Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| SLT MANAGEMENT of SPECIFIC LEARNING DISORDERS: DYSLEXIA and DYSGRAPHIA | - | Spring Semester | 2+2 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | Second Cycle (Master's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Nazmiye Evra GÜNHAN ŞENOL |
| Name of Lecturer(s) | Assist.Prof. Nazmiye Evra GÜNHAN ŞENOL |
| Assistant(s) | |
| Aim | The aim of the course is to acquire knowledge and skills regarding differential diagnosis and evaluation methods in dyslexia. Analyzing current research on special learning disability and dyslexia and to comment on the clinical implications of this information is also among the goals of the course |
| Course Content | This course contains; Definition of dyslexia and related terminology,Neurobiology of dyslexia,Etiology of dyslexia. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Defines differential diagnosis criteria for dyslexia | 10, 16, 9 | E |
| Understands evaluation methods for dyslexia | 10, 16 | E |
| Understands and classifies sub types of learning difficulties | 10 | E |
| Learns about the current research on dyslexia | 18 | E |
| Learns about the neurobiological factors related to dyslexia | 10 | E |
| Understands current therapeutic approaches to dyslexia | 10 | E |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 18: Micro Teaching Technique, 9: Lecture Method |
| Assessment Methods: | E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition of dyslexia and related terminology | Reviewing class notes |
| 2 | Neurobiology of dyslexia | Ders notlarının gözden geçirilmesi |
| 3 | Etiology of dyslexia | Reading topic-related sections |
| Resources |
| Milne, D. (2005). Teaching the brain to read. SK Publishing. Reid, Gavin. Dyslexia. Chichester, West Sussex, U.K.: Wiley-Blackwell, 2011. Bender, W. N. (2004). Learning disabilities: Characteristics, identification, and teaching strategies. Allyn & Bacon. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Interdisciplinary collaboration skills. | X | |||||
| 2 | Knowledge on basic area of expertise. | X | |||||
| 3 | Ability to describe anatomy and physiology of language, speech, hearing and swallowing mechanisms. | X | |||||
| 4 | Ability to explain typical language and speech development. | X | |||||
| 5 | Ability to carry out evaluation and therapy processes on individuals with speech and language disorders. | X | |||||
| 6 | Ability to use formal and informal assessment tools. | X | |||||
| 7 | Ability to explain and apply learning theories related to cognitive, communicative, emotional, psycho-motor and social development. | X | |||||
| 8 | Ability to communicate with and provide counselling to families. | X | |||||
| 9 | Ability to plan, execute and report scientific research. | X | |||||
| 10 | Ability to comply with social, scientific and professional ethical principles. | X | |||||
| 11 | Ability to describe conditions/diseases that can cause language and speech disorders in children and adults. | X | |||||
| 12 | Ability to identify and analyze the grammatical features of language samples of individuals with language and speech problems. | X | |||||
| 13 | Ability to independently determine learning needs and objectives and continue professional development through out life | X | |||||
| 14 | To conduct research about language and speech therapy taking social, scientific, cultural and ethical values into account through stages of data collection, interpretation, application and disseminating research results. | X | |||||
| 15 | Ability to prepare and carry on individualized therapy plan for conditions requiring speech and language therapy (fluency disorders, acquired neurogenic disorders, developmental language and speech disorders, voice disorders, swallowing disorders, speech voice disorders, resonance disorders, etc.). | X | |||||
| 16 | Ability to follow the state-of-the-art technology and scientific developments in the field of speech and language therapy an uses this up-to-date information and technology in their clinical and academic endeavors. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| 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 | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 0 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(0/30) | 0 | |||||
| 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 |
|---|---|---|---|---|---|
| SLT MANAGEMENT of SPECIFIC LEARNING DISORDERS: DYSLEXIA and DYSGRAPHIA | - | Spring Semester | 2+2 | 3 | 6 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | Second Cycle (Master's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Nazmiye Evra GÜNHAN ŞENOL |
| Name of Lecturer(s) | Assist.Prof. Nazmiye Evra GÜNHAN ŞENOL |
| Assistant(s) | |
| Aim | The aim of the course is to acquire knowledge and skills regarding differential diagnosis and evaluation methods in dyslexia. Analyzing current research on special learning disability and dyslexia and to comment on the clinical implications of this information is also among the goals of the course |
| Course Content | This course contains; Definition of dyslexia and related terminology,Neurobiology of dyslexia,Etiology of dyslexia. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Defines differential diagnosis criteria for dyslexia | 10, 16, 9 | E |
| Understands evaluation methods for dyslexia | 10, 16 | E |
| Understands and classifies sub types of learning difficulties | 10 | E |
| Learns about the current research on dyslexia | 18 | E |
| Learns about the neurobiological factors related to dyslexia | 10 | E |
| Understands current therapeutic approaches to dyslexia | 10 | E |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 18: Micro Teaching Technique, 9: Lecture Method |
| Assessment Methods: | E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition of dyslexia and related terminology | Reviewing class notes |
| 2 | Neurobiology of dyslexia | Ders notlarının gözden geçirilmesi |
| 3 | Etiology of dyslexia | Reading topic-related sections |
| Resources |
| Milne, D. (2005). Teaching the brain to read. SK Publishing. Reid, Gavin. Dyslexia. Chichester, West Sussex, U.K.: Wiley-Blackwell, 2011. Bender, W. N. (2004). Learning disabilities: Characteristics, identification, and teaching strategies. Allyn & Bacon. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Interdisciplinary collaboration skills. | X | |||||
| 2 | Knowledge on basic area of expertise. | X | |||||
| 3 | Ability to describe anatomy and physiology of language, speech, hearing and swallowing mechanisms. | X | |||||
| 4 | Ability to explain typical language and speech development. | X | |||||
| 5 | Ability to carry out evaluation and therapy processes on individuals with speech and language disorders. | X | |||||
| 6 | Ability to use formal and informal assessment tools. | X | |||||
| 7 | Ability to explain and apply learning theories related to cognitive, communicative, emotional, psycho-motor and social development. | X | |||||
| 8 | Ability to communicate with and provide counselling to families. | X | |||||
| 9 | Ability to plan, execute and report scientific research. | X | |||||
| 10 | Ability to comply with social, scientific and professional ethical principles. | X | |||||
| 11 | Ability to describe conditions/diseases that can cause language and speech disorders in children and adults. | X | |||||
| 12 | Ability to identify and analyze the grammatical features of language samples of individuals with language and speech problems. | X | |||||
| 13 | Ability to independently determine learning needs and objectives and continue professional development through out life | X | |||||
| 14 | To conduct research about language and speech therapy taking social, scientific, cultural and ethical values into account through stages of data collection, interpretation, application and disseminating research results. | X | |||||
| 15 | Ability to prepare and carry on individualized therapy plan for conditions requiring speech and language therapy (fluency disorders, acquired neurogenic disorders, developmental language and speech disorders, voice disorders, swallowing disorders, speech voice disorders, resonance disorders, etc.). | X | |||||
| 16 | Ability to follow the state-of-the-art technology and scientific developments in the field of speech and language therapy an uses this up-to-date information and technology in their clinical and academic endeavors. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |