DKT716 - SPEECH & LAN. THERAPY IN PEOPLE WITH SPECIAL NEEDS
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| SPEECH & LAN. THERAPY IN PEOPLE WITH SPECIAL NEEDS | DKT716 | 1st Semester | 4 | 0 | 4 | 10 |
| Prequisites | - | |||||
| Course language | Turkish | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Lecture Discussion Case Study | |||||
| Instructor (s) | Asisst. Prof. M. Çiğdem Kirazlı, PhD | |||||
| Course objective | Gaining information about special needs individuals, giving information about different diagnostic groups. As speech-language therapists, when working with different diagnostic groups, do evidence based research by learning the principles to be considered in the evaluation and therapy process. | |||||
| Learning outcomes |
| |||||
| Course Content | Giving information about different groups of children with special needs, providing information about programs that can be implemented to meet the needs of special needs individuals and their families in language and speech therapy. | |||||
| References | Current Literature Pubmed. Greenspan, I.S., Wieder, S., & Simons, R. ( 2004). Özel Gereksinimli Çocuk (Çev. İsmail Ersevim). Özgür Yayınları, İstanbul. Edt. Baykoç, N., (2011). Özel Gereksinimli Çocuklar ve Özel Eğitim. Eğiten Yayınları, Ankara. Edt. Diken, H.İ. (2012) Özel Eğitimde Gereksinimi Olan Çocuklar ve Özel Eğitim. Pegem Akademi Yayınları, Ankara. Edt. Metin, N., (2012) Özel Gereksinimli Çocuklar. Maya Akademi Yayınları, Ankara. Mountstephen, M. (2010). Meeting special needs a practical guide to support children with speech, language and communication needs. London: Practical Pre-School Books. | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Giving information about course content |
| Week 2 | Children at risk of development |
| Week 3 | Families of children with special needs |
| Week 4 | Create a research project |
| Week 5 | Children with mental retardation |
| Week 6 | Children with Autism |
| Week 7 | Children with communication disorders Hearing impaired children |
| Week 8 | Children with learning disabilities Children with ADHD |
| Week 9 | Visually impaired children |
| Week 10 | Gifted Children |
| Week 11 | Multidisciplinary and trans-disciplinary methods for children with special needs and their families |
| Week 12 | Application of research project |
| Week 13 | Application of research project |
| Week 14 | Submission of project results |
| Week 15 | Exam Preparation |
| Week 16 | Final Exam |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 14 | 10 |
| Laboratory | 0 | 0 |
| Application | 0 | 0 |
| Field activities | 0 | 0 |
| Specific practical training | 0 | 0 |
| Assignments | 0 | 0 |
| Presentation | 1 | 10 |
| Project | 1 | 20 |
| Seminar | 1 | 10 |
| Midterms | 0 | 0 |
| Final exam | 1 | 50 |
| Total | 100 | |
| 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 | 4 | 56 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Specific practical training | 0 | 0 | 0 |
| Field activities | 0 | 0 | 0 |
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 14 | 10 | 140 |
| Presentation / Seminar Preparation | 5 | 12 | 60 |
| Project | 0 | 0 | 0 |
| Homework assignment | 0 | 0 | 0 |
| Midterms (Study duration) | 1 | 15 | 15 |
| Final Exam (Study duration) | 1 | 39 | 39 |
| Total Workload | 35 | 80 | 310 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1. Observes theoretical, clinical and scientific events, and advances in speech language therapy rehabilitation and assessment techniques, utilizes deeply and systematically obtained information on vocational and academic studies. | X | ||||
| 2. Uses theoretical and practical concepts in Speech and Language Therapy. Uses the multidisciplinary knowledge of problem-solving, clinical decision-making, research planning, and implementation. | X | ||||
| 3. Provides research design, participates in projects, interprets research results using statistical methods, makes reports, and presents them at scientific meetings or publishes the report. | X | ||||
| 4. Makes necessary cooperation by considering ethical values in teamwork for field-related research. | X | ||||
| 5. Works multidisciplinary, communicates efficiently at national and international platforms by using at least one foreign language and reflects personal skills and responsibilities to teamwork. | X | ||||
| 6. Defines learning needs and goals, has life-long learning and contributes professional education and introduction. | X | ||||
| 7. Contributes to public health and health policies, raises awareness of people, families and society about education, preventive and rehabilitative approaches. | X | ||||
| 8. By adopting self-improvement, literacy and life-long learning, take active role in progression, development and presentation of this field, presents professional skills at international platforms. | X | ||||
| 9. Participates actively in public health development programs to determine practices that improve life quality. | X | ||||
| 10. Take active role in progression, development and presentation of Speech and Language Therapy. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest