Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| LANGUAGE and SPEECH DISORDERS | - | Fall Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assoc.Prof. Ramazan Sertan ÖZDEMİR |
| Name of Lecturer(s) | Assoc.Prof. Ramazan Sertan ÖZDEMİR |
| Assistant(s) | |
| Aim | To teach characteristics of language and speech disorders |
| Course Content | This course contains; Definition and classification of language and speech disorders,Medical approach,Psycholinguistic approach,Voice disorders,Fluency disorders,Articulation disorders,Developmental language disorders and their characteristics,Mental retardation and language impairment,Specific language impairment ,Pervasive developmental disorder and language disorders,Assessment Approaches,Language assessment tools commonly used in Turkey,Approaches to intervention,Preperation for final exam. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Becomes aware of differences between speech and language | 10, 19, 9 | A, D |
| Defines and classifies language and speech impairments | 13, 9 | A, D |
| Becomes aware of distinctive features of different language impairments | 10, 9 | A, D |
| Explains differences between medical and psycholinguistic approaches | 13, 9 | A, D, E |
| Defines basic language assessment methods in language disorders | 13, 9 | A, D, E |
| Uses spontaneous language measures | 13, 9 | A, D, E |
| Explains psycholinguistic models of speech and language impairments | 13, 9 | A, D, E |
| Classifies and explains developmental language impairments | 13, 9 | A, D |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 19: Brainstorming Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, D: Oral Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition and classification of language and speech disorders | Reviewing weekly course contents and having some ideas about the course. |
| 2 | Medical approach | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 3 | Psycholinguistic approach | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 4 | Voice disorders | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 5 | Fluency disorders | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 6 | Articulation disorders | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 7 | Developmental language disorders and their characteristics | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 8 | Mental retardation and language impairment | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 9 | Specific language impairment | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 10 | Pervasive developmental disorder and language disorders | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 11 | Assessment Approaches | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 12 | Language assessment tools commonly used in Turkey | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 13 | Approaches to intervention | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 14 | Preperation for final exam | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| Resources |
| 1.Owens,R. (1999) Language Disorders: A Functional Approach to Assessment and Intervention. 3rd Ed. Allyn and Bacon, MA. 2.Owens, R. (2001) Language Development: An Introduction. 5th Ed. Allyn and Bacon, MA. 3.Onslow, M. (1996) Behavioral Management of Stuttering. Singular Publishing, London, UK. 4.Paul, R. (1996) Language Disorders. Assessment and Evaluation: Infancy through adolescent, Mosby. 5.Turan, F., Akoğlu, G. (2011). İletişim, Dil ve Konuşma Bozuklukları Olan Çocuklar ve Eğitimleri. BAYKOÇ, N. (Editör). Özel Gereksinimli Çocuklar ve Özel Eğitim. Ankara: Eğiten Kitap Yay.s. 335-359. 6.Turan, F.(2012). İletişim, Dil ve Konuşma Bozuklukları Olan Çocuklar , Metin E.N.(Editör). Özel Gereksinimli Çocuklar. Ankara. 7.Korkmaz, B. (2005). Dil ve Beyin; Çocuklarda Dil ve Konuşma Bozuklukları. Yüce Yayım, İstanbul |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. Obtains basic and updated theoretical and practical information in the field of child development by using the necessary educational and training tools and resources. | X | |||||
| 2 | PQ-2. Has the knowledge to comparatively evaluate and interpret the accuracy, reliability and validity of the information she has gained regarding child development. | ||||||
| 3 | PQ-3. Gains knowledge of children's development, learning characteristics and difficulties. | X | |||||
| 4 | PQ-4. In the field of child development, using advanced knowledge and skills covering physical, cognitive, language, social-emotional and sensory development areas, interprets and evaluates evidence-based data, analyzes developmental problems, develops and develops solution suggestions for children with typical and atypical development, taking into account ethical values and does teamwork. | X | |||||
| 5 | PQ-5. In line with the theoretical and practical knowledge she has acquired in the field of child development, she has the ability to prepare developmental evaluation and support programs for typical and atypical children with different methods and tools, to provide family counseling and to inform the society. | ||||||
| 6 | PQ-6. In the field of child development, he has the skills to produce different solutions to problem situations for typical and atypical children with an evidence-based approach. | ||||||
| 7 | PQ-7. Takes responsibility for trans-disciplinary studies in the field of child development and fulfills its duties effectively. | X | |||||
| 8 | PQ-8. Conducts independent studies individually and in groups, using the advanced knowledge he has acquired in the field of child development. | ||||||
| 9 | PQ-9. He evaluates the information he has with a critical approach, determines his own learning needs and directs his learning. | X | |||||
| 10 | PQ-10. Develops a positive attitude towards lifelong learning by effectively using ways to access information. | ||||||
| 11 | PQ-11. Internalizes and generalizes advanced theoretical and practical knowledge acquired in the field of child development and demonstrates what he has learned. | X | |||||
| 12 | PQ-12. With the awareness of social responsibility, he/she plans and implements professional projects, research and activities for the social environment he lives in, and monitors and evaluates the process. | ||||||
| 13 | PQ-13. It informs relevant people and institutions on issues related to child development and shares its thoughts and solutions to problems with quantitative and qualitative data, as an active element of the process, with experts and non-experts. | ||||||
| 14 | PQ-14. Being an example to society with his appearance, attitude and behavior, he acts in accordance with democracy, human rights, social, scientific and professional ethical values, relevant laws, regulations and legislation. | ||||||
| 15 | PQ-15. The individual has sufficient awareness about quality management and processes, including babies, children and families, environmental protection and occupational safety, and acts appropriately and participates in these processes. | ||||||
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 | 7 | 2 | 14 | |||
| 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 | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 42 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(42/30) | 1 | |||||
| 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 |
|---|---|---|---|---|---|
| LANGUAGE and SPEECH DISORDERS | - | Fall Semester | 2+0 | 2 | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assoc.Prof. Ramazan Sertan ÖZDEMİR |
| Name of Lecturer(s) | Assoc.Prof. Ramazan Sertan ÖZDEMİR |
| Assistant(s) | |
| Aim | To teach characteristics of language and speech disorders |
| Course Content | This course contains; Definition and classification of language and speech disorders,Medical approach,Psycholinguistic approach,Voice disorders,Fluency disorders,Articulation disorders,Developmental language disorders and their characteristics,Mental retardation and language impairment,Specific language impairment ,Pervasive developmental disorder and language disorders,Assessment Approaches,Language assessment tools commonly used in Turkey,Approaches to intervention,Preperation for final exam. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Becomes aware of differences between speech and language | 10, 19, 9 | A, D |
| Defines and classifies language and speech impairments | 13, 9 | A, D |
| Becomes aware of distinctive features of different language impairments | 10, 9 | A, D |
| Explains differences between medical and psycholinguistic approaches | 13, 9 | A, D, E |
| Defines basic language assessment methods in language disorders | 13, 9 | A, D, E |
| Uses spontaneous language measures | 13, 9 | A, D, E |
| Explains psycholinguistic models of speech and language impairments | 13, 9 | A, D, E |
| Classifies and explains developmental language impairments | 13, 9 | A, D |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 19: Brainstorming Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, D: Oral Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Definition and classification of language and speech disorders | Reviewing weekly course contents and having some ideas about the course. |
| 2 | Medical approach | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 3 | Psycholinguistic approach | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 4 | Voice disorders | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 5 | Fluency disorders | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 6 | Articulation disorders | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 7 | Developmental language disorders and their characteristics | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 8 | Mental retardation and language impairment | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 9 | Specific language impairment | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 10 | Pervasive developmental disorder and language disorders | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 11 | Assessment Approaches | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 12 | Language assessment tools commonly used in Turkey | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 13 | Approaches to intervention | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| 14 | Preperation for final exam | Reading the article on this week's topic that is uploaded into the system and doing the assignment given. |
| Resources |
| 1.Owens,R. (1999) Language Disorders: A Functional Approach to Assessment and Intervention. 3rd Ed. Allyn and Bacon, MA. 2.Owens, R. (2001) Language Development: An Introduction. 5th Ed. Allyn and Bacon, MA. 3.Onslow, M. (1996) Behavioral Management of Stuttering. Singular Publishing, London, UK. 4.Paul, R. (1996) Language Disorders. Assessment and Evaluation: Infancy through adolescent, Mosby. 5.Turan, F., Akoğlu, G. (2011). İletişim, Dil ve Konuşma Bozuklukları Olan Çocuklar ve Eğitimleri. BAYKOÇ, N. (Editör). Özel Gereksinimli Çocuklar ve Özel Eğitim. Ankara: Eğiten Kitap Yay.s. 335-359. 6.Turan, F.(2012). İletişim, Dil ve Konuşma Bozuklukları Olan Çocuklar , Metin E.N.(Editör). Özel Gereksinimli Çocuklar. Ankara. 7.Korkmaz, B. (2005). Dil ve Beyin; Çocuklarda Dil ve Konuşma Bozuklukları. Yüce Yayım, İstanbul |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. Obtains basic and updated theoretical and practical information in the field of child development by using the necessary educational and training tools and resources. | X | |||||
| 2 | PQ-2. Has the knowledge to comparatively evaluate and interpret the accuracy, reliability and validity of the information she has gained regarding child development. | ||||||
| 3 | PQ-3. Gains knowledge of children's development, learning characteristics and difficulties. | X | |||||
| 4 | PQ-4. In the field of child development, using advanced knowledge and skills covering physical, cognitive, language, social-emotional and sensory development areas, interprets and evaluates evidence-based data, analyzes developmental problems, develops and develops solution suggestions for children with typical and atypical development, taking into account ethical values and does teamwork. | X | |||||
| 5 | PQ-5. In line with the theoretical and practical knowledge she has acquired in the field of child development, she has the ability to prepare developmental evaluation and support programs for typical and atypical children with different methods and tools, to provide family counseling and to inform the society. | ||||||
| 6 | PQ-6. In the field of child development, he has the skills to produce different solutions to problem situations for typical and atypical children with an evidence-based approach. | ||||||
| 7 | PQ-7. Takes responsibility for trans-disciplinary studies in the field of child development and fulfills its duties effectively. | X | |||||
| 8 | PQ-8. Conducts independent studies individually and in groups, using the advanced knowledge he has acquired in the field of child development. | ||||||
| 9 | PQ-9. He evaluates the information he has with a critical approach, determines his own learning needs and directs his learning. | X | |||||
| 10 | PQ-10. Develops a positive attitude towards lifelong learning by effectively using ways to access information. | ||||||
| 11 | PQ-11. Internalizes and generalizes advanced theoretical and practical knowledge acquired in the field of child development and demonstrates what he has learned. | X | |||||
| 12 | PQ-12. With the awareness of social responsibility, he/she plans and implements professional projects, research and activities for the social environment he lives in, and monitors and evaluates the process. | ||||||
| 13 | PQ-13. It informs relevant people and institutions on issues related to child development and shares its thoughts and solutions to problems with quantitative and qualitative data, as an active element of the process, with experts and non-experts. | ||||||
| 14 | PQ-14. Being an example to society with his appearance, attitude and behavior, he acts in accordance with democracy, human rights, social, scientific and professional ethical values, relevant laws, regulations and legislation. | ||||||
| 15 | PQ-15. The individual has sufficient awareness about quality management and processes, including babies, children and families, environmental protection and occupational safety, and acts appropriately and participates in these processes. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |