Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| TURKISH SIGN LANGUAGE | ÖE2216413 | 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 | Elective |
| Course Coordinator | Assist.Prof. Aslin ARSLANOĞLU ÖSER |
| Name of Lecturer(s) | Assist.Prof. Ayşenur NAZİK |
| 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. |
| Course Learning Outcomes | 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 | 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 | 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 | ÖE2216413 | 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 | Elective |
| Course Coordinator | Assist.Prof. Aslin ARSLANOĞLU ÖSER |
| Name of Lecturer(s) | Assist.Prof. Ayşenur NAZİK |
| 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. |
| Course Learning Outcomes | 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 | 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 | |