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, the ICF, and the "Deaf Plus" concept | WHO ICF (2001); WHO World Report on Hearing (2021) |
| 2 | Etiology: Causes of impairments accompanying hearing loss | JCIH Position Statement (2019); Madell JR, Flexer C, Wolfe J, Schafer EC. Pediatric Audiology: Diagnosis, Technology, and Management. Thieme |
| 3 | Audiological assessment in a child with an additional disability | Madell JR, Flexer C, Wolfe J, Schafer EC. Pediatric Audiology: Diagnosis, Technology, and Management. Thieme; Seewald R, Tharpe AM. Comprehensive Handbook of Pediatric Audiology. Plural Publishing. |
| 4 | Deaf-blindness I: Definition, causes, and functional vision | Seewald R, Tharpe AM. Comprehensive Handbook of Pediatric Audiology. Plural Publishing. |
| 5 | Deaf-blindness II: Communication, the intervener model, and amplification | World Health Organization. World Report on Hearing. Geneva: WHO; 2021; Hegarty S, Alur M (eds). Education and Children with Special Needs: From Segregation to Inclusion. Sage |
| 6 | Autism spectrum disorder and hearing loss | Madell JR, Flexer C, Wolfe J, Schafer EC. Pediatric Audiology: Diagnosis, Technology, and Management. Thieme |
| 7 | Midterm Exam | |
| 8 | Cognitive disability and Down syndrome | Seewald R, Tharpe AM. Comprehensive Handbook of Pediatric Audiology. Plural Publishing |
| 9 | Motor impairments, neonatal intensive care unit, and auditory neuropathy | Madell JR, Flexer C, Wolfe J, Schafer EC. Pediatric Audiology: Diagnosis, Technology, and Management. Thieme |
| 10 | Craniofacial anomalies and bone conduction devices | Seewald R, Tharpe AM. Comprehensive Handbook of Pediatric Audiology. Plural Publishing |
| 11 | Hearing aids and cochlear implants in children with additional disabilities | Madell JR, Flexer C, Wolfe J, Schafer EC. Pediatric Audiology: Diagnosis, Technology, and Management. Thieme |
| 12 | Communication approaches and augmentative and alternative communication (AAC) | Davis MD, Kilgo JL, Gamel-McCormick M. Young Children with Special Needs: A Developmentally Appropriate Approach. Pearson |
| 13 | Interdisciplinary team, educational guidance, and classroom acoustics | Hegarty S, Alur M (eds). Education and Children with Special Needs: From Segregation to Inclusion. Sage; Davis MD, Kilgo JL, Gamel-McCormick M. Young Children with Special Needs: A Developmentally Appropriate Approach. Pearson |
| 14 | Family-centered intervention, counseling, and quality of life | Moeller MP, Carr G, Seaver L, Stredler-Brown A, Holzinger D. Best practices in family-centered early intervention for children who are deaf or hard of hearing: an international consensus statement. J Deaf Stud Deaf Educ. 2013;18(4):429–445; Davis MD, Kilgo JL, Gamel-McCormick M. Young Children with Special Needs: A Developmentally Appropriate Approach. Pearson. |
| 15 | Lifelong perspective and case presentations | All resources |
| 16 | Final Exam |
Sources
| Course Book | 1. Madell JR, Flexer C, Wolfe J, Schafer EC. Pediatric Audiology: Diagnosis, Technology, and Management. Thieme. |
|---|---|
| 2. Seewald R, Tharpe AM. Comprehensive Handbook of Pediatric Audiology. Plural Publishing. | |
| 6. Hegarty S, Alur M (eds). Education and Children with Special Needs: From Segregation to Inclusion. Sage. | |
| 7. Davis MD, Kilgo JL, Gamel-McCormick M. Young Children with Special Needs: A Developmentally Appropriate Approach. Pearson. | |
| Other Sources | 3. Joint Committee on Infant Hearing. Year 2019 Position Statement: Principles and Guidelines for Early Hearing Detection and Intervention Programs. J Early Hear Detect Interv. 2019;4(2):1–44. |
| 4. World Health Organization. World Report on Hearing. Geneva: WHO; 2021. | |
| 5. Moeller MP, Carr G, Seaver L, Stredler-Brown A, Holzinger D. Best practices in family-centered early intervention for children who are deaf or hard of hearing: an international consensus statement. J Deaf Stud Deaf Educ. 2013;18(4):429–445. |
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 | ||