Philippine Normal University

The National Center for Teacher Education

Mindanao
Multicultural Education Hub
COURSE SYLLABUS

Course Title Foundation of Special and Inclusive Education

Course Number 2PROFED05
Term, School Year
Faculty
Consultation
Units
Course Prerequisites
VMGO VISION
A Responsive and Performing Philippine Normal University as Multicultural Education Hub in Mindanao that Produces Teachers for a Better World

MISSION
To support the vision, PNU Mindanao shall:
1. institute quality and relevant pre-service and continuing programs in Teacher Education;
2. produce competent teachers and leaders in education;
3. conduct quality research work aimed at improving its curricular programs to meet the felt needs of the mainstream and the marginalized sectors of the community;
4. undertake extension services to link the campus with the varied sectors of the community; and
5. generate teacher-enhancement programs and materials.

GOALS
1. to develop teachers who are self-reliant, and responsive to the needs of the times, and
2. to provide dynamic leadership in the development of programs for would-be teachers, teachers, school managers, and the community.

OBJECTIVES
General
1. to produce culturally-committed, technologically skilled and globally competitive teachers;
2. to equip students with academic competencies and prepare them for professional roles as teachers;
3. to promote research culture that can address issues and concerns towards quality instruction and capability building;
4. to strengthen institutional and global linkages, collaboration and networking for the sharing of expertise and resources; and
5. to initiate knowledge-based projects for sustainability.

Specific
1. to come up with educational programs intended for the marginalized sectors and the indigenous groups in the community;
2. to institutionalize a continuing program for the development of research proficiency;
3. to keep abreast with the curricular and pedagogical trends; and
4. to develop and publish scholarly works, to design multimedia software and to produce materials for the presentation and production of the performing and other visual arts.
Institutional PNU is committed to producing:
Outcomes 1. Innovative Teachers who are excellent in their discipline and at par with the best graduates of Teacher Education in the world; responsive and deeply rooted in one’s heritage,
sensitive
to cultural diversity, and appreciative of different value systems; and empowered and committed to social transformation;
2. Education Leaders who are competent with knowledge, skills, attitudes, values, and ethics to lead and manage high quality education programs; and
3. Research Scholars who are proficient in groundbreaking cross disciplinary inquiries.
Program Outcomes
Course Description This course introduces pre-service teachers to the different philosophies, theories and legal bases of learners with special education needs (LSEN), typical and atypical development of
learners, and learning characteristics of LSEN. In this course, they will be equipped with different principles and strategies in handling LSEN, to further capacitate them with skills in
differentiated instruction, accommodations and curricular modifications. Moreover, they are expected to become acquainted with the roles they are to partake in making schools and
classrooms truly inclusive. In the end, pre-service teachers are expected to review and critique an individualized educational plan (IEP) for learners with special needs.
References A Guide to the Individualized Education Program (2000). Retrieved at https://www2.ed.gov/parents/needs/speced/iepguide/iepguide.pdf

Christine, M. J. (n.d.) Teaching and learning methods in inclusive classrooms in the foundation phase. Retrieved at
http://uir.unisa.ac.za/bitstream/handle/10500/6037/thesis_motitswe_j.pdf?sequence=1

Nandini, N. & Taj, H. (2014). Inclusive education: Key role of teachers for its success. International Journal of Informative and Futuristic Research, 1 (9).

Pratt, C. & Dubie, M. (2003). Practical steps to writing Individualized education plan (IEP) goals and writing them well. The Reporter, 9(2), 1-3, 24.

Siebers, Tobin (n.d.). Disability and the theory of complex embodiment—For identity politics in a new register. Retrieved at http://thedigitalcommons.org/docs/siebers_complex-embodiment.pdf

Tyagi, G. (2016). Role of teacher in inclusive education. International Journal of Education and Applied Research, 6(1).

https://faculty.nipissingu.ca/warnier/.../Assignment3_%20IEP-Eric-Questions.pdf

https://bradenfisher.files.wordpress.com/2012/04/iep-critique.pdf

http://hrlibrary.umn.edu/research/Philippines/RA%207277%20-%20Magna%20Carta%20of%20Disabled%20Persons.pdf

http://www.ncda.gov.ph/disability-laws/republic-acts/republic-act-7277/

www.bwsc.dole.gov.ph/policy.../7-implementing-rules-and-regulations.html?...27...

https://www.lawphil.net/statutes/repacts/ra2007/ra_9442_2007.html

http://www.wrightslaw.com/idea/art/iep.roadmap.htm

https://www.adcet.edu.au/inclusive-teaching/teaching-assessment/
Reading List Herbert, M. (2002). Typical and Atypical Development: From Conception to Adolescence.

Lebona, T. G. (2013). The implementation of inclusive education in primary schools in the lejweleputswa education district. Retrieved at
http://ir.cut.ac.za/bitstream/handle/11462/226/Lebona%2C%20Teboho%20Godfrey.pdf?sequence=1&isAllowed=y .

Moosa, Z. (2014). A curriculum perspective for special needs learners: a case study focusing on empowering special needs learners. Retrieved at
http://uir.unisa.ac.za/bitstream/handle/10500/20078/dissertation_moosa_z.pdf?sequence=1&isAllowed=y .

Materials Needed Computer, LCD, charts, metacards

Course
Requirements and Requirements Percentage
Grading System FLAs and quizzes 20
Attendance 5
Oral participation 15
Oral presentation 20
IEP and IEP critique 20
Major examinations 20

Course Policies 1. Attendance. A student who incurs four absences will be automatically dropped from the class. Fifteen-minute tardiness is equivalent to one absence. If the student is absent during
his/her report or demonstration teaching, he/she will not be allowed to report or teach at a later date. He/she will be automatically given a grade of 70 in this criterion for grading.
2. Late requirements and assignments. Students are encouraged to submit requirements and assignments on time. Grades will be deducted if assignments and requirements are
submitted late. Not submitting assignments within the time allowance agreed by the instructor and the student is considered non-submission. Non-submission of assignments entails a
grade of 70 while non-submission of requirements entails a final mark of INC.
3. Missed activities and exams. There are no make-up tests for missed activities and exams, except for midterm and final exams, if students have valid excuse.
4. Plagiarism and cheating. Plagiarized works will be automatically marked 70. Cheating will be dealt with according to the policies stipulated in the Students’ handbook.
5. Classroom etiquette. Good behavior is expected at all times. Teamwork is highly encouraged. Rude behavior in the class such as howling, using of phones, being generally
disagreeable and argumentative with the presenter, talking while someone is speaking, and the like will be dealt with according to the OSASS policies.
Course Content
Number Instructional Delivery
of Course Learning Outcomes Content Assessment
FFD FLD
Sessions
 understand the philosophies, I. Course Overview
theories, and legal bases of A. Course Description, Topics, and FLAs Brainstorming
learners with special education B. Importance of the Course in Relation to the University VMGO
needs (LSEN) and apply these C. Teacher’s and Students’ Expectations
in developing and critiquing
1
IEPs II. Understanding Special Education and Inclusive Education Word clouds Critiquing of word clouds
A. Defining Special Education (use rubrics)
 describe typical and atypical B. Defining Inclusive Education
development of learners C. What Makes Special Education Inclusive Education
  describe the learning
characteristics of LSEN
 identify the principles and
strategies in handling LSEN
2-4 (differentiated instruction,
accommodations and
curricular modifications)
 apply sound principles and
DAP strategies in handling
LSEN
 understand the roles they are
to partake in making schools
and classrooms truly inclusive
 develop, review, and critique
an individualized educational
plan (IEP) for learners with
special needs
5-9
10
III. Underlying Philosophies, Theories, and Legal Bases of Learners with Oral Presentation Matrix of philosophies, Feedbacking on the oral
Special Education Needs (LSEN) (Seminar-workshop theories, and legal presentation
A. Disability Theory type) bases
B. Systems Theory Perspective on Special Education (1 hour) Evaluation of the matrix
C. Interactionism and Special Education
D. The Convention on the Rights of Persons with Disabilities (CRPD) My LSEN Philosophy
E. Magna Carta for Disabled Persons
1. R.A. No. 7277
2. R.A. No. 10524
F. Individuals with Disabilities Education Act of 2016
IV. Understanding the Learners
A. Typical and Atypical Development of Learners Reporting Game show using plickers
1. The Context of Early Development among Learners
2. Genetic and Environmental Foundation of Development Review and Evaluation of case
3. Prenatal Development and Medically Compromised Births presentation of case study/report presentation
4. Development of Sensation and Perception studies/case reports
5. Development of Communication and Language
6. Physical Growth, Neuro-muscular Development, and Motor
Skills
7. Development of Cognition
8. Extremes in Cognitive Development
9. Emotional and Social Development
10. Disturbance in Emotional and Social Development Adopt-an-LSEN Journal (No evaluation--just
B. Learning Characteristics of LSEN (2 hours) sharing of experiences and
1. Sequence, Rate and Quality of Skill Development realizations)
2. Attention Span
3. Adjustment/Adaptability to Transition
4. Choice of Peers
5. Memory, Comprehension, and Problem-Solving Skills
6. Transfer of Learning
MIDTERM EXAM
 V. Instructional Programs for and Principles and Strategies in Handling Reporting Observation journal Assessment of the micro-
LSEN (1 hour) teaching (use rubrics)
A. Instructional Programs Crafting of mini-lesson
1. Self-contained/Special Class plans
2. Itinerant Teaching
3. Resource Room Micro-teaching
11-14 4. Pull-out
5. Integration/Mainstreaming
B. Strategies
1. Differentiated Instruction
2. Accommodations
3. Curricular Modifications

VI. Role of Teachers in Inclusive Education Reporting

A. Attitude Change and Awareness Rising
B. Early Detection/Assessment of Exceptionalities and Referral to Poster-slogan Assessment of poster-
Proper Authority making/song or jingle slogan/song/jingle (use
15-18 C. Tailoring Instruction, Materials, and Assessment presentation rubrics)
D. Data Disclosure
E. Collaboration with Parents and Medical-Psychological
Professionals

VII. Individualized Educational Plans for LSEN Reporting Create IEP Assessment of IEPs
A. Components of IEPs (2 hours) (use rubrics)
19-23 B. Process of Drafting an IEP Presentation and
C. Assessing IEPs: What questions to Ask critiquing of IEP

24 FINAL EXAM