Aim
At the end of the program, our students perform their roles and responsibilities independently and competently as Speech and Language Therapists by demonstrating current conceptual and practical knowledge, skills, and behaviors; planning, executing and monitoring assessment, evaluation and therapy processes to meet the needs of those with communication, language, speech, voice and swallowing disorders while adhering to ethical principles; working in an interdisciplinary manner; and continuing development in personal, professional, and academic learning and career advancement.Qualification Awarded
First Cycle (Bachelor's Degree)Registration and Admission Requirements
Students must have successfully graduated from high schools (or equals). The placements are done following the rules of Turkish Higher Education Council (YÖK) respect to the scores obtained from the nation-wide Student Selection and Placement (YKS). Student register to programmes on the days declared by the Rectorship Students should have earned a high school or an equivalent diploma and sufficient score on nation-wide Student Selection and Placement (YKS). Admission is based on the scores, according to the rules determined by Higher Education Council. For international students who will be accepted according to the National or International Exams, Quota and conditions are announced on our University’s website.Graduation Requirements
Students must successfully finish all courses and internships set by the program taking at least 240 ECTS credits in total, to be granted with the Bachelor's degree. Graduation eligibility is determined by academic average score. For this purpose, the sum of the weighted scores of all courses taken throughout the education is divided by the sum of ECTS values.Recognition of Prior Learning
Students may apply for exemption from the courses they have taken in another higher education or equally accredited institution. Exemption requests are decided by the board of governors of the School, which considers the opinion of the lecturer responsible for that course.Lesson Plan - AKTS Credits
* The courses indicated in this course table shows current course plan information in Student Affairs.
** Compulsory courses are certainly opened whereas opening of elective and optional courses may differ according to preferences and quota condition in related term.
*** Theoretical and practical course hours of vocational (professional) clinical courses are not considered weekly. These course hours refer to total course hours.
Please click on the course title in the table below in order to see detailed information about course objectives and learning outcomes etc.
| Fall Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| DKT1182320 | ANATOMY I | Turkish | 2+2 | - | 4 | |
| DKT1113354 | LINGUISTICS for SPEECH and LANGUAGE THERAPISTS | Turkish | 4 | - | 4 | |
| DKT1155090 | INTRO. to SPEECH and LANGUAGE THERAPY PROFESSION | Turkish | 3+1 | - | 3 | |
| DKT1122600 | PHYSICS | Turkish | 2 | - | 3 | |
| DKT1115000 | COMMUNICATION in HEALTH SERVICES | Turkish | 2 | - | 2 | |
| DKT1125380 | EMBRIOLOGY for SPEECH and LANGUAGE THERAPISTS | Turkish | 1 | - | 1 | |
| DKT1137460 | HEALTH and SOCIAL SECURITY SYSTEM | Turkish | 1 | - | 1 | |
| ATA1110800 | HISTORY of the TURKISH REPUBLIC I | Turkish | 2 | - | 2 | |
| İNG1111200 | ENGLISH I | English | 4 | - | 4 | |
| TDL1110200 | TURKISH LANGUAGE I | Turkish | 2 | - | 2 | |
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| DKT1210700 | ANATOMY II | Turkish | 2+2 | - | 4 | |
| DKT1238950 | HEARING SCIENCE | Turkish | 2 | - | 2 | |
| DKT1213355 | PHONETICS and PHONETICS LAB | Turkish | 2+2 | - | 4 | |
| DKT1225410 | NEUROANA. and NEUROPHY. of SPEECH and LANGUAGE | Turkish | 2 | - | 2 | |
| DKT1216000 | MEDICAL FIRST AID | Turkish | 2 | - | 2 | |
| DKT1217000 | BEHAVIORAL SCIENCES | Turkish | 2 | - | 2 | |
| DKT1282310 | PHYSIOLOGY | Turkish | 3 | - | 4 | |
| DKT1213356 | MUSIC and VOCAL TRAINING for LANGU. and SPEECH THER. | Turkish | 1+2 | - | 2 | |
| ATA1210000 | HISTORY of the TURKISH REPUBLIC II | Turkish | 2 | - | 2 | |
| İNG1211300 | ENGLISH II | English | 4 | - | 4 | |
| TDL1220000 | TURKISH LANGUAGE II | Turkish | 2 | - | 2 | |
Program Qualification
Theoretical, Factual
1. BY Using the necessary information technologies and resources knows how to access, basic and current theoretical and applied scientific knowledge and evaluates the accuracy, reliability and validity of this information in the field of speech and language therapy.
2. Gained through his/her education, uses the knowledge and skills effectively with evidence based metheods to improve the quality of life for healthy development of communication, speech, language, voice and swallowing and to prevent, diagnose and treat the disorders at the individual and public level.
Employment Opportunities
Graduates can be employed in public and private sector such as hospitals, clinics, research institutions, universities, special needs education and rehabilitation centers, private clinics.Upgrading
Students may apply for the graduate programs, to obtain Master and PhD degrees in related field, following the rules defined by the Turkish Higher Education Council.Type of Training
Full TimeAssessment and Evaluation
The success level in this program is determined by the course grade. The course grade is calculated by evaluating the student's success in a mid-term and a final exam or other work such as homework, paper, clinical practice tasks, group work etc. that will be evaluated instead of an exam. As a rule of thumb, a student who does not get at least 50 points from the general exam is considered unsuccessful from that course. To pass a course, the student needs to at least 60 points from the final exam or have a 2.27 coefficient points at the end of the semester.Head of Department
Assist.Prof. Ramazan Sertan ÖZDEMİRTeaching Methods
Teaching - learning methods and strategies are selected in such a way as to increase the skills of the students such as self - study, lifelong learning, observation, teaching to others, critical thinking, team work, effective use of information. It is also noted that the teaching style is designed to support students with different abilities. The teaching methods used in the program are given in the following list **:
Education Teaching Procedure * | Learning Activities | Tools Used |
|---|---|---|
Lecture | Listening and understanding | Standard classroom technologies, multimedia tools, projector, computer, overhead projector |
Brainstorming | Listening and understanding, observing/processing situations, critical thinking, development, teamwor | Standard classroom technologies, multimedia tools, projector, computer, overhead projector |
Seminar | Learn to transferring one subject an audience by preparing presentations on various subjects and to speaking in front of the public. | Standard classroom technologies, multimedia tools, projector, computer |
Case study | Ability to interpret the case report | |
Experiment / Laboratory | Performance experiments, support visual learning and develop manual skills. | Laboratory, Laboratory equipment and tools |
Self-Study | Investigation of details within the scope of the lecture or similar subjects | Investigation of details within the scope of the lecture or computer, textbook/ supplementary books, databases of similar subjects |
Problem solving | Pre-planned special skills | |
Project Based Learning | Describing the subject, determining the methods to be used and interpreting the results | databases, books |
Reflective Thinking | Supporting learning by an active, persistent, and careful consideration of a belief or supposed form of knowledge | |
Case Study | Pre-planned special skills | |
Concept map | ||
Question - Answer | Interactive brainstorming with question-answer | Standard classroom technologies, multimedia tools, projector, computer |
Discussion | Listening and understanding, observation/processing situations, critical thinking, question development | Standard classroom technologies, multimedia tools, projector, computer |
Exercise, Practice | Research and lifelong learning, writing, reading, critical thinking and application | Laboratory, standard classroom technologies, multimedia tools, projector, computer |
Demonstration | Field trip, demonstration of the subjects/techniques learned in the lectures and visits at the facilities. | Mannequin, laboratory equipment and device |
Role Model, Making an example | Supporting learning by seeing | Video, film, databases |
Role Play | Supporting learning by creating related situation | Standard classroom technologies, special equipment |
Teamwork | Realization of projects, assignments and experiments, learning, gaining teamwork skills | Standard classroom technologies, library |
Simulation | Supporting learning by the imitation of the operation of a real-world process or system over time | Computer models, virtual reality tools |
Written Exam | Research – lifelong learning, processing situations, question development, interpretation | |
Oral Exam | Research – lifelong learning, processing situations, question development, interpretation, presentation | |
Homework | Research – lifelong learning, writing, reading, Informatics | Internet databases, library databases, e-mail, textbooks, or supplementary books |
Project / Design | Identifies, field of application, collecting, and analyzing data, literature review, preparing and presenting report | Internet databases, library databases, e-mail, textbooks, or supplementary books |
Quiz | Learning, processing context/states, learning questions, interpreting | |
Performance task | Project-based presentation techniques | Presentation, smart board, projector, computer. |
Course - Program Competencies Relations
| Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| ALTERNATIVE and AUGMENTATIVE COMMUNICATION SYSTEMS and TECHNOLOGIES | 5 | 4 | 5 | 5 | 5 | 5 | 5 | 4 | 4 | 4 | 5 | 5 |
| ANATOMY I | 4 | 3 | 4 | 4 | 4 | 3 | 3 | 2 | 3 | 2 | 3 | 3 |
| ANATOMY II | 4 | 4 | 3 | 3 | 3 | 3 | 2 | 2 | 2 | 2 | 3 | 3 |
| APPLIED BEHAVIOR ANALYSIS | 4 | 4 | 4 | 3 | 3 | 2 | 3 | 3 | 4 | 2 | 2 | 3 |
| ASSESSMENT and THERAPY in CHILDHOOD LANGUAGE DISORDERS | 5 | 4 | 5 | 5 | 4 | 4 | 4 | 4 | 4 | 5 | 4 | 4 |
| ASSESSMENT and THERAPY in DYSPHAGIA | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 5 | 4 | 5 |
| ASSESSMENT and THERAPY in FLUENCY DISORDERS | 5 | 4 | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 4 | 4 | 4 |
| ASSESSMENT and THERAPY in VOICE DISORDERS | 4 | 5 | 5 | 5 | 5 | 5 | 4 | 4 | 4 | 5 | 4 | 4 |
| BASIC PHARMACOLOGY in SPEECH and LANGUAGE THERAPY | 3 | 3 | 2 | 3 | 3 | 2 | 2 | 2 | 1 | 1 | 2 | 2 |
| BEHAVIORAL SCIENCES | 3 | 3 | 1 | 1 | 3 | 2 | 2 | 1 | 1 | 1 | 1 | 2 |
| BIOISTATISTICS | 3 | 3 | 3 | 5 | 3 | 2 | 3 | 3 | 3 | 2 | 3 | 5 |
| CHILD HEALTH and NEUROLOGY | 4 | 3 | 4 | 3 | 3 | 4 | 3 | 4 | 3 | 3 | 4 | 3 |
| CHILDHOOD LANGUAGE DISOR. and EARLY INTER. | 5 | 4 | 4 | 4 | 4 | 4 | 3 | 3 | 3 | 3 | 3 | 4 |
| CLINICAL PHONOLOGY | 5 | 5 | 4 | 3 | 5 | 3 | 2 | 3 | 4 | 3 | 4 | 5 |
| CLINICAL PRAC. III : CLIN. MANA. and MULTI. WORK | 4 | 5 | 5 | 5 | 5 | 4 | 5 | 5 | 4 | 3 | 4 | 5 |
| CLINICAL PRACTICE I: PRINCIPLES of REHABILI. | 5 | 5 | 4 | 4 | 4 | 4 | 4 | 3 | 4 | 5 | 4 | 4 |
| CLINICAL PRACTICE II: NEUROPSYCHO. TESTS and ASS. | 4 | 5 | 5 | 4 | 5 | 4 | 5 | 4 | 5 | 5 | 4 | 5 |
| CLINICAL PRACTICUM IV: SUPERVISED ASSE. and THE. | 5 | 4 | 5 | 5 | 4 | 5 | 3 | 3 | 5 | 5 | 4 | 4 |
| CLINICAL-PROFES. PRAC. in SPEECH and LANGU. THER. VI | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 5 | 4 | 4 | 5 |
| CLINICAL-PROFES. PRACT.in SPEECH and LANG. THER.V | 5 | 5 | 5 | 5 | 4 | 5 | 4 | 4 | 5 | 3 | 5 | 5 |
| COMMUNICATION in HEALTH SERVICES | 2 | 2 | 3 | 4 | 3 | 3 | 2 | 3 | 4 | 4 | 2 | 4 |
| DEVE. of THERAPY PROG., MATERIALS and PRODUCTS | 4 | 5 | 5 | 5 | 5 | 4 | 4 | 5 | 4 | 3 | 4 | 5 |
| EAR-NOSE-THROAT DISOR. and CRANIOFACIAL ANOM. | 4 | 4 | 4 | 4 | 4 | 3 | 3 | 4 | 4 | 3 | 4 | 3 |
| ELECTROPHYSI. and ELECTROTHERA. TECHN. in SLT | 4 | 5 | 4 | 4 | 4 | 4 | 4 | 4 | 3 | 3 | 4 | 5 |
| EMBRIOLOGY for SPEECH and LANGUAGE THERAPISTS | 4 | 4 | 3 | 4 | 4 | 2 | 3 | 3 | 4 | 3 | 3 | 3 |
| EMOTIONAL, BEHAVIORAL and ADAPTIVE DISORDERS | 4 | 3 | 5 | 4 | 4 | 3 | 3 | 4 | 5 | 5 | 3 | 3 |
| ENGLISH III | 3 | 3 | 2 | 2 | 2 | 2 | 2 | 5 | 4 | 2 | 3 | 2 |
| ENGLISH IV | 3 | 2 | 1 | 1 | 1 | 3 | 1 | 5 | 3 | 1 | 1 | 2 |
| FLUENCY DISORDERS and TEORIES | 4 | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 4 | 4 | 4 | 4 |
| GAME and CHILD | 3 | 3 | 3 | 3 | 4 | 4 | 2 | 3 | 5 | 2 | 3 | 3 |
| HEALTH and SOCIAL SECURITY SYSTEM | 2 | 2 | 3 | 2 | 3 | 3 | 5 | 3 | 4 | 5 | 5 | 1 |
| HEARING SCIENCE | 4 | 4 | 4 | 3 | 3 | 3 | 4 | 2 | 2 | 3 | 3 | 3 |
| INTRO. to EVIDENCE-BASED PRAC. in SPEECH and LANGU. THE. | 5 | 5 | 4 | 4 | 4 | 5 | 4 | 5 | 4 | 5 | 4 | 5 |
| INTRO. to SPEECH and LANGUAGE THERAPY PROFESSION | 4 | 4 | 3 | 2 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 4 |
| INTRODUCTION to DYSPHAGIA and FEEDING DISORDERS | 5 | 5 | 5 | 5 | 5 | 5 | 3 | 4 | 5 | 5 | 5 | 5 |
| INTRODUCTION to VOICE DISORDERS | 4 | 5 | 5 | 4 | 5 | 4 | 4 | 3 | 3 | 4 | 2 | 4 |
| LIFE-LONG CONSUL.in SPEE. and LANG. THE.: FAMILY, SCHOOL and CLI. | 5 | 4 | 4 | 4 | 5 | 5 | 4 | 4 | 4 | 3 | 5 | 5 |
| MOTOR SPEECH DISORDERS: DYSARTRIA and APRAXIA | 4 | 5 | 5 | 5 | 5 | 5 | 4 | 5 | 4 | 5 | 4 | 4 |
| MULTILINGUALISM, LANGUAGE DEVELOPMENT and DISORDERS | 5 | 5 | 4 | 4 | 5 | 4 | 4 | 4 | 4 | 4 | 4 | 4 |
| NEUR.C LANG. and COGN.-COMM. DIS. : APH., RIGHT HEMIS. and TRAV. BRAIN INJURIES | 5 | 4 | 5 | 4 | 5 | 4 | 4 | 4 | 4 | 5 | 4 | 5 |
| NEURO. LANG. and COGNI.-COMMU. DISOR.: EVAL. and THER. | 4 | 5 | 5 | 4 | 5 | 4 | 4 | 4 | 4 | 4 | 4 | 4 |
| NEUROANA. and NEUROPHY. of SPEECH and LANGUAGE | 4 | 3 | 4 | 2 | 3 | 3 | 2 | 3 | 2 | 4 | 4 | 4 |
| NEURROMODULATION TECHNIQUES ın DCT | 5 | 4 | 4 | 5 | 4 | 5 | 4 | 4 | 4 | 3 | 4 | 5 |
| ORTHODONTY and PROSTETICS for SPEECH and LANGUAGE THERAPISTS | 4 | 4 | 5 | 4 | 5 | 4 | 4 | 4 | 4 | 5 | 4 | 5 |
| PHYSICS | 4 | 3 | 2 | 3 | 3 | 2 | 3 | 2 | 3 | 1 | 1 | 4 |
| PHYSIOLOGY | 2 | 2 | 1 | 3 | 2 | 2 | 1 | 2 | 1 | 1 | 1 | 2 |
| PRACTICUM in FLUENCY DISORDERS | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 4 | 4 | 4 | 4 |
| PROFES. PRACT. in CLEFT PALATE and CRANIOF.L ANOM. | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 4 | 5 | 4 | 4 | 5 |
| PROFES. PRACT. in MOTOR SPEECH DISORDERS | 5 | 4 | 4 | 4 | 5 | 5 | 5 | 4 | 4 | 3 | 4 | 4 |
| PROFES. PRACT.in APHASIA, RIGHT HEMIS. and TRAU. BRAIN INJURIES | 4 | 5 | 5 | 4 | 5 | 5 | 4 | 5 | 4 | 4 | 4 | 4 |
| PROFES. PRACTICUM in CHILDHOOD LANGU. DISOR. | 4 | 5 | 5 | 5 | 5 | 5 | 4 | 4 | 5 | 4 | 4 | 5 |
| PROFESIONAL READING in ENGLISH | 5 | 3 | 3 | 3 | 3 | 4 | 2 | 5 | 3 | 4 | 2 | 3 |
| PROFESSIONAL PRACTICUM in DYSPHAGIA | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 5 | 5 | 5 | 5 |
| PROFESSIONAL PRACTICUM in SPEECH SOUND DISORDERS | 5 | 5 | 5 | 5 | 5 | 5 | 3 | 3 | 4 | 4 | 4 | 4 |
| PROFESSIONAL PRACTICUM in VOICE DISORDERS | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 4 | 4 | 4 | 5 | 4 |
| PROFESSIONAL WRITING in ENGLISH | 5 | 4 | 3 | 5 | 3 | 5 | 4 | 5 | 4 | 4 | 5 | 4 |
| PUBLIC HEALTH | 3 | 3 | 4 | 4 | 4 | 2 | 4 | 2 | 4 | 4 | 3 | 4 |
| REHABILITATION AUDIOLOGY | 4 | 3 | 3 | 3 | 3 | 2 | 4 | 3 | 2 | 3 | 3 | 3 |
| RESEARCH METHODS in HEALTH SCIENCES | 5 | 5 | 4 | 3 | 2 | 5 | 2 | 3 | 2 | 2 | 2 | 5 |
| SCIETIFIC, MEDICAL and PROFESSIONAL ETICS | 4 | 4 | 5 | 3 | 3 | 3 | 3 | 5 | 5 | 5 | 5 | 4 |
| SPECIFIC LAERNING DISSABILITY : DYSLEXIA, DYSGRAPHIA and DYSCALCULIA | 5 | 4 | 5 | 5 | 5 | 4 | 4 | 5 | 4 | 4 | 5 | 4 |
| SPEECH and LANG. THER.in AUTISM and DEVE. DISA. | 3 | 4 | 4 | 3 | 3 | 4 | 3 | 3 | 3 | 3 | 3 | 2 |
| SPEECH AND LANG. THERAPY in GERIATRIC POPU. | 5 | 4 | 4 | 4 | 5 | 4 | 4 | 5 | 4 | 3 | 5 | 5 |
| SPEECH and LANGU. THER. in POPU. with HEAR.-IMPA. and COCH. IMPLAN. | 5 | 5 | 4 | 4 | 4 | 4 | 4 | 5 | 5 | 4 | 4 | 4 |
| SPEECH and LANGUAGE THERAPY in CLEFT PALATE and CRANIOFACIAL ANOMALIES | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 4 | 4 | 4 | 4 | 4 |
| SPEECH SOUND DISORDERS | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 4 | 4 | 4 | 4 | 4 |
| TURKISH SIGN LANGUAGE I | 2 | 3 | 3 | 1 | 2 | 2 | 2 | 4 | 4 | 2 | 2 | 5 |
| TURKISH SIGN LANGUAGE II | 2 | 5 | 3 | 3 | 4 | 3 | 2 | 5 | 4 | 2 | 2 | 3 |
| İlişkili Ders Sayısı / 68/78 | 288 | 286 | 278 | 267 | 277 | 265 | 240 | 258 | 259 | 240 | 246 | 272 |
Surveys for Students
| Öğretim elemanı değerlendirme anketi | Kesinlikle katılmıyorum | Katılmıyorum | Kısmen katılıyorum | Katılıyorum | Kesinlikle katılıyorum | Fikrim yok |
|---|---|---|---|---|---|---|
| Dönem başında dersin amacını, kapsamını ve öğrencidenbeklenenleri anlaşılır bir şekilde açıklar. | ||||||
| Dersin kaynaklarını dersin amaçlarına uygun olarak seçer veduyurur. | ||||||
| Ders için önerdiği kaynaklara ulaşmada öğrencilere yolgösterir/yardımcı olur. | ||||||
| Anlatımı (Dersi sunumu) akıcı, açık ve anlaşılırdır. | ||||||
| Öğretim teknolojilerini (etkili bir şekilde) kullanabilir. | ||||||
| Sınıfta çok yönlü iletişim ve etkileşim sağlayacakuygulamalara yer verir. | ||||||
| Geleneksel öğretim strateji yöntem ve teknikleri konusundagelişmiş bir bilgi birikimine sahiptir. | ||||||
| Derste işlediği öğretim yöntemlerini kendi uygulamalarındakullanır. | ||||||
| Ders saatleri dışında ders ile ilgili öğrenciye yeterince zamanayırır. | ||||||
| Derse düzenli olarak gelir ve zamanı etkin kullanır. | ||||||
| Ders sırasında sınıfa hakimiyeti kurmada oldukça başarılıdır. | ||||||
| Güncel konular hakkında öğrencileri bilgilendirir. | ||||||
| Öğrenci görüşlerine açık tutum ve davranışları ile örnek teşkileder. | ||||||
| Başarı ölçme yöntemleri ve araçları (klasik/test/sözlü sınav/proje/ödev vb.) dersin hedef ve içeriği ile uyumludur. | ||||||
| Sınav kağıdımla ilgili soru sormak istediğimde bana yardımcı olur. | ||||||
| Laboratuvar/saha/uygulama çalışmaları dersin amacı ileuyuşmaktadır. | ||||||
| Dersin öğrenme ve öğretme sürecinin yaratıcı düşünme süreç vebecerilerini geliştirir. | ||||||
| Ders güncel konu ve konuklarla desteklenir. | ||||||
| Yukarıdaki sorular dışında iletmek istedikleriniz |