OCCUPATIONAL THERAPY (MASTER) (WITH THESIS)
Qualification Awarded	Program Süresi	Toplam Kredi (AKTS)	Öğretim Şekli	Yeterliliğin Düzeyi ve Öğrenme Alanı
Master's ( Second Cycle) Degree	2	120	FULL TIME	TYÇ, TR-NQF-HE, EQF-LLL, ISCED (2011):Level 7 QF-EHEA:Second Cycle TR-NQF-HE, ISCED (1997-2013): 31,72

Ders Genel Tanıtım Bilgileri

Course Code:

3011002008

Ders İsmi:

Occupational Therapy Practices in School

Ders Yarıyılı:

Fall

Ders Kredileri:

Theoretical	Practical	Labs	Credit	ECTS
3	0	0	3	6

Language of instruction:

Ders Koşulu:

Ders İş Deneyimini Gerektiriyor mu?:

Other Recommended Topics for the Course:

Type of course:

Anabilim Dalı/Lisansüstü Seçmeli

Course Level:

Master

TR-NQF-HE:7. Master`s Degree

QF-EHEA:Second Cycle

EQF-LLL:7. Master`s Degree

Mode of Delivery:

Face to face

Course Coordinator :

Assoc. Prof. Aybüke ERSİN

Course Lecturer(s):

Course Assistants:

Dersin Amaç ve İçeriği

Course Objectives:	The aim of this course is to gain mastery of occupational therapy interventions and application areas in the school environment; To provide information on how to communicate with individuals who have roles and responsibilities in school within the scope of interventions in the field of occupational therapy.
Course Content:	Occupational therapy interventions in the school environment, evaluations of occupational therapy in the school environment, explanation of the roles of occupational therapists in education are the content of this course.

Learning Outcomes

The students who have succeeded in this course;

Learning Outcomes

1 - Knowledge
Theoretical - Conceptual
1) Defines occupational therapy interventions at school
2) Makes definitions of roles in the school and dominates the variables within the school
3) Has a good command of occupational therapy approaches in the school setting
4) Analyzes problems and develops solutions by providing consultancy services to parents and teachers
2 - Skills
Cognitive - Practical
3 - Competences
Communication and Social Competence
Learning Competence
Field Specific Competence
Competence to Work Independently and Take Responsibility

Ders Akış Planı

Week	Subject	Related Preparation
1)	Role and responsibilities of occupational therapists at school	"1.Case-Smith J, Rogers, J. School-based Occupational Therapy. In: Case- Smith J, editor. Occupational Therapy for Children. 5 ed. St.Louis, Missouri: Elsevier 2005. p. 795- 824. 2- Lynne Pape, Kelly Ryba. Practical Considerations for School-Based Occupational Therapists. AOTA Press,2004"
2)	Student communication and social activity areas in schools	"1.Case-Smith J, Rogers, J. School-based Occupational Therapy. In: Case- Smith J, editor. Occupational Therapy for Children. 5 ed. St.Louis, Missouri: Elsevier 2005. p. 795- 824. 2- Lynne Pape, Kelly Ryba. Practical Considerations for School-Based Occupational Therapists. AOTA Press,2004"
3)	School activity analysis and school activity performance areas	"1.Case-Smith J, Rogers, J. School-based Occupational Therapy. In: Case- Smith J, editor. Occupational Therapy for Children. 5 ed. St.Louis, Missouri: Elsevier 2005. p. 795- 824. 2- Lynne Pape, Kelly Ryba. Practical Considerations for School-Based Occupational Therapists. AOTA Press,2004"
4)	Occupational therapy intervention methods, models and ethical rules used in school	"1.Case-Smith J, Rogers, J. School-based Occupational Therapy. In: Case- Smith J, editor. Occupational Therapy for Children. 5 ed. St.Louis, Missouri: Elsevier 2005. p. 795- 824. 2- Lynne Pape, Kelly Ryba. Practical Considerations for School-Based Occupational Therapists. AOTA Press,2004"
5)	Occupational therapy approaches that can be developed at school	"1.Case-Smith J, Rogers, J. School-based Occupational Therapy. In: Case- Smith J, editor. Occupational Therapy for Children. 5 ed. St.Louis, Missouri: Elsevier 2005. p. 795- 824. 2- Lynne Pape, Kelly Ryba. Practical Considerations for School-Based Occupational Therapists. AOTA Press,2004"
6)	Occupational therapy theories and current literature at school	"1.Case-Smith J, Rogers, J. School-based Occupational Therapy. In: Case- Smith J, editor. Occupational Therapy for Children. 5 ed. St.Louis, Missouri: Elsevier 2005. p. 795- 824. 2- Lynne Pape, Kelly Ryba. Practical Considerations for School-Based Occupational Therapists. AOTA Press,2004"
7)	Environmental regulation in school life	"1.Case-Smith J, Rogers, J. School-based Occupational Therapy. In: Case- Smith J, editor. Occupational Therapy for Children. 5 ed. St.Louis, Missouri: Elsevier 2005. p. 795- 824. 2- Lynne Pape, Kelly Ryba. Practical Considerations for School-Based Occupational Therapists. AOTA Press,2004"
8)	Midterm Exam	"1.Case-Smith J, Rogers, J. School-based Occupational Therapy. In: Case- Smith J, editor. Occupational Therapy for Children. 5 ed. St.Louis, Missouri: Elsevier 2005. p. 795- 824. 2- Lynne Pape, Kelly Ryba. Practical Considerations for School-Based Occupational Therapists. AOTA Press,2004"
9)	Training activity performance areas	"1.Case-Smith J, Rogers, J. School-based Occupational Therapy. In: Case- Smith J, editor. Occupational Therapy for Children. 5 ed. St.Louis, Missouri: Elsevier 2005. p. 795- 824. 2- Lynne Pape, Kelly Ryba. Practical Considerations for School-Based Occupational Therapists. AOTA Press,2004"
10)	School occupation	"1.Case-Smith J, Rogers, J. School-based Occupational Therapy. In: Case- Smith J, editor. Occupational Therapy for Children. 5 ed. St.Louis, Missouri: Elsevier 2005. p. 795- 824. 2- Lynne Pape, Kelly Ryba. Practical Considerations for School-Based Occupational Therapists. AOTA Press,2004"
11)	Accessible school evaluation	"1.Case-Smith J, Rogers, J. School-based Occupational Therapy. In: Case- Smith J, editor. Occupational Therapy for Children. 5 ed. St.Louis, Missouri: Elsevier 2005. p. 795- 824. 2- Lynne Pape, Kelly Ryba. Practical Considerations for School-Based Occupational Therapists. AOTA Press,2004"
12)	Activity participation of school administrators and teachers	"1.Case-Smith J, Rogers, J. School-based Occupational Therapy. In: Case- Smith J, editor. Occupational Therapy for Children. 5 ed. St.Louis, Missouri: Elsevier 2005. p. 795- 824. 2- Lynne Pape, Kelly Ryba. Practical Considerations for School-Based Occupational Therapists. AOTA Press,2004"
13)	The role of occupational therapists in educational institutions	"1.Case-Smith J, Rogers, J. School-based Occupational Therapy. In: Case- Smith J, editor. Occupational Therapy for Children. 5 ed. St.Louis, Missouri: Elsevier 2005. p. 795- 824. 2- Lynne Pape, Kelly Ryba. Practical Considerations for School-Based Occupational Therapists. AOTA Press,2004"
14)	Student's activity independence in the school environment	"1.Case-Smith J, Rogers, J. School-based Occupational Therapy. In: Case- Smith J, editor. Occupational Therapy for Children. 5 ed. St.Louis, Missouri: Elsevier 2005. p. 795- 824. 2- Lynne Pape, Kelly Ryba. Practical Considerations for School-Based Occupational Therapists. AOTA Press,2004"
15)	General discussion and current state of schools in our country	"1.Case-Smith J, Rogers, J. School-based Occupational Therapy. In: Case- Smith J, editor. Occupational Therapy for Children. 5 ed. St.Louis, Missouri: Elsevier 2005. p. 795- 824. 2- Lynne Pape, Kelly Ryba. Practical Considerations for School-Based Occupational Therapists. AOTA Press,2004"
16)	Final Exam	"1.Case-Smith J, Rogers, J. School-based Occupational Therapy. In: Case- Smith J, editor. Occupational Therapy for Children. 5 ed. St.Louis, Missouri: Elsevier 2005. p. 795- 824. 2- Lynne Pape, Kelly Ryba. Practical Considerations for School-Based Occupational Therapists. AOTA Press,2004"

Sources

Course Notes / Textbooks:	1.Case-Smith J, Rogers, J. School-based Occupational Therapy. In: Case- Smith J, editor. Occupational Therapy for Children. 5 ed. St.Louis, Missouri: Elsevier 2005. p. 795- 824. 2- Lynne Pape, Kelly Ryba. Practical Considerations for School-Based Occupational Therapists. AOTA Press,2004
References:	1.Case-Smith J, Rogers, J. School-based Occupational Therapy. In: Case- Smith J, editor. Occupational Therapy for Children. 5 ed. St.Louis, Missouri: Elsevier 2005. p. 795- 824. 2- Lynne Pape, Kelly Ryba. Practical Considerations for School-Based Occupational Therapists. AOTA Press,2004

Ders - Program Öğrenme Kazanım İlişkisi

Ders Öğrenme Kazanımları	1	2	3	4
Program Outcomes
1) Gains the skills for evaluation planning and intervention with the foundation of the occupational perspectives of occupational knowledge and skills based on evidence in the field of occupational therapy
2) Understands the concepts of protection, treatment and development in the principles of intervention in occupational therapy, thinks of his/her professional role as an occupational therapist, and fulfills the requirements of the profession by using evidence-based information on these interventions and gains related skills.
3) Gains the ability to work in the field of academic research and intervention that can provide consultancy and direct service with information technologies and international language skills by understanding the personalizability and the creative features of the science of occupational therapy.
4) It exhibits a protective attitude towards ethical standards, ethical values, rights and professional originality.
5) Can work effectively with interdisciplinary stakeholders and external professional stakeholders in the field of work. He / she ensures the supervision of students in the intervention field and clinic he / she is in and can transfer the experience that will contribute to their education. Can transfer the unique skills of occupational therapists to students in the field of clinical practice.
6) Develops behaviors in accordance with the development processes in social service values of occupational therapy services and lifelong learning and teaching processes in the fields of social intervention.
7) Can critically address universal models in rehabilitation practices with his competent knowledge in multidisciplinary occupational therapy approaches.
8) It supports the participation and representation of disadvantaged people, groups and communities (street children, immigrants, prisoners, homeless etc.) in their social roles in society and plays an active role in the development and support of the universal values of these rights.
9) Analyzes the impact dynamics on self-care, productivity and leisure activities created by cultural, physical, social environment and economic, political, geographic and demographic factors; It follows up-to-date approaches developed in this regard, informs the public about this issue and provides training on this subject.
10) By reaching the breadth of knowledge in the field of medical, sociological and theoretical science in the field of occupational therapy, nationally and internationally, they can criticize their knowledge and practices in the field of occupational therapy and participate in their development.

Ders - Öğrenme Kazanımı İlişkisi

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

	Program Outcomes	Level of Contribution
1)	Gains the skills for evaluation planning and intervention with the foundation of the occupational perspectives of occupational knowledge and skills based on evidence in the field of occupational therapy
2)	Understands the concepts of protection, treatment and development in the principles of intervention in occupational therapy, thinks of his/her professional role as an occupational therapist, and fulfills the requirements of the profession by using evidence-based information on these interventions and gains related skills.
3)	Gains the ability to work in the field of academic research and intervention that can provide consultancy and direct service with information technologies and international language skills by understanding the personalizability and the creative features of the science of occupational therapy.
4)	It exhibits a protective attitude towards ethical standards, ethical values, rights and professional originality.
5)	Can work effectively with interdisciplinary stakeholders and external professional stakeholders in the field of work. He / she ensures the supervision of students in the intervention field and clinic he / she is in and can transfer the experience that will contribute to their education. Can transfer the unique skills of occupational therapists to students in the field of clinical practice.
6)	Develops behaviors in accordance with the development processes in social service values of occupational therapy services and lifelong learning and teaching processes in the fields of social intervention.
7)	Can critically address universal models in rehabilitation practices with his competent knowledge in multidisciplinary occupational therapy approaches.
8)	It supports the participation and representation of disadvantaged people, groups and communities (street children, immigrants, prisoners, homeless etc.) in their social roles in society and plays an active role in the development and support of the universal values of these rights.
9)	Analyzes the impact dynamics on self-care, productivity and leisure activities created by cultural, physical, social environment and economic, political, geographic and demographic factors; It follows up-to-date approaches developed in this regard, informs the public about this issue and provides training on this subject.
10)	By reaching the breadth of knowledge in the field of medical, sociological and theoretical science in the field of occupational therapy, nationally and internationally, they can criticize their knowledge and practices in the field of occupational therapy and participate in their development.

Öğrenme Etkinliği ve Öğretme Yöntemleri

Anlatım
Course
Homework

Ölçme ve Değerlendirme Yöntemleri ve Kriterleri

Yazılı Sınav (Açık uçlu sorular, çoktan seçmeli, doğru yanlış, eşleştirme, boşluk doldurma, sıralama)
Homework
Sunum

Assessment & Grading

Semester Requirements	Number of Activities	Level of Contribution
Homework Assignments	3	% 25
Presentation	3	% 25
Semester Final Exam	3	% 50
total		% 100
PERCENTAGE OF SEMESTER WORK		% 50
PERCENTAGE OF FINAL WORK		% 50
total		% 100

İş Yükü ve AKTS Kredisi Hesaplaması

Activities	Number of Activities	Workload
Course Hours	14	56
Study Hours Out of Class	16	64
Midterms	1	30
Final	1	30
Total Workload		180