| Week |
Subject |
Related Preparation |
| 1) |
Developmental language problems in infancy |
Effective Practices in Early Childhood Education: Building a Foundation, 2nd Edition by Sue Bredekamp, published by Pearson Education, Inc, publishing as Prentice Hall. |
| 2) |
Speech delay, its characteristics and evaluation |
Effective Practices in Early Childhood Education: Building a Foundation, 2nd Edition by Sue Bredekamp, published by Pearson Education, Inc, publishing as Prentice Hall. |
| 3) |
Distinguish speech delay and autism onset |
Effective Practices in Early Childhood Education: Building a Foundation, 2nd Edition by Sue Bredekamp, published by Pearson Education, Inc, publishing as Prentice Hall. |
| 4) |
Tools used to differentiate speech delay and autism |
Effective Practices in Early Childhood Education: Building a Foundation, 2nd Edition by Sue Bredekamp, published by Pearson Education, Inc, publishing as Prentice Hall. |
| 5) |
Features of tools used in speech delay and autism differentiation |
Effective Practices in Early Childhood Education: Building a Foundation, 2nd Edition by Sue Bredekamp, published by Pearson Education, Inc, publishing as Prentice Hall. |
| 6) |
Features of CDI, TGE, PEABODY, TIFFALDI tests |
Effective Practices in Early Childhood Education: Building a Foundation, 2nd Edition by Sue Bredekamp, published by Pearson Education, Inc, publishing as Prentice Hall. |
| 7) |
Features of autism assessment tools |
Effective Practices in Early Childhood Education: Building a Foundation, 2nd Edition by Sue Bredekamp, published by Pearson Education, Inc, publishing as Prentice Hall. |
| 8) |
Midterm |
Effective Practices in Early Childhood Education: Building a Foundation, 2nd Edition by Sue Bredekamp, published by Pearson Education, Inc, publishing as Prentice Hall. |
| 9) |
Cognitive Development and motor development assessments |
Effective Practices in Early Childhood Education: Building a Foundation, 2nd Edition by Sue Bredekamp, published by Pearson Education, Inc, publishing as Prentice Hall. |
| 10) |
Specific language impairment and its characteristics |
Effective Practices in Early Childhood Education: Building a Foundation, 2nd Edition by Sue Bredekamp, published by Pearson Education, Inc, publishing as Prentice Hall. |
| 11) |
Specific language disorder assessment and assessment tools |
Effective Practices in Early Childhood Education: Building a Foundation, 2nd Edition by Sue Bredekamp, published by Pearson Education, Inc, publishing as Prentice Hall. |
| 12) |
Specific learning difficulties and executive functions |
Effective Practices in Early Childhood Education: Building a Foundation, 2nd Edition by Sue Bredekamp, published by Pearson Education, Inc, publishing as Prentice Hall. |
| 13) |
Autism and executive functions |
Effective Practices in Early Childhood Education: Building a Foundation, 2nd Edition by Sue Bredekamp, published by Pearson Education, Inc, publishing as Prentice Hall. |
| 14) |
Reviewing case videos in developmental language disorders |
Effective Practices in Early Childhood Education: Building a Foundation, 2nd Edition by Sue Bredekamp, published by Pearson Education, Inc, publishing as Prentice Hall. |
| 15) |
Reporting developmental language disorders according to the evaluation results |
Effective Practices in Early Childhood Education: Building a Foundation, 2nd Edition by Sue Bredekamp, published by Pearson Education, Inc, publishing as Prentice Hall. |
| 16) |
Final Exam |
Effective Practices in Early Childhood Education: Building a Foundation, 2nd Edition by Sue Bredekamp, published by Pearson Education, Inc, publishing as Prentice Hall. |
| |
Program Outcomes |
Level of Contribution |
| 1) |
Defines, recognizes and uses the necessary equipment to evaluate language, speech, voice and swallowing disorders. Makes the necessary applications for language and speech disorders. |
5 |
| 2) |
Makes the necessary evaluations, definitions and planning by using theoretical and applied concepts and principles related to the field of speech and language therapy. |
5 |
| 3) |
It considers and respects individual differences, beliefs, customs and traditions. |
5 |
| 4) |
Applies the knowledge and skills learned in the field of speech and language therapy within the framework of ethical principles, changes the practice when necessary and ends the process. |
5 |
| 5) |
It contributes to the production of health policies in accordance with the changing and diversifying health needs of the society in the field of language and speech therapy, and takes initiatives to protect public health. |
5 |
| 6) |
It organizes services in the field of speech and language therapy effectively and adequately, manages and analyzes the business processes necessary for the continuity and development of quality and organizational function, and produces solutions in line with information and evidence against problems. |
5 |
| 7) |
It carries out professional and academic studies independently by using its knowledge and works in cooperation with other professional groups working in this field and takes responsibility. |
5 |
| 8) |
Participates in research and project applications in the field of speech and language therapy by following technological developments. |
5 |
| 9) |
It determines the differences and needs of individuals in daily life, the ways of meeting these needs and their daily activities and determines the practices that will increase the quality of life in this direction and takes part in the regulations. |
5 |
| 10) |
It fulfills all the responsibilities required by its professional performance, combines and integrates its knowledge and practices in the field of language and speech therapy and adopts lifelong learning. |
5 |
BİLGİ PAKETİ / DERS KATALOĞU
