ISTINYE UNIVERSITY BİLGİ PAKETİ / DERS KATALOĞU
| Speech and Language Therapy (Master) (with Thesis) | |||||
| Master | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 | ||
Course Introduction and Application Information
| Course Code: | DKT5023 | ||||
| Course Name: | Language and Speech Disorders in Geriatrics | ||||
| Semester: | Spring | ||||
| 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: | Prof. Dr. MÜGE MÜZEYYEN ÇİYİLTEPE | ||||
| Course Lecturer(s): | MÜGE MÜZEYYEN ÇİYİLTEPE | ||||
| Course Assistants: |
Course Objective and Content
| Course Objectives: | The aim of this course is to define and treat language and speech disorders that occur in aging, progressive and age-related diseases risks. In particular, in developing countries, access to appropriate health rehabilitation in case of a chronic illness or disability is aimed at teaching information on therapy for the elderly. |
| Course Content: | Language and Speech therapy is one of the most important health services that should be provided to the elderly population. The ability to communicate is a very important feature unique to people of all ages, and if it is damaged, the whole life of the individual can be affected. In this course, the language and speech problems caused by right and left brain injuries, Alzheimer's dementia and Parkinson's Diseases will be discussed in adults and the elderly, and the role of speech and language therapist will be discussed in this course. |
Learning Outcomes
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The students who have succeeded in this course;
1) • Learning about diseases caused by old age. 2) • Learning about progressive diseases. 3) • Language and speech evaluation in aging, progressive and age-related diseases risks. 4) • Realization of speech and language therapy in aging, progressive and age-related diseases risks. |
Course Flow Plan
| Week | Subject | Related Preparation |
| 1) | Neurologically Based Communication Problems and Speech and Language Therapy in Old Age | none |
| 2) | Speech and hearing problems in the elderly | none |
| 3) | Voice problems and acoustic changes in the elderly | none |
| 4) | Swallowing disorders in the elderly | none |
| 5) | Behavior problems in the elderly (psychological changes) | none |
| 6) | Cognitive problems: dementia, dementia | none |
| 7) | assessment and therapy; short and long term goals | none |
| 8) | Midterm | none |
| 9) | Article discussions | none |
| 10) | Article discussions | none |
| 11) | Article discussions | none |
| 12) | student presentations | none |
| 13) | student presentations | none |
| 14) | student presentations | none |
| 15) | Final Week | none |
| 16) | Final Week | none |
Sources
| Course Notes / Textbooks: | 1. Karakaş SA, Durmaz H. Yaşlılık Dönemi Psikolojik Özellikleri ve Moral. Kocatepe Tıp Dergisi. 2017;18(1): 32-36. 2. Yerli G. Yaşlılık Dönemi Özellikleri ve Yaşlılara Yönelik Sosyal Hizmetler. Uluslararası Sosyal Araştırmalar Dergisi. 2017;10(52):1278-1287. 3. Yıldız H. Yaşlılıkta Görülen Fizyolojik ve Psikolojik Değişiklikler. Editörler; Bölüktaş RP. Temel Gerentoloji, İstanbul, İstanbul Üniversitesi Açık Ve Uzaktan Eğitim Fakültesi, 2014, 44-64. |
| References: | Kavlak Y. Yaşlanma Sürecinde Fizyoloji ve Yaşam Stili Değişiklikleri. Editörler; Yılmaz Rehabilitasyon, Eskişehir, Eskişehir, Anadolu Üniversitesi, 2018, 2-53. Yertutan, C. Yaşlılıkta ortaya çıkan fiziksel değişiklikler. Sosyal Politika Çalışmaları Dergisi, 2 (2), 1991. P essin, A. B. B., Tavares, E. L. M., Gramuglia, A. C. J., de Carvalho, L. R., & Martins, R. H. G. Voice and ageing: clinical, endoscopic and acoustic investigation. Clinical Otolaryngology, 42 (2), 330-335, 2017. Sataloff, R. T., Rosen, D. C., Hawkshaw, M., & Spiegel, J. R. The aging adult voice. Journal of Voice, 11 (2), 156-160, 1997. Verdonck-de Leeuw, I. M., & Mahieu, H. F. Vocal aging and the impact on daily life: a longitudinal study. Journal of voice, 18 (2), 193-202, 2004. |
Course - Program Learning Outcome Relationship
| Course Learning Outcomes | 1 |
2 |
3 |
4 |
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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Program Outcomes | |||||||||||||||||
| 1) Istinye University Language and Speech Therapy Master's Program with Thesis aims to provide the theoretical and practical knowledge required for the prevention and rehabilitation of individuals' language, speech, voice and swallowing disorders. One of the goals of the program is to train students who will produce new ideas through multidisciplinary, transdisciplinary and interdisciplinary studies in the field of speech and language therapy in the light of the latest scientific developments in the field with our expert training staff and research centers. | |||||||||||||||||
| 1) Develop and deepen knowledge in the same or in a different field to the proficiency level based on Bachelor level qualifications. | 3 | 3 | 3 | 3 | |||||||||||||
| 2) Conceive the interdisciplinary interaction which the field is related with. | 3 | 3 | 3 | 3 | |||||||||||||
| 3) Use of theoretical and practical knowledge within the field at a proficiency level. | 3 | 3 | 3 | 3 | |||||||||||||
| 4) Interpret the knowledge about the field by integrating the information gathered from different disciplines and formulate new knowledge. | 3 | 3 | 3 | 3 | |||||||||||||
| 5) Solve the problem faced related to the field by using research methods. | 3 | 2 | 2 | 2 | |||||||||||||
| 6) Independently conduct studies that require proficiency in the field. | 2 | 2 | 2 | 2 | |||||||||||||
| 7) Take responsibility and develop new strategic solutions as a team member in order to solve unexpected complex problems faced within the applications in the field. | 2 | 2 | 2 | 2 | |||||||||||||
| 8) Demonstrate leadership in contexts that require solving problems related to the field. | |||||||||||||||||
| 9) Evaluate knowledge and skills acquired at proficiency level in the field with a critical approach and direct the learning. | |||||||||||||||||
| 10) Communicate current developments and studies within the field to both professional and non-professional groups systematically using written, oral and visual techniques by supporting with quantitative and qualitative data. | |||||||||||||||||
| 11) Investigate, improve social connections and their conducting norms with a critical view and act to change them when necessary. | |||||||||||||||||
| 12) Communicate with peers by using a foreign language at least at a level of European Language Portfolio B2 General Level. | |||||||||||||||||
| 13) Use advanced informatics and communication technology skills with software knowledge required by the field. | |||||||||||||||||
| 14) Audit the data gathering, interpretation, implementation and announcement stages by taking into consideration the cultural, scientific, and ethic values and teach these values. | |||||||||||||||||
| 15) Develop strategy, policy and implementation plans on the issues related to the field and assess the findings within the frame of quality processes. | |||||||||||||||||
| 16) Use the knowledge, problem solving and/or implementation skills in interdisciplinary studies. | 1 | 1 | 1 | 1 | |||||||||||||
Course - Learning Outcome Relationship
| No Effect | 1 Lowest | 2 Average | 3 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Istinye University Language and Speech Therapy Master's Program with Thesis aims to provide the theoretical and practical knowledge required for the prevention and rehabilitation of individuals' language, speech, voice and swallowing disorders. One of the goals of the program is to train students who will produce new ideas through multidisciplinary, transdisciplinary and interdisciplinary studies in the field of speech and language therapy in the light of the latest scientific developments in the field with our expert training staff and research centers. | |
| 1) | Develop and deepen knowledge in the same or in a different field to the proficiency level based on Bachelor level qualifications. | 3 |
| 2) | Conceive the interdisciplinary interaction which the field is related with. | 3 |
| 3) | Use of theoretical and practical knowledge within the field at a proficiency level. | 3 |
| 4) | Interpret the knowledge about the field by integrating the information gathered from different disciplines and formulate new knowledge. | 3 |
| 5) | Solve the problem faced related to the field by using research methods. | 2 |
| 6) | Independently conduct studies that require proficiency in the field. | |
| 7) | Take responsibility and develop new strategic solutions as a team member in order to solve unexpected complex problems faced within the applications in the field. | |
| 8) | Demonstrate leadership in contexts that require solving problems related to the field. | |
| 9) | Evaluate knowledge and skills acquired at proficiency level in the field with a critical approach and direct the learning. | |
| 10) | Communicate current developments and studies within the field to both professional and non-professional groups systematically using written, oral and visual techniques by supporting with quantitative and qualitative data. | |
| 11) | Investigate, improve social connections and their conducting norms with a critical view and act to change them when necessary. | |
| 12) | Communicate with peers by using a foreign language at least at a level of European Language Portfolio B2 General Level. | 2 |
| 13) | Use advanced informatics and communication technology skills with software knowledge required by the field. | |
| 14) | Audit the data gathering, interpretation, implementation and announcement stages by taking into consideration the cultural, scientific, and ethic values and teach these values. | |
| 15) | Develop strategy, policy and implementation plans on the issues related to the field and assess the findings within the frame of quality processes. | |
| 16) | Use the knowledge, problem solving and/or implementation skills in interdisciplinary studies. |
Assessment & Grading
| Semester Requirements | Number of Activities | Level of Contribution |
| Homework Assignments | 1 | % 30 |
| Midterms | 1 | % 30 |
| Final | 1 | % 40 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| total | % 100 | |
Workload and ECTS Credit Calculation
| Activities | Number of Activities | Preparation for the Activity | Spent for the Activity Itself | Completing the Activity Requirements | Workload | ||
| Laboratory | 1 | 0 | 0 | ||||
| Application | 1 | 0 | 0 | ||||
| Homework Assignments | 1 | 0 | 0 | ||||
| Midterms | 1 | 0 | 0 | ||||
| Final | 1 | 0 | 0 | ||||
| Total Workload | 0 | ||||||