SECTION I: GENERAL INFORMATION ABOUT THE COURSE

Course Code	Course Name	Year	Semester	Theoretical	Practical	Credit	ECTS
50912TATOZ-CGE0122	Mainstreaming	1	Spring	2	0	2	4

Course Type :	Compulsory
Cycle:	Associate      TQF-HE:5. Master`s Degree      QF-EHEA:Short Cycle      EQF-LLL:5. Master`s Degree
Language of Instruction:	Turkish
Prerequisities and Co-requisities:	N/A
Mode of Delivery:	Face to face
Name of Coordinator:	Dr. Öğr. Üyesi FATMA MELTEM YURTSEVEN
Dersin Öğretim Eleman(lar)ı:
Dersin Kategorisi:

SECTION II: INTRODUCTION TO THE COURSE

Course Objectives & Content

Course Objectives:

The aim of the course is to teach the basic principles of special education, to provide students with information about individuals with special needs, to inform about the factors causing special needs, to give information about different diagnostic groups, to inform about the development support programs that should be applied in the field of special education.

Course Content:

This course; Basic Concepts in Special Education, History of Special Education, Special Needs, Special Education Environments - Special Needs Environments / Educational Environments, Special Education Environments- Special Education Environments in Early Childhood- Regulation of Environments, Evaluation in Special Education -Medical Evaluation and Diagnosis, Educational Evaluation and diagnostics, Developmental Evaluation Methodology in Education, Early Intervention programs- in the world Early Intervention Programs Early intervention programs- Early Intervention Program in Turkey, Individualized Education Programs (IEP), Inclusion / Integration through Education-Special Education Support Services, private Families with Children - Families' Feelings - Problems Experienced by the Family - Family Needs and Rights - Family Support Programs, Child Centered Family Counseling, Rights of Children with Special Needs.

Course Specific Rules

As in other courses, 70% attendance is required.

Course Learning Outcomes (CLOs)

Course Learning Outcomes (CLOs) are those describing the knowledge, skills and competencies that students are expected to achieve upon successful completion of the course. In this context, Course Learning Outcomes defined for this course unit are as follows:

Knowledge (Described as Theoritical and/or Factual Knowledge.)

1) Will be able to distinguish the developmental features of children with different needs and the programs that support the development of these children.

2) Explain the basic concepts in special education.

Skills (Describe as Cognitive and/or Practical Skills.)

1) Defines the developmental characteristics of children who are at risk of development, children with mental retardation, children with special needs, children with learning disabilities, children with learning disabilities, and children with attention deficit hyperactivity disorder.

Competences (Described as "Ability of the learner to apply knowledge and skills autonomously with responsibility", "Learning to learn"," Communication and social" and "Field specific" competences.)

1) Explains the reactions of the families with children with special needs and their behaviors towards their children.

Weekly Course Schedule

Week	Subject	Materials Sharing *
		Related Preparation	Further Study
1)	Basic Concepts in Special Education
2)	History of Special Education
3)	Reasons for Special Needs
4)	Special Education Environments - Placement of Individuals with Special Needs / Educational Environments
5)	Special Education Environments- Special Education Environments in Early Childhood- Organizing Environments.
6)	Evaluation in Special Education -Medical Evaluation and Diagnostics, Educational Evaluation and Diagnosis, Developmental Evaluation.
7)	Teaching Methods in Special Education
8)	Midterm
9)	Early Intervention and Early Intervention Program in Turkey World programs-
10)	Individualized Education Programs (BEP)
11)	Inclusive Education - Special Education Support Services
12)	Families with Children with Special Needs - Feelings of Families- Problems of Family-Family Needs and Rights- Family Support Programs
13)	Families with Children with Special Needs - Emotions of Families - Problems Experienced - Family Needs and Rights - Family Support Programs
14)	Child Centered Family Counseling
15)	Children with Special Needs

*These fields provides students with course materials for their pre- and further study before and after the course delivered.

Recommended or Required Reading & Other Learning Resources/Tools

Course Notes / Textbooks:

1- Aral, N., Gürsoy, F. (2018). Özel Gereksinimli Çocuklar ve Eğitimleri- Özel Eğitim. Ankara: Hedef Yayıncılık. 2- Aral, N., Gürsoy, F. (2018). Özel Gereksinimli Çocuklar ve Eğitimleri- Özel Gereksinimli Çocuklar. Ankara: Hedef Yayıncılık. 3- Baykoç, N. (2012). Özel Gereksinimli Çocuklar ve Özel Eğitim. Ankara: Eğiten Kitap. 4- Bilmez, H. (2014). Sembol Pekiştirme. Uygulamalı Davranış Analizi. Ankara: Vize Yayıncılık. 5- Özgür, İ. (2015). Engelli Çocuklar ve Eğitimi. Özel Eğitim. Adana: Karahan Yayınları.

References:

1- Ayhan- Melekoğlu, M. (2016). Özel Eğitimde Ekip Çalışması ve Özel Eğitim Ortamları. Özel Eğitim. Ankara: Pegem Akademi. 2- Akmananoğlu, N. (2011). Okul Öncesi Eğitimde Kaynaştırma. İstanbul: Morpa Yayınları. 3- Çitil, M. (2013). Yasalar ve Özel Eğitim. Ankara: Vize Yayıncılık. 4- Acarlar, F. (2013). Kaynaştırma. Okul Öncesinde Kaynaştırma. Ankara: Kök Yayıncılık. 5- Baykoç- Dönmez, N. (2015). Özel Gereksinimli Çocuklar ve Özel Eğitim. Ankara: Eğiten Kitap.

SECTION III: RELATIONSHIP BETWEEN COURSE UNIT AND COURSE LEARNING OUTCOMES (CLOs)

(The matrix below shows how the course learning outcomes (CLOs) associates with programme learning outcomes (both KPLOs & SPLOs) and, if exist, the level of quantitative contribution to them.)

Relationship Between CLOs & PLOs

(KPLOs and SPLOs are the abbreviations for Key & Sub- Programme Learning Outcomes, respectively. )

CLOs/PLOs	KPLO 1							KPLO 2			KPLO 3				KPLO 4				KPLO 5
	1	2	3	4	5	6	7	1	2	3	1	2	3	4	1	2	3	4	1	2	3	4	5	6	7	8	9	10	11	12
CLO1
CLO2
CLO3
CLO4

Level of Contribution of the Course to PLOs

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Programme Learning Outcomes	Contribution Level (from 1 to 5)
1)	Explains the basic, theoretical and practical knowledge about child development,	5
	1.1 Explains the developmental characteristics and learning methods and techniques of children with normal development who need special education.	5
	1.2 Education of children aged 0-18; expresses the relationship between importance, purpose and principles.	5
	1.3 Explain the theories about developmental areas.	4
	1.4 Explains basic, theoretical information about children's rights.
	1.5 Informs the families of children in normal development and children in need of special needs.	5
	1.6 Professional ethics and responsibility awareness about the field.
	1.7 Has knowledge about Occupational Health and Safety, Environmental Protection, Disaster and Emergency.
2)	Uses basic theoretical and practical knowledge, basic computer programs and related technologies in the field.
	2.1 Design educational materials suitable for children's developmental levels and developing technology.
	2.2 Accesses and uses resources to access information.
	2.3 Uses computer programs and technology in the subjects and processes related to the field.
3)	Applies the theoretical knowledge in business life during a semester.
	3.1 Experiences all processes in business life.
	3.2 Takes part in activities related to the field of education in a business operating in the field.
	3.3 Questions the application with theoretical knowledge.
	3.4 Compiles the knowledge and experience gained in the field.
4)	It is in the process of effective communication by supporting quantitative and qualitative data and solutions to the related persons and institutions on issues related to the field of child development.	3
	4.1 Works in collaboration with other disciplines.
	4.2 Communicates effectively with children, family, colleagues and related institutions and organizations.	3
	4.3 She takes part in teamwork during her education.	4
	4.4 Its appearance, attitude, attitude and behavior make it an example for society.	4
5)	The competencies that are developed in line with the expectations of the business world and society and which are defined as the institutional outputs of our university are at the basic level.
	5.1 Acquires competency of analyzing and solving the problems.
	5.2 Has awareness for ethical and social responsibility.
	5.3 Takes responsibility as a team member in works and operations of his/her field.
	5.4 Is aware of written, verbal communication and interaction.
	5.5 Follows the developments of advanced technology and digital transformation.
	5.6 Acquires the awareness for lifelong learning.
	5.7 Has awareness about citizenship competency.
	5.8 Evaluates the developments of his/her field with the understanding of an entrepreneur.
	5.9 Acquires communication in a Foreign Language (English) competence defined on the level of at least A2 in European Language Portfolio. (In programs whose medium of instruction is English, on the level of B1).
	5.10 Gains the competence of developing a Global Perspective.
	5.11 Cultural Consciousness and Expression develops competence.
	5.12 Gain Social and Citizenship Qualification.

SECTION IV: TEACHING-LEARNING & ASSESMENT-EVALUATION METHODS OF THE COURSE

Teaching & Learning Methods of the Course

(All teaching and learning methods used at the university are managed systematically. Upon proposals of the programme units, they are assessed by the relevant academic boards and, if found appropriate, they are included among the university list. Programmes, then, choose the appropriate methods in line with their programme design from this list. Likewise, appropriate methods to be used for the course units can be chosen among those defined for the programme.)

Teaching and Learning Methods defined at the Programme Level	Teaching and Learning Methods Defined for the Course
Lectures
Discussion
Case Study
Problem Solving
Demonstration
Views
Laboratory
Reading
Homework
Project Preparation
Thesis Preparation
Peer Education
Seminar
Technical Visit
Course Conference
Brain Storming
Questions Answers
Individual and Group Work
Role Playing-Animation-Improvisation
Active Participation in Class

Assessment & Evaluation Methods of the Course

(All assessment and evaluation methods used at the university are managed systematically. Upon proposals of the programme units, they are assessed by the relevant academic boards and, if found appropriate, they are included among the university list. Programmes, then, choose the appropriate methods in line with their programme design from this list. Likewise, appropriate methods to be used for the course units can be chosen among those defined for the programme.)

Aassessment and evaluation Methods defined at the Programme Level	Assessment and Evaluation Methods defined for the Course
Midterm
Presentation
Final Exam
Quiz
Report Evaluation
Homework Evaluation
Oral Exam
Thesis Defense
Jury Evaluation
Practice Exam
Evaluation of Implementation Training in the Workplace
Active Participation in Class
Participation in Discussions

Relationship Between CLOs & Teaching-Learning, Assesment-Evaluation Methods of the Course

(The matrix below shows the teaching-learning and assessment-evaluation methods designated for the course unit in relation to the course learning outcomes.)

Contribution of Assesment & Evalution Activities to Final Grade of the Course

Measurement and Evaluation Methods	# of practice per semester	Level of Contribution
Quizzes	2	% 20.00
Midterms	1	% 30.00
Semester Final Exam	1	% 50.00
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 50
PERCENTAGE OF FINAL WORK		% 50
Total		% 100

SECTION V: WORKLOAD & ECTS CREDITS ALLOCATED FOR THE COURSE

WORKLOAD OF TEACHING & LEARNING ACTIVITIES
Teaching & Learning Activities	# of Activities per semester	Duration (hour)	Total Workload
Course	15	2	30
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	0	0	0
Presentations / Seminar	0	0	0
Project	0	0	0
Homework Assignments	1	10	10
Total Workload of Teaching & Learning Activities	-	-	40
WORKLOAD OF ASSESMENT & EVALUATION ACTIVITIES
Assesment & Evaluation Activities	# of Activities per semester	Duration (hour)	Total Workload
Quizzes	2	16	32
Midterms	1	12	12
Semester Final Exam	1	16	16
Total Workload of Assesment & Evaluation Activities	-	-	60
TOTAL WORKLOAD (Teaching & Learning + Assesment & Evaluation Activities)			100
ECTS CREDITS OF THE COURSE (Total Workload/25.5 h)			4