Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| SUPPORTING LANGUAGE and COMMUNICATION SKILLS | ÖE2215771 | Spring Semester | 2+0 | 2 | 5 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Res.Assist. Gülkader TEMİZ |
| Name of Lecturer(s) | Res.Assist. Gülkader TEMİZ |
| 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 . |
| Course Learning Outcomes | 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 | It compares theories of development and learning in the field of special education. | X | |||||
| 2 | Explains national legislation and education policies related to special education in the context of professional practice. | ||||||
| 3 | Explains assessment processes and data-driven decision-making approaches in special education. | ||||||
| 4 | Explains the developmental characteristics and educational needs of individuals with special needs in accordance with theoretical foundations. | X | |||||
| 5 | Designs teaching/technological materials appropriate to student needs. | ||||||
| 6 | It adapts the general education program in terms of content, process, environment and assessment in line with inclusive education principles. | ||||||
| 7 | Develops an Individualized Education Program (IEP) based on student performance. | X | |||||
| 8 | Conducts functional behavior assessment and behavior change processes. | X | |||||
| 9 | They recognize their responsibility to serve as a role model for society, colleagues and students through their appearance, attitude, demeanor, and professional conduct. | X | |||||
| 10 | Uses national and international scientific resources related to their field in their professional practice. | X | |||||
| 11 | It carries out social responsibility initiatives related to its field. | X | |||||
| 12 | Evaluates the effectiveness of teaching practices. | X | |||||
| 13 | Plans the family and interdisciplinary team collaboration process. | X | |||||
| 14 | Conducts professional practices in accordance with ethical principles and relevant legislation. | X | |||||
| 15 | It carries out its professional practices in line with the educational and social rights of individuals with special needs. | X | |||||
| 16 | Participates in scientific and professional development activities in their field. | 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 | 20 | 3 | 60 | |||
| 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 | 15 | 15 | |||
| General Exam | 1 | 20 | 20 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 137 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(137/30) | 5 | |||||
| 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 | ÖE2215771 | Spring Semester | 2+0 | 2 | 5 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Res.Assist. Gülkader TEMİZ |
| Name of Lecturer(s) | Res.Assist. Gülkader TEMİZ |
| 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 . |
| Course Learning Outcomes | 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 | It compares theories of development and learning in the field of special education. | X | |||||
| 2 | Explains national legislation and education policies related to special education in the context of professional practice. | ||||||
| 3 | Explains assessment processes and data-driven decision-making approaches in special education. | ||||||
| 4 | Explains the developmental characteristics and educational needs of individuals with special needs in accordance with theoretical foundations. | X | |||||
| 5 | Designs teaching/technological materials appropriate to student needs. | ||||||
| 6 | It adapts the general education program in terms of content, process, environment and assessment in line with inclusive education principles. | ||||||
| 7 | Develops an Individualized Education Program (IEP) based on student performance. | X | |||||
| 8 | Conducts functional behavior assessment and behavior change processes. | X | |||||
| 9 | They recognize their responsibility to serve as a role model for society, colleagues and students through their appearance, attitude, demeanor, and professional conduct. | X | |||||
| 10 | Uses national and international scientific resources related to their field in their professional practice. | X | |||||
| 11 | It carries out social responsibility initiatives related to its field. | X | |||||
| 12 | Evaluates the effectiveness of teaching practices. | X | |||||
| 13 | Plans the family and interdisciplinary team collaboration process. | X | |||||
| 14 | Conducts professional practices in accordance with ethical principles and relevant legislation. | X | |||||
| 15 | It carries out its professional practices in line with the educational and social rights of individuals with special needs. | X | |||||
| 16 | Participates in scientific and professional development activities in their field. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |