| Code |
Name of the Course Unit |
Semester |
In-Class Hours (T+P) |
Credit |
ECTS Credit |
| ETY346 |
VOCATIONAL AND COMMUNITY BASED REHABILITATION |
6 |
4 |
3 |
5 |
GENERAL INFORMATION |
| Language of Instruction : |
Türkçe |
| Level of the Course Unit : |
LİSANS, TYY: + 6.Düzey, EQF-LLL: 6.Düzey, QF-EHEA: 1.Düzey |
| Type of the Course : |
Zorunlu |
| Mode of Delivery of the Course Unit |
- |
| Coordinator of the Course Unit |
Dr.Öğr.Üyesi ÇAĞIL ERTÜRK |
| Instructor(s) of the Course Unit |
Öğr.Gör. HANDE BESNA GÖÇEN |
| Course Prerequisite |
No |
OBJECTIVES AND CONTENTS |
| Objectives of the Course Unit: |
Öğrencilere mesleki rehabilitasyon kavramı ve prensipleri konusunda bilgi ve beceri vermek amaçlanmaktadır. |
| Contents of the Course Unit: |
Öğrenciler bu ders kapsamında özürlü bir bireyin mesleki rehabilitasyon ihtiyacının nasıl değerlendirileceği, yorumlanacağı ve olası kaynakların nasıl kullanılacağı becerisini edinir. Aynı zamanda diğer rehabilitasyon elemanları, işverenler, sigorta şirketleri ve diğer profesyonellerle işbirliği içinde çalışma becerisi elde eder. |
KEY LEARNING OUTCOMES OF THE COURSE UNIT (On successful completion of this course unit, students/learners will or will be able to) |
| Kişilerin mesleki rehabilitasyon ihtiyaçlarını açıklar. 6 B (BİLİŞSEL / 6. Düzey - Oluşturma ; Açıklar) |
| Kişilerin veya toplulukların mesleki rehabilitasyon gereksinimlerini karşılayabilecek pratik modelleri seçer, bu modeller modifiye eder ve uygular. 2 D (DUYUŞSAL/ 2. Düzey – Olaylara Yanıt Verme: Uygular) |
| Kişiler ve organizasyonlarla işbirliği içinde çalışabilme becerisi gösterir. 2 P (PSİKOMOTOR / 2. Düzey - Durum ; Gösterir) |
| Çalışma kapasitesini değerlendirmeyi, tedavi edici mesleki rehabilitasyon değerlendirmesini ve eğitim yaklaşımlarını açıklar. 6 B (BİLİŞSEL / 6. Düzey - Oluşturma ; Açıklar) |
| İş yeri ergonomik analizini açıklar. 6 B (BİLİŞSEL / 6. Düzey - Oluşturma ; Açıklar) |
WEEKLY COURSE CONTENTS AND STUDY MATERIALS FOR PRELIMINARY & FURTHER STUDY |
| Week |
Preparatory |
Topics(Subjects) |
Method |
| 1 |
Literatür taraması |
Toplum Temelli Rehabilitasyona Giriş |
Anlatım |
| 2 |
Literatür taraması |
Toplum Temelli Rehabilitasyonun Amacı ve Tarihsel Gelişimi |
Anlatım |
| 3 |
Literatür taraması |
Toplum Temelli Uygulamalarda Kullanılan Modeller |
Anlatım |
| 4 |
Literatür taraması |
Toplum Sağlığı İle İlişkili Teori ve Modeller |
Anlatım |
| 5 |
Literatür taraması |
Toplum Temelli Uygulama Toplum Merkezli Uygulama, Ergoterapide Program Geliştirme |
Anlatım |
| 6 |
Literatür taraması |
Toplum Temelli Ergoterapi Uygulamaları |
Anlatım |
| 7 |
Literatür taraması |
Madde Kullanım Bozuklukları, Toplum Temelli Erken Müdahale Programları |
Anlatım |
| 8 |
- |
ARA SINAV |
- |
| 9 |
Literatür taraması |
Görme Engellilerde Rehabilitasyon, Ev ve Çevre Düzenlemeleri |
Anlatım |
| 10 |
Literatür taraması |
Ergoterapistin Mesleki Rehabilitasyondaki Görevleri |
Anlatım |
| 11 |
Literatür taraması |
Mesleki Rehabilitasyonda Modeller ve Terapötik İlişkilendirme |
Anlatım |
| 12 |
Literatür taraması |
Mesleki Rehabilitasyon Süreci (Değerlendirme, Eğitim, İşe yerleştirme ve Takip) |
Anlatım |
| 13 |
Literatür taraması |
Mesleki Rehabilitasyon Ekibi, Üyelerin Ekipteki Görevleri, İntedisipliner Takım Çalışmasının Önemi |
Anlatım |
| 14 |
Literatür taraması |
Engelli Kişilerin Çalışma Hayatını Destekleyen Kuruluşlar, Kanun ve Yönetmelikler |
Anlatım |
| 15 |
Literatür taraması |
Engelli Bireyin Mesleki Rehabilitasyon Eğitimi |
Anlatım |
| 16 |
- |
FİNAL |
- |
| 17 |
- |
FİNAL |
- |
SOURCE MATERIALS & RECOMMENDED READING |
| Kronenberg, F., Algado, S.S., Pollard, N. Occupational Therapy Without Borders Learning From The Spirit Of The Survıvors. Elsevier-Churchill Livingstone,London,2004. 2- Scaffa, M.E.Occupational Therapy in Community-Based Practice Settings. F.A.Davis Company, Philadelphia,2001 |
| Kronenberg, F., Algado, S.S., Pollard, N. Occupational Therapy Without Borders Learning From The Spirit Of The Survıvors. Elsevier-Churchill Livingstone,London,2004. 2- Scaffa, M.E.Occupational Therapy in Community-Based Practice Settings. F.A.Davis Company, Philadelphia,2001 |
ASSESSMENT |
| Assessment & Grading of In-Term Activities |
Number of Activities |
Degree of Contribution (%) |
Description |
| Level of Contribution |
| 0 |
1 |
2 |
3 |
4 |
5 |
CONTRIBUTION OF THE COURSE UNIT TO THE PROGRAMME LEARNING OUTCOMES
KNOWLEDGE |
Theoretical |
|
Programme Learning Outcomes |
Level of Contribution |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
He fulfills all roles required by his professional performance, integrates the entire occupational therapy process, carries out his own practices using the information on theoretical and practical occupational therapy in his field. He actively participates in the development, advancement, and promotion of occupational therapy.
|
|
1 |
|
|
|
|
KNOWLEDGE |
Factual |
|
Programme Learning Outcomes |
Level of Contribution |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
He explains the basic facts, principles, processes in the subfields of occupational therapy and the methods in the field of application makes advanced analyses and evaluations.
|
|
1 |
|
|
|
|
| 2 |
He uses the advanced knowledge he acquires to protect the community's health.
|
|
1 |
|
|
|
|
SKILLS |
Cognitive |
|
Programme Learning Outcomes |
Level of Contribution |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
He studies, picks, analyzes and synthesizes theories and application models in the occupational therapy field that are supported by scientific publications and resources, with the purpose of carrying out the activities and vital roles of people and communities and determining health care needs, and plans the response.
|
|
|
2 |
|
|
|
SKILLS |
Practical |
|
Programme Learning Outcomes |
Level of Contribution |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
He analyzes biological, medical, psychological, sociological and technological information within the scope of occupational therapy, synthesizes this information with information from theories about activity and participation, determines and analyzes the person's resources and constraints. Using this information, research and evidence-based solution proposals can be developed.
|
|
|
2 |
|
|
|
OCCUPATIONAL |
Autonomy & Responsibility |
|
Programme Learning Outcomes |
Level of Contribution |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
By critically interpreting activity and participation constraints, he chooses a professional and independent role for himself (e.g. treatment, counseling) and works in a people-centric manner by using prevention, rehabilitation, and treatment activities.
|
|
1 |
|
|
|
|
OCCUPATIONAL |
Learning to Learn |
|
Programme Learning Outcomes |
Level of Contribution |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
He determines the need for research on topics associated with occupational therapy practices and/or occupational therapy science, prepares related research questions, conducts independent research, and carries on lifelong learning.
|
|
1 |
|
|
|
|
OCCUPATIONAL |
Communication & Social |
|
Programme Learning Outcomes |
Level of Contribution |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
By establishing close cooperation with the people and community, he carries out occupational therapy intervention, and works to improve community involvement by creating accessible and adaptable environments.
|
|
1 |
|
|
|
|
| 2 |
He works with those receiving services and providing care, with the team members, and other stakeholders in a cooperative and interdisciplinary manner to ensure roles and participation.
|
|
1 |
|
|
|
|
| 3 |
He has a computer license and foreign language proficiency adequate for use in Europe.
|
0 |
|
|
|
|
|
OCCUPATIONAL |
Occupational and/or Vocational |
|
Programme Learning Outcomes |
Level of Contribution |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
He considers and respects personal differences, cultural beliefs, customs, and traditions and takes into account and respects their effect on participation in roles and activities. He combines these with scientific, cultural and ethical values.
|
|
|
2 |
|
|
|
| 2 |
He explains a person's daily life, production, and leisure time activities and his nature regarding his duties, and explains the connection between his performance regarding these and the connection between activities and health and wellbeing.
|
|
|
2 |
|
|
|
| 3 |
He acknowledges his own responsibility in the intervention he carries out and does so according to the principles of management and quality. He takes part in the process of quality development in occupational therapy and returns information to stakeholders.
|
|
1 |
|
|
|
|
WORKLOAD & ECTS CREDITS OF THE COURSE UNIT |
Workload for Learning & Teaching Activities |
| Type of the Learning Activites |
Learning Activities (# of week) |
Duration (hours, h) |
Workload (h) |
| Ders |
14 |
4 |
56 |
| Derse Ön Hazırlık ve Ders Sonrası Pekiştirme |
14 |
2 |
28 |
| Arazi Çalışması |
0 |
0 |
0 |
| Grup Çalışması / Ödevi |
0 |
0 |
0 |
| Laboratuvar |
0 |
0 |
0 |
| Okuma |
0 |
0 |
0 |
| Ödev |
0 |
0 |
0 |
| Proje Hazırlama |
0 |
0 |
0 |
| Seminer |
0 |
0 |
0 |
| Staj |
0 |
0 |
0 |
| Teknik Gezi |
0 |
0 |
0 |
| Web Tab. Öğrenme |
0 |
0 |
0 |
| Uygulama |
0 |
0 |
0 |
| Yerinde Uygulama |
0 |
0 |
0 |
| Mesleki Faaliyet |
0 |
0 |
0 |
| Sosyal Faaliyet |
0 |
0 |
0 |
| Tez Hazırlama |
0 |
0 |
0 |
| Alan Çalışması |
0 |
0 |
0 |
| Rapor Yazma |
0 |
0 |
0 |
| Final Sınavı |
1 |
1 |
1 |
| Final Sınavı Hazırlığı |
14 |
2 |
28 |
| Ara Sınav |
1 |
1 |
1 |
| Ara Sınav Hazırlığı |
7 |
2 |
14 |
| Kısa Sınav |
0 |
0 |
0 |
| Kısa Sınav Hazırlığı |
0 |
0 |
0 |
| TOPLAM |
51 |
0 |
128 |
|
Total Workload of the Course Unit |
128 |
|
|
Workload (h) / 25.5 |
5 |
|
|
ECTS Credits allocated for the Course Unit |
5,0 |
|