COURSE OUTLINE
ED 204
Course Facilitator : Anna Maneleine Bajas-Caluscusin
Course title
Course Description
Course Objectives
Number of Units for Lecture
Number of Units for Lab Work
Number of Contact Hours/Week
Pre-requisite subject/s
COURSE OUTLINE AND TIMEFRAME
Duration Course Content/ Subject Matter
Week 1 Orientation
I.
II.
Foundations of Special and Inclusive Education
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 children, learning characteristics of students with
special and 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.
a. Demonstrate content knowledge and its application within the
foundation of special and inclusive education 1.1.1
b. Demonstrate understanding of learning environments that promote
fairness, respect on learner’s special needs and care to encourage
learning 2.2.1
c. Implement teaching strategies that are responsive to the learners
linguistic, cultural, socio-economic and religious backgrounds 3.2.1
d. Use strategies responsive to learners with disabilities, giftedness and
talents 3.3.1
e. Demonstrate familiarity with a range of strategies for communicating
learner’s needs, progress and achievement 5.4.1
f. Demonstrate awareness of existing laws and regulations that apply to
the teaching profession 6.3.1
3 Hourse
None
Understanding Diversity
A. Loden’s Diversity Wheel
B. Ability (and Disability as a Dimension of Diversity)
Addressing Diversity through the years: Special and Inclusive
Education
A. Historical and Sociocultural Foundations
B. Philosophical Foundations
C. Legal Foundations
1. Philippine Setting
a. 1987 Constitution, Article II, sections 13, 17, 22, 24
b. RA 7277- Magna Carta of Disabled Persons
- DECS Order #26, s. 1996
- DECS Order #11, s. 2000
c. P.D. 603 – The Child and Youth Welfare Code, sec 174
 2. International
a. UN Convention of the Rights of the Child and PWD
b. UNESCO Salamanca Statement, 1994
-DepEd Order Order #26
c. Understanding a Rights-Based Approach to Inclusive
Education
d. Assessing the Country Context
e. Specific Legislation and policies to Implement Inclusive
Education
-Access to and availability of Inclusive Education
-Removing the Attitudinal Barriers to Inclusive Education
-Respecting Identity, Culture and Language
f. Government-Wide Structures to Support Inclusive Education
-Responsibility for the Education of all Children within the
Education Ministry
-Co-ordination of Policies across Governments
-Devolved Government Structures
g. General Legislation and Policies to Support Inclusive
Education
-Ending Institutionalisation
-Guaranteeing the Right to Non-Discrimination
-Right to Respect for Personal and Physical Integrity
-Respect for Children’s Participation Rights

III. Making Schools Inclusive

A. Creating inclusive cultures
B. Producing inclusive policies
C. Evolving inclusive practices
D. Components of Inclusive Education
1. What is inclusive education?
2. Importance of Inclusive Education in the classroom
a. Development of a positive perception of themselves and
others
b. Healthy friendship development
c. Realization of parents’ dreams
d. Parental Involvement in Education
e. A basis for an inclusive society
f. A broader range of learning methods
g. Better academic performance
h. Development of leadership skills
i. Use of a broader range of instructional materials, teaching
aids and models
j. Parental involvement
k. Building relationships
3. Principles that Guide quality Inclusive Education
a. All children belong
b. All children learn in different ways
c. It is every child’s right to be included
4. Basic Elements of Inclusive Education
a. use of teaching assistants or specialists
b. inclusive curriculum
c. parental involvement
5. The Benefits of Inclusive Education
a. Families’ visions of a typical life for their children can come
true
b. Children develops a positive understanding of themselves
 and others
c. Friendships develops
d. Children learn important academic skills
e. All children learn by being together
f. Supportive teaching strategies
g. Differentiated instruction
h. Reduced stigma
i. Effective use of resources
j. High expectations for all
6. The Disadvantages of Inclusive Classrooms
a. Economical concerns
b. Teacher training
c. Teasing and Ostracism
d. Behavioral concerns
7. Barriers to Inclusion in Education
a. Administrative Support
b. Financial support
c. Mis-information
d. Accessibility
e. Educational modification
f. Cooperation
8. Inclusive Classroom Strategies
a. Use a variety of instructional formats
b. Ensure access to academic curricular contents
c. Apply universal design for learning

IV.
Components of Special Education
A. Childfind
B. Assessment
C. Placement
D. Accommodations and Curricular Modification
E. Parent Involvement
V. Typical and Atypical Development among Children
A. Infancy (Birth to 2 years)
B. Early Childhood (3 to 8 years)
C. Middle Childhood ( 9 to 11 years)
D. Adolescence (12 to 18 years)
VI. Learners with Special Educational Needs
A. Learners who are Gifted and Talented
1. Definition
2. Identification
3. Learning Characteristics
4. General educational adaptations
B. Learners with Difficulty Seeing*
C. Learners with Difficulty Hearing*
D. Learners with Difficulty Communicating*
E. Learners with Difficulty Walking/Moving*
F. Learners with Difficulty Remembering and Focusing*
G. Learners with Difficulty with Self Care*
* 1-4 to be discussed per category
REQUIRED READING MATERIALS AND REFERENCES
Print
Non-Print

TOPICS:
References:

Requirements:

Grading System: