At the end of this course, the students; 1) Evaluate the scope and conceptual structure of inclusive education. 2) Evaluate macro, global and national variables that affect inclusive education processes. 3) Design research related to inclusive education
MODE OF DELIVERY
Face to face
PRE-REQUISITES OF THE COURSE
No
RECOMMENDED OPTIONAL PROGRAMME COMPONENT
No
COURSE DEFINITION
Inclusion and content of inclusion; inclusive education: description, content and significance; legal foundations of inclusive education; national and international regulations; approaches and standards in inclusive education; teacher roles in inclusive education; inclusive education curriculum and materials; attitudes and values in inclusive education; developing action plans for inclusive education; inclusive education practices, differences among students, effective communication, language used, psychosocial support, differentiation of instruction and examples, methods and techniques, instructional design, inclusive course materials and selection of inclusive activities, instructional design platforms.
COURSE CONTENTS
WEEK
TOPICS
1st Week
Course Introduction
2nd Week
UNESCO 2030 Goals
3rd Week
Inclusive Education Concept
4th Week
Education Right
5th Week
Formal Education-Informal Education
6th Week
Groups Outside Formal Education
7th Week
Recognizing Non-Formal Education Groups
8th Week
Midterm
9th Week
Access to training and achievements
10th Week
Providing Education to Groups outside of Formal Education
11th Week
Alternative Education Approaches
12th Week
Alternative Education Approaches
13th Week
Preparing Training Activities for Groups Outside Education
14th Week
Research Designing with Non-Educated Groups
RECOMENDED OR REQUIRED READING
Akbaba-Altun, S. (2017). UNESCO 2030 Eğitim Hedeflerinin Türk Eğitimi Hedefleri Açısından Analizi, 187- 192. Ankara: Pegem. Sürdürülebilir Kalkınma 2030 Hedefleri. http://www.unesco.org.tr/Pages/108/156/S%C3%BCrd%C3%BCr%C3%BClebilir-Kalk%C4%B1nma-2030-Hedefleri.