PHYSIOTHERAPY
Qualification Awarded	Program Süresi	Toplam Kredi (AKTS)	Öğretim Şekli	Yeterliliğin Düzeyi ve Öğrenme Alanı
Associate (Short Cycle) Degree	2	120	FULL TIME	TYÇ, TR-NQF-HE, EQF-LLL, ISCED (2011):Level 5 QF-EHEA:Short Cycle TR-NQF-HE, ISCED (1997-2013): 72

Ders Genel Tanıtım Bilgileri

Course Code:

5010003126

Ders İsmi:

Individuals with Special Needs and Participation

Ders Yarıyılı:

Fall
Spring

Ders Kredileri:

Theoretical	Practical	Labs	Credit	ECTS
2	0	0	2	3

Language of instruction:

Ders Koşulu:

Ders İş Deneyimini Gerektiriyor mu?:

Other Recommended Topics for the Course:

NON

Type of course:

Üniversite Seçmeli

Course Level:

Associate

TR-NQF-HE:5. Master`s Degree

QF-EHEA:Short Cycle

EQF-LLL:5. Master`s Degree

Mode of Delivery:

Face to face

Course Coordinator :

Öğr.Gör. Erkan KOLAT

Course Lecturer(s):

Öğr.Gör. Zeynep ÇORAKCI YAZICIOĞLU

Course Assistants:

Dersin Amaç ve İçeriği

Course Objectives:	The aim of this course is to inform students about the difficulties experienced by individuals with special needs, barriers to participation and solution strategies.
Course Content:	Within the scope of the course, students will gain the necessary knowledge and skills to increase the participation of individuals with special needs in society; will develop a comprehensive understanding of issues such as stigma, accessibility, social attitudes and assistive technology.

Learning Outcomes

The students who have succeeded in this course;

Learning Outcomes

1 - Knowledge
Theoretical - Conceptual
1) Explains the problems faced by individuals with special needs and the mechanisms of these problems.
2) Explains practices that support the participation of individuals with special needs.
2 - Skills
Cognitive - Practical
3 - Competences
Communication and Social Competence
Learning Competence
1) Decides on appropriate strategies and support approaches to increase the participation of individuals with special needs.
Field Specific Competence
1) It defines the social participation of individuals with special needs and the difficulties they experience.
Competence to Work Independently and Take Responsibility
1) Researches and learns current information on barriers and solutions affecting participation in individuals with special needs.

Ders Akış Planı

Week	Subject	Related Preparation
1)	Introduction and Conceptual Framework	1. Burcu, E. (2015). Engellilik Sosyolojisi. Anı Yayıncılık, Ankara. 2. Erci, B., Timur, S. (2018). Her Yönüyle Engellilik. Nobel Tıp Kitapevleri. Atlas Üniversitesi Kütüphanesi, HV 1568/.H479 3. https://engelsiz.yok.gov.tr/ Erişim: 05.08.2024. 4. Albrecht, G. L., Seelman, K. D., & Bury, M. (Eds.). (2001). Handbook of disability studies. 5. Leinenbach, M. T., & Corey, M. L. (2004). Universal design for learning: Theory and practice. Association for the Advancement of Computing in Education.
2)	Individuals with Special Needs and Their Challenges	1. Burcu, E. (2015). Engellilik Sosyolojisi. Anı Yayıncılık, Ankara. 2. Erci, B., Timur, S. (2018). Her Yönüyle Engellilik. Nobel Tıp Kitapevleri. Atlas Üniversitesi Kütüphanesi, HV 1568/.H479 3. https://engelsiz.yok.gov.tr/ Erişim: 05.08.2024. 4. Albrecht, G. L., Seelman, K. D., & Bury, M. (Eds.). (2001). Handbook of disability studies. 5. Leinenbach, M. T., & Corey, M. L. (2004). Universal design for learning: Theory and practice. Association for the Advancement of Computing in Education.
3)	Accessibility and Accessibility	1. Burcu, E. (2015). Engellilik Sosyolojisi. Anı Yayıncılık, Ankara. 2. Erci, B., Timur, S. (2018). Her Yönüyle Engellilik. Nobel Tıp Kitapevleri. Atlas Üniversitesi Kütüphanesi, HV 1568/.H479 3. https://engelsiz.yok.gov.tr/ Erişim: 05.08.2024. 4. Albrecht, G. L., Seelman, K. D., & Bury, M. (Eds.). (2001). Handbook of disability studies. 5. Leinenbach, M. T., & Corey, M. L. (2004). Universal design for learning: Theory and practice. Association for the Advancement of Computing in Education.
4)	Stigma and Social Attitudes	1. Burcu, E. (2015). Engellilik Sosyolojisi. Anı Yayıncılık, Ankara. 2. Erci, B., Timur, S. (2018). Her Yönüyle Engellilik. Nobel Tıp Kitapevleri. Atlas Üniversitesi Kütüphanesi, HV 1568/.H479 3. https://engelsiz.yok.gov.tr/ Erişim: 05.08.2024. 4. Albrecht, G. L., Seelman, K. D., & Bury, M. (Eds.). (2001). Handbook of disability studies. 5. Leinenbach, M. T., & Corey, M. L. (2004). Universal design for learning: Theory and practice. Association for the Advancement of Computing in Education.
5)	Social Withdrawal	1. Burcu, E. (2015). Engellilik Sosyolojisi. Anı Yayıncılık, Ankara. 2. Erci, B., Timur, S. (2018). Her Yönüyle Engellilik. Nobel Tıp Kitapevleri. Atlas Üniversitesi Kütüphanesi, HV 1568/.H479 3. https://engelsiz.yok.gov.tr/ Erişim: 05.08.2024. 4. Albrecht, G. L., Seelman, K. D., & Bury, M. (Eds.). (2001). Handbook of disability studies. 5. Leinenbach, M. T., & Corey, M. L. (2004). Universal design for learning: Theory and practice. Association for the Advancement of Computing in Education.
6)	Current Research and Awareness-1	1. Burcu, E. (2015). Engellilik Sosyolojisi. Anı Yayıncılık, Ankara. 2. Erci, B., Timur, S. (2018). Her Yönüyle Engellilik. Nobel Tıp Kitapevleri. Atlas Üniversitesi Kütüphanesi, HV 1568/.H479 3. https://engelsiz.yok.gov.tr/ Erişim: 05.08.2024. 4. Albrecht, G. L., Seelman, K. D., & Bury, M. (Eds.). (2001). Handbook of disability studies. 5. Leinenbach, M. T., & Corey, M. L. (2004). Universal design for learning: Theory and practice. Association for the Advancement of Computing in Education.
7)	Current Research and Awareness-2	1. Burcu, E. (2015). Engellilik Sosyolojisi. Anı Yayıncılık, Ankara. 2. Erci, B., Timur, S. (2018). Her Yönüyle Engellilik. Nobel Tıp Kitapevleri. Atlas Üniversitesi Kütüphanesi, HV 1568/.H479 3. https://engelsiz.yok.gov.tr/ Erişim: 05.08.2024. 4. Albrecht, G. L., Seelman, K. D., & Bury, M. (Eds.). (2001). Handbook of disability studies. 5. Leinenbach, M. T., & Corey, M. L. (2004). Universal design for learning: Theory and practice. Association for the Advancement of Computing in Education.
8)	Midterm Exam	1. Burcu, E. (2015). Engellilik Sosyolojisi. Anı Yayıncılık, Ankara. 2. Erci, B., Timur, S. (2018). Her Yönüyle Engellilik. Nobel Tıp Kitapevleri. Atlas Üniversitesi Kütüphanesi, HV 1568/.H479 3. https://engelsiz.yok.gov.tr/ Erişim: 05.08.2024. 4. Albrecht, G. L., Seelman, K. D., & Bury, M. (Eds.). (2001). Handbook of disability studies. 5. Leinenbach, M. T., & Corey, M. L. (2004). Universal design for learning: Theory and practice. Association for the Advancement of Computing in Education.
9)	Technology and Assistive Devices	1. Burcu, E. (2015). Engellilik Sosyolojisi. Anı Yayıncılık, Ankara. 2. Erci, B., Timur, S. (2018). Her Yönüyle Engellilik. Nobel Tıp Kitapevleri. Atlas Üniversitesi Kütüphanesi, HV 1568/.H479 3. https://engelsiz.yok.gov.tr/ Erişim: 05.08.2024. 4. Albrecht, G. L., Seelman, K. D., & Bury, M. (Eds.). (2001). Handbook of disability studies. 5. Leinenbach, M. T., & Corey, M. L. (2004). Universal design for learning: Theory and practice. Association for the Advancement of Computing in Education.
10)	Universal Design Principles	1. Burcu, E. (2015). Engellilik Sosyolojisi. Anı Yayıncılık, Ankara. 2. Erci, B., Timur, S. (2018). Her Yönüyle Engellilik. Nobel Tıp Kitapevleri. Atlas Üniversitesi Kütüphanesi, HV 1568/.H479 3. https://engelsiz.yok.gov.tr/ Erişim: 05.08.2024. 4. Albrecht, G. L., Seelman, K. D., & Bury, M. (Eds.). (2001). Handbook of disability studies. 5. Leinenbach, M. T., & Corey, M. L. (2004). Universal design for learning: Theory and practice. Association for the Advancement of Computing in Education.
11)	Family Participation and Support Strategies	1. Burcu, E. (2015). Engellilik Sosyolojisi. Anı Yayıncılık, Ankara. 2. Erci, B., Timur, S. (2018). Her Yönüyle Engellilik. Nobel Tıp Kitapevleri. Atlas Üniversitesi Kütüphanesi, HV 1568/.H479 3. https://engelsiz.yok.gov.tr/ Erişim: 05.08.2024. 4. Albrecht, G. L., Seelman, K. D., & Bury, M. (Eds.). (2001). Handbook of disability studies. 5. Leinenbach, M. T., & Corey, M. L. (2004). Universal design for learning: Theory and practice. Association for the Advancement of Computing in Education.
12)	Social Participation and Inclusion	1. Burcu, E. (2015). Engellilik Sosyolojisi. Anı Yayıncılık, Ankara. 2. Erci, B., Timur, S. (2018). Her Yönüyle Engellilik. Nobel Tıp Kitapevleri. Atlas Üniversitesi Kütüphanesi, HV 1568/.H479 3. https://engelsiz.yok.gov.tr/ Erişim: 05.08.2024. 4. Albrecht, G. L., Seelman, K. D., & Bury, M. (Eds.). (2001). Handbook of disability studies. 5. Leinenbach, M. T., & Corey, M. L. (2004). Universal design for learning: Theory and practice. Association for the Advancement of Computing in Education.
13)	Legal Rights and Overcoming Obstacles	1. Burcu, E. (2015). Engellilik Sosyolojisi. Anı Yayıncılık, Ankara. 2. Erci, B., Timur, S. (2018). Her Yönüyle Engellilik. Nobel Tıp Kitapevleri. Atlas Üniversitesi Kütüphanesi, HV 1568/.H479 3. https://engelsiz.yok.gov.tr/ Erişim: 05.08.2024. 4. Albrecht, G. L., Seelman, K. D., & Bury, M. (Eds.). (2001). Handbook of disability studies. 5. Leinenbach, M. T., & Corey, M. L. (2004). Universal design for learning: Theory and practice. Association for the Advancement of Computing in Education.
14)	Awareness and Consciousness	1. Burcu, E. (2015). Engellilik Sosyolojisi. Anı Yayıncılık, Ankara. 2. Erci, B., Timur, S. (2018). Her Yönüyle Engellilik. Nobel Tıp Kitapevleri. Atlas Üniversitesi Kütüphanesi, HV 1568/.H479 3. https://engelsiz.yok.gov.tr/ Erişim: 05.08.2024. 4. Albrecht, G. L., Seelman, K. D., & Bury, M. (Eds.). (2001). Handbook of disability studies. 5. Leinenbach, M. T., & Corey, M. L. (2004). Universal design for learning: Theory and practice. Association for the Advancement of Computing in Education.
15)	Discussion	1. Burcu, E. (2015). Engellilik Sosyolojisi. Anı Yayıncılık, Ankara. 2. Erci, B., Timur, S. (2018). Her Yönüyle Engellilik. Nobel Tıp Kitapevleri. Atlas Üniversitesi Kütüphanesi, HV 1568/.H479 3. https://engelsiz.yok.gov.tr/ Erişim: 05.08.2024. 4. Albrecht, G. L., Seelman, K. D., & Bury, M. (Eds.). (2001). Handbook of disability studies. 5. Leinenbach, M. T., & Corey, M. L. (2004). Universal design for learning: Theory and practice. Association for the Advancement of Computing in Education.
16)	Final Exam	1. Burcu, E. (2015). Engellilik Sosyolojisi. Anı Yayıncılık, Ankara. 2. Erci, B., Timur, S. (2018). Her Yönüyle Engellilik. Nobel Tıp Kitapevleri. Atlas Üniversitesi Kütüphanesi, HV 1568/.H479 3. https://engelsiz.yok.gov.tr/ Erişim: 05.08.2024. 4. Albrecht, G. L., Seelman, K. D., & Bury, M. (Eds.). (2001). Handbook of disability studies. 5. Leinenbach, M. T., & Corey, M. L. (2004). Universal design for learning: Theory and practice. Association for the Advancement of Computing in Education.

Sources

Course Notes / Textbooks:

1. Burcu, E. (2015). Engellilik Sosyolojisi. Anı Yayıncılık, Ankara.
2. Erci, B., Timur, S. (2018). Her Yönüyle Engellilik. Nobel Tıp Kitapevleri. Atlas Üniversitesi Kütüphanesi, HV 1568/.H479
3. https://engelsiz.yok.gov.tr/ Erişim: 05.08.2024.
4. Albrecht, G. L., Seelman, K. D., & Bury, M. (Eds.). (2001). Handbook of disability studies.
5. Leinenbach, M. T., & Corey, M. L. (2004). Universal design for learning: Theory and practice. Association for the Advancement of Computing in Education.

References:

Ders - Program Öğrenme Kazanım İlişkisi

Ders Öğrenme Kazanımları	1	5	2	3	4
Program Outcomes
1) Graduates have basic theoretical and practical knowledge about physiotherapy.
2) Graduates have knowledge of ethical judgement regarding physiotherapy.
3) Graduates use basic theoretical and applied knowledge about physiotherapy.
4) Graduates carry out a task independently by using their basic knowledge of physiotherapy.
5) Graduates determine their learning needs and have the competence to direct their own learning.
6) Graduates express themselves effectively by communicating both verbal and written by using information and communication technologies related to the field of physiotherapy.
7) Graduates follow the developments in the agenda of the society and the world in the field of health and evaluate them with social responsibility awareness.
8) Graduates have basic knowledge of electrotherapy programs, massage applications, and basic health-protective exercise applications used in healthy, disabled, and individuals who require physiotherapy. Graduates can apply these practices under the supervision of a physiotherapist and/or physician when necessary.
9) Graduates know the laws, regulations, legislation and professional ethical rules regarding their duties, rights and responsibilities as a Physiotherapy Technician and act in accordance with these rules.
10) Graduates can inform the relevant people and institutions by using their basic knowledge and skills in the field of physiotherapy.
11) Graduates can follow current developments in their field and discuss with their colleagues using a foreign language.
12) Graduates can work as a team member to solve unforeseen and complex problems encountered in applications related to the field of physiotherapy.
13) Graduates can critically evaluate the basic knowledge and skills acquired in the field of physiotherapy.
14) Graduates can contribute in accordance with social, scientific, cultural and ethical values in the stages of collecting, interpreting, applying and announcing the results of data related to the field of physiotherapy.

Ders - Öğrenme Kazanımı İlişkisi

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

	Program Outcomes	Level of Contribution
1)	Graduates have basic theoretical and practical knowledge about physiotherapy.
2)	Graduates have knowledge of ethical judgement regarding physiotherapy.
3)	Graduates use basic theoretical and applied knowledge about physiotherapy.
4)	Graduates carry out a task independently by using their basic knowledge of physiotherapy.
5)	Graduates determine their learning needs and have the competence to direct their own learning.	5
6)	Graduates express themselves effectively by communicating both verbal and written by using information and communication technologies related to the field of physiotherapy.	3
7)	Graduates follow the developments in the agenda of the society and the world in the field of health and evaluate them with social responsibility awareness.	5
8)	Graduates have basic knowledge of electrotherapy programs, massage applications, and basic health-protective exercise applications used in healthy, disabled, and individuals who require physiotherapy. Graduates can apply these practices under the supervision of a physiotherapist and/or physician when necessary.
9)	Graduates know the laws, regulations, legislation and professional ethical rules regarding their duties, rights and responsibilities as a Physiotherapy Technician and act in accordance with these rules.
10)	Graduates can inform the relevant people and institutions by using their basic knowledge and skills in the field of physiotherapy.
11)	Graduates can follow current developments in their field and discuss with their colleagues using a foreign language.
12)	Graduates can work as a team member to solve unforeseen and complex problems encountered in applications related to the field of physiotherapy.	3
13)	Graduates can critically evaluate the basic knowledge and skills acquired in the field of physiotherapy.
14)	Graduates can contribute in accordance with social, scientific, cultural and ethical values in the stages of collecting, interpreting, applying and announcing the results of data related to the field of physiotherapy.

Öğrenme Etkinliği ve Öğretme Yöntemleri

Anlatım
Beyin fırtınası /Altı şapka
Bireysel çalışma ve ödevi
Course
Okuma
Homework
Problem Çözme
Rapor Yazma
Soru cevap/ Tartışma

Ölçme ve Değerlendirme Yöntemleri ve Kriterleri

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

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