Akademik Dersler - Öğrenme Çıktıları ile Program Yeterlilik İlişkisi

Last Updated: 07/10/2026

0 : Does not support 1 : Low-level support 2 : Mid-level support 3 : Top level support

Learning Outcomes		Program Qualifications
		PY1	PY2	PY3	PY4	PY5	PY6	PY7	PY8	PY9	PY10	PY11	PY12	PY13	PY14	PY15	PY16	PY17	PY18	PY19	PY20	PY21	PY22	PY23	PY24	PY25	PY26	PY27	PY28	PY29	PY30	PY31	PY32	PY33
LO-1	1. Explain the fundamental characteristics of inclusive education.\na. Explains the basic concepts related to inclusive education.\nb. Explains the aims and fundamental principles of inclusive education.\nc. Justifies the importance and necessity of inclusive education.\nd. Explains the key components of inclusive education.\ne. Explains the relationship between inclusive education and equity, participation, belonging, and respect for diversity.	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-
LO-2	2. Explain the basic concepts related to inclusive language teaching and second/foreign language teaching.\na. Explains the basic concepts related to language, second language, foreign language, first language, and multilingualism.\nb. Explains the aims, scope, and fundamental principles of inclusive language teaching.\nc. Explains the relationship between inclusive language teaching and general approaches to language teaching.\nd. Explains the basic characteristics and requirements of teaching Turkish to children as a second/foreign language.	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-
LO-3	3. Analyze how students’ linguistic, cultural, social, and individual differences are reflected in the language teaching process.\na. Analyzes the effects of students’ linguistic and cultural characteristics on the language learning process.\nb. Identifies students’ differing levels of language proficiency and learning needs.\nc. Explains the importance of learner identity, culture, participation, and belonging in language teaching.\nd. Analyzes situations such as exclusion, prejudice, labeling, and low expectations that may arise in the language teaching process.\ne. Identifies inclusive forms of support and adaptation in response to diverse student needs.	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-
LO-4	4. Explain the teaching and assessment processes of language skills in inclusive language teaching and identify appropriate instructional approaches.\na. Explains appropriate approaches to teaching listening skills by taking diverse student needs into account.\nb. Explains appropriate approaches to teaching reading skills by taking diverse student needs into account.\nc. Explains appropriate approaches to teaching speaking skills by taking diverse student needs into account.\nd. Explains appropriate approaches to teaching writing skills by taking diverse student needs into account.\ne. Identifies approaches to grammar teaching that are consistent with the principles of inclusive instruction.\nf. Explains the importance of cultural diversity in language teaching and identifies ways of incorporating cultural elements into instruction in an inclusive manner.\ng. Explains assessment approaches that take students’ differing levels of language proficiency and learning needs into account.	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-
LO-5	5. Plan, implement, and evaluate instructional activities appropriate for inclusive language teaching.\na. Designs inclusive language teaching activities that take students’ linguistic, cultural, and individual differences into account.\nb. Uses instructional methods, techniques, materials, and forms of support that promote the participation of all students.\nc. Implements the inclusive language teaching activities they have designed.\nd. Evaluates the implemented activities in terms of inclusivity, student participation, and responsiveness to learning needs.\ne. Revises instructional activities in accordance with diverse student needs based on the results of the evaluation.	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-	-