| ÖÇ1 | Students can explain the theoretical principles of art education in special education, the Universal Design for Learning approach, and safety–ethics–regulatory dimensions. |
| ÖÇ2 | Students can design a process-oriented art lesson plan aligned with the IEP, considering sensory profile, fine-motor, and communication needs. |
| ÖÇ3 | Students can carry out the selection, adaptation, and safe use of accessible materials and digital art technologies. |
| ÖÇ4 | Students can manage the planning and delivery of culturally responsive art activities based on studio routines and peer collaboration. |
| ÖÇ5 | Students can conduct progress monitoring with rubrics, portfolios, and performance assessments to report findings and refine instruction. |