Learning Outcomes
When answering this question you should consider two things, the purpose of learning outcomes, and how they could unnecessarily exclude.
Part of the Bologna agreement, a learning outcome is a statement of what the learner is expected to know, understand, or be able to do on successful completion of the module or the entire programme.
They should incorporate a suitable action word, capturing a means of demonstrating the acquisition of knowledge, skill, or competency. A learning outcome should also be general, broad, and generic in its expression so as not to be unnecessarily restrictive.
To demonstrate what an inclusive learning outcome should be, here is an example from the Msc in International Management: Articulate the ethical dimensions of international management in both the public and private sectors of society and apply this knowledge effectively in international management and research contexts
If this outcome instead asked on to ‘Orally present’ on ethical dimension it would be unnecessarily restrictive, as it would restrict those who, for any reason, could not give an oral presentation yet could articulate the ethical dimensions by other means, thus proving an understanding.
Is there alignment between learning outcomes and teaching and assessment methods?
If there is proper alignment between these two then the course content should reflect the learning outcomes, the teaching methods should be chosen to achieve outcomes, and assessment should be specifically designed to judge if, and how well, a student has achieved the learning outcomes.
For more information on Learning Outcomes and Inclusive Learning Outcomes, as well as alignment between learning outcomes and teaching and assessment methods follow http://www.tcd.ie/CAPSL/TIC/guidelines/design/outcomes/