Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| HEARING IMPAIRMENT and VISUAL IMPAIRMENT | - | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Aslin ARSLANOĞLU ÖSER |
| Name of Lecturer(s) | Assist.Prof. Aslin ARSLANOĞLU ÖSER |
| Assistant(s) | |
| Aim | Basic concepts: individuals with hearing impairment, nature of hearing; individuals with visual impairment, the nature of vision; classification: educational, psychological, medical; prevalence and incidence; causes: prenatal, birth, postpartum; screening/diagnosis: medical, developmental and educational screening/diagnosis; academic and non-academic characteristics; team and collaboration; educational environments; scientifically based applications; characteristics of families; Attitudes towards individuals with hearing impairment, individuals with visual impairment and their families, services provided to families, supports and legal rights. |
| Course Content | This course contains; Syllabus,What is hearing? Hearing impairment (definition, classification, causes and prevalence)/Screening, diagnosis and evaluation in hearing impairment/Hearing tests/Types of hearing aids,Characteristics of individuals with hearing impairment/Effects of hearing impairment/Early language development,Organization of classroom environments for individuals with hearing impairment/individual and group education/Communication approaches/Literacy,Examples,What is vision? Visual impairment (definition, classification, causes and prevalence)/ Screening, diagnosis and evaluation in visual impairment,Characteristics of individuals with visual impairment/Effects of visual impairment/Orientation and independent movement skills,Organizing classroom environments for visually impaired individuals/Literacy,Examples,Deafblind (blind and deaf) individuals and their education,Legal regulations/Participation of individuals with hearing and visual impairments in social life,Legal regulations/Participation of individuals with hearing and visual impairments in social life,Families of individuals with hearing and burying disabilities,Revision. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Defines hearing and visual impairments. | 16 | A |
| Defines historical developments in the education of people with hearing and visual impairments and their impact on educational practices. | 16 | A |
| Explains the causes that led to the hearing and visual impairments. | 16 | A |
| Explains the characteristics of individuals with hearing and visual impairments. | 16 | A |
| Defines the criteria for the identification and evaluation of hearing and vision impairments. | 16 | A |
| Defines the general principles of education of people with hearing and visual impairments. | 16 | A |
| Teaching Methods: | 16: Question - Answer Technique |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Syllabus | Syllabus |
| 2 | What is hearing? Hearing impairment (definition, classification, causes and prevalence)/Screening, diagnosis and evaluation in hearing impairment/Hearing tests/Types of hearing aids | ● Gürgür, H. ve Şafak, P. (Ed.). (2017). İşitme ve görme yetersizliği. Pegem Akademi. |
| 3 | Characteristics of individuals with hearing impairment/Effects of hearing impairment/Early language development | ● Gürgür, H. ve Şafak, P. (Ed.). (2017). İşitme ve görme yetersizliği. Pegem Akademi. |
| 4 | Organization of classroom environments for individuals with hearing impairment/individual and group education/Communication approaches/Literacy | ● Gürgür, H. ve Şafak, P. (Ed.). (2017). İşitme ve görme yetersizliği. Pegem Akademi. |
| 5 | Examples | ● Gürgür, H. ve Şafak, P. (Ed.). (2017). İşitme ve görme yetersizliği. Pegem Akademi. |
| 6 | What is vision? Visual impairment (definition, classification, causes and prevalence)/ Screening, diagnosis and evaluation in visual impairment | ● Gürgür, H. ve Şafak, P. (Ed.). (2017). İşitme ve görme yetersizliği. Pegem Akademi. |
| 7 | Characteristics of individuals with visual impairment/Effects of visual impairment/Orientation and independent movement skills | ● Gürgür, H. ve Şafak, P. (Ed.). (2017). İşitme ve görme yetersizliği. Pegem Akademi. |
| 8 | Organizing classroom environments for visually impaired individuals/Literacy | ● Gürgür, H. ve Şafak, P. (Ed.). (2017). İşitme ve görme yetersizliği. Pegem Akademi. |
| 9 | Examples | ● Gürgür, H. ve Şafak, P. (Ed.). (2017). İşitme ve görme yetersizliği. Pegem Akademi. |
| 10 | Deafblind (blind and deaf) individuals and their education | ● Gürgür, H. ve Şafak, P. (Ed.). (2017). İşitme ve görme yetersizliği. Pegem Akademi. |
| 11 | Legal regulations/Participation of individuals with hearing and visual impairments in social life | ● Gürgür, H. ve Şafak, P. (Ed.). (2017). İşitme ve görme yetersizliği. Pegem Akademi. |
| 12 | Legal regulations/Participation of individuals with hearing and visual impairments in social life | ● Gürgür, H. ve Şafak, P. (Ed.). (2017). İşitme ve görme yetersizliği. Pegem Akademi. |
| 13 | Families of individuals with hearing and burying disabilities | ● Gürgür, H. ve Şafak, P. (Ed.). (2017). İşitme ve görme yetersizliği. Pegem Akademi. |
| 14 | Revision | Weekly documents |
| Resources |
| 1. Altunay-Arslantekin, B. (2018). Görme yetersizliği olan öğrenciler. A. Cavkaytar ve D. T. Ersan (Ed.), Özel eğitim ve kaynaştırma (ss. 141-179). Eğiten Kitap. 2. Gürgür, H. ve Şafak, P. (Ed.). (2017). İşitme ve görme yetersizliği. Pegem Akademi. 3. Karabulut, R. (Ed.). (2022). Özel gereksinimli çocuklar ve özel eğitim. Eğiten Kitap. 4. 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 | Able to express the theoretical and practical knowledge about general and special education and the knowledge of basic concepts, principles and theories about different disciplines contributing to this knowledge. | X | |||||
| 2 | Able to compare and contrats the key theoretical approaches in the field verbally. | X | |||||
| 3 | In different disciplines, develops, administers and evaluates the differentiated curriculum plans that the three factors of curriculum like content, process and product are differentiated according to the characteristics of students like the readiness level, interests and learning profile. | X | |||||
| 4 | By taking into consideration all the developmental areas (intellectual, physical, emotional, personality etc.), has the knowledge of holistic development of students and administers the necessary techniques to develop them in these areas. | X | |||||
| 5 | Within scientific framework, evaluates the theoretical and practical studies regarding the education of children with learning disabilities/difficulties critically and offers solutions. | X | |||||
| 6 | Takes responsibility individually or as a member of a group that consists of colleagues from various disciplines to bring solutions for complex problems encountered in practices regarding the education of students with learning disabilities and/or difficulties. | X | |||||
| 7 | In order to reach individual goals according to his/her learning needs, acquires the attitude of practicing lifelong learning principles. | X | |||||
| 8 | Follows the new developments about special education via professional activities like literature review, seminar, conference, and workshop. | X | |||||
| 9 | Uses Turkish accurately and effectively. | X | |||||
| 10 | With the awareness of social responsibility, makes activities concerning the education of children with learning disabilities/difficulties and develops projects for the social environment in which he/she lives. | X | |||||
| 11 | Knows the basic concepts and applies basic skills related to the profession. | X | |||||
| 12 | During all phases of his/her research and studies, besides showing characteristics of acting respectfully to the social, scientific, cultural and ethical values with the consciousness of national and international sensitivities cited in the National Education Basic Law, exhibits also a productive and innovative personality. | 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 | 4 | 5 | 20 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 20 | 20 | |||
| General Exam | 1 | 20 | 20 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 108 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(108/30) | 4 | |||||
| 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 and VISUAL IMPAIRMENT | - | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Aslin ARSLANOĞLU ÖSER |
| Name of Lecturer(s) | Assist.Prof. Aslin ARSLANOĞLU ÖSER |
| Assistant(s) | |
| Aim | Basic concepts: individuals with hearing impairment, nature of hearing; individuals with visual impairment, the nature of vision; classification: educational, psychological, medical; prevalence and incidence; causes: prenatal, birth, postpartum; screening/diagnosis: medical, developmental and educational screening/diagnosis; academic and non-academic characteristics; team and collaboration; educational environments; scientifically based applications; characteristics of families; Attitudes towards individuals with hearing impairment, individuals with visual impairment and their families, services provided to families, supports and legal rights. |
| Course Content | This course contains; Syllabus,What is hearing? Hearing impairment (definition, classification, causes and prevalence)/Screening, diagnosis and evaluation in hearing impairment/Hearing tests/Types of hearing aids,Characteristics of individuals with hearing impairment/Effects of hearing impairment/Early language development,Organization of classroom environments for individuals with hearing impairment/individual and group education/Communication approaches/Literacy,Examples,What is vision? Visual impairment (definition, classification, causes and prevalence)/ Screening, diagnosis and evaluation in visual impairment,Characteristics of individuals with visual impairment/Effects of visual impairment/Orientation and independent movement skills,Organizing classroom environments for visually impaired individuals/Literacy,Examples,Deafblind (blind and deaf) individuals and their education,Legal regulations/Participation of individuals with hearing and visual impairments in social life,Legal regulations/Participation of individuals with hearing and visual impairments in social life,Families of individuals with hearing and burying disabilities,Revision. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Defines hearing and visual impairments. | 16 | A |
| Defines historical developments in the education of people with hearing and visual impairments and their impact on educational practices. | 16 | A |
| Explains the causes that led to the hearing and visual impairments. | 16 | A |
| Explains the characteristics of individuals with hearing and visual impairments. | 16 | A |
| Defines the criteria for the identification and evaluation of hearing and vision impairments. | 16 | A |
| Defines the general principles of education of people with hearing and visual impairments. | 16 | A |
| Teaching Methods: | 16: Question - Answer Technique |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Syllabus | Syllabus |
| 2 | What is hearing? Hearing impairment (definition, classification, causes and prevalence)/Screening, diagnosis and evaluation in hearing impairment/Hearing tests/Types of hearing aids | ● Gürgür, H. ve Şafak, P. (Ed.). (2017). İşitme ve görme yetersizliği. Pegem Akademi. |
| 3 | Characteristics of individuals with hearing impairment/Effects of hearing impairment/Early language development | ● Gürgür, H. ve Şafak, P. (Ed.). (2017). İşitme ve görme yetersizliği. Pegem Akademi. |
| 4 | Organization of classroom environments for individuals with hearing impairment/individual and group education/Communication approaches/Literacy | ● Gürgür, H. ve Şafak, P. (Ed.). (2017). İşitme ve görme yetersizliği. Pegem Akademi. |
| 5 | Examples | ● Gürgür, H. ve Şafak, P. (Ed.). (2017). İşitme ve görme yetersizliği. Pegem Akademi. |
| 6 | What is vision? Visual impairment (definition, classification, causes and prevalence)/ Screening, diagnosis and evaluation in visual impairment | ● Gürgür, H. ve Şafak, P. (Ed.). (2017). İşitme ve görme yetersizliği. Pegem Akademi. |
| 7 | Characteristics of individuals with visual impairment/Effects of visual impairment/Orientation and independent movement skills | ● Gürgür, H. ve Şafak, P. (Ed.). (2017). İşitme ve görme yetersizliği. Pegem Akademi. |
| 8 | Organizing classroom environments for visually impaired individuals/Literacy | ● Gürgür, H. ve Şafak, P. (Ed.). (2017). İşitme ve görme yetersizliği. Pegem Akademi. |
| 9 | Examples | ● Gürgür, H. ve Şafak, P. (Ed.). (2017). İşitme ve görme yetersizliği. Pegem Akademi. |
| 10 | Deafblind (blind and deaf) individuals and their education | ● Gürgür, H. ve Şafak, P. (Ed.). (2017). İşitme ve görme yetersizliği. Pegem Akademi. |
| 11 | Legal regulations/Participation of individuals with hearing and visual impairments in social life | ● Gürgür, H. ve Şafak, P. (Ed.). (2017). İşitme ve görme yetersizliği. Pegem Akademi. |
| 12 | Legal regulations/Participation of individuals with hearing and visual impairments in social life | ● Gürgür, H. ve Şafak, P. (Ed.). (2017). İşitme ve görme yetersizliği. Pegem Akademi. |
| 13 | Families of individuals with hearing and burying disabilities | ● Gürgür, H. ve Şafak, P. (Ed.). (2017). İşitme ve görme yetersizliği. Pegem Akademi. |
| 14 | Revision | Weekly documents |
| Resources |
| 1. Altunay-Arslantekin, B. (2018). Görme yetersizliği olan öğrenciler. A. Cavkaytar ve D. T. Ersan (Ed.), Özel eğitim ve kaynaştırma (ss. 141-179). Eğiten Kitap. 2. Gürgür, H. ve Şafak, P. (Ed.). (2017). İşitme ve görme yetersizliği. Pegem Akademi. 3. Karabulut, R. (Ed.). (2022). Özel gereksinimli çocuklar ve özel eğitim. Eğiten Kitap. 4. 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 | Able to express the theoretical and practical knowledge about general and special education and the knowledge of basic concepts, principles and theories about different disciplines contributing to this knowledge. | X | |||||
| 2 | Able to compare and contrats the key theoretical approaches in the field verbally. | X | |||||
| 3 | In different disciplines, develops, administers and evaluates the differentiated curriculum plans that the three factors of curriculum like content, process and product are differentiated according to the characteristics of students like the readiness level, interests and learning profile. | X | |||||
| 4 | By taking into consideration all the developmental areas (intellectual, physical, emotional, personality etc.), has the knowledge of holistic development of students and administers the necessary techniques to develop them in these areas. | X | |||||
| 5 | Within scientific framework, evaluates the theoretical and practical studies regarding the education of children with learning disabilities/difficulties critically and offers solutions. | X | |||||
| 6 | Takes responsibility individually or as a member of a group that consists of colleagues from various disciplines to bring solutions for complex problems encountered in practices regarding the education of students with learning disabilities and/or difficulties. | X | |||||
| 7 | In order to reach individual goals according to his/her learning needs, acquires the attitude of practicing lifelong learning principles. | X | |||||
| 8 | Follows the new developments about special education via professional activities like literature review, seminar, conference, and workshop. | X | |||||
| 9 | Uses Turkish accurately and effectively. | X | |||||
| 10 | With the awareness of social responsibility, makes activities concerning the education of children with learning disabilities/difficulties and develops projects for the social environment in which he/she lives. | X | |||||
| 11 | Knows the basic concepts and applies basic skills related to the profession. | X | |||||
| 12 | During all phases of his/her research and studies, besides showing characteristics of acting respectfully to the social, scientific, cultural and ethical values with the consciousness of national and international sensitivities cited in the National Education Basic Law, exhibits also a productive and innovative personality. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |