Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| TURKISH SIGN LANGUAGE II | DKT3155230 | Fall Semester | 2+0 | 2 | 2 |
| Course Program | Çarşamba 09:00-09:45 Çarşamba 10:00-10:45 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Nazmiye Evra GÜNHAN ŞENOL |
| Name of Lecturer(s) | Lect. Begüm Mine DOĞAN AKOVALIGİL |
| Assistant(s) | |
| Aim | The aim of this course is to inform the students about the basic structure, characteristics and short history of the Turkish sign language and to enable the students to communicate with the hearing impaired through the Turkish alphabet fingerprint and signs. |
| Course Content | This course contains; Turkish sign language history,Turkish sign language finger alphabet,Personal Pronouns.,Meet, greeting,Introducing yourself,Family and relatives relationship,Crafts,Colors,Color Positive and negative sentence structures,Positive and negative sentence structures,Classroom practice,Question sentences,Classroom practice,Discussion. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Be able to recognize basic information about history of Turkish sign language. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| To recognize finger alphabet of Turkish sign language. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| To explain personal pronouns | 11, 14, 16, 19, 6, 8, 9 | A, D |
| Be able to provide communication with people having impaired hearing through basic words used in sign language. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| To comprehend greeting, self introduce | 11, 14, 16, 19, 6, 8, 9 | A, D |
| To explain family and relatives relationships. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| To recognize colours and professions. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| Be able to comprehend sentence structure of Turkish sign language. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| To apply in classroom. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| To explain question sentences. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| To recognize positive and negative sentences. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| Teaching Methods: | 11: Demonstration Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 6: Experiential Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, D: Oral Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Turkish sign language history | No preparation |
| 2 | Turkish sign language finger alphabet | Preparation of the related subject from the recommended sources |
| 3 | Personal Pronouns. | Preparation of the related subject from the recommended sources |
| 4 | Meet, greeting | Preparation of the related subject from the recommended sources |
| 5 | Introducing yourself | Preparation of the related subject from the recommended sources |
| 6 | Family and relatives relationship | Preparation of the related subject from the recommended sources |
| 7 | Crafts | Preparation of the related subject from the recommended sources |
| 8 | Colors | Preparation of the related subject from the recommended sources |
| 9 | Color Positive and negative sentence structures | Preparation of the related subject from the recommended sources |
| 10 | Positive and negative sentence structures | Preparation of the related subject from the recommended sources |
| 11 | Classroom practice | Preparation of the related subject from the recommended sources |
| 12 | Question sentences | Preparation of the related subject from the recommended sources |
| 13 | Classroom practice | Preparation of the related subject from the recommended sources |
| 14 | Discussion | Preparation of the related subject from the recommended sources |
| Resources |
| Prepared for the course is offered |
| 1)MEB, Yetişkinler İçin Türk İşaret Dili Kılavuzu, Millî Eğitim Bakanlığı Yayınevi, Ankara, 1995 Akıllı Türk İşaret Dili Hazırlık Kitabı, Ankara Çankaya İşitme Engelliler Gençlik Spor Kulübü Derneği, T.C Kültür Bakanlığı, Ankara, Ekim 2012 2)H. McLaughlin, Sağırlar Okulları Öğretmenlerine Mahsus El Kitabı, Maarif Basımevi, İstanbul, 1955 Ulrike Zeshan, Sign Language in Turkey: The story of a hidden language. Turkic Languages 6: 2, 229-274, 2002 |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-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. | X | |||||
| 2 | PQ-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. | X | |||||
| 3 | PQ-3. With consciousness of social responsibility, establishes interdisciplinary collaborations with experts in various other professions, and works to be a reliable member of such interdisciplinary teams. | X | |||||
| 4 | PQ-4. Gathers evidence-based data using technological devices and tools in the field; plans, executes, makes necessary changes to, finalizes, and reports the programs, and reliably and securely documents and monitors them. | X | |||||
| 5 | PQ-5. Implements prevention, functional evaluation, differential diagnosis, therapy and rehabilitation practices using the acquired knowledge, skills as well as the related technology in the field by taking a bio-psycho-social, cultural, and wholistic approach. | X | |||||
| 6 | PQ-6. Independently and effectively carries out professional work and academic studies; takes responsibilities as a team member and produces solutions to unanticipated or encountered problems. | X | |||||
| 7 | PQ-7. Behaves in accordance with the processes based on an adequate understanding and awareness for quality management and continuity, protection of the environment, and workplace safety. | X | |||||
| 8 | PQ-8. Identifies personal and professional learning needs using a self-critical approach and develops a positive attitude towards life-long learning by learning at least one foreign language and demonstrates learning. | X | |||||
| 9 | PQ-9. Serves as a model for the society through their positive attitude, behaviors, and communication for openness to continuous change; acts in a respectful and sensitive manner to universal democracy, human rights, social, cultural, linguistic and individual differences. | X | |||||
| 10 | PQ-10. Acts in accordance with the field-related legislations, scientific and professional ethical values; performs all professional duties and responsibilities while looking out for the rights and interests of clients; protects and defends professional rights. | X | |||||
| 11 | PQ-11. Participates in development of speech and language therapy related policies for individual and social health, family counseling, societal awareness, health, and education both externally and internally, as well as domestically and internationally; communicates accurate and transparent information. | X | |||||
| 12 | PQ-12. Engages in projects and research by using acquired knowledge and skills in research methods, learning and teaching, assessment, evaluation and management; plans and applies such activities. | 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 | 2 | 5 | 10 | |||
| Midterm Exam | 1 | 10 | 10 | |||
| General Exam | 1 | 15 | 15 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 63 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(63/30) | 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 |
|---|---|---|---|---|---|
| TURKISH SIGN LANGUAGE II | DKT3155230 | Fall Semester | 2+0 | 2 | 2 |
| Course Program | Çarşamba 09:00-09:45 Çarşamba 10:00-10:45 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Nazmiye Evra GÜNHAN ŞENOL |
| Name of Lecturer(s) | Lect. Begüm Mine DOĞAN AKOVALIGİL |
| Assistant(s) | |
| Aim | The aim of this course is to inform the students about the basic structure, characteristics and short history of the Turkish sign language and to enable the students to communicate with the hearing impaired through the Turkish alphabet fingerprint and signs. |
| Course Content | This course contains; Turkish sign language history,Turkish sign language finger alphabet,Personal Pronouns.,Meet, greeting,Introducing yourself,Family and relatives relationship,Crafts,Colors,Color Positive and negative sentence structures,Positive and negative sentence structures,Classroom practice,Question sentences,Classroom practice,Discussion. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Be able to recognize basic information about history of Turkish sign language. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| To recognize finger alphabet of Turkish sign language. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| To explain personal pronouns | 11, 14, 16, 19, 6, 8, 9 | A, D |
| Be able to provide communication with people having impaired hearing through basic words used in sign language. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| To comprehend greeting, self introduce | 11, 14, 16, 19, 6, 8, 9 | A, D |
| To explain family and relatives relationships. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| To recognize colours and professions. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| Be able to comprehend sentence structure of Turkish sign language. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| To apply in classroom. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| To explain question sentences. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| To recognize positive and negative sentences. | 11, 14, 16, 19, 6, 8, 9 | A, D |
| Teaching Methods: | 11: Demonstration Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 6: Experiential Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, D: Oral Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Turkish sign language history | No preparation |
| 2 | Turkish sign language finger alphabet | Preparation of the related subject from the recommended sources |
| 3 | Personal Pronouns. | Preparation of the related subject from the recommended sources |
| 4 | Meet, greeting | Preparation of the related subject from the recommended sources |
| 5 | Introducing yourself | Preparation of the related subject from the recommended sources |
| 6 | Family and relatives relationship | Preparation of the related subject from the recommended sources |
| 7 | Crafts | Preparation of the related subject from the recommended sources |
| 8 | Colors | Preparation of the related subject from the recommended sources |
| 9 | Color Positive and negative sentence structures | Preparation of the related subject from the recommended sources |
| 10 | Positive and negative sentence structures | Preparation of the related subject from the recommended sources |
| 11 | Classroom practice | Preparation of the related subject from the recommended sources |
| 12 | Question sentences | Preparation of the related subject from the recommended sources |
| 13 | Classroom practice | Preparation of the related subject from the recommended sources |
| 14 | Discussion | Preparation of the related subject from the recommended sources |
| Resources |
| Prepared for the course is offered |
| 1)MEB, Yetişkinler İçin Türk İşaret Dili Kılavuzu, Millî Eğitim Bakanlığı Yayınevi, Ankara, 1995 Akıllı Türk İşaret Dili Hazırlık Kitabı, Ankara Çankaya İşitme Engelliler Gençlik Spor Kulübü Derneği, T.C Kültür Bakanlığı, Ankara, Ekim 2012 2)H. McLaughlin, Sağırlar Okulları Öğretmenlerine Mahsus El Kitabı, Maarif Basımevi, İstanbul, 1955 Ulrike Zeshan, Sign Language in Turkey: The story of a hidden language. Turkic Languages 6: 2, 229-274, 2002 |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-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. | X | |||||
| 2 | PQ-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. | X | |||||
| 3 | PQ-3. With consciousness of social responsibility, establishes interdisciplinary collaborations with experts in various other professions, and works to be a reliable member of such interdisciplinary teams. | X | |||||
| 4 | PQ-4. Gathers evidence-based data using technological devices and tools in the field; plans, executes, makes necessary changes to, finalizes, and reports the programs, and reliably and securely documents and monitors them. | X | |||||
| 5 | PQ-5. Implements prevention, functional evaluation, differential diagnosis, therapy and rehabilitation practices using the acquired knowledge, skills as well as the related technology in the field by taking a bio-psycho-social, cultural, and wholistic approach. | X | |||||
| 6 | PQ-6. Independently and effectively carries out professional work and academic studies; takes responsibilities as a team member and produces solutions to unanticipated or encountered problems. | X | |||||
| 7 | PQ-7. Behaves in accordance with the processes based on an adequate understanding and awareness for quality management and continuity, protection of the environment, and workplace safety. | X | |||||
| 8 | PQ-8. Identifies personal and professional learning needs using a self-critical approach and develops a positive attitude towards life-long learning by learning at least one foreign language and demonstrates learning. | X | |||||
| 9 | PQ-9. Serves as a model for the society through their positive attitude, behaviors, and communication for openness to continuous change; acts in a respectful and sensitive manner to universal democracy, human rights, social, cultural, linguistic and individual differences. | X | |||||
| 10 | PQ-10. Acts in accordance with the field-related legislations, scientific and professional ethical values; performs all professional duties and responsibilities while looking out for the rights and interests of clients; protects and defends professional rights. | X | |||||
| 11 | PQ-11. Participates in development of speech and language therapy related policies for individual and social health, family counseling, societal awareness, health, and education both externally and internally, as well as domestically and internationally; communicates accurate and transparent information. | X | |||||
| 12 | PQ-12. Engages in projects and research by using acquired knowledge and skills in research methods, learning and teaching, assessment, evaluation and management; plans and applies such activities. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |