Course Description
Course | Code | Semester | T+P (Hour) | Credit | ECTS |
---|---|---|---|---|---|
SUPPORTING LANGUAGE and COMMUNICATION SKILLS | - | Spring Semester | 3+0 | 3 | 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) | Assoc.Prof. Ramazan Sertan ÖZDEMİR |
Assistant(s) | |
Aim | In this course, the following topics will be coveed: definition of communication, definition of language, theories of language acquisition, explanation of language, communication and speech concepts and their development; basic language, communication and speech characteristics and problems in children with special education needs; assessment of language, communication and speech problems; according to language components setting goals; explaining the natural and structured scientific-based/effective methods used in gaining communication skills; family guidance on the development of communication skills. |
Course Content | This course contains; Basic concepts in communication, language and speech,Basic elements of communication,The concept of language and its components,Language acquisition theory-I,Language acquisition theory-II,The concept of speech; organs and structures used in speech,Factors affecting language development,Factors affecting language development ,Language and speech disorders-I: Phonological disorders and pronunciation disorder,Language and speech disorders-II: Fluency disorders,Language and speech disorders-II: voice disorders,Language and speech disorders-IV: Aphasia,Language and speech problems in individuals with special needs-I,Language and speech problems in individuals with special needs-I . |
Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
Defines language acquisition theories. | 16 | A |
Explains the concepts and development of language, communication and speech. | 16 | A |
Explains the basic language, communication and speech characteristics and problems seen in children with special needs. | 16 | A |
Explains the evaluation of language, communication and speech problems. | 16 | A |
Explains the determination of goals according to the components of the language. | 16 | A |
Gives examples about natural and structured scientifically based/effective methods used in gaining communication skills. | 16 | A |
Defines family guidance on the development of communication skills. | 16 | A |
Teaching Methods: | 16: Question - Answer Technique |
Assessment Methods: | A: Traditional Written Exam |
Course Outline
Order | Subjects | Preliminary Work |
---|---|---|
1 | Basic concepts in communication, language and speech | Diken ve Acarlar, (2019), Part 1, s. 2-24. |
2 | Basic elements of communication | Diken ve Acarlar, (2019), Part 3, s. 59-74. |
3 | The concept of language and its components | Diken ve Acarlar, (2019), Part 2-3, s. 29-74. |
4 | Language acquisition theory-I | Diken ve Acarlar, (2019), Part 3, s. 59-74. |
5 | Language acquisition theory-II | Diken ve Acarlar, (2019), Part 3, s. 59-74. |
6 | The concept of speech; organs and structures used in speech | Diken ve Acarlar, (2019), Part 1, s. 2-24. |
7 | Factors affecting language development | Diken ve Acarlar, (2019), Part 4-5-6-7, s. 80-176. |
8 | Factors affecting language development | Diken ve Acarlar, (2019), Part 4-5-6-7, s. 80-176. |
9 | Language and speech disorders-I: Phonological disorders and pronunciation disorder | Diken ve Acarlar, (2019), Part 3, s. 59-74. |
10 | Language and speech disorders-II: Fluency disorders | lecture notes |
11 | Language and speech disorders-II: voice disorders | lecture notes |
12 | Language and speech disorders-IV: Aphasia | lecture notes |
13 | Language and speech problems in individuals with special needs-I | Diken ve Acarlar, (2019), Part 4-5-6-7, s. 80-176. |
14 | Language and speech problems in individuals with special needs-I | Diken ve Acarlar, (2019), Part 4-5-6-7, s. 80-176. |
Resources |
1. Acarlar, F. ve Diken, Ö. (2019). Yetersizliği olan bireylerde dil ve iletişim becerilerinin desteklenmesi. Ankara: Pegem Akademi. 2. Parpucu, N. ve Dinç, B. (2019). Fonolojik farkındalık. Kuramdan etkinlik uygulamalarına. Genişletilmiş 2. Baskı. Ankara: Anı Yayıncılık. 3. Sarı, H. ve Gökdağ, H. (2019). Özel gereksinimli bireylerde dil gelişimi. Ankara: Vize Akademik. |
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 | 3 | 42 | |||
Guided Problem Solving | 10 | 4 | 40 | |||
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 | 1 | 20 | 20 | |||
General Exam | 1 | 20 | 20 | |||
Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
Total Workload(Hour) | 122 | |||||
Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(122/30) | 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 |
---|---|---|---|---|---|
SUPPORTING LANGUAGE and COMMUNICATION SKILLS | - | Spring Semester | 3+0 | 3 | 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) | Assoc.Prof. Ramazan Sertan ÖZDEMİR |
Assistant(s) | |
Aim | In this course, the following topics will be coveed: definition of communication, definition of language, theories of language acquisition, explanation of language, communication and speech concepts and their development; basic language, communication and speech characteristics and problems in children with special education needs; assessment of language, communication and speech problems; according to language components setting goals; explaining the natural and structured scientific-based/effective methods used in gaining communication skills; family guidance on the development of communication skills. |
Course Content | This course contains; Basic concepts in communication, language and speech,Basic elements of communication,The concept of language and its components,Language acquisition theory-I,Language acquisition theory-II,The concept of speech; organs and structures used in speech,Factors affecting language development,Factors affecting language development ,Language and speech disorders-I: Phonological disorders and pronunciation disorder,Language and speech disorders-II: Fluency disorders,Language and speech disorders-II: voice disorders,Language and speech disorders-IV: Aphasia,Language and speech problems in individuals with special needs-I,Language and speech problems in individuals with special needs-I . |
Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
Defines language acquisition theories. | 16 | A |
Explains the concepts and development of language, communication and speech. | 16 | A |
Explains the basic language, communication and speech characteristics and problems seen in children with special needs. | 16 | A |
Explains the evaluation of language, communication and speech problems. | 16 | A |
Explains the determination of goals according to the components of the language. | 16 | A |
Gives examples about natural and structured scientifically based/effective methods used in gaining communication skills. | 16 | A |
Defines family guidance on the development of communication skills. | 16 | A |
Teaching Methods: | 16: Question - Answer Technique |
Assessment Methods: | A: Traditional Written Exam |
Course Outline
Order | Subjects | Preliminary Work |
---|---|---|
1 | Basic concepts in communication, language and speech | Diken ve Acarlar, (2019), Part 1, s. 2-24. |
2 | Basic elements of communication | Diken ve Acarlar, (2019), Part 3, s. 59-74. |
3 | The concept of language and its components | Diken ve Acarlar, (2019), Part 2-3, s. 29-74. |
4 | Language acquisition theory-I | Diken ve Acarlar, (2019), Part 3, s. 59-74. |
5 | Language acquisition theory-II | Diken ve Acarlar, (2019), Part 3, s. 59-74. |
6 | The concept of speech; organs and structures used in speech | Diken ve Acarlar, (2019), Part 1, s. 2-24. |
7 | Factors affecting language development | Diken ve Acarlar, (2019), Part 4-5-6-7, s. 80-176. |
8 | Factors affecting language development | Diken ve Acarlar, (2019), Part 4-5-6-7, s. 80-176. |
9 | Language and speech disorders-I: Phonological disorders and pronunciation disorder | Diken ve Acarlar, (2019), Part 3, s. 59-74. |
10 | Language and speech disorders-II: Fluency disorders | lecture notes |
11 | Language and speech disorders-II: voice disorders | lecture notes |
12 | Language and speech disorders-IV: Aphasia | lecture notes |
13 | Language and speech problems in individuals with special needs-I | Diken ve Acarlar, (2019), Part 4-5-6-7, s. 80-176. |
14 | Language and speech problems in individuals with special needs-I | Diken ve Acarlar, (2019), Part 4-5-6-7, s. 80-176. |
Resources |
1. Acarlar, F. ve Diken, Ö. (2019). Yetersizliği olan bireylerde dil ve iletişim becerilerinin desteklenmesi. Ankara: Pegem Akademi. 2. Parpucu, N. ve Dinç, B. (2019). Fonolojik farkındalık. Kuramdan etkinlik uygulamalarına. Genişletilmiş 2. Baskı. Ankara: Anı Yayıncılık. 3. Sarı, H. ve Gökdağ, H. (2019). Özel gereksinimli bireylerde dil gelişimi. Ankara: Vize Akademik. |
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 |