Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| OCCUPATIONAOL THERAPY in SCHOOLS | ERG3213412 | 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. Abdullah Furkan CANGİ |
| Name of Lecturer(s) | Lect. Abdullah Furkan CANGİ |
| 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; Occupational Therapist and School Counseling Introduction, Importance of Occupational Therapy in Schools and the Role of the Occupational Therapist,Schools and Students; Schools for Healthy Children and Mixed Schools, Support Education Processes,Best Practices for Supporting Students with Autism and Attention Deficit Hyperactivity Disorder,Best Practices for Supporting Students with Childhood Trauma and Emotional/Emotional Disorder,Best Practices for Supporting Students with Hearing Impairment or Deafness,Best Practices for Supporting Students with Physical Disabilities,Best Practices for Supporting Students with Specific Learning Disabilities,Best Practices for Supporting Students with Visual Impairments,Best Practices in Cognition and Executive Functioning to Increase Participation,Best Practices in Sensory Processing to Increase Participation,Best Practices in Visual Perception and Visual-Motor Skills to Increase Participation,Best Practices in Motor Skills to Increase Participation,Handwriting and Written Expression to Increase Participation,Best Practices for Using Assistive Technology to Increase Participation. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Defines the role of occupational therapists in school settings | 16, 9 | A, C, E |
| Choose occupational therapy assessment, evaluation and intervention Do clinical reasoning in school-based occupational therapy | 16, 5, 9 | A, C, E |
| Defines the occupational therapy models that can be applied in the school settings | 16, 5, 9 | A, C, E |
| Teaching Methods: | 16: Question - Answer Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, C: Multiple-Choice Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Occupational Therapist and School Counseling Introduction, Importance of Occupational Therapy in Schools and the Role of the Occupational Therapist | Clark, G. F., Rioux, J. E., & Chandler, B. E. (Eds.). (2019). Best practices for occupational therapy in schools (2nd ed.). AOTA Press. |
| 2 | Schools and Students; Schools for Healthy Children and Mixed Schools, Support Education Processes | Clark, G. F., Rioux, J. E., & Chandler, B. E. (Eds.). (2019). Best practices for occupational therapy in schools (2nd ed.). AOTA Press. |
| 3 | Best Practices for Supporting Students with Autism and Attention Deficit Hyperactivity Disorder | Clark, G. F., Rioux, J. E., & Chandler, B. E. (Eds.). (2019). Best practices for occupational therapy in schools (2nd ed.). AOTA Press. |
| 4 | Best Practices for Supporting Students with Childhood Trauma and Emotional/Emotional Disorder | Clark, G. F., Rioux, J. E., & Chandler, B. E. (Eds.). (2019). Best practices for occupational therapy in schools (2nd ed.). AOTA Press. |
| 5 | Best Practices for Supporting Students with Hearing Impairment or Deafness | Clark, G. F., Rioux, J. E., & Chandler, B. E. (Eds.). (2019). Best practices for occupational therapy in schools (2nd ed.). AOTA Press. |
| 6 | Best Practices for Supporting Students with Physical Disabilities | Clark, G. F., Rioux, J. E., & Chandler, B. E. (Eds.). (2019). Best practices for occupational therapy in schools (2nd ed.). AOTA Press. |
| 7 | Best Practices for Supporting Students with Specific Learning Disabilities | Clark, G. F., Rioux, J. E., & Chandler, B. E. (Eds.). (2019). Best practices for occupational therapy in schools (2nd ed.). AOTA Press. |
| 8 | Best Practices for Supporting Students with Visual Impairments | Clark, G. F., Rioux, J. E., & Chandler, B. E. (Eds.). (2019). Best practices for occupational therapy in schools (2nd ed.). AOTA Press. |
| 9 | Best Practices in Cognition and Executive Functioning to Increase Participation | Clark, G. F., Rioux, J. E., & Chandler, B. E. (Eds.). (2019). Best practices for occupational therapy in schools (2nd ed.). AOTA Press. |
| 10 | Best Practices in Sensory Processing to Increase Participation | Clark, G. F., Rioux, J. E., & Chandler, B. E. (Eds.). (2019). Best practices for occupational therapy in schools (2nd ed.). AOTA Press. |
| 11 | Best Practices in Visual Perception and Visual-Motor Skills to Increase Participation | Clark, G. F., Rioux, J. E., & Chandler, B. E. (Eds.). (2019). Best practices for occupational therapy in schools (2nd ed.). AOTA Press. |
| 12 | Best Practices in Motor Skills to Increase Participation | Clark, G. F., Rioux, J. E., & Chandler, B. E. (Eds.). (2019). Best practices for occupational therapy in schools (2nd ed.). AOTA Press. |
| 13 | Handwriting and Written Expression to Increase Participation | Clark, G. F., Rioux, J. E., & Chandler, B. E. (Eds.). (2019). Best practices for occupational therapy in schools (2nd ed.). AOTA Press. |
| 14 | Best Practices for Using Assistive Technology to Increase Participation | Clark, G. F., Rioux, J. E., & Chandler, B. E. (Eds.). (2019). Best practices for occupational therapy in schools (2nd ed.). AOTA Press. |
| Resources |
| 1. Clark, G. F., Rioux, J. E., & Chandler, B. E. (Eds.). (2019). Best practices for occupational therapy in schools (2nd ed.). AOTA Press. |
| 2-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. 3- Lynne Pape, Kelly Ryba. Practical Considerations for School-Based Occupational Therapists. AOTA Press 4- 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 | 14 | 2 | 28 | |||
| 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 | 4 | 2 | 8 | |||
| General Exam | 14 | 3 | 42 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 78 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(78/30) | 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 |
|---|---|---|---|---|---|
| OCCUPATIONAOL THERAPY in SCHOOLS | ERG3213412 | 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. Abdullah Furkan CANGİ |
| Name of Lecturer(s) | Lect. Abdullah Furkan CANGİ |
| 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; Occupational Therapist and School Counseling Introduction, Importance of Occupational Therapy in Schools and the Role of the Occupational Therapist,Schools and Students; Schools for Healthy Children and Mixed Schools, Support Education Processes,Best Practices for Supporting Students with Autism and Attention Deficit Hyperactivity Disorder,Best Practices for Supporting Students with Childhood Trauma and Emotional/Emotional Disorder,Best Practices for Supporting Students with Hearing Impairment or Deafness,Best Practices for Supporting Students with Physical Disabilities,Best Practices for Supporting Students with Specific Learning Disabilities,Best Practices for Supporting Students with Visual Impairments,Best Practices in Cognition and Executive Functioning to Increase Participation,Best Practices in Sensory Processing to Increase Participation,Best Practices in Visual Perception and Visual-Motor Skills to Increase Participation,Best Practices in Motor Skills to Increase Participation,Handwriting and Written Expression to Increase Participation,Best Practices for Using Assistive Technology to Increase Participation. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Defines the role of occupational therapists in school settings | 16, 9 | A, C, E |
| Choose occupational therapy assessment, evaluation and intervention Do clinical reasoning in school-based occupational therapy | 16, 5, 9 | A, C, E |
| Defines the occupational therapy models that can be applied in the school settings | 16, 5, 9 | A, C, E |
| Teaching Methods: | 16: Question - Answer Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, C: Multiple-Choice Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Occupational Therapist and School Counseling Introduction, Importance of Occupational Therapy in Schools and the Role of the Occupational Therapist | Clark, G. F., Rioux, J. E., & Chandler, B. E. (Eds.). (2019). Best practices for occupational therapy in schools (2nd ed.). AOTA Press. |
| 2 | Schools and Students; Schools for Healthy Children and Mixed Schools, Support Education Processes | Clark, G. F., Rioux, J. E., & Chandler, B. E. (Eds.). (2019). Best practices for occupational therapy in schools (2nd ed.). AOTA Press. |
| 3 | Best Practices for Supporting Students with Autism and Attention Deficit Hyperactivity Disorder | Clark, G. F., Rioux, J. E., & Chandler, B. E. (Eds.). (2019). Best practices for occupational therapy in schools (2nd ed.). AOTA Press. |
| 4 | Best Practices for Supporting Students with Childhood Trauma and Emotional/Emotional Disorder | Clark, G. F., Rioux, J. E., & Chandler, B. E. (Eds.). (2019). Best practices for occupational therapy in schools (2nd ed.). AOTA Press. |
| 5 | Best Practices for Supporting Students with Hearing Impairment or Deafness | Clark, G. F., Rioux, J. E., & Chandler, B. E. (Eds.). (2019). Best practices for occupational therapy in schools (2nd ed.). AOTA Press. |
| 6 | Best Practices for Supporting Students with Physical Disabilities | Clark, G. F., Rioux, J. E., & Chandler, B. E. (Eds.). (2019). Best practices for occupational therapy in schools (2nd ed.). AOTA Press. |
| 7 | Best Practices for Supporting Students with Specific Learning Disabilities | Clark, G. F., Rioux, J. E., & Chandler, B. E. (Eds.). (2019). Best practices for occupational therapy in schools (2nd ed.). AOTA Press. |
| 8 | Best Practices for Supporting Students with Visual Impairments | Clark, G. F., Rioux, J. E., & Chandler, B. E. (Eds.). (2019). Best practices for occupational therapy in schools (2nd ed.). AOTA Press. |
| 9 | Best Practices in Cognition and Executive Functioning to Increase Participation | Clark, G. F., Rioux, J. E., & Chandler, B. E. (Eds.). (2019). Best practices for occupational therapy in schools (2nd ed.). AOTA Press. |
| 10 | Best Practices in Sensory Processing to Increase Participation | Clark, G. F., Rioux, J. E., & Chandler, B. E. (Eds.). (2019). Best practices for occupational therapy in schools (2nd ed.). AOTA Press. |
| 11 | Best Practices in Visual Perception and Visual-Motor Skills to Increase Participation | Clark, G. F., Rioux, J. E., & Chandler, B. E. (Eds.). (2019). Best practices for occupational therapy in schools (2nd ed.). AOTA Press. |
| 12 | Best Practices in Motor Skills to Increase Participation | Clark, G. F., Rioux, J. E., & Chandler, B. E. (Eds.). (2019). Best practices for occupational therapy in schools (2nd ed.). AOTA Press. |
| 13 | Handwriting and Written Expression to Increase Participation | Clark, G. F., Rioux, J. E., & Chandler, B. E. (Eds.). (2019). Best practices for occupational therapy in schools (2nd ed.). AOTA Press. |
| 14 | Best Practices for Using Assistive Technology to Increase Participation | Clark, G. F., Rioux, J. E., & Chandler, B. E. (Eds.). (2019). Best practices for occupational therapy in schools (2nd ed.). AOTA Press. |
| Resources |
| 1. Clark, G. F., Rioux, J. E., & Chandler, B. E. (Eds.). (2019). Best practices for occupational therapy in schools (2nd ed.). AOTA Press. |
| 2-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. 3- Lynne Pape, Kelly Ryba. Practical Considerations for School-Based Occupational Therapists. AOTA Press 4- 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 | |