Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| OCCUPATIONAOL THERAPY ın SCHOOLS | - | Spring Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Lect. Halime AVUNÇ |
| Name of Lecturer(s) | Lect. Halime AVUNÇ |
| Assistant(s) | |
| Aim | The role of occupational therapists in school-based settings. To teach the methods of occupational therapy evaluation in schools, To select school occupations and school-based intervention methods and to provide cooperation between family, student, teacher and occupational therapist |
| Course Content | This course contains; The role of occupational therapists in school settings,Schools and students (schools where all children go and mixed schools),Schools and students (physical, mental, visual and hearing-impaired schools),Identification of children who need occupational therapy and networking with family and teachers,Determination of occupational performance in school activities (ADL, Academic skills, Communication skills),Determination of occupational performance in school activities (ADL, Academic skills, Communication skills),School visits and observations,Occupational therapy assessments &evaluation in school based occupational therapy,Occupational therapy assessments &evaluation in school based occupational therapy,Occupational therapy interventions and models used in school based OT,Occupational therapy interventions and models used in school based OT,Going to schools for group work and analyzing student activities&occupations and choosing a child to improve her/his participation ,Going to schools for group work and analyzing student activities&occupations and choosing a child to improve her/his participation,Case-based learning activity in the lecture/ presentation of fieldwork assignment. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Defines the role of occupational therapists in school settings | 12, 14, 4, 5, 6, 9 | E, H |
| Choose occupational therapy assessment, evaluation and intervention Do clinical reasoning in school-based occupational therapy | 12, 14, 4, 5, 9 | A, H |
| Defines the occupational therapy models that can be applied in the school settings | 12, 13, 14, 2, 4, 9 | A, H |
| Provides counseling services for parents and teachers | 12, 13, 14, 2, 4, 9 | A, H |
| Teaching Methods: | 12: Problem Solving Method, 13: Case Study Method, 14: Self Study Method, 2: Project Based Learning Model, 4: Inquiry-Based Learning, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | The role of occupational therapists in school settings | Preparing for the course note given in advance |
| 2 | Schools and students (schools where all children go and mixed schools) | Preparing for the course note given in advance |
| 3 | Schools and students (physical, mental, visual and hearing-impaired schools) | Preparing for the course note given in advance |
| 4 | Identification of children who need occupational therapy and networking with family and teachers | Preparing for the course note given in advance |
| 5 | Determination of occupational performance in school activities (ADL, Academic skills, Communication skills) | Preparing for the course note given in advance |
| 6 | Determination of occupational performance in school activities (ADL, Academic skills, Communication skills) | Preparing for the course note given in advance |
| 7 | School visits and observations | Preparing the documents for school based evaluation & intervention, documentation and completing the school visit asssignment |
| 8 | Occupational therapy assessments &evaluation in school based occupational therapy | Preparing for the course note given in advance |
| 9 | Occupational therapy assessments &evaluation in school based occupational therapy | Preparing for the course note given in advance |
| 10 | Occupational therapy interventions and models used in school based OT | Preparing for the course note given in advance |
| 11 | Occupational therapy interventions and models used in school based OT | Preparing to the assignment |
| 12 | Going to schools for group work and analyzing student activities&occupations and choosing a child to improve her/his participation | Task allocation within the group, Preparing the documents for school based evaluation & intervention |
| 13 | Going to schools for group work and analyzing student activities&occupations and choosing a child to improve her/his participation | Preparing the documents for school based evaluation & intervention, documentation and completing the asssignment |
| 14 | Case-based learning activity in the lecture/ presentation of fieldwork assignment | Preparing the documents for school based evaluation & intervention, documentation and completing the asssignment |
| Resources |
| 1-Case-Smith J, Rogers, J. School-based Occupational Therapy. In Case-Smith J, editor. Occupational Therapy for Children. 5 ed. St.Louis, Missouri Elsevier 2005. p. 795- 824. 2- Lynne Pape, Kelly Ryba. Practical Considerations for School-Based Occupational Therapists. AOTA Press 3- Building Blocks for Learning: Occupational Therapy Approaches: Practical Strategies for the Inclusion of Special Needs in Primary School- Jill Jenkinson, Tessa Hyde, Saffia Ahmad |
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 | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| 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) | 0 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(0/30) | 0 | |||||
| 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 |
|---|---|---|---|---|---|
| OCCUPATIONAOL THERAPY ın SCHOOLS | - | Spring Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Lect. Halime AVUNÇ |
| Name of Lecturer(s) | Lect. Halime AVUNÇ |
| Assistant(s) | |
| Aim | The role of occupational therapists in school-based settings. To teach the methods of occupational therapy evaluation in schools, To select school occupations and school-based intervention methods and to provide cooperation between family, student, teacher and occupational therapist |
| Course Content | This course contains; The role of occupational therapists in school settings,Schools and students (schools where all children go and mixed schools),Schools and students (physical, mental, visual and hearing-impaired schools),Identification of children who need occupational therapy and networking with family and teachers,Determination of occupational performance in school activities (ADL, Academic skills, Communication skills),Determination of occupational performance in school activities (ADL, Academic skills, Communication skills),School visits and observations,Occupational therapy assessments &evaluation in school based occupational therapy,Occupational therapy assessments &evaluation in school based occupational therapy,Occupational therapy interventions and models used in school based OT,Occupational therapy interventions and models used in school based OT,Going to schools for group work and analyzing student activities&occupations and choosing a child to improve her/his participation ,Going to schools for group work and analyzing student activities&occupations and choosing a child to improve her/his participation,Case-based learning activity in the lecture/ presentation of fieldwork assignment. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Defines the role of occupational therapists in school settings | 12, 14, 4, 5, 6, 9 | E, H |
| Choose occupational therapy assessment, evaluation and intervention Do clinical reasoning in school-based occupational therapy | 12, 14, 4, 5, 9 | A, H |
| Defines the occupational therapy models that can be applied in the school settings | 12, 13, 14, 2, 4, 9 | A, H |
| Provides counseling services for parents and teachers | 12, 13, 14, 2, 4, 9 | A, H |
| Teaching Methods: | 12: Problem Solving Method, 13: Case Study Method, 14: Self Study Method, 2: Project Based Learning Model, 4: Inquiry-Based Learning, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, E: Homework, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | The role of occupational therapists in school settings | Preparing for the course note given in advance |
| 2 | Schools and students (schools where all children go and mixed schools) | Preparing for the course note given in advance |
| 3 | Schools and students (physical, mental, visual and hearing-impaired schools) | Preparing for the course note given in advance |
| 4 | Identification of children who need occupational therapy and networking with family and teachers | Preparing for the course note given in advance |
| 5 | Determination of occupational performance in school activities (ADL, Academic skills, Communication skills) | Preparing for the course note given in advance |
| 6 | Determination of occupational performance in school activities (ADL, Academic skills, Communication skills) | Preparing for the course note given in advance |
| 7 | School visits and observations | Preparing the documents for school based evaluation & intervention, documentation and completing the school visit asssignment |
| 8 | Occupational therapy assessments &evaluation in school based occupational therapy | Preparing for the course note given in advance |
| 9 | Occupational therapy assessments &evaluation in school based occupational therapy | Preparing for the course note given in advance |
| 10 | Occupational therapy interventions and models used in school based OT | Preparing for the course note given in advance |
| 11 | Occupational therapy interventions and models used in school based OT | Preparing to the assignment |
| 12 | Going to schools for group work and analyzing student activities&occupations and choosing a child to improve her/his participation | Task allocation within the group, Preparing the documents for school based evaluation & intervention |
| 13 | Going to schools for group work and analyzing student activities&occupations and choosing a child to improve her/his participation | Preparing the documents for school based evaluation & intervention, documentation and completing the asssignment |
| 14 | Case-based learning activity in the lecture/ presentation of fieldwork assignment | Preparing the documents for school based evaluation & intervention, documentation and completing the asssignment |
| Resources |
| 1-Case-Smith J, Rogers, J. School-based Occupational Therapy. In Case-Smith J, editor. Occupational Therapy for Children. 5 ed. St.Louis, Missouri Elsevier 2005. p. 795- 824. 2- Lynne Pape, Kelly Ryba. Practical Considerations for School-Based Occupational Therapists. AOTA Press 3- Building Blocks for Learning: Occupational Therapy Approaches: Practical Strategies for the Inclusion of Special Needs in Primary School- Jill Jenkinson, Tessa Hyde, Saffia Ahmad |
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 | |