Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| SPEECH and LANGUAGE THERAPY in CLEFT PALATE and CRANIOFACIAL ANOMALIES | - | Spring 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 | Assist.Prof. Nazmiye Evra GÜNHAN ŞENOL |
| Name of Lecturer(s) | |
| Assistant(s) | |
| Aim | To learn how to diagnose, assess and do the therapy of speech and language problems due to the cleft lip and palate. |
| Course Content | This course contains; Normal and Abnormal Craniofacial Features: Anatomy and Physiology,Classification of Cleft Lip and Palate,Embryological development of cleft lip and palate,Feeding Problems of Newborns,Orthodontic Intervention to Cleft Palate, A Multi-Disciplinary Approach to Assessment and Intervention,Language, Cognition, Phonological Development;,Speech Sound Disorders Related with Cleft Lip and Palate,Resonance Disorders and Velopharyngeal Dysfunction,Low-Tech Assessment in Cleft Lip and Palate,High-Tech Assessment in Cleft Lip and Palate (nasendoscopy, EPG, ultrasound, videofluoroscopy, nasometer),Surgical Interventions to Clefts and Velopharyngeal Dysfunction,Therapy of Cleft Lip and Palate,Treatment Procedures: Speech, Resonance, and Velopharyngeal Dysfunction. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Name the anatomy and physiology of cleft lip and palate. | 16, 9 | A |
| Explains the embryology, classification, timing and techniques of cleft lip and palate surgery. | 9 | A |
| Informs the family about the nutrition of the newborn with cleft lip and palate. | 13, 9 | A |
| Defines the team approach in assessment and intervention. | 16, 4, 6 | D |
| Defines speech and language problems related to cleft palate and conducts therapy processes. | 13, 4, 9 | A, D |
| List instrumental and non-instrumental evaluation methods. | 4, 9 | A |
| Recognize the general characteristics of syndromes that often accompany cleft lip and palate. | 9 | A |
| Reviews Resonance Disorders and Velopharyngeal Dysfunction. | 9 | A |
| Teaching Methods: | 13: Case Study Method, 16: Question - Answer Technique, 4: Inquiry-Based Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, D: Oral Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Normal and Abnormal Craniofacial Features: Anatomy and Physiology | Reading the related book chapter |
| 2 | Classification of Cleft Lip and Palate | Reading the related book chapter |
| 3 | Embryological development of cleft lip and palate | Revisiting the embryology notes |
| 4 | Feeding Problems of Newborns | Reading the related book chapter |
| 5 | Orthodontic Intervention to Cleft Palate | Reading the related book chapter |
| 6 | A Multi-Disciplinary Approach to Assessment and Intervention | Reading the related book chapter |
| 7 | Language, Cognition, Phonological Development; | Reading articles |
| 8 | Speech Sound Disorders Related with Cleft Lip and Palate | Reading the related book chapter |
| 9 | Resonance Disorders and Velopharyngeal Dysfunction | Reading the related book chapter |
| 10 | Low-Tech Assessment in Cleft Lip and Palate | Reading the related book chapter |
| 11 | High-Tech Assessment in Cleft Lip and Palate (nasendoscopy, EPG, ultrasound, videofluoroscopy, nasometer) | Reading the related book chapters |
| 12 | Surgical Interventions to Clefts and Velopharyngeal Dysfunction | Reading the related book chapter |
| 13 | Therapy of Cleft Lip and Palate | Reading the related book chapter |
| 14 | Treatment Procedures: Speech, Resonance, and Velopharyngeal Dysfunction | Reading the related book chapter |
| Resources |
| Kummer, A. Cleft Palate and Craniofacial Anomalies: Effects on Speech and Resonance., Delmar, NewYork, 39-69, 2014. |
| Howard, S., Lohmander, A., Cleft Palate Speech: Assessment and Intervention, Wiley-Backwell, Oxford&West Sussex, 2011. |
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 | 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 | 1 | 5 | 5 | |||
| Total Workload(Hour) | 87 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(87/30) | 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 |
|---|---|---|---|---|---|
| SPEECH and LANGUAGE THERAPY in CLEFT PALATE and CRANIOFACIAL ANOMALIES | - | Spring 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 | Assist.Prof. Nazmiye Evra GÜNHAN ŞENOL |
| Name of Lecturer(s) | |
| Assistant(s) | |
| Aim | To learn how to diagnose, assess and do the therapy of speech and language problems due to the cleft lip and palate. |
| Course Content | This course contains; Normal and Abnormal Craniofacial Features: Anatomy and Physiology,Classification of Cleft Lip and Palate,Embryological development of cleft lip and palate,Feeding Problems of Newborns,Orthodontic Intervention to Cleft Palate, A Multi-Disciplinary Approach to Assessment and Intervention,Language, Cognition, Phonological Development;,Speech Sound Disorders Related with Cleft Lip and Palate,Resonance Disorders and Velopharyngeal Dysfunction,Low-Tech Assessment in Cleft Lip and Palate,High-Tech Assessment in Cleft Lip and Palate (nasendoscopy, EPG, ultrasound, videofluoroscopy, nasometer),Surgical Interventions to Clefts and Velopharyngeal Dysfunction,Therapy of Cleft Lip and Palate,Treatment Procedures: Speech, Resonance, and Velopharyngeal Dysfunction. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Name the anatomy and physiology of cleft lip and palate. | 16, 9 | A |
| Explains the embryology, classification, timing and techniques of cleft lip and palate surgery. | 9 | A |
| Informs the family about the nutrition of the newborn with cleft lip and palate. | 13, 9 | A |
| Defines the team approach in assessment and intervention. | 16, 4, 6 | D |
| Defines speech and language problems related to cleft palate and conducts therapy processes. | 13, 4, 9 | A, D |
| List instrumental and non-instrumental evaluation methods. | 4, 9 | A |
| Recognize the general characteristics of syndromes that often accompany cleft lip and palate. | 9 | A |
| Reviews Resonance Disorders and Velopharyngeal Dysfunction. | 9 | A |
| Teaching Methods: | 13: Case Study Method, 16: Question - Answer Technique, 4: Inquiry-Based Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, D: Oral Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Normal and Abnormal Craniofacial Features: Anatomy and Physiology | Reading the related book chapter |
| 2 | Classification of Cleft Lip and Palate | Reading the related book chapter |
| 3 | Embryological development of cleft lip and palate | Revisiting the embryology notes |
| 4 | Feeding Problems of Newborns | Reading the related book chapter |
| 5 | Orthodontic Intervention to Cleft Palate | Reading the related book chapter |
| 6 | A Multi-Disciplinary Approach to Assessment and Intervention | Reading the related book chapter |
| 7 | Language, Cognition, Phonological Development; | Reading articles |
| 8 | Speech Sound Disorders Related with Cleft Lip and Palate | Reading the related book chapter |
| 9 | Resonance Disorders and Velopharyngeal Dysfunction | Reading the related book chapter |
| 10 | Low-Tech Assessment in Cleft Lip and Palate | Reading the related book chapter |
| 11 | High-Tech Assessment in Cleft Lip and Palate (nasendoscopy, EPG, ultrasound, videofluoroscopy, nasometer) | Reading the related book chapters |
| 12 | Surgical Interventions to Clefts and Velopharyngeal Dysfunction | Reading the related book chapter |
| 13 | Therapy of Cleft Lip and Palate | Reading the related book chapter |
| 14 | Treatment Procedures: Speech, Resonance, and Velopharyngeal Dysfunction | Reading the related book chapter |
| Resources |
| Kummer, A. Cleft Palate and Craniofacial Anomalies: Effects on Speech and Resonance., Delmar, NewYork, 39-69, 2014. |
| Howard, S., Lohmander, A., Cleft Palate Speech: Assessment and Intervention, Wiley-Backwell, Oxford&West Sussex, 2011. |
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 | |