Program Information
Aim
The aim of the “Cognitive Rehabilitation” is to recover the lost cognitive abilities like attention, executive functions, memory, language, visual perception-configuration, to improve cognitive functions and to rehabilitate cognitive impairments that could be lost after brain injuries and diseases.Qualification Awarded
Second Cycle (Master's Degree)Registration and Admission Requirements
Bachelor's Degree Diploma, Academic Personnel and Graduate Education Exam (ALES) Result, Certificate of English ProficiencyGraduation Requirements
Students who have succesfully complete all of the courses,a seminar and a thesis who have taken the 90 to 120 ECTS have a right to receive a diploma.Recognition of Prior Learning
Candidates who graduated from Physiotherapy and Rehabilitation, Occupational Therapy, Language and Speech Therapy, Psychology, Psychological Counseling and Guidance, Nursing undergraduate programs and Faculty of Medicine programs can apply. The undergraduate education of the student who is entitled to receive education in the program will be evaluated, and if necessary, it may be decided to be subjected to the scientific preparation program.Lesson Plan - ECTS Credits
* The courses indicated in this course table shows current course plan information in Student Affairs.
** Compulsory courses are certainly opened whereas opening of elective and optional courses may differ according to preferences and quota condition in related term.
*** Theoretical and practical course hours of vocational (professional) clinical courses are not considered weekly. These course hours refer to total course hours.
Please click on the course title in the table below in order to see detailed information about course objectives and learning outcomes etc.
| Fall Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| BLRY1115066 | NEURAL BASIS of COGNITIVE FUNCTIONS | Turkish | 2 | 2 | 5 | |
| BLRY1115067 | BASIC CLINICAL NEUROLOGY | Turkish | 2 | 2 | 5 | |
| BLRY1117087 | BASIC COGNITIVE REHABILITATION PRACTICES | Turkish | 2+2 | 3 | 6 | |
| BLRY1117088 | AA | Turkish | 2 | 2 | 6 | |
| BLRY1117089 | AA | Turkish | 2 | 2 | 6 | |
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| BLRY1247430 | SEMINAR | Turkish | - | 4 | ||
| BLRY1217091 | AA | Turkish | 0+2 | 1 | 6 | |
| BLRY1217092 | AA | Turkish | 3 | 3 | 6 | |
| BLRY1217093 | AA | Turkish | 2 | 2 | 6 | |
| BLRY1217094 | AA | Turkish | 2 | 2 | 6 | |
| BLRY1279770 | REHABILITATION of APHASIA | Turkish | 2 | 2 | 6 | |
Program Qualification
Cognitive, Practical
The students identify the brain damage in the direction of the principles of behavioral neuroanatomy and they can distinguish between similar diseases.
| Program Output TYYÇ Basic Area Matrix | |
| Basic Area Qualification | Program Qualification |
Employment Opportunities
Students can work in hospitals, private centers and private education and rehabilitation institutions, where cognitive rehabilitation services are provided. In addition, Academic Staff and Postgraduate Education Exam (ALES) and foreign language exams can be appointed to research staff or lecturers in universities provided that they succeed.Upgrading
May apply to third cycle programmes.Type of Training
Full TimeAssessment and Evaluation
Students are evaluated through oral and written exams during the year. In addition, practical evaluations are made, homework and projects are given.Head of Department/Program
Learning Experiences
Learning situations aim to develop students' creative, critical, reflective thinking skills and higher level thinking skills such as logical and mathematical thinking skills. In addition, it aims to develop students' meta-cognitive skills. Learning situations include learning strategies, methods and techniques as well as the tools used and assessment and evaluation methods. The learning situations used in the programs are given in the list below:
Learning Experiences * | Learning Activities | Tools Used |
|---|---|---|
Discussion Method | Listening, speaking, asking questions, producing answers, developing and questioning opinions, examining and researching opinions, producing critical thinking, producing creative thinking, (workshop, panel, opposite panel, open forum, debate techniques are applied) collegium, forum, aquarium technique application, talking circle technique, application. | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room, workshop, panel, panel opposite, open forum collegial, forum environments. |
Case Study Method | Presentation of case studies, exploring case studies, sampling typical cases, sampling outlier cases, alternative cases, comparing case studies, case study analysis, case study interpretation, case study evaluation. | Standard classroom technologies, multimedia tools (text, images, graphics, drawings, audio, video and animation, cartoons), computer, projection, online environments. |
Question - Answer Technique | Asking Socratic questions, criticizing answers, generating questions, generating answers, criticizing, analyzing and evaluating creative answers, asking structured questions and generating answers, asking closed-ended questions and generating answers | Textbooks, recommended books, worksheets, question bank, multimedia tools (text, images, graphics, drawings, audio, video, cartoons and animations) |
Experimental Technique | Setting up a scientific experiment, conducting a scientific experiment, collecting, processing and transforming data from a scientific experiment, predicting the results of a scientific experiment, explaining a scientific experiment, evaluating the results of a scientific experiment, simulation of an experiment. | Laboratory, workshop, application areas, computer software, standard classroom technologies. |
Brainstorming Technique | Developing opinions, developing questions, expressing observation situations, developing critical thinking, problem solving, group/team work, listening and speaking. | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computers, projectors, online environments. |
Experiential Learning | Faculty-external stakeholder (industrial organizations, schools and others) cooperation is established. Students directly observe professional skills in the real environment. Observation results are analyzed in the classroom environment. | Internship places according to the program, professional practice places, Student product file sample, observation forms and other alterative measurement tools |
Lecture Method | Listening, speaking, (lecture, conference, seminar, speech, statement and briefing techniques are applied) | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room |
Course - Program Competencies Relations
| Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
|---|---|---|---|---|---|---|---|
| BASIC CLINICAL NEUROLOGY | 5 | 5 | 5 | 5 | 3 | 3 | 4 |
| İlişkili Ders Sayısı / 1/12 | 5 | 5 | 5 | 5 | 3 | 3 | 4 |
Surveys for Students
| Strongly Disagree | Disagree | Neither Agree Nor Disagree | Agree | Strongly Agree | Don't Know/No Idea | Choose | |
|---|---|---|---|---|---|---|---|
| The lecturer explains the course's aim and extent and what is expected of the student clearly. | |||||||
| Chooses the course sources in accordance with the courses and announces them. | |||||||
| Guides/helps the students in accessing the resources they recommended for the course. | |||||||
| The lecturer's instruction method (course presentation) is clear, fluent and understandable. | |||||||
| Uses the instructional technologies (effectively.) | |||||||
| Offers multidirectional communication and interactional implementations in the classroom. | |||||||
| Has knowledge in the matter of traditional teaching strategic management and techniques. | |||||||
| Uses the teaching methods s/he covers in the course within their implementations. | |||||||
| Makes time for the student outside of course hours regarding the course | |||||||
| Comes to the class regularly and uses time effectively. | |||||||
| The lecturer is successful in establishing classroom dominance during the course. | |||||||
| Informs the students on current issues. | |||||||
| Sets an example with their open attitude and behaviour to students' opinions. | |||||||
| Success measurement methods and tools (classic/oral exam, project, assignments, etc.) are compatible with the course's aim and extent. | |||||||
| Helps me when I want to ask questions about my exam paper. | |||||||
| Lab/field/application studies are compatible with the aim and the extent of the course. | |||||||
| Develops the creative thinking process and skills of the learning and teaching process of the course. | |||||||
| The course is supported by the current issues and guests. | |||||||
| Things you would like to convey apart from the questions above; |