| Key Learning Outcomes | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 |
| Single Subject Research Methods | | | | | | | | | | | | | | | | |
| Qualitative Research Methods | 2 | 2 | 2 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 1 | 3 | 1 | 3 | 3 |
| Research Methods in Education Sciences | 2 | 3 | 3 | 2 | 3 | 2 | 3 | 2 | 2 | 2 | 1 | 1 | 2 | 1 | 2 | 2 |
| The Lang. /Comm.Theo.in Normal Hear.and Hearing Imp.Children | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 0 |
| Helping Hearing Impaired Children Develop Spoken Language | 2 | 2 | 3 | 2 | 2 | 2 | 3 | 3 | 2 | 3 | 2 | 2 | 3 | 3 | 2 | 2 |
| Develop.of Read.andWriting Skills in Hearing Impaired Child. | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 0 | 3 | 3 | 3 | 3 |
| Audio Logical Management for Hearing Impaired Children | 3 | 3 | 2 | 1 | 2 | 2 | 2 | 1 | 1 | 0 | 0 | 0 | 2 | 0 | 0 | 1 |
| Science Education of Hearing Impaired Children | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 1 | 3 | 3 | 3 | 3 |
| Social Science Education of Hearing Impaired Children | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 1 | 3 | 3 | 3 | 3 |
| Current Trends in Parent Guidance | 3 | 3 | 2 | 2 | 2 | 1 | 1 | 1 | 2 | 2 | 2 | 0 | 0 | 0 | 0 | 2 |
| Developing Assessment Instrument in Special Education | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 |
| Commu.Appro.used in the Educati.of Hearing Impaired Children | 3 | 3 | 3 | 3 | 3 | 2 | 2 | 3 | 3 | 3 | 2 | 0 | 3 | 1 | 3 | 3 |
| Inclusive Practices for Hearing Impaired Children | 2 | 1 | 3 | 2 | 2 | 2 | 2 | 3 | 3 | 2 | 2 | 2 | 2 | 3 | 3 | 3 |
| Teamwork in Inclusive Settings for Stu. with Hea. Imp. | 2 | 1 | 3 | 2 | 2 | 2 | 2 | 3 | 3 | 2 | 2 | 2 | 2 | 3 | 3 | 3 |
| Individualization of Education for Hearing Impaired Children | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 1 | 3 | 3 | 3 | 3 |
| Reading and Writing Skills Assessment of Hea.- Imp. Peo. | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | 3 | 3 |
| Plan. Lang. Sup. Cour. and Edu.Envir.for the Hear.Imp.with D | 3 | 3 | 3 | 3 | 2 | 3 | 2 | 2 | 3 | 3 | 0 | 0 | 2 | 0 | 0 | 0 |
| Practices of Teaching Mathematics to the Hearing-Impaired | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 |
| Teach.Lear.Mod.and Teach.St.to Hear.Hand.Child.I | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 2 | 3 | 3 | 3 | 2 | 3 | 3 | 3 | 3 |
| Teaching-Learning Models and Teaching Strategies for Hearing Impaired Children II | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 2 | 3 | 3 | 3 | 2 | 3 | 3 | 3 | 3 |
| Educational Diagnosis and Evaluation Processes in Hearing Impaired | 3 | 3 | 3 | 2 | 3 | 3 | 3 | 2 | 3 | 3 | 3 | 0 | 1 | 1 | 2 | 3 |
| Instructional Technologies in the Education of the Hearing Impaired | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 1 | 3 | 3 | 3 | 3 |
| Statistical Methods in Special Education | 2 | 2 | 2 | 2 | 3 | 2 | 3 | 2 | 1 | 2 | 2 | 0 | 2 | 1 | 3 | 2 |
| Thesis | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 |
| Thesis | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 |
| Research in Area of Specialization | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 |
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