SENSORY INTEGRATION OF NEWBORN PROGRAMME COURSE DESCRIPTION

Code	Name of the Course Unit	Semester	In-Class Hours (T+P)	Credit	ECTS Credit
ETY316	SENSORY INTEGRATION OF NEWBORN	6	3	3	6

GENERAL INFORMATION
Language of Instruction :	Turkish
Level of the Course Unit :	BACHELOR'S DEGREE, TYY: + 6.Level, EQF-LLL: 6.Level, QF-EHEA: First Cycle
Type of the Course :	Elective
Mode of Delivery of the Course Unit	-
Coordinator of the Course Unit	Assist.Prof. ÇAĞIL ERTÜRK
Instructor(s) of the Course Unit
Course Prerequisite	No

OBJECTIVES AND CONTENTS
Objectives of the Course Unit:	To teach the concept of sensory integrity in premature infants, to evaluate ergotherapy and its interventions in sensory integrity problems
Contents of the Course Unit:	Concepts of sensory integrity in prematurity and intervention methods to improve sensory integrity in different sensory systems

KEY LEARNING OUTCOMES OF THE COURSE UNIT (On successful completion of this course unit, students/learners will or will be able to)
Describe the concept of developing sensory integrity
Newborn assesses sensory integrity problems
It makes interventions to improve sensory integrity and adaptive behavior

WEEKLY COURSE CONTENTS AND STUDY MATERIALS FOR PRELIMINARY & FURTHER STUDY
Week	Preparatory	Topics(Subjects)	Method
1	Related parts of resource	What is sensory integrity?	Presentation
2	Related parts of resource	Indications of sensory integrity impairment	Presentation
3	Related parts of resource	Why are prematurity at increased risk in terms of sensory integrity problems?	Presentation
4	Related parts of resource	Early intervention in sensory disorders	Presentation
5	Related parts of resource	Social-emotional skills, rough motor skills, fine motor skills	Presentation
6	Related parts of resource	Impact of Disorder on Sensory Processing and Learning	Presentation
7	Related parts of resource	Clinical Decision and Diagnosis Process in Infancy and Early Childhood	Presentation
8	-	MID-TERM EXAM	-
9	Related parts of resource	Modulation-Sensory Process Disorders that include patterns of symptoms such as carelessness, overactivity, sensory seeking	Presentation
10	Related parts of resource	Includes patterns of symptoms such as personal absorption, perseveration, and dysfunctional communication Neurodevelopmental disorders of association and communication	Presentation
11	Related parts of resource	Evaluation of sensory integrity problems	Presentation + practice
12	Related parts of resource	Special activities and games for sensory integrative therapy	Presentation
13	Related parts of resource	Interactive disorders including patterns of symptoms such as anxiety and depression	Presentation
14	Related parts of resource	Case studies	Presentation - video based cases
15	Related parts of resource	Discussion	Discussion
16	-	FINAL EXAM	-
17	-	FINAL EXAM	-

SOURCE MATERIALS & RECOMMENDED READING
Britt Collins , Jackie Linder OlsonSensory Parenting, From Newborns to Toddlers: Everything is Easier When Your Child's Senses are Happy, 2010

ASSESSMENT
Assessment & Grading of In-Term Activities	Number of Activities	Degree of Contribution (%)	Description

Level of Contribution
0	1	2	3	4	5

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.					4

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.						5
2	He uses the advanced knowledge he acquires to protect the community's health.					4

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.						5

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.					4

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.						5

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.					4

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.				3
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.						5
3	He has a computer license and foreign language proficiency adequate for use in Europe.		1

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.					4
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.						5
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.						5

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)
Lecture & In-Class Activities	14	4	56
Preliminary & Further Study	14	4	56
Land Surveying	0	0	0
Group Work	0	0	0
Laboratory	0	0	0
Reading	0	0	0
Assignment (Homework)	0	0	0
Project Work	0	0	0
Seminar	0	0	0
Internship	0	0	0
Technical Visit	0	0	0
Web Based Learning	0	0	0
Implementation/Application/Practice	0	0	0
Practice at a workplace	0	0	0
Occupational Activity	0	0	0
Social Activity	0	0	0
Thesis Work	0	0	0
Field Study	0	0	0
Report Writing	0	0	0
Final Exam	1	1	1
Preparation for the Final Exam	1	14	14
Mid-Term Exam	1	1	1
Preparation for the Mid-Term Exam	1	20	20
Short Exam	0	0	0
Preparation for the Short Exam	0	0	0
TOTAL	32	0	148