Anadolu Info Package Anadolu Info Package
  • Info on the Institution
  • Info on Degree Programmes
  • Info for Students
  • TR
About the Programme Academic Staff Program Qualifications Lessons Matrix of Course & Program Qualifications Turkish Qualifications Framework (TQF) TQF & Program Qualifications
  1. Graduate School
  2. Department of Special Education
  3. Master of Arts (MA) in Special Education
  4. Master of Arts (MA) in Education of the Hearing Impaired
  5. Course Structure Diagram with Credits
  6. Teaching-Learning Models and Teaching Strategies to H.H.C.I
  7. Description
  • Description
  • Learning Outcomes
  • ECTS Credit Load
  • Course's Contribution to Program
  • Learning Outcomes & Program Qualifications
Last Updated: 30/09/2026

Code - Course Title Course Type Laboratory + Practice ECTS
İEÖ531 - Teaching-Learning Models and Teaching Strategies to H.H.C.I I. SEMESTER 4 +0 6.0
Language of Instruction Türkçe
Course Type Required Courses
Course Instructor(s) DOÇ. DR. ELİF AKAY
Mode of Delivery The mode of delivery of this course is Face to face
Place of Delivery
Used Educational Platforms
Prerequisites There is no prerequisite or co-requisite for this course.
Courses Recomended There is no recommended optional programme component.
Recommended Resources Ambruster B, Lehr E, Osborn J (2006). Put reading first: The research building blocks for teaching children to read. National Institute for Literacy web-site: http://lincs.ed.gov/publications/pdf/PRFbooklet.pdf. Beaty JJ, Pratt L (2003). Early literacy in preschool and kindergarten. New Jersey: Pearson Education, Inc.Browne A (1996). Developing language and literacy 3-8. London: Paul Chapman Publishing Ltd.Clark M (2007). A practical guide to quality interaction with children who have a hearing loss. Oxfordshire: Plural Publishing, Inc. Coates J, Sutton-Spence R (2001). Turn-taking patterns in deaf conversation. Journal of Sociolinguistics. 5(4): 507–29.Cole EB, Flexer C (2007). Children with hearing loss developing listening and talking. Oxfordshire: Plural Publishing, Inc. Cooper JD (1997). Literacy: Helping children construct meaning (3rd ed.). Boston: Houghton Mifflin Company. Creswell JW (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (2nd ed.). Upper Saddle River, New Jersey: Pearson Education, Inc.Dowaliby FJ (1992). The effects of adjunct questions in prose for deaf and hearing students at different reading levels. American Annals of the Deaf. 137: 338-344.Duncan J (1999). Conversational skills of children with hearing loss and children with normal hearing in an integrated setting. Volta Review. 101(4): 193-211. Fields MV, Groth LA, Spangler KL (2004). Let’s begin reading right (5th ed.). New Jersey: Pearson Education, Inc.Geers AE (2002). Factors affecting the development of speech, language, and literacy in children with early cochlear implantation. American Speech-Language-Hearing Association. 33: 172-183. Girgin Ü (2005). İşitme engelli çocuklarda bireyselleştirilmiş okuma eğitimi [Individualized reading instruction for hearing impaired children]. The Turkish Online Journal of Educational Technology-TOJET. 4(3): 143-150. Girgin Ü (2006). Evaluation of Turkish hearing impaired students’ reading comprehension with the miscue analysis inventory. International Journal of Special Education. 21(3): 68-84. Girgin Ü (2012). Phonic-based sentence method for students with hearing impairment: A case study from Turkey. Saarbrücken: LAP Lambert Academic Publishing.Gürgür H, Girgin Ü, Uzuner Y (2012). İşitme engelli bir öğrenci ile gerçekleştirilen bire bir söyleşilerde öğretmen yeterliliklerinin incelenmesi [The examination of teacher competencies in one-to-one conversations with a hearing impaired student]. Türk Eğitim Bilimleri Dergisi. 10(3): 507-39. Heilman AW, Blair TR, Rupley WH (2002). Principles and practices of teaching reading (10th ed.). New Jersey: Merrill/Prentice Hall. Kargın T, Akçamete G (1991). Bireyselleştirilmiş eğitim programı, işitme engelliler ve okuma [Individualized education program, hearing impaired people and reading]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi. 24(1): 151-160.Kelly LP (2003). Considerations for designing practice for deaf readers. Journal of Deaf Studies and Deaf Education. 8: 171-186.Lertsukprasert K, Cheewareungroj W (2010). Listening and speaking ability of Thai deaf children in preschool aural rehabilitation program. J. Med Assoc Thai. 93(4): 474-80.Llyod J, Lieven E, Arnold P (2001). Oral conversations between hearing-impaired children and their normally hearing peers and teachers. First Language. 21: 83-107.Mahon M (2009). Interactions between a deaf child for whom English is an additional language and his specialist teacher in the first year at school: Combining words and gestures. Clinical Linguistics & Phonetics. 23(8): 611-29.
Work Placement N/A
Aims of the Course

Weeks Learning Outcomes Topics Teaching Methods
Week - 1 Development of language skills of children with hearing loss
Week - 2 Teaching-learning models literature review
Week - 3 Teaching-learning models literature review
Week - 4 Teaching-learning models literature review
Week - 5 Use of materials in instructional applications
Week - 6 Use of materials in instructional applications
Week - 7 Examination of instructional strategies
Week - 8 Examination of instructional strategies
Week - 9 The strengths and waknesses of different assessment methods
Week - 10 Assessment strategies
Week - 11 a general evaluation of the classroom practices
Week - 12 a general evaluation of the classroom practices
Week - 13 a general evaluation of the classroom practices
Week - 14 a general report of the classroom practices

No content has been provided.

No content has been provided.

No content has been provided.


Assessment Method and Passing Requirements
Quamtity Percentage (%)
1.Midterm Exam 1 40
Final Exam 1 60
Toplam (%) 100

Info on the Institution

  • Name and Adress
  • Academic Calendar
  • Academic Authorities
  • General Description
  • List of Programmes Offered
  • General Admission Requirements
  • Recognition of Prior Learning
  • Registration Procedures
  • ECTS Credit Allocation
  • Academic Guidance

Info on Degree Programmes

  • Doctorate Degree / Proficieny in Arts
  • Master's Degree
  • Bachelor's Degree
  • Associate Degree
  • Open&Distance Education

Info for Students

  • Cost of living
  • Accommodation
  • Meals
  • Medical Facilities
  • Facilities for Special Needs Students
  • Insurance
  • Financial Support for Students
  • Student Affairs Office

Info for Students

  • Learning Facilities
  • International Programmes
  • Practical Information for Mobile Students
  • Language courses
  • Internships
  • Sports and Leisure Facilities
  • Student Clubs