OSB609 - TEACHING LANGUAGE and COMMUNICATION SKILLS TO IND
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| TEACHING LANGUAGE and COMMUNICATION SKILLS TO IND | OSB609 | Any Semester/Year | 3 | 0 | 3 | 8 |
| Prequisites | ||||||
| Course language | Turkish | |||||
| Course type | Elective | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Lecture Discussion Question and Answer Team/Group Work | |||||
| Instructor (s) | Department chair | |||||
| Course objective | With this course students; children with autism spectrum disorders aim to acquire language and acquire social and cognitive bases for the development of pre- and linguistic communication skills. | |||||
| Learning outcomes |
| |||||
| Course Content | 1) language developmental structures in infancy and early childhood and childhood 2) Pre-and linguistic social communication skills and development of language skills 3) Evaluation of communication skills 4) Establish targets and intervene for communication skills | |||||
| References | Rhea, P. (2007). Language disorders from infancy through adolescence. Mosby Elsevier: USA Bloom, L., & Lahey, M. ( 1978). Language development and language disorders. Canada: John Wiley & Sons, Inc. | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | The development of pre-communication skills-1 |
| Week 2 | Development of pre-communication skills-2 |
| Week 3 | The development of language and communication skills |
| Week 4 | The development of language and communication skills in language period-2 |
| Week 5 | Natural and developmental language intervention approaches |
| Week 6 | Natural and developmental language intervention approaches |
| Week 7 | Midterm |
| Week 8 | Basic response teaching, opportunity teaching |
| Week 9 | Hanen Plans |
| Week 10 | Multi-component intervention programs |
| Week 11 | Switch to verbal language |
| Week 12 | Language period |
| Week 13 | Alternative communication |
| Week 14 | Application examples |
| Week 15 | final exam |
| Week 16 | The development of pre-communication skills-1 |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 0 | 0 |
| Laboratory | 0 | 0 |
| Application | 0 | 0 |
| Field activities | 0 | 0 |
| Specific practical training | 0 | 0 |
| Assignments | 1 | 10 |
| Presentation | 1 | 10 |
| Project | 0 | 0 |
| Seminar | 0 | 0 |
| Midterms | 1 | 30 |
| Final exam | 1 | 50 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 1 | 50 |
| Percentage of final exam contributing grade succes | 2 | 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 | 4 | 56 |
| Presentation / Seminar Preparation | 2 | 24 | 48 |
| Project | 0 | 0 | 0 |
| Homework assignment | 2 | 10 | 20 |
| Midterms (Study duration) | 2 | 10 | 20 |
| Final Exam (Study duration) | 1 | 40 | 40 |
| Total Workload | 35 | 92 | 240 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1. He/she discusses advantages and disadvantages of research methods in education for different research problem | X | ||||
| 2. He/she uses theoretical and practical knowledge about educational research methods in proficiency level according to graduate competences and improves and deepens this knowledge. | X | ||||
| 3. He/she forms new knowledge by combining knowledge coming from different kinds of disciplines. | X | ||||
| 4. He/she brings proposals of solution to the questions required proficiency by using quantitative scientific research techniques. | X | ||||
| 5. He/she develops new strategically approach as against the complex situations that he /she couldn?t predict in practices of autism education field and create solutions by taking responsibilities. | X | ||||
| 6. He/she takes part in team works about autism education effectively and becomes leader. | X | ||||
| 7. He/she evaluates the knowledge about autism education critically and leads learning. | X | ||||
| 8. He /she transfers developments in autism education and his/her own studies to the groups in field or out of fields in written, oral and visual ways systematically. | X | ||||
| 9. He/ she examines social relationships in occupational and Professional environments and also examines models that lead these relationships with a critical view point and acts in order to develop and change them when it is necessary. | X | ||||
| 10. He/she uses the computer and communication technologies together in autism educational discipline required in advance level. | X | ||||
| 11. He/she comments strategically, political and practical plans of autism education, develops these plans and evaluates the results gathered within the frame of quality processes. | X | ||||
| 12. He/she controls the processes of gathering data, commenting and announcing them in scientific and ethical values base and teaches these values. | X | ||||
| 13. He/she applies the knowledge and abilities gained from autism education in interdisciplinary studies. | X | ||||
| 14. He/she evaluates daily developments according to national values and realities of country. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest