Istanbul Health and Technology University INFORMATION PACKAGE / COURSE CATALOGUE
| Occupational Therapy (Ergotherapy) | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
Course General Introduction Information
| Course Code: | ERG359 | ||||
| Course Name: | Turkish Sign Language I | ||||
| Course Semester: | Fall | ||||
| Course Credits: |
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| Language of instruction: | TR | ||||
| Course Requirement: | |||||
| Does the Course Require Work Experience?: | Yes | ||||
| Type of course: | Area Ellective | ||||
| Course Level: |
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| Mode of Delivery: | Face to face | ||||
| Course Coordinator : | Öğr.Gör. CEREN ÜLKÜ AY | ||||
| Course Lecturer(s): |
Öğr.Gör. CEREN ÜLKÜ AY |
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| 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
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The students who have succeeded in this course;
1) Theoretical Gains Structure and Functioning of Sign Language: Sign language education provides students with an understanding of the structural and functional aspects of sign language. This includes theoretical knowledge about the syntax, morphology, and semantic features of signs. Students develop a conceptual understanding of the linguistic properties and usage domains of sign language. Deaf Culture and Community: Sign language education offers students the opportunity to comprehend deaf culture and societal dynamics. This allows students to gain a deeper insight into the experiences of deaf individuals. Students acquire theoretical knowledge about the norms, values, and communication styles of the deaf community. Practical Gains Communication Skills and Practical Application: Sign language education enhances students' abilities to communicate effectively with deaf individuals. This involves practical skill acquisition through in-class exercises and fieldwork. Students improve their ability to communicate and interpret real-life scenarios using sign language. Professional Practices and Work Environment: Sign language education strengthens students' skills in providing services to deaf individuals during occupational therapy practice. This is achieved through clinical internships and professional practice processes. Students develop the ability to recognize the specific needs of deaf individuals in therapeutic interventions and provide services tailored to these needs. 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 Learning a New Language: Sign language education enables students to engage in the process of learning a new language. This process includes acquiring knowledge of grammar rules, vocabulary, and pronunciation. Students learn to overcome the challenges of language acquisition while learning sign language. Multilingualism: Learning sign language enhances students' multilingual competence. This increases their ability to understand and use different language systems. Students develop a more diverse cultural perspective by gaining the ability to communicate in multiple languages. Cognitive Flexibility and Problem Solving Cognitive Flexibility: Sign language education enhances students' cognitive flexibility. It improves their ability to adapt to different forms of communication. Students develop various strategies to overcome challenges while communicating using sign language. Problem Solving: The process of learning sign language strengthens students' problem-solving skills. It enhances their ability to find alternative solutions when faced with communication difficulties. Students utilize their analytical thinking skills to solve problems that arise while communicating using sign language. Cultural Awareness and Empathy Cultural Awareness: Sign language education enables students to understand the culture and communities of deaf individuals. This fosters cultural awareness and sensitivity. Students develop a deeper understanding of the experiences of deaf individuals and enhance their ability to apply this knowledge in practice. Empathy: Learning sign language enhances students' empathy skills. It helps them better understand the challenges faced by deaf individuals and improves their ability to communicate effectively with them. Students develop empathy and become more sensitive to the needs of others while effectively communicating using sign language. 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
| Week | Subject | Related Preparation |
| 1) | The History and Importance of Sign Language: The Relationship Between Sign Language and Body Language: Sign Language and Environment: Concepts of Sign Language Grammar (SLG): | |
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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. | 3 |
| 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 | 3 |
| 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
| Alan Çalışması | |
| Anlatım | |
| Beyin fırtınası /Altı şapka | |
| Bireysel çalışma ve ödevi | |
| Course | |
| Grup çalışması ve ödevi | |
| Homework | |
| Rol oynama | |
| Soru cevap/ Tartışma | |
| Sosyal Faaliyet | |
| Örnek olay çalışması |
Measurement and Evaluation Methods and Criteria
| Yazılı Sınav (Açık uçlu sorular, çoktan seçmeli, doğru yanlış, eşleştirme, boşluk doldurma, sıralama) | |
| Sözlü sınav | |
| Homework | |
| Uygulama | |
| Grup Projesi | |
| Örnek olay sunma | |
| Yarışma |
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 | 0 | 0 | ||||
| Field Work | 2 | 2 | 4 | ||||
| Presentations / Seminar | 2 | 0 | 0 | ||||
| Homework Assignments | 1 | 0 | 0 | ||||
| Quizzes | 1 | 1 | 1 | ||||
| Midterms | 1 | 2 | 2 | ||||
| Total Workload | 11 | ||||||