Program Information
Aim
Our program is committed to helping its students translate theory and research into practice. The curriculum of the Master's in speech and language therapy allows students gain academic skills necessary to carry out an independent research project and extend their clinical expertise in one of the sub-fields of speech and language therapy profession.Qualification Awarded
Second Cycle (Master's Degree)Registration and Admission Requirements
Bachelor's Degree Diploma, Academic Personnel and Graduate Education Exam (ALES) Result, Certificate of English ProficiencyGraduation Requirements
Students who have successfully completed all required courses, a seminar and a thesis , and who have taken 90 to 120 ECTS credits have a right to receive a diploma.Recognition of Prior Learning
Holding a Bachelor's degree fulfilling the field-specific admission requirementsLesson Plan - ECTS Credits
* The courses indicated in this course table shows current course plan information in Student Affairs.
** Compulsory courses are certainly opened whereas opening of elective and optional courses may differ according to preferences and quota condition in related term.
*** Theoretical and practical course hours of vocational (professional) clinical courses are not considered weekly. These course hours refer to total course hours.
Please click on the course title in the table below in order to see detailed information about course objectives and learning outcomes etc.
| Fall Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| DKTY1138780 | CLINICAL SPEECH and LANG. THE. I: ADVA. STUDIES in MEAS., ASSE., IMAGING and TECH. | Turkish | 2+2 | 3 | 8 | |
| DKTY1138790 | RESEARCH METH. in SPEECH and LANGUAGE THER. | Turkish | 2 | 2 | 4 | |
| DKTY1138810 | ADVANCED STUDIES in ASS. and THERAPY in CLINICAL VOICE DISOR. | Turkish | 2+2 | 3 | 6 | |
| DKTY1138820 | RESONANT DISOR.: ADVANCED STUDIES in CLEFT PALATE and CRANI. ANOM. | Turkish | 2+2 | 3 | 6 | |
| DKTY1138830 | APHASIOLOGY: ADVANCED STUDIES in APHASIA ASSESSMENT and REHABILITATION | Turkish | 2+2 | 3 | 6 | |
| DKTY1138840 | ADVANCED STUDIES in CHILD. LANGU.DISO. and AUTISM | Turkish | 2+2 | 3 | 6 | |
| DKTY1138850 | ADVANCED STUDIES in FLUENCY DISORDERS: STUTTERING and CLUTTERING | Turkish | 2+2 | 3 | 6 | |
| DKTY1150040 | SPEECH, VOICE and SWALLOWING REHA. of HEAD and NECK CANCERS | Turkish | 2+2 | 3 | 6 | |
| DKTY1161290 | MANAGEMENT of CHILDHOOD FLUENCY DISODERS | Turkish | 2+2 | 3 | 6 | |
| DKTY1165420 | ADVANCED RESE.in ASSE. and THER. in SPEECH SOUND DISORDERS | Turkish | 2+2 | 3 | 6 | |
Program Qualification
Theoretical, Factual
Interdisciplinary collaboration skills.
Knowledge on basic area of expertise.
Ability to describe anatomy and physiology of language, speech, hearing and swallowing mechanisms.
Ability to explain typical language and speech development.
| Program Output TYYÇ Basic Area Matrix | |
| Basic Area Qualification | Program Qualification |
| KNOWLEDGE | |
| Theoretical, Factual | |
| 1- Developing, deepening and reaching original definitions that will bring innovation to the field with original thought and/or research based on master's qualifications. | - |
| 2- Understanding the interdisciplinary interaction to which the field is related; reaches original results by using new and complex ideas, information that requires expertise in analysis, synthesis and evaluation. | - |
| 3- Having advanced knowledge about other technological tools including computers and devices specific to the field at the level required by the health field. | - |
| 4- Knows the importance of ethical principles and ethical committees for individuals and society. | - |
| SKILLS | |
| Cognitive, Practical | |
| 1- Having knowledgeable about statistical methods used continuously in studies conducted in the field of health. | - |
| 2- Evaluating, using and conveying new information in its field with a systematic approach. | - |
| 3- Developing a new thought, method, design and/or application that brings innovation to its field or applying a known thought, method, design and/or application to a different field, investigates, understands, designs, adapts and implements an original subject. | - |
| 4-Being able to write the report of the research he/she has done/participated in and publishes it in a nationally/internationally accepted refereed journal and presents it in scientific meetings. | - |
| 5- Conducting critical analysis, synthesis and evaluation of new and complex thoughts. | - |
| 6-Having high level skills in using research methods in studies related to his/her field. | - |
| COMPETENCIES | |
| Ability to work independently and take responsibility | |
| 1- Performing the necessary examination by using other technological tools and devices specific to the field at the level required by the field of health, including computers, and develops new creative solutions to problems. | - |
| 2- Contributing to the progress in the field by independently carrying out an original study that brings innovation to the field, developing a new thought, method, design and/or application or applying a known thought, method, design and/or application to a different field. | - |
| 3- Performing statistical analysis at a level that can evaluate a scientific article. | - |
| 4- Expanding the boundaries of knowledge in the field by publishing at least one scientific article about the field in national and/or international refereed journals. | - |
| 5- Leading in environments that are related to the field and require resolution of interdisciplinary problems. | - |
| Learning Competence | |
| 1- Developing new thoughts and methods related to the field by using high-level mental processes such as creative and critical thinking, problem solving and decision making. | - |
| 2- Following evidence-based practices and conducts researches that will create evidence in his/her field about professional practices. | - |
| 3- Applying the principles of advanced professional development and lifelong learning related to the field of health in his/her studies. | - |
| Communication and Social Competence | |
| 1- Examining and developing social relations and the norms that guide these relationships from a critical perspective and manages actions to change them when necessary. | - |
| 2- Defending their original views in the discussion of the subjects in their field with experts and establishes an effective communication showing their competence in his/her field. | - |
| 3- Establishing and discussing advanced written, verbal and visual communication by using a foreign language at least at European Language Portfolio C1 Level. | - |
| Field-based Competence | |
| 1- Contributing to the process of becoming and maintaining the information society of the society in which it lives by introducing scientific, technological, social or cultural advances in its field. | - |
| 2- Establishing functional interaction by using strategic decision-making processes in solving the problems encountered in the field. | - |
| 3- Contributing to the solution of scientific, cultural, artistic and ethical problems encountered in the field of humanities and supports the development of these values. | - |
| 6-Having experience in working with other health disciplines. | - |
| 5- Choosing and implementing the right statistical methods in his/her studies in the field of health and interprets them correctly. Performing analysis and synthesis. | - |
| 6- Using current developments and information related to the field of health for the benefit of the society in line with the children, family, national values and country facts. | - |
| - | |
Employment Opportunities
Graduates can be employed in public institutions, hospitals, private sector, research institutions and universities. They can be employed as Teaching Assistants/Lecturers at universities after passing required exams (ALES and Language Proficiency Exams).Upgrading
May apply to third cycle programmes.Type of Training
Full TimeAssessment and Evaluation
The course success is evaluated through written or oral exams or through in-class presentations, projects and/or written papers and reports. The minimum passing grade for the M.A. program is 65. The midterm grade makes up 50% and the final exam grade makes up %50 of the total grade.Head of Department/Program
Learning Experiences
Learning situations aim to develop students' creative, critical, reflective thinking skills and higher level thinking skills such as logical and mathematical thinking skills. In addition, it aims to develop students' meta-cognitive skills. Learning situations include learning strategies, methods and techniques as well as the tools used and assessment and evaluation methods. The learning situations used in the programs are given in the list below:
Learning Experiences * | Learning Activities | Tools Used |
|---|---|---|
Discussion Method | Listening, speaking, asking questions, producing answers, developing and questioning opinions, examining and researching opinions, producing critical thinking, producing creative thinking, (workshop, panel, opposite panel, open forum, debate techniques are applied) collegium, forum, aquarium technique application, talking circle technique, application. | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room, workshop, panel, panel opposite, open forum collegial, forum environments. |
Demonstration Method | The instructor demonstrates the use of a tool or equipment, the instructor demonstrates a performance/practice/practice to the student, the students repeat the use of the tool or equipment, the student repeats a performance/practice/practice. | Real tools or model tools and equipment, multimedia tools, videos and animations), computer. |
Problem Solving Method | Identifying a scientific / theoretical and / or real life problem, analyzing the data related to the problem, developing alternative solutions, choosing the appropriate solution method, evaluating the solution to the problem, individual study | Textbooks, research reports, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer |
Case Study Method | Presentation of case studies, exploring case studies, sampling typical cases, sampling outlier cases, alternative cases, comparing case studies, case study analysis, case study interpretation, case study evaluation. | Standard classroom technologies, multimedia tools (text, images, graphics, drawings, audio, video and animation, cartoons), computer, projection, online environments. |
Self Study Method | Student interest, curiosity and motivation, learning objective, detailed research and investigation according to the topic; in- depth research and investigation, extensive reading, listening and watching, repeating a performance. | Library, e-library, laboratory, workshop |
Role Play and Drama Technique | Introducing the text to the scenario, distributing the roles to the students, students working on the roles, students performing the scenario in cooperation, analyzing and evaluating the scenario text. The subject and situation to be dramatized is determined by the instructor. When the drama technique is applied, the students improvise a real-life problem. The drama situation is analyzed together with the students. | Script text, theater, classroom, conference room, video and audio, visual recordings. |
Question - Answer Technique | Asking Socratic questions, criticizing answers, generating questions, generating answers, criticizing, analyzing and evaluating creative answers, asking structured questions and generating answers, asking closed-ended questions and generating answers | Textbooks, recommended books, worksheets, question bank, multimedia tools (text, images, graphics, drawings, audio, video, cartoons and animations) |
Micro Teaching Technique | Performance of presentation, development of reflective thinking skills, student self-evaluation. The lecturer distributes topics (seminar topics can also be) to the students. Students examine the topics; research. Student presentations are prepared. Students make their presentations. Students' video recordings are watched. | Camera, video recording devices, checklist, rubric, rating scale, observation form. |
Brainstorming Technique | Developing opinions, developing questions, expressing observation situations, developing critical thinking, problem solving, group/team work, listening and speaking. | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computers, projectors, online environments. |
Project Based Learning Model | Creating a real-life problem situation scenario, identifying a real-life problem situation, collecting data related to the problem, analyzing data, data processing, data conversion, developing alternative solutions, choosing the appropriate solution method, applying the solution method / creating a model / design / concrete product / producing a concrete service, evaluating the model / design / concrete product / service, exhibiting project products | Problem scenario texts / Sample projects, databases, books, research reports, laboratory, workshop, application areas, library, computer software, standard classroom technologies, tools and equipment according to the project subject |
Simulation Technique | Realization of simulations for risky, dangerous, expensive, time-consuming applications/practices. | Simulation environment, Computer |
Semantic Features Analyses Table | Understanding, classification, discrimination, dimensioning, association | Semantic analysis tables |
Problem Baded Learning Model | Creating a reflective scenario of a real-life problem situation, identifying a real-life problem situation, collecting data about the problem, analyzing data, data processing, data transformation, developing alternative solutions | Problem scenario texts, databases, books, research reports, laboratory, workshop, application areas, library, computer software, standard classroom technologies, tools and equipment according to the project subject |
Computer-Internet Supported Instruction | Online Course Platforms : Collaboration and communication, digital literacy activities, sharing information, improving technology use, creative thinking activities, problem solving, generating critical thinking. These are environments where instructors share course materials, collect assignments and interact with students. E-Books and Digital Content : Reading, writing, comprehension, interpretation, creative thinking activities, language use, examination, research, using technology, critical thinking activities. Learning environment and materials are made more attractive by presenting interactive content to students. Webinars and synchronize meeting : Communication, collaboration, teamwork, presentation, technology skills, problem solving, live interaction with studentsremotely. Simulations : Problem solving, using technology, analytical thinking, communication, decision making, teamwork and collaboration. They are environments where students have the opportunity to experience the concepts. Audio and Visual aids : Communication skills, language skills, emotional intelligence and empathy, social skills, attention and focus, use of technology. Animations, graphics and interactive visuals are used to help students master the topics. Digital Game- Based Learning : Problem solving skills, ability to use technology, creative thinking, quick decision making, strategy development, cooperation and teamwork. Games prepared or played in digital environments to make learning fun and increase retention in learning. Adaptive Learning Systems : Logical mathematical thinking activities, reading, writing, comprehension, interpretation, critical thinking activities. These are environments where students identify their weaknesses and are offered to carry out studies and activities specific to that area. Virtual Reality (VR) and Augmented Reality (AR) : Simulation and practical applications, creative thinking activities, using technology, planning, programming, social interaction and communication. 3D virtual environments are used to make learning fun and interactive. Social Media and Interactive Platforms : Communication, collaboration, teamwork, project management, interactive content creation, critical thinking activities. Personal platforms for students to share their thoughts on any topic, interact and produce content. Data Analysis and Monitoring Tools : Analytical thinking activities, logical mathematical thinking activities, problem solving, decision making, communication. These are tools used to assess and monitor student performance, identify student difficulties and create lesson plans accordingly. Artificial Intelligence Technologies : Data analysis and forecasting, game and strategy development, security and threat analysis, technology utilization skills, robotics and automation skills, creative thinking skills, computational thinking skills. | Moodle, Google Classroom, Edmodo, Edupage etc. Google Play Books, Apple Books, Amazon Kindle Store, BookBoon, OpenStax, etc. Zoom, Microsoft Teams, Google Meet, Adobe Connect, GoToMeeting, etc. NASA Eyes on the Solar System, FlightGear, Virtual Biology Lab, CarSim, SimCity, etc. Infographics, maps and graphs, charts and diagrams, tables, Podcast, audio books, interviews and chats, etc. Strategy and puzzle games, Simulation and construction games, mission games, real-time multiplayer games, etc. Udemy, Khan Academy, Duolingo, Cognii, Smart Sparrow, etc. Oculus Rift, PlayStation VR, Samsung Gear VR, Google CardBoard, Pokemon Go, Arlit, Facebook, instagram, twitter, linledIn, snapchat, pinterest, youtube, twitch, reddit, discord etc. Google Analytics, Microsoft Power BI, Splunk, Adobe Analytics, etc. ChatGPT, Google AI, Deeply, DıaloGPT. Amazon Alexa, Tesla Autopilot, etc. |
Inquiry-Based Learning | Exploring, finding case studies, establishing cause and effect relationship, questioning, examining, researching (learning circle=3E,5E,7E models | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room |
Cooperative Learning | Cooperation, communication, leadership, sharing tasks, sharing responsibility, learning together, social interaction. Heterogeneous groups are formed among the students. The task is given to the groups. Groups of students do tasks such as project, performance, problem solving, role playing, classical homework together. | In-class and out-of-class, in-school and out-of- school environments. |
Experiential Learning | Faculty-external stakeholder (industrial organizations, schools and others) cooperation is established. Students directly observe professional skills in the real environment. Observation results are analyzed in the classroom environment. | Internship places according to the program, professional practice places, Student product file sample, observation forms and other alterative measurement tools |
Flipped Classroom Learning | Problem solving, discussion, case study presentation, case analysis, critical thinking, creative thinking, video recordings appropriate to the learning objective are created or selected. Students make preliminary preparation by watching video recordings. The problem is solved in the classroom. The problem is discussed. | Video recordings, online environments, classroom |
Lecture Method | Listening, speaking, (lecture, conference, seminar, speech, statement and briefing techniques are applied) | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room |
Traditional Written Exam | Classical written exams to assess creative, critical and reflective thinking. Multiple- choice, short-answer (fill-in-the-blank, matching, true-false and other) exams to assess cognitive skills such as knowledge, comprehension, application and analysis. | Written exam papers, multiple choice tests, short answer tests, mixed tests, answer keys |
Oral Exam | It aims to assess student-specific, creative, critical, reflective thinking skills and cognitive skills such as knowledge, comprehension, application, analysis and synthesis. It is not a general measurement and evaluation method. It is not applied in every program; it is program specific. | Oral question bank/ oral question pool, answer keys, checklists, rubrics, rating scales |
Homework | It is used to improve students' knowledge and skills, to encourage them to research and study, to complete their learning deficiencies, and to deepen their understanding of a subject. | Library, e-library, books, articles |
Project Task | Identifies, field of application, collecting, and analyzing data, literature review, preparing and presenting report | Internet databases, library databases, e-mail, textbooks, or supplementary books |
Clinical Oriented Reasoning Examination |
Course - Program Competencies Relations
| Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| ADVANCED STUDIES in ASS. and THERAPY in CLINICAL VOICE DISOR. | 3 | 5 | 5 | 0 | 5 | 4 | 0 | 3 | 4 | 4 | 4 | 0 | 5 | 4 | 5 | 4 |
| ADVANCED STUDIES in CHILD. LANGU.DISO. and AUTISM | 3 | 3 | 2 | 4 | 4 | 4 | 4 | 4 | 3 | 3 | 4 | 3 | 3 | 2 | 3 | 4 |
| ADVANCED STUDIES in FLUENCY DISORDERS: STUTTERING and CLUTTERING | 1 | 2 | 3 | 3 | 3 | 3 | 3 | 4 | 2 | 2 | 2 | 1 | 1 | 2 | 4 | 2 |
| ADVANCED TECH. STUDIES in REZ. DIS. : EPG, NASOMETER, NASO ENDOSCPY, ULTRASOUND | 3 | 4 | 4 | 1 | 3 | 4 | 3 | 4 | 3 | 2 | 4 | 4 | 2 | 2 | 4 | 4 |
| APHASIOLOGY: ADVANCED STUDIES in APHASIA ASSESSMENT and REHABILITATION | 3 | 4 | 3 | 1 | 3 | 4 | 1 | 3 | 4 | 3 | 3 | 3 | 3 | 3 | 2 | 2 |
| ASSESSMENT and TREATMENT STUDIES in PEDIATRIC NUTRITION and DYSPHASIA | 2 | 4 | 2 | 3 | 3 | 2 | 4 | 2 | 4 | 2 | 3 | 1 | 4 | 4 | 1 | 4 |
| CLIN. SPEECH and LANG.THER. II: ADV. STUDIES in THE. and REHA. in CLIN. CONTEXTS | 5 | 4 | 3 | 3 | 5 | 5 | 4 | 5 | 3 | 3 | 4 | 4 | 3 | 4 | 5 | 5 |
| CLINICAL SPEECH and LANG. THE. I: ADVA. STUDIES in MEAS., ASSE., IMAGING and TECH. | 3 | 4 | 0 | 0 | 0 | 5 | 3 | 0 | 5 | 5 | 5 | 5 | 4 | 5 | 4 | 5 |
| COGNITIVE NEUROLOGY and IMAGING TECHNIQUES | 3 | 3 | 3 | 1 | 3 | 3 | 1 | 0 | 4 | 4 | 2 | 1 | 3 | 3 | 5 | 5 |
| EVIDENCE-BASED PRACTICE in SPEECH and LANGUAGE THERAPY | 2 | 3 | 0 | 0 | 0 | 4 | 0 | 0 | 3 | 3 | 1 | 0 | 4 | 5 | 3 | 5 |
| MANAGEMENT of CHILDHOOD FLUENCY DISODERS | 2 | 5 | 2 | 1 | 4 | 3 | 4 | 4 | 1 | 4 | 3 | 2 | 2 | 3 | 5 | 4 |
| MANAGEMENT of FLUENCY DISORDERS in ADOLESCENTS and ADULTS | 1 | 5 | 3 | 2 | 5 | 4 | 2 | 4 | 1 | 4 | 4 | 0 | 4 | 3 | 5 | 4 |
| PROFESSIONAL SOUND DISORDERS | 3 | 5 | 5 | 0 | 4 | 4 | 0 | 2 | 4 | 3 | 2 | 0 | 3 | 3 | 5 | 5 |
| RESEARCH METH. in SPEECH and LANGUAGE THER. | 3 | 3 | 0 | 0 | 0 | 5 | 4 | 0 | 5 | 4 | 0 | 4 | 3 | 5 | 2 | 5 |
| RESONANT DISOR.: ADVANCED STUDIES in CLEFT PALATE and CRANI. ANOM. | 3 | 4 | 4 | 1 | 3 | 4 | 3 | 4 | 3 | 2 | 4 | 4 | 2 | 2 | 4 | 4 |
| SEMINAR | 2 | 0 | 0 | 2 | 2 | 2 | 4 | 2 | 2 | 2 | 4 | 2 | 2 | 3 | 2 | 3 |
| SLT MANAGEMENT of BI-MULTILINGUAL DEVELOPMENT and LANGUAGE IMPAIRMENTS | 3 | 4 | 3 | 4 | 2 | 3 | 4 | 5 | 3 | 1 | 3 | 4 | 2 | 3 | 4 | 2 |
| SPEECH, VOICE and SWALLOWING REHA. of HEAD and NECK CANCERS | 4 | 5 | 5 | 0 | 3 | 4 | 0 | 2 | 4 | 5 | 4 | 4 | 5 | 5 | 5 | 5 |
| SWALLOWING DISORDERS CLINIC: ADVANCED RADIOLOGICAL-INSTRUMENTAL ASSESSMENT and REHABILITATION STUDIES | 3 | 2 | 2 | 2 | 4 | 5 | 2 | 4 | 4 | 3 | 1 | 1 | 3 | 3 | 4 | 5 |
| İlişkili Ders Sayısı / 19/23 | 52 | 69 | 49 | 28 | 56 | 72 | 46 | 52 | 62 | 59 | 57 | 43 | 58 | 64 | 72 | 77 |
Surveys for Students
| Strongly Disagree | Disagree | Neither Agree Nor Disagree | Agree | Strongly Agree | Don't Know/No Idea | Choose | |
|---|---|---|---|---|---|---|---|
| The lecturer explains the course's aim and extent and what is expected of the student clearly. | |||||||
| Chooses the course sources in accordance with the courses and announces them. | |||||||
| Guides/helps the students in accessing the resources they recommended for the course. | |||||||
| The lecturer's instruction method (course presentation) is clear, fluent and understandable. | |||||||
| Uses the instructional technologies (effectively.) | |||||||
| Offers multidirectional communication and interactional implementations in the classroom. | |||||||
| Has knowledge in the matter of traditional teaching strategic management and techniques. | |||||||
| Uses the teaching methods s/he covers in the course within their implementations. | |||||||
| Makes time for the student outside of course hours regarding the course | |||||||
| Comes to the class regularly and uses time effectively. | |||||||
| The lecturer is successful in establishing classroom dominance during the course. | |||||||
| Informs the students on current issues. | |||||||
| Sets an example with their open attitude and behaviour to students' opinions. | |||||||
| Success measurement methods and tools (classic/oral exam, project, assignments, etc.) are compatible with the course's aim and extent. | |||||||
| Helps me when I want to ask questions about my exam paper. | |||||||
| Lab/field/application studies are compatible with the aim and the extent of the course. | |||||||
| Develops the creative thinking process and skills of the learning and teaching process of the course. | |||||||
| The course is supported by the current issues and guests. | |||||||
| Things you would like to convey apart from the questions above; |