Week |
Subject |
Related Preparation |
1) |
Sensory integrity theory of Ayres |
1. Bundy A, Lane S, Murray E; Sensory Integration: Theroy and Practice second ED, fA Davis Company 2002
2. Kayıhan H, Hemiplejide İş ve Uğraşı Tedavisi, 1989
|
2) |
Learning the Neurophysiological Basics of Sensory Systems |
1. Bundy A, Lane S, Murray E; Sensory Integration: Theroy and Practice second ED, fA Davis Company 2002
2. Kayıhan H, Hemiplejide İş ve Uğraşı Tedavisi, 1989
|
3) |
"Learning the Neurophysiological Basics of Sensory Systems
FUNCTION / DISFUNCTION " |
1. Bundy A, Lane S, Murray E; Sensory Integration: Theroy and Practice second ED, fA Davis Company 2002
2. Kayıhan H, Hemiplejide İş ve Uğraşı Tedavisi, 1989
|
4) |
Sensory integration dysfunctions seen in pediatrics |
1. Bundy A, Lane S, Murray E; Sensory Integration: Theroy and Practice second ED, fA Davis Company 2002
2. Kayıhan H, Hemiplejide İş ve Uğraşı Tedavisi, 1989
|
5) |
Sensory integration dysfunctions seen in pediatrics - case example |
1. Bundy A, Lane S, Murray E; Sensory Integration: Theroy and Practice second ED, fA Davis Company 2002
2. Kayıhan H, Hemiplejide İş ve Uğraşı Tedavisi, 1989
|
6) |
Providing theoretical information about the evaluation of motor functions in hemiplegic patients and demonstrating them practically, practicing the students Treatment according to different phases of recovery- Phase I theoretical |
1. Bundy A, Lane S, Murray E; Sensory Integration: Theroy and Practice second ED, fA Davis Company 2002
2. Kayıhan H, Hemiplejide İş ve Uğraşı Tedavisi, 1989
|
7) |
Period 2a and 3 theoretical and practical, Students prepare rehabilitation approaches related to occupational therapy on sample cases by researching library and web-based resources, presenting them in the classroom environment, and discussing them in the classroom. present and discuss them in the classroom. |
1. Bundy A, Lane S, Murray E; Sensory Integration: Theroy and Practice second ED, fA Davis Company 2002
2. Kayıhan H, Hemiplejide İş ve Uğraşı Tedavisi, 1989
|
8) |
Midterm Exam |
1. Bundy A, Lane S, Murray E; Sensory Integration: Theroy and Practice second ED, fA Davis Company 2002
2. Kayıhan H, Hemiplejide İş ve Uğraşı Tedavisi, 1989
|
9) |
Circuit 4 theory and practice The students prepare the rehabilitation approaches related to occupational therapy by researching the library and web-based resources on sample cases, and presenting them in the classroom environment. |
1. Bundy A, Lane S, Murray E; Sensory Integration: Theroy and Practice second ED, fA Davis Company 2002
2. Kayıhan H, Hemiplejide İş ve Uğraşı Tedavisi, 1989
|
10) |
Measuring and evaluating sensory-perception problems in hemiplegic patients (theoretically and practically) |
1. Bundy A, Lane S, Murray E; Sensory Integration: Theroy and Practice second ED, fA Davis Company 2002
2. Kayıhan H, Hemiplejide İş ve Uğraşı Tedavisi, 1989
|
11) |
Period 1 and 2 implementation Students prepare their rehabilitation approaches related to occupational therapy by researching the library and web-based resources on case studies, and presenting them in the classroom environment. |
1. Bundy A, Lane S, Murray E; Sensory Integration: Theroy and Practice second ED, fA Davis Company 2002
2. Kayıhan H, Hemiplejide İş ve Uğraşı Tedavisi, 1989
|
12) |
Period 1 and 2 implementation Students prepare their rehabilitation approaches related to occupational therapy by researching the library and web-based resources on case studies, and presenting them in the classroom environment. |
1. Bundy A, Lane S, Murray E; Sensory Integration: Theroy and Practice second ED, fA Davis Company 2002
2. Kayıhan H, Hemiplejide İş ve Uğraşı Tedavisi, 1989
|
13) |
Treatment of sensory-perception disorders in hemiplegic patients (theoretical and practical) |
1. Bundy A, Lane S, Murray E; Sensory Integration: Theroy and Practice second ED, fA Davis Company 2002
2. Kayıhan H, Hemiplejide İş ve Uğraşı Tedavisi, 1989
|
14) |
Examination of the Sensory Integration system by age group |
1. Bundy A, Lane S, Murray E; Sensory Integration: Theroy and Practice second ED, fA Davis Company 2002
2. Kayıhan H, Hemiplejide İş ve Uğraşı Tedavisi, 1989
|
15) |
The relationship of sensory systems with daily life (theory and practice) |
1. Bundy A, Lane S, Murray E; Sensory Integration: Theroy and Practice second ED, fA Davis Company 2002
2. Kayıhan H, Hemiplejide İş ve Uğraşı Tedavisi, 1989
|
16) |
Final examination |
1. Bundy A, Lane S, Murray E; Sensory Integration: Theroy and Practice second ED, fA Davis Company 2002
2. Kayıhan H, Hemiplejide İş ve Uğraşı Tedavisi, 1989
|
|
Program Outcomes |
Level of Contribution |
1) |
Has the basic medical knowledge required for evaluations and interventions in the field of ergotherapy. |
1 |
2) |
Biopsychosocially evaluates the needs of the person, plans and conducts occupational therapy interventions. |
3 |
3) |
Makes occupational therapy applications in order to achieve the most independent level in life activities within the skill and possibilities of the person. |
3 |
4) |
It carries out its professional practices within an ethical framework. |
2 |
5) |
It makes necessary home, work and social environment arrangements for the independence of the person. |
3 |
6) |
It evaluates the person as person-centered and plans her/his interventions accordingly. |
3 |
7) |
It works to eliminate the obstacles related to the adaptation of the person to business life and social life. |
3 |
8) |
It works in harmony with the multidisciplinary team and makes applications related to occupational therapy. |
2 |
9) |
Follows scientific developments related to ergotherapy, constantly updates their knowledge and is open to lifelong learning. |
2 |
10) |
Contributes to social arrangements by collaborating with individuals, communities and stakeholders. |
2 |
11) |
It respects people's physical, social, cultural and economic differences. |
2 |
12) |
Participates in professional, scientific and social meetings, takes an active role in the development and promotion of the occupational therapy profession. |
2 |
13) |
Has the ability to develop and execute projects related to occupational therapy field. |
2 |
14) |
She/he knows English enough to follow scientific publications. |
1 |
15) |
As an occupational therapist, she/he takes responsibility for all her treatments and studies. |
2 |