ODP652 - MUSIC PROGRAMS IN COMMUNICATION DISORDERS
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| MUSIC PROGRAMS IN COMMUNICATION DISORDERS | ODP652 | 1st Semester | 2 | 2 | 3 | 7 |
| Prequisites | None | |||||
| Course language | Turkish | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Lecture Discussion Question and Answer Drill and Practice | |||||
| Instructor (s) | Prof. Esra Yücel | |||||
| Course objective | The aim of this course is to analyze and learn importance and features of music therapy programs in communication disorders, and application examples in detailed. | |||||
| Learning outcomes |
| |||||
| Course Content | Classification, characteristics and evaluation of communication disorders, basic education approaches to communication disorders,Instruments and methods in music therapy, music therapy programs in different age groups | |||||
| References | 1. Music in Special Education, Second Edition, Mary S. Adamek and Alice-Ann Darrow ( 2010) 2. Music for Special Kids: Musical Activities, Songs, Instruments and Resources, Pamela Ott ( 2011) 3. A Comprehensive Guide to Music Therapy: Theory, Clinical Practice, Research and Training,Tony Wigram, Inge Nygaard Pedersen and Lars Ole Bonde (2002) 4. Receptive Methods in Music Therapy: Techniques and Clinical Applications for Music Therapy Clinicians, Educators and Students, Denise Grocke, Tony Wigram and Cheryl DiLeo ( 2007) 5. Music, Therapy, and Early Childhood, Elizabeth Schwartz (2008) 6. Teaching Music to Students with Special Needs: A Label-Free Approach,Alice Hammel and Ryan Hourigan ( 2011) | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Music, language and the brain |
| Week 2 | The effect of music in communication disorders |
| Week 3 | characteristics of the instruments in music therapy |
| Week 4 | Music therapy methods |
| Week 5 | Midterm exam |
| Week 6 | Music therapy programs for infants and young children |
| Week 7 | Music therapy programs in the preschool term |
| Week 8 | Music therapy programs in school-term |
| Week 9 | Individual and group music therapy |
| Week 10 | Midterm Exam |
| Week 11 | Music therapy activities in the education and home environment |
| Week 12 | Importance of family at music therapy programs |
| Week 13 | Examples of scientific study related to communication disorders and of music therapy |
| Week 14 | |
| Week 15 | General disscussion |
| Week 16 | Final Exam |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 14 | 10 |
| Laboratory | 0 | 0 |
| Application | 14 | 10 |
| Field activities | 0 | 0 |
| Specific practical training | 0 | 0 |
| Assignments | 0 | 0 |
| Presentation | 0 | 0 |
| Project | 0 | 0 |
| Seminar | 0 | 0 |
| Midterms | 1 | 14 |
| Final exam | 1 | 50 |
| Total | 84 | |
| Percentage of semester activities contributing grade succes | 0 | 50 |
| Percentage of final exam contributing grade succes | 0 | 50 |
| Total | 100 | |
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 14 | 2 | 28 |
| Laboratory | 0 | 0 | 0 |
| Application | 14 | 2 | 28 |
| Specific practical training | 0 | 0 | 0 |
| Field activities | 0 | 0 | 0 |
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 14 | 5 | 70 |
| Presentation / Seminar Preparation | 0 | 0 | 0 |
| Project | 2 | 7 | 14 |
| Homework assignment | 0 | 0 | 0 |
| Midterms (Study duration) | 1 | 30 | 30 |
| Final Exam (Study duration) | 1 | 40 | 40 |
| Total Workload | 46 | 86 | 210 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1. They could follow theoretical and clinical scientific developments in basic diagnostic, evaluation and rehabilitation techniques specific to the field of audiology. They also could use systematic information specific to different areas of audiology in the field of vocational and academic work. | X | ||||
| 2. They could use theoretical and applied concepts and principles in the field of audiology in clinical problem solving and decision making. | X | ||||
| 3. They could plans and conduct scientific research independently and / or as teamwork on issues related to the field of audiology, and uses the necessary software and equipment correctly | X | ||||
| 4. They follow the ethical rules for audiology related research and applications | X | ||||
| 5. As a team member, they could work as interdisciplinary and multidisciplinary with practitioners, caregivers and other stakeholders. They gin the individual skills and responsibilities for student supervision and supervision in the field and clinic. As an Audiologist, they understand, recognize and carry out his professional role and responsibilities. | X | ||||
| 6. They develop behaviours in accordance with lifelong learning principles in the development of the professional services of audiology to meet social expectations and needs. It contributes to quality improvement, vocational education and promotion programs | X | ||||
| 7. They contribute to community health and health policies within the framework of national values and country facts; and they raise awareness about individual, family and society about education, preventive and rehabilitative approaches. | X | ||||
| 8. They have embraced personal development, information literacy and lifelong learning; plays an active role in the development of educational and promotion programs related to the field, and also exhibits its professional behaviour at international level. | X | ||||
| 9. They could write report on researches and studies he / she has done in the field of audiology; publish their work in nationally and / or internationally recognized journals; communicate verbally with national and international scientists, and present their work at scientific meetings. | X | ||||
| 10. They take an active role in the development, progress and introduction of the science of audiology. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest