Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| OCCUPATIONAOL THERAPY ın SCHOOLS | - | Spring Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | |
| Name of Lecturer(s) | |
| Assistant(s) | Res. Assist. Kübra SEZER |
| Aim | The importance of ergotherapy in schools is to teach the methods of ergotherapy evaluation in schools, to teach activity selection and intervention methods in schools and to provide cooperation between family, student, teacher and ergotherapist. |
| Course Content | This course contains; The role of ergotherapy and the role of ergotherapy in school,Schools and students (schools where healthy children go and mixed schools),Schools and students (physical, mental, visual and hearing-impaired schools),School visits and observations,School visits and observations,Identification of children who need ergotherapy, communication with family and teachers,Determination of performance in school activities,Case analysis and problem solving,Methods of ergotherapy evaluation of school activities,Ergotherapy intervention methods and models used in school,Case analysis and problem solving,Going to schools for group work and analyzing student activities and creating ergotherapy approaches,Going to schools for group work and analyzing student activities and creating ergotherapy approaches,Dİscussion. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Define the tasks of ergotherapy in schools | 12, 14, 4, 5, 6, 9 | E, H |
| The evaluation methods of ergotherapy which can be applied in the school for the students | 12, 14, 4, 5, 9 | A, H |
| Defines the ergotherapy models that can be applied in the school, | 12, 14, 9 | A, H |
| Provides counseling services for parents and teachers | 12, 14, 4, 9 | A, H |
| Teaching Methods: | 12: Problem Solving Method, 14: Self Study Method, 4: Inquiry-Based Learning, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | The role of ergotherapy and the role of ergotherapy in school | Preparing for the course note given in advance |
| 2 | Schools and students (schools where healthy children go and mixed schools) | Preparing for the course note given in advance |
| 3 | Schools and students (physical, mental, visual and hearing-impaired schools) | Preparing for the course note given in advance |
| 4 | School visits and observations | Preparing for the course note given in advance |
| 5 | School visits and observations | Preparing for the course note given in advance |
| 6 | Identification of children who need ergotherapy, communication with family and teachers | Preparing for the course note given in advance |
| 7 | Determination of performance in school activities | Preparing for the course note given in advance |
| 8 | Case analysis and problem solving | Preparing for the course note given in advance |
| 9 | Methods of ergotherapy evaluation of school activities | Preparing for the course note given in advance |
| 10 | Ergotherapy intervention methods and models used in school | Preparing for the course note given in advance |
| 11 | Case analysis and problem solving | Preparing for the course note given in advance |
| 12 | Going to schools for group work and analyzing student activities and creating ergotherapy approaches | Preparing for the course note given in advance |
| 13 | Going to schools for group work and analyzing student activities and creating ergotherapy approaches | Preparing for the course note given in advance |
| 14 | Dİscussion |
| Resources |
| Case-Smith J, Rogers, J. School-based Occupational Therapy. In Case- Smith J, editor. Occupational Therapy for Children. 5 ed. St.Louis, Missouri Elsevier 2005. p. 795- 824. 2- Lynne Pape, Kelly Ryba. Practical Considerations for School-Based Occupational Therapists. AOTA Pre |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. Knows how to reach current basic, theoretical and applied scientific knowledge in the field of occupational therapy by using information technologies and resources; evaluates the accuracy, reliability and validity of this information. | X | |||||
| 2 | PQ-2. Uses accurate assessment methods for individuals and communities in terms of activity and participation, plans therapy and applies it within the scope of evidence-based occupational therapy theory and foundations. | X | |||||
| 3 | PQ-3. Describes a person's nature, needs and performance in relation to daily life, production, leisure activities and tasks, and the relationship between activity and health and well-being. | X | |||||
| 4 | PQ-4. Works in a person-centered manner by interpreting activity and participation limitations and using activities in prevention, rehabilitation and treatment. | X | |||||
| 5 | PQ-5. Carries out his/her professional and academic studies effectively and ethically, has the ability to work independently and actively within and between disciplines. | X | |||||
| 6 | PQ-6. Within the framework of social responsibility awareness, determines needs in research, projects and activities related to occupational therapy science, creates relevant research questions, researches independently and continues lifelong learning. | X | |||||
| 7 | PQ-7. Uses information resources effectively by adopting the features of adapting to new conditions, learning, developing new ideas, giving importance to quality throughout life. | X | |||||
| 8 | PQ-8. Determines personal and professional learning needs, learns at least one foreign language, develops a positive attitude towards lifelong learning and demonstrates what she has learned. | X | |||||
| 9 | PQ-10. Expresses herself effectively by using information and communication technologies related to the field of occupational therapy and establishing verbal and written communication. | X | |||||
| 10 | PQ-10. In the development of occupational therapy, acts in accordance with the legal regulations, scientific and professional ethical values that concern his field as an individual; The client fulfills the responsibilities required by his professional performance, protects and defends his professional rights by observing his rights. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 4 | 5 | 20 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 5 | 5 | |||
| General Exam | 1 | 8 | 8 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 61 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(61/30) | 2 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| OCCUPATIONAOL THERAPY ın SCHOOLS | - | Spring Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | |
| Name of Lecturer(s) | |
| Assistant(s) | Res. Assist. Kübra SEZER |
| Aim | The importance of ergotherapy in schools is to teach the methods of ergotherapy evaluation in schools, to teach activity selection and intervention methods in schools and to provide cooperation between family, student, teacher and ergotherapist. |
| Course Content | This course contains; The role of ergotherapy and the role of ergotherapy in school,Schools and students (schools where healthy children go and mixed schools),Schools and students (physical, mental, visual and hearing-impaired schools),School visits and observations,School visits and observations,Identification of children who need ergotherapy, communication with family and teachers,Determination of performance in school activities,Case analysis and problem solving,Methods of ergotherapy evaluation of school activities,Ergotherapy intervention methods and models used in school,Case analysis and problem solving,Going to schools for group work and analyzing student activities and creating ergotherapy approaches,Going to schools for group work and analyzing student activities and creating ergotherapy approaches,Dİscussion. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Define the tasks of ergotherapy in schools | 12, 14, 4, 5, 6, 9 | E, H |
| The evaluation methods of ergotherapy which can be applied in the school for the students | 12, 14, 4, 5, 9 | A, H |
| Defines the ergotherapy models that can be applied in the school, | 12, 14, 9 | A, H |
| Provides counseling services for parents and teachers | 12, 14, 4, 9 | A, H |
| Teaching Methods: | 12: Problem Solving Method, 14: Self Study Method, 4: Inquiry-Based Learning, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | The role of ergotherapy and the role of ergotherapy in school | Preparing for the course note given in advance |
| 2 | Schools and students (schools where healthy children go and mixed schools) | Preparing for the course note given in advance |
| 3 | Schools and students (physical, mental, visual and hearing-impaired schools) | Preparing for the course note given in advance |
| 4 | School visits and observations | Preparing for the course note given in advance |
| 5 | School visits and observations | Preparing for the course note given in advance |
| 6 | Identification of children who need ergotherapy, communication with family and teachers | Preparing for the course note given in advance |
| 7 | Determination of performance in school activities | Preparing for the course note given in advance |
| 8 | Case analysis and problem solving | Preparing for the course note given in advance |
| 9 | Methods of ergotherapy evaluation of school activities | Preparing for the course note given in advance |
| 10 | Ergotherapy intervention methods and models used in school | Preparing for the course note given in advance |
| 11 | Case analysis and problem solving | Preparing for the course note given in advance |
| 12 | Going to schools for group work and analyzing student activities and creating ergotherapy approaches | Preparing for the course note given in advance |
| 13 | Going to schools for group work and analyzing student activities and creating ergotherapy approaches | Preparing for the course note given in advance |
| 14 | Dİscussion |
| Resources |
| Case-Smith J, Rogers, J. School-based Occupational Therapy. In Case- Smith J, editor. Occupational Therapy for Children. 5 ed. St.Louis, Missouri Elsevier 2005. p. 795- 824. 2- Lynne Pape, Kelly Ryba. Practical Considerations for School-Based Occupational Therapists. AOTA Pre |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. Knows how to reach current basic, theoretical and applied scientific knowledge in the field of occupational therapy by using information technologies and resources; evaluates the accuracy, reliability and validity of this information. | X | |||||
| 2 | PQ-2. Uses accurate assessment methods for individuals and communities in terms of activity and participation, plans therapy and applies it within the scope of evidence-based occupational therapy theory and foundations. | X | |||||
| 3 | PQ-3. Describes a person's nature, needs and performance in relation to daily life, production, leisure activities and tasks, and the relationship between activity and health and well-being. | X | |||||
| 4 | PQ-4. Works in a person-centered manner by interpreting activity and participation limitations and using activities in prevention, rehabilitation and treatment. | X | |||||
| 5 | PQ-5. Carries out his/her professional and academic studies effectively and ethically, has the ability to work independently and actively within and between disciplines. | X | |||||
| 6 | PQ-6. Within the framework of social responsibility awareness, determines needs in research, projects and activities related to occupational therapy science, creates relevant research questions, researches independently and continues lifelong learning. | X | |||||
| 7 | PQ-7. Uses information resources effectively by adopting the features of adapting to new conditions, learning, developing new ideas, giving importance to quality throughout life. | X | |||||
| 8 | PQ-8. Determines personal and professional learning needs, learns at least one foreign language, develops a positive attitude towards lifelong learning and demonstrates what she has learned. | X | |||||
| 9 | PQ-10. Expresses herself effectively by using information and communication technologies related to the field of occupational therapy and establishing verbal and written communication. | X | |||||
| 10 | PQ-10. In the development of occupational therapy, acts in accordance with the legal regulations, scientific and professional ethical values that concern his field as an individual; The client fulfills the responsibilities required by his professional performance, protects and defends his professional rights by observing his rights. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |