HEARING IMPAIRMENT AND LANGUAGE

Course Description

Elements contributing to language acquisition and the causes of language development problems in children with hearing impairment: language, definition of language as a means of communication, language components, speech production, language development theories and characteristics of language acquisition of children with hearing impairment, the factors influencing development are the problems that children with hearing impairment encounter during language acquisition; basic stages of language development of children with hearing impairment in pre- and verbal periods: syntax, phonetics, morphological information, syntax, semantic information and development of usage. The effects of hearing loss on children's speech and oral language acquisition are communication, language and speech disorders. The language and knowledge level of the hearing-impaired child, the preeminence of listening in language acquisition.

HEARING IMPAIRMENT AND LANGUAGE

Evaluation Tools (Active Term)

No evaluation items have been defined.

Course outcomes

No course outcomes have been defined yet.

Course Syllabus

Reference Books & Course Materials

1. 01 Acarlar, F. & Diken, Ö. (2020) Yetersizliği olan bireylerin dil ve iletişim becerilerinin desteklenmesi, Pegem Akademi.
2. 02 Tüfekçioğlu, U. (2003). İşitme, konuşma Ve Görme Sorunları Olan Çocukların Eğitimi. Anadolu Üniversitesi.
3. 03 MEB. (2015). Özel Eğitim Genel Müdürlüğü, İşitme engelli öğrenciler için kaynaklar, öğretmenler için klavuz kitap

Learning Outcomes

1. L01 1. Explains the classification, characteristics, causes and prevalence of hearing impairment. (4) SOLO 4
2. L02 2. Explain the concepts of language, communication and speaking. (4) SOLO 4
3. L03 3. Explains the basic features of language development theories (4) SOLO 4
4. L04 4. Explains the basic features of the dimensions of the language (4) SOLO 4
5. L05 5. Evaluates the language development of individuals with normal hearing and hearing impairment according to the dimensions of the language (5) SOLO 5
6. L06 6. Explains the factors affecting language acquisition for individuals with hearing impairment and normal hearing (4) SOLO 4
7. L07 7. Compares the basic stages of language development in terms of language dimensions for deaf and normal hearing individuals (4) SOLO 4
8. L08 8.Explains the main reasons affecting the language acquisition of the hearing impaired child. (4) SOLO 4
9. L09 9. Reviews the competencies required for language acquisition and theoretical approaches to language development. (4) SOLO 4
10. L10 10. Explains the language development period in infants and young children.(4) SOLO 4
11. L11 11.Defines language development in pre-school period.(2) SOLO 2
12. L12 12. Defines language development features in children with hearing loss. SOLO 2
13. L13 13. Explains activities for language development of children with hearing impairment(4) SOLO 4

Program Outcomes

1. P01 To define current knowledge about special education, teaching as a job, general culture and basic sciences
2. P02 To share results of the evaluation with parents and administration after evaluating levels of students prior to teaching; to prepare and to use individualized education plan based on the results.
3. P03 To use skills and knowledge in job and daily life with considering formal and ethical rules.
4. P04 To use information and communication technologies together with computer software required by the field. (European Computer Driving License”, Advanced Level)
5. P05 To suggest solutions in unexpected situations about special education and teaching as a job.
6. P06 To use skills about self-regulation, learning to learn, critical thinking and creative thinking.
7. P07 To examine and produce new scientific products about special education and teaching as a job.
8. P08 To participate in seminars, conferences, workshops etc. about special education by developing positive attitudes towards life-long learning.
9. P09 To follow new knowledge about special education and teaching as a job and to study in collaboration with colleagues.
10. P10 To be able to follow information in the field and communicate with colleagues by using a foreign language (European Language Portfolio Global Scale”, Level B1).
11. P11 To prepare, apply and administer plans and projects about special education by considering students? socio-economic situations and cultural environment. To share results with society.
12. P12 To use effective communication skills when studying with individuals in special education needs, their families and other experts.
13. P13 To use skills and knowledge to increase social acceptance of individuals in special education needs and to teach communication and social skills.
14. P14 To use values about universal nature of social rights, social justice, quality culture, preserving cultural values, health in work and environmental protection in job and daily life.
15. P15 To make changes in line with all features of students and their needs.

Po-Lo Matrix