Child Development
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

General course introduction information

Course Code:

CGE442

Course Name:

Language and Communication Disorders

Course Semester:

Spring

Course Credits:

Theoretical	Practical	Credit	ECTS
2	0	2	5

Language of instruction:

Course Requisites:

Does the Course Require Work Experience?:

Type of course:

Compulsory

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. MERVE GİRAY

Course Lecturer(s):

Öğr.Gör. MERVE GİRAY

Course Assistants:

Course Objective and Content

Course Objectives:

The aim of this course; to know communication, language and speech processes, clinical and educational classification of communication-language and speech disorders, causes, types and characteristics; to have knowledge about language disorders, phonology-articulation disorders, stuttering, hearing impaired, voice disorders, neurogenic communication disorders; collaborating with different disciplines.

Course Content:

What is tongue? What are its elements, form and features?, What is speech? What are the processes in the production of sounds and the organs involved in the formation of speech sounds?, Delayed Language and Speech / General Knowledge, Autism / General Knowledge, Autism, Voice Disorders / General Knowledge, Voice Disorders, Speech Sound Disorders / General Knowledge, Aphasia / General Knowledge, Aphasia ,Fluency Disorders/ Stuttering and Fast Distorted Speech.

Learning Outcomes

The students who have succeeded in this course;

Learning Outcomes

1 - Knowledge
Theoretical - Conceptual
1) Explain the stages of language development.
2) Compares the concepts of language, communication and speaking.
3) Explains regarding opinions on language acquirement.
2 - Skills
Cognitive - Practical
1) Applies education program which he/she prepared for children with language and communication disorder.
3 - Competences
Communication and Social Competence
1) Conducts guidance services for the families of children with language and communication disorder.
Learning Competence
1) Distinguishes the features of children with language and communication disorder.
Field Specific Competence
1) Makes arrangements regarding the inclusion of children with language and communication disorder.
Competence to Work Independently and Take Responsibility
1) Evaluates education program for children with language and communication disorder.

Lesson Plan

Week	Subject	Related Preparation
1)	Course description, communication - language and speech relation.	Preparing for the relevant subject from the suggested sources.
2)	Language and speech development in normally developing children.	Presentation and articles.
3)	Language development theories, biological and environmental effects on language development.	Presentation and articles.
4)	Childhood language disorders; Developmental Language Disorder , Social Communication Disorder.	Reading the article uploaded to the system related to the subject.
5)	Childhood language disorders; Intellectual Disability, Autism Spectrum Disorder	Reading the article uploaded to the system related to the subject.
6)	Childhood language disorders; Learning Disorders, Brain Injuries and Other Language Disorders.	Reading the article uploaded to the system related to the subject.
7)	MIDTERM.
8)	Speech development in childhood.	Preparing for the relevant subject from the suggested sources.
9)	Classification and causes of speech disorders.	Presentation and articles.
10)	Classification of speech disorders. Fluency disorders: Stuttering	Reading the article uploaded to the system related to the subject.
11)	Swallowing disorders: dysphagia in children.	Reading the article uploaded to the system related to the subject.
12)	Hearing loss and hearing disorders in children.	Presentation and articles.
13)	Evaluation in communication, language and speech disorders.	Presentation and articles.
14)	Student Presentations.	Presentations.
14)	Student Presentations.	Presentations.
15)	Student Presentations.	Presentations.
16)	FINAL

Sources

Course Notes / Textbooks:

Sunum ve makaleler.

References:

Robert E. Owens, Kimberly A. Farinella (2021) İletişim Bozukluklarına Giriş, Mirket Yayınları.

Funda Acarlar, Özlem Dİken (2019). Yetersizliği Olan Bireylerin Dil ve İletişim Becerilerinin Desteklenmesi, Pegem Akademi.

Barış Korkmaz, 2005. Dil ve Beyin & Çocuklarda Dil ve Konuşma Bozuklukları, Yüce Yayınları.

Turan, F., & Ökçün-Akçamuş, M. Ç. (2013). Otistik spektrum bozukluğu olan çocuklarda taklit becerileri ve taklidin alıcı-ifade edici dil gelişimi ile ilişkilerinin incelenmesi. Türk Psikiyatri Dergisi, 24(2), 111-116.

Işıtan, S., & Turan, F. (2014). ÇOCUKLARDA DİL GELİŞİMİNİN DEĞERLENDİRİLMESİNDE BİR ANLATI ANALİZİ YAKLAŞIMI OLARAK ÖYKÜ ANLATIMI. BAŞ EDİTÖR, 105.

Course-Program Learning Outcome Relationship

Learning Outcomes	1	2	3	4	5	6	7	8
Program Outcomes
1) Have knowledge of children's development, learning characteristics and difficulties.
2) It acquires basic and updated theoretical and practical knowledge in child development by using the necessary teaching and learning tools and resources.
3) It has the knowledge of evaluating and interpreting the correctness, reliability and validity of information about child development.
4) In the field of child development, interprets and evaluates evidence-based data, using advanced knowledge and skills, covering areas of physical-motor, cognitive, language, social-emotional, sensory development, for children with normal and abnormal development by observing ethical values. develops solutions and makes team work.
5) In the field of child development, it has the ability to produce different solutions with a evidence-based approach to problem situations for children with normal and abnormal development.
6) Responsible for trans-disciplinary work in the field of child development and fulfill its duty effectively.
7) Introduces the theoretical and practical advanced knowledge acquired in the field of child development, shows the generations and the learning.
8) Vocational projects, researches and activities plans, practices and processes are evaluated and evaluated for the social environment in which they live with the awareness of social responsibility.
9) It informs the related persons and institutions about the issues related to the field of child development and shares suggestions of solutions for problems and problems with active and qualified experts by supporting quantitative and qualitative support.
10) Evaluates its knowledge with a critical approach, determines its own learning needs and directs its learning
11) Develops a positive attitude towards lifelong learning by using the ways of reaching information effectively.
12) Quality management and processes, including infants, children and families, have sufficient awareness of individual, environmental protection and occupational safety, act and participate in these processes.

Course - Learning Outcome Relationship

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	Have knowledge of children's development, learning characteristics and difficulties.	5
2)	It acquires basic and updated theoretical and practical knowledge in child development by using the necessary teaching and learning tools and resources.	5
3)	It has the knowledge of evaluating and interpreting the correctness, reliability and validity of information about child development.	5
4)	In the field of child development, interprets and evaluates evidence-based data, using advanced knowledge and skills, covering areas of physical-motor, cognitive, language, social-emotional, sensory development, for children with normal and abnormal development by observing ethical values. develops solutions and makes team work.	3
5)	In the field of child development, it has the ability to produce different solutions with a evidence-based approach to problem situations for children with normal and abnormal development.	5
6)	Responsible for trans-disciplinary work in the field of child development and fulfill its duty effectively.	4
7)	Introduces the theoretical and practical advanced knowledge acquired in the field of child development, shows the generations and the learning.	3
8)	Vocational projects, researches and activities plans, practices and processes are evaluated and evaluated for the social environment in which they live with the awareness of social responsibility.	1
9)	It informs the related persons and institutions about the issues related to the field of child development and shares suggestions of solutions for problems and problems with active and qualified experts by supporting quantitative and qualitative support.	1
10)	Evaluates its knowledge with a critical approach, determines its own learning needs and directs its learning	4
11)	Develops a positive attitude towards lifelong learning by using the ways of reaching information effectively.	5
12)	Quality management and processes, including infants, children and families, have sufficient awareness of individual, environmental protection and occupational safety, act and participate in these processes.	5

Learning Activity and Teaching Methods

Brainstorming/ Six tihnking hats
Individual study and homework
Homework
Report Writing
Q&A / Discussion

Assessment & Grading Methods and Criteria

Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing)
Homework
Presentation
Reporting
Bilgisayar Destekli Sunum

Assessment & Grading

Semester Requirements	Number of Activities	Level of Contribution
Presentation	1	% 20
Midterms	1	% 20
Final	1	% 60
total		% 100
PERCENTAGE OF SEMESTER WORK		% 40
PERCENTAGE OF FINAL WORK		% 60
total		% 100

Workload and ECTS Credit Grading

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	14	2	28
Midterms	1	14	14
Paper Submission	1	42	42
Final	1	60	60
Total Workload			144