SUPPORTING COMMUNICATION SKILLS IN HEARING IMPAIRMENT

Course Description

Communication: definition of communication, communication between people, ways of communication in hearing children and communication skills; speech-based verbal language is a precaution in social, intellectual and educational development; language: theories of language acquisition, receptive and expressive language; speech: perception and production of speech, speech characteristics of children with hearing impairment; listening: the importance of listening in language acquisition, facilitating listening environments, listening devices; communication in the classroom environment: communication methods used with hearing impaired children, issues to be considered in communication during teaching. causes of impotence, overcoming communication, education and social obstacles arising from these problems. The communication methods used in the society, the contribution to the socialization and the importance of the communication methods based on the speech used in the hearing society.

SUPPORTING COMMUNICATION SKILLS IN HEARING IMPAIRMENT

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. (2001). Sembolik oyunun dil gelişimi ve dil bozukluklarıyla ilişkisi. Özel Eğitim Dergisi, 3 (1), 25 – 33.
2. 02 Aksu-Koç, A. (2005). Dil edinimi araştırmalarının dil bozuklukları açısından önemi. 2. Ulusal Dil ve konuşma Bozuklukları Kongresi- Bildiri Kitabı,Kök Yayıncılık 39-56.
3. 03 Acarlar, F., Ege, P. (1996). Türkçe kazanımında kullanılan fonolojik süreçlerin incelenmesi. Türk Psikoloji Dergisi, 11(38). 35–43.

Learning Outcomes

No learning outcomes have been defined.

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

The PO-LO matrix has not been populated yet.