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OUR LADY OF PERPETUAL SUCCOR COLLEGE

General Ordonez Street, Concepcion Uno, Marikina City


BACHELOR OF ELEMENTARY EDUCATION
Major in Preschool Education
1st Semester, AY 2018-2019
Foundation of Special and Inclusive Education
COURSE SYLLABUS

PHILOSOPHY We believe that…


 every learner has talents and potentials to be developed, dignity and worth to be valued, rights to be respected and responsibilities to be assumed;
 the school provides the environment for equipping individuals with learning skills, technology and life skills for a successful and purposeful life in the 21 st century;
 an educational program which promotes global awareness, financial literacy, world-class entrepreneurship and functional knowledge in economics, business, civics, health and environment will
support global and local development.
VISION We envision OLOPSC College as a premier caring educational institution that contributes to the development of a progressive and peaceful society by empowering its graduates to be of good moral
character, academically excellent, highly competitive responsible stewards of God’s gifts, and globally prepared for the 21 st century.
MISSION OLOPSC College is committed to providing quality, relevant and holistic education by:
 creating an academic environment that stimulates love for learning and provides opportunities for the application of learning in real life ;
 nurturing God-leaving individuals Marian virtues and spirituality;
 instilling love of country, pride in our identity and cultural heritage;
 fostering awareness, behavioral changes and engagement in practices towards sustainable development; and
 equipping learners with 21st century skills.
INSTITUTIONAL 1. The ideal OLOPSC graduate lives the Gospel values and helps build God’s kingdom on earth. He/she is proud and grateful to his/her alma mater, Our Lady of Perpetual Succor College:
OUTCOMES  as a person of good character;
 as a person of academic excellence;
 as a person who is highly competitive;
 as a responsible steward of God’s creations; and
 as a globally prepared individuals for the 21st century.
GRADUATE Graduate Attributes Program Objectives Program Outcomes
OUTCOMES
A graduate of Our Lady of Program Objectives: Program Learning Outcomes: At the end of the program, a student shall be able to:
Perpetual Succor College is 1. represent the ideals of the institution;
envisioned as a person of The program is designed to: 2. set himself as an ambassador of academic excellence and global competitiveness in his field of
good character, of academic concentration;
excellence, highly competitive 1. endow students with knowledge, training and 3. serve dedicatedly the community assigned in his field of specialization;
and a responsible steward of education to be holistically and globally 4. utilize proficient communication skills necessary for instruction as an educator
God’s gifts. competent professional teachers for preschool 5. demonstrate pedagogical approaches to guiding learners toward self-direction and self-regulation;
who are of good moral character, academically 6. practice proficient understanding of the goals, benefits, and uses of assessment utilizing hands-on knowledge
excellent, highly competitive and responsible of systematic observations, documentation, and other effective assessment strategies in a responsible way to
stewards of God’s gifts; positively influence learners’ development;
2. hone educators for preschool to become 7. practice sound decisions that integrate knowledge to experiential lifelong learning;
ambassadors of productive learning in the light of 8. practice ethical guidelines and other professional standards related to early childhood practice;
their concentration abreast with the contemporary 9. acquire understanding of young children’s development and learning in order to create environments that are
pedagogical principles that would develop the full healthy, respectful, supportive, and challenging for all children;
potentials of learners leading to the quest of 10. acquire proficient knowledge, understanding, and appreciation of the importance and complex characteristics
lifelong learning; and of children’s families and communities in order to create respectful, reciprocal relationships that support and
3. produce passionate and committed educators of empower involvement of families to their children’s development and learning;
preschool learners whose virtues and ideals
would inspire learners internalize the values of
humane aspirations.

COURSE INFORMATION
Course Title: Lecture: Laboratory: Credit Units:
FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION 3 units None 3 units

Course Code:
EDUC
Course Description: This course shall deal with philosophies, theories and legal bases of special needs and inclusive education, typical and atypical development of children, learning characteristics of students with special
educational needs (gifted and talented, learners with difficulty seeing, learners with difficulty hearing, learners with difficulty communicating, learners with difficulty walking/moving, learners with difficulty
remembering and focusing, learners with difficulty with self-care) and strategies in teaching and managing these learners in the regular class.
Course Outcome: At the end of the course, a student will be able to:
1. Explain the importance of special education in early childhood education;
2. Construct and give unbiased and highly effective assessments;
3. Interact effectively with the parents and children with developmental delays and with their service providers; and
4. Design appropriate intervention plans, behavior management technique and effective transition plans and methods of children with developmental delays.
Course Prerequisite: Contact Hours/Week:
None 3 hours
COURSE OUTLINE AND TIME FRAME
Foundation of Special and Inclusive Education
Prelim Period Content/Subject Matter Midterm Content/Subject Matter Final Period Content/Subject Matter
Period
Week 1 Orientation Week 7 Communication Abilities Week 13 Health Impairments

Week 2 History of Early Childhood Special Education


Week 8 Cognitive Abilities
Week 14 Adaptive Abilities
Week 3 The Assessment Process
Week 9 Motor Abilities
Week 15 The Importance of Play
Week 4 Intervention Services Week 10 Social-Emotional Abilities

Week 16 Behavior Management and


Week 5 Parents and Professionals Working Together Week 11 Sensory Abilities Transitions: Preparing for the Next Step

Week 12 MIDTERM EXAMINATION


Week 17 Interview Sheet and Transition Plan for Inclusive
Week 6 PRELIMINARY EXAMINATION Education

Week 18 FINAL EXAMINATION


ACADEMIC HONESTY
1. Academic honesty, as expected of every student, is important to the process of education and to upholding high ethical standards. Acts of cheating, plagiarism, inappropriate use of technology, or any other kind of unethical
behavior, may subject the student to necessary academic disciplinary measures and penalties including dismissal.
2. All work required for submission for purposes of evaluation in a course, including journals, tests, term papers, position papers, must represent only the work of the student unless certain indications like pertaining to group or
dyadic activity is otherwise stipulated.
3. Materials cited and/or taken from the work of others, and used as reference and literary supplement must be acknowledged. Particular materials submitted to fulfill requirements in one course may not be submitted in another
course without prior approval of the instructor(s). It is a thrust that students be encouraged to practice ingenuity in producing outputs.

ATTENDANCE REGULATIONS
1. Students enrolled in the subject are expected to attend each and every scheduled meeting and to be present for the full class period. Absenteeism and tardiness, regardless of cause, are a threat to academic achievement. These
cases will be addressed accordingly.
2. A student who is absent from a class is responsible, nevertheless, for all material covered during the class period. The student is also subject to appropriate consequences if a test, quiz, recitation, homework assignment, or any
other activity falls on the day of absence unless the student is granted an excused absence. Excused absences may be granted to students who participate in extra-curricular activities, however, due process is observed.

COURSE REQUIREMENTS
All tasks and major exams and evidences of performance assessments are to be compiled by the students as part of their portfolio and must be submitted to the instructor before the end of the semester as part of the
assessment. An interview sheet and transition plan for inclusive education is also a requirement of the course.
GRADING SYSTEM: REFERENCES:
Tasks 60% 1. Dunlap, L. (2009). Introduction to Early Childhood Special Education. United States: Pearson
Quizzes/Seatwork 15% Education, Inc.
Recitation/Participation 15% 2. Gordon, A. (2011). Beginnings and Beyond. United States: CENGAGE Learning.
Attendance 10% 3. King, P. (2017). Tools for Effective Therapy with Children and Families. New York: Routledge.
Output/Lab Work 20% 4. de Thierry. (2017). The Simple Guide to Child Trauma. United States: Jessica Kingsley Publishers.
(Assignments, Journals, Projects, Oral and Written Reports) DIGITAL REFERENCES:
1. http://primer.com.ph/study/category/genre/academic-institution/special-education/
Major Examinations 40% 2. https://www.ted.com/talks
(Prelim, Midterm, Finals) 100% 3. https://eric.ed.gov/
4. https://ejournals.ph/
5. http://ched.gov.ph/
6. http://www.deped.gov.ph/
7. www.naeyc.org
Prepared by: Checked by: Noted by:

MARCIA NINA C. SALVADOR, LPT, M.Ed. DANIEL B. AMBROCIO, LPT, MAE JOCELYN Q. BOBADILLA, MBA
Professor Area Chair – Education and Liberal Arts Program Dean