Republic of the Philippines

SORSOGON STATE COLLEGE

Sorsogon City Campus
Sorsogon City

BACHELOR OF ELEMENTARY EDUCATION

COURSE SYLLABUS IN EDUC 2
FOUNDATION OF INCLUSIVE AND SPECIAL EDUCATION

VISION
An Institution with a culture of excellence in developing globally-competitive and values-oriented
leaders and professionals

MISSION
The Sorsogon State College is committed to provide industry-relevant programs that are anchored on a
culture of research and entrepreneurship for the development of Sorsogon and beyond.

CORE VALUES

L – Leadership
E – Excellence
A – Accountability
D – Discipline
E – Environmental Stewardship
R – Responsiveness to Change
S – Social Responsibility

QUALITY POLICY STATEMENT

The Sorsogon State College commits quality education anchored on its vision and mission for the
development and growth of the community. SSC shall transform knowledge through research and
instruction while adhering to statues and continual improvement of its system.

Goal of the Program

The BEED degree program aims to develop highly motivated and competent teachers specializing in the
content and pedagogy for elementary education.

Program Description
The BEED program is an undergraduate teacher education degree program designed to prepare
individuals intending to teach in elementary level.

Program Educational Objectives

1. Develop teachers who are models of integrity, commitment and dedication to the noble
tradition of the teaching profession.
2. Establish authentic learning environment that caters a dynamic curriculum for all types of
learners.
3. Train students to become effective facilitators in the learning process of diverse types of
learners.
4. Create standard, updated, innovative, and alternative instructional techniques, teaching
methods, approaches and learning strategies.
5. Design valid and reliable assessment strategies and evaluative techniques that shall provide
relevant feedback for better teaching and learning.
6. Disseminate research findings relevant to teacher education through instruction, extension, and
production.
 7. Establish national, regional, and local linkages of the experiential learning courses and other
cooperative undertakings.

PROGRAM OUTCOMES IN RELATION TO PROGRAM EDUCATIONAL OBJECTIVES

Program Educational
Program Outcomes Objectives
1 2 3 4 5 6 7
Articulate the rootedness of education in philosophical,
(a) x x x x
socio-cultural, historical, psychological ad political contexts.
(b) Demonstrate mastery of subject matter/discipline. x x x x x x
Facilitate learning using a wide range of teaching
(c) methodologies and delivery modes appropriate to specific x x x x X
learners and their environments.
Develop innovative curricula, instructional plans, teaching
(d) x x x x x x
approaches, and resources for diverse learners.
Apply skills in the development and utilization of ICT to
(e) promote quality, relevant, and sustainable educational x x x x x
practices.
Demonstrate a variety of thinking skills in planning,
(f) monitoring, assessing, and reporting learning processes and X x x x x
outcomes.
Practice professional and ethical teaching standards
(g) x x x x x x
sensitive to the local, national, and global realities.
Pursue lifelong learning for personal and professional
(h) growth through varied experiential and field-based x x x x x x
opportunities

COURSE SYLLABUS IN EDUC 2:

FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION

Course Code: Prof. Educ. 2

Course Title: Foundation of Special and Inclusive Education
Pre-requisite: None
Credit: 3- Unit Credit
Class Schedule:
Term: 2nd Semester, 2020-2021
Consultation Time:

Course Description:
This course is designed to equip the pre-service teachers with knowledge and understanding of the
different philosophies, theories, legal bases and policies of special needs and inclusive education. It
includes the study of typical and atypical development of children, learning characteristics of students
with special educational needs (gifted and talented learners, 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 those in
difficult circumstances. Pre-service teachers will be provided with skills in the selection of variety of
differentiated strategies in teaching, assessing and managing students with special educational needs in
a regular class. They will also be provided with knowledge of policies, guidelines and procedures that
provide safe and secure learning environments, and teaching strategies that are inclusive of learners
from indigenous groups.
Course Objectives in Relation to Program Outcomes

Course OBJECTIVES Program OUTCOMES

1 2 3 4
At the end of this semester, the students must have
1. demonstrate content knowledge and understanding of the I I I I
philosophies, theories, and legal bases of special and inclusive
education including its policies and their application
2. demonstrate understanding of typical and atypical E E E E
development of children which will serve as basis a in the
selection and use of appropriate teaching strategies responsive
to learners with disabilities, giftedness and talents
3. demonstrate understanding of the special educational needs of I I I I
learners in difficult circumstances including: geographic
isolation; chronic illness; displacement due to armed conflict,
urban resettlement or disasters; child abuse and child labor
practices
4. demonstrate knowledge in the implementation of relevant and I E E E
responsive learning programs;
5. demonstrate knowledge of the selection and use of teaching I I I I
and assessment strategies that are responsive to the needs and
strengths of diverse learners
6. demonstrate knowledge of policies, guidelines and procedures I E E E
that provide safe and secure learning environments for learners
with diverse needs; and
7. demonstrate knowledge of teaching strategies that are I E E E
inclusive of learners from indigenous groups
Legend: I : Introductory E : Enabling D : Demonstrated

Course Coverage

TEACHING
WEE CO TOPIC LEARNING ASSESSMENT
K ACTIVITIES TOOLS
1 Orientation and discussion of the Audio Visual
VMGO, Core Values and Quality Policy Instruction
Statement Lecture Discussion
Orientation and discussion of CMO No. 1
s. 2015
2-4 I. Definition, Goals, and Scope of Special 1. Comparative Analysis: K
1 and Inclusive Education 1. PowerPoint to 12 Inclusion Program
A. Inclusive Education in the Philippines Presentation: and IDEA
1. Definition DepEd Inclusive 2. Reflection Paper:
2. VMGO Education Policy Implementation of the
3. Scope 2. PowerPoint: Inclusion Program since its
B. Inclusive Education in other countries IDEA launch in 2009
1. IDEA -US 3. Class Discussion 3. Unit Test (BLEPT-type)
2. other countries supporting special 4. Analysis and on the definition, goals,
and inclusive education Presentation and scope of Inclusive and
5. Reflection Paper Special Education in the
Philippines and other
countries
5-10 II. Bases and Policies of Special and 1. Lectures and/or 1. Quizzes, comparative
1 Inclusive Education library/online essays and/or research
2 research on the posters on the various
3 A. Review of the Bases various bases of bases of Special and
Special and Inclusive Education
 1. Psychological bases Inclusive Education 2. BLEPT-type Unit Test on
1.1. Piaget’s Cognitive Development 2. Document the concepts discussed in
1.2. Albert Bandura’s Social Learning Review on the the unit
Theory Philosophies, 3. Document Review on the
1.3. Lev Vygotsky’s Scaffolding Statements of Different Laws, Regulations
1.4. Jean Lave’s Situated Learning Laws, Regulations and Policy Statements to
and Policies from be provided by the teacher
2. Philosophical Bases UN, UNESCO, EFA,
2.1 Inclusivity DepEd
2.2 Equality

3 Historical/Sociological
3.1 Convention on the Rights of the
Child 3.2 UNESCO
3.3 EFA
3.4 K to 12 Inclusion Policy

4 Legal
4.1 The 1987 Phil. Constitution, Art XIV,
Sec 1&2
4.2 RA 10533 Enhanced Basic Education
Act – including ALS and Learners with
Special Needs
4.3 RA 8371 Indigenous People’s Right
Act
4.4 PD 603
4.5 RA 7610 Special Protection Against
Child Abuse and Exploitation
4.6 RA 9344 Juvenile Justice and
Welfare Act
4.7 RA 9442 Magna Carta for Disabled
Persons
4.8 RA 10665 Open High School System
Act
4.9 RA 7277 Rehabilitation, and
Integration of Disabled Persons in
Mainstream Society

B. Principles, Policies, and Dimensions

1. Early Intervention
2. Process of Inclusion: Philippine Model
3. Transition Program
4. Sustaining Programs
5. National IP Education Policy
11-15 1 III. Typology of Learners with Special 1. Movie Analysis: 1. Movie analysis
2 Needs Choose from the 2. Quizzes, comparative
3 following list: 1.1. I essays, research posters
A. Learners with Intellectual Disability am Sam 1.2. Open and/or infographics on the
1. Cerebral Palsy Heart 1.3. Smile, different types,
2. Trisomy Pinki (2008) 1.4. identifications, etiologies,
21 B. Learners with Learning Disability Darius Goes West causes, characteristics of
1. Dyslexia (2007) 1.5. My learners who have special
2. Dysgraphia Flesh and Blood needs
3. Dyscalculla (2003) 1.6. Sound
and Fury (2000)
C. Learners with Physical Disabilities 1.7. Educating
1. Visual Impairment Peter (1992)
2. Hearing Impairment 1.8 Every child is
 3. Speech Impairment special
4. Multiple physical Impairment 2. Movie Review
and Report
D. Learners who are Gifted and 3. Invitation of
Talented 1. Visual Arts Resource Speakers
2. Music 4. Infographics on
3. Intellectual Giftedness Learners with
4. Performing Arts Special Needs
5. Lectures and/or
E. Learners with Socio-Emotional library/online
Disorder research on the
1. Emotional Behavioral Disorder different types,
2. Anxiety Attack identifications;
3. Depression etiologies, causes,
4. Obsessive Compulsive Disorder characteristics of
5. Bipolar Disorder learners who have
special needs
F. Learners with Chronic Illnesses
1. Asthma
2. Diabetes
3. Epilepsy
4. Allergy

G. Learners in Difficult Circumstances

1. Living in Remote Places
2. Victims of War
3. Products of Broken Family
4. Street Children/ Children from
Impoverished Family
5. Victims of Abuse

H. Learners from Indigenous Groups

16-19 1 IV. Assessment, Learning Resources and 1. Special Case Study Report
2 Instructional (INPUT) Accommodation Education Day: Quizzes, comparative
3 Awareness Summit essays, research posters
A. Types of Assessment 1.1 Program: and/or infographics on
1. Observation Checklist Seminar on Special types of assessment,
2. Anecdotal Report and Inclusive learning resources and
3. Portfolio Assessment Education with instructional
Different topics to accommodation
B. Learning Resources and Instructional be presented and SpEd Classroom
Accommodation discussed. 1.2 Observation Report
1. Special Education Programs Infographics Research Essay presenting
2. Inclusion Programs distribution the special educational
3. Indigenization and Contextualization 2. Alternative needs of learners in one of
of the Curriculum Classroom Learning the following difficult
a. ALS Experience circumstances:
b. OSY 3. SpEd Classroom • geographic isolation; or
c. Disadvantaged Children Observation • chronic illness; or
d. Adult Learners 4. Case Study • displacement due to
4. Madrasah ALIVE 5. Lectures and/or armed conflict, urban
5. Special Interest Programs library/online resettlement or disasters;
6. Quality Differentiated Instructions research on types or
7. Homeschool/ Distance Learning of assessment, • child abuse and child
learning resources labor practices.
and instructional Research Essay presenting
accommodation a review of teaching
strategies that are inclusive
 of learners from indigenous
groups.
Final Examination

XI.
Course Objectives
Course Outcomes
1 2 3 4 5
demonstrate content knowledge and understanding of the X X
philosophies, theories, and legal bases of special and inclusive
education including its policies and their application
demonstrate understanding of typical and atypical development of X X
children which will serve as basis a in the selection and use of
appropriate teaching strategies responsive to learners with
disabilities, giftedness and talents
demonstrate understanding of the special educational needs of X X X X
learners in difficult circumstances including: geographic isolation;
chronic illness; displacement due to armed conflict, urban
resettlement or disasters; child abuse and child labor practices
demonstrate knowledge in the implementation of relevant and x X x X X
responsive learning programs;
demonstrate knowledge of the selection and use of teaching and x x x X X
assessment strategies that are responsive to the needs and
strengths of diverse learners
demonstrate knowledge of policies, guidelines and procedures x x x X X
that provide safe and secure learning environments for learners
with diverse needs; and
demonstrate knowledge of teaching strategies that are inclusive of x x x X X
learners from indigenous groups

XII. Course Outcomes in Relation to Course Objectives

Performance Indicators

Program Outcomes Specific to the Foundation Performance Indicators

of Special and Inclusive Education

demonstrate content knowledge and Demonstrate proficiency in the content of the

understanding of the philosophies, theories, and
legal bases of special and inclusive education
including its policies and their application
demonstrate understanding of typical and
atypical development of children which will
serve as basis a in the selection and use of
appropriate teaching strategies responsive to
learners with disabilities, giftedness and talents
demonstrate understanding of the special
educational needs of learners in difficult
circumstances including: geographic isolation;
chronic illness; displacement due to armed
conflict, urban resettlement or disasters; child
abuse and child labor practices
demonstrate knowledge in the implementation
of relevant and responsive learning programs;
demonstrate knowledge of the selection and use
of teaching and assessment strategies that are
responsive to the needs and strengths of diverse
learners
subject matter.
Manifest proficiency in identifying different
assessment tools for children with special
needs.
Acquire proficient knowledge, understanding
and appreciation of the importance and
complex characteristics of children to create
respectful and reciprocal relationship in the
classroom.
Demonstrates reflective thinking, self-
evaluation, self-direction and commitment to
pursue lifelong learning.
Identifies and uses variety of appropriate
formal and informal assessment tools to
evaluate student performance.
 demonstrate knowledge of policies, guidelines
and procedures that provide safe and secure
learning environments for learners with diverse
needs; and
demonstrate knowledge of teaching strategies
that are inclusive of learners from indigenous
groups
demonstrate knowledge and understanding to
suit the learners’ needs;
Applies wide range of evidence based
teaching process skills, strategies and
approaches in inclusive and segregated
educational setting (including
individualization, curriculum and program
development and modification, lesson
planning, material development and formative
assessment)

XIII Course Requirements:

Individual and group quizzes and exams
Reflection/Reaction papers on readings and learning activities.
Learning log/journals
Movie analysis
Video discussion
Major requirement: case study
portfolio
Examinations (Midterm and Final), Individual reports, class discussions on assigned topics, role playing,
research works, exercises, and activities.

XIV. Course Evaluation

Midterm and Final Examination 40%
Recitation/Participation 20%
Project/Research Work 10%
Quizzes/Class standing 25
Attendance 5%
100%
XV. References:
 Dizon, E.I., Bustos M.A.P. Cabutihan, M.T, Ealdama, S.G, Echavia D.D., Gomez, M.A, Vidal, L.A (2013).
A Special Education Guidebook for Service Provider of Children with Special Needs. DSWD-UP
SPED College of Education
 Dizon, E.I & Sacris, N.C. (2002) Individualization of Educational Contents and Strategies: Trends and
Appliction in Varied Placement Programs for Children with Special Needs. Quezon City, UP Special
Education Area.
 Mercado, M.A. Introduction to Special Education Handbook, Philippine Normal University
 Behan, Dawn. (2015). Taking sides: clashing views in special education . McGraw-Hill. Clark, B.
(2010). Characteristics of gifted children with disabilities, excerpt from Growing Up Gifted:
Developing the Potential of Children at Home and at School . 2008 ed, p.362-364.
 Escowitz S. (n.d.) Multiple Disabilities in Your Classroom: 10 Tips for Teachers . The Special Ed Wiki.
Sped.wikidot.com/emotional-behavioraldisorder-disorders.
 Fliess, S. D. (n.d.) Twice exceptional children .
http://www.education.com/magazine/article/Ed_Twice_Exceptional/?page=2
 Gargiulo, Richard M. (2015). Special Education in Contemporary Society: An Introduction to
Exceptionality . Los Angeles: SAGE Publications.
 Griffin, (2015). Handbook of Learning Disabilities . The Guilford Press.(D)
 Imray, Peter. (2013). Curricula for Teaching Children and Young people with severe or profound and
multiple learning disabilities .
 Convention on the Rights of the Child UN Standard Rules on the Equalization of Opportunities for
persons with Disabilities 1993. Rule 6
 UNESCO- Salamanca Statement and Framework for Action 1994 Education for All World Forum,
Dakar Framework for Action 2000 Millenium Development Goal2.
 Universal primary Education by 2015 EFA Fast Track Initiative
 2002 UN Convention on the Rights of Persons with Disabilities
DepEd Inclusive Education Policy Framework Differentiation and Enrichment Strategies for Gifted
Students

Prepared by:

JACKIELYNE M. BOSQUILLOS
Associate Professor III
bosquillos.jackielyne@sorsogonstatecolleg.edu.ph

Recommending Approval:

ALFONSO L. GARCIA Jr., Ed. D.

Dean, Teacher Education Department

Prof. GERALDINE F. DE JESUS

Campus Administrator

Approved:

RITZELDA A. DERI, Ph. D.

Vice President for Academic Affairs