| Key Learning Outcomes | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | 40 | 41 |
| Research Methods in Education | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
| Academic ve Social Life | 1 | 0 | 0 | 3 | 2 | 0 | 3 | 2 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 1 | 2 | 2 | 1 | 2 | 1 | 0 | 2 | 2 | 2 | 1 | 0 | 1 | 2 | 1 | 0 | 0 | 2 | 2 | 3 | 1 |
| Effective Communication Skills | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 0 | 0 | 0 | 3 | 3 | 3 | 3 | 3 | 3 | 1 | 3 | 3 | 3 | 0 | 3 | 0 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 |
| English I | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
| English II | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
| Volunteer Work | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 |
| Applied Behavior Management in Autism Spectrum Disorder | 2 | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | 3 | 2 | 2 | 2 | 3 | 1 | 1 | 1 | 3 | 3 | 3 | 0 | 1 | 2 | 2 | 3 | 2 | 2 | 2 | 3 | 1 |
| Teaching Applied Social and Com. Skills in Autism Spec. Dis. | 2 | 3 | 2 | 2 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 2 | 3 | 3 | 3 | 2 | 3 | 3 | 2 | 2 | 2 | 1 | 2 | 2 | 1 | 2 | 2 | 3 | 3 | 2 | 0 | 1 | 3 | 1 | 3 | 1 | 3 | 1 | 3 | 3 |
| Introduction to Special Education | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 1 | 3 | 3 | 2 | 2 | 2 | 2 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 1 | 1 | 2 | 1 | 1 | 1 | 0 | 2 | 2 | 1 | 1 | 1 | 3 | 3 | 3 | 0 |
| Psychology Approaches and Individual Differences | 2 | 1 | 2 | 1 | 1 | 0 | 2 | 1 | 1 | 1 | 1 | 1 | 2 | 1 | 1 | 0 | 1 | 1 | 1 | 1 | 1 | 2 | 2 | 1 | 2 | 0 | 1 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 1 | 2 | 1 | 1 | 3 |
| Education of Individuals with Special Needs | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
| Pre-Learning Skills | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
| Applied Behavior Analysis | 2 | 3 | 2 | 0 | 2 | 3 | 3 | 3 | 3 | 3 | 3 | 1 | 3 | 3 | 2 | 3 | 2 | 2 | 3 | 3 | 3 | 2 | 3 | 2 | 2 | 0 | 0 | 1 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 1 |
| Early Childhood Special Education | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 2 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 1 | 3 | 3 | 3 | 3 | 3 | 0 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 |
| Educational and Behavioral Evaluation | 0 | 2 | 2 | 0 | 1 | 3 | 2 | 3 | 1 | 2 | 0 | 0 | 0 | 0 | 3 | 3 | 2 | 2 | 2 | 2 | 3 | 3 | 2 | 3 | 3 | 0 | 0 | 2 | 0 | 2 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 2 | 0 | 2 |
| Language Development | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 |
| Relationship-focused Approach | 3 | 3 | 2 | 3 | 2 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 1 | 2 | 2 | 3 | 3 | 3 | 2 | 2 | 2 | 2 | 2 | 3 | 1 | 1 | 1 | 1 | 2 | 2 | 0 | 2 | 2 | 1 | 1 | 0 | 3 | 2 | 2 | 2 |
| Inclusive Education Practices | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 1 | 1 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 |
| Effective Teaching in Special Education | 3 | 3 | 2 | 2 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 3 | 2 | 2 | 3 | 2 | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 0 | 0 | 0 | 2 | 3 | 3 | 3 | 2 | 2 | 2 | 2 | 2 |
| Individualized Education Programs | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
| Supporting Communication Skills | 3 | 3 | 3 | 3 | 1 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | 1 | 2 | 3 | 3 | 2 | 2 | 2 | 3 | 2 | 0 | 0 | 2 | 1 | 1 | 1 | 0 | 2 | 0 | 0 | 0 | 0 | 1 | 1 | 2 | 1 |
| Teaching Independent Living Skills | 1 | 3 | 2 | 2 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 1 | 2 | 3 | 2 | 2 | 1 | 2 | 3 | 3 | 3 | 3 | 1 | 3 | 3 | 1 | 2 | 1 | 1 | 2 | 1 | 0 | 1 | 3 | 1 | 0 | 0 | 2 | 2 | 3 | 3 |
| Reading-Writing with Braille | 3 | 3 | 3 | 3 | 2 | 2 | 3 | 3 | 2 | 2 | 3 | 2 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | 2 | 3 | 1 | 2 | 2 | 3 | 0 | 3 | 1 | 2 | 3 | 2 | 0 | 0 | 1 | 2 | 2 | 1 | 3 | 3 | 3 | 2 |
| Visual Arts and Hand Skills Teaching | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
| Assesment and Education on Visual Impairment | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 1 | 2 | 3 | 2 | 2 | 1 | 3 | 2 | 2 | 3 | 2 | 1 | 2 | 3 | 0 | 2 | 1 | 1 | 2 | 1 | 0 | 2 | 2 | 2 | 1 | 0 | 3 | 3 | 3 | 3 |
| The Nature of Hearing and Hearing Assistive Technologies | 0 | 2 | 2 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| Education Models For Gifted Students | 2 | 3 | 2 | 0 | 0 | 2 | 2 | 3 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 2 | 2 | 2 | 1 | 3 | 0 | 0 | 0 | 2 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 0 |
| Reading-Writing Instruction | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 1 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 |
| Teaching Mathematics | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 3 | 3 | 2 | 1 | 2 | 3 | 2 | 1 | 2 | 2 | 2 | 2 | 2 | 2 | 1 | 0 | 1 | 1 | 2 | 1 | 0 | 0 | 0 | 0 | 1 | 1 | 1 | 0 | 1 | 0 | 1 | 1 |
| Life Science, Social Studies and Science Teaching | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 3 | 0 | 2 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 |
| Developing Literacy Skills | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 1 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 |
| Developing Social Competencies | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 1 | 1 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 |
| Family and Environment Education | 1 | 3 | 3 | 1 | 3 | 2 | 2 | 3 | 1 | 1 | 0 | 0 | 2 | 1 | 0 | 0 | 0 | 1 | 0 | 2 | 3 | 1 | 1 | 3 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 3 | 2 | 0 | 0 |
| Technology-Assisted Teaching | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 0 | 2 | 3 | 2 | 2 | 2 | 3 | 2 | 3 | 3 | 3 | 3 | 1 | 3 | 0 | 1 | 2 | 1 | 1 | 1 | 1 | 2 | 2 | 1 | 3 | 3 | 3 | 3 |
| Play and Song Teaching | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
| Orientation and Mobility | 3 | 2 | 3 | 2 | 3 | 2 | 3 | 3 | 2 | 2 | 2 | 2 | 3 | 3 | 2 | 2 | 3 | 2 | 3 | 2 | 2 | 1 | 3 | 2 | 3 | 0 | 2 | 0 | 1 | 1 | 2 | 0 | 0 | 2 | 1 | 3 | 2 | 3 | 3 | 3 | 2 |
| Physical Education and Sport in Special Education | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
| Naturalistic Interventions | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
| Errorless Teaching Methods | 0 | 3 | 3 | 1 | 1 | 3 | 3 | 3 | 2 | 3 | 3 | 2 | 3 | 3 | 2 | 3 | 1 | 1 | 2 | 3 | 2 | 2 | 2 | 2 | 2 | 0 | 0 | 2 | 2 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 1 | 3 | 3 |
| Early Literacy Skills | 3 | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 0 | 3 | 3 | 0 | 0 | 3 | 0 | 0 | 0 | 0 | 0 | 3 | 3 | 3 | 3 | 3 | 0 | 0 | 0 | 0 | 1 | 0 | 2 | 0 | 3 | 1 | 0 | 0 | 0 | 0 | 0 | 1 | 1 |
| Adults with Special Needs | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
| Teaching Safety Skills to Individuals with Developmental Dis | 2 | 3 | 2 | 1 | 2 | 3 | 3 | 3 | 2 | 3 | 3 | 1 | 2 | 3 | 2 | 1 | 3 | 3 | 3 | 2 | 2 | 2 | 1 | 3 | 2 | 1 | 1 | 1 | 2 | 1 | 3 | 0 | 2 | 3 | 1 | 3 | 1 | 1 | 1 | 3 | 2 |
| Teaching Adaptations for Individuals with Special Needs | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
| Critical Thinking Education | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | 3 | 2 | 2 | 2 | 3 | 3 | 3 | 3 | 0 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 0 | 0 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 |
| Material Development in the field of Visual Impairment | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
| Social, Emotional, and Academic Development of Gifted Indivi | 2 | 2 | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 2 | 2 | 1 | 1 | 1 | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 |
| Communication Approaches in Children with Hearing Loss | 3 | 3 | 2 | 1 | 3 | 1 | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 2 | 2 | 2 | 1 | 3 | 2 | 2 | 1 | 1 | 2 | 2 | 1 | 1 | 0 | 1 | 2 | 1 | 0 | 0 | 1 | 1 | 1 | 1 | 2 | 1 | 2 | 2 |
| Creative Thinking Education | 0 | 0 | 0 | 3 | 0 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 3 | 1 | 0 | 0 | 0 | 3 | 0 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 3 | 3 |
| Professional Ethics | 1 | 2 | 2 | 1 | 3 | 1 | 2 | 1 | 1 | 1 | 1 | 1 | 2 | 0 | 1 | 0 | 3 | 3 | 1 | 2 | 2 | 2 | 2 | 1 | 3 | 0 | 2 | 3 | 1 | 1 | 2 | 0 | 0 | 0 | 0 | 2 | 2 | 3 | 2 | 3 | 3 |
| Teaching Practice I | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 |
| Teaching Practice II | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
| Special Education Instructional Technology and Material Desi | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 |
| Special Education Policies and Legislative Regulations | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
| Adolescence and Sexual Education | 1 | 2 | 2 | 2 | 2 | 1 | 2 | 2 | 1 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 1 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 0 | 2 | 1 | 1 | 1 | 0 | 0 | 0 | 1 | 2 | 2 | 0 | 1 | 1 | 1 | 1 |
| Early Intervention Programs | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 |
| Behavioral Interventions for Developmental Disabilities | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
| Teaching Vocational and Job Skills | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 2 | 1 | 1 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 3 | 3 | 3 | 2 | 2 | 3 | 2 |
| Twice Exceptionality | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
| Alternative and Supportive Communication Methods | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
| Individuals with Intellectual Disabilities: From Diagnosis t | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
| Individuals with Multiple Disabilities and Their Education | 1 | 3 | 3 | 3 | 2 | 3 | 3 | 2 | 0 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 0 | 3 | 2 | 2 | 2 | 2 | 0 | 2 | 3 | 1 | 2 | 0 | 3 | 3 | 3 | 2 |
| Special Education Counseling and Collaboration | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
| Single Subject Research Methods | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
| Identification of Gifted Students | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 1 | 0 | 0 | 0 | 3 | 0 | 3 | 3 | 0 | 3 | 3 | 3 | 3 | 3 | 3 | 0 | 3 | 2 | 3 | 3 | 3 | 0 | 1 | 1 | 0 | 0 | 0 | 3 | 3 | 3 | 2 |
| Curriculum Differentiation for Gifted Students | 1 | 3 | 3 | 2 | 2 | 3 | 3 | 3 | 2 | 3 | 3 | 0 | 2 | 3 | 3 | 2 | 1 | 2 | 3 | 0 | 1 | 0 | 1 | 1 | 0 | 0 | 1 | 1 | 2 | 1 | 2 | 0 | 1 | 0 | 1 | 1 | 0 | 2 | 0 | 2 | 1 |
| Introduction to Educational Science | 2 | 3 | 3 | 2 | 3 | 3 | 3 | 2 | 2 | 2 | 3 | 1 | 3 | 0 | 2 | 2 | 1 | 1 | 0 | 2 | 3 | 3 | 3 | 3 | 3 | 1 | 2 | 2 | 2 | 2 | 1 | 1 | 1 | 3 | 3 | 2 | 2 | 3 | 3 | 3 | 3 |
| Educational Psychology | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
| Teaching Principles and Methods | 2 | 3 | 1 | 1 | 2 | 3 | 3 | 2 | 1 | 3 | 3 | 2 | 3 | 2 | 2 | 3 | 1 | 2 | 3 | 1 | 1 | 1 | 1 | 2 | 2 | 1 | 1 | 1 | 1 | 2 | 2 | 1 | 1 | 3 | 1 | 1 | 1 | 3 | 3 | 3 | 2 |
| Instructional Technologies and Material Design | 2 | 3 | 2 | 2 | 2 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | 2 | 2 | 3 | 3 | 3 | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 2 | 3 | 3 |
| Attention Deficit Hyperactivity Disorder and Interventions | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
| Education Management | 2 | 3 | 1 | 1 | 3 | 1 | 3 | 2 | 2 | 1 | 3 | 3 | 2 | 0 | 1 | 2 | 3 | 3 | 1 | 3 | 1 | 1 | 3 | 1 | 3 | 1 | 3 | 2 | 2 | 1 | 2 | 0 | 1 | 2 | 3 | 3 | 2 | 3 | 3 | 2 | 1 |
| Curriculum Development | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
| Measurement and Evaluation in Education | 0 | 1 | 3 | 1 | 0 | 3 | 0 | 1 | 2 | 0 | 0 | 0 | 0 | 0 | 2 | 1 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 |
| Classroom Management | 2 | 2 | 1 | 1 | 3 | 1 | 2 | 1 | 1 | 2 | 1 | 0 | 2 | 1 | 0 | 2 | 0 | 0 | 0 | 1 | 1 | 2 | 3 | 1 | 2 | 0 | 2 | 0 | 1 | 1 | 0 | 0 | 1 | 2 | 1 | 0 | 2 | 3 | 3 | 1 | 2 |
| Advanced Technologies in Education | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
| Guidance in School | 2 | 2 | 2 | 1 | 1 | 0 | 3 | 3 | 1 | 2 | 1 | 2 | 2 | 1 | 2 | 1 | 1 | 2 | 1 | 2 | 2 | 2 | 1 | 2 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 0 | 0 | 2 | 1 | 2 | 1 | 2 | 1 | 1 | 2 |
| Lifelong Learning | 0 | 0 | 2 | 1 | 1 | 0 | 0 | 1 | 1 | 1 | 0 | 0 | 0 | 1 | 1 | 1 | 1 | 1 | 1 | 0 | 1 | 1 | 3 | 1 | 1 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 0 | 1 |
| Atatürk's Principles and History of Turkish Revolution I | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
| Atatürk's Principles and History of Turkish Revolution II | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
| Turkish Language I | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
| Turkish Language II | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
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