Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| SPEC. LEAR. DISSA. : DYSLEXIA, DYSGRAPHIA and DYSCALCULIA | - | Fall Semester | 2+0 | 2 | 2 |
| 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) | |
| Assistant(s) | |
| Aim | To have knowledge definitions and concepts, subgroups and their properties, definitions of dyslexia and dysgraphy, language skills and the development processes of upper-language skills, the development of reading and writing, developmental and acquired dyslexia and dysgraphy, theories and approaches in dyslexia and dysgraphia, evaluating of dyslexia and dysgraphy and differential diagnosis methods, therapy approaches and to develop the therapy tools; to examine the cases and to practise work. |
| Course Content | This course contains; Specific Learning Disorders, basic concepts,Typical Reading and Writing Skills in Turkish,The Link Between SLD and Speech and Language Skills,Dyslexia: Identification and Evaluation,Dysgraphia: Identification and Evaluation,Dyscalculia: Identification and Evaluation,Multidisciplinary Approach in SLD,Phonological Processing,Phonological Awareness Skills,Rapid Automatized Naming,Case Samples,Case Samples,Evaluation Week, Evaluation Week. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Defines the basic concepts of special learning disabilities. | 10, 16, 9 | A |
| Explain typical reading and writing development. | 16, 19, 9 | A |
| Matches language and speech skills with Specific Learning Disabilities. | 10, 16, 9 | A |
| List the diagnosis and evaluation processes of dyslexia, dysgraphia and dyscalculia. | 10, 12, 9 | A |
| Explains the multidisciplinary approach in specific learning disabilities. | 10, 16, 9 | A |
| Interpret the relationship between phonological processing and phonological awareness skills and specific learning disabilities. | 16, 9 | A |
| Observes and directs the early signs of Specific Learning Difficulties. | 10, 14, 15, 5, 9 | A |
| Manages assessment and intervention processes with theoretical case examples. | 10, 13 | A |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 13: Case Study Method, 14: Self Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 19: Brainstorming Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Specific Learning Disorders, basic concepts | Reading the subject before coming to class |
| 2 | Typical Reading and Writing Skills in Turkish | Reading the subject before coming to class |
| 3 | The Link Between SLD and Speech and Language Skills | A literature review about the subject |
| 4 | Dyslexia: Identification and Evaluation | Reading the subject before coming to class |
| 5 | Dysgraphia: Identification and Evaluation | Reading the subject before coming to class |
| 6 | Dyscalculia: Identification and Evaluation | Reading the subject before coming to class |
| 7 | Multidisciplinary Approach in SLD | To search as to the subject |
| 8 | Phonological Processing | Reading the subject before coming to class |
| 9 | Phonological Awareness Skills | Reading the subject before coming to class |
| 10 | Rapid Automatized Naming | Reading the subject before coming to class |
| 11 | Case Samples | Doing general repetition before coming to class |
| 12 | Case Samples | Doing general repetition before coming to class |
| 13 | Evaluation Week | Doing general repetition before coming to class |
| 14 | Evaluation Week | Doing general repetition before coming to class |
| Resources |
| Öğrenme Güçlüğü Olan Bireyler ve Eğitimleri (2016), Ed. Hakan Sarı, Nobel Akademik Yayıncılık |
| Powerpoint presentations about the course |
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 | 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 | 1 | 15 | 15 | |||
| General Exam | 1 | 25 | 25 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 68 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(68/30) | 2 | |||||
| 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 |
|---|---|---|---|---|---|
| SPEC. LEAR. DISSA. : DYSLEXIA, DYSGRAPHIA and DYSCALCULIA | - | Fall Semester | 2+0 | 2 | 2 |
| 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) | |
| Assistant(s) | |
| Aim | To have knowledge definitions and concepts, subgroups and their properties, definitions of dyslexia and dysgraphy, language skills and the development processes of upper-language skills, the development of reading and writing, developmental and acquired dyslexia and dysgraphy, theories and approaches in dyslexia and dysgraphia, evaluating of dyslexia and dysgraphy and differential diagnosis methods, therapy approaches and to develop the therapy tools; to examine the cases and to practise work. |
| Course Content | This course contains; Specific Learning Disorders, basic concepts,Typical Reading and Writing Skills in Turkish,The Link Between SLD and Speech and Language Skills,Dyslexia: Identification and Evaluation,Dysgraphia: Identification and Evaluation,Dyscalculia: Identification and Evaluation,Multidisciplinary Approach in SLD,Phonological Processing,Phonological Awareness Skills,Rapid Automatized Naming,Case Samples,Case Samples,Evaluation Week, Evaluation Week. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Defines the basic concepts of special learning disabilities. | 10, 16, 9 | A |
| Explain typical reading and writing development. | 16, 19, 9 | A |
| Matches language and speech skills with Specific Learning Disabilities. | 10, 16, 9 | A |
| List the diagnosis and evaluation processes of dyslexia, dysgraphia and dyscalculia. | 10, 12, 9 | A |
| Explains the multidisciplinary approach in specific learning disabilities. | 10, 16, 9 | A |
| Interpret the relationship between phonological processing and phonological awareness skills and specific learning disabilities. | 16, 9 | A |
| Observes and directs the early signs of Specific Learning Difficulties. | 10, 14, 15, 5, 9 | A |
| Manages assessment and intervention processes with theoretical case examples. | 10, 13 | A |
| Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 13: Case Study Method, 14: Self Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 19: Brainstorming Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Specific Learning Disorders, basic concepts | Reading the subject before coming to class |
| 2 | Typical Reading and Writing Skills in Turkish | Reading the subject before coming to class |
| 3 | The Link Between SLD and Speech and Language Skills | A literature review about the subject |
| 4 | Dyslexia: Identification and Evaluation | Reading the subject before coming to class |
| 5 | Dysgraphia: Identification and Evaluation | Reading the subject before coming to class |
| 6 | Dyscalculia: Identification and Evaluation | Reading the subject before coming to class |
| 7 | Multidisciplinary Approach in SLD | To search as to the subject |
| 8 | Phonological Processing | Reading the subject before coming to class |
| 9 | Phonological Awareness Skills | Reading the subject before coming to class |
| 10 | Rapid Automatized Naming | Reading the subject before coming to class |
| 11 | Case Samples | Doing general repetition before coming to class |
| 12 | Case Samples | Doing general repetition before coming to class |
| 13 | Evaluation Week | Doing general repetition before coming to class |
| 14 | Evaluation Week | Doing general repetition before coming to class |
| Resources |
| Öğrenme Güçlüğü Olan Bireyler ve Eğitimleri (2016), Ed. Hakan Sarı, Nobel Akademik Yayıncılık |
| Powerpoint presentations about the course |
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 | |