SECTION I: GENERAL INFORMATION ABOUT THE COURSE

Course Code	Course Name	Year	Semester	Theoretical	Practical	Credit	ECTS
50031METOZ-ODY0232	Speech Development	1	Spring	2	0	2	4

Course Type :	Compulsory
Cycle:	Associate      TQF-HE:5. Master`s Degree      QF-EHEA:Short Cycle      EQF-LLL:5. Master`s Degree
Language of Instruction:	Turkish
Prerequisities and Co-requisities:	N/A
Mode of Delivery:	Face to face
Name of Coordinator:	Instructor ERTUĞRUL GENÇTÜRK
Dersin Öğretim Eleman(lar)ı:
Dersin Kategorisi:	Programme Specific

SECTION II: INTRODUCTION TO THE COURSE

Course Objectives & Content

Course Objectives:

To be able to gain knowledge about speech disorders in children

Course Content:

The development of normal speech in children, the relationship between hearing loss and speech development, classification of speech disorders in severe hearing disorders, the role of speech disorders in the differential diagnosis. Definition and classification of speech barrier. Causes of speech disability. Types of speech barrier. Characteristics of speech individuals. Education of speech impaired individuals, Prevention of speech disability and early diagnosis.

Course Specific Rules

As in other courses, 70% attendance is required.

Course Learning Outcomes (CLOs)

Course Learning Outcomes (CLOs) are those describing the knowledge, skills and competencies that students are expected to achieve upon successful completion of the course. In this context, Course Learning Outcomes defined for this course unit are as follows:

Knowledge (Described as Theoritical and/or Factual Knowledge.)

1) Performs classification of speech disorders in people with severe hearing.

Skills (Describe as Cognitive and/or Practical Skills.)

1) Performs speech related disorders in childhood

Competences (Described as "Ability of the learner to apply knowledge and skills autonomously with responsibility", "Learning to learn"," Communication and social" and "Field specific" competences.)

1) Examines the relationships between hearing loss and speech development

2) Examines the place of speech disorders in differential diagnosis

Weekly Course Schedule

Week	Subject	Materials Sharing *
		Related Preparation	Further Study
1)	Normal speech development in children
2)	Normal speech development features in children
3)	Normal speech development features in children
4)	The relationship between hearing loss and speech development
5)	The relationship between hearing loss and speech development
6)	The relationship between hearing loss and speech development
7)	Classification of speech disorders in patients with severe hearing
8)	Midterm
9)	Classification of speech disorders in patients with severe hearing
10)	Genetic Causes of Speech Disorder
11)	Environmental Causes of Speech Disorder
12)	The place of speech disorders in differential diagnosis.
13)	Early Diagnosis and Treatment Methods in Speech Disorders
14)	Early Diagnosis and Treatment Methods in Speech Disorders
15)	An overview

*These fields provides students with course materials for their pre- and further study before and after the course delivered.

Recommended or Required Reading & Other Learning Resources/Tools

Course Notes / Textbooks:

1- Akın, Ş. (2018). Dil Gelişimi Dil Gecikmesi. Akademisyen Kitabevi. 2- Maviş, İ., Tunçer, M. (2013). Semantik Akıcılık. Detay Yayıncılık. 3- Yaşar, M. C., Kandır, A. İnal, G. (2012). Dil Etkinlikleri. Efil Yayınevi Yayınları. 4-Yaşar, Ö., Çevik, D., Tunçer, M. ve Maviş, İ. (2019). Dil ve Biliş Bozukluklarında Terapi Etkinlikleri. Detay Yayıncılık. 5- MEB. (2010). Dil ve Konuşma Gelişimi Ders Kitabı. MEB Yayınevi.

References:

1- Ongun, M. (2016). Dil ve Konuşma Terapi Seti. (3. Baskı.) 2- Maviş, A. (2011). Etkili ve Başarılı Konuşma Sanatı. Yediveren Yayınları. 3- Akçay, A., Baskın, S. (2017). Etkinliklerle Hafta Hafta Konuşma Eğitimi. Anı Yayınevi. 4- Topbaş, S. Dil ve Kavram Gelişimi. Kök Yayınevi. 5- Dinç Çakır, B. (2017). Konuşma Zamanı.

SECTION III: RELATIONSHIP BETWEEN COURSE UNIT AND COURSE LEARNING OUTCOMES (CLOs)

(The matrix below shows how the course learning outcomes (CLOs) associates with programme learning outcomes (both KPLOs & SPLOs) and, if exist, the level of quantitative contribution to them.)

Relationship Between CLOs & PLOs

(KPLOs and SPLOs are the abbreviations for Key & Sub- Programme Learning Outcomes, respectively. )

CLOs/PLOs	KPLO 1		KPLO 2										KPLO 3					KPLO 4				KPLO 5				KPLO 6
	1	2	1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	1	2	3	4	1	2	3	4	1	2	3	4	5	6	7	8	9
CLO1
CLO2
CLO3
CLO4

Level of Contribution of the Course to PLOs

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Programme Learning Outcomes	Contribution Level (from 1 to 5)
1)	Has information about the basic structure and functioning of the human body. Systems define the anatomical and physiological structures.
	1.1 know the anatomy and physiology of the ear
	1.2 Uses terminology related to the field
2)	Explains basic, theoretical and practical information about audiometry program,
	2.1 define basic physical knowledge and physical properties of sound
	2.2 know the acoustic principles in the hearing system
	2.3 know the types and causes of hearing loss
	2.4 know differential diagnosis and treatment methods in hearing loss, follow current developments
	2.5 makes objective and subjective evaluations related to the field
	2.6 performs hearing screening and clinical tests
	2.7 know diagnosis and treatment methods in ear, nose and throat diseases
	2.8 knows hearing devices and their types. Recognizes the hearing aid elements
	2.9 Makes maintenance, control and cleaning of hearing aids. Calibrates the devices used in audiological diagnosis
	2.10 Has knowledge about Occupational Health and Safety, Environmental Protection, Disaster and Emergency.
3)	He / she is involved in effective communication process by supporting the solution suggestions for the problems to the related people and institutions with quantitative and qualitative data.	3
	3.1 works in collaboration with other disciplines
	3.2 Communicates effectively with health institutions and organizations, hearing centers and rehabilitation centers	3
	3.3 Takes part in team work in the training process related to the field.	3
	3.4 It sets an example to the society with its appearance, attitude, attitude and behavior.
	3.5 has the necessary equipment on occupational ethics and occupational health and safety.
4)	explains basic, theoretical and applied information on development and rehabilitation	5
	4.1 know the developmental processes and speech development stages.	5
	4.2 master the issues of family education and counseling in children with hearing loss.	5
	4.3 follows computer aided education approaches in hearing-impaired children.	5
	4.4 know the educational evaluation, test and treatment methods in children with hearing loss	5
5)	Applies the theoretical knowledge in business life during a semester.	3
	5.1 Experiences all processes in business life.
	5.2 Takes part in activities related to the field of education in a business operating in the field.
	5.3 Questions the application with theoretical knowledge.	3
	5.4 Compiles the knowledge and experience gained in the field
6)	The competencies that are developed in line with the expectations of the business world and society and which are defined as the institutional outputs of our university are at the basic level.
	6.1 Acquires competency of analyzing and solving the problems.
	6.2 Has awareness for ethical and social responsibility
	6.3 Takes responsibility as a team member in works and operations of his/her field
	6.4 Is aware of written, verbal communication and interaction
	6.5 Follows the developments of advanced technology and digital transformation.
	6.6 Acquires the awareness for lifelong learning
	6.7 Has awareness about citizenship competency
	6.8 Evaluates the developments of his/her field with the understanding of an entrepreneur.
	6.9 Acquires communication in a Foreign Language (English) competence defined on the level of at least A2 in European Language Portfolio. (In programs whose medium of instruction is English, on the level of B1).

SECTION IV: TEACHING-LEARNING & ASSESMENT-EVALUATION METHODS OF THE COURSE

Teaching & Learning Methods of the Course

(All teaching and learning methods used at the university are managed systematically. Upon proposals of the programme units, they are assessed by the relevant academic boards and, if found appropriate, they are included among the university list. Programmes, then, choose the appropriate methods in line with their programme design from this list. Likewise, appropriate methods to be used for the course units can be chosen among those defined for the programme.)

Teaching and Learning Methods defined at the Programme Level	Teaching and Learning Methods Defined for the Course
Lectures
Discussion
Case Study
Problem Solving
Demonstration
Views
Laboratory
Reading
Homework
Project Preparation
Thesis Preparation
Peer Education
Seminar
Technical Visit
Course Conference
Brain Storming
Questions Answers
Individual and Group Work
Role Playing-Animation-Improvisation
Active Participation in Class

Assessment & Evaluation Methods of the Course

(All assessment and evaluation methods used at the university are managed systematically. Upon proposals of the programme units, they are assessed by the relevant academic boards and, if found appropriate, they are included among the university list. Programmes, then, choose the appropriate methods in line with their programme design from this list. Likewise, appropriate methods to be used for the course units can be chosen among those defined for the programme.)

Aassessment and evaluation Methods defined at the Programme Level	Assessment and Evaluation Methods defined for the Course
Midterm
Presentation
Final Exam
Quiz
Report Evaluation
Homework Evaluation
Oral Exam
Thesis Defense
Jury Evaluation
Practice Exam
Evaluation of Implementation Training in the Workplace
Active Participation in Class
Participation in Discussions

Relationship Between CLOs & Teaching-Learning, Assesment-Evaluation Methods of the Course

(The matrix below shows the teaching-learning and assessment-evaluation methods designated for the course unit in relation to the course learning outcomes.)

Contribution of Assesment & Evalution Activities to Final Grade of the Course

Measurement and Evaluation Methods	# of practice per semester	Level of Contribution
Quizzes	2	% 0.00
Midterms	1	% 50.00
Semester Final Exam	1	% 50.00
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 50
PERCENTAGE OF FINAL WORK		% 50
Total		% 100

SECTION V: WORKLOAD & ECTS CREDITS ALLOCATED FOR THE COURSE

WORKLOAD OF TEACHING & LEARNING ACTIVITIES
Teaching & Learning Activities	# of Activities per semester	Duration (hour)	Total Workload
Course	15	4	60
Laboratory	0	0	0
Application	0	0	0
Special Course Internship (Work Placement)	0	0	0
Field Work	0	0	0
Study Hours Out of Class	0	0	0
Presentations / Seminar	0	0	0
Project	0	0	0
Homework Assignments	1	6	6
Total Workload of Teaching & Learning Activities	-	-	66
WORKLOAD OF ASSESMENT & EVALUATION ACTIVITIES
Assesment & Evaluation Activities	# of Activities per semester	Duration (hour)	Total Workload
Quizzes	2	12	24
Midterms	1	10	10
Semester Final Exam	1	10	10
Total Workload of Assesment & Evaluation Activities	-	-	44
TOTAL WORKLOAD (Teaching & Learning + Assesment & Evaluation Activities)			110
ECTS CREDITS OF THE COURSE (Total Workload/25.5 h)			4