EDU301 Inclusion in Foreign Language Teaching
EDU301 Inclusion in Foreign Language Teaching
Syllabus | International University of Sarajevo - Last Update on Oct 10, 2026
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English language and literature, Teaching
Almasa Mulalić
Course Lecturer
Course Objectives
Focus on broad topics affecting all individuals with an exceptionalism; learn about prevalence of children and young adults with disabilities, learn about a framework for understanding exceptionalism; examine cultural and linguistic diversity and its relationship to exceptionalism; examine particular categories of exceptionalism using a life span approach, intellectual disabilities; learning disabilities; attention deficit hyperactivity disorder; emotional and behavioral disorders; autism spectrum disorders; speech and language impairments; hearing impairments; visual impairments; and physical disabilities, health disabilities, and related low incidence disabilities;
Learning Outcomes
After successful completion of the course, the student will be able to:
Course Materials
Required Textbook
Friend, M., Bursuck W.D. (2012). Including Students with Special Needs. A Practical Guide for Classroom Teachers. Pearson
Additional Literature
Rayner. S. (2007). Managing Special and Inclusive Education. SAGE Publications Ltd. Dunn, L. (1973). Exceptional children in the schools (2nd ed.).New York: Holt, Rinehart & Winston. Gargiulo, R., & Kilgo, J. (2011). An introduction to young children with special needs (3rd ed.). Belmont, CA: Wadsworth/Cengage Learning. Gargiulo, R. M. (2012). Special Education in Contemporary Society. An Introduction to Exception. Sage Publications.Teaching Methods
Lectures in the form of short lectures and examinations; case research (through group analysis and discussion); analysis of peer presentation (through providing peer feedback); written assignments (through topics that have been previously determined
Which will require research and synthesis of collected data); student presentations
Weekly Topics
| Week | Topic | Readings / References |
|---|---|---|
| 1 | Introduction/The Foundation for Educating Students with Special Needs | Syllabus, Textbook, 3-29 |
| 2 📍 | Special Education Procedures and Services | Textbook, (Chapter 2, pp.30-63) |
| 3 | Building Partnerships Through Collaboration | Textbook, (Chapter 3, pp. 65-97) |
| 4 | Assessing Student Needs ; Quiz | Textbook, (Chapter 4, pp.98-128) |
| 5 | Planning Instruction by Analyzing Classroom and Student Needs | Textbook, (Chapter 5, pp. 129-166)) |
| 6 | Students with Low-Incidence Disabilities | Textbook, (Chapter 6, pp. 167-202)) |
| 7 | Students with High-Incidence Disabilities | Textbook, (Chapter 7, pp. 203-232)) |
| 8 | MIDTERM EXAM | |
| 9 | Students with Special Needs Other Than Disabilities, | Textbook, (Chapter 8, pp. 233-266) |
| 10 | Differentiating Instruction | Textbook, (Chapter 9, pp. 234-266) |
| 11 | Strategies for Independent Learning | Textbook, (Chapter 10, pp. 267-302) |
| 12 | Evaluating Student Learning | Textbook, (Chapter 11, pp. 303-338) |
| 13 | Responding to Student Behavior | Textbook, (Chapter 12, pp. 339-368) |
| 14 | Presentations | |
| 15 | Presentations |
Course Schedule (All Sections)
| Section | Type | Day 1 | Venue 1 | Day 2 | Venue 2 |
|---|---|---|---|---|---|
| EDU301.1 | Course | Friday 15:00 - 17:50 | B F1.22 | - | - |
Office Hours & Room
| Day | Time | Office | Notes |
|---|---|---|---|
| Monday | 09:00 - 11:00 | B F2.7C | |
| Tuesday | 09:00 - 11:00 | B F2.7C | |
| Wednesday | 09:00 - 11:00 | B F2.7C | |
| Thursday | 09:00 - 11:00 | B F2.7C | |
| Friday | 09:00 - 11:00 | B F2.7C |
Assessment Methods and Criteria
Assessment Components
Final Exam
AI: Not AllowedAlignment with Learning Outcomes : LO 1 2 3
Presentation
AI: Not AllowedAlignment with Learning Outcomes : LO 2 3 4
Midterm Exam
AI: Not AllowedAlignment with Learning Outcomes : LO 2 3 4 5
Quiz
AI: Not AllowedAlignment with Learning Outcomes : LO 1 2 3 4 5
IUS Grading System
| Grading Scale | IUS Grading System | IUS Coeff. | Letter (B&H) | Numerical (B&H) |
|---|---|---|---|---|
| 0 - 44 | F | 0 | F | 5 |
| 45 - 54 | E | 1 | ||
| 55 - 64 | C | 2 | E | 6 |
| 65 - 69 | C+ | 2.3 | D | 7 |
| 70 -74 | B- | 2.7 | ||
| 75 - 79 | B | 3 | C | 8 |
| 80 - 84 | B+ | 3.3 | ||
| 85 - 94 | A- | 3.7 | B | 9 |
| 95 - 100 | A | 4 | A | 10 |
Late Work Policy
Information about late submission policies will be shared during class and posted in this section. Please check back for official guidelines.
ECTS Credit Calculation
📚 Student Workload
This 6 ECTS credit course corresponds to 150 hours of total student workload, distributed as follows:
Lectures
45 hours ⏳ (15 week × 3 h)
Quizes
12 hours ⏳ (3 week × 4 h)
Home study
15 hours ⏳ (15 week × 1 h)
Midterm exam study
21 hours ⏳ (7 week × 3 h)
Final exam study
45 hours ⏳ (15 week × 3 h)
Presentation
12 hours ⏳ (3 week × 4 h)
150 Total Workload Hours
6 ECTS Credits
Course Policies
Academic Integrity
All work submitted must be your own. Plagiarism, cheating, or any form of academic dishonesty will result in disciplinary action according to university policies. When in doubt about citation practices, consult the instructor.
Attendance Policy
Students are expected to adhere to the attendance requirements as outlined in the International University of Sarajevo Study Rules and Regulations. Excessive absences, whether excused or unexcused, may impact academic performance and eligibility for assessment. Mandatory sessions (e.g., labs, workshops) require attendance unless formally exempted. For detailed policies on absences, documentation, and penalties, please refer to the official university regulations.
Technology & AI Policy
Laptops/tablets may be used for note-taking only during lectures. Phones should be silenced and put away during all class sessions. Audio/video recording requires prior permission from the instructor.
Artificial Intelligence (AI) Usage: The use of AI tools (e.g., ChatGPT, Copilot, Gemini) varies by assessment component. Please refer to the AI usage indicator next to each assessment item in the Assessment Methods and Criteria section above. Submitting AI-generated content as your own work, where AI is not explicitly allowed, constitutes an academic integrity violation.
Communication Policy
All course-related communication should occur through official university channels (institutional email or SIS). Emails should include [EDU301] in the subject line.
Academic Quality Assurance Policy
Course Academic Quality Assurance is achieved through Semester Student Survey. At the end of each academic year, the institution of higher education is obliged to evaluate work of the academic staff, or the success of realization of the curricula.
Learning Tips
Be prepared to contribute thoughtfully during class discussions, labs, or collaborative work. Active participation deepens understanding and encourages critical thinking.
Complete assigned readings or prep materials before class. Take notes, highlight key ideas, and jot down questions. Aim to grasp core concepts and their applications—not just facts.
Use course frameworks or methodologies to analyze problems, case studies, or projects. Begin early to allow time for reflection and refinement. Seek feedback to improve your work.
Don’t hesitate to reach out when something is unclear. Use office hours, discussion boards, or peer networks to clarify concepts and stay on track.
Syllabus Last Updated on Oct 10, 2026 | International University of Sarajevo
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Referencing Curricula Print this page
| Course Code | Course Title | Weekly Hours* | ECTS | Weekly Class Schedule | ||||||
| T | P | |||||||||
| EDU301 | Inclusion in Foreign Language Teaching | 2 | 1 | 6 | ||||||
| Prerequisite | None | It is a prerequisite to | - | |||||||
| Lecturer | Almasa Mulalić | Office Hours / Room / Phone | Monday: 9:00-11:00 Tuesday: 9:00-11:00 Wednesday: 9:00-11:00 Thursday: 9:00-11:00 Friday: 9:00-11:00 |
|||||||
| amulalic@ius.edu.ba | ||||||||||
| Assistant | Assistant E-mail | |||||||||
| Course Objectives | Focus on broad topics affecting all individuals with an exceptionalism; learn about prevalence of children and young adults with disabilities, learn about a framework for understanding exceptionalism; examine cultural and linguistic diversity and its relationship to exceptionalism; examine particular categories of exceptionalism using a life span approach, intellectual disabilities; learning disabilities; attention deficit hyperactivity disorder; emotional and behavioral disorders; autism spectrum disorders; speech and language impairments; hearing impairments; visual impairments; and physical disabilities, health disabilities, and related low incidence disabilities; | |||||||||
| Textbook | Friend, M., Bursuck W.D. (2012). Including Students with Special Needs. A Practical Guide for Classroom Teachers. Pearson | |||||||||
| Additional Literature |
|
|||||||||
| Learning Outcomes | After successful completion of the course, the student will be able to: | |||||||||
|
||||||||||
| Teaching Methods | lectures in the form of short lectures and examinations; case research (through group analysis and discussion); analysis of peer presentation (through providing peer feedback); written assignments (through topics that have been previously determined, which will require research and synthesis of collected data); student presentations | |||||||||
| Teaching Method Delivery | Face-to-face | Teaching Method Delivery Notes | ||||||||
| WEEK | TOPIC | REFERENCE | ||||||||
| Week 1 | Introduction/The Foundation for Educating Students with Special Needs | Syllabus, Textbook, 3-29 | ||||||||
| Week 2 | Special Education Procedures and Services | Textbook, (Chapter 2, pp.30-63) | ||||||||
| Week 3 | Building Partnerships Through Collaboration | Textbook, (Chapter 3, pp. 65-97) | ||||||||
| Week 4 | Assessing Student Needs ; Quiz | Textbook, (Chapter 4, pp.98-128) | ||||||||
| Week 5 | Planning Instruction by Analyzing Classroom and Student Needs | Textbook, (Chapter 5, pp. 129-166)) | ||||||||
| Week 6 | Students with Low-Incidence Disabilities | Textbook, (Chapter 6, pp. 167-202)) | ||||||||
| Week 7 | Students with High-Incidence Disabilities | Textbook, (Chapter 7, pp. 203-232)) | ||||||||
| Week 8 | MIDTERM EXAM | |||||||||
| Week 9 | Students with Special Needs Other Than Disabilities, | Textbook, (Chapter 8, pp. 233-266) | ||||||||
| Week 10 | Differentiating Instruction | Textbook, (Chapter 9, pp. 234-266) | ||||||||
| Week 11 | Strategies for Independent Learning | Textbook, (Chapter 10, pp. 267-302) | ||||||||
| Week 12 | Evaluating Student Learning | Textbook, (Chapter 11, pp. 303-338) | ||||||||
| Week 13 | Responding to Student Behavior | Textbook, (Chapter 12, pp. 339-368) | ||||||||
| Week 14 | Presentations | |||||||||
| Week 15 | Presentations | |||||||||
| Assessment Methods and Criteria | Evaluation Tool | Quantity | Weight | Alignment with LOs | AI Usage |
| Final Exam | 1 | 40 | LO 1, 2, 3 | Not Allowed | |
| Semester Evaluation Components | |||||
| Presentation | 1 | 20 | LO 2, 3, 4, | Not Allowed | |
| Midterm Exam | 1 | 30 | LO 2, 3, 4, 5, | Not Allowed | |
| Quiz | 1 | 10 | LO 1, 2, 3, 4, 5, | Not Allowed | |
| *** ECTS Credit Calculation *** | |||||
| Activity | Hours | Weeks | Student Workload Hours | Activity | Hours | Weeks | Student Workload Hours | |||
| Lectures | 3 | 15 | 45 | Quizes | 4 | 3 | 12 | |||
| Home study | 1 | 15 | 15 | Midterm exam study | 3 | 7 | 21 | |||
| Final exam study | 3 | 15 | 45 | Presentation | 4 | 3 | 12 | |||
| Total Workload Hours = | 150 | |||||||||
| *T= Teaching, P= Practice | ECTS Credit = | 6 | ||||||||
| Course Academic Quality Assurance: Semester Student Survey | Last Update Date: 01/10/2026 | |||||||||