An examination of the special education teacher training programs in Turkey and European Union member countries in terms of language development and communication education
Article Sidebar
Main Article Content
Abstract
The academic terms and the periods of the courses related to the language development and communication differs considerably in the programs of the countries which train teachers for the special education department. The aim of this study is to examine the contents and credits of the communication and the language development courses in Teacher Education Programs for hearing-impaired, intellectual disability, gifted and talented multiple disabilities, visual impairment education at the special education department. In this study in which the descriptive research method is used, the data have been collected from the sources of Turkey and European Union member countries, called Agencies of the European Union, Eurydice-Network on Education Systems and Policies in Europe. The courses in Special Education Teacher Training undergraduate programs of higher education institutions of each country stated in the reports of National Education System Descriptions have been examined to reach these data. While there are undergraduate programs for four years of study related to each disability type in Turkey, it has been seen that the department of hearing impaired education teacher training is the department which mainly includes the language development and communication skills courses among mentioned programs. The countries such as Luxemburg, Sweden, Greece, Belgium, Ireland, Finland Ireland and Lithuania give common ground courses of special education department to the preservice teachers in 6 to 7 academic terms.
Keywords: Special education, teacher training program, communication and language development education
Downloads
Article Details
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (SeeThe Effect of Open Access).
References
MEB. (2008). Özel eğitim öğretmeni özel alan yeterlikleri. Öğretmen Yetiştirme ve Eğitimi Genel Müdürlüğü. Ankara:Turkey.
MEB. (2012b). Öğretmenliğe başvuru ve atama kılavuzu-Ağustos-2012, http://ikgm.meb.gov.tr/meb_iys_dosyalar/2012_09/01122258_20122retmenlebavuruveatamakilavuzu 31.08.2012.pdf. (03/09/2012)
EC (European Commission) (2006). Efficiency and equity in European education and training systems. Communication from the commission to the Council and to the European Parliament, 8.9.2006, COM (2006), 481 final. Retrieved December 20, 2011 from http://ec.europa.eu/education/policies/2010/doc/comm481_en.pdf(20.12.2011). Eurydice Network on Education Systems and Policies in Europe, http://eacea.ec.europa.eu/education/eurydice/index_en.php
Yıldırım, A.& Şimşek. H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri, (7.Baskı). Seçkin Yayınevi. Ankara.
YÖK (Yükseköğretim Kurulu) (2012a). Yükseköğretim Kurulu, Üniversiteler. http://www.yok.gov.tr/content/view/531