic knowledge and skills of the Child Development discipline and uses these sciences effectively. | 3 |
| 3) | To express himself/herself as an individual and a team member in the education, justice, culture, health and other related institutions related to Child Development, he/she carries out the necessary professional work independently and takes responsibility. | 3 |
| 4) | To understand the basic concepts, approaches and theories related to the field of child development, relate the current experiences with national and international developments. | 3 |
| 5) | Acts in accordance with social, scientific, cultural and ethical values in all studies in the field of Child Development. | 3 |
| 6) | Defines the problems encountered based on the knowledge and skills required by the discipline of Child Development and develops solutions. | 3 |
| 7) | Determines the learning needs of lifelong learning related to Child Development and makes the necessary guidance. | 3 |
| 8) | Works in collaboration with the family and the child and social, cultural structure and works in cooperation with the area of Child Development. | 3 |
| 9) | Plans, prepares and evaluates the materials (books, information notes, booklets, toys, educational instructional tools etc.) required by the field of Child Development and uses the materials in accordance with the best interests of the child and the family. | 3 |
| 10) | Knows the basic knowledge necessary for professional practices in education, justice, culture, health and other related institutions about child development. | 3 |
| 11) | Acts in accordance with professional ethics and social responsibility in all social practices and professional practices. | 3 |
| 12) | Participate the society and other professional groups about child development. | 2 |
| 13) | Have the ability to use advanced computer skills in terms of European computer use license. | 2 |
| 14) | Have the ability to use advanced computer skills in terms of European computer use license. | 3 |
| 15) | They are sensitive regarding the universality of social rights and quality and protection of cultural values and occupational health and safety issues in the field of Child Development. | 3 |
| 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 | Workload |
| Course Hours | 13 | 26 |
| Study Hours Out of Class | 13 | 58 |
| Midterms | 2 | 4 |
| Final | 1 | 2 |
| Total Workload | 90 | |