ST. PAUL COLLEGES FOUNDATION PANIQUI, TARLAC INC.

SAMPUT, PANIQUI , TARLAC

A.Y 2022-2023

FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION

SECOND SEMESTER

COURSE SYLLABUS

SECTION 1
INTRODUCTION TO SPECIAL AND INCLUSIVE EDUCATION

SECTION INTENDED LEARNING OUTCOME (SILO)

DEMONSTRATE UNDERSTANDING OF BASIC CONCEPTS RELATED TO SPECIAL AND INCLUSIVE EDUCATION
INTENDED LEARNING CONTENT
OUTCOME
At the end of chapter 1, Concepts of Special Education
students are expected to: and Inclusive Education
 Analyze basic concepts  Conceptualization of
related to special and Inclusion, Mainstreaming
inclusive education and Integration
 Concepts of Equality and
Equity
 Concepts Of Classroom
Accommodations and
Modifications
LEARNING ACTIVITIES COURSE RESOURCES ASSESSMENT TASK
ENGAGE Basic Reading: AUTHENTIC TASK
 Brainstorming  Foundations of inclusive  Mini - lecture
 Lecture and special education
 Concept Mapping
 Reflective Learning
 Collaborative Learning Extended Readings:
EXPLORE  World Health
Organization 2011.
 Activity 1: Defining  World report on
Inclusion disability
 Models of Disability

 Medical Model APPLY

 Social Model
 Interview a teacher or
administrator on policy
and practice of inclusive
education
INTENDED LEARNING CONTENT LEARNING ACTIVITIES COURSE RESOURCES ASSESSMENT TASK
OUTCOME
At the end of chapter 2, History of Disability Engage Basic Reading: AUTHENTIC TASK
students are expected to:
 History of special and  Organized in-class  Foundations of inclusive  Timeline of views on
 Draw implications of the inclusive education Debates and special education disability
historical, philosophical,  Policy review
theoretical, and legal  Reflective learning
foundations of special Key Developments in the Extended Readings:
and inclusive education. Practice of Inclusive Education
in the Philippines Explore
 DEPED ORDER NO. 21
 Activity 1: The Case of
Victor of Aveyron
 Activity 2: Policy Making

Apply

 Policy Review

SECTION 2
 GIFTED AND TALENTED LEARNERS

SECTION INTENDED LEARNING OUTCOME (SILO)

DEVELOP AN INDIVIDUALIZED EDUCATION PLAN (IEP) APPLYING THE PRINCIPLES AND STRATEGIES RESPONSIVE TO THE GIFTED AND TALENTED LEARNERS
INTENDED LEARNING CONTENT
OUTCOME
At the end of chapter 3, Giftedness
students are expected to:
 Five Categories
 Identify gifted and
talented learners Gifted Learners
 Characteristics
 Profiles
 Identification and
Assessment
Typical and Atypical Cognitive
Development
LEARNING ACTIVITIES COURSE RESOURCES ASSESSMENT TASK
ENGAGE Basic Reading: AUTHENTIC TASK
 Brainstorming  Foundations of inclusive  Identification of a gifted
 Lecture and special education character in literature
 Learning Cells
 Concept Mapping
Extended Readings:
EXPLORE
 Exceptional children:
 Activity 1: The
Underachieving Gifted
Learner
 Activity 2: Defining
Giftedness

APPLY

INTENDED LEARNING
OUTCOME
At the end of chapter 4,
students are expected to:
 Prepare an individualized
education plan (IEP)
 Giftedness Awareness
CONTENT LEARNING ACTIVITIES COURSE RESOURCES ASSESSMENT TASK
Components of Inclusive Engage Basic Reading: AUTHENTIC TASK
Program
 Lecture  Foundations of inclusive  IEP for the case subject
 Child find  Learning cells and special education on previous chapter (The
 Assessment  Case pedagogies Underachieving Gifted
 suitable to the
educational needs of
gifted talented learners.
Program Options
 Program options
 Curriculum modifications
 Parental involvement
 Full-time homogenous
grouping
 Full-time heterogenous
grouping
 Part-time
 Brainstorming
Extended Readings:
Explore
 Activity 1: Higher-Order-
Thinking Skills (HOTS)
 Activity 2: Classroom
Provision
Apply
Learners)
 Synchronizing gifted
education with general
education
 A practitioners guide to
implementing response
to intervention.

Curriculum Modifications
 Teaching the Gifted and
 Differentiation Talented
 Tiered instruction

Enrichment strategies
 Library and Internet
Research Projects
 Scientific Research
Projects
 Independent Projects
 Mentorships
 Peer Tutoring
 Questioning

INTENDED LEARNING CONTENT LEARNING ACTIVITIES COURSE RESOURCES ASSESSMENT TASK

OUTCOME
At the end of chapter 5, Twice-exceptional, Double- Engage Basic Reading: AUTHENTIC TASK
students are expected to:
 Analyze trends and
issues in teaching gifted
and talented learners
labeled, Dual Exceptionalities
 Lecture
 Gifted with Learning  Collaborative learning
Disabilities  Case pedagogies
 Gifted with Autism  Mini-lecture
 Gifted with ADHD
Explore
Response to  Activity 1: Thinking in
Intervention (RTI) Pictures
 Activity 2: Prominent
Gifted Individuals
Apply
 Foundations of inclusive  Reflective Journal
and special education  Summative Test
Extended Readings:
 College students with
ADHD
 Effects support Services
on academic
performance Learning
Disabilities Research and
Practice

 Response to Intervention
(RTI)

SECTION 3
LEARNERS WITH DIFFICULTY SEEING, HEARING AND COMMUNICATING

SECTION INTENDED LEARNING OUTCOME (SILO)

DESIGN AN (IEP), AND APPLY THE PRINCIPLES AND STRATEGIES OF TEACHING FOR LEARNERS WITH DIFFICULTY SEEING, HEARING AND COMMUNICATING
INTENDED LEARNING CONTENT LEARNING ACTIVITIES COURSE RESOURCES ASSESSMENT TASK
OUTCOME
At the end of chapter 6, Learners with Difficulty in Engage Basic Reading: AUTHENTIC TASK
students are expected to: Seeing
 Brainstorming  Foundations of inclusive  Case study:
 Characterize the  Legal definitions  Lecture and special education  A student with
different types of  Characteristics  Learning Cells visual impairment
learners with difficulty  Types and causes  Case pedagogies  A student with
seeing, hearing, and  Identification  Reflective learning Extended Readings: hearing
communicating impairment
Explore  Exceptional children: An  A student with
Learners with Difficulty in introduction to special language disorder
Hearing  Activity 1: Lessons from education  A student with
 Definitions Hellen Keller  Communication autism spectrum
 Characteristics  Activity 2: Alternative disorders disorder
 Types and causes Ways of Communicating  Handbook of special
 Identification education
 Assessment
Apply
Learners with Difficulty
Communicating  Being a Better
Communicator
 Definitions
 Characteristics
 Types and causes
 Identification

Learners with AUTISM

SPECTRUM DISORDER (ASD)

 Definitions
 Characteristics
 Causes
 Identification

Speech Language
Developmental Milestone
 INTENDED LEARNING
OUTCOME
At the end of chapter 7, Suggestions for BEGINNING
students are expected to: TEACHERS’ EDUCATIONAL
APPROACHES
 Create safe, inclusive,
culturally responsive
learning environments
for learners with
difficulty seeing hearing
and communicating
through the
development of an IEP.
INTENDED LEARNING
OUTCOME
At the end of chapter 8,
students are expected to:
 Draw instructional
implications of the
trends and issues in
teaching learners with
CONTENT LEARNING ACTIVITIES COURSE RESOURCES ASSESSMENT TASK
Engage Basic Reading: AUTHENTIC TASK
 Lecture  Foundations of inclusive  Developing an IEP for
 Brainstorming and special education learners with ASD
 Learners with blindness  Collaborative learning described in the previous
 Learners with low vision  Case pedagogies chapter.
 Learners with hearing  Reflective learning Extended Readings:
impairment
 Learners with
communication disorder Explore  Exceptional children: An
introduction to special
 Learners with autism
 Activity 1: timeline of education
spectrum disorder
deaf education in the
Philippines
 Activity 2: tactile book
Apply
 Comic book conversion
CONTENT LEARNING ACTIVITIES COURSE RESOURCES ASSESSMENT TASK
Engage Basic Reading: AUTHENTIC TASK
 Helping children
communication disorders  Lecture  Foundations of inclusive  Mini - lecture
in developing social  Collaborative learning and special education  Summative Test
communication and  Case pedagogies
reducing challenging  Mini lecture
behaviors Extended Reading:
 difficulty seeing, hearing,  Social cognitive Explore
and communicating. strategies in helping  Inclusion is an attitude
children with social  Activity 1: Inclusive not a place
communications Strategies
disorders
 Teachers experience of Apply
remedial teaching for
students with language  Role play cards
disorders
 Challenges for children,
parents, and teachers in
teaching children with
speech sound disorders

SECTION 4
LEARNERS WITH DIFFICULTY WALKING AND MOVING

SECTION INTENDED LEARNING OUTCOME (SILO)

CONSTRUCT AN IEP APPLYING THE PRINCIPLES AND STRATEGIES IN TEACHING LEARNERS WITH DIFFICULTY WALKING AND MOVING
INTENDED LEARNING CONTENT LEARNING ACTIVITIES COURSE RESOURCES ASSESSMENT TASK
OUTCOME
At the end of chapter 9, Learners with Difficulty Engage Basic Reading: AUTHENTIC TASK
students are expected to: Walking And Moving
 Brainstorming  Foundations of inclusive  Case Analysis on The
 Distinguish the different  Sensitive words to be  Lecture and special education Case of Matthew : A
types, identification, used  Learning Action Cells student with Mobility
etiologies, assessment  Definition  Collaborative learning Impairment
and characteristics of  Types and causes Extended Reading:
 learners with difficulty  Classification
walking and moving  Characteristics
 Identification and
assessment
Typical and Atypical
Development of Gross Motor
Skills
INTENDED LEARNING CONTENT
OUTCOME
At the end of chapter 10, Health Professionals
students are expected to:
 Physical therapists
 Make an IEP that  Occupational therapists
matches the educational  Speech language
needs of learners with pathologies
difficulty in walking and
moving Environmental Modifications
Assistive Technology
 Mobility
 Communication
Inclusive Classroom Approaches
Explore
 Activity 1: My Left Foot
 Activity 2: Strength in
Mobility Impairment
Apply
 Raising awareness on
physical disability
LEARNING ACTIVITIES
Engage
 Lecture
 Collaborative learning
 Reflective learning
Explore
 Activity 1: Summary
Matrix
 Activity 2: Assistive
Technology Resource
Review
Apply
 Exceptional children: An
introduction to special
education
COURSE RESOURCES ASSESSMENT TASK
Basic Reading: AUTHENTIC TASK
 Foundations of inclusive  Developing an IEP for
and special education learners with physical
and health impairment
Extended Readings:
 Including children 3-11
with physical disabilities:
 Practical guidance for
mainstream schools
  Curricular
accommodation chart

INTENDED LEARNING CONTENT LEARNING ACTIVITIES COURSE RESOURCES ASSESSMENT TASK

OUTCOME
At the end of chapter 11, Teachers’ beliefs, attitudes, and Engage Basic Reading: AUTHENTIC TASK
students are expected to: Values Toward inclusion
 Helping children  Lecture  Foundations of inclusive  Writing an action plan:
 Generate action plans communication disorders  Collaborative learning and special education Parents’ role in enabling
based on the trends and in developing social  Learning cells participation of their
issues in teaching communication and children with disability
learners with difficulty reducing challenging Explore Extended Reading:  Summative Assessment
walking and moving behaviors
 Social cognitive  Activity 1: Teachers’  Swedish primary-school
strategies in helping Perceptions of Learners teachers’ attitudes to
children with social with Difficulty Walking inclusion – the case of PE
communications and Moving and pupils with physical
disorders  Activity 2: More Similar disabilities.
 Teachers experience of than Different
remedial teaching for
students with language Apply
disorders
 Challenges for children,  Promoting Positive Social
parents, and teachers in Interaction in the
teaching children with Classroom
speech sound disorders

SECTION 5
LEARNERS WITH DIFFICULTY REMEMBERING AND FOCUS
SECTION INTENDED LEARNING OUTCOME (SILO)
DEVELOP AN IEP APPLYING THE PRINCIPLES AND STRATEGIES IN TEACHING LEARNERS WITH DIFFICULTY REMEMBERING AND FOCUSING
INTENDED LEARNING CONTENT LEARNING ACTIVITIES COURSE RESOURCES ASSESSMENT TASK
OUTCOME
At the end of chapter 12, Learning disabilities Engage Basic Reading: AUTHENTIC TASK
students are expected to:
 Definition  Brainstorming  Foundations of inclusive  Case Analysis on The
 Analyze the different  Types and causes  Lecture and special education Case of Joy : A student
types, identifications,  Characteristics  Learning Action Cells with learning disability
etiologist, assessment,  Identification and  Case Analysis on The
and characteristics of assessment Explore Extended Reading: Case of Tim : A student
learners with difficulty with ADHD
remembering and Attention-Deficit Hyperactivity  Activity 1: Understanding  Exceptional children: An
focusing Disorder (ADHD) Dyslexia introduction to special
 Activity 2: Reflection education
Typical and Atypical Attention Paper on Falling Letters  Learning disability:
Development Theory to practice

Apply

 Busting Myths and

INTENDED LEARNING
OUTCOME
At the end of chapter 13,
students are expected to:
 Use knowledge of
general and specialized
curricula to individualize
learning for learners with
CONTENT
Education Approaches
 Universal design for
learning (UDL) with
sample (UDL) lesson plan
 Direct Instruction
 Explicit Instruction
Misconceptions about
ADHD
LEARNING ACTIVITIES COURSE RESOURCES ASSESSMENT TASK
Engage Basic Reading: AUTHENTIC TASK
 Lecture  Foundations of inclusive  Designing an IEP for
 Learning cells and special education learners with difficulty in
 Reflective learning remembering and
focusing
Extended Reading:
 difficulty remembering Explore
and focusing Teaching Strategies
 Activity 1: Response  Learning Disability:
 Reading Instruction Cards Theory to practice
 Writing Instruction  Activity 2: Classroom
 Mathematics Instruction Observation

Apply

 Interview of Classroom
Teachers on Practice of a
Learning Strategy

INTENDED LEARNING CONTENT LEARNING ACTIVITIES COURSE RESOURCES ASSESSMENT TASK

OUTCOME
At the end of chapter 14, Teachers’ beliefs, attitudes, and Engage Basic Reading: AUTHENTIC TASK
students are expected to: Values Toward inclusion
Prevalence of learners with  Lecture  Foundations of inclusive  Interview on how much
 Plan appropriate learning disabilities and ADHD  Collaborative learning and special education do students avail of
instructional actions in the Philippines  Learning cells support services
based on trends and provided by their school
issues in teaching Support Services Explore Extended Reading:  Summative Assessment
learning with difficulty  Tutoring
remembering and  Coaching  Activity 1: Support  College Students with
focusing  Academic advising Services in Inclusive ADHD and LD : Effects of
schools support services on
 Activity 2: research on academic performance
Support Services  Learning Disabilities
Research and Practice
Apply
  Designing Support
Services Program
SECTION 6
INTRODUCTION TO SPECIAL AND INCLUSIVE EDUCATION

SECTION INTENDED LEARNING OUTCOME (SILO)

DESIGNING AN IEP APPLYING THE PRINCIPLES AND STRATEGIES RESPONSIVE TO THE NEEDS OF LEARNERS WITH DIFFICULTY WITH SELF-CARE
INTENDED LEARNING CONTENT LEARNING ACTIVITIES COURSE RESOURCES ASSESSMENT TASK
OUTCOME
At the end of chapter 15, Intellectual Disability Engage Basic Reading: AUTHENTIC TASK
students are expected to:
 History  Brainstorming  Foundations of inclusive  Case Analysis on The
 Distinguish the different  Definition  Lecture and special education Case of Lana : A student
types of learners with  Prevalence in the  Learning Action Cells with intellectual
difficulty with self-care Philippines disability
 Etiology/ causes Explore Extended Reading:
 range
 Characteristics  Activity 1: differentiating  Exceptional children: An
 assessment intellectual disabilities introduction to special
from other disabilities education
 Activity 2: Educational
Implication

Apply

INTENDED LEARNING
OUTCOME
At the end of chapter 16,
students are expected to:
 Difficulty Understanding
CONTENT LEARNING ACTIVITIES COURSE RESOURCES ASSESSMENT TASK
Educational Approaches Engage Basic Reading: AUTHENTIC TASK
 Active student response  Lecture  Foundations of inclusive  Developing an IEP for
  Use evidence-based
instructional strategies to
maximize learning
opportunities for
learners with difficulty
with self-care
INTENDED LEARNING
OUTCOME
At the end of chapter 17,
students are expected to:
 Write a position paper
on the trends and issues
in teaching learners with
difficulty with self-care
(ASR)
 Task Analysis
 Community-Based
Instruction (CBI)
 Systematic Feedback
 Direct and Frequent
Measurement
 Play-based Learning
 Technology Applications
CONTENT
Educational approaches
 On people with
disabilities
 On people without
disabilities
Inclusion in the Philippines
Inclusive Education Policy
Framework for Basic Education(
DO. 21 S.2019)
 Reflective Learning
 Collaborative learning
Explore
 Activity 1: Task Analysis
 Activity 2: Published
Journal Articles
Apply
 Planning Community-
based Instruction
LEARNING ACTIVITIES
Engage
 Lecture
 Reflective learning
 Learning cells
Explore
 Activity 1: Parents’
perspective about
inclusive education
 Activity 2: Column
writing
and special education learners with difficulty
with self-care
Extended Reading:
 National professional
development center on
autism spectrum
disorders
COURSE RESOURCES ASSESSMENT TASK
Basic Reading: AUTHENTIC TASK
 Foundations of inclusive  Reflection paper
and special education  Summative Assessment
Extended Reading:
 Long term outcomes of
services in inclusive and
self-contained settings
for siblings with
comparable significant
disabilities
 Apply  Education and training in
autism and
 Position paper developmental
disabilities

Prepared by:

MS. PATRICIA ANN P. MACARAEG

INSTRUCTOR