Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| TURKISH SIGN LANGUAGE | - | Spring Semester | 2+0 | 2 | 3 |
| 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. Aslin ARSLANOĞLU ÖSER |
| Name of Lecturer(s) | Lect. Begüm Mine DOĞAN AKOVALIGİL |
| Assistant(s) | |
| Aim | In this course, the following topics will be covered: Turkish Sign Language (TİD) at the basic level, cultural structure of the hearing impaired, providing students with the skills to communicate with the hearing impaired in daily life. |
| Course Content | This course contains; TSL and finger spelling,Basic, simple sentence patterns, signs used in daily speech,TSL pronouns, short basic closed and open-ended questions and answer sentences,Basic environment and basic transportation-related actions, positive-negative, command question and sentence patterns,Basic family members and relative signs; antonyms, affirmative-negative, imperative question and sentence patterns,Signing time expressions,Repetition of TSL concepts, conveying the importance of hand and mimic studies,Emotions and feelings with TSL,Basic health signs with TSL,Basic verb signs with TSL,Numeric expressions and related actions with TSL,Fluency practices in mutual communication,Conversation using basic concepts, making sentences, transferring what you understand,General review and short text studies. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Uses Turkish Sign Language at a basic level. | 16, 6 | E |
| Defines the cultural structure of the hearing impaired. | 16 | A |
| Uses basic words and grammatical structure. | 16, 6 | E |
| Demonstrates communication skills with hearing impaired people in daily life. | 16 | F |
| Teaching Methods: | 16: Question - Answer Technique, 6: Experiential Learning |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | TSL and finger spelling | MEB Türk İşaret Dili Sözlüğü (2015) |
| 2 | Basic, simple sentence patterns, signs used in daily speech | MEB Türk İşaret Dili Sözlüğü (2015) |
| 3 | TSL pronouns, short basic closed and open-ended questions and answer sentences | MEB Türk İşaret Dili Sözlüğü (2015) |
| 4 | Basic environment and basic transportation-related actions, positive-negative, command question and sentence patterns | MEB Türk İşaret Dili Sözlüğü (2015) |
| 5 | Basic family members and relative signs; antonyms, affirmative-negative, imperative question and sentence patterns | MEB Türk İşaret Dili Sözlüğü (2015) |
| 6 | Signing time expressions | MEB Türk İşaret Dili Sözlüğü (2015) |
| 7 | Repetition of TSL concepts, conveying the importance of hand and mimic studies | MEB Türk İşaret Dili Sözlüğü (2015) |
| 8 | Emotions and feelings with TSL | MEB Türk İşaret Dili Sözlüğü (2015) |
| 9 | Basic health signs with TSL | MEB Türk İşaret Dili Sözlüğü (2015) |
| 10 | Basic verb signs with TSL | MEB Türk İşaret Dili Sözlüğü (2015) |
| 11 | Numeric expressions and related actions with TSL | MEB Türk İşaret Dili Sözlüğü (2015) |
| 12 | Fluency practices in mutual communication | MEB Türk İşaret Dili Sözlüğü (2015) |
| 13 | Conversation using basic concepts, making sentences, transferring what you understand | MEB Türk İşaret Dili Sözlüğü (2015) |
| 14 | General review and short text studies | MEB Türk İşaret Dili Sözlüğü (2015) |
| Resources |
| 1. Karabulut, R. (Ed.). (2022). Özel gereksinimli çocuklar ve özel eğitim. Eğiten Kitap. 2. MEB. (2015). Türk İşaret Dili Sözlüğü. Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğü. 3. Selvi, H. H. (Ed.). (2020). Uygulamalarla işitme engellilerin eğitimi ve öğretimi. Eğiten Kitap. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Verbalizes the meanings of terms and concepts that are used in the Psychological Counseling and Guidance field. | X | |||||
| 2 | Verbalizes the basic concepts, principles, and techniques of theories in the field of Psychological Counseling and Guidance. | X | |||||
| 3 | Compares different theories in the field of Psychological Counseling and Guidance and lists the strenghts and weaknesses of each theory. | X | |||||
| 4 | Uses necessary intervention techniques in accordance with the education taken about the possible problems or issues that can be faced when working in the field of Psychological Counseling and Guidance. | X | |||||
| 5 | When faced with a problem in the profession, he /she analyzes and solves it with scientific methods. | X | |||||
| 6 | When faced with a problem in the profession, he/she solves it by oneself. | ||||||
| 7 | Has the knowledge and skills required by the profession and make necessary interventions by distinguishing his/her own tasks and responsibilities from the ones that are not in the scope of the his/her profession. | X | |||||
| 8 | Follows the developments about the profession and has the principle of lifelong learning. | X | |||||
| 9 | Holds consultation with his/her colleagues when needed in the process of resolving a problem about the profession. | X | |||||
| 10 | When faced with a problem, he/she formulates it in a written form or verbally. | X | |||||
| 11 | Has a sense of social responsibility and uses his/her field knowledge and skills for the solutions of problems in his/her surroundings. | X | |||||
| 12 | Knows at least B1 level of English to follow the international scientific developments in Psychological Counseling and Guidance field. | ||||||
| 13 | Knows basic consepts in Psychological Counseling and Guidance field. | ||||||
| 14 | Applies basic skills in Psychological Counseling and Guidance field. | X | |||||
| 15 | Uses psychological measurement tools in accordance with their purpose and ethical principles. | ||||||
| 16 | Makes scientific research in the field of Psychological Counseling and Guidance by selecting appropriate research methods. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 20 | |
| Rate of Final Exam to Success | 80 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 1 | 5 | 5 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 1 | 15 | 15 | |||
| Quiz | 1 | 20 | 20 | |||
| Midterm Exam | 1 | 15 | 15 | |||
| General Exam | 1 | 20 | 20 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 103 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(103/30) | 3 | |||||
| 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 |
|---|---|---|---|---|---|
| TURKISH SIGN LANGUAGE | - | Spring Semester | 2+0 | 2 | 3 |
| 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. Aslin ARSLANOĞLU ÖSER |
| Name of Lecturer(s) | Lect. Begüm Mine DOĞAN AKOVALIGİL |
| Assistant(s) | |
| Aim | In this course, the following topics will be covered: Turkish Sign Language (TİD) at the basic level, cultural structure of the hearing impaired, providing students with the skills to communicate with the hearing impaired in daily life. |
| Course Content | This course contains; TSL and finger spelling,Basic, simple sentence patterns, signs used in daily speech,TSL pronouns, short basic closed and open-ended questions and answer sentences,Basic environment and basic transportation-related actions, positive-negative, command question and sentence patterns,Basic family members and relative signs; antonyms, affirmative-negative, imperative question and sentence patterns,Signing time expressions,Repetition of TSL concepts, conveying the importance of hand and mimic studies,Emotions and feelings with TSL,Basic health signs with TSL,Basic verb signs with TSL,Numeric expressions and related actions with TSL,Fluency practices in mutual communication,Conversation using basic concepts, making sentences, transferring what you understand,General review and short text studies. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Uses Turkish Sign Language at a basic level. | 16, 6 | E |
| Defines the cultural structure of the hearing impaired. | 16 | A |
| Uses basic words and grammatical structure. | 16, 6 | E |
| Demonstrates communication skills with hearing impaired people in daily life. | 16 | F |
| Teaching Methods: | 16: Question - Answer Technique, 6: Experiential Learning |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | TSL and finger spelling | MEB Türk İşaret Dili Sözlüğü (2015) |
| 2 | Basic, simple sentence patterns, signs used in daily speech | MEB Türk İşaret Dili Sözlüğü (2015) |
| 3 | TSL pronouns, short basic closed and open-ended questions and answer sentences | MEB Türk İşaret Dili Sözlüğü (2015) |
| 4 | Basic environment and basic transportation-related actions, positive-negative, command question and sentence patterns | MEB Türk İşaret Dili Sözlüğü (2015) |
| 5 | Basic family members and relative signs; antonyms, affirmative-negative, imperative question and sentence patterns | MEB Türk İşaret Dili Sözlüğü (2015) |
| 6 | Signing time expressions | MEB Türk İşaret Dili Sözlüğü (2015) |
| 7 | Repetition of TSL concepts, conveying the importance of hand and mimic studies | MEB Türk İşaret Dili Sözlüğü (2015) |
| 8 | Emotions and feelings with TSL | MEB Türk İşaret Dili Sözlüğü (2015) |
| 9 | Basic health signs with TSL | MEB Türk İşaret Dili Sözlüğü (2015) |
| 10 | Basic verb signs with TSL | MEB Türk İşaret Dili Sözlüğü (2015) |
| 11 | Numeric expressions and related actions with TSL | MEB Türk İşaret Dili Sözlüğü (2015) |
| 12 | Fluency practices in mutual communication | MEB Türk İşaret Dili Sözlüğü (2015) |
| 13 | Conversation using basic concepts, making sentences, transferring what you understand | MEB Türk İşaret Dili Sözlüğü (2015) |
| 14 | General review and short text studies | MEB Türk İşaret Dili Sözlüğü (2015) |
| Resources |
| 1. Karabulut, R. (Ed.). (2022). Özel gereksinimli çocuklar ve özel eğitim. Eğiten Kitap. 2. MEB. (2015). Türk İşaret Dili Sözlüğü. Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğü. 3. Selvi, H. H. (Ed.). (2020). Uygulamalarla işitme engellilerin eğitimi ve öğretimi. Eğiten Kitap. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Verbalizes the meanings of terms and concepts that are used in the Psychological Counseling and Guidance field. | X | |||||
| 2 | Verbalizes the basic concepts, principles, and techniques of theories in the field of Psychological Counseling and Guidance. | X | |||||
| 3 | Compares different theories in the field of Psychological Counseling and Guidance and lists the strenghts and weaknesses of each theory. | X | |||||
| 4 | Uses necessary intervention techniques in accordance with the education taken about the possible problems or issues that can be faced when working in the field of Psychological Counseling and Guidance. | X | |||||
| 5 | When faced with a problem in the profession, he /she analyzes and solves it with scientific methods. | X | |||||
| 6 | When faced with a problem in the profession, he/she solves it by oneself. | ||||||
| 7 | Has the knowledge and skills required by the profession and make necessary interventions by distinguishing his/her own tasks and responsibilities from the ones that are not in the scope of the his/her profession. | X | |||||
| 8 | Follows the developments about the profession and has the principle of lifelong learning. | X | |||||
| 9 | Holds consultation with his/her colleagues when needed in the process of resolving a problem about the profession. | X | |||||
| 10 | When faced with a problem, he/she formulates it in a written form or verbally. | X | |||||
| 11 | Has a sense of social responsibility and uses his/her field knowledge and skills for the solutions of problems in his/her surroundings. | X | |||||
| 12 | Knows at least B1 level of English to follow the international scientific developments in Psychological Counseling and Guidance field. | ||||||
| 13 | Knows basic consepts in Psychological Counseling and Guidance field. | ||||||
| 14 | Applies basic skills in Psychological Counseling and Guidance field. | X | |||||
| 15 | Uses psychological measurement tools in accordance with their purpose and ethical principles. | ||||||
| 16 | Makes scientific research in the field of Psychological Counseling and Guidance by selecting appropriate research methods. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 20 | |
| Rate of Final Exam to Success | 80 | |
| Total | 100 | |