EDUC 30063 – FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION

Dr. FE R. BARONIA
Professor
 OVERVIEW

This course deals with the philosophies, theories and legal

bases of special and inclusive education. It includes the study of
the typical and atypical development of children, learning
characteristics of students with special educational needs and
practices in the continuum of special inclusive education.
 Furthermore, this course focuses on the special needs’
learners who are gifted and talented and learners with seeing,
hearing, communicating, walking/moving, remembering/focusing
and self-care difficulties and in developing learning materials
applicable to help the different learning difficulties of special needs
children in their school undertakings.
 COURSE OUTCOMES

At the end of the semester, the students are expected to:

1. Discuss the legal, philosophical and theoretical foundations of
special and inclusive education.
2. Explain the role of special needs education in inclusive
education.
3. Describe the nature and learning characteristics of students
with special needs.
4. Identify the special needs learners, learning characteristics
and educational adaptations according to learning difficulties.
5. Demonstrate the general instructional and management strategies
that work best in inclusive classes.
6. Develop learning materials for the activities applicable to special
needs learners with learning difficulties.
 COURSE CONTENT

Lesson 1 - Understanding Diversity

Unit 1 - Loden’s Diversity Wheel
Unit 2 - Ability and Disability as Dimensions of Diversity

Lesson 2 - Addressing Diversity through the Years: Special

and Inclusive Education
Unit 1 - Historical and Socio-cultural Foundations
Unit 2 - Philosophical Foundations
Unit 3 - Legal foundations
Lesson 3 - Making Schools Inclusive
Unit 1 - Creating Inclusive Cultures
Unit 2 - Producing Inclusive Policies
Unit 3 - Evolving Inclusive Practices

Lesson 4 - Components of Special and Inclusive Education

Unit 1 - Child-find
Unit 2 - Assessment Component
Unit 3 - Placement Component
Unit 4 - Accommodations and Circular Modification
Unit 5 - Parent Involvement
Lesson 5 -Typical and Atypical Development Among Children
Unit 1 - Infancy (Birth to 2 years)
Unit 2- Early Childhood (3 to 8 years)
Unit 3 - Middle Childhood (9 to 11 years)
Unit 4 - Adolescence (12 to 18 years)

Lesson 6 - Learners with Special Educational Needs

Unit 1 - Gifted and Talented Learners
Unit 2 - Learners with Seeing Difficulty
Unit 3 - Learners with Hearing Difficulty
Unit 4 - Learners with Communicating Difficulty
Unit 5 - Learners with Walking/Moving Difficulty
Unit 6 - Learners with Remembering and Focusing Difficulty
Unit 7 - Learners with Self-Care Difficulty
 ourse Grading System

Class Standing 70%

Unit Test 30%
Outputs 40%
Midterm/Final Examination 30%
100%

Midterm Grade and Final Grade = Final Rating

2
 RUBRIC OF ASSESSMENT FOR WRITTEN OUTPUTS
(Essay, Portfolio, Term Paper, Critique, Synthesis, Reflection Paper and the Like)

Criteria 4 3 2 1
There is one clear, well focused topic. Many There is one clear, well- There is one topic. Main ideas are somewhat The topic and main ideas are not
ideas are clear and well-supported y focused topic. Main ideas clear. clear.
detailed and accurate information are clear but are not well
A. Focus and Details supported by detailed
information
Majority (76% and above) of the facts Most (51-75) of the facts Some (26-50%) of the facts contained in the Very limited (25% and below) facts
B. Coherent -Accuracy contained in the lesson are incorporated. contained in the lesson lesson are incorporated. contained in the lesson are
are incorporated. incorporated.
The introduction is inviting, states the main The introduction states The introduction states the main topic. A There is no clear introduction,
topic, and provides an overview of the the main topic and conclusion is included. structure or conclusion.
paper. Information is relevant. provides an overview of
C. Organization the paper. A conclusion is
included.
All sentences are well Most sentences are well constructed, but have Sentences sound awkward, are
constructed and have similar structure and/or length. The author distractingly repetitive, or are difficult
varied structure and makes several errors in grammar, mechanics, to understand. The author makes
D. Sentence Structure, length. The author makes and/or spelling that interfere with understanding. numerous errors in grammar,
Grammar, and Spelling x no minimal errors in mechanics, and/or spelling that
grammar, mechanics interfere with understanding.
and/or spelling, which do
not interfere with
understanding.
TRANSMUTATION TABLE
(Highest Possible Score: 15)
15 = 100 14 = 97 13 = 93 12 = 90 11 = 87 10 = 83 9 = 80 8 = 77
7 = 73 6 = 70 5 = 67 4 = 63 3 = 60 2 = 57 1 = 53 0 = 50