Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| REHABILITATION AUDIOLOGY | - | Spring Semester | 2+2 | 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 | Assist.Prof. Gül ÖLÇEK |
| Name of Lecturer(s) | Assist.Prof. Gül ÖLÇEK |
| Assistant(s) | |
| Aim | This undergraduate-level course is designed to instruct the student on the communicative, social, educational and vocational impacts of hearing loss and review the various types of intervention available to the therapist. |
| Course Content | This course contains; Verbal communication problems and concept of auditory rehabilitation,Auditory rehabilitation programs and basic stages,Dysfunctions related to cochlear patologies,Anatomy, physiology, and science related to auditory disorders,Indications of hearing aids,Evaluation of hearing-impaired patients,Basic components of digital hearing aids,Approach to hearing-impaired patients,Different communicative stategies,Aural-oral, manual, total communication, and other deaf education programs,Selecting, adjusting and verifying digital hearing aids,Prescriptive hearing aid selection procedures,Assessing the outcomes of auditory rehabilitation,General Evaluation. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Describe the basics of auditory disorders, anatomy, physiology, and science | 10, 12, 16, 19, 23, 9 | |
| Define the impact of hearing loss on communication, cognitive, social, and educational development | 10, 12, 16, 19, 9 | |
| Describe the current aural-oral management strategies for children and adults who are hearing impaired | 10, 12, 16, 19, 23, 9 | |
| Explain the current amplification strategies for children and adults who are hearing impaired | 10, 12, 16, 19, 9 | |
| Describe the relative characteristics, benefits, disadvantages, and trends of aural-oral, manual, total communication, and deaf education programs | 12, 19, 9 | |
| Identify the communicative, social, and educational perspectives and problems of the deaf community | 10, 12, 16, 19, 4, 9 | |
| Outlines the basic parts of digital hearing aids. | 10, 12, 16, 19, 21, 9 | |
| Gives an example of selecting, adjusting and verifying digital hearing aids. | 10, 11, 12, 16, 19, 21, 9 |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 12: Problem Solving Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 21: Simulation Technique, 23: Concept Map Technique, 4: Inquiry-Based Learning, 9: Lecture Method |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Verbal communication problems and concept of auditory rehabilitation | No preparation |
| 2 | Auditory rehabilitation programs and basic stages | Preparation of the related subject from the recommended sources |
| 3 | Dysfunctions related to cochlear patologies | Preparation of the related subject from the recommended sources |
| 4 | Anatomy, physiology, and science related to auditory disorders | Preparation of the related subject from the recommended sources |
| 5 | Indications of hearing aids | Preparation of the related subject from the recommended sources |
| 6 | Evaluation of hearing-impaired patients | Preparation of the related subject from the recommended sources |
| 7 | Basic components of digital hearing aids | Preparation of the related subject from the recommended sources |
| 8 | Approach to hearing-impaired patients | Preparation of the related subject from the recommended sources |
| 9 | Different communicative stategies | Preparation of the related subject from the recommended sources |
| 10 | Aural-oral, manual, total communication, and other deaf education programs | |
| 11 | Selecting, adjusting and verifying digital hearing aids | |
| 12 | Prescriptive hearing aid selection procedures | |
| 13 | Assessing the outcomes of auditory rehabilitation | |
| 14 | General Evaluation |
| Resources |
| Powerpoint and word files |
| 1) Otoloji ve Nöro-otoloji, Editör: Onur Çelik, Cilt 2, Bölüm 60, Sayfa 996-1009, 2013. 2) Kulak Burun Boğaz Hastalıkları ve Baş ve Boyun Cerrahisi, Editör: Onur Çelik, 2. Baskı, 2009. 2) Hearing Aids, Harvey Dillon, Thieme, 2001. 3) Kulak Hastalıkları A. Necmettin Akyıldız, I - 1998 ve II – 2002. 4) Textbook of Audiological Medicine: Clinical Aspects of Hearing and Balance.Linda M. Luxon, Joseph M. Furman,Informa Health Care, 2003 5) Hearing Aids. Harvey Dillon, Thieme, 2012. 6) Kulak Burun Boğaz Hastalıkları ve Baş-Boyun Cerrahisi. Koç C. Güneş Kitabevi, 2004. 7)Handbook of Clinical Audiology, Katz, Jack 6th ed, Wolters Kluwer Health/Lippincott Williams & Wilkins, 2009 |
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 | 2 | 28 | |||
| Guided Problem Solving | 14 | 2 | 28 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 14 | 2 | 28 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 4 | 4 | |||
| General Exam | 1 | 4 | 4 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 92 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(92/30) | 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 |
|---|---|---|---|---|---|
| REHABILITATION AUDIOLOGY | - | Spring Semester | 2+2 | 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 | Assist.Prof. Gül ÖLÇEK |
| Name of Lecturer(s) | Assist.Prof. Gül ÖLÇEK |
| Assistant(s) | |
| Aim | This undergraduate-level course is designed to instruct the student on the communicative, social, educational and vocational impacts of hearing loss and review the various types of intervention available to the therapist. |
| Course Content | This course contains; Verbal communication problems and concept of auditory rehabilitation,Auditory rehabilitation programs and basic stages,Dysfunctions related to cochlear patologies,Anatomy, physiology, and science related to auditory disorders,Indications of hearing aids,Evaluation of hearing-impaired patients,Basic components of digital hearing aids,Approach to hearing-impaired patients,Different communicative stategies,Aural-oral, manual, total communication, and other deaf education programs,Selecting, adjusting and verifying digital hearing aids,Prescriptive hearing aid selection procedures,Assessing the outcomes of auditory rehabilitation,General Evaluation. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Describe the basics of auditory disorders, anatomy, physiology, and science | 10, 12, 16, 19, 23, 9 | |
| Define the impact of hearing loss on communication, cognitive, social, and educational development | 10, 12, 16, 19, 9 | |
| Describe the current aural-oral management strategies for children and adults who are hearing impaired | 10, 12, 16, 19, 23, 9 | |
| Explain the current amplification strategies for children and adults who are hearing impaired | 10, 12, 16, 19, 9 | |
| Describe the relative characteristics, benefits, disadvantages, and trends of aural-oral, manual, total communication, and deaf education programs | 12, 19, 9 | |
| Identify the communicative, social, and educational perspectives and problems of the deaf community | 10, 12, 16, 19, 4, 9 | |
| Outlines the basic parts of digital hearing aids. | 10, 12, 16, 19, 21, 9 | |
| Gives an example of selecting, adjusting and verifying digital hearing aids. | 10, 11, 12, 16, 19, 21, 9 |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 12: Problem Solving Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 21: Simulation Technique, 23: Concept Map Technique, 4: Inquiry-Based Learning, 9: Lecture Method |
| Assessment Methods: |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Verbal communication problems and concept of auditory rehabilitation | No preparation |
| 2 | Auditory rehabilitation programs and basic stages | Preparation of the related subject from the recommended sources |
| 3 | Dysfunctions related to cochlear patologies | Preparation of the related subject from the recommended sources |
| 4 | Anatomy, physiology, and science related to auditory disorders | Preparation of the related subject from the recommended sources |
| 5 | Indications of hearing aids | Preparation of the related subject from the recommended sources |
| 6 | Evaluation of hearing-impaired patients | Preparation of the related subject from the recommended sources |
| 7 | Basic components of digital hearing aids | Preparation of the related subject from the recommended sources |
| 8 | Approach to hearing-impaired patients | Preparation of the related subject from the recommended sources |
| 9 | Different communicative stategies | Preparation of the related subject from the recommended sources |
| 10 | Aural-oral, manual, total communication, and other deaf education programs | |
| 11 | Selecting, adjusting and verifying digital hearing aids | |
| 12 | Prescriptive hearing aid selection procedures | |
| 13 | Assessing the outcomes of auditory rehabilitation | |
| 14 | General Evaluation |
| Resources |
| Powerpoint and word files |
| 1) Otoloji ve Nöro-otoloji, Editör: Onur Çelik, Cilt 2, Bölüm 60, Sayfa 996-1009, 2013. 2) Kulak Burun Boğaz Hastalıkları ve Baş ve Boyun Cerrahisi, Editör: Onur Çelik, 2. Baskı, 2009. 2) Hearing Aids, Harvey Dillon, Thieme, 2001. 3) Kulak Hastalıkları A. Necmettin Akyıldız, I - 1998 ve II – 2002. 4) Textbook of Audiological Medicine: Clinical Aspects of Hearing and Balance.Linda M. Luxon, Joseph M. Furman,Informa Health Care, 2003 5) Hearing Aids. Harvey Dillon, Thieme, 2012. 6) Kulak Burun Boğaz Hastalıkları ve Baş-Boyun Cerrahisi. Koç C. Güneş Kitabevi, 2004. 7)Handbook of Clinical Audiology, Katz, Jack 6th ed, Wolters Kluwer Health/Lippincott Williams & Wilkins, 2009 |
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 | |