Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| HEARING IMPAIRMENT | YÇGL3235450 | 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 | Assist.Prof. Gül ÖLÇEK |
| Name of Lecturer(s) | Assist.Prof. Gül ÖLÇEK |
| Assistant(s) | |
| Aim | Providing knowledge about hearing impairment, causes and development of hearing impaired childr |
| Course Content | This course contains; General concepts about hearing impairment,Speaking and communication,Speaking and communication,Physiology of the auditory system,Physiology of the auditory system, Hearing physiology,Pathologies related to childhood hearing impairment (I),Pathologies related to childhood hearing impairment (II),Auditory technologies, Developmental characteristics of hearing impaired children, Developmental characteristics of hearing impaired children- II, Developmental characteristics of hearing impaired children- III,Educational intervention,Educational intervention. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Discuss the generation mechanism of hearing handicap | 10, 14, 16, 19, 20, 21, 9 | A |
| Defines and classifies hearing impairment. | 10, 14, 16, 19, 20, 21, 9 | A |
| Describe hearing handicap | 10, 14, 16, 19, 20, 21, 9 | A |
| Explains the development of hearing impaired children. | 10, 14, 16, 19, 20, 21, 9 | A |
| Describes educational and developmental intervention methods for hearing-impaired children. | 10, 14, 16, 19, 20, 21, 9 | A |
| Teaching Methods: | 10: Discussion Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 20: Reverse Brainstorming Technique, 21: Simulation Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | General concepts about hearing impairment | No preparation |
| 2 | Speaking and communication | Preparation of the related subject from the recommended sources |
| 3 | Speaking and communication | Preparation of the related subject from the recommended sources |
| 4 | Physiology of the auditory system | Preparation of the related subject from the recommended sources |
| 5 | Physiology of the auditory system | Preparation of the related subject from the recommended sources |
| 6 | Hearing physiology | Preparation of the related subject from the recommended sources |
| 7 | Pathologies related to childhood hearing impairment (I) | Preparation of the related subject from the recommended sources |
| 8 | Pathologies related to childhood hearing impairment (II) | Preparation of the related subject from the recommended sources |
| 9 | Auditory technologies | Preparation of the related subject from the recommended sources |
| 10 | Developmental characteristics of hearing impaired children | Preparation of the related subject from the recommended sources |
| 11 | Developmental characteristics of hearing impaired children- II | Preparation of the related subject from the recommended sources |
| 12 | Developmental characteristics of hearing impaired children- III | Preparation of the related subject from the recommended sources |
| 13 | Educational intervention | Preparation of the related subject from the recommended sources |
| 14 | Educational intervention | Preparation of the related subject from the recommended sources |
| Resources |
| Powerpoint and word files by the tutor |
| Darıca, N. & Şipal, R. F. (2011). İşitme Engelli Çocuklarda Gelişim ve Eğitsel Müdahale. Hacettepe Üniversitesi Yayınları, Ankara. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | 1. Obtains the basic and updated theoretical and practical knowledge in the field of child development by using the necessary educational and training tools and resources. | X | |||||
| 2 | 2. Has the knowledge to comparatively evaluate and interpret the accuracy, reliability and validity of the information gained about child development. | X | |||||
| 3 | 3. Have knowledge of children's development, learning characteristics and difficulties. | X | |||||
| 4 | 4. In the field of child development, using advanced knowledge and skills covering physical, cognitive, language, social-emotional and sensory development areas, interprets and evaluates evidence-based data, analyzes developmental problems, and provides solutions for children with typical and atypical development, taking into account ethical values. develops suggestions and works as a team. | X | |||||
| 5 | 5. In line with the theoretical and practical knowledge he has acquired in the field of child development, he has the ability to prepare developmental evaluation and support programs for typical and atypical children with different methods and tools, to provide family counseling and to inform the society. | X | |||||
| 6 | 6. In the field of child development, they have the skills to produce different solutions to problem situations for typical and atypical children with an evidence-based approach. | X | |||||
| 7 | 7. Takes responsibility for trans-disciplinary studies in the field of child development and fulfills his/her duties effectively. | X | |||||
| 8 | 8. Conducts independent studies individually and as a group, using the advanced knowledge gained in the field of child development. | X | |||||
| 9 | 9. Evaluates the information he has with a critical approach, determines his own learning needs and directs his learning. | X | |||||
| 10 | 10. Develops a positive attitude towards lifelong learning by effectively using ways to access information. | X | |||||
| 11 | 11. Internalizes and generalizes advanced theoretical and practical knowledge acquired in the field of child development and demonstrates what he has learned. | X | |||||
| 12 | 12. Plans and implements professional projects, research and activities for the social environment in which he lives, with awareness of social responsibility, and monitors and evaluates the process. | X | |||||
| 13 | 13. Informs relevant people and institutions on issues related to the field of child development, and shares her thoughts and solution suggestions for problems with quantitative and qualitative data, as an active element of the process, with experts and non-experts.(dişil) | ||||||
| 14 | 14. Being an example to society with his appearance, attitude and behavior, he acts in accordance with democracy, human rights, social, scientific and professional ethical values, relevant laws, regulations and legislation. | ||||||
| 15 | 15. The individual has sufficient awareness about quality management and processes, including babies, children and families, environmental protection and occupational safety, and acts appropriately and participates in these processes. | ||||||
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 | 7 | 2 | 14 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 2 | 4 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 3 | 0 | |||
| General Exam | 0 | 8 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 46 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(46/30) | 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 |
|---|---|---|---|---|---|
| HEARING IMPAIRMENT | YÇGL3235450 | 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 | Assist.Prof. Gül ÖLÇEK |
| Name of Lecturer(s) | Assist.Prof. Gül ÖLÇEK |
| Assistant(s) | |
| Aim | Providing knowledge about hearing impairment, causes and development of hearing impaired childr |
| Course Content | This course contains; General concepts about hearing impairment,Speaking and communication,Speaking and communication,Physiology of the auditory system,Physiology of the auditory system, Hearing physiology,Pathologies related to childhood hearing impairment (I),Pathologies related to childhood hearing impairment (II),Auditory technologies, Developmental characteristics of hearing impaired children, Developmental characteristics of hearing impaired children- II, Developmental characteristics of hearing impaired children- III,Educational intervention,Educational intervention. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Discuss the generation mechanism of hearing handicap | 10, 14, 16, 19, 20, 21, 9 | A |
| Defines and classifies hearing impairment. | 10, 14, 16, 19, 20, 21, 9 | A |
| Describe hearing handicap | 10, 14, 16, 19, 20, 21, 9 | A |
| Explains the development of hearing impaired children. | 10, 14, 16, 19, 20, 21, 9 | A |
| Describes educational and developmental intervention methods for hearing-impaired children. | 10, 14, 16, 19, 20, 21, 9 | A |
| Teaching Methods: | 10: Discussion Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 20: Reverse Brainstorming Technique, 21: Simulation Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | General concepts about hearing impairment | No preparation |
| 2 | Speaking and communication | Preparation of the related subject from the recommended sources |
| 3 | Speaking and communication | Preparation of the related subject from the recommended sources |
| 4 | Physiology of the auditory system | Preparation of the related subject from the recommended sources |
| 5 | Physiology of the auditory system | Preparation of the related subject from the recommended sources |
| 6 | Hearing physiology | Preparation of the related subject from the recommended sources |
| 7 | Pathologies related to childhood hearing impairment (I) | Preparation of the related subject from the recommended sources |
| 8 | Pathologies related to childhood hearing impairment (II) | Preparation of the related subject from the recommended sources |
| 9 | Auditory technologies | Preparation of the related subject from the recommended sources |
| 10 | Developmental characteristics of hearing impaired children | Preparation of the related subject from the recommended sources |
| 11 | Developmental characteristics of hearing impaired children- II | Preparation of the related subject from the recommended sources |
| 12 | Developmental characteristics of hearing impaired children- III | Preparation of the related subject from the recommended sources |
| 13 | Educational intervention | Preparation of the related subject from the recommended sources |
| 14 | Educational intervention | Preparation of the related subject from the recommended sources |
| Resources |
| Powerpoint and word files by the tutor |
| Darıca, N. & Şipal, R. F. (2011). İşitme Engelli Çocuklarda Gelişim ve Eğitsel Müdahale. Hacettepe Üniversitesi Yayınları, Ankara. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | 1. Obtains the basic and updated theoretical and practical knowledge in the field of child development by using the necessary educational and training tools and resources. | X | |||||
| 2 | 2. Has the knowledge to comparatively evaluate and interpret the accuracy, reliability and validity of the information gained about child development. | X | |||||
| 3 | 3. Have knowledge of children's development, learning characteristics and difficulties. | X | |||||
| 4 | 4. In the field of child development, using advanced knowledge and skills covering physical, cognitive, language, social-emotional and sensory development areas, interprets and evaluates evidence-based data, analyzes developmental problems, and provides solutions for children with typical and atypical development, taking into account ethical values. develops suggestions and works as a team. | X | |||||
| 5 | 5. In line with the theoretical and practical knowledge he has acquired in the field of child development, he has the ability to prepare developmental evaluation and support programs for typical and atypical children with different methods and tools, to provide family counseling and to inform the society. | X | |||||
| 6 | 6. In the field of child development, they have the skills to produce different solutions to problem situations for typical and atypical children with an evidence-based approach. | X | |||||
| 7 | 7. Takes responsibility for trans-disciplinary studies in the field of child development and fulfills his/her duties effectively. | X | |||||
| 8 | 8. Conducts independent studies individually and as a group, using the advanced knowledge gained in the field of child development. | X | |||||
| 9 | 9. Evaluates the information he has with a critical approach, determines his own learning needs and directs his learning. | X | |||||
| 10 | 10. Develops a positive attitude towards lifelong learning by effectively using ways to access information. | X | |||||
| 11 | 11. Internalizes and generalizes advanced theoretical and practical knowledge acquired in the field of child development and demonstrates what he has learned. | X | |||||
| 12 | 12. Plans and implements professional projects, research and activities for the social environment in which he lives, with awareness of social responsibility, and monitors and evaluates the process. | X | |||||
| 13 | 13. Informs relevant people and institutions on issues related to the field of child development, and shares her thoughts and solution suggestions for problems with quantitative and qualitative data, as an active element of the process, with experts and non-experts.(dişil) | ||||||
| 14 | 14. Being an example to society with his appearance, attitude and behavior, he acts in accordance with democracy, human rights, social, scientific and professional ethical values, relevant laws, regulations and legislation. | ||||||
| 15 | 15. The individual has sufficient awareness about quality management and processes, including babies, children and families, environmental protection and occupational safety, and acts appropriately and participates in these processes. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |