Occupational Therapy (Ergotherapy) Preview
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

Course General Introduction Information

Course Code:

ERG109

Course Name:

Sign Language and Drama

Course Semester:

Fall

Course Credits:

ECTS

Language of instruction:

Course Requirement:

Does the Course Require Work Experience?:

Yes

Type of course:

Necessary

Course Level:

Bachelor

TR-NQF-HE:6. Master`s Degree

QF-EHEA:First Cycle

EQF-LLL:6. Master`s Degree

Mode of Delivery:

Face to face

Course Coordinator :

Öğr.Gör. CEREN ÜLKÜ AY

Course Lecturer(s):

Öğr.Gör. CEREN ÜLKÜ AY

Course Assistants:

Course Purpose and Content

Course Objectives:

The aim is to develop students' ability to effectively communicate with individuals who are deaf or hard of hearing. Sign language is a critical communication tool for deaf individuals in their daily lives, education, work environments, and social interactions. Occupational therapists can contribute to increasing the independence and improving the quality of life for these individuals by having knowledge of sign language while serving various disability groups.

Course Content:

Course Content
Introduction and Basic Concepts:
The history and importance of sign language.
The relationship between sign language and body language.
Sign Language and Environment
TID Grammar Concepts
School and Educational Signs
Emotions and Colors
Time and Time Periods
Traffic and Living Beings
Professions
Technology and Media
Sports and Geographical Terms
Conversational Skills
Grammar and Sentence Structures:
Basic grammar rules.
Simple sentence construction and practice.
Cultural Awareness and Social Participation:
Cultural norms and social habits of deaf individuals.
Strategies to increase social participation.

Learning Outcomes

The students who have succeeded in this course;
1) The aim is to develop students' ability to effectively communicate with individuals who are deaf or hard of hearing. Sign language is a critical communication tool for deaf individuals in their daily lives, education, work environments, and social interactions. Occupational therapists can contribute to increasing the independence and improving the quality of life for these individuals by having knowledge of sign language while serving various disability groups.
2) Language Acquisition and Linguistics: Sign language education allows students to participate in the process of acquiring a new language. This process includes learning grammar rules and structures. Linguistic awareness increases as students grasp linguistic components such as syntax, morphology, and phonology of sign language. Cognitive Flexibility and Problem-Solving: The process of learning a new language develops cognitive flexibility. Students learn to adapt to different forms of communication. The ability to express and interpret meaning in sign language also enhances students' problem-solving skills. Cultural Awareness and Empathy: Learning sign language requires understanding the cultural and social dynamics of deaf individuals. This increases cultural awareness and empathy. Students learn about the challenges faced by the deaf community and the ways to overcome these challenges. Practical Gains Communication Skills: Sign language education improves students' ability to communicate directly with individuals who are deaf or hard of hearing. Practical applications enable students to use sign language effectively in face-to-face communication. Professional Applications: Occupational therapy students use sign language during therapeutic interventions, facilitating active participation of deaf individuals in their treatment processes. Knowledge of sign language allows for more effective implementation of therapeutic exercises and activities. Real-Life Applications: Students develop the ability to support daily living activities of deaf individuals using sign language. They can create practical solutions aimed at increasing the independence and improving the quality of life for deaf individuals.
3) Direct Communication Skills Empathy and Understanding Social Participation Teamwork and Collaboration
4) Language Acquisition and Multilingualism: New Language Learning: Sign language education allows students to engage in the process of acquiring a new language. This involves learning fundamental components of the language such as grammar, vocabulary, and pronunciation. Multilingualism: Learning sign language enhances students' multilingual competencies. This strengthens the brain's language centers and improves overall language learning abilities. Cognitive Flexibility and Memory: Cognitive Flexibility: The process of learning sign language increases students' cognitive flexibility. It develops their ability to adapt to different language structures and forms of communication. Memory Enhancement: Sign language education improves students' short-term and long-term memory. The visual and motor components of sign language help in utilizing memory more effectively. Critical Thinking and Problem Solving: Critical Thinking: While learning sign language, students analyze the logical structure of the language and understand grammar rules. This enhances their critical thinking skills. Problem Solving: The process of communicating through sign language develops students' problem-solving abilities. This is especially crucial for overcoming real-time communication challenges.
5) Therapeutic Intervention and Rehabilitation Competencies: Sign language education enables occupational therapy students to effectively provide services to individuals who are deaf or hard of hearing during therapeutic intervention and rehabilitation processes. This allows treatment plans to be tailored to the needs of individuals who are deaf or hard of hearing. Occupational therapists, using their knowledge of sign language, encourage active participation of individuals who are deaf or hard of hearing in therapeutic exercises and activities, thereby enhancing the success of the rehabilitation process.
6) Independence Competency Self-Management and Planning: Sign language education enhances students' self-management skills. This improves their ability to complete studying and assignments on time. Students strengthen their planning and organizational skills during the process of learning sign language. This enables a more effective learning process. Problem Solving and Decision Making: Sign language education enhances students' problem-solving and decision-making skills. It increases their ability to find alternative solutions and make quick decisions when facing communication challenges. Students use their analytical thinking skills to solve problems that arise while communicating using sign language. Responsibility Competency Task Awareness and Commitment: Sign language education ensures that students are aware of their responsibilities. It encourages them to attend classes regularly and complete assignments on time. Students demonstrate determination during the process of learning sign language and strive to achieve their goals. Empathy and Communication Skills: Sign language education provides students with the opportunity to develop empathy and communication skills. The ability to communicate effectively with deaf individuals helps students better understand their responsibilities. Students become more attentive and sensitive to fulfilling their responsibilities while effectively communicating with others using sign language.

Course Flow Plan

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Sources

Course Notes / Textbooks:

sunumlar

References:

(2012, Eylül). Türkçe ve Türk İşaret Dili’nde İç ve Üst İlişkisi Kurulabilen
Yer Belirtme Tümcelerinin Bir Karşılaştırılması. Paper presented
at the 7th International Turkish Language Conference (7. Uluslararası
Türk Dili Kurultayı), Ankara, Türkiye, 24-28 Eylül 2012.
______ (2012-2015). Turkish Sign Language Bibliography - Türk İşaret Dili
(TİD) Kaynakçası. http://www.enginarik.com/turkish-sign-languagebibliography
______ (2013). Türk İşaret Dili’nde sınıflandırıcılar üzerine bir çalışma. Bilig,
67, 1-24.
______ (2013). Current directions in Turkish Sign Language research. New
castle upon Tyne, UK: Cambridge Scholars Publishing.
______ (2013). Introduction: Previous and current research on Turkish Sign
Language (TİD). E. Arık (Der.) içinde, Current directions in Turkish Sign
Language research (ss.1-17). Newcastle upon Tyne, UK: Cambridge
Scholars Publishing.
______ (2013). Expressions of space in Turkish Sign Language. E. Arık (Der.)
içinde, Current directions in Turkish Sign Language research (ss. 219-
242). Newcastle upon Tyne, UK: Cambridge Scholars Publishing.
______ (2014). Sign language research in Web of Science. Journal of Sciento

Course - Learning Outcome Relationship

No Effect	1 Lowest	2 Medium	3 Highest

	Program Outcomes	Level of Contribution
1)	It describes a person's daily life, production, leisure activities and tasks, needs, performance, and the relationship between activity and health and well-being.
2)	It analyzes biological, medical, human, psychological, social, technological, and occupational therapy information, synthesizes this information with theories about activity and participation, and determines the possibilities and constraints of the person.
3)	It works person-centered by critically interpreting the limitations of activity and participation, choosing one of the professional roles (treatment, counseling, etc.), and using activities in prevention, rehabilitation, and treatment.
4)	Selects analyzes and synthesizes appropriate theories and models and plans intervention to fulfill the activity and vital roles of individuals and communities and to determine their health needs.
5)	Implements the occupational therapy intervention in close collaboration with individuals and communities; works to improve social participation by creating accessible, adaptable environments.
6)	It works collaboratively and interdisciplinarily with service users, caregivers, team members, and other stakeholders in ensuring their roles and participation.
7)	Considers and respects personal differences, cultural beliefs, customs and their impact on activity, role and participation
8)	Identifies needs for research on occupational therapy practices and/or occupational therapy science-related issues, formulates relevant research questions, researches independently, and pursues lifelong learning.
9)	It carries its responsibility in the intervention it implements, and does so by the principles of management and quality. It takes part in the quality improvement process of occupational therapy services and informs the stakeholders.
10)	It fulfills all the roles required by its professional performance, integrates the entire occupational therapy process, and performs its practices with occupational therapy knowledge. It takes an active role in the development, advancement, and promotion of occupational therapy.

Learning Activity and Teaching Methods

Measurement and Evaluation Methods and Criteria

Assessment & Grading

Semester Requirements	Number of Activities	Level of Contribution
total		%
PERCENTAGE OF SEMESTER WORK		% 0
PERCENTAGE OF FINAL WORK		%
total		%

İş Yükü ve AKTS Kredisi Hesaplaması

Activities	Number of Activities	Aktiviteye Hazırlık	Aktivitede Harçanan Süre	Aktivite Gereksinimi İçin Süre	Workload
Course Hours	2	2			4
Application	2	2			4
Field Work	2	0			0
Homework Assignments	1	0			0
Quizzes	1	1			1
Midterms	1	2			2
Total Workload					11