DEPARTMENT OF OCCUPATIONAL THERAPY
Qualification Awarded	Program Süresi	Toplam Kredi (AKTS)	Öğretim Şekli	Yeterliliğin Düzeyi ve Öğrenme Alanı
Bachelor's (First Cycle) Degree	4	240	FULL TIME	TYÇ, TR-NQF-HE, EQF-LLL, ISCED (2011):Level 6 QF-EHEA:First Cycle TR-NQF-HE, ISCED (1997-2013): 31,72

Ders Genel Tanıtım Bilgileri

Course Code:

1214002023

Ders İsmi:

Sensory Integration in Occupational Therapy

Ders Yarıyılı:

Fall

Ders Kredileri:

Theoretical	Practical	Labs	Credit	ECTS
1	2	0	2	4

Language of instruction:

Ders Koşulu:

Ders İş Deneyimini Gerektiriyor mu?:

Other Recommended Topics for the Course:

-Regular lesson follow-up
-Participating in class activities
-Following up to date literature

Type of course:

Bölüm Seçmeli

Course Level:

Bachelor

TR-NQF-HE:6. Master`s Degree

QF-EHEA:First Cycle

EQF-LLL:6. Master`s Degree

Mode of Delivery:

Face to face

Course Coordinator :

Dr.Öğr.Üyesi Şüheda ÖZKAN

Course Lecturer(s):

Öğr.Gör. Zeynep ÇORAKCI YAZICIOĞLU

Course Assistants:

Dersin Amaç ve İçeriği

Course Objectives:	This course aims to teach students the theory and applications of sensory integration, enhance their skills in assessing sensory integration issues, and help them learn intervention strategies.
Course Content:	Within the scope of this course, students will be taught sensory integration theory, equipped with practical skills through various assessment tools, enabled to identify sensory integration issues, instructed in intervention strategies, and engaged in hands-on applications.

Learning Outcomes

The students who have succeeded in this course;

Learning Outcomes

1 - Knowledge
Theoretical - Conceptual
1) Students will learn fundamental theoretical knowledge on sensory integration and will relate this knowledge to practical scenarios.
2 - Skills
Cognitive - Practical
1) They effectively utilize sensory integration assessment tools and implement strategies aimed at improving individuals' sensory integration skills.
3 - Competences
Communication and Social Competence
1) They develop communication strategies to support individuals in coping with sensory integration difficulties.
Learning Competence
1) In occupational therapy, they stay updated on current literature regarding sensory integration and integrate new developments in this field into the learning process.
Field Specific Competence
1) They plan and implement occupational therapy interventions specific to sensory integration difficulties.
Competence to Work Independently and Take Responsibility
1) They conduct independent research on sensory integration, develop individualized intervention plans, and effectively implement these plans.

Ders Akış Planı

Week	Subject	Related Preparation
1)	Introduction to Sensory Integration Theory	-Ayres, A. Jean, and Jeff Robbins. Sensory integration and the child: Understanding hidden sensory challenges. Western psychological services, 2005. -. Bundy, A. C., Lane, S. J., & Murray, E. A. Sensory Integration: Theory and Practice. F.A. Davis Company, 2002. -Parham, L. D., & Mailloux. "Sensory Integration." In J. Case-Smith (Ed.), Occupational Therapy for Children (5th ed), Mosby, 2005.
2)	Sensory Systems and Disorders - Tactile System	-Brooks, B., Barrett, B., Barman, S. M., & Boitano, S. (2018). Ganong’un Tıbbi Fizyolojisi. Çeviri Editörü: Prof. Dr. Ümmühan İşoğlu-Alkaç. İstanbul: Nobel Tıp Kitapevleri. (Atlas Üniversitesi Kütüphanesi, QT 4/.G366)
3)	Sensory Systems and Disorders - Vestibular System	-Brooks, B., Barrett, B., Barman, S. M., & Boitano, S. (2018). Ganong’un Tıbbi Fizyolojisi. Çeviri Editörü: Prof. Dr. Ümmühan İşoğlu-Alkaç. İstanbul: Nobel Tıp Kitapevleri. (Atlas Üniversitesi Kütüphanesi, QT 4/.G366)
4)	Sensory Systems and Disorders - Proprioceptive System	-Brooks, B., Barrett, B., Barman, S. M., & Boitano, S. (2018). Ganong’un Tıbbi Fizyolojisi. Çeviri Editörü: Prof. Dr. Ümmühan İşoğlu-Alkaç. İstanbul: Nobel Tıp Kitapevleri. (Atlas Üniversitesi Kütüphanesi, QT 4/.G366)
5)	Sensory Systems and Disorders - Visual, Auditory, Taste, and Olfactory Systems	-Brooks, B., Barrett, B., Barman, S. M., & Boitano, S. (2018). Ganong’un Tıbbi Fizyolojisi. Çeviri Editörü: Prof. Dr. Ümmühan İşoğlu-Alkaç. İstanbul: Nobel Tıp Kitapevleri. (Atlas Üniversitesi Kütüphanesi, QT 4/.G366)
6)	Sensory Integration Reference Framework-1	-Schaaf, Roseann Cianciulli, and Zoe Mailloux. Clinician's guide for implementing Ayres sensory integration: Promoting participation for children with autism. Bethesda: AOTA Press, The American Occupational Therapy Association, Incorporated, 2015.
7)	Sensory Integration Reference Framework-2	-Schaaf, Roseann Cianciulli, and Zoe Mailloux. Clinician's guide for implementing Ayres sensory integration: Promoting participation for children with autism. Bethesda: AOTA Press, The American Occupational Therapy Association, Incorporated, 2015.
8)	Mid Term Exam	-Lecture notes and practices
9)	Sensory Integration Reference Framework - Application	-Sher B. (2017). Otizm ve Duyusal İşlem Bozukluğu Olan Çocuklarda Erken Dönem Katılım Oyunları (Atlas Üniversitesi Kütüphanesi, WS 350.8/.S547) -Visual content shared by the lecturer
10)	Sensory Integration Reference Framework - Application	-Sher B. (2017). Otizm ve Duyusal İşlem Bozukluğu Olan Çocuklarda Erken Dönem Katılım Oyunları (Atlas Üniversitesi Kütüphanesi, WS 350.8/.S547) -Visual content shared by the lecturer
11)	Sensory Integration Reference Framework - Application	-Sher B. (2017). Otizm ve Duyusal İşlem Bozukluğu Olan Çocuklarda Erken Dönem Katılım Oyunları (Atlas Üniversitesi Kütüphanesi, WS 350.8/.S547) -Visual content shared by the lecturer
12)	Sensory Integration Reference Framework - Application	-Sher B. (2017). Otizm ve Duyusal İşlem Bozukluğu Olan Çocuklarda Erken Dönem Katılım Oyunları (Atlas Üniversitesi Kütüphanesi, WS 350.8/.S547) -Visual content shared by the lecturer
13)	Student Presentations	-Case analysis reports created by students
14)	Student Presentations	-Case analysis reports created by students
15)	Student Presentations	-Case analysis reports created by students
16)	Final Exam	-Lecture notes and practices

Sources

Course Notes / Textbooks:

-Örnek olgu çalışmaları derse getirilmelidir
-Güncel duyu bütünleme uygulamaları tartışılır

References:

1. Ayres, A. Jean, and Jeff Robbins. Sensory integration and the child: Understanding hidden sensory challenges. Western psychological services, 2005.
2. Schaaf, Roseann Cianciulli, and Zoe Mailloux. Clinician's guide for implementing Ayres sensory integration: Promoting participation for children with autism. Bethesda: AOTA Press, The American Occupational Therapy Association, Incorporated, 2015.
3. Bundy, A. C., Lane, S. J., & Murray, E. A. Sensory Integration: Theory and Practice. F.A. Davis Company, 2002.
4. Parham, L. D., & Mailloux. "Sensory Integration." In J. Case-Smith (Ed.), Occupational Therapy for Children (5th ed), Mosby, 2005.
5. Emmons, Polly, and Liz Anderson. Understanding sensory dysfunction: learning, development and sensory dysfunction in autism spectrum disorders, ADHD, learning disabilities and bipolar disorder. Jessica Kingsley Publishers, 2005
6. Brooks, B., Barrett, B., Barman, S. M., & Boitano, S. (2018). Ganong’un Tıbbi Fizyolojisi. Çeviri Editörü: Prof. Dr. Ümmühan İşoğlu-Alkaç. İstanbul: Nobel Tıp Kitapevleri. (Atlas Üniversitesi Kütüphanesi, QT 4/.G366)
7. Sher B. (2017). Otizm ve Duyusal İşlem Bozukluğu Olan Çocuklarda Erken Dönem Katılım Oyunları (Atlas Üniversitesi Kütüphanesi, WS 350.8/.S547)

Ders - Program Öğrenme Kazanım İlişkisi

Ders Öğrenme Kazanımları	1	2	3	4	5	6
Program Outcomes
1) Understand basic medical and occupational therapy concepts and define the role of occupational therapy in maintaining and improving health.
2) Defines systematic and safe assessment and treatment methods for individual and community-based interventions within the theoretical basis of occupational therapy specific theories and models and appropriate reference frameworks.
3) Applies appropriate treatment methods for roles, occupations, tasks, routines and needs in different areas of performance to increase the individual's independence in activities of daily living.
4) Plans and implements person-centred approaches to intervention and protection by analysing the factors that affect an individual's participation in work and integration into society within the framework of the biopsychosocial model.
5) Independently plans, implements and documents the outcomes of professional and academic activities within an ethical framework, adopting the principle of lifelong learning in relation to occupational therapy science.
6) Knows professional responsibilities in occupational therapy services, applies ethical principles and quality standards.
7) Effectively uses critical and critical thinking skills to access and communicate reliable and valid information to stakeholders.
8) Establishes therapeutic communication nationally and internationally with individuals and institutions in diverse cultures and communities. Takes on team member and leadership roles in interdisciplinary and multidisciplinary studies.
9) Applies professional knowledge and skills within a framework of ethical principles by considering the values, cultures and beliefs of individuals and society in the protection and development of professional performance and well-being.
10) Is aware of professional legislation and professional rights and responsibilities. Contributes to the development of occupational therapy science and is a role model for colleagues.

Ders - Öğrenme Kazanımı İlişkisi

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

	Program Outcomes	Level of Contribution
1)	Understand basic medical and occupational therapy concepts and define the role of occupational therapy in maintaining and improving health.	5
2)	Defines systematic and safe assessment and treatment methods for individual and community-based interventions within the theoretical basis of occupational therapy specific theories and models and appropriate reference frameworks.	5
3)	Applies appropriate treatment methods for roles, occupations, tasks, routines and needs in different areas of performance to increase the individual's independence in activities of daily living.	5
4)	Plans and implements person-centred approaches to intervention and protection by analysing the factors that affect an individual's participation in work and integration into society within the framework of the biopsychosocial model.	5
5)	Independently plans, implements and documents the outcomes of professional and academic activities within an ethical framework, adopting the principle of lifelong learning in relation to occupational therapy science.
6)	Knows professional responsibilities in occupational therapy services, applies ethical principles and quality standards.
7)	Effectively uses critical and critical thinking skills to access and communicate reliable and valid information to stakeholders.
8)	Establishes therapeutic communication nationally and internationally with individuals and institutions in diverse cultures and communities. Takes on team member and leadership roles in interdisciplinary and multidisciplinary studies.
9)	Applies professional knowledge and skills within a framework of ethical principles by considering the values, cultures and beliefs of individuals and society in the protection and development of professional performance and well-being.	5
10)	Is aware of professional legislation and professional rights and responsibilities. Contributes to the development of occupational therapy science and is a role model for colleagues.

Öğrenme Etkinliği ve Öğretme Yöntemleri

Anlatım
Bireysel çalışma ve ödevi
Course
Grup çalışması ve ödevi
Labs
Homework
Soru cevap/ Tartışma
Örnek olay çalışması

Ölçme ve Değerlendirme Yöntemleri ve Kriterleri

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

Assessment & Grading

Semester Requirements	Number of Activities	Level of Contribution
Presentation	1	% 30
Midterms	1	% 30
Semester Final Exam	1	% 40
total		% 100
PERCENTAGE OF SEMESTER WORK		% 60
PERCENTAGE OF FINAL WORK		% 40
total		% 100

İş Yükü ve AKTS Kredisi Hesaplaması

Activities	Number of Activities	Workload
Course Hours	13	13
Laboratory	13	26
Application	15	30
Study Hours Out of Class	13	13
Presentations / Seminar	3	6
Homework Assignments	6	12
Quizzes	2	2
Midterms	1	1
Paper Submission	1	2
Final	1	1
Total Workload		106