Syllabus-Foundation of Special and Inclusive Education

Republic of the Philippines
Philippine Normal University

The National Center for Teacher Education
Mindanao
The Multicultural Education Hub
Prosperidad, Agusan del Sur
COURSE SYLLABUS IN PROFED 05
Course Number 2PROF ED 05
Course Title Foundation of Special and Inclusive Education
Course None
Prerequisite
Term & School First Term/2020-2021

Year
EVELYN R. NADA
Name of Faculty HONEY JAYSA R. ANTIGUA
PNU-Mindanao shall become an internationally recognized and nationally responsive teacher education
Vision-Mission
university specializing in multicultural education.
To support the vision, PNU-Mindanao shall
1. Institute quality and culturally responsive teacher education programs;
2. Produce innovative teachers, education leaders and research scholars;
3. Conduct quality researches to improve its curricular programs to meet the felt needs of the
mainstream and the marginalized sectors of the community;
4. Undertake local and global partnership, and extension services with the varied sectors of the
community; and
5. Generate teacher - enhancement programs and materials sensitive to context and culture.
Quality Policy As the National Center for Teacher Education, the Philippine Normal University commits to provide
leadership in teacher education and nurture innovative teachers, education leaders, and research
scholars imbued with the values of truth, excellence, and service. The university further commits to
the continual growth of its Quality Management System through compliance with International Quality
Standards and statutory and regulatory requirements. PNU shall achieve these commitments through
core functions of instruction, research, extension, and production.
Course Syllabus in 2PROFED05 Page 1

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FTD Goals The Faculty of Teacher Development promotes the University’s mission of nurturing innovative
teachers and educational leaders. It is committed to:
1. Providing the best teacher preparation and development training to produce teachers who are strong
in content, grounded in the discipline and possess the technological and pedagogical knowledge to
effectively teach and lead in the on-going educational reforms at all levels of education;
2. Promoting quality instruction by ensuring a strong philosophical and conceptual foundations for the
teacher education curriculum programs to develop graduates with the following qualities: humane and
ethical educated person, reflective and responsive specialist, critical and creative technology expert
and transformative educator;
3. Advancing research in education by providing opportunities to students and faculty members of the
College to conduct research to produce and construct knowledge about teaching- learning, reflect and
make meaningful connections between theory and practice, solve problems and locate opportunities
for strategic actions; and
4. Promoting a culture of sharing by extending scholarship and expertise to other educational institutions
and agencies and establishing partnerships with communities and organizations involved in
education.
Establish learning environments that are safe, secure and are responsive to learner diversity and
Professional
effectively manage behavior of learners coming from diverse backgrounds.
Specializations
Outcomes
Course This course introduces pre-service teachers to the different philosophies, theories and legal bases of
Description 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 classroom truly inclusive. In the end, pre-service teachers are expected to
review and critique an individualized educational plan (EIP) for learners with special needs.
Course Learning  Demonstrate understanding of concepts, philosophies, theories, and legal bases related to inclusive
Outcomes and special education that promote supportive learning environment to diverse learners.(1.1.1)
 Demonstrate knowledge of Special and Inclusive education policies that promote the development
of safe, secure and fair learning environment.(2.2.1)
 Discuss the current status of special education in the country and its implication on the special and
inclusive education programs for learners with disabilities, giftedness and talents.(3.3.1)
 Demonstrate understanding of the different types, identifications, etiologies/causes, characteristics
of learners with special needs which will serve as basis in the selection and use of appropriate
teaching strategies responsive to learners with disabilities, giftedness and talents.(3.3.1)
 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.(3.4.1)

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 Demonstrate knowledge of teaching strategies that are inclusive of learners from indigenous
 groups.(3.5.1)
 Demonstrate knowledge of the design, selection and organization of the types of assessment,
learning resources and instructional accommodation.(5.1.1)
COURSE CONTENT
Instructional Delivery
ONLINE ASYNCHRONOUS
Sessio Course
SYNCHRONO (3.5 hrs./week)
n No./ Learning Content Assessment
US
Durati Outcomes PROJECT- TASKS AND MODULES
(Minimum of
on BASED
1 hour/week)
Week Demonstrate Orientation Project 1 Reviewing Contents of
1 an in-depth Orientation ASYNCHRONO Course Pack/Tool Kit ( Pre-Test
understandin I. Definition, Online/group US Syllabus /Flexible Learner’s
g of Goals, and discussion via Project-Based Guide/ Module
concepts Scope of Special Google Meet Infographics
Activity:
related to and Inclusive (Synchronous- Infographic Making Timeline/ Chronicle
inclusive and Education 1 hr.) of Special Education
Timeline/Chronic
special emphasizing important QUIZ
le of SPED
education Lesson 1.1 events, dates, and people
that promote Definition of highlighting the involved.
supportive Concepts and Powerpoint important
environment Terminologies Presentation : events, dates, Answering Test items for Collaborative
s to diverse DepEd and people mastery of concepts Online Group
learners (like Lesson 1.2. Inclusive involved in Discussion
inclusion, Vision, Policy, Education Special and Discussing collaboratively on (OGD) via
integration, Goal, and Policy Inclusive essential questions Google Meet
mainstream, Objectives https://www.sli

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transition, of Special and deshare.net/u Education Analyzing Case

etc.) as Inclusive bdmath2010/i Studies/Vignettes: Online Case Analysis
indicated in Education in the nclusive- research on Case Studies of
the DepEd Philippines education- children with special needs.
Inclusive 27161562
Policy (
1.1.1)
6.3.1 Writing Reflection
Reflection
Video
analysis
Week Compare Lesson 1.3. Online

2 and contrast Special and discussion via Continue Online
Inclusive Inclusive Google Meet working Open-ended type test items Discussion
Education in Education in the Project 1 on the concepts discussed
the USA and other ASYNCHRONO in the lesson QUIZ
Philippines countries Viewing US
with that of videos: Project-Based
Infographics
International We Are All Activity: Analyzing comparatively
standards. Different - and Infographic Inclusive and Special
1.1.1 THAT'S Timeline/Chronic Education in the Philippines Comparative
Demonstrate AWESOME! | le of SPED and other countries Analysis/Essa
knowledge Cole highlighting the ys
of the Blakeway | important Making Timeline/ Chronicle of
development TEDxWestVa events, dates, Special Education
of Special ncouverED emphasizing important Reflection
and people
and https://www.yo involved in events, dates, and people writing
Inclusive utube.com/wat Special and involved.
Education in ch?v=sQuM5e Inclusive
the local and 0QGLg Education
international
contexts Writing Reflection
(1.1.1) How a 13 year
old changed

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'Impossible' to Analyzing Videos

'I'm Possible' |
Sparsh Shah |
TEDxGateway
https://www.yo
utube.com/wat
ch?v=bC0hlK
7WGcM
Planning :
Project-Based
Activity:
Infographic
Timeline/Chro
nicle of SPED
(Synchronous-
1 hr.)
Week Demonstrate Module 2. Bases
3 understandin and Policies of Online/group Reading online research on Group
g of the Special and discussion via the various bases of Special Discussion
philosophies Inclusive Google Meet Continue and Inclusive Education
, theories, Education on topics working
and legal covered I Project 1 Discussing collaboratively on QUIZ
bases of Lesson 2.1. Lesson 2.1 ASYNCHRONO the essential questions.
special and Psychological (Synchronous- US
inclusive Bases 1 hr.) Project-Based Answering Open-ended/ Essay Infographics
education 2.1.A Piaget’s Activity: type test items for
including its Cognitive Infographic understanding and , critical
application; Developme Timeline/Chronic analysis on topics discussed
1.1.1 Continue le of SPED
nt Theory
6.3.1 working highlighting the Making Timeline/ Chronicle
2.1.B. Albert important
2.1.1 Activity: of Special Education
Bandura’s Infographic events, dates, emphasizing important
Social Timeline/Croni and people events, dates, and people
Learning cle of SPED involved in involved.
Theory highlighting Special and
2.1.C. Lev the important Inclusive
Vygotsky’s events, dates, Education
Scaffolding and people
2.1.D. Jean involved in
Lave’s Special and

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Situated Inclusive
Learning Education
Week Demonstrate Lesson 2.2: Project 2 Collaborative

4 knowledge Philosophical, End-of- Course Discussing essential questions Online Group
of policies, Historical, and Online/group Collaborative on the topics Discussion
guidelines Sociological discussion via Activity (OGD)
and Bases Google Meet Project- Based
procedures on (Infographics) Answering Open-ended/ Essay Quiz
that provide A. UN topics/issues :Advocacy type test items for
safe and Convention covered in Awareness understanding and , critical
secure on the Lesson 2.2 Campaign analysis on topics discussed
learning Rights of week 4 Infographics
environment the Child (Synchronous- through Making advocacy awareness
s for (1989) 1 https://www.canva campaign to educate Infographics
learners with .com individuals
special B. UNESCO Project 2 Advocacy and to boost public awareness
needs; and Salamanca Planning awareness about people with special
(2.1.1) Statement Phase :End- campaign to needs and to recognize and
of- Course educate value people with disabilities as
Demonstrate C. EFA Collaborative individuals members of society
knowledge Activity and to boost
of the D. K to 12 Project- public awareness
development Inclusion Policy Based about people with
of Special (Infographics) special needs
and :Advocacy and to recognize
Inclusive Awareness and value people
Education in Campaign with disabilities as
the local and Infographics members of
international through society.
contexts https://www.ca
(1.1.1) nva.com
(Grouping of
students by
Geographical
Location for
Group Project
2)

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Week Demonstrate Lesson 2.3: Discussing essential questions Collaborative

5 understandin Legal Bases Continue on the topics Online Group
g of the Online/group working Discussion
philosophies A. The 1987 Phil. discussion via Project 2 (OGD)
, theories, Constitution, Google Meet :End-of- Course Answering test items for
and legal Art XIV on topics Collaborative understanding and , critical QUIZ
bases of (Education, covered in Activity analysis on topics discussed
special and Science and Lesson 2.3 Project- Based
inclusive Technology, (Synchronous- (Infographics)
education Arts, Culture 1 hr :Advocacy
including its and Sports Awareness Viewing of the movie Miracle
application; Education), Campaign Cell No.7:
(1.1.1) Infographics https://www.youtube.com/wat Movie review
Sec 1&2
(6.3.1) through ch?v=8BoE_xhF9e0
B. https://www.can
Commonweal va.com Making advocacy awareness Infographics
th Act #3203 Advocacy campaign to educate
awareness individuals
C. Declaration of campaign to and to boost public
the Rights of educate awareness about people with
the Child individuals special needs and to
and to boost recognize and value people
D. RA 3562 public with disabilities as members
E. RA 5250 awareness of society
F. 10533 about people
G. 8371 with special
H. PD 603 needs and to
I. RA 7277 recognize and
J. RA 9442 value people
K. 11 RA with disabilities
7610 as members of
L. RA 9344 society.
M. RA 10665
MIDTERM EXMINATION
Week Distinguish Module 3:
6 the different Types, Online/group Continue Discussing Collaborative
types, Identifications, discussion via working collaboratively on essentials Online Group
identification Causes, and Google Project 2 questions Discussion
s, causes, Characteristics Meet/FB/Mess End-of- Course
characteristi with Special enger on Collaborative Video
cs of Needs topics covered Activity Answering (BLEPT- Type) Analysis
learners in Lesson 3.1 Project- Based Test items on the concepts
who have 3.1. Learners with (Synchronous- (Infographics) discussed in the lesson Quiz via

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special Intellectual 1hr :Advocacy Google

needs; Disability Awareness Viewing the video on “Raising Classroom
2.1.1 3.1.A. Cerebral Campaign a Son with Autism Spectrum
Palsy Slides Disorder and Enjoying It!” Reflection
Demonstrat 3.1.B. Down presentation https://www.facebook.com/33 Paper
e Syndrome on topics 7787129593512/videos/10492
understandi 3.1.C. Learners 42958807240/ Infographics
ng of typical with Autism
and atypical Spectral Making advocacy awareness
developmen Disorder campaign to educate
t of children (ASD) individuals
which serve and to boost public
as basis in awareness about people with
the special needs and to
selection recognize and value people
and use of with disabilities as members
appropriate of society
teaching
strategies
responsive
to learners
with
disabilities,
giftedness
and talents
3.3.1
Week Distinguish Lesson 3.2.

7 the different Learners with Online/group Project 3 Discussing Online Class
types, Learning discussion via Collaborative collaboratively on essentials Discussion
identification Disability Google Project Based questions
s, causes, 3.2.A.. Dyslexia Meet/FB/Mess Activity: Quiz
characteristi 3.2.B. enger on Portfolio or Answering (BLEPT- Type)
cs of Dysgraphia topics covered matrix of Test items on the concepts
learners 3.2.C. in Lesson 3.2 different discussed in the lesson
who have Dyscalculia (Synchronous- categories of Movie/Video
special 1hr learners with Review/analy
needs; disabilities, sis
2.1.1 Viewing on giftedness and
Suggested Video Clips on talents Viewing of Videos e-
Demonstrat Movies/videos TEDTALKS portfolio/matri
e Disability Make a profile of x
understandi Discussion and https://www.te the different Making a profile of the
ng of typical Movie Viewing d.com/topics/d categories of different categories of
and atypical of any of the isability different different categories of children

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developmen films assigned categories of with disabilities, gifted and

t of children by the course children with talent
which serve professor: disabilities,
as basis in “The Gifted” gifted and talent
the “Three Idiots”
selection “The Emperor’s
and use of Club”
appropriate “Akeela and the
teaching Bee
strategies
responsive “I am Sam”,
to learners
with
disabilities,
giftedness
and talents
3.3.1
Week Distinguish Lesson 3.3. Online/group Continue Online

8 the different Learners with discussion via working Discussing Discussion
types, Visual and Google Project 3 collaboratively on essentials
identification Hearing Meet/FB/Mess Collaborative questions Case Study
s, causes, Impairments, enger on Project Based analysis/docu
characteristi Speech topics covered Activity: Answering (BLEPT- Type) mentary
cs of Communication in Lesson 3.3 Portfolio or Test items on the concepts report
learners Disorders (Synchronous- matrix of discussed in the lesson
who have ,Physical 1hr different viewing video on ”
special Disability , Severe categories of Documentary: Children Living
needs; and/or Multiple learners with with Communication Disorder” Quiz
2.1.1 Handicaps disabilities, link : Video review
giftedness and https://www.youtube.com/wat
Demonstrat 3.3.A. Visual talents ch?v=7LtACS7mu-Y Quiz via
e Impairment Google
understandi 3.3.B. Hearing Make a profile of Classroom
ng of typical Impairment the different Analyzing case
and atypical 3.3.C.Speech categories of studies/Documentary report Case a
developmen Communic different Analysis
t of children ation categories of Making a profile of the
which serve Disorder children with different categories of
as basis in 3.3.D. Physical disabilities, different categories of children Movie/video
the Disability , gifted and talent with disabilities, gifted and analysis
selection Severe talent
and use of and/or
appropriate Multiple

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teaching Handicaps
strategies
responsive
to learners Suggested
needs Videos and
3.3.1 Movies
Demonstrate Discussion and

knowledge Movie Viewing
of of any of the
responsive films assigned
special and by the course
inclusive professor:
education “The Gifted”
programs for “Three Idiots”
diverse “The Emperor’s
learners Club”
(4.3.1) “Akeela and the
Bee
“I am Sam”,
Week Distinguish Lesson 3.4. Online/group Continue Discussing Online

9 the different Learners who discussion via working collaboratively on essentials Discussion
types, are Gifted and Google Project no. 3 questions
identification Talented Meet/FB/Mess Collaborative Quiz
s, causes, 3.5. Learners with enger on Project Based Case analysis
characteristi Socio-Emotional topics covered Activity: Answering (BLEPT- Type)
cs of Disorder in Lessons e-Portfolio or Test items on the concepts
learners 3.4,3.5 matrix of discussed in the lesson e-Portfolio
who have 3.5.A. Emotional (Synchronous- different
special and Behavioral 1hr categories of Making a profile of the
needs; Disorders learners with different categories of movie/video
2.1.1 3.5.B. Attention disabilities, different categories of children analysis
Deficit and giftedness and with disabilities, gifted and
Demonstrat Hyperactivity talents talent
e Disorders(AD/H alyzing case studies
understandi D) Make a profile of
ng of typical the different
and atypical categories of
developmen different
t of children Suggested categories of
which serve Videos and children with
as basis in Movies disabilities,
the Discussion and gifted and talent

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selection Movie Viewing

and use of of any of the
appropriate films assigned
teaching by the course
strategies professor:
responsive “The Gifted”
to learners “Three Idiots”
with “The Emperor’s
disabilities, Club”
giftedness “Akeela and the
and talents Bee
3.3.1
“I am Sam”,
Week Demonstrate 3.6.Learners in Online/group Online
10 understandin Difficult discussion via Project No. 4 Discussing Discussion
g of the Circumstances Google Individualized collaboratively on essentials
special  Living in Meet/FB/Mess Educational questions Situation
educational remote enger on Program (IEP) Reading online research on analysis
needs of places topics covered /Education .Learners in Difficult
learners in in Lessons Program of the Circumstances Movie/video
 Victims of
difficult 3.6,3.7 subject of the Analysis
circumstanc War (Synchronous- case study. Film viewing: Freedom
es including:  Products 1hr Design an Writers: Reflection
geographic of broken educational https://www9.123movies.fun/fi
isolation; family program for a lm/freedom-writers-4917/
chronic  Street student in the https://gostream.site/freedom-
illness; children/ assigned writers
displacemen exceptionality
t due to Analyzing movie
armed Impoveris
conflict, hed family Sharing of Reflection
urban
resettlement 3.7.Learners Quiz
or disasters; from Multicultural Answering test items for
child abuse / Indigenous understanding and , critical
and child Groups analysis on topics discussed
labor IEP
practices; Design an educational
and program for a student in the
3.4.1 assigned exceptionality ( IEP)
Suggested
Videos and
Distinguish Movies
the different
types, Discussion and

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identification Movie Viewing

s, causes, of any of the
characteristi films assigned
cs of by the course
learners professor:
who have “The Gifted”
special “Three Idiots”
needs; “The Emperor’s
2.1.1 Club”
“Akeela and the
Bee
“I am Sam”,
Week Demonstrat Module 4. Types Continue IEP/Education
11-12 e of Assessment, Online/group working Discussing al Program
knowledge Learning discussion via Project No. 4 Collaboratively on
in the Resource, and Google Individualized Essentials Quiz
implementat Instructional Meet/FB/Mess Educational questions.
ion of Accommodation enger on Program (IEP)
relevant and topics covered /Education Collaborative
responsive Lesson 4. 1. in lessons 4.1, Program of the Online Group
learning Types of 4.2, 4.3 subject of the Answering (BLEPT- Type) Discussion
programs; Assessment, (Synchronous- case study. Test items on the concepts
(4.3.1) Testing, and 1hr Design an discussed in the lesson IEP
Measurement educational mastery
Demonstrat Observation Slides program for a
e Checklist presentation student in the
knowledge Anecdotal assigned
and Report exceptionality Designing an education
understandi Portfolio program for a specific child
ng to suit Assessment with disability
the learners’
needs; Lesson 4.2
(3.1.1) Placement,
Instructional
Services and
Accommodation
Programs in
Special Education
Lesson 4.3
Identification,
Referral,
Placement
Process and IEP

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Lesson
4.3.A
Referral
Process
4.3.B The
Individualize
d Education
Program
(IEP)
SUBMISSION OF END OF End-of- Course Making : Infographic

Collaborative InfographiTimeline/Chronicle Timeline/Chro
COURSE/FINAL OUTPUTS/PROJECTS Activity of SPED highlighting the nicle
important events, dates, and
Project 1 people involved in Special
ASYNCHRONO and Inclusive Education
US
Project-Based
Activity:
Infographic
Timeline/Chronic
le of SPED
highlighting the
important
events, dates,
and people
involved in
Special and
Inclusive
Education
Project 2 Making Advocacy awareness Infographics :
:End-of- Course campaign to educate Advocay
Collaborative individuals Campaign
Activity and to boost public
Project- Based awareness about people with
(Infographics) special needs and to
:Advocacy recognize and value people
Awareness with disabilities as members
Campaign of society
Infographics
through
https://www.can
va.com

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Project no. 3 Creating e-portfolio on the e-Portfolio or

Collaborative profile of the different matrix
Project Based categories of different
Activity: categories of children with
e-Portfolio or disabilities, gifted and talent
matrix of
different
categories of
learners with
disabilities,
giftedness and
talents
Project no. 4 Designing an education

program for a student in the
Individualized assigned exceptionality
Educational
Program (IEP)
/Education
Program of the
subject of the
case study.
Design an
educational
program for a
student in the
assigned
exceptionality
FINAL EXAMINATION
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Behan, Dawn. (2015). Taking sides: clashing views in special education McGraw Hill
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behavoioral-disorders.
Jennio . (n.d.). Emotional and behavioral disorders . http://school-psychology.org/emotional-and-behavioral-disorders
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learningdisabilities.about.com/od/mo/g/multiple_disabi.htm
Kauffman, H., & Hallahan, D. P. (1988). Exceptional children: Introduction to special education. Translated by
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Kritikos, Effie P. (2012). Foundations of assessment in early childhood special education Pearson
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intervention and classroom management
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www.rivier.edu/journal/ROAJ-Spring-2008/J149-Pizzi.pdf
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syndrome
Sage Publications . (n.d.).Defining emotional or behavioral disorders ... -
www.sagepub.com/gargiulo4emedia/study/chapters/handbook/handbook8.1.pdf.
Salvia, John. (2013). Assessment in special and inclusive education. Belmont, CA : Wadsworth/Cencage Learning
Taylor, Smiley, & Richards. (2009). Exceptional Students: Preparing Teachers for the 21st Century. (1st ed.).
Boston, Mass: McGraw Hill. www.nimh.nih.gov/health/topics/autism-spectrum-disorders-pervasive-
developmental-disorders/index.sh
Teaching students with behavioral disorders: Basic questions . nichcy.org/wp content/uploads/docs/bib10.pdf.
Tomlinson, C. A., & Jarvis, J. M. (2009). Differentiation: Making curriculum work for all students through responsive
planning & instruction. In J. S. Renzulli, E. J. Gubbins, K. S. McMillen, R. D. Eckert, & C. A. Little (Eds.), Systems
& models for developing programs for the gifted & talented (2nd ed.; pp. 599–628). Mansfield Center, CT:
Creative Learning Press.
Tremblay, P. (2007). Special Needs Education Basis: Historical and Conceptual Approach. Universite Libre de
Bruxelles. Tivat, Montenegro.
UNESCO. (2009). Policy Guidelines on Inclusion in Education, Paris: UNESCO.
UNESCO. (2017). A Guide for Ensuring Inclusion and Equity in Education. Paris, France.
UNICEF. (2014). Conceptualizing Inclusive Education and Contextualizing it within the UNICEF Mission. Webinar 1 –
Companion Technical Booklet. New York, USA.
World Health Organization. (2011). World Report on Disability. The World Bank. Malta.
www.sharecare.com/health/bones-joints-and-muscles/common-orthopedic-problems-children
https://wapave.org/idea-the-foundation-of-special-education/
https://www.pdx.edu/multicultural-topics-communication-sciences-disorders/special-education-around-the-world

Mindanao
Legal Bases (Online References):

https://bit.ly/2BPw06s
https://bit.ly/2VrBPOB
https://bit.ly/2Vs5kzY
https://bit.ly/2VtTaGB
https://bit.ly/2YElMPs
https://bit.ly/2YG5Coy
https://www.ncda.gov.ph/disability-laws/republic-acts/republic-act-3562/
https://www.ncda.gov.ph/disability-laws/republic-acts/republic-act-5250/
https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/
Course
Performance Standard
Perf Performanc Evidences of Performance
(Assessment Criteria)
orm e Indicators
anc
Project no.1
e
Infographic Components Exceeds Expectations Meets Expectations Needs More Work
Indi
Timeline/Chr 5 points 3 points 1 points
cato
onicle of Concepts The developed The developed The developed
rs
SPED infographics integrates infographics shows infographics was able to
and
highlighting and applies basic clear comprehension state basic concepts on
Evi
the concepts on disabilty. of basic concepts on disability.
den
important disability.
ces
events, Information The message of the The message of the The message of the
Perf
dates, and infographic is specific in infographic may be a infographic is hard to
orm
people nature and is intended to bit too broad to allow ascertain and needs to be
anc
involved in inform or convince the the viewer to made more specific.
e
Special and viewer. understand the main
Inclusive points.
Education Content Uses appropriate, Uses appropriate, Uses appropriate and
relevant, and convincing relevant, and relevant content to
Project no. content to illustrate convincing content develop simple ideas in
2 mastery of the subject, to explore ideas some parts of the work.
Campaign conveying the writer's within the context of
Infographics understanding, and the discipline and
on Inclusive shaping the whole work. shape the whole
Education work

Mindanao
Layout The layout of the The layout of the The infographic is lacking
infographic adheres to the infographic includes one or two of the
inverted pyramid style - all three components components of good
main point on top, - main point, infographic design - main
secondary point next, and secondary point, and point, secondary point, or
supporting details at the supporting details - supporting details.
bottom but is not organized
in the inverted
pyramid style.
TOTAL 20 POINTS
SCORE
Project Portfolio or matrix of diff. Portfolio/matrix of diff. categories of learners with disabilities, giftedness
No.3 categories of learners with and talents – Have a profile of the different categories of children with
Organize a disabilities, giftedness and disabilities, giftedness and talents using the matrix template
portfolio of talents  Use the matrix template below. Make a summary of data about the
the different different categories of children with disabilities, giftedness and
assessment talents:
tools for Categor Definitio Classificatio Causes Characteristic
each y n n s
category of
learners with
disabilities,
giftedness
and talents
Project No. IEP/Individualized Educational IEP/Individualized Educational Program - Design an education program
4 Program of the subject on the for a student in the assigned exceptionality
Design an case study
education
program for
a specific
child with
disability
Grading system (Subject to modification based on university/college policy)

Quizzes 5%
Cou
Midterm 15%
rse
Finals 15%
Req
Reflections 15%
uire
Online Chat Participation 20%
ment
Projects/Outputs 30%
s

Mindanao
100%
Gra
ding
Syst
em
The following course policies are to be presented and clarified to the class during the first session, if possible, of the
school term:
Cou
Regular attendance and participation during the online discussion and collaborative group synchronous participation
rse
are to be strictly observed and monitored . University policy on excessive absences (20%) is to be enforced unless these
Poli
are valid and supported by appropriate documents.
cy
The nature of the course calls for active class participation from every student either in synchronous or synchronous
activities. Critical thinking is enhanced. This criterion is to be monitored and evaluated by the faculty with.
Midterm and final examinations are announced. Midterm examination would cover topics/problems taken up before the
middle of the school term. The final examination can either cover the rest of the lessons or the whole course depending
on the wise judgment of the faculty.
Deadline of submission of all requirements/Quizzes,etc. are written in the course migration template/Course Calendar of
Activities. No late submission is allowed to enable the faculty to submit final grade on time in conformity with the
University policy.
Failure to comply with the course requirements would merit incomplete rating and this has to be completed within the
next semester.
Consultation Period
Prepared Approved by:

by: EVELYN R. NADA CONCEPCION G. BELZA, D.A.
Associate Dean
HONEY JAYSA R. ANTIGUA
___________________ ADELYNE M. COSTELO-ABREA, Ph.D.
Faculty Dean, Academics & ME
The faculty reserves the right to add or delete some of the contents of this syllabus and the course
requirements with reasonable notification to students enrolled.

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Syllabus-Foundation of Special and Inclusive Education

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Republic of the Philippines

Philippine Normal University

COURSE SYLLABUS IN PROFED 05

Course Number 2PROF ED 05

Course Title Foundation of Special and Inclusive Education

Term & School First Term/2020-2021

Course Syllabus in 2PROFED05 Page 1

Course Syllabus in 2PROFED05 Page 2

Course Syllabus in 2PROFED05 Page 3

transition, of Special and deshare.net/u Education Analyzing Case

Week Compare Lesson 1.3. Online

Course Syllabus in 2PROFED05 Page 4

'Impossible' to Analyzing Videos

Course Syllabus in 2PROFED05 Page 5

Week Demonstrate Lesson 2.2: Project 2 Collaborative

Course Syllabus in 2PROFED05 Page 6

Week Demonstrate Lesson 2.3: Discussing essential questions Collaborative

Course Syllabus in 2PROFED05 Page 7

special Intellectual 1hr :Advocacy Google

Week Distinguish Lesson 3.2.

Course Syllabus in 2PROFED05 Page 8

developmen films assigned categories of with disabilities, gifted and

Week Distinguish Lesson 3.3. Online/group Continue Online

Course Syllabus in 2PROFED05 Page 9

Demonstrate Discussion and

Week Distinguish Lesson 3.4. Online/group Continue Discussing Online

Course Syllabus in 2PROFED05 Page 10

selection Movie Viewing

Course Syllabus in 2PROFED05 Page 11

identification Movie Viewing

Course Syllabus in 2PROFED05 Page 12

SUBMISSION OF END OF End-of- Course Making : Infographic

Course Syllabus in 2PROFED05 Page 13

Project no. 3 Creating e-portfolio on the e-Portfolio or

Project no. 4 Designing an education

Course Syllabus in 2PROFED05 Page 14

Course Syllabus in 2PROFED05 Page 15

Course Syllabus in 2PROFED05 Page 16

Legal Bases (Online References):

Course Syllabus in 2PROFED05 Page 17

Grading system (Subject to modification based on university/college policy)

Course Syllabus in 2PROFED05 Page 18

Prepared Approved by:

Course Syllabus in 2PROFED05 Page 19

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