Week |
Subject |
Related Preparation |
1) |
Defining Learning Disabilities |
Learning Disabilities, Characteristics Identfcaiton and Teaching Strategies, William Bender, 2016,Öğrenme Güçlüğü İçin Sınıf içi Destek Kitabı, 2018,Özgül Öğrenme Bozukluğu Genişletilmiş Nöropsikometri Bataryası, Sirel Karakaş, Gülsen Erden, Emel Erdoğan Bakar, Elvin Doğutepe Dinçer |
2) |
Medical Aspects of Learning Disabilities |
Individuals with Learning Disabilities and Their Education, William Bender, 2016
Classroom Support Book for Learning Disabilities, 2018
Specific Learning Disability Extended Neuropsychometry Battery, Sirel Karakaş, Gülsen Erden, Emel Erdoğan Bakar, Elvin Doğutepe Dinçer |
3) |
Cognitive and linguistic features of children with learning disabilities |
Individuals with Learning Disabilities and Their Education, William Bender, 2016
Classroom Support Book for Learning Disabilities, 2018
Specific Learning Disability Extended Neuropsychometry Battery, Sirel Karakaş, Gülsen Erden, Emel Erdoğan Bakar, Elvin Doğutepe Dinçer |
4) |
Personality and social characteristics of children with Learning Disabilities |
Individuals with Learning Disabilities and Their Education, William Bender, 2016
Classroom Support Book for Learning Disabilities, 2018
Specific Learning Disability Extended Neuropsychometry Battery, Sirel Karakaş, Gülsen Erden, Emel Erdoğan Bakar, Elvin Doğutepe Dinçer |
5) |
Assessing Learning Disabilities |
Individuals with Learning Disabilities and Their Education, William Bender, 2016
Classroom Support Book for Learning Disabilities, 2018
Specific Learning Disability Extended Neuropsychometry Battery, Sirel Karakaş, Gülsen Erden, Emel Erdoğan Bakar, Elvin Doğutepe Dinçer |
6) |
Children with Reading Difficulties Children with Writing Difficulties |
Individuals with Learning Disabilities and Their Education, William Bender, 2016
Classroom Support Book for Learning Disabilities, 2018
Specific Learning Disability Extended Neuropsychometry Battery, Sirel Karakaş, Gülsen Erden, Emel Erdoğan Bakar, Elvin Doğutepe Dinçer |
7) |
Children with Mathematics Difficulties |
Individuals with Learning Disabilities and Their Education, William Bender, 2016
Classroom Support Book for Learning Disabilities, 2018
Specific Learning Disability Extended Neuropsychometry Battery, Sirel Karakaş, Gülsen Erden, Emel Erdoğan Bakar, Elvin Doğutepe Dinçer |
8) |
Midterm |
Individuals with Learning Disabilities and Their Education, William Bender, 2016
Classroom Support Book for Learning Disabilities, 2018
Specific Learning Disability Extended Neuropsychometry Battery, Sirel Karakaş, Gülsen Erden, Emel Erdoğan Bakar, Elvin Doğutepe Dinçer |
9) |
Intervention for dyslexia |
Individuals with Learning Disabilities and Their Education, William Bender, 2016
Classroom Support Book for Learning Disabilities, 2018
Specific Learning Disability Extended Neuropsychometry Battery, Sirel Karakaş, Gülsen Erden, Emel Erdoğan Bakar, Elvin Doğutepe Dinçer |
10) |
Intervention for dysgraphia |
Individuals with Learning Disabilities and Their Education, William Bender, 2016
Classroom Support Book for Learning Disabilities, 2018
Specific Learning Disability Extended Neuropsychometry Battery, Sirel Karakaş, Gülsen Erden, Emel Erdoğan Bakar, Elvin Doğutepe Dinçer |
11) |
Intervention for dyscalculia |
Individuals with Learning Disabilities and Their Education, William Bender, 2016
Classroom Support Book for Learning Disabilities, 2018
Specific Learning Disability Extended Neuropsychometry Battery, Sirel Karakaş, Gülsen Erden, Emel Erdoğan Bakar, Elvin Doğutepe Dinçer |
12) |
Metacognitive Learning for Children with Special Learning Disabilities |
Individuals with Learning Disabilities and Their Education, William Bender, 2016
Classroom Support Book for Learning Disabilities, 2018
Specific Learning Disability Extended Neuropsychometry Battery, Sirel Karakaş, Gülsen Erden, Emel Erdoğan Bakar, Elvin Doğutepe Dinçer |
13) |
Attention Deficit and Hyperactivity |
Öğrenme Güçlüğü Olan Bireyler ve Eğitimleri, William Bender, 2016
Öğrenme Güçlüğü İçin Sınıf içi Destek Kitabı, 2018
Özgül Öğrenme Bozukluğu Genişletilmiş Nöropsikometri Bataryası, Sirel Karakaş, Gülsen Erden, Emel Erdoğan Bakar, Elvin Doğutepe Dinçer |
14) |
Adults with Learning Disabilities |
Öğrenme Güçlüğü Olan Bireyler ve Eğitimleri, William Bender, 2016
Öğrenme Güçlüğü İçin Sınıf içi Destek Kitabı, 2018
Özgül Öğrenme Bozukluğu Genişletilmiş Nöropsikometri Bataryası, Sirel Karakaş, Gülsen Erden, Emel Erdoğan Bakar, Elvin Doğutepe Dinçer |
15) |
Case Studies |
Öğrenme Güçlüğü Olan Bireyler ve Eğitimleri, William Bender, 2016
Öğrenme Güçlüğü İçin Sınıf içi Destek Kitabı, 2018
Özgül Öğrenme Bozukluğu Genişletilmiş Nöropsikometri Bataryası, Sirel Karakaş, Gülsen Erden, Emel Erdoğan Bakar, Elvin Doğutepe Dinçer |
16) |
Final |
Öğrenme Güçlüğü Olan Bireyler ve Eğitimleri, William Bender, 2016
Öğrenme Güçlüğü İçin Sınıf içi Destek Kitabı, 2018
Özgül Öğrenme Bozukluğu Genişletilmiş Nöropsikometri Bataryası, Sirel Karakaş, Gülsen Erden, Emel Erdoğan Bakar, Elvin Doğutepe Dinçer |
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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. |
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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. |
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3) |
It considers and respects individual differences, beliefs, customs and traditions. |
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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. |
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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. |
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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. |
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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. |
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8) |
Participates in research and project applications in the field of speech and language therapy by following technological developments. |
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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. |
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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. |
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