| Speech and Language Therapy | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code: | DKT003 | ||||
| Course Name: | Specific Learning Difficulty | ||||
| Semester: | Fall | ||||
| Course Credits: |
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| Language of instruction: | Turkish | ||||
| Course Condition: | |||||
| Does the Course Require Work Experience?: | No | ||||
| Type of course: | Departmental Elective | ||||
| Course Level: |
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| Mode of Delivery: | Face to face | ||||
| Course Coordinator: | Araş. Gör. ŞEVVAL FİDAN | ||||
| Course Lecturer(s): | Dr. Öğr. Üyesi Nurcan ALPÜRAN KOCABIYIK | ||||
| Course Assistants: |
| Course Objectives: | The aim of the course for each student; Learns specific learning difficulties and makes therapy applications. |
| Course Content: | Specific learning disorders: definitions and concepts, subgroups and characteristics; definition of dyslexia, dysgraphia and dyscalculia; development of language skills and upper language skills; development of reading and writing; developmental and acquired dyslexia, dysgraphia and dyscalculia; theories and approaches in dyslexia, dysgraphia and dyscalculia; dyslexia, dysgraphia and dyscalculia evaluation and differential diagnosis methods; therapy approaches; development of therapy tools; case studies and applied studies. |
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The students who have succeeded in this course;
1) Introduction to Specific Learning Disorders Specific Theoretical Learnings Specific Learning Disorders and the Brain Reading Passages and Red Flags for Dyslexia, Early Signs of Dyslexia The Role of Speech and Language Therapists / What Should Speech and Language Therapists Know About Dyslexia? Dysgraphia and Dyscalculia Phonological Processes Intervention Approaches in Dyslexia Student Intervention Program 2) Explain brain-language relations 3) Define specific learning disorder subgroups 4) Explain neurobiological basis of dyslexia 5) Explain the role of language and speech therapy in the diagnosis and treatment of dyslexia 7) Prepares and implements treatment plans 8) Defines Phonological Processes. 9) Define Specific Learning Disorder 10) What Should Speech and Language Therapists Know About Dyslexia? knows. |
| Week | Subject | Related Preparation |
| 1) | Introduction to Specific Learning Disorder | |
| 2) | Specific Learning Disorder: Definitions and Concepts | |
| 3) | Subgroups and Characteristics of Specific Learning Disorder | |
| 4) | Dyslexia, dysgraphia, dyscalculia: Definitions and characteristics | |
| 5) | Brain, reading and dyslexia | |
| 6) | The neurobiological basis of dyslexia | |
| 7) | Genetic and Neuroscience Studies in Dyslexia | |
| 8) | Midterm Exam | |
| 9) | Dyslexia and language | |
| 10) | Diagnosis of dyslexia | |
| 11) | Differential diagnosis of dyslexia | |
| 12) | The Role of the Language and Speech Therapist in the Diagnosis of Dyslexia | |
| 13) | Dyslexia management | |
| 14) | The role of language and speech therapist in dyslexia management | |
| 15) | Current dyslexia research | |
| 16) | Final Exam |
| Course Notes / Textbooks: | Fletcher M.J., Lyon G.R. (2007) Learning disabilities (2nd Ed.) From Identification to Intervention Milne D. (2000) Teaching the Brain to Read. |
| References: | Dersin sorumlu hocası tarafından oluşturulan ppt sunumları. Derste kullanılan sunumlar, anlatılacak dersten birkaç gün önce öğrencilere dersin sorumlusu tarafından sınıf temsilcisi aracılığı ile gönderilecek veya sisteme yüklenecektir. |
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| Program Outcomes | |||||||||||||||
| 1) Prepare and implement therapy programs to prevent, evaluate, diagnose and diagnose language and speech disorders by using original theoretical and practical knowledge and equipments acquired in the field. Change or terminate the process and application where necessary. | 1 | 1 | 1 | 1 | 1 | 2 | |||||||||
| 1) -To be able to use advanced theoretical and applied knowledge gained in the field. -To be able to interpret and evaluate data, to define and analyze problems, to develop solutions based on research and evidence, using the advanced knowledge and skills acquired in the field. - To be able to inform the relevant people and institutions on the issues related to the field; to be able to convey their thoughts and suggestions for solutions to problems verbally and in writing. - Being able to carry out an advanced study in the field independently. | |||||||||||||||
| 2) Have the knowledge of teaching programs, teaching strategies, methods and techniques related to language and speech therapy. | 2 | 1 | 1 | 1 | 1 | 2 | |||||||||
| 3) Comprehends the methods related to the production of scientific knowledge. | |||||||||||||||
| 4) To apply the historical development of the profession and the acquired knowledge and skills in the field of language and speech disorders according to the principles of professional ethics. | |||||||||||||||
| 5) Applies the principles of professional development and learning, communication and social skills in the fields of work. | 1 | 1 | 1 | 1 | 2 | 1 | |||||||||
| 6) Use the acquired knowledge, skills and problem solving skills in the field of language and speech therapy as interdiscipliner, multidisciplinary and transdisciplinary. | |||||||||||||||
| 7) To be able to conceptualize the events and phenomena related to language and speech therapy; examine with scientific methods and techniques; interpret the data, evaluate, identify problems, analyze, develop solutions based on evidence and research. | |||||||||||||||
| 8) Participates in all stages of research and project applications by using technological tools and materials in the field of language and speech therapy. | |||||||||||||||
| 9) Using the English at a general level of European Language Portfolio B1, he follows the scientific sources in his field and communicates with his colleagues. | |||||||||||||||
| 10) It integrates the knowledge of language and speech disorders with its own applications, and realizes it and shares it with professional staff. | 1 | 1 | 1 | ||||||||||||
| 11) Uses information technologies and course materials individually or in group by taking responsibility in teaching-learning process effectively, producing solutions and gaining habit of life-long research and learning. | |||||||||||||||
| 12) Access to current information by using scientific sources, legal regulations and related information technologies. Makes theoretical and / or practical research, takes part as a researcher in projects in his / her field, presents his / her findings orally and in writing in national and / or international meetings and / or publish them. | |||||||||||||||
| 13) Evaluates and analyzes the nature, source, limits, accuracy, reliability and validity of knowledge by using research methods and techniques to reach scientific knowledge, develops and interprets solutions based on evidence. | |||||||||||||||
| 14) It considers and respects individual differences, cultural beliefs, customs and traditions, and their daily activity, role and participation effects. | |||||||||||||||
| No Effect | 1 Lowest | 2 Average | 3 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Prepare and implement therapy programs to prevent, evaluate, diagnose and diagnose language and speech disorders by using original theoretical and practical knowledge and equipments acquired in the field. Change or terminate the process and application where necessary. | 2 |
| 1) | -To be able to use advanced theoretical and applied knowledge gained in the field. -To be able to interpret and evaluate data, to define and analyze problems, to develop solutions based on research and evidence, using the advanced knowledge and skills acquired in the field. - To be able to inform the relevant people and institutions on the issues related to the field; to be able to convey their thoughts and suggestions for solutions to problems verbally and in writing. - Being able to carry out an advanced study in the field independently. | |
| 2) | Have the knowledge of teaching programs, teaching strategies, methods and techniques related to language and speech therapy. | |
| 3) | Comprehends the methods related to the production of scientific knowledge. | |
| 4) | To apply the historical development of the profession and the acquired knowledge and skills in the field of language and speech disorders according to the principles of professional ethics. | |
| 5) | Applies the principles of professional development and learning, communication and social skills in the fields of work. | |
| 6) | Use the acquired knowledge, skills and problem solving skills in the field of language and speech therapy as interdiscipliner, multidisciplinary and transdisciplinary. | |
| 7) | To be able to conceptualize the events and phenomena related to language and speech therapy; examine with scientific methods and techniques; interpret the data, evaluate, identify problems, analyze, develop solutions based on evidence and research. | |
| 8) | Participates in all stages of research and project applications by using technological tools and materials in the field of language and speech therapy. | |
| 9) | Using the English at a general level of European Language Portfolio B1, he follows the scientific sources in his field and communicates with his colleagues. | |
| 10) | It integrates the knowledge of language and speech disorders with its own applications, and realizes it and shares it with professional staff. | |
| 11) | Uses information technologies and course materials individually or in group by taking responsibility in teaching-learning process effectively, producing solutions and gaining habit of life-long research and learning. | |
| 12) | Access to current information by using scientific sources, legal regulations and related information technologies. Makes theoretical and / or practical research, takes part as a researcher in projects in his / her field, presents his / her findings orally and in writing in national and / or international meetings and / or publish them. | |
| 13) | Evaluates and analyzes the nature, source, limits, accuracy, reliability and validity of knowledge by using research methods and techniques to reach scientific knowledge, develops and interprets solutions based on evidence. | |
| 14) | It considers and respects individual differences, cultural beliefs, customs and traditions, and their daily activity, role and participation effects. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Midterms | 1 | % 40 |
| Final | 1 | % 60 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 40 | |
| PERCENTAGE OF FINAL WORK | % 60 | |
| total | % 100 | |
| Activities | Number of Activities | Workload |
| Course Hours | 14 | 28 |
| Laboratory | 9 | 30 |
| Study Hours Out of Class | 8 | 35 |
| Homework Assignments | 5 | 25 |
| Midterms | 1 | 2 |
| Final | 1 | 2 |
| Total Workload | 122 | |