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Public Hearing On The Propose OBE PSG For B. Inclusive and Special Needs Ed PDF
Public Hearing On The Propose OBE PSG For B. Inclusive and Special Needs Ed PDF
RATIONALE
The CRPD states that the government “shall take appropriate measures to employ
teachers, including teachers with disabilities, who are qualified in sign language and/or
Braille, and to train professionals and staff who work at all levels of education. Such
training shall incorporate disability awareness and the use of appropriate augmentative
and alternative modes, means and formats of communication, educational techniques and
materials to support persons with disabilities.”
The proposed change in nomenclature shows that the terms -- ‘inclusive education’ and
‘special education’ are not synonymous. Inclusive education stems from the view of
disability as resulting from the interaction between the environment and the condition of
the person with disability. Resulting interventions under inclusive education focus on
adjustments in the learning environment as well as teaching strategies that include
persons with disabilities in general/regular classrooms. Special education, on the other
hand, emanates from a medical view of disability and focuses on correcting deficits of
persons with disabilities to enable them to function effectively in society. Both views are
prominent in the education of persons with disabilities in the Philippines. This proposed
course addresses the need to prepare teachers to handle students with disabilities in both
segregated and inclusive settings.
The practice of inclusive and special needs education does not only include students with
disabilities. Gifted and talented students are also included as one of its target populations.
To use a more descriptive but non-stigmatizing term, the Technical Committee on Special
Education also proposes the use of the term ‘students with additional needs’ to refer to
students with disabilities and those are gifted and talented. This is in recognition that all
students with or without disabilities have common needs but some of them will have
additional needs.
Draft as of Aug 1, 2016
No. ______
Series of ______
In accordance with the pertinent provisions of Republic Act No. 7722, otherwise known as
the “Higher Education Act of 1994,” in pursuance of an outcomes-based quality
assurance system as advocated under CMO 46 s. 2012, and by virtue of Commission
en banc Resolution No. ___________ dated __________________ the following policies,
standards and guidelines (PSG) are hereby adopted and promulgated by the
Commission.
ARTICLE I
INTRODUCTION
Section 1. Rationale
Based on the Guidelines for the Implementation of CMO 46 s 2012, this PSG
implements the “shift to learning competency-based standards/outcomes-
based education.” It specifies the ‘core competencies’ expected of graduates
of Bachelor of Inclusive and Special Needs Education regardless of the type
of higher education institution (HEI) they graduate from.” However, in
“recognition of the spirit of outcomes-based education and of the typology of
HEIs,” this PSG also provides “ample space for HEIs to innovate the
curriculum in line with the assessment of how best to achieve learning
outcomes in their particular contexts and their respective missions ...”
Developing teachers who have the competence to work with children and
youth with additional needs is the thrust of the field of Special Needs and
Inclusive Education. This degree program will enable its graduates to teach
subjects in general/regular education while addressing learning concerns of
students with additional needs in inclusive classrooms. Graduates may also
teach in special education centers, having competencies to handle specific
types of disabilities and exceptionalities.
Draft as of Aug 1, 2016
The Bachelor of Inclusive and Special Needs Education curriculum takes into
consideration the various laws and international agreements especially the
Convention on the Rights of Persons with Disabilities on quality education
for persons with additional needs, making Filipino mainstream education
truly inclusive and accessible to all.
ARTICLE II
AUTHORITY TO OPERATE
ARTICLE III
GENERAL PROVISIONS
Section 3. The articles that follow give minimum standards and other requirements
and prescriptions. The minimum standards are expressed as a minimum set
of desired program outcomes which are given in Article IV Section 6. The
Technical Committee designed a curriculum to attain such outcomes. This
curriculum is shown in Article V Section 8 as a sample curriculum. The
number of units in this curriculum is here prescribed as the “minimum unit
requirement” under Section 13 of RA 7722. In designing the curriculum, the
Technical Committee employed a curriculum map which is shown in Article
V Section 9 as a sample curriculum map.
Based on the curriculum and the means of its delivery, the Technical
Committee determined the physical resource requirements for the library,
laboratories and other facilities and the human resource requirements in
terms of administration and faculty. See Article VI.
Section 4. HEIs are allowed to design curricula suited to their own context and
mission, provided that they can demonstrate that the same lead to the
attainment of the required minimum set of outcomes, albeit by a different
Draft as of Aug 1, 2016
route. In the same vein, they have latitude in terms of curriculum delivery
and in terms of specification and deployment of human and physical
resources as long as they can show that the attainment of the program
outcomes and satisfaction of program educational objectives can be assured
by the alternative means they propose.
ARTICLE IV
PROGRAM SPECIFICATION
The minimum standards for the Bachelor of Inclusive and Special Needs
Education program are expressed in the following minimum set of learning
outcomes:
A PHEI, as its option, may adopt mission-related program outcomes that are
not included in the minimum set.
Learner Development and 7. Observes the learner as he/she relates to others and the
Individual Learning environment and determines his/her educational needs in
Differences: the light of his/her nature and learning characteristics
8. Identifies and respects learning differences among
Respond effectively to students
educational needs of
students with
exceptionalities.
ARTICLE V
CURRICULUM
9.1. Components:
Total
Courses Units
Units
General Education (GE) Courses (CMO 20, s 2013) 36
Professional Courses
ISNEd1: Foundations of Special and Inclusive Education 42
(new mandated Prof Ed Course)
Inclusive and Special Needs Education Major Courses 45
ISNEd 2 Curriculum and Pedagogy in Inclusive Education 3
ISNEd 3 Learners with Developmental Disabilities 3
ISNEd 4 Learners with Sensory and Physical Disabilities 3
Learners with Emotional, Behavioral, Language and
ISNEd 5 3
Communication Disabilities
ISNEd 6 Gifted and Talented Learners 3
Educational Assessment of Students with Additional
ISNEd 7 3
Needs
ISNEd 8 Behavior Management and Modification 3
Adapted Physical Education and Recreation, Music and
ISNEd 9 3
Health
Instructional Adaptations in Language and Literacy
ISNEd 10 3
Instruction
Instructional Adaptations in Mathematics and Science
ISNEd 11 3
Instruction
Instructional Adaptations for Teaching the Content Areas
ISNEd 12 3
(Social Sciences, Humanities)
ISNEd 13 Development of Individualized Education Plans 3
ISNEd 14 Early Childhood Inclusive Education 3
ISNEd 15 Livelihood and Transition Education 3
ISNEd 16 Research in Special and Inclusive Education 3
Summary of Units
General Education Courses 36
Draft as of Aug 1, 2016
Impairment
Field Experience in Teaching Students with Visual
3
Impairment
Elective 3
Summary of Units
General Education Courses 36
Professional Education Courses 42
Inclusive and Special Needs Education Major Courses 45
Specialization Courses (Teaching Students with Visual Impairment) 18
Mandated Courses (PE, NSTP) 14
TOTAL 155
Students
Educational Philosophies in Deaf Education 3
Language Development and Literacy Instruction for Deaf
3
and Hard of Hearing Students
Filipino Sign Language 3
Artificial Sign Systems 3
Field Experience in Teaching Students who are Deaf and
3
Hard of Hearing
Elective 3
Summary of Units
General Education Courses 36
Professional Education Courses 42
Inclusive and Special Needs Education Major Courses 45
Specialization Courses (Teaching Students with Visual Impairment) 18
Mandated Courses (PE, NSTP) 14
TOTAL 155
Total
Courses Units
Units
General Education (GE) Courses (CMO 20, s 2013) 36
Selected Professional Courses 30
A. Foundation Courses/Theories and Concepts
Courses
The Child and Adolescent Learner and Learning 3
Principles
The Teaching Profession 3
The Teacher and the Community, School Culture and
3
Organizational Leadership
Foundation of Special and Inclusive Education (new 3
mandated) (ISNEd 1)
B. Pedagogical Content Knowledge (PCK) Courses
Facilitating Learner Centered Teaching and Learning 3
Draft as of Aug 1, 2016
Assessment of Learning 1 3
Technology for Teaching and Learning 1 3
Building and Enhancing Literacy Across the Curriculum 3
Third Year
GE ____
GE ____
ISNEd 10
ISNEd 7
ISNEd 11
ISNEd 8
ISNEd 12
ISNEd 9
Prof Ed ____
Prof Ed ____
Prof Ed ____
PE ____
PE ____
Fourth Year
GE ____
GE ____
ISNEd 13
Student Teaching
ISNEd 14
(6 units)
ISNEd 15
ISNEd 16
Draft as of Aug 1, 2016
Third Year
GE ____ GE ____
ISNEd 8 ISNEd 10
ISNEd 9 ISNEd 11
GE ____
Prof Ed ____ ISNEd 12
ISNEd 13
Specialization 1 Prof Ed ____
Specialization 2 Specialization 3
PE ____ PE ____
Fourth Year
GE ____
ISNEd 14
ISNEd 15
ISNEd 16 Student Teaching
Specialization 4 (6 units)
Specialization 5
Specialization 6
Draft as of Aug 1, 2016
Third Year
GE ____ GE ____
ISNEd 8 ISNEd 10
ISNEd 9 ISNEd 11
GE ____
Prof Ed ____ ISNEd 12
ISNEd 13
Specialization 1 Prof Ed ____
Specialization 2 Specialization 3
PE ____ PE ____
Fourth Year
GE ____
ISNEd 14
ISNEd 15
ISNEd 16 Student Teaching
Specialization 4 (6 units)
Specialization 5
Specialization 6
Draft as of Aug 1, 2016
Second Year
GE ____ GE ____
ISNEd 3 ISNEd 5
ISNEd 4 ISNEd 6
GE ____
Prof Ed ____ Prof Ed ____
ISNEd 7
Prof Ed ____ Specialization 7
Specialization 5 Specialization 8
Specialization 6 Specialization 9
NSTP _____ NSTP ____
Third Year
GE ____
GE ____
ISNEd 8
ISNEd 10
ISNEd 9
ISNEd 11
Specialization 10
ISNEd 12 GE ____
Specialization 11
Specialization 14 ISNEd 13
Specialization 12
Specialization 15
Specialization 13
Specialization 16
PE ____
PE ____
Fourth Year
GE ____
ISNEd 14
ISNEd 15 Student Teaching
ISNEd 16 (6 units)
Specialization 17
Specialization 18
Draft as of Aug 1, 2016
ISNEd 10
ISNEd 11
ISNEd 12
ISNEd 13
ISNEd 14
ISNEd 15
ISNEd 16
ISNEd 1
ISNEd 2
ISNEd 3
ISNEd 4
ISNEd 5
ISNEd 6
ISNEd 7
ISNEd 8
ISNEd 9
Basic 1. Demonstrates cultural, disability- I I I I I I P P P P P P D D D D
and gender-sensitivity
2. Makes educational decisions I I I I I I P P P P P P D D D D
which are founded on evidence-
based practice
3. Communicates in a clear, I I I I I I P P P P P P D D D D
appropriate and respectful manner
4. Engages in collaborative and I I I I I I P P P P P P D D D D
consultative partnerships with
parents, families, teachers, and
professionals to address concerns
5. Maintains accurate, confidential I I I I I I P P P P P P D D D D
and complete student records, and
prepares reports on student and
activities
6. Models compassion, patience, I D D D D D D D D D D D D D D D
flexibility, resourcefulness, and
respect for individuals
Learner 7. Observes the learner as he/she I I I I I I P P P P P P D D D D
Development relates to others and the
and environment and determines
his/her educational needs in the
Individual
light of his/her nature and learning
Learning characteristics
Differences 8. Identifies and respects learning I I I I I I P P P P P P D D D D
differences among students
Learning 9. Demonstrates an understanding I I I P P P P D D D
Environ- of typical and atypical learners by
ments facilitating their learning in different
learning environments
10. Plans, organizes and structures I I I P P P P D D D
safe, positive and community
responsive learning environments
that support individuals with
additional needs
Draft as of Aug 1, 2016
. student performance
ARTICLE VI
REQUIRED RESOURCES
Section 13 Administration
A. Dean/Department Head
1. The Dean of the college offering the degree must possess the following
qualifications:
a. Filipino Citizen
b. Holder of Doctorate degree in Education or related field
c. Holder of valid certificate of registration and professional teacher’s
license (LET).
d. A total of at least five (5) years of very satisfactory teaching experience,
in both basic education and tertiary levels.
e. Preferably with at least two (2) years of managerial/administrative
experience.
f. Should be employed full-time in the TEI and devote not less than 8
hours of work a day in school.
g. Teaching load should not exceed 9 units per term/semester
2. If the unit offering the education degree is not a College of Education, the
Department Chair/Head of the unit must possess the following
qualifications:
a. Filipino Citizen
b. Doctorate degree holder in Education or related field
c. Holder of valid certificate of registration and professional teacher’s
Draft as of Aug 1, 2016
license (LET).
d. A total of at least three (3) years of very satisfactory teaching
experience, in both basic education and tertiary levels.
e. Should be employed full-time in the TEI and devote not less than 8
hours of work a day in school.
f. Teaching load should not exceed 12 units per term/semester
Section 14 Faculty
A. General Requirements
1. As a general rule, master’s degree in education or in an allied discipline is
required for teaching in the tertiary level.
2. Faculty teaching general education and major subjects should have an
appropriate master’s degree in the field they are assigned to teach.
D. Teaching Load
1. Teaching load requirement for the teacher education program should be as
follows:
a. A faculty should not be assigned more than four (4) different
courses/subjects within a semester/term;
b. A faculty may be assigned an overload in accordance with existing
rules, policies and appropriate laws;
c. In no instance should the aggregate workload of faculty exceed 30 units
per semester/term (inclusive of regular teaching loads, overloads, and
other assignments in other schools); and
d. Teaching load per day should not exceed more than six (6) hours.
E. Faculty Development
Section 15 Library
A. Library Staff
The library should have a Head Librarian and appropriate number of staff. The
librarian should have:
1. Professional License in Library and Information Science
2. Master’s degree in Library and Information Science, MA/MAED in Library
Science, or related field.
B. Holdings
A core book collection of 5,000 titles for college libraries and 8,000 titles for
university libraries is necessary to effectively support its educational
programs. These titles shall be in print and electronic format, and include
Filipiniana books equivalent to ten percent (10%) of the total collection. At
least twenty percent (20%) of the core book collection must have been
published within the last ten (10) years. The core book collection should be
augmented as follows:
1.1 For each major field of an undergraduate program, the library shall
provide 5 relevant book titles (in print and electronic format) per
course. For Science, Technology, Engineering and Math (STEM) as
well as Health-related programs, 20% must be published within the
last five (5) years, and within the last ten (10) years for the other
disciplines. Book holdings should include more of professional and
reference books.
Draft as of Aug 1, 2016
1.2 For initial program offerings, the minimum number of book titles
covering 1st to 3rd year courses are required to be found in the
library. For program recognition, an HEI should have the number of
book titles required in all year levels as specified above.
1.3 A core periodical collection composed of local and foreign print and
electronic, current and relevant titles shall be maintained.
1.5 Every major field of specialization shall be covered by at least four (4)
titles of professional journals for the undergraduate program. These
titles shall be a mix of local and foreign publications that are
scholarly and refereed.
C. Library Facilities
1. The academic library shall have an adequate space and appropriate
facilities which are accessible to the students, faculty and other users.
Whether occupying a building of its own or occupying only a part of the
building. It shall be easily accessible to any point of activity in the campus.
If possible, it shall be designed to allow for future re-arrangement and
expansion.
a. There shall be adequate reading space for the student population. The
reading room shall accommodate at one seating, at least 5% of the
student population at 1.2 square meters per student.
Draft as of Aug 1, 2016
b. There shall be proper lighting and ventilation in all areas of the library.
c. Adequate space to house the growing collections, work area for staff,
storage room, Head Librarian’s office as well as areas for special
services such as the electronic and audiovisual programs shall be
provided.
In addition to the required laboratories and facilities for general education, the
following shall be provided:
B. Laboratory requirements
There should be adequate and appropriate laboratory facilities and equipment
for the specialization courses in Science, Technology, and Languages, such as:
1. Science Laboratory*
2. ICT Laboratory*
3. Speech Laboratory, if necessary*
TEIs must have in place a selective admission policy for Teacher Education
programs. This policy shall include passing an admission examination. For this
purpose, TEIs may use either of the following admission examinations:
a. an admission examination developed and validated by the TEI
b. an admission examination developed and validated by another TEI and
used by TEI under a consortium agreement;
c. an admission examination developed and validated by private testing
centers and used by TEI for a fee;
d. some other standardized tests for teaching aptitude; or
e. some other national qualifications examinations which may be developed
in the future.
Students who do not meet the cut-off scores in the admission examination may be
admitted under probation. However, they must meet certain minimum retention
requirements to be set by the school before the student can proceed to the
major/professional education courses.
Draft as of Aug 1, 2016
ARTICLE VII
COMPLIANCE OF HEIs
Using the CHED Implementation Handbook for OBE and ISA as reference, a higher
education institution (HEI) shall develop the following items which will be submitted to
CHED when they apply for a permit for a new program or the approval of the
transformation of existing programs to the outcomes-based framework:
ARTICLE VIII
TRANSITORY, REPEALING and EFFECTIVITY PROVISIONS
All CHED issuances or part thereof inconsistent with the provision in this CMO
shall be deemed modified or repealed.
ANNEX A
SAMPLE COURSE SYLLABI OF SELECTED CORE COURSES
Course Title
Course
Description
Course Credits 3 units
Contact
Hours/week
Prerequisite
Course
Outcomes/
Learning
Outcomes
Course Outline:
Week Topic
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Required
Reading
(textbook)
Suggested
Readings and
References
Course
Requirement
Grading System
Classroom
Policies
Consultation
Hours
ANNEX B
DESCRIPTION OF PROFESSIONAL EDUCATION COURSES
Course Title The Child and Adolescent Learners and Learning Principles
This course focuses on child and adolescent development with emphasis on
current research and theory on biological, linguistic, cognitive, social and
Course
emotional dimensions of development. Further, this includes factors that
Description
affect the progress of development and shall include appropriate pedagogical
principles applicable for each developmental level.
Course Credits 3 units
Contact Hours
Prerequisite
Course Title Building and Enhancing Literacy Skills Across the Curriculum
This course introduces the concepts of literacy as a collection of shared
cultural practices and evolving social phenomena. The course will provide a
series of field based and interdisciplinary explorations, which will lead
students to characterize a literate person as having wide range of skills,
Course
competencies, abilities and attitudes that are transferrable across learning
Description
areas. As such learning opportunities shall focus on examining,
problematizing and simulating the age-specific teaching of new literacies
necessary in the 21st century.
The seven (7) NCBTS domains shall be used as guideposts in developing the
content and implementation scheme of this course.
Course Credits 12 units
Contact Hours
Prerequisite
Draft as of Aug 1, 2016
ANNEX C
DESCRIPTION OF MAJOR COURSES
Foundations of Special and Inclusive Education (new mandated
Course Title
Professional Ed Course)
Philosophies, theories and legal bases of inclusive and special needs
Course education, typical and atypical development of children, learning
Description characteristics of students with special educational needs and practices in the
continuum of special and inclusive education
Course Credits 3 units
Contact Hours
Prerequisite
Course Title Adapted Physical Education and Recreation, Music and Health
Course Adapted physical education, movement, arts, music and health/safety
Description education for learners with additional needs.
Course Credits 3 units
Contact Hours
Prerequisite