Program Information
Program Bilgileri
Amaç
Our program is committed to helping its students translate theory and research into practice. The curriculum of the Master's in speech and language therapy allows students gain academic skills necessary to carry out an independent research project and extend their clinical expertise in one of the sub-fields of speech and language therapy profession.Kazanılan Derece
Second Cycle (Master's Degree)Kayıt ve Kabul Koşulları
Bachelor's Degree Diploma, Academic Personnel and Graduate Education Exam (ALES) Result, Certificate of English ProficiencyMezuniyet Koşulları
Students who have successfully completed all required courses, a seminar and a thesis , and who have taken 90 to 120 ECTS credits have a right to receive a diploma.Önceki Öğrenimin Tanınması
Holding a Bachelor's degree fulfilling the field-specific admission requirementsDers Planı- AKTS Kredileri
* Bu ders planı tablosunda gösterilen dersler öğrenci işlerindeki güncel ders plan bilgilerini göstermektedir.
** İlgili dönemde zorunlu dersler mutlaka açılırken, seçmeli ve programa bağlı seçmeli derslerin açılması tercih ve kontenjan durumuna bağlı olarak değişkenlik gösterebilir.
*** Mesleki klinik derslerin teorik ve uygulama ders saatleri, haftalık değil toplam ders saatini ifade etmektedir.
Her hangi bir dersin amaç, öğrenme kazanımları vs. detay bilgilerini görmek için aşağıdaki tabloda dersin ismine tıklayınız.
Program Yeterliliği
Theoretical, Factual
Analyzes and utilizes the knowledge acquired in the field of Speech and Language Therapy for differential diagnosis, intervention, and therapy program development.
Follows theoretical and clinical scientific developments related to basic, assessment, and rehabilitation techniques specific to the field of Speech and Language Therapy, and applies deep, systematic knowledge and field-specific technological equipment in professional and academic work.
Integrates theoretical and practical concepts and principles in Speech and Language Therapy with information from other disciplines to solve problems, make clinical decisions, and plan and conduct research.
Plans research and participates in projects, selects appropriate statistical methods, interprets results, writes reports, and presents or publishes findings at scientific meetings.
Collaborates ethically within teams for research related to the field.
Plans research at the national or international level using at least one foreign language. En az bir yabancı dili kullanarak ulusal veya uluslararası düzeyde araştırma planlayabilir.
Independently identifies learning needs and goals, continues lifelong learning, and contributes to quality improvement, professional training, and promotion programs.
Develops projects and conducts research to influence public health and health policies, and educates individuals, families, and communities about preventive and rehabilitative approaches.
Actively contributes to the advancement, development, and promotion of the science of Speech and Language Therapy.
Develops skills in designing, conducting, collecting data, and analyzing projects in the field of Speech and Language Therapy, accurately interprets the results of these projects, and produces scientific outputs.
Cultivates awareness of entrepreneurship, innovation, and sustainable development in professional services, and makes and applies informed decisions in these areas.
Keeps up with professional developments at the national and international levels, adapts professional knowledge and skills to different cultural and social contexts, and contributes to the field by participating in and contributing to academic and professional meetings at both national and international levels.
| Program Çıktısı TYYÇ Temel Alan Matrisi | |
| Temel Alan Yeterliliği | Program Yeterliliği |
| KNOWLEDGE | |
| Theoretical, Factual | |
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| SKILLS | |
| Cognitive, Practical | |
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| COMPETENCIES | |
| Ability to work independently and take responsibility | |
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| Learning Competence | |
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| Communication and Social Competence | |
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| Field-based Competence | |
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İstihdam Olanakları
Graduates can be employed in public institutions, hospitals, private sector, research institutions and universities. They can be employed as Teaching Assistants/Lecturers at universities after passing required exams (ALES and Language Proficiency Exams).Üst Dereceye Geçiş
May apply to third cycle programmes.Eğitim Türü
Full TimeÖlçme ve Değerlendirme
The course success is evaluated through written or oral exams or through in-class presentations, projects and/or written papers and reports. The minimum passing grade for the M.A. program is 65. The midterm grade makes up 50% and the final exam grade makes up %50 of the total grade.Bölüm/Program Başkanı
Öğrenme Durumları
Öğrenme durumları öğrencilerin yaratıcı, eleştirel, yansıtıcı düşünme becerilerini mantıksal, matematiksel düşünme becerileri gibi üst düzey düşünme becerilerini geliştirmeyi hedefler. Bunun yanında öğrencilerin meta-bilişsel becerilerini geliştirmeyi hedefler. Öğrenme durumları öğrenme stratejileri, yöntemleri, tekniklerinin yanında kullanılan araç gereçler ile ölçme değerlendirme yöntemlerini kapsamaktadır. Programlarda kullanılan öğrenme durumları aşağıdaki listede verilmiştir:
Öğrenme Durumları * | Başlıca öğrenme faaliyetleri | Kullanılan Araçlar |
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Ders - Program Yeterlilikleri İlişkileri
| Ders | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 |
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| ADOLESCENT AND ADULT FLUENCY DISORDERS | 5 | 5 | 5 | 3 | 3 | 3 | 3 | 5 | 3 | 5 | 3 | 3 |
| ADVANCED RESEARCH IN CLINICAL LINGUISTICS | 4 | 5 | 2 | 2 | 1 | 4 | 4 | 3 | 4 | 4 | 3 | 5 |
| ARTIFICIAL INTELLIGENCE IN SPEECH AND LANGUAGE THERAPY | 4 | 5 | 5 | 4 | 3 | 4 | 3 | 3 | 4 | 4 | 5 | 5 |
| BIOSTATISTICS AND RESEARCH METHODS I | 3 | 1 | 1 | 0 | 0 | 1 | 1 | 1 | 0 | 0 | 0 | 1 |
| BIOSTATISTICS AND RESEARCH METHODS II | 3 | 3 | 3 | 5 | 3 | 5 | 5 | 3 | 3 | 5 | 3 | 3 |
| CHILDHOOD PROBLEMS AFFECTING DEVELOPMENTAL PSYCHOLOGY AND COMMUNICATION | 4 | 2 | 4 | 2 | 2 | 2 | 4 | 4 | 2 | 2 | 2 | 2 |
| CLINICAL STUDY I | 5 | 5 | 5 | 4 | 5 | 3 | 3 | 3 | 4 | 5 | 3 | 4 |
| CLINICAL STUDY II | 5 | 5 | 5 | 4 | 5 | 3 | 3 | 3 | 4 | 5 | 3 | 4 |
| COMMUNICATION, LANGUAGE AND SPEECH DEVELOPMENT BEFORE LANGUAGE ACQUISITION | 1 | 3 | 1 | 0 | 2 | 2 | 2 | 3 | 0 | 3 | 2 | 2 |
| COUNSELING FOR INDIVIDUALS AND FAMILIES IN COMMUNICATION DISORDERS | 2 | 2 | 2 | 2 | 5 | 2 | 2 | 5 | 5 | 2 | 2 | 5 |
| CURRENT APPROACHES TO SWALLOWING DISORDERS | 5 | 5 | 5 | 3 | 3 | 3 | 3 | 5 | 3 | 5 | 3 | 3 |
| CURRENT APPROACHES TO VOICE DISORDERS | 5 | 5 | 5 | 3 | 3 | 3 | 3 | 5 | 3 | 5 | 3 | 3 |
| CURRENT INTERVENTION METHODS IN HEAD-FACE ANOMALIES | 5 | 5 | 5 | 3 | 3 | 3 | 3 | 5 | 3 | 5 | 3 | 3 |
| EATING AND SWALLOWING PROBLEMS IN THE PEDIATRIC POPULATION | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 |
| EVIDENCE-BASED PRACTICES IN SPEECH SOUND DISORDERS | 5 | 5 | 5 | 3 | 3 | 3 | 3 | 5 | 3 | 5 | 3 | 3 |
| EXPERIMENTAL APPROACHES TO COMMUNICATION DISORDERS | 5 | 5 | 5 | 3 | 3 | 3 | 3 | 5 | 3 | 5 | 3 | 3 |
| INTERVENTION IN ACQUIRED AND NEUROMOTOR SPEECH-LANGUAGE DISORDERS | 2 | 1 | 1 | 1 | 2 | 2 | 0 | 0 | 0 | 2 | 0 | 0 |
| PEDIATRIC FLUENCY DISORDERS | 5 | 5 | 5 | 3 | 3 | 3 | 3 | 5 | 3 | 5 | 3 | 3 |
| PHONETICS AND PHONIATRY | 2 | 2 | 1 | 1 | 1 | 1 | 1 | 2 | 2 | 2 | 1 | 1 |
| SCIENCE, PHILOSOPHY AND ETHICS | 2 | 2 | 2 | 2 | 5 | 2 | 5 | 2 | 5 | 2 | 5 | 2 |
| SEMINAR IN SPEECH AND LANGUAGE THERAPY I | 4 | 4 | 4 | 5 | 3 | 5 | 5 | 4 | 5 | 5 | 3 | 5 |
| SEMINAR IN SPEECH AND LANGUAGE THERAPY II | 4 | 4 | 4 | 5 | 3 | 5 | 5 | 4 | 5 | 5 | 3 | 5 |
| SPEECH AND LANGUAGE THERAPY IN AUTISM SPECTRUM DISORDER | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 |
| SPEECH AND LANGUAGE THERAPY IN SPECIFIC LEARNING DISORDERS | 3 | 3 | 3 | 3 | 3 | 4 | 5 | 3 | 3 | 4 | 5 | 3 |
| SPEECH LANGUAGE SCIENCE AND MUSIC RESEARCH | 2 | 2 | 2 | 5 | 2 | 5 | 5 | 2 | 2 | 5 | 2 | 2 |
| İlişkili Ders Sayısı / 25/44 | 98 | 98 | 95 | 81 | 86 | 88 | 91 | 96 | 83 | 115 | 80 | 86 |