BİLSEM'ler üstün ve özel yetenekli çocuklara eğitim vermesi bakımından eğitim-öğretim müfredatında diğer okullara nazaran daha özgür bırakılmışlardır. Bu özgürlük bireysel yetenekleri ön plana çıkarma bakımından katkı sağlasa da uygulama farklılıklarını da beraberinde getirmektedir. BİLSEM'lerde verilen anadili eğitiminin öğrencinin hazırbulunuşluk seviyesine uygunluğunun tespit edilerek yapılması gerekliliği her alanda olduğu gibi önemlidir. Bunun tespit edilmesi için ölçek, gözlem vb. kullanılan yöntemler bile BİLSEM'den BİLSEM'e farklılık göstermektedir. Her ne kadar eğitim ve öğretim bireyselleştirilmiş olsa da fiziki imkânlar bakımından bireysel eğitim programına giden öğrencilerin çoğu bireysel olarak değil aynı süre içerisinde grup olarak eğitim almak durumunda kalmaktadırlar. Bu bağlamda, bireysel eğitim programında bulunan öğrencilerin dil eğitimi bakımından hazırbulunuşluk seviyelerini ortaya koymak, ilgi duydukları alanlara uygun program hazırlamak, buna ilişkin materyaller geliştirmek için bireysel farklılıkları göz ardı etmeyecek bir çatı oluşturmak gereksinimi doğmuştur. Bu bakımdan BİLSEM'lerde görev yapan Türkçe ve edebiyat öğretmenleri ile görüşmeler yapılarak uygulamadaki mevcut durum ve olması gereken durumun ortaya konulması bu çalışmanın kapsamındadır. Çalışmada görüşlerine başvurulacak öğretmenlerin farklı okullarda görev yapıyor olmalarına dikkat edilmiştir. Görüşmeler sonucunda elde edilen veriler BİLSEM okullarında henüz ortak programlar ve uygulamalar oluşturulamadığı, eğitim öğretim sürecinin öğretmen faktörüne göre değişkenlik gösterdiği ve standart ölçeklerin geliştirilemediğidir. BİLSEM'ler için daha çok akademik çalışmanın yapılması ve yeni önerilerin geliştirilmesi gerektiği belirlenmiştir

Science and Art Centers (BİLSEM) are more liberal in education curriculum than other schools in terms of providing education to superior and special talented children. While this flexibility contributes to bring individual talents to the forefront, but it also brings with the differences of the applications. It is important to determine whether the mother tongue education given in the BİLSEMs is suitable for the level of readiness of the student. Even the methods used to detect this are different in every BİLSEM such as scale, observation etc. Although education and training are individualized, most of the students who go to the individual training program in terms of physical possibilities have to be trained as a group, not individually. In this context, it has become necessary to establish a framework that will ensure that the students in the individual education program do not ignore the individual differences in order to develop readiness levels in terms of language education, to prepare appropriate programs for the areas they are interested in, and to develop relevant materials. In this respect, it is within the scope of this work to interview the teachers of Turkish and literature who work in BİLSEM and present the current situation and the necessary situation in practice. Attention has been paid to the fact that the teachers to be consulted in the study are working in different schools. It has been determined that there are no common programs and applications yet and the educational period varies according to the teacher factor and standard scales were not developed according to the results of the interviews. For BILSEMs, more academic work and new proposals need to be developed 1. Introduction Research and current issues in Turkish teaching programs, books, academic environments, teaching methods, tools, from the Turkish Central test system of the education-related institutions, employment policies, teachers/faculty and students have been found to have originated (Alyılmaz, 2010:743). In our country, yet a new dimension of education of gifted student who is we don't have enough historical accumulation. This is the initial stage of the studies yet. In this context, the emergence of problems and solutions in the production of course it will take time. In this study, gifted students BİLSEM Turkish lessons in training applications. 2. Method 2.1. Research Model Relevant national and international sources document scanning method with the data collected. Approach to qualitative research interview method used in the study. In order to answer interviewers ' questions, interviewing, interpretation and often face to face is a way subjects provided that due care (Tavukçuoğlu, 2002). Interview form contrasted with data sourced from content analysis technique. Qualitative research method of semi-structured interviews were carried out based on the approach. In this study, the analysis of the content of the data analysis. Cohen, Manion and Morrison (2007) analysis of the content; comparison of regulation, classification of texts, and texts from the theoretical results is a research technique that consists of the removal of her discovery. Interview, recommended as a research technique that will allow data at a depth of. As a research technique interview, researcher at the subject of the research area with people is a form of verbal communication between controlled and purposes (Cohen and Manion, 1994:27). 2.2. Working Group In this study, Turkey Turkish Science Art Centers in 10 men who served and is limited to literature teacher. Participants to participate in the survey on a voluntary basis, volunteer language arts teacher. 2.3. Improving Data Collection Tool Interviewed by investigators preparing the questions examined in the relevant field studies. Prior to working group meetings held outside of 2 teachers "BİLSEM’s the individual training in the curriculum in language arts what are your thoughts about the work?" question was asked to the detail and directed at the given answers basic subjects parsed and interview questions was created in the designated topic. The resulting data and taking into account the work of property 11-question interview questions. The validity of the questions prepared interview form scope and application in terms of the duration of the level Turkish presented two expert opinion in the field of Education. Simple, clear, and preparing questions make sure appropriate literature. The experts may cause some questions again as a result of the opinions of the four questions interview form. Same again for the interview forms prepared expert opinions have been received and given recent interview form. Thus researchers by semi-structured interview form for 7 essential questions and key questions. Key questions to open the person's answers to the researcher and refinement. (Türnüklü, 2000). Before start to run the application, the principal of the conversation will be discussed and with similar properties to the people person, interview questions whether it is clear and understandable and that must be reserved for a meeting time. The result of the preliminary talks for 30 minutes it has been determined that the conversation just change. Depending on the flow of the conversation, people were asked to open their responses. The same word with the same question to every person involved in the investigation and has been noted in the same way as prompting. 2.4. Data Collection and Analysis In the collection of the data suggests that the current situation on behalf of the similarities and differences of practice reflect this in different schools as teachers are participants. Different types of schools in the provinces in question due to the fact that since all teachers an opportunity to meet face to face with some of the teachers but talks via the internet to the palaces. Face to face interviews were taken later to the sound recording all conversations have been deciphered as a separate written document. Written texts are read by researchers for the purpose of the study grouped and thread interpreted the answers to the net deal instantiated. Interview form questions are as follows: 1. The physical environment can handle Individual one-to-one lessons with your students? The opportunity to take care of one by one all the time? 2. Individual pupils to measure the level of discovery ready, what are you doing? How do you know barrier? You are implementing a test? 3. Individual pupils have a plan that includes the gains throughout the year? 4. In the year in which you receive the feedback at regular intervals? How do you get? In what way? 5. According to what your field capable of Individual students, special do you decide? For example, if you want to write a poem to write fairy tales she's talented what do you decide? 6. How do the work of evaluation of individual students can find the opportunity to field? Book printing, exhibition, submitting ... 7. What you'd think that applications like in BİLSEM? 4. Conclusion BİLSEM, the result of the meeting held in terms of individualized instruction that should be applied to the school and the teacher-student is understood according to the number of volatile. Selecting the student's capabilities, outstanding in such an important training program in the education of the gifted physical follow-up such as lack of reasons or circumstances, teachers cannot be considered due to the glitch. Measurement of students in schools concerned even about applications of prepared by teachers, have been reported. These differences are in the determining of the ready discovery student's education will reflect all program. Valid and reliable, the nature of scientific discovery, identifying the need to ready. The student will be given the errors in the field, students of the issues to be determined in a healthy manner selection of ready to is based on the introduction to occur in a healthy manner. Student postings or during discovery from the teacher of teachers in determining BİLSEM seen to the these differences and the status of continuing education and development of students. In addition, individual teachers, showing students ' acquisition plans although it is this plan on the basis of the differences demonstrated the teacher or school. Current application, each in accordance with its own teacher efficacy and competence constitute their own plans itself. However, there are differences in the individual teachers, such as students and the lack of a framework program plans to shape according to different teachers. This is according to the plan, rather than according to the teacher to the student plans gives rise to the formation. BİLSEM, the student postings or change of teachers is obvious to grow that question.Similarly when and how feedback is received fully in the schools in question about teacher's perspective and differ according to the preferences. Individual diversity of student feedback to the forefront of it may seem good in terms of teacher diversity be taken also in the forefront. Teacher education and training process a feedback planning affects all. BİLSEM in terms of the quality of the international students in the cultivation of the students it should be considered that it is the teacher's individual it again. Validity and reliability study of a non-feedback system, it becomes difficult to determine student gains and needs too. Special ability of the students to decide whether the area is concerned set out in the criteria and sufficient because it does not have the scale, applications developed for the most part the teacher assessment and based on observation. In this case, the result of an incorrect assessment of the teacher or the students due to personal preferences, even though they are enough space in the field may not be selected. Gifted student as BİLSEM between the field selection tends to the tendency of non-scale field is not superior to lose time in the field. Turkish lessons in school applications BİLSEM the most remarkable property of the field work of students heeded by teachers and evaluate. BİLSEM a coordinated cross-and the nation-wide in and connecting the student's specific criteria, it would be important for personal development file. In this way, the student must pass the target line will also be designated. 5. Recommendations Number of teacher-student and school opportunities, participants question the effect of the work on applications. In this context, to improve the quality of education and training of practitioners as teachers already BİLSEM that opinions should be improving situations in, first of all, given the sufficient individualized teaching number of teachers and schools is that more material and moral support. Turkish and literature about the lack of a common framework to your choice of school and teacher program leaves the whole process. Whereas in order to improve the ability to be removed and the approach, methods and techniques; ask students what areas can be expected which gains; What kind of materials and resources to perform the gains could be used in the areas of router is required the preparation of a common framework program. Student-teacher exchange, transplants, etc. to avoid problems in case of field to specify sizing, they were found ready feedback and validation and reliability studies have been made and must be across the country. Implementation is important for coordination in this regard, too. The scope of the academic research and studies schools in question one to share and absolute way applications should be reflected in the creation of a platform of forum wanting results. This platform will be created at the same time individual and school-wide student activities to share every species outside of blogs and can display it must be a public environment products