ALBANGSAMORO SHARI’AH AND PROFESSIONAL EDUCATION COLLEGE

Syllabus Special Education

S.Y 2018-2019 2nd semester

Instructor: HANNA T. KHABAB

Course Title: Introduction to Special Education
Credits: 3 units
Schedule: S/M/T/W 7:00-8:00 AM
Hours/Weeks: 48 hours/12 weeks
Prerequisites for the Course: None

Course Description: This course provides an introduction to the terminology, identification, and issues
commonly encountered when addressing the needs of diverse students with disabilities. Emphasis will be placed
on inclusion, diversity issues, federal and state legislative mandates pertinent to nondiscriminatory assessments,
parental involvement, individualized education programs; and professional practice and foundations in special
education. The course addresses the collaborative roles of a multidisciplinary approach to supporting children
and youth with disabilities in a diverse society. This course is approved by the Liberal Studies Committee as
meeting the required standards as part of the blended program in the undergraduate teacher preparation, which
includes the multiple subject candidates by connecting subject matter and pedagogical studies in a manner that
emphasizes quality, depth, rigor and scope. This course adds to the candidate’s knowledge of major themes,
concepts, principles and way of knowing of discipline-based studies and of interdisciplinary studies.

Grading System

Prelim, Midterm and Final 20% Percentage EQUIVALENT

Case study 25% Grade
Observation field works 25% 95 – 100% 1.00
Assignments 10% 90 – 94% 1.25
Performance task 20% 85– 89% 1.75
80-84 % 2.00
75-79 % 2.25
70-74 % 2.50
65-69 % 2.75
60-64 % 3.00
0-59 % 5.00

Class Schedule
NOTE: This syllabus and schedule are subject to change

WEE DAY Topics and ASSIGNMENTS

K In-Class Activities

1 SUN  Introduction/Syllabus  Educational Literature

Review(Laws, cultural

Prepared by: HANNA T. KHABAB, LPT

 understanding, and
ethical practices); 50
points
MON-WED What is Special *** for next week
Education?  Classroom
 History of Special Education Diversity(learners with
 The laws(federal, state and local), exceptionalities); 50
judicial system, policies, and ethical points
principles
 Educational Agencies
 The continuum of placement and
services
 The roles of families
2 SUN-TUE Classroom Diversity ***for WEDNESDAY
 Cultural and linguistic diversity Illustrate a classroom setting
 Learners with Exceptionalities with learners’ with
 Learners with disability exceptionalities
 Learners with impairments
2 WED Multiple Means of Action and Expression
(In-Class Group Activity; 30 points).
3 SUN-WED Typical and atypical development and
characteristics of learners with exceptionalities
 Typical and atypical growth and
development
 Etiologies and Medical aspects
 Similarities and differences of
individuals with or without
exceptionalities
 Unique strengths and needs of students
with exceptionalities
 The family system
4 SUN-TUE Individual learning differences
 Living with an exceptional condition
 Characteristics and effects of the
cultural and environmental milieu
 Variations in beliefs, traditions, and
values across and within cultures

4 WED Long quiz

5 SUN-WED Professional and Ethical practices
 Ethics, lifelong professional
development and upholding high
standards of competence
 Cultural considerations
 Lifelong professional development
 Collaborative strategies
 Communicative strategies
6 Inclusive Education
Prepared by: HANNA T. KHABAB, LPT
 • What does it look like
• Barriers to inclusive education

Universal Design for Learning

• Including all students in instruction
• Planning for all students
7 Collaborating with Families
• Roles of parents/ families in special
education
• Working effectively with parents/families
• Cultural and linguistic differences
(classroom discussion)
8 Collaborating with Families
• Roles of parents/ families in special
education
• Working effectively with parents/families
• Cultural and linguistic differences
(Case study)
9 Differentiated Instruction and Strategies for
Teaching Students with Disabilities
(Work on fieldwork observation hours)
9 Positive Behavioral Interventions and Supports
Classroom Management
(Work on fieldwork observation hours)

Classroom Policies:

1. Attendance - It is your responsibility to come to class on our schedule and on time. Attendance will be
checked regularly. A student who has incurred 11 hours of absences shall be dropped from the roll and
given a failing grade.
2. Cellphone and other electronic gadgets – Using cellphones, laptops and other similar gadgets during
class session are strongly discourage. You are expected to demonstrate respect to everyone and avoid
disruptive behaviors.
3. Make-up Exam/Quizzes – I do not give make-up exams/quizzes EXCEPT for serious illness or death in
the family.
4. Academic Integrity – You are expected to maintain academic integrity at all times. Avoid cheating
during quizzes and assignments. Plagiarism would not be tolerated as well. In every academic paper you
submit, make sure that you cite properly the authors/ institutions of your references. Claiming something
as your own when you actually copied it from someone is a clear violation.

RECOMMENDED READING

Autism Spectrum Disorder (Part 1): An Overview for Educators. This Module provides information on the
early signs of autism spectrum disorder (ASD), as well as an overview of the difference between a medical
diagnosis and an educational determination of ASD. Resources include notes on instructional\ considerations

Prepared by: HANNA T. KHABAB, LPT

for teachers who have children and students with ASD in their classrooms, as well as things to keep in mind
when working with the families of those children and students (est. completion time: 2 hours).
https://iris.peabody.vanderbilt.edu/module/asd1/

Classroom Diversity: An Introduction to Student Differences. This revision of the Teaching and Learning in
New Mexico: Considerations for Diverse Student
Populations Module offers a broad overview of how diversity (i.e., culture,
language, exceptionality, and socioeconomic status) affects learning and how
teachers can better meet the needs of all their students in their classes (est.
completion time: 1 hour). http://www.iriscenter.com/module/div/

Collaborating with Families. Designed to help teachers build positive relationships with families, this Module
highlights the diversity of families and addresses the factors that school personnel should understand about
working with the families of children with disabilities (est. completion time: 1 hour). This
Module was developed in collaboration with the PACER Center, Minneapolis,
Minnesota. https://iris.peabody.vanderbilt.edu/module/fam/

Information BriefsAttention Deficit/Hyperactivity Disorder

http://www.parentcenterhub.org/adhd/

Autism Spectrum Disorders: Autism Navigator

http://www.parentcenterhub.org/autism-navigator/

Deaf-Blindness
http://www.parentcenterhub.org/deafblindness/

Deafness and Hearing Loss

http://www.parentcenterhub.org/hearingloss/

Emotional Disturbance
http://www.parentcenterhub.org/emotionaldisturbance/

Epilepsy
http://www.parentcenterhub.org/epilepsy/

Down Syndrome
http://www.parentcenterhub.org/downsyndrome/

Intellectual Disabilities
http://www.parentcenterhub.org/intellectual/

Learning Disabilities
http://www.parentcenterhub.org/ld/

Multiple Disabilities
http://www.parentcenterhub.org/multiple/

Other Health Impairment

http://www.parentcenterhub.org/ohi/

Prepared by: HANNA T. KHABAB, LPT

Orthopedic Impairment

Cerebral Palsy
http://www.parentcenterhub.org/cp/

Spina Bifida
http://www.parentcenterhub.org/spinabifida/

Special Education Is Not a Place

http://www.paulakluth.com/readings/inclusive-schooling/special-education-is-not-a-place/

Speech and Language Impairments

http://www.parentcenterhub.org/speechlanguage/

Visual Impairment, Including Blindness

http://www.parentcenterhub.org/visualimpairment/

Traumatic Brain Injury

http://www.parentcenterhub.org/tbi/

Activities\Disability Awareness: People-First Language. Learn the proper use of people- first language when
referring to individuals with disabilities, and better identify instances when improper terminology is used to
refer to individuals with disabilities. https://iris.peabody.vanderbilt.edu/wp--
content/uploads/pdf_activities/group/IA_People_First_Language.pdf

Disability Awareness: Creating supportive environments. Develop an understanding of the person-first

philosophy as an initial step toward creating an inclusive environment for students with disabilities.
https://iris.peabody.vanderbilt.edu/wp--
content/uploads/pdf_activities/independent/IA_Creating_Supportive_Environments.pdf

Dual language learners: Working with families of young children.

Understand the importance of supporting a child’s home language in the classroom and of involving families in
decisions about how to support their child’s language development. https://iris.peabody.vanderbilt.edu/wp--
content/uploads/pdf_activities/group/IA_DLL_Working_with_Families.pdf

LD/ADHD: Why some students struggle. To understand why some students,especially those with learning
disabilities (LD) or attention deficit/hyperactivity disorder (ADHD), struggle with academic tasks.
https://iris.peabody.vanderbilt.edu/wp--
content/uploads/pdf_activities/independent/IA_Understanding_Students_Struggle.pdf

Learning Disability/ADHD: Simulation. To experience characteristics often associated with a learning

disability or ADHD. https://iris.peabody.vanderbilt.edu/wp-
content/uploads/pdf_activities/independent/IA_LD_ADHD_Simulation.pdf

Prepared by: HANNA T. KHABAB, LPT