Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| UNHANDICAP LIFE and ARCHITECTURE | - | Spring 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) | Assist.Prof. Özlem GEYLANİ |
| Assistant(s) | Res.Assist.Hilal Bostancı |
| Aim | It is to ensure that university students have knowledge about social accessibility and social participation problems and solutions for disabled individuals, and to raise awareness about the problems faced by disabled individuals in social mobility. |
| Course Content | This course contains; World Health Organization's classification of disability and function and its association with people with disabilities,The history and functioning of disability in architecture in terms of accessibility.,Problems and solutions faced by visually impaired individuals,Problems and solutions faced by physically disabled people in participation,Problems and solutions faced by hearing impaired individuals in participation,Problems and solutions faced by individuals with cognitive disabilities in participation,Solutions to increase the accessibility of people with disabilities,Accessibility review and analysis - Home environment,Accessibility review and analysis - Workplace environment,Accessibility review and analysis - Workplace environment,Fieldwork - Examining the university in terms of accessibility,Fieldwork - Examining the university in terms of accessibility,Student Presentations - Accessibility analysis of their environment,Student Presentations - Accessibility analysis of their environment. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| To be able to analyze accessibility by defining disability in different fields. | 10, 16, 5, 9 | A, E |
| To be able to use occupational therapy knowledge and skills for increasing accessibility in environmental analysis. | 10, 16, 5, 9 | A, E |
| Being able to take a role in environmental intervention by taking part in fieldwork. | 10, 16, 5, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | World Health Organization's classification of disability and function and its association with people with disabilities | Reading ICF from source |
| 2 | The history and functioning of disability in architecture in terms of accessibility. | Preparing for lecture notes |
| 3 | Problems and solutions faced by visually impaired individuals | Preparing for the lecture note |
| 4 | Problems and solutions faced by physically disabled people in participation | Preparing for the lecture note |
| 5 | Problems and solutions faced by hearing impaired individuals in participation | Preparing for the lecture note |
| 6 | Problems and solutions faced by individuals with cognitive disabilities in participation | Preparing for the lecture note |
| 7 | Solutions to increase the accessibility of people with disabilities | Preparing for the lecture note |
| 8 | Accessibility review and analysis - Home environment | Preparing for the lecture note |
| 9 | Accessibility review and analysis - Workplace environment | Preparing for the lecture note |
| 10 | Accessibility review and analysis - Workplace environment | Preparing for the lecture note |
| 11 | Fieldwork - Examining the university in terms of accessibility | - |
| 12 | Fieldwork - Examining the university in terms of accessibility | - |
| 13 | Student Presentations - Accessibility analysis of their environment | Preparing the presentation by making analyzes specific to their environment |
| 14 | Student Presentations - Accessibility analysis of their environment | Preparing the presentation by making analyzes specific to their environment |
| Resources |
| Hall, C. A. 2018. Occupational Therapy Toolkit: Treatment Guides and Patient Education Handouts. Hallen House Publishing. Pierce, D. (2012). The accessible home: designing for all ages and abilities. Taunton Press. |
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 | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 5 | 2 | 10 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 7 | 1 | 7 | |||
| General Exam | 7 | 2 | 14 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 59 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(59/30) | 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 |
|---|---|---|---|---|---|
| UNHANDICAP LIFE and ARCHITECTURE | - | Spring 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) | Assist.Prof. Özlem GEYLANİ |
| Assistant(s) | Res.Assist.Hilal Bostancı |
| Aim | It is to ensure that university students have knowledge about social accessibility and social participation problems and solutions for disabled individuals, and to raise awareness about the problems faced by disabled individuals in social mobility. |
| Course Content | This course contains; World Health Organization's classification of disability and function and its association with people with disabilities,The history and functioning of disability in architecture in terms of accessibility.,Problems and solutions faced by visually impaired individuals,Problems and solutions faced by physically disabled people in participation,Problems and solutions faced by hearing impaired individuals in participation,Problems and solutions faced by individuals with cognitive disabilities in participation,Solutions to increase the accessibility of people with disabilities,Accessibility review and analysis - Home environment,Accessibility review and analysis - Workplace environment,Accessibility review and analysis - Workplace environment,Fieldwork - Examining the university in terms of accessibility,Fieldwork - Examining the university in terms of accessibility,Student Presentations - Accessibility analysis of their environment,Student Presentations - Accessibility analysis of their environment. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| To be able to analyze accessibility by defining disability in different fields. | 10, 16, 5, 9 | A, E |
| To be able to use occupational therapy knowledge and skills for increasing accessibility in environmental analysis. | 10, 16, 5, 9 | A, E |
| Being able to take a role in environmental intervention by taking part in fieldwork. | 10, 16, 5, 9 | A, E |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | World Health Organization's classification of disability and function and its association with people with disabilities | Reading ICF from source |
| 2 | The history and functioning of disability in architecture in terms of accessibility. | Preparing for lecture notes |
| 3 | Problems and solutions faced by visually impaired individuals | Preparing for the lecture note |
| 4 | Problems and solutions faced by physically disabled people in participation | Preparing for the lecture note |
| 5 | Problems and solutions faced by hearing impaired individuals in participation | Preparing for the lecture note |
| 6 | Problems and solutions faced by individuals with cognitive disabilities in participation | Preparing for the lecture note |
| 7 | Solutions to increase the accessibility of people with disabilities | Preparing for the lecture note |
| 8 | Accessibility review and analysis - Home environment | Preparing for the lecture note |
| 9 | Accessibility review and analysis - Workplace environment | Preparing for the lecture note |
| 10 | Accessibility review and analysis - Workplace environment | Preparing for the lecture note |
| 11 | Fieldwork - Examining the university in terms of accessibility | - |
| 12 | Fieldwork - Examining the university in terms of accessibility | - |
| 13 | Student Presentations - Accessibility analysis of their environment | Preparing the presentation by making analyzes specific to their environment |
| 14 | Student Presentations - Accessibility analysis of their environment | Preparing the presentation by making analyzes specific to their environment |
| Resources |
| Hall, C. A. 2018. Occupational Therapy Toolkit: Treatment Guides and Patient Education Handouts. Hallen House Publishing. Pierce, D. (2012). The accessible home: designing for all ages and abilities. Taunton Press. |
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 | |