COURSE SYLLABUS

INCLUSIVE EDUCATION

1	Course Title:	INCLUSIVE EDUCATION
2	Course Code:	MBS0013
3	Type of Course:	Optional
4	Level of Course:	First Cycle
5	Year of Study:	2
6	Semester:	3
7	ECTS Credits Allocated:	4
8	Theoretical (hour/week):	2
9	Practice (hour/week) :	0
10	Laboratory (hour/week) :	0
11	Prerequisites:	None
12	Recommended optional programme components:	None
13	Language:	Turkish
14	Mode of Delivery:	Face to face
15	Course Coordinator:	Dr. Ögr. Üyesi ABDULLAH AÇAR
16	Course Lecturers:	Dr. Öğr. Üyesi Abdullah AÇAR
17	Contactinformation of the Course Coordinator:	Bursa Uludağ Üniversitesi Eğitim Fakültesi B Blok Oda 107 aacar@uludag.edu.tr
18	Website:
19	Objective of the Course:	The aim of this course is to provide students with knowledge and ideas about what inclusive education is, its origin, concepts (being different, being disadvantaged, inclusion, exclusion, etc.) and applications. The distant aim of the course is to make students aware of the facts and events that have already taken place related to inclusive education and their own ideas and beliefs about them.
20	Contribution of the Course to Professional Development	With this course, pre-service teachers will gain an inclusive education approach so that they can develop the idea that they should provide quality education to all of their future students, who differ in terms of religion, language, race, gender, ethnicity, culture, disability, income level, etc. Also, they are expected to learn hints how to provide such education opportunities.

Learning Outcomes:

1	Students define the concept of inclusive education and some related concepts.;
2	Students explain the philosophical, social and psychological approaches and principles of inclusive education.;
3	Students recognize international and national legislation, which is the legal basis of inclusive education.;
4	Students express the goals of inclusive education and the reflection of these goals in content and practice.;
5	Students explain the necessity of inclusive assessment and the importance of formative assessment.;
6	Students define inclusive education approaches.;
7	Students define concepts related to disadvantaged groups in inclusive education.;
8	Students express who are the disadvantaged groups in inclusive education.;
9	Students summarize information about refugees and the education of refugee children.;
10	Students give examples of classroom practices suitable for inclusive education programs.;

22	Course Content:

Week	Theoretical	Practical
1	Course Introduction
2	Introduction to Inclusive Education
3	Philosophical, Sociological and Psychological Foundations of the Concept of Inclusive Education
4	Legal Basis for Inclusive Education
5	Inclusive Education Goals Content and Implications for Practice
6	Inclusive Education Goals Content and Implications for Practice
7	Inclusive Evaluation
8	Inclusive Evaluation
9	Inclusive Education Approaches and Practices
10	Inclusive Education Approaches and Practices
11	Disadvantaged Groups in Inclusive Education
12	Disadvantaged Groups in Inclusive Education
13	Inclusive Education and Education of Refugee Children
14	Classroom Practices Suitable for Inclusive Education Programs

23	Textbooks, References and/or Other Materials:	Stubbs, S. (2008). Inclusive education. Where there are few resources. Oslo, The Atlas Alliance Publ. Daniels, H., & Garner, P. (2013). Inclusive education. Routledge.
24	Assesment

TERM LEARNING ACTIVITIES	NUMBER	PERCENT
Midterm Exam	1	40
Quiz	0	0
Homeworks, Performances	0	0
Final Exam	1	60
Total	2	100
Contribution of Term (Year) Learning Activities to Success Grade		40
Contribution of Final Exam to Success Grade		60
Total		100
Measurement and Evaluation Techniques Used in the Course	Summative evaluation paper-and-pencil tests
Information	Relative assessment will be used depending on the number of students.

ECTS / WORK LOAD TABLE

CONTRIBUTION OF LEARNING OUTCOMES TO PROGRAMME QUALIFICATIONS

LO: Learning Objectives

PQ: Program Qualifications

Contribution Level:

1 Very Low

2 Low

3 Medium

4 High

5 Very High