| CHILD DEVELOPMENT (TURKISH) | |||||
| Associate | TR-NQF-HE: Level 5 | QF-EHEA: Short Cycle | EQF-LLL: Level 5 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| GEP1431 | Turkish Sign Language | Spring | 3 | 0 | 3 | 4 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | Tr |
| Type of course: | GE-Elective |
| Course Level: | Associate |
| Mode of Delivery: | E-Learning |
| Course Coordinator : | Assist. Prof. BURCU ALARSLAN ULUDAŞ |
| Course Lecturer(s): |
Instructor AHU AKIN ŞAHİN |
| Course Objectives: | The aim of the course is to teach the participants Turkish Sign Language (TİD) at a beginner level. The structure of TİD, which has a different grammatical structure than Turkish, is to be examined. The course is taught in Turkish and/or Turkish Sign Language. The lessons will be given in two languages (vocal and/or TİD silent signs). It is aimed to inform the students about the cultural structure of the hearing impaired and to provide them with the skills to communicate with the hearing impaired in daily life by transferring and practicing the TİD alphabet, basic words and grammar structure, and to increase their awareness about the importance and support of disabled culture and volunteer-based work. |
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The students who have succeeded in this course; At the end of the B lesson, they will learn; 1. They will be able to understand the history, development and deaf-hearing impaired culture of TİD. 2. They will be able to gain the ability to communicate by learning the TİD finger alphabet. 3. They will be able to learn basic TİD grammar concepts, structure, sentence breaking, asking questions, and answering. 4. They will be able to learn to express words and actions, verbs with TİD. 5. They will be able to gain hand and body coordination by learning the use of facial expressions and gestures that are vital for the hearing impaired. 6. They will be able to learn the basic words, patterns, and sentences used in daily life with TİD and gain the ability to communicate. 7. They will be able to give basic information about themselves, their environment, and other people using TİD, and ask questions. 8. They will be able to reinforce the use of fluent and understandable hands, facial expressions, and gestures by practicing mutual speaking. 9. They will be able to gain information about disabled individuals, types of disabilities, and correct communication. |
| In our course, teaching methods and techniques will be used such as lecture, group work, case study, individual study, guest expert invitation, social activity, and technology-supported learning methods. |
| Week | Subject | Related Preparation | |
| 1) | Orientation Turkish Sign Language and definition of deaf • Review of Course Syllabus • Expectations | ||
| 2) | TİD finger alphabet signs, In TİD, adals (pronouns), short basic closed and open ended questions and response sentences Explanation of the subject, practical application and dating signs, mutual question and answer | ||
| 3) | Basic environmental signs with TİD, positive negative patterns Lecturing is practical application, mutual speech | ||
| 4) | Repetition of TİD concepts, hand and The importance of facial expression studies transfer, environmental signs reinforcement Topic explanation, practice roading, mutual conversation | Performance study (opinion): 1.1. hand alphabet study Delivery time: Specified time Itslearnin in the range as video to your system will be uploaded. REGIONAL DIFFERENCES ACCEPTED IT WILL NOT BE DONE. | |
| 5) | Family members and conversation with TİD molds Explanation of the subject, practical roading, mutual speech | ||
| 6) | Recurrence of family members with TID and time expressions days, months, weeks, seasons signs Explanation of the topic, positive or negative use of signs | ||
| 7) | General repetitions and sentences, with TİD basic verb signs short text practical way through studies Sentences, main verb with TİD signs short text practical way through studies | ||
| 8) | Midterm Exam FACE TO FACE | ||
| 9) | Emotional signs in TİD. Negative suffixes and grammar studies topic expression, sentence and facial expression practices | ||
| 10) | Numbers and their uses in TİD Topic explanation, sentence practices | ||
| 11) | Ask for orders and sentences in TİD patterns, numerical expressions with TİD and usage differences study topic narration mutual conversation practice, question and answer | ||
| 12) | Fluency in mutual communication provision, basic concepts talking to each other using Practice with short text studies y lama | ||
| 13) | General Repetition Sentence exercises, knitting comprehension-transfer written work | ||
| 14) | Final program face to face will be done and will be announced from the system | Uploaded to itslearnin system videos and tutorials written and/or based on signs or video homework-exam is done. REGIONAL DIFFERENCES ACCEPTED IT WILL NOT BE DONE. | |
| Course Notes: | |
| References: | Kitaplar: 1. Ders eğitmeninin seviyeye göre hazırladığı özel ders notları ve videoları İTSLEARNİNG sistemine hafta hafta eklenir. 2. http://turkisaretdili.bahcesehir.edu.tr/ Bahçeşehir Üniversitesi tarafından İstanbul Edebiyat Derneği (İSEDER) işbirliği ile yürütülen Avrupa Birliği Hayat Boyu Öğrenme Projesi TİDBAU' nun (Türk İşaret Dili İle Bariyerleri Aşın ve Uzlaşın) erişilebilir uzaktan eğitim portalı, 2017 DİĞER KAYNAKLAR 3.Güncel Türk İşaret Dili Sözlüğü www.tidsozluk.net |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | % 0 | |
| Laboratory | % 0 | |
| Application | % 0 | |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | % 0 | |
| Quizzes | % 0 | |
| Homework Assignments | 1 | % 10 |
| Presentation | % 0 | |
| Project | % 0 | |
| Seminar | % 0 | |
| Midterms | 1 | % 40 |
| Preliminary Jury | % 0 | |
| Final | 1 | % 50 |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 50 | |
| PERCENTAGE OF FINAL WORK | % 50 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 13 | 3 | 39 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Special Course Internship (Work Placement) | 0 | 0 | 0 |
| Field Work | 0 | 0 | 0 |
| Study Hours Out of Class | 13 | 4 | 52 |
| Presentations / Seminar | 0 | 0 | 0 |
| Project | 0 | 0 | 0 |
| Homework Assignments | 1 | 20 | 20 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 1 | 2 | 2 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| Final | 1 | 2 | 2 |
| Total Workload | 115 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To be able to fulfill the professional requirements of the profession in the field of child development and education and to have knowledge of ethical principles and rules | 1 |
| 2) | Paying attention to children about proper and good usage of Turkish language. | 1 |
| 3) | To be able to monitor the development of typically developing children and prepare activities that support their development. | 1 |
| 4) | To have knowledge and skills on communicating effectively with children and strengthening families' communication skills. | 1 |
| 5) | Apply and practice drama,play and music activities | 1 |
| 6) | Use of basic theoretical and practical knowledge, basic computer programs and related technologies in the field of Child Development | 1 |
| 7) | To be able to monitor the development of children with special needs, plan and implement activities to support their development | 1 |
| 8) | To have knowledge and training skills regarding safe and conscious media use of children and families | 1 |
| 9) | To plan and carry out all activities (Turkish, music, drama, art, games, movement, science, mathematics, trips, tool and material development) carried out in pre-school education institutions within a daily, weekly, monthly and annual flow | 1 |
| 10) | To have knowledge and practical skills regarding the branches of art (painting, literature, etc.) used to support children's development. | 1 |
| 11) | To have knowledge and skills in the field of child nutrition | 1 |
| 12) | To have knowledge and skills about child health and diseases and first aid intervention. | 1 |