Faculty of Education · Secondary School Mathematics Education · Undergraduate
ECTS: 4 T+P+L: 2+0+0 Field Education Elective
Coordinator: Doç. Dr. Elif Esra ARIKAN
Course Objective
Definition and main principles of integration; characteristics of inclusion students; social relations and teaching situations of inclusion students with other students, advantages and disadvantages of labeling; support of inclusion students with individualized education programs in mathematics lesson; methods and techniques related to inclusion education; Part-time and full-time mainstreaming applications and evaluation.
Course Content
Definition and main principles of integration; characteristics of inclusion students; social relations and teaching situations of inclusion students with other students, advantages and disadvantages of labeling; support of inclusion students with individualized education programs in mathematics lesson; methods and techniques related to inclusion education; Part-time and full-time mainstreaming applications and evaluation.
Course Learning Outcomes
- Understands the basic characteristics and needs of students with special education needs
Core Area Distribution
(14) Teacher Training and Education Science%50 (46) Mathematics and Statistics%50
Teaching Methods
ExpressionQuestion-AnswerDiscussionProblem Solving
Assessment & Evaluation
Testing (Essay / Tests: True-Falls, multiple-choice, short answer, matching)
ECTS / Workload
| Activity | Quantity | Duration (h) | Total Workload |
|---|---|---|---|
| Course Duration (Including Exam Week) | 14 | 2 | 28 |
| Out of Class Study Period | 12 | 3 | 36 |
| Midterm | 1 | 16 | 16 |
| Quiz | 0 | 0 | 0 |
| Assignment | 0 | 0 | 0 |
| Practice | 0 | 0 | 0 |
| Final | 1 | 20 | 20 |
Course Schedule
| Week | Subject | Preparation |
|---|---|---|
| 1 | Definition and main principles of integration; | Matematik Öğretimi ilköğretimde kaynaştırma.(Ed. İ.H.Diken). Pegem Akademi, Ankara, s.444-478. Baykul, Y. (2009). İlköğretimde matematik öğretimi. Ankara: Pegem Akademi. |
| 2 | Definition and main principles of integration; | Matematik Öğretimi ilköğretimde kaynaştırma.(Ed. İ.H.Diken). Pegem Akademi, Ankara, s.444-478. Baykul, Y. (2009). İlköğretimde matematik öğretimi. Ankara: Pegem Akademi. |
| 3 | characteristics of inclusion students; | Matematik Öğretimi ilköğretimde kaynaştırma.(Ed. İ.H.Diken). Pegem Akademi, Ankara, s.444-478. Baykul, Y. (2009). İlköğretimde matematik öğretimi. Ankara: Pegem Akademi. |
| 4 | characteristics of inclusion students; | Matematik Öğretimi ilköğretimde kaynaştırma.(Ed. İ.H.Diken). Pegem Akademi, Ankara, s.444-478. Baykul, Y. (2009). İlköğretimde matematik öğretimi. Ankara: Pegem Akademi. |
| 5 | social relations of the mainstreaming students with other students and their teaching situations, advantages of labeling and its disadvantages; | Matematik Öğretimi ilköğretimde kaynaştırma.(Ed. İ.H.Diken). Pegem Akademi, Ankara, s.444-478. Baykul, Y. (2009). İlköğretimde matematik öğretimi. Ankara: Pegem Akademi. |
| 6 | social relations of the mainstreaming students with other students and their teaching situations, advantages of labeling and its disadvantages; | Matematik Öğretimi ilköğretimde kaynaştırma.(Ed. İ.H.Diken). Pegem Akademi, Ankara, s.444-478. Baykul, Y. (2009). İlköğretimde matematik öğretimi. Ankara: Pegem Akademi. |
| 7 | social relations of the mainstreaming students with other students and their teaching situations, advantages of labeling and its disadvantages; | Matematik Öğretimi ilköğretimde kaynaştırma.(Ed. İ.H.Diken). Pegem Akademi, Ankara, s.444-478. Baykul, Y. (2009). İlköğretimde matematik öğretimi. Ankara: Pegem Akademi. |
| 8 | Midterm | Midterm |
| 9 | support of inclusion students with individualized education programs in mathematics lesson; methods and techniques related to inclusion education; | Matematik Öğretimi ilköğretimde kaynaştırma.(Ed. İ.H.Diken). Pegem Akademi, Ankara, s.444-478. Baykul, Y. (2009). İlköğretimde matematik öğretimi. Ankara: Pegem Akademi. |
| 10 | support of inclusion students with individualized education programs in mathematics lesson; methods and techniques related to inclusion education; | Matematik Öğretimi ilköğretimde kaynaştırma.(Ed. İ.H.Diken). Pegem Akademi, Ankara, s.444-478. Baykul, Y. (2009). İlköğretimde matematik öğretimi. Ankara: Pegem Akademi. |
| 11 | support of inclusion students with individualized education programs in mathematics lesson; methods and techniques related to inclusion education; | Matematik Öğretimi ilköğretimde kaynaştırma.(Ed. İ.H.Diken). Pegem Akademi, Ankara, s.444-478. Baykul, Y. (2009). İlköğretimde matematik öğretimi. Ankara: Pegem Akademi. |
| 12 | support of inclusion students with individualized education programs in mathematics lesson; methods and techniques related to inclusion education; | Matematik Öğretimi ilköğretimde kaynaştırma.(Ed. İ.H.Diken). Pegem Akademi, Ankara, s.444-478. Baykul, Y. (2009). İlköğretimde matematik öğretimi. Ankara: Pegem Akademi. |
| 13 | Part time and full-time mainstreaming applications and evaluation. | Matematik Öğretimi ilköğretimde kaynaştırma.(Ed. İ.H.Diken). Pegem Akademi, Ankara, s.444-478. Baykul, Y. (2009). İlköğretimde matematik öğretimi. Ankara: Pegem Akademi. |
| 14 | Part time and full-time mainstreaming applications and evaluation. | Matematik Öğretimi ilköğretimde kaynaştırma.(Ed. İ.H.Diken). Pegem Akademi, Ankara, s.444-478. Baykul, Y. (2009). İlköğretimde matematik öğretimi. Ankara: Pegem Akademi. |
| 15 | Final exam | Final exam |
| 16 | Final Exam | Final exam |