THE NATIONAL TEACHERS COLLEGE

NTC PHILOSOPHY

The National Teachers College believes in democratic education for individual

responsibility and social competence.

NTC VISION

As an institution, The National Teachers College envisions quality education for teacher
preparation and the development of manpower skills, anchored on the ideals of Excellence,
Relevance, Access, and Effectiveness, geared toward national productivity and world class
competitiveness.

NTC MISSION

The avowed mission of The National Teachers College is to provide teachers, educators,
and personnel in the industries, who are equipped and responsible as individuals and empowered
as well as competent to contribute to national and international endeavors.

INSTITUTIONAL OUTCOMES

The graduate of The National Teachers College will be able to:

1. Become an educated professional who believes in and practice democracy as a living

faith and as a way of life;

2. Become socially efficient and individually responsive to the needs of the Republic of
the Philippines within the framework of international understanding;

3. Interpret, transmit, enrich, and value the Filipino cultural heritage;

4. Lead and guide his family and people in the workplace in developing integrity of
character, cultivating intellectual power, maintaining physical vigor, and nurturing
spiritual strength;

5. Use not only his mind and heart but also his hands in leading others to participate
actively and intelligently in solving everyday problems and in bringing about desirable
socio-economic change.
 COLLEGE OF EDUCATION

VISION

The NTC Teacher education Program envisions itself as the Standard Bearer of the
Institution dedicated to the development of future teachers who manifest high performance levels
in the exercise of the noblest, the most dignified and the best loved-profession-TEACHING.

MISSION

It shall be the unwavering mission of the Teacher Education Program to offer quality pre-
service teacher education that will improve the quality of education in general and that of basic
education in particular in an atmosphere of democracy anchored on the ideals of commitment,
dedication and service excellence.

PROGRAM OUTCOMES

At the end of the program the student will able to:

1. Serve as positive and powerful role model of the values of the pursuit of learning.
2. Demonstrate the importance of providing for social psychological and physical
environmental within which all students regardless of individual differences in learning,
can engage in the different learning activities and work towards attaining high standards of
learning.
3. Facilitate the learning process in diverse learners by first recognizing and respecting
individual differences, then using knowledge about students’ differences to design diverse
sets of learning activities to ensure that all students can attain desired learning goals.
4. Demonstrate knowledge for subject matter and the learning process, teaching-learning
approaches and activities, instructional materials and learning resources.
5. Align the assessment and learning activities; specifically:
 use assessment data and revise teaching-learning plan
 integrate assessment procedures – the plan and implementation of teaching-
learning achievements
 report on learners actual achievement and behavior
6. Link the experiences and aspiration of the students in their homes and communities to help
in the attainment of the curricular goals.
7. Show and demonstrate high regard for the teaching profession, concern for professional
development and continuous improvement as teachers.
 SYLLABUS IN SPED 17

A. Subject Title: Home and Family of Child with Exceptionalities

B. Subject Code: SPED 17
C. Number of Units: 3
D. Subject Description:

Describes Child-rearing practices of parents with exceptional children encourages

home school partnership in the development of children with special needs.

E. Course Outcome:
To articulate the needs, importance and special interest of members of the family
with a child with disabilities.
1. To know the historical and legal bases of parent advocacy and to give
special attention to counseling and communication techniques with
traditional and nontraditional families and in the needs and special
interest of family with a child with disabilities.
2. Develop techniques to build a meaningful relationship with
multicultural parents of students with disabilities.
3. Gain and Apply professional standards for ethical conduct to daily
problems relating to the education and treatment of person with
disabilities

F. Scope and sequence

PRELIMINARY PERIOD

Time Learning Learning content Strategies/ Resources Indicator of

Allotment Outcomes Techniques Learning

Week 1 1. Describe the 1. Introduction Power Point Students should

major historical and background. Presentations be able to know
roles played by the importance
parents of a. The role of Cooperative of the parents in
children with Parents. Learning the welfare of
disabilities. b. The need for their child with
2. Describe the Consultation. disability.
dynamic and
reciprocal impact
made on students
with disabilities
by their fathers,
sisters, brother,

aunts, uncles and

grand parents
Week 2 1. Identify the 2.Historical Reporting Students should
major historical and legal be able to Define
trends leading to Foundations Discussions the legal
current services for parent Power point advocacy, and
provided to advocacy presentation identify
students with situations in
disability and a. History of which legal
their family services advocacy may be
2. Define social and rights used, and
support b. Contempor describe how
advocacy, ary parent legal advocacy is
identify and implemented and
situations in professiona to know its
which social l advocacy history
support c. Advocacy
advocacy may outcome
be used, and
describe how
social support
implemented

Week 3 1.Identify 3. Parental Discussions

Historical roles responses, roles,
that parents of and Power point Students Should
children with responsibilities Presentation be able to
disabilities have understand the
a. Parental Group Debate purpose of
assumed or been
assigned by support and Discussion identifying
professionals advocacy parental feelings
2.Describe the b. Impact of and reactions to
major roles, disabilities on the birth of a
significant parents child with a
mission, and c. Resources for disability
importance of coping
family responses of
parents
d. Parents
professional
relationship

Week 4 1.Describe the 4. Siblings of Group Students Should

positive and children with reporting be able to
negative aspects disabilities describe aspects
of living with a Discussions of having a
brother or sister a. Impact of brother or sister
disabilities on Group debate
who has with disability
disability siblings and the social
2.Explain the b. Evolving impact stigma with
relevance of the on siblings which siblings
 age of the through the life must deal in the
siblings and the span school and in
socioeconomic c. Coping social situations
status of the responses
family d. Special needs of
siblings
e. Siblings as a
responses for
the family

Week 5 1.Describe 5. Nontraditional Reporting

recent economic Families of
and social children with Discussions Students should
changes and disabilities be able to know
Power point the unique needs
their impact to Presentations
families a. Nontraditional and challenges to
2.Discuss single Families families of
parent families children with
b. families with disabilities who
of children with unique challenges
disabilities face poverty and
3.Describe the children who are
various family victims of
constellations physical abuse
that are termed
nontraditional
families

Week 6 Answer the Prelim Paper and 100 % of the

given exam Examination pencil test students passed
correctly the exam.

MIDTERM PERIOD

Time Learning Learning content Strategies/ Resources Indicator of

Allotment Outcomes Techniques Learning

Week 1 1.Identify the 6. Partnership with Group Students should

major cultural multicultural Discussions be able to
Groups in the families Develop
Philippines a. Cultural Power point techniques to
2.Define diversity Presentations build a
Cultural b. Communication meaningful
 diversity and c. Standards and relationship with
cultural values in multicultural
pluralism cultures parents of
d. Conflicts with students with
the dominant disabilities
culture
e. Facilitating and
effective
partnership
f. Recommendatio
ns for the future

Week 2 1.Describe the 7.Group Reporting Students should

potential impact approaches to be able to
of team context consultations and Discussions describe and
variables on advocacy discuss the
planning and potential value of
evaluation team a. Program team
interaction planning and maintenance
2.Discuss the evaluation activities
advantages and teams
disadvantages of b. Training and
the consensus support Groups
model for team
decision-making

Week 3 1.Define 8. Interpersonal Individual Students should

Consultations Effectiveness in reporting be able to define
and the consultations and the essential
consultation advocacy Discussions components for
process Role Playing effective
2.Specify a. Consultation interpersonal
and the process and
potential roles discussions communication
and contributions b. consultative and
of the consultant advocacy
and consul tee relationships

c. communication

d. Information
gathering

e. Identifying and
defining Goals

f. Designing an
intervention plan

g. Developing and
implementing the
plan
 h. evaluating the
plan

Week 4 1.Identify 9. Models and Individual Students should

models of methods of reporting be able to
advocacy advocacy describe the
ranging from Discussions methods and
formal to a. Formats of general
advocacy Power point
informal presentations guidelines of
2.Describe the b. Methods of each model
function of each advocacy
model
c. Advocacy as a
dynamic process

d. Consumerism

Week 5 1.Define systems 10. A Systems Cooperative Students should

change Change Approach learning be able to
2.Describe how to Advocacy Describe key
teachers and Discussions roles played in
family members a. key Roles the systems
can create Played in the change process
systems change Change Process
through b. A system
advocacy change approach

WEEK 6 Answer the Midterm Paper and 100 % of the

given exam Examination pencil test students passed
correctly the exam.

FINAL PERIOD

Time Learning Learning content Strategies/ Resources Indicator of

Allotment Outcomes Techniques Learning

Week 6 Discuss elements 11. Ethical Issues Discussions Students should

of the Relating to be able to
constitutions of Families of person Power point Identify sources
the Philippines with Disabilities presentations of ethical
that serve as a standards for
foundation for a. Ethical professional
the ethical Treatment Under treatment of
treatment of persons with
 person with Law disabilities and
disabilities their families
b. Professional
Standards and
Codes

c. General Ethical
Standards

d. Integrating
Ethical theories a
plan of
Professional Ethics

Week 7 1.Identify and 12. Resources for Discussions Students should

describe agency Advocates be able to
resources at the Group identify and
federal level a. Agency reporting described
2.Utilize Resources resources
available b. Organization available from
resources and other Agencies professional and
consumer
c. Additional organizations
Resources

WEEK 8 Answer the Final Examination Paper and 100 % of the

given exam pencil test students passed
correctly the exam.

Prepared by:

Dr. Eddie Bartolome Bulanadi

Approved by:

Dr. Rosalina Aranzamendez

Dean, College of Education
References:

Alper, S. K. et al,. (1994) Families of Students with Disabilities, Consultation and

Advocacy.

Prepared by:

Mr. Eddie Bartolome Bulanadi

SPED Professor