Foundation - Inclusice Education

URDANETA CITY UNIVERSITY OUTCOMES – BASED TEACHING LEARNING PLAN COLLEGE OF TEACHER
# 1 San Vicente West, Urdaneta City, 2428 Pangasinan FOUNDATION OF SPECIAL & INCLUSIVE EDUCATION EDUCATION
Tel. No. (075) 568-2475; 568-7612 1 Semester, S.Y. 2019 – 2020
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VISION COLLEGE VMGO
A dynamic University that envisions to be a Center of Development and Vision: The College of Education envisions to become a center of development in the field of
Excellence in producing SMART professionals. elementary and secondary education, and is committed to character building in the
development of globally-oriented educators, efficient professionals, motivated and
principled leaders, and socially responsible citizens.
MISSION
Mission: Operation on the core concepts of service and professional competence, the College of
Committed to establish a SMART University where stakeholders are: Education is known for, its pursuit of excellence in teacher education through its student-
S ervice-driven – taking the initiative to provide for the needs of the

stakeholders.
centered teaching, continuous faculty development, innovative and relevant researches,
extension programs, and institutional linkages.
M
otivated – having the enthusiasm to give one's best. Goals: Through accessible and quality instruction, the College of Education aims to produce
elementary, secondary and tertiary educators who are academically and proficiently
A
chievement oriented – committing one's self to excellence. competent, whose orientation is firmly anchored on transformative education, and who
respond to the call for a more community-centered, dynamic and responsive service in the
esponsive – highly conscious of needs
R academe.
T
ransformed Team player – a dynamic member of the global society Objectives: In pursuit of the stated vision, mission and goals, the College of Education strives:
GOAL 1. To train students to become proficient and skilled elementary and high school teachers through
curricular programs and which responsive to local and global market and societal services;
2. To provide accessible, affordable, and transformative education in the teacher training
Actualizing One Vision... One Mission... programs;
and One Identity... as One UCU. 3. To equip student to become academically competent and professionally skilled elementary and
high school teachers through trainings that promote scholastic excellence, cultural enrichment,
OBJECTIVE personal discipline, moral character, critical thinking, and leadership capabilities;
4. To improve instructional competence and expertise of staff through seminars, conferences,
workshops and provisions for scholarships and the likes;
ToinAim
Goal: Knowledge Base High and be Amazing!
Psychology 5. To perform extension services and research works which the college may deem essential in
improving the quality of life;
6. To initiate links with the alumni for self-growth and community involvement; and
7. To establish linkages with outside institutions for academic support, socio-economic
participation, political consciousness, and cultural development.
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Program Educational Objectives
TEACHER EDUCATION PROGRAM EDUCATIONAL OBJECTIVES MISSION
The graduates have the ability to … √

1. articulate the relationship of education to larger historical, social, cultural and political processes
2. facilitate learning using a wide range of teaching methodologies in various types of environment √
3. develop alternative teaching approaches for diverse learners √
4. apply skills in curriculum development, lesson planning, materials development, instructional delivery and educational assessment √
5. demonstrate basic and higher levels of thinking skills in planning, assessing and reporting √
6. practice professional and ethical teaching standards to respond to the demands of the community √
7. pursue lifelong learning for personal and professional growth √
Program Outcomes and Relationship to Basic Studies Educational Objectives
Program Educational
Program Outcomes Objectives
1 2 3 4 5 6 7
BSEd
Knowledge:
1. Demonstrate basic and higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning; √ √ √ √ √ √
2. Facilitate learning in elementary education guided by principles and methods of facilitating learning; √ √ √ √ √ √
3. Integrate meaningfully and comprehensively the knowledge of the subject matter to real-life situations of learners; √ √ √ √ √ √ √
4. Apply the latest developments in the field of elementary education; √ √ √ √ √ √ √
Skills:
5. Apply a wide range of teaching process skills including curriculum development, lesson planning, materials development, educational
assessment, and teaching approaches;
√ √ √ √ √ √ √
6. Innovate on alternative teaching approaches, take informed risks in trying out these innovative approaches and evaluate the effectiveness of √ √ √ √ √ √ √
such approaches in improving student learning;
7. Facilitate meaningful learning of diverse types of learners, in diverse types of learning environments, using a wide range of teaching √ √ √ √ √ √ √
knowledge and skills;
8. Communicate effectively in oral and in written forms using both English and Filipino; √ √ √ √ √ √ √
9. Participate in the generation of new knowledge and development projects; √ √ √ √ √ √ √
Attitudes
10. Collaborate with Colleagues and other experts in their own fields for continuous professional development and a better fulfilment of their √ √ √ √ √ √ √
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mission as teachers;
11. Work effectively and independently in multi-disciplinary and multicultural teams; √ √ √ √ √ √ √
12. Act in accordance to professional, social, and ethical responsibility; √ √ √ √ √ √ √
13. Create an inclusive learning friendly environment that promotes the potential of all learners; √ √ √ √ √ √ √
14. Promote “Filipino historical and cultural heritage;” and √ √ √ √ √ √ √
15. Practice S.M.A.R.T. values in their personal and professional endeavors as UCU’ians in the service of the UCU mission. √ √ √ √ √ √ √
FIELD OF SPECIALIZATION OUTCOMES
The Bachelor of Secondary Elementary Education is a degree program designed to prepare students for becoming High School Teachers. Graduates of this program are expected to
be well-equipped with the necessary knowledge, skills, attitudes, and values that will aid them to facilitate the teaching-learning process of any Professional Subjects and General subjects
class for the Elementary level.
Field of Specialization Outcomes and Relationship to Program Outcomes:
Program Outcomes
Field of Specialization Outcomes BSEEd
At the end of the conduct of the course, the students should be able to:
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Knowledge:
1. Display mastery of scientific literacy needed for higher learning ; √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
2. Facilitate learning guided by the principles and methods of facilitating learning in Elementary
education;
√ √ √ √ √ √ √ √ √ √ √ √ √ √ √
3. Apply scientific principles through localization and contextualization of topics to facilitate learning; √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
4. Integrate recent trends and developments in facilitating General Science activities; √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Skills:
5. Apply a wide range of teaching and facilitating General Science learning process skills including
curriculum development, lesson planning, materials development, educational assessment, and √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
teaching approaches;
6. Use and evaluate innovative General Science teaching and learning approaches, methodologies, and
strategies to improve student learning;
√ √ √ √ √ √ √ √ √ √ √ √ √ √ √
7. Facilitate meaningful learning of diverse types of General Science learners in diverse types of learning
environments, using a wide range of teaching knowledge and skills;
√ √ √ √ √ √ √ √ √ √ √ √ √ √ √
8. Communicate exemplary oral and written scientific results in relation to their professional and personal
endeavors;
√ √ √ √ √ √ √ √ √ √ √ √ √ √ √
9. Involve in the generation of new knowledge and development projects in General Science education; √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
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Attitudes
10. Collaborate with colleagues and other experts in General Science education for continuous professional
development and a better fulfilment of their mission as Biological Science teachers;
√ √ √ √ √ √ √ √ √ √ √ √ √ √ √
11. Demonstrate General Science teaching and learning activities effectively and independently in multi-
disciplinary and in multicultural teams;
√ √ √ √ √ √ √ √ √ √ √ √ √ √ √
12. Participate in teaching and learning activities conforming to professional, social, and ethical
responsibility;
√ √ √ √ √ √ √ √ √ √ √ √ √ √ √
13. Make an inclusive learning friendly environment that promotes the potential of all learners; √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
14. Employ teaching methods and materials that reinforce the preservation and promotion of “Filipino
historical and cultural heritage”;
√ √ √ √ √ √ √ √ √ √ √ √ √ √ √
15. Incorporate S.M.A.R.T values in programs and activities in classes. √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Intended Learning Outcomes and Relationship to Course Objectives/Program Outcomes:
Intended Learning Outcomes

At the end of the experience, the student completing this course will be able to:
1. Discuss the legal, philosophical and theoretical foundations of special & inclusive education,
2. Explain the role of special needs education in inclusive education,
3. Describe the nature and learning characteristics of students with additional needs; and
4. Demonstrate general instructional and classroom management strategies that work best in inclusive classes
A. Course Title: FOUNDATION OF SPECIAL & INCLUSIVE EDUCATION

B. Credit Units: 3 units
C. No. of Hours: 54 hours Lecture
D. Pre-Requisite: None
E. Course Description:
This course deals with philosophies, theories and legal bases of inclusive and special needs education, typical and atypical development of children, learning characteristics of students
with special 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/focusing, learners with difficulty with self-care and strategies in teaching and managing these learners in the regular inclusive class.
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COURSE OUTLINE AND TIME FRAME
PRELIM PERIOD Week MIDTERM PERIOD Weeks FINAL PERIOD

s
Weeks
III. MAKING SCHOOLS INCLUSIVE V. TYPICAL AND ATYPICAL DEVELOPMENT AMONG
10-12
A. CREATING INCLUSIVE CULTURES CHILDREN
I. UNDERSTANDING DIVERSITY B. PRODUCING INCLUSIVE POLICIES A. INFANCY (birth to 2 years old)
A. LODEN’S DIVERSITY WHEEL 4-6 C. EVOLVING INCLUSIVE PRACTICES B. EARLY CHILDHOOD (3-8 YRS OLD)
C. MIDDLE CHILDHOOD (9-11 YRS OLD)
1-3 B. ABILITY AND DISABILITY AS A DIMENSION OF DIVERSITY
D. ADOLSECENCE (12-18 YRS OLD)
II. ADDRESSING DIVERSITY THROUGH THE YEARS: SPECIAL AND IV. COMPONENTS OF SPECIAL AND INCLUSIVE VI. LEARNERS WITH SPECIAL EDUCATION NEEDS
INCLUSIVE EDUCATION EDUCATION A. LEARNERS WHO ARE GIFTED AND TALENTED
A. HISTORICAL AND SOCIOCULTURAL FOUNDATIONS A. CHILD FIND - Definition

- Identification
B. PHILOSOPHICAL FOUNDATIONS B. ASSESSMENT
- Learning characteristics
C. LEGAL FOUNDATIONS C. PLACEMENT 13-18 - General educational adaptations
7-9 D. ACCOMODATION AND CURRICULAR B. Learners with difficulty seeing
C. Learners with difficulty hearing
MODIFICATION
D. Learners with difficulty communicating
E. PARENT INVOLVEMENT E. Learners with difficulty walking/moving
F. Learners with difficulty rememberinf/focusing
G. Learners with difficulty with self-care
Specific Learning
Hours Learning Content Learning Activities Course Resources Assessment Tasks
Objectives/Outcome
PRELIM PERIOD
 Identify, describe and VMGO Class Discussion
1 explain, internalize and SMART Student Handbook
Class Activity:
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hour demonstrate the mission of Disaster Preparedness Getting to know me and you
the university.
 Discussion of the mechanics of

1 the course Syllabus
 Discuss the course outline Introduction to Course
hour and explain the policies in  Introducing the requirements
class. and integrative final paper
 Class Discussion: Raising
fundamental questions
regarding the self
 Surfacing students’ beliefs and
concerns regarding the self
Johnson, Allan (2005)
15  Define diversity I. UNDERSTANDING DIVERSITY Privilege and Difference, 2nd ed.
hours Lecture and discussion
Booth, T and Ainscow M. (2013)
 Analyse how issues of a. Loden’s diversity wheel Index for inclusion developing learning
diversity and equity are Cooperative learning task Individual students’
b. Ability and disability as a dimension of and participation in schools.
addressed in schools and diversity tasks/reflection work;
society Critique and reflection Winzer M (2012)
History of special education from
isolation to integration. Washington
 Demonstrates gender, II. ADDRESSING DIVERSITY THROUGH THE D.C. Galladuet University Press.
cultural and disability YEARS: SPECIAL & INCLUSIVE EDUCATION Quizzes
sensitivity Child & Youth Welfare code, P.D. Bo.
a. Historical and sociocultural foundation 603, 2.1974
b. Philosophical foundations Republic Acts 7277, 9442, 10533

c. Legal foundation
UN Convention on the Rights of
Persons with Disabilities
1994 Salamanca Report

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1 hour PRELIM EXAM PRELIM EXAM PRELIM EXAM

MIDTERM PERIOD
17 III. MAKING SCHOOLS INCLUSIVE

hours  Describes characteristics of a. Creating inclusive cultures Booth, T and Ainscow M. (2013)
Index for inclusion developing
inclusive schools and b. Producing inclusive policies
Observation learning and participation in Individual reports of
communities schools. the observation will
c. Evolving inclusive practices
Film showing be submitted
 Demonstrates inclusive IV. COMPONENTS OF SPECIAL NEEDS Schools being observed
values EDUCATION Unit reflection paper (observation sheets) Special Quiz at week 6
education Division (2008). Authentic
a. Child find Policies and guidelines in assessment
 Identifies the components of Community mapping exercise
b. Assessment Special education in the
special needs education Philippines
c. Placement Unit reflection paper
Unit reflection paper
d. Accommodations and curricular
 Explain processes involved (Community resource persons)
modification
within and across these
e. Parent involvement
component
1 hour MIDTERM EXAM MIDTERM EXAM MIDTERM EXAM
FINALS
17
hours
 Describes the nature and learning characteristics of students with additional needs
 Demonstrates general instructional and classroom management strategies that work best in inclusive classes
V. LEARNERS WITH SPECIAL EDUCATION NEEDS
A. Learners who are gifted and talented
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- Definition
- Identification
- Learning characteristics
- 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/focusing
G. Learners with difficulty with self-care
Observation
Case analysis and presentation
Demonstrations of instruction strategies
Unit reflection
Washington Group – Set of short questions on disability
Gargiulo, Richard and Jennifer kilgo (2011).

An introduction to Young Children with Special Needs: Birth through Age 8, 3rd ed.
Mitchell, David (2008)

What reaaly works in special and Inclusive education
Hallah, D. Kauffman J and Pullen P. (2015) Exceptional learners: an introduction to special needs. 13th ed. Boston,Pearson
Presentation of case analysis
Demonstration of instruction strategies
Unit reflection paper

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Quizzes on week 14
1 hour
FINALS FINALS FINALS
H. Course Requirements
(PE) Periodic Exam.………….………………………………………………...….. 50%

(CS) Class Standing:
Quizzes/Long Quizzes …………………………………………………. 30%
Recitation/Assignment/Other requirements……….………………… 20%
Total: 100%
I. Grading System
PRELIMS
MIDTERMS
FINALS
To determine the Prelim Grade (PG):

PG = (CS x 50%) + (PE x 50%)
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Where:
CS = Class Standing which includes:
Quizzes, recitation, attendance, attitude,
class presentations and participations
To determine the Midterm Grade:

MG = (CS x 50%) + (ME x 50%)
To determine the Tentative Final Grade (TFG)
TFG = (CS x 50%) + (FE x 50%)
To determine the Final Grade
FG = PG + MG + TFG ÷ 3
J. Course Policies
1. Aside from academic deficiency, other grounds for a failing grade are:
2. Cheating during quiz/exam.
3. Grave misconduct other than cheating as defined in the Student Manual
4. Exceeding 20% Allowable absences
5. Other rules and regulations in the UCU Student Manual and College Orientation
CLASS SCHEDULE CONSULTATION HOURS

First Semester, S.Y. 2019 – 2020 Code Time Days Room Days Time Room
2:30 – 4:00 THF THF 1:00 – 2:30 Mega Faculty
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Prepared by: Noted: Approved:
LETICIA TRINIDAD, MAEd JULIE B. DELA CRUZ, MA Fil PRESCILA I. MARCELO, Ed.D
Instructor Program Head, BEED Dean, College of Teacher Education

Foundation - Inclusice Education

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Foundation - Inclusice Education

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URDANETA CITY UNIVERSITY OUTCOMES – BASED TEACHING LEARNING PLAN COLLEGE OF TEACHER

VISION COLLEGE VMGO

S ervice-driven – taking the initiative to provide for the needs of the

Program Educational Objectives

TEACHER EDUCATION PROGRAM EDUCATIONAL OBJECTIVES MISSION

The graduates have the ability to … √

Program Outcomes and Relationship to Basic Studies Educational Objectives

FIELD OF SPECIALIZATION OUTCOMES

Intended Learning Outcomes and Relationship to Course Objectives/Program Outcomes:

Intended Learning Outcomes

A. Course Title: FOUNDATION OF SPECIAL & INCLUSIVE EDUCATION

COURSE OUTLINE AND TIME FRAME

PRELIM PERIOD Week MIDTERM PERIOD Weeks FINAL PERIOD

INCLUSIVE EDUCATION EDUCATION A. LEARNERS WHO ARE GIFTED AND TALENTED

A. HISTORICAL AND SOCIOCULTURAL FOUNDATIONS A. CHILD FIND - Definition

 Discussion of the mechanics of

b. Philosophical foundations Republic Acts 7277, 9442, 10533

1994 Salamanca Report

1 hour PRELIM EXAM PRELIM EXAM PRELIM EXAM

17 III. MAKING SCHOOLS INCLUSIVE

1 hour MIDTERM EXAM MIDTERM EXAM MIDTERM EXAM

Case analysis and presentation

Demonstrations of instruction strategies

Washington Group – Set of short questions on disability

Gargiulo, Richard and Jennifer kilgo (2011).

Mitchell, David (2008)

Demonstration of instruction strategies

Unit reflection paper

(PE) Periodic Exam.………….………………………………………………...….. 50%

To determine the Prelim Grade (PG):

To determine the Midterm Grade:

CLASS SCHEDULE CONSULTATION HOURS

Prepared by: Noted: Approved:

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