ECTS - Approach to the Hearing Loss with Additional Disability
Approach to the Hearing Loss with Additional Disability (AUDY309) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| Approach to the Hearing Loss with Additional Disability | AUDY309 | Area Elective | 2 | 0 | 0 | 2 | 4 |
| Pre-requisite Course(s) |
|---|
| N/A |
| Course Language | English |
|---|---|
| Course Type | Elective Courses |
| Course Level | Bachelor’s Degree (First Cycle) |
| Mode of Delivery | Face To Face |
| Learning and Teaching Strategies | Lecture, Discussion, Question and Answer. |
| Course Lecturer(s) |
|
| Course Objectives | This course aims to know how to approach hearing impaired children in terms of communication skills, to learn how to create rehabilitation programs suitable for the educational processes of children with additional disabilities and to create appropriate rehabilitation programs. |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | Communication skills in hearing impaired children, factors affecting communication in children with more than one disability, educational evaluation and determination of educational needs for children with multiple disabilities other than hearing impairment, family education, educational guidance. |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | Disability and Rehabilitation | Education and Children with Special Needs: From Segregation to Inclusion |
| 2 | Hearing-Visually Impaired and Other Disability Groups | Education and Children with Special Needs: From Segregation to Inclusion |
| 3 | The Human Body and Sensory Integration I | Education and Children with Special Needs: From Segregation to Inclusion |
| 4 | The Human Body and Sensory Integration II | Education and Children with Special Needs: From Segregation to Inclusion |
| 5 | Assessment of Functional Vision I | Education and Children with Special Needs: From Segregation to Inclusion |
| 6 | Assessment of Functional Vision II | Education and Children with Special Needs: From Segregation to Inclusion |
| 7 | Midterm Exam | |
| 8 | Evaluation Approaches | Young Children with Special Needs: A Developmentally Appropriate Approach |
| 9 | Evaluation and Program Planning | Young Children with Special Needs: A Developmentally Appropriate Approach |
| 10 | Improving Early Communication | Young Children with Special Needs: A Developmentally Appropriate Approach |
| 11 | Communication | Education And Children with Special Needs: From Segregation to Inclusion |
| 12 | Sensory Integration | Young Children with Special Needs: A Developmentally Appropriate Approach |
| 13 | Creating Environments to Support the Integrated Use of the Senses | Young Children with Special Needs: A Developmentally Appropriate Approach |
| 14 | Learning through Play and Quality of Life | Young Children with Special Needs: A Developmentally Appropriate Approach |
| 15 | General Review | Young Children with Special Needs: A Developmentally Appropriate Approach |
| 16 | Final Exam |
Sources
| Course Book | 1. Hegarty, Seamus, Education and children with special needs: from segregation to inclusion |
|---|---|
| 2. Davis, Michael D, Young children with special needs: a developmentally appropriate approach |
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | - | - |
| Laboratory | - | - |
| Application | - | - |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | - | - |
| Homework Assignments | - | - |
| Presentation | - | - |
| Project | - | - |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | 1 | 40 |
| Final Exam/Final Jury | 1 | 60 |
| Toplam | 2 | 100 |
| Percentage of Semester Work | |
|---|---|
| Percentage of Final Work | 100 |
| Total | 100 |
Course Category
| Core Courses | X |
|---|---|
| Major Area Courses | |
| Supportive Courses | |
| Media and Managment Skills Courses | |
| Transferable Skill Courses |
The Relation Between Course Learning Competencies and Program Qualifications
| # | Program Qualifications / Competencies | Level of Contribution | ||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Recognize, use and gain the ability to apply the necessary devices for audiological evaluation and testing. | X | ||||
| 2 | To be able to evaluate, define and plan using theoretical and practical concepts in the field of audiology. | X | ||||
| 3 | Demonstrates a respectful approach, taking into account individual differences, cultural beliefs and social interactions. | X | ||||
| 4 | Applies the acquired knowledge and skills in accordance with ethical principles; has the ability to change or terminate the process when necessary. | X | ||||
| 5 | Takes initiatives focused on protecting public health and contributes to the development of health policies in the field of Audiology. | X | ||||
| 6 | Effectively organizes services in the field of audiology, manages the necessary business processes to improve quality and produces solutions to problems. | X | ||||
| 7 | To be able to carry out independent professional and academic studies by using his/her knowledge and to work in effective communication and cooperation with other professional groups. | X | ||||
| 8 | Prepares reports for quality service and research in the field of audiology and participates in all stages of research and project applications. | X | ||||
| 9 | Determines the differences and individual needs of individuals in daily life, analyzes the ways of meeting the needs and develops applications that will improve the quality of life. | |||||
ECTS/Workload Table
| Activities | Number | Duration (Hours) | Total Workload |
|---|---|---|---|
| Course Hours (Including Exam Week: 16 x Total Hours) | 16 | 2 | 32 |
| Laboratory | |||
| Application | |||
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | 16 | 2 | 32 |
| Presentation/Seminar Prepration | |||
| Project | |||
| Report | |||
| Homework Assignments | |||
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | 1 | 15 | 15 |
| Prepration of Final Exams/Final Jury | 1 | 30 | 30 |
| Total Workload | 109 | ||