Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| TURKISH SIGN LANGUAGE | - | Fall 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 | Required |
| 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 | 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 | 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 | - | Fall 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 | Required |
| 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 | 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 | |