Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| TURKISH SIGN LANGUAGE I | - | 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. Devrim TARAKCI |
| Name of Lecturer(s) | Lect. Begüm Mine DOĞAN AKOVALIGİL |
| Assistant(s) | |
| Aim | The aim of this course is to inform the students about the basic structure, characteristics and short history of the Turkish sign language and to enable the students to communicate with the hearing impaired through the Turkish alphabet fingerprint and signs. |
| Course Content | This course contains; Turkish sign language history,Turkey sign language finger alphabet,Personal Pronouns.,Meet, greeting,Introducing yourself,Family and relatives relationship,Crafts,Colors,Color Positive and negative sentence structures,Positive and negative sentence structures,Classroom practice,Question sentences,Classroom practice,Discussion. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Be able to recognize basic information about history of Turkish sign language. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| To recognize finger alphabet of Turkish sign language. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| To explain personal pronouns | 11, 14, 16, 19, 6, 8, 9 | A, D |
| Be able to provide communication with people having impaired hearing through basic words used in sign language. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| To comprehend greeting, self introduce | 11, 14, 16, 19, 6, 8, 9 | A, D |
| To explain family and relatives relationships. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| To recognize colours and professions. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| Be able to comprehend sentence structure of Turkish sign language. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| To apply in classroom. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| To explain question sentences. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| To recognize positive and negative sentences. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| Teaching Methods: | 11: Demonstration Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 6: Experiential Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, D: Oral Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Turkish sign language history | No preparation |
| 2 | Turkey sign language finger alphabet | Preparation of the related subject from the recommended sources |
| 3 | Personal Pronouns. | Preparation of the related subject from the recommended sources |
| 4 | Meet, greeting | Preparation of the related subject from the recommended sources |
| 5 | Introducing yourself | Preparation of the related subject from the recommended sources |
| 6 | Family and relatives relationship | Preparation of the related subject from the recommended sources |
| 7 | Crafts | Preparation of the related subject from the recommended sources |
| 8 | Colors | Preparation of the related subject from the recommended sources |
| 9 | Color Positive and negative sentence structures | Preparation of the related subject from the recommended sources |
| 10 | Positive and negative sentence structures | Preparation of the related subject from the recommended sources |
| 11 | Classroom practice | Preparation of the related subject from the recommended sources |
| 12 | Question sentences | Preparation of the related subject from the recommended sources |
| 13 | Classroom practice | Preparation of the related subject from the recommended sources |
| 14 | Discussion | Preparation of the related subject from the recommended sources |
| Resources |
| Prepared for the course is offered |
| 1)MEB, Yetişkinler İçin Türk İşaret Dili Kılavuzu, Millî Eğitim Bakanlığı Yayınevi, Ankara, 1995 Akıllı Türk İşaret Dili Hazırlık Kitabı, Ankara Çankaya İşitme Engelliler Gençlik Spor Kulübü Derneği, T.C Kültür Bakanlığı, Ankara, Ekim 2012 2)H. McLaughlin, Sağırlar Okulları Öğretmenlerine Mahsus El Kitabı, Maarif Basımevi, İstanbul, 1955 Ulrike Zeshan, Sign Language in Turkey: The story of a hidden language. Turkic Languages 6: 2, 229-274, 2002 |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. Knows how to reach current basic, theoretical and applied scientific knowledge in the field of occupational therapy by using information technologies and resources; evaluates the accuracy, reliability and validity of this information. | X | |||||
| 2 | PQ-2. Uses accurate assessment methods for individuals and communities in terms of activity and participation, plans therapy and applies it within the scope of evidence-based occupational therapy theory and foundations. | X | |||||
| 3 | PQ-3. Describes a person's nature, needs and performance in relation to daily life, production, leisure activities and tasks, and the relationship between activity and health and well-being. | X | |||||
| 4 | PQ-4. Works in a person-centered manner by interpreting activity and participation limitations and using activities in prevention, rehabilitation and treatment. | X | |||||
| 5 | PQ-5. Carries out his/her professional and academic studies effectively and ethically, has the ability to work independently and actively within and between disciplines. | X | |||||
| 6 | PQ-6. Within the framework of social responsibility awareness, determines needs in research, projects and activities related to occupational therapy science, creates relevant research questions, researches independently and continues lifelong learning. | X | |||||
| 7 | PQ-7. Uses information resources effectively by adopting the features of adapting to new conditions, learning, developing new ideas, giving importance to quality throughout life. | X | |||||
| 8 | PQ-8. Determines personal and professional learning needs, learns at least one foreign language, develops a positive attitude towards lifelong learning and demonstrates what she has learned. | X | |||||
| 9 | PQ-10. Expresses herself effectively by using information and communication technologies related to the field of occupational therapy and establishing verbal and written communication. | X | |||||
| 10 | PQ-10. In the development of occupational therapy, acts in accordance with the legal regulations, scientific and professional ethical values that concern his field as an individual; The client fulfills the responsibilities required by his professional performance, protects and defends his professional rights by observing his rights. | 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 | 14 | 1 | 14 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 1 | 5 | 5 | |||
| Quiz | 5 | 1 | 5 | |||
| Midterm Exam | 1 | 9 | 9 | |||
| General Exam | 1 | 12 | 12 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 73 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(73/30) | 2 | |||||
| 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 I | - | 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. Devrim TARAKCI |
| Name of Lecturer(s) | Lect. Begüm Mine DOĞAN AKOVALIGİL |
| Assistant(s) | |
| Aim | The aim of this course is to inform the students about the basic structure, characteristics and short history of the Turkish sign language and to enable the students to communicate with the hearing impaired through the Turkish alphabet fingerprint and signs. |
| Course Content | This course contains; Turkish sign language history,Turkey sign language finger alphabet,Personal Pronouns.,Meet, greeting,Introducing yourself,Family and relatives relationship,Crafts,Colors,Color Positive and negative sentence structures,Positive and negative sentence structures,Classroom practice,Question sentences,Classroom practice,Discussion. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Be able to recognize basic information about history of Turkish sign language. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| To recognize finger alphabet of Turkish sign language. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| To explain personal pronouns | 11, 14, 16, 19, 6, 8, 9 | A, D |
| Be able to provide communication with people having impaired hearing through basic words used in sign language. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| To comprehend greeting, self introduce | 11, 14, 16, 19, 6, 8, 9 | A, D |
| To explain family and relatives relationships. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| To recognize colours and professions. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| Be able to comprehend sentence structure of Turkish sign language. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| To apply in classroom. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| To explain question sentences. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| To recognize positive and negative sentences. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| Teaching Methods: | 11: Demonstration Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 6: Experiential Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, D: Oral Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Turkish sign language history | No preparation |
| 2 | Turkey sign language finger alphabet | Preparation of the related subject from the recommended sources |
| 3 | Personal Pronouns. | Preparation of the related subject from the recommended sources |
| 4 | Meet, greeting | Preparation of the related subject from the recommended sources |
| 5 | Introducing yourself | Preparation of the related subject from the recommended sources |
| 6 | Family and relatives relationship | Preparation of the related subject from the recommended sources |
| 7 | Crafts | Preparation of the related subject from the recommended sources |
| 8 | Colors | Preparation of the related subject from the recommended sources |
| 9 | Color Positive and negative sentence structures | Preparation of the related subject from the recommended sources |
| 10 | Positive and negative sentence structures | Preparation of the related subject from the recommended sources |
| 11 | Classroom practice | Preparation of the related subject from the recommended sources |
| 12 | Question sentences | Preparation of the related subject from the recommended sources |
| 13 | Classroom practice | Preparation of the related subject from the recommended sources |
| 14 | Discussion | Preparation of the related subject from the recommended sources |
| Resources |
| Prepared for the course is offered |
| 1)MEB, Yetişkinler İçin Türk İşaret Dili Kılavuzu, Millî Eğitim Bakanlığı Yayınevi, Ankara, 1995 Akıllı Türk İşaret Dili Hazırlık Kitabı, Ankara Çankaya İşitme Engelliler Gençlik Spor Kulübü Derneği, T.C Kültür Bakanlığı, Ankara, Ekim 2012 2)H. McLaughlin, Sağırlar Okulları Öğretmenlerine Mahsus El Kitabı, Maarif Basımevi, İstanbul, 1955 Ulrike Zeshan, Sign Language in Turkey: The story of a hidden language. Turkic Languages 6: 2, 229-274, 2002 |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. Knows how to reach current basic, theoretical and applied scientific knowledge in the field of occupational therapy by using information technologies and resources; evaluates the accuracy, reliability and validity of this information. | X | |||||
| 2 | PQ-2. Uses accurate assessment methods for individuals and communities in terms of activity and participation, plans therapy and applies it within the scope of evidence-based occupational therapy theory and foundations. | X | |||||
| 3 | PQ-3. Describes a person's nature, needs and performance in relation to daily life, production, leisure activities and tasks, and the relationship between activity and health and well-being. | X | |||||
| 4 | PQ-4. Works in a person-centered manner by interpreting activity and participation limitations and using activities in prevention, rehabilitation and treatment. | X | |||||
| 5 | PQ-5. Carries out his/her professional and academic studies effectively and ethically, has the ability to work independently and actively within and between disciplines. | X | |||||
| 6 | PQ-6. Within the framework of social responsibility awareness, determines needs in research, projects and activities related to occupational therapy science, creates relevant research questions, researches independently and continues lifelong learning. | X | |||||
| 7 | PQ-7. Uses information resources effectively by adopting the features of adapting to new conditions, learning, developing new ideas, giving importance to quality throughout life. | X | |||||
| 8 | PQ-8. Determines personal and professional learning needs, learns at least one foreign language, develops a positive attitude towards lifelong learning and demonstrates what she has learned. | X | |||||
| 9 | PQ-10. Expresses herself effectively by using information and communication technologies related to the field of occupational therapy and establishing verbal and written communication. | X | |||||
| 10 | PQ-10. In the development of occupational therapy, acts in accordance with the legal regulations, scientific and professional ethical values that concern his field as an individual; The client fulfills the responsibilities required by his professional performance, protects and defends his professional rights by observing his rights. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |