| Week |
Subject |
Related Preparation |
| 1) |
Introduction to assistive technology and rehabilitation engineering |
|
| 2) |
World Health Organization - International Classification of Functioning (WHO-ICF) |
|
| 3) |
Decision making in assistive technology |
|
| 4) |
Robotic therapy in physiotherapy and rehabilitation |
|
| 5) |
Principles of biomedical engineering in assistive technology |
|
| 6) |
Commercial assistive technology products, sensor applications and design considerations of assistive technology devices |
|
| 7) |
Mid term |
|
| 8) |
Robotic assisted rehabilitation systems |
|
| 9) |
Computer accessibility tools, sensory aids, mobile devices, activity monitoring |
|
| 10) |
Exoskeletons and robotic locomotion |
|
| 11) |
Student studies in assistive technology |
|
| 12) |
Stimulation of vagus nerve, innovation of new products and technology development |
|
| 13) |
Student studies in assistive technology |
|
| 14) |
Student studies in assistive technology |
|
| Course Notes / Textbooks: |
Haftalık olarak verilecektir. - Will be given weekly. |
| References: |
1. WHO (2001) International Classification of Functioning, Disability and Health (ICF). Geneva: World Health Organization
2. Henderson, S., Skelton, H. & amp; Rosenbaum, P. (2008). Assistive Devices for Children with Functional Impairments impact on child and Caregiver Function. Developmental Medicine & Child Neurology, 50: 89–98
3. LoPresti, E.F., Mihailidis, A. & Kirsch, N. (2004) Assistive Technology for Cognitive Rehabilitation: State of the Art. Nurophysiological Rehabilitation, 14 (1/2), 5–39
4. Assistive Technology Decision Tree by UnumProvident (1999) http://www.microsoft.com/enable/download/default.aspx#righttech.
Accsess time : 30 th may 2011.
5. Galvin, J. C., Scherer, M. J. (1996). Evaluating, Selecting, and Using Appropriate Assistive Technology. Maryland: An Aspen Publication |
| |
Program Outcomes |
Level of Contribution |
| 1) |
To gain both theoretical and practical knowledge about physical, cognitive, social-emotional aspects of child development. |
4 |
| 2) |
To display actions in professional practice based on ethical principles and values. |
5 |
| 3) |
To adopt the principle of lifelong learning, using efficient ways for accessing information. |
5 |
| 4) |
To know the stages of child development and to be able to use models / theories efficiently for supporting children's cognitive, affective and psycho-motor development. |
5 |
| 5) |
To plan, implement and evaluate professional projects, research and events with a sense of social responsibility, |
5 |
| 6) |
To be able to use effective communication methods in counseling and child and family-based guidance. |
3 |
| 7) |
To be sensitive to the child and family-related issues taking into account the child's stages of development, and to implement strategies for personal development of child and education methods which are vital for leading effective and productive life. |
5 |
| 8) |
To use the education and communication materials according to the child development stage, and to create proper educational environment. |
5 |
| 9) |
To take responsibilities in the field of child development and education using interdisciplinary approach, and to use information technologies, and to engage in projects and activities. |
5 |
| 10) |
To use health information technologies for research in the field of child development. |
5 |
| 11) |
To be able to monitor occupational information using at least one foreign language, to collaborate and communicate with colleagues at international level. |
5 |
| 12) |
To become a good example for colleagues and society, and represent efficiently the professional identity using advanced knowledge about child development. |
5 |