Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| CHILD HEALTH and NEUROLOGY | - | Fall Semester | 3+0 | 3 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Ramazan Sertan ÖZDEMİR |
| Name of Lecturer(s) | Lect.Dr. Şiar DURSUN |
| Assistant(s) | |
| Aim | The objective of the course is to acquaint students with the typical and atypical developmental stages in childhood and to inform them about childhood diseases and syndromes. |
| Course Content | This course contains; 1. Normal brain development,2. Developmental stages, normal neuromotor and mental development,3. Risk factors causing disability and risky infant monitoring,4. Mental retardation from the perspective of child neurology,5. Childhood neural system infections,6. Neurological examinations and tests,7. Mid-terms,8. Cerebral palsy diagnosis and monitoring,9. Definition and first aid of convulsion, epilepsy, pyretic convulsion,10. Neurometabolic/Neurodegenerative/Neuromuscular diseases and syndromes,11. Speech and language delay in children and potential causes, 12. Neurological problems progressing with autistic symptoms; Attention deficit hyperactivity disorder and their effects on language development, 13. Physical child abuse; neglect and trauma,14. Team work in neurological disorders; roles of speech and language therapists in terms of communication, language, speech, sound and swallowing disorders. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| At the end of this course, the student will be able to: | 13, 16, 19, 9 | A |
| - express knowledge about the embryological development and age-based characteristics of anatomical structures required for grasping speech and language development and disorders in children, | 16, 4, 9 | A |
| - express knowledge of neuromotor development in childhood stages, | 10, 13, 16, 9 | A |
| - explain age-based characteristics and developmental stages of motor, language, social, cognitive development in the brain. | 16, 19, 9 | A |
| - express knowledge of factors that may create risks for disability and discuss risky infant follow-up characteristics. | 10, 16, 4, 9 | |
| Cerebral palsy is the most common cause of permanent disability in childhood and is non-progressive motor disorder. Diagnosis and clinical features of cerebral palsy and multidisciplinary approach are discussed. | 10, 13, 16, 9 | A |
| To discuss the features of childhood epilepsy and to learn emergency help in a child who has had convulsions. | 13, 16, 9 | A |
| The aim of this course is to give information about the causes of delay in language and speech in children and the communication disorders that occur as a result. | 10, 13, 9 | A |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 4: Inquiry-Based Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | 1. Normal brain development | The previous lesson's notes should be reviewed. |
| 2 | 2. Developmental stages, normal neuromotor and mental development | The previous lesson's notes should be reviewed. |
| 3 | 3. Risk factors causing disability and risky infant monitoring | The previous lesson's notes should be reviewed. |
| 4 | 4. Mental retardation from the perspective of child neurology | The previous lesson's notes should be reviewed. |
| 5 | 5. Childhood neural system infections | The previous lesson's notes should be reviewed. |
| 6 | 6. Neurological examinations and tests | The previous lesson's notes should be reviewed. |
| 7 | 7. Mid-terms | The previous lesson's notes should be reviewed. |
| 8 | 8. Cerebral palsy diagnosis and monitoring | The previous lesson's notes should be reviewed. |
| 9 | 9. Definition and first aid of convulsion, epilepsy, pyretic convulsion | The previous lesson's notes should be reviewed. |
| 10 | 10. Neurometabolic/Neurodegenerative/Neuromuscular diseases and syndromes | The previous lesson's notes should be reviewed. |
| 11 | 11. Speech and language delay in children and potential causes | The previous lesson's notes should be reviewed. |
| 12 | 12. Neurological problems progressing with autistic symptoms; Attention deficit hyperactivity disorder and their effects on language development | The previous lesson's notes should be reviewed. |
| 13 | 13. Physical child abuse; neglect and trauma | The previous lesson's notes should be reviewed. |
| 14 | 14. Team work in neurological disorders; roles of speech and language therapists in terms of communication, language, speech, sound and swallowing disorders | The previous lesson's notes should be reviewed. |
| Resources |
| Yalaz K. Temel Gelişimsel Çocuk Nörolojisi, 2021. Baytop V. Klinik Çocuk Nörolojisi, 2010. |
| PowerPoint presentation documents, Lecture notes |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | 1. Knows how to access current basic, theoretical and applied scientific knowledge in the field of speech and language therapy by using information technologies and resources; evaluates the accuracy, reliability and validity of this information. | X | |||||
| 2 | 2. Uses the knowledge and skills acquired in education in an evidence-based manner and effectively for the improvement of quality of life for communication, speech, language, voice and swallowing health at individual and social level and for the prevention, diagnosis and therapy of disorders in this field. | X | |||||
| 3 | 3. Establishes interdisciplinary collaborations with the health professionals and other professionals with a sense of social responsibility and becomes a reliable member of the team of health professionals. | X | |||||
| 4 | 4. Collects evidence-based data using technological devices and tools in the field, plans, implements, modifies, terminates, reports, documents and monitors programs securely. | X | |||||
| 5 | 5. Undertakes prevention, functional assessment, differential diagnosis, therapy, rehabilitation practices with a holistic approach based on bio-psycho-social and cultural norms, utilizing knowledge and skills gained in the professional field along with the appropriate technology, | X | |||||
| 6 | 6. Has the ability to conduct professional and academic studies independently, effectively and ethically; has the ability to take responsibility as a team member and to find solutions to expected or unforeseen problems. | X | |||||
| 7 | 7. Acts in accordance with the processes by having sufficient awareness of quality management and continuity, environmental protection and occupational safety. | X | |||||
| 8 | 8. Identifies personal and professional learning needs with a self-critical approach, learns at least one foreign language, develops a positive attitude towards lifelong-learning, and demonstrates what he/she has learned. | X | |||||
| 9 | 9. As an individual, he/she sets an example to the society with his/her positive attitudes, behaviors and communication open to continuous change; acts respectful and sensitive to democracy and human rights, social, cultural, linguistic and individual differences at the universal level. | X | |||||
| 10 | 10. As an individual, he/she acts in accordance with the legislations and regulations, scientific and professional ethical values related to his/her field; fulfills all the duties and responsibilities required by his/her profession while observing the rights of the clients and protects and defends his/her professional rights. | X | |||||
| 11 | 11. Has the necessary skills to take part in national and international policy development efforts related to personal and public health, family counseling, social awareness, health and education policies related to the field of speech-language pathology, and conveys clear and accurate information. | X | |||||
| 12 | 12. Participates in the planning and execution of projects and research, utilizing his/her knowledge on research methods, teaching-learning, assessment and evaluation and management. | 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 | 3 | 42 | |||
| Guided Problem Solving | 14 | 2 | 28 | |||
| Resolution of Homework Problems and Submission as a Report | 1 | 1 | 1 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 5 | 1 | 5 | |||
| Midterm Exam | 1 | 9 | 9 | |||
| General Exam | 1 | 17 | 17 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 102 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(102/30) | 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 |
|---|---|---|---|---|---|
| CHILD HEALTH and NEUROLOGY | - | Fall Semester | 3+0 | 3 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Ramazan Sertan ÖZDEMİR |
| Name of Lecturer(s) | Lect.Dr. Şiar DURSUN |
| Assistant(s) | |
| Aim | The objective of the course is to acquaint students with the typical and atypical developmental stages in childhood and to inform them about childhood diseases and syndromes. |
| Course Content | This course contains; 1. Normal brain development,2. Developmental stages, normal neuromotor and mental development,3. Risk factors causing disability and risky infant monitoring,4. Mental retardation from the perspective of child neurology,5. Childhood neural system infections,6. Neurological examinations and tests,7. Mid-terms,8. Cerebral palsy diagnosis and monitoring,9. Definition and first aid of convulsion, epilepsy, pyretic convulsion,10. Neurometabolic/Neurodegenerative/Neuromuscular diseases and syndromes,11. Speech and language delay in children and potential causes, 12. Neurological problems progressing with autistic symptoms; Attention deficit hyperactivity disorder and their effects on language development, 13. Physical child abuse; neglect and trauma,14. Team work in neurological disorders; roles of speech and language therapists in terms of communication, language, speech, sound and swallowing disorders. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| At the end of this course, the student will be able to: | 13, 16, 19, 9 | A |
| - express knowledge about the embryological development and age-based characteristics of anatomical structures required for grasping speech and language development and disorders in children, | 16, 4, 9 | A |
| - express knowledge of neuromotor development in childhood stages, | 10, 13, 16, 9 | A |
| - explain age-based characteristics and developmental stages of motor, language, social, cognitive development in the brain. | 16, 19, 9 | A |
| - express knowledge of factors that may create risks for disability and discuss risky infant follow-up characteristics. | 10, 16, 4, 9 | |
| Cerebral palsy is the most common cause of permanent disability in childhood and is non-progressive motor disorder. Diagnosis and clinical features of cerebral palsy and multidisciplinary approach are discussed. | 10, 13, 16, 9 | A |
| To discuss the features of childhood epilepsy and to learn emergency help in a child who has had convulsions. | 13, 16, 9 | A |
| The aim of this course is to give information about the causes of delay in language and speech in children and the communication disorders that occur as a result. | 10, 13, 9 | A |
| Teaching Methods: | 10: Discussion Method, 13: Case Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 4: Inquiry-Based Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | 1. Normal brain development | The previous lesson's notes should be reviewed. |
| 2 | 2. Developmental stages, normal neuromotor and mental development | The previous lesson's notes should be reviewed. |
| 3 | 3. Risk factors causing disability and risky infant monitoring | The previous lesson's notes should be reviewed. |
| 4 | 4. Mental retardation from the perspective of child neurology | The previous lesson's notes should be reviewed. |
| 5 | 5. Childhood neural system infections | The previous lesson's notes should be reviewed. |
| 6 | 6. Neurological examinations and tests | The previous lesson's notes should be reviewed. |
| 7 | 7. Mid-terms | The previous lesson's notes should be reviewed. |
| 8 | 8. Cerebral palsy diagnosis and monitoring | The previous lesson's notes should be reviewed. |
| 9 | 9. Definition and first aid of convulsion, epilepsy, pyretic convulsion | The previous lesson's notes should be reviewed. |
| 10 | 10. Neurometabolic/Neurodegenerative/Neuromuscular diseases and syndromes | The previous lesson's notes should be reviewed. |
| 11 | 11. Speech and language delay in children and potential causes | The previous lesson's notes should be reviewed. |
| 12 | 12. Neurological problems progressing with autistic symptoms; Attention deficit hyperactivity disorder and their effects on language development | The previous lesson's notes should be reviewed. |
| 13 | 13. Physical child abuse; neglect and trauma | The previous lesson's notes should be reviewed. |
| 14 | 14. Team work in neurological disorders; roles of speech and language therapists in terms of communication, language, speech, sound and swallowing disorders | The previous lesson's notes should be reviewed. |
| Resources |
| Yalaz K. Temel Gelişimsel Çocuk Nörolojisi, 2021. Baytop V. Klinik Çocuk Nörolojisi, 2010. |
| PowerPoint presentation documents, Lecture notes |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | 1. Knows how to access current basic, theoretical and applied scientific knowledge in the field of speech and language therapy by using information technologies and resources; evaluates the accuracy, reliability and validity of this information. | X | |||||
| 2 | 2. Uses the knowledge and skills acquired in education in an evidence-based manner and effectively for the improvement of quality of life for communication, speech, language, voice and swallowing health at individual and social level and for the prevention, diagnosis and therapy of disorders in this field. | X | |||||
| 3 | 3. Establishes interdisciplinary collaborations with the health professionals and other professionals with a sense of social responsibility and becomes a reliable member of the team of health professionals. | X | |||||
| 4 | 4. Collects evidence-based data using technological devices and tools in the field, plans, implements, modifies, terminates, reports, documents and monitors programs securely. | X | |||||
| 5 | 5. Undertakes prevention, functional assessment, differential diagnosis, therapy, rehabilitation practices with a holistic approach based on bio-psycho-social and cultural norms, utilizing knowledge and skills gained in the professional field along with the appropriate technology, | X | |||||
| 6 | 6. Has the ability to conduct professional and academic studies independently, effectively and ethically; has the ability to take responsibility as a team member and to find solutions to expected or unforeseen problems. | X | |||||
| 7 | 7. Acts in accordance with the processes by having sufficient awareness of quality management and continuity, environmental protection and occupational safety. | X | |||||
| 8 | 8. Identifies personal and professional learning needs with a self-critical approach, learns at least one foreign language, develops a positive attitude towards lifelong-learning, and demonstrates what he/she has learned. | X | |||||
| 9 | 9. As an individual, he/she sets an example to the society with his/her positive attitudes, behaviors and communication open to continuous change; acts respectful and sensitive to democracy and human rights, social, cultural, linguistic and individual differences at the universal level. | X | |||||
| 10 | 10. As an individual, he/she acts in accordance with the legislations and regulations, scientific and professional ethical values related to his/her field; fulfills all the duties and responsibilities required by his/her profession while observing the rights of the clients and protects and defends his/her professional rights. | X | |||||
| 11 | 11. Has the necessary skills to take part in national and international policy development efforts related to personal and public health, family counseling, social awareness, health and education policies related to the field of speech-language pathology, and conveys clear and accurate information. | X | |||||
| 12 | 12. Participates in the planning and execution of projects and research, utilizing his/her knowledge on research methods, teaching-learning, assessment and evaluation and management. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |