Course Syllabus

FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION

First Semester, A.Y. 2023-2024
2ND Revision

Vision An ecologically responsive University in Southern Philippines that fosters a culture of innovation and sustainability on the quality of lives of the community it serves.
The University shall primarily provide advanced education, higher technological, professional instruction, and training in the fields of agriculture, fisheries, engineering,
information and communication technology, arts and sciences, education, business administration, and management, health sciences and other relevant fields of
Mission
study. It shall also undertake research, extension services and production activities in support of the socioeconomic development of the Province of Misamis
Occidental and provide progressive leadership in its areas of specialization.
1. Produce teachers imbued with relevant professional, pedagogical, and technical knowledge; educational practices, ethical, and socio-cultural values relative to the
21st century skills and competencies for local, national, and global needs and realities;
2. Strengthen indigenous-based research programs that will enhance the generation of new knowledge and its application to both local and global situations and
STE
ecological preservation;
Objectives
3. Create sustainable research-based extension programs and establish strong linkages among local, national, and international entities; and
4. Establish feasible income-generating projects utilizing indigenous resources (but not limited to) and facilitate the provision of entrepreneurial skills and information
relevant to the needs of the college and the community.
COURSE INFORMATION
Course Code: Educ 103 Credit: 3 units
Course Title: Foundation of Special and Inclusive Education Number of Hours: 54 hours
Pre-requisite: None Term: 1st Semester
Co-requisite: None Academic Year: 2023-2024
This course shall deal with philosophical attributes, contemporary theories and research as well as the legal principles toward the understanding of the special and
inclusive education. As such, the exploration of these theories and research shall deliberately focus on the national and local scenarios to further materialize the
Course Description:
necessary comprehension and assessment of such related experiences. More importantly, this course is an avenue to promote inclusiveness among the members
of the special community.
INSTRUCTOR’S INFORMATION
Name: Steve I. Embang Email address: steve.embang@nmsc.edu.ph
Baccalaureate Degree: Bachelor of Elementary Education Mobile number: 09173233645
Master's Degree: MAEd, major in Educational Management
Doctorate Degree: PhD Special Needs and Inclusive Education (24 units)
Academic Rank: Instructor I
Other Qualifications: Trainer's Methodology-1; Visual Graphics Design NC III
 STE Objectives
PROGRAM OUTCOMES
1 2 3 4
A Articulate the rootedness of education in philosophical, sociocultural, historical, psychological, and political contexts /
B Demonstrate mastery of subject matter/discipline / /
Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their
C /
environments
D Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners /
E Apply skills in the development and utilization of ICT to promote quality. relevant, and sustainable educational practices /
F Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes. / /
G Practice professional and ethical teaching standards sensitive to the local, national, and global realities /
H Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities /

Course Outcomes and Relationship to Program Outcomes:

Program Outcomes
Course Outcomes
A B C D E F G H I J K L M N O
Critically examine the theories, research and the legal principles
1 P P P P P P P O
anchored in the foundation of special and inclusive education.
Develop an academic paper that shows specific problems
2 related to any developmental delays of a learner and propose P P P P P P P O
significant intervention addressing it.
Produce a multimodal advocacy campaign addressing current
3 issues related to special and inclusive education. (e.g., I I I P P P P O
stereotypes, discrimination, social exclusion, bullying, etc.)
Legend: I – Introduced Concepts/Principle; P – Practiced with Supervision; O – Opportunity for Development
 Intended Learning Teaching-Learning Outcome-Based Resources/ Instructional
Course Content/Topic Hours
Outcome (ILO) Strategies/ Activities Assessment (OBA) Materials
At the end of the unit, Preliminary Activities Lecturette Institutional Video ID
the students must 1. Orientation VM and Core Values
have: 2. Introduction to the Course Teacher will lead the class on Handouts
1. identified, explained, Course Outline/ Timeframe the discussion and the
and internalized the 3. Subject Requirements overview of the program Reference Materials
vision, mission, core 4. Meet & Greet (CMOs)
values of the institution 5. Knowing Yourself and What Others See Small group discussions
From You Students will be asked to form Bondpapers
Essay
2. discussed the into groups and discuss how
Students will be asked to
teacher education they will help in the realization
write on their journal on
program outcomes, of the outcomes of the course
how to help the institution
the degree outcomes,
in the realization of its
and the course
vision and mission 3
outcomes. Knowing Yourself and What
Others See In You Activity
Pencil and Paper Test
Students will be asked to
A 10-item self-evaluation
choose a color based on what
test will be administered
they believe to be. Then
to students.
students will roam around and
look let their classmates write
the color they see from one
another without letting them
see it. Let them write it in a
whole sheet of paper. They
need to collect at least 10
colors.
Discussed the meaning Unit 1- Understanding Diversity Individual Reflection Pen and paper test LCDprojector 6
and significance of In this activity,
diversity; 1. Definition students will engage in Teacher will use a rating Computer/laptop
2. Loden's Diversity Wheel individual reflection to define scale for the concept map
Demonstrated the use of a. How To Use The Diversity Wheel the concept of diversity. The developed Graphic organizers
Loden's Wheel of b. B. The Diversity Wheel teacher will present the
Diversity; and 3. Ability (And Disability) As A Dimension definition of diversity and then Use a rating scale to rate
Of Diversity guide students to contemplate
the paragraph
their own understanding of the
Supported diversity as a 4. The Dilemma of Diversity.
term. Students will write a
positive component of brief paragraph explaining Case Study Analysis
relationships, education their interpretation of diversity Report
and organizations. and share examples from Task: Provide a complex
their personal experiences. case study involving
This exercise aims to lay the diversity challenges.
foundation for deeper Have students analyze
exploration of diversity the case using the
dimensions. Diversity Wheel
dimensions and write a
report that identifies
Interactive Discussion relevant factors and
During this activity,
proposes comprehensive
students will delve into
solutions. This assesses
Loden's Diversity Wheel in
small groups. The teacher will their ability to apply
introduce the concept and theoretical knowledge to
significance of the Diversity practical scenarios.
Wheel. Each group will be
assigned specific dimensions Concept Mapping
from the wheel, such as age Task: Have students
or gender. Through create concept maps that
discussion, they will explore visually represent their
the importance and impact of understanding of diversity
their assigned dimension. The dimensions, Loden's
class will then engage in a Diversity Wheel, and how
comprehensive discussion to these elements intersect.
share insights from each
This visual representation
group's exploration.
showcases their
Analytical Case Study comprehension of the
In this activity, interconnectedness of
students will apply the diversity concepts.
Diversity Wheel to real-world
scenarios. The teacher will
provide a case study involving
diversity-related challenges.
Working in pairs or small
groups, students will analyze
the case study using the
Diversity Wheel's dimensions.
They will identify relevant
diversity factors and propose
solutions based on their
analysis. The class will come
together to share their
findings, promoting a deeper
understanding of diversity's
practical applications.
Interactive Debate
During this activity,
students will engage in a
class debate centered around
ability and disability as
dimensions of diversity. The
teacher will introduce these
concepts and divide the class
into two groups with opposing
perspectives. Each group will
research and present
arguments supporting their
stance. The debate will
provide a platform for
students to share their
viewpoints, ask questions,
and explore the complexities
surrounding this dimension of
diversity.

Thought-Provoking
Scenarios

In this activity,
students will grapple with
ethical dilemmas related to
diversity. The teacher will
present scenarios involving
challenges such as hiring
decisions and cultural
clashes. Students will
individually analyze each
scenario and propose actions
that balance diversity
considerations with other
factors. A class discussion will
follow, where students will
share their decisions,
highlighting the multifaceted
nature of making inclusive
choices.
Created a safe, Unit 2: Addressing Diversity Through Exploratory Discussion Inclusive Education Activity 1: Models of 9.5
inclusive, and culturally The Years: Special And Inclusive Action Plan (Project Disability (Group
responsive learning Education In this activity, the teacher Evaluation): Task: Presentation and
environment for students will introduce various models Evaluate students' Discussion)
with additional needs. 1. Models Of Disability. of disability to the class. individual projects - the  Handouts or digital
a. The Moral/Religious Model Students will be divided into Inclusive Education resources outlining
Used student’s b. The Biomedical/Individual Model groups, each focusing on a Action Plans. Assess the each model of
knowledge of general c. The Functional/Rehabilitation Model specific model. After feasibility, depth of disability for
and specialized curricula d. The Social Model researching their assigned understanding, creativity, student reference.
to individualize learning e. Rights-Based Model And Twin Track model, each group will and alignment with  Presentation tools:
for students with Approach present its principles and strategies discussed in projector, screen,
additional needs; and historical context. The class the unit. computer.
2. What Is Special Needs Education? will engage in a  Whiteboard or flip
Demonstrated a 3. Why Inclusion? comprehensive discussion to Model of Disability chart for
reflective thinking and 4. The 2030 Agenda compare and contrast these Analysis (Written Essay summarizing key
professional self- models, emphasizing their or Presentation): Task: points from the
direction. strengths and limitations. This Have students choose discussion.
activity aims to deepen one model of disability Activity 2: Exploring
understanding of the evolving (e.g., Social Model) and Special Needs Education
perceptions of disability. write an essay or create a (Case Study Analysis)
presentation discussing  Case study
its principles, historical scenarios depicting
Case-Based Exploration context, and impact on students with
The teacher will present a society. They should also unique learning
case study involving a student compare it to other needs.
with unique learning needs. models and analyze its  Access to research
Students will individually implications for inclusive materials or online
analyze the case, identifying education. resources for
the student's challenges and students.
potential solutions. Through  Writing materials:
class discussion, the case will paper, pens.
be examined from various Activity 3: Understanding
perspectives, highlighting the Inclusion (Interactive
principles and considerations Workshop)
of special needs education.
 Prepared case
This activity encourages
scenarios or real-
critical analysis and empathy
life examples
towards diverse learners.
depicting inclusion
and exclusion
Interactive Workshop
situations.
In this activity, an interactive
 Small-group
workshop will be conducted to discussion prompts
delve into the concept of related to case
inclusion. Through case scenarios.
scenarios and small group  Flip charts,
discussions, students will markers, sticky
explore the benefits and notes.
challenges of inclusive  Projector, screen,
education. The class will or interactive
come together to share whiteboard.
insights and reflections, Activity 4: The 2030
fostering a deeper Agenda and Inclusive
understanding of the Education (Role-Play and
importance of creating Debate)
inclusive learning  Information about
environments. the Sustainable
Development
Role-Play and Debate Goals (SDGs) and
The teacher will assign the 2030 Agenda's
students roles representing focus on inclusive
various stakeholders. Using education.
information about the 2030  Role cards for each
Agenda and its goals related student with their
to inclusive education, assigned
students will engage in a role- stakeholder role.
play session simulating  Prepared debate
debates and negotiations. topics related to the
This activity promotes critical SDGs and inclusive
thinking by requiring students education.
to consider diverse  Timer or
perspectives and strategies to stopwatch.
achieve global goals for Activity 5: Inclusive
inclusive education. Education Action Plan
(Individual Project)
Practical Application
 Access to research
Project Students will
materials and
undertake an individual
resources about
project where they research
strategies for
strategies for inclusive
promoting inclusive
education. They will then
education.
create an action plan outlining
 Writing materials:
how they would promote
 inclusivity in their chosen
context. The teacher will
evaluate the action plans paper, pens.
based on their practicality,  Rubric or
depth of understanding, and assessment criteria
creativity. This project for evaluating the
encourages students to apply action plans.
theoretical knowledge to real-
world scenarios.

Responded effectively to Unit 3: Making Schools Inclusive: A Collaborative Exploration Inclusive Culture Action Activity 1: Creating 4.5
educational needs of unifying framework In this activity, the Plan (Group Inclusive Cultures (Group
students with additional 1. Creating Inclusive Cultures teacher will introduce the Presentation and Discussion and Role-
needs; and a. What stakeholders can do concept of creating inclusive Reflection): Play)
b. Special Education VS cultures within schools. The Task: Have  Handouts or digital
Created a safe, inclusive, Mainstreaming Vs class will be divided into groups create an resources
and culturally responsive Inclusive Education groups, each focusing on a inclusive culture action explaining inclusive
learning environments for 2. Producing Inclusive Policies specific stakeholder such as plan for a school setting, school cultures.
students with additional 3. Evolving Inclusive Practices students, teachers, parents, outlining strategies for  Scenario cards for
needs. a. Universal Design for Learning administrators, and the various stakeholders. the role-play
b. Differentiated Instruction community. After Each group presents their simulation.
researching and discussing plan, explaining their  Whiteboard or flip
the actions that each stakeholder's role and chart for recording
stakeholder can take to strategies. After simulation
promote an inclusive presentations, students outcomes.
culture, each group will write reflective essays  Audiovisual
present their findings. To discussing the importance equipment
deepen understanding, of collaboration and the (projector, screen)
students will engage in a impact of inclusive for presentation.
role-play where they enact cultures. Activity 2: Special
scenarios showcasing Education vs.
inclusive actions by each Comparative Analysis Mainstreaming vs.
stakeholder. This activity Essay: Special Inclusive Education
aims to illustrate the Education vs. (Comparative Analysis)
collective responsibility in Mainstreaming vs.  Reading materials
fostering inclusive Inclusive Education or handouts
environments. Task: Assign explaining special
students an essay where education,
they compare and mainstreaming,
Comparative Analysis contrast special and inclusive
In this activity, the teacher education, education.
will introduce the concepts mainstreaming, and  Whiteboard or flip
of special education, inclusive education. They chart for visual
mainstreaming, and should analyze the comparison.
inclusive education. benefits, limitations, and  Presentation tools
Students will be organized implications of each (projector, screen)
into small groups to analyze approach. This essay for group
and discuss the strengths, assesses their ability to presentations.
limitations, and fundamental critically analyze different Activity 3: Producing
principles of each approach. education models. Inclusive Policies (Policy
The class will then engage Development Simulation)
in a discussion, allowing  Scenario
each group to present their descriptions for
analysis. By examining the Inclusive Policy policy
benefits and challenges of Development Report development.
different educational Task: Divide students  Whiteboard or flip
approaches, students will into small groups to chart for group
gain insights into the develop a comprehensive brainstorming.
nuances of fostering inclusive policy for a  Writing materials
inclusivity. specific aspect (e.g., for policy drafting.
accessibility, curriculum  Timer or stopwatch
Interactive Policy Crafting adaptation). Each group for negotiation
During this activity, students submits a policy report simulation.
will explore the process of outlining their rationale, Activity 4: Evolving
crafting inclusive policies for strategies, and Inclusive Practices (Case
schools. Divided into teams considerations. This Study and Reflection)
representing various assessment evaluates
 Case studies
stakeholders, students will their ability to apply policy
depicting the
develop policies related to development principles.
evolution of
different aspects of
inclusive practices.
inclusivity. These teams will
 Writing materials
research, discuss, and draft
for pairs or small
comprehensive policies. As
groups.
part of the simulation, teams
 Audiovisual
will present their policies
equipment
and engage in a negotiation
(projector, screen)
to create a unified, inclusive
for case study
policy. This interactive
presentation.
approach immerses
Activity 5: Parental
students in the practical
Involvement (Scenario
considerations of policy-
Analysis and Creative
making.

Enumerated the
processes involved in
Child Find through the
pre-referral 1. ChildFind Through A Pre-referral
process
Identified the assessment
tools, methods, and 2. Assessment
principles in working with
children with additional
needs
3. Placement
Identified the different 4. Accommodations and Curricular
placement within a
continuum
Compared 5. Parental Involvement
accommodations and
Reflective Exploration
The teacher will present
case studies illustrating the
evolution of inclusive Presentation)
practices within schools.
 Different scenarios
Students will work in pairs
depicting parental
or small groups to analyze
involvement
these cases, identifying
situations.
factors that contributed to
 Creative materials
successful adaptation of
(markers, craft
inclusive practices over
supplies) for
time. Through a class
presentations.
discussion, groups will
 Audiovisual
share their findings and
equipment
insights, emphasizing the
(projector, screen)
importance of flexible
for presentations.
practices to accommodate
diverse needs. This activity
encourages critical
reflection on the dynamic
nature of fostering
inclusivity.
Unit 4: Components of Special and Simulated Identification Inclusive Education 9.5
Inclusive Education The teacher will guide the Plan
class through an engaging Assign students
simulation of the ChildFind the task of creating an
Process process, focusing on pre- inclusive education plan
a. Pre-Referral Process referral strategies. Small for a fictional student with
b. Pre-Referral Strategies groups will participate in a specific needs. They
role-play scenario where should outline
a. Assessment Purposes they observe and strategize assessment strategies,
b. Methods of Assessment ways to address a student's accommodations, and
c. Assessment Principles potential learning difficulties. curricular modifications.
Following the simulation, the This comprehensive
teacher will lead a assessment evaluates
Modification discussion to review the their ability to apply
a. Accommodations strategies employed and the concepts holistically.
b. Modifications significance of early
identification in supporting Concept Application
a. Home-School Communication students' needs. Quiz
curriculum modifications b. Other Ways to Involve Parents Create a quiz that tests
Case Study Analysis and students' understanding
Identified ways how to Presentation of the key components
involve parents as part of In this activity, the teacher covered in the unit,
the home-school will introduce the purposes, including ChildFind
collaboration methods, and principles of process, assessment,
assessment in special and placement,
inclusive education. accommodations,
Students will be divided into curricular modifications,
groups, each assigned a and parental involvement.
specific assessment
purpose. They will analyze a Brochure Making
provided case study using Ask students to create a
their assigned assessment brochure of ChildFind
lens. After individual
analyses, groups will
present their findings,
contributing to a
comprehensive class
discussion on the
multifaceted role of
assessment.

Group Discussion and

Decision-Making
The teacher will lead a
group discussion focusing
on the complexities of
placement decisions for
students with diverse needs.
Students will engage in
small-group analysis of
different placement
scenarios, considering
factors such as student
profiles and available
resources. Through
collaborative decision-
making, the class will
explore the considerations
involved in determining
 optimal learning
environments.

Role-Play and Comparison

(Tailoring Support)
The teacher will
define accommodations and
modifications, followed by
pairs of students
participating in role-plays.
Each pair will enact
scenarios where they
provide appropriate
accommodations or
modifications for specific
student profiles.
Subsequently, the class will
compare the approaches
employed, deepening their
understanding of
individualized support
strategies.

Scenario Analysis and

Creative Presentation
During this activity, the
teacher will introduce the
importance of parental
involvement in special and
inclusive education.
Students will be divided into
groups; each assigned a
scenario depicting different
parental involvement
challenges or opportunities.
Using creative means such
as skits or posters, each
group will present strategies
to effectively engage
parents, fostering a
collaborative and supportive

Unit 5: Typical and Atypical
Identified typical and Development Among Children
atypical milestones in the
various stages of child
development; and
Differentiated typical and
atypical development of
children in various stages
of their development.
educational environment.
MIDTERM EXAMINATION
Interactive Discussion Reflective Activity 1: Child 6
The teacher will initiate an Journal: Ask students to Development and Its
1. Child Development and Its interactive discussion about write a reflective journal Importance (Interactive
Importance the fundamental concept of entry on the importance Discussion)
2. Child Development Theories child development and its of understanding child  Handouts or digital
a. Psychosocial Development relevance in education. development in resources
Theory of Erik Erikson Guiding the class through education. They should explaining the
b. Cognitive Developmental Theory personal experiences and discuss insights gained concept of child
of Jean Piaget perceptions, the teacher will from the discussion and development.
c. Sociocultural Theory of Lev emphasize the significance how this knowledge  Whiteboard or flip
Vygotsky of understanding child influences their chart for recording
d. Social Learning Theory of Albert development for educators perspectives on teaching. key discussion
Bandura and caregivers alike. The points.
3. Typical and Atypical Development discussion aims to highlight Theory Comparison  Audiovisual
4. Domains of Development how knowledge of child Chart: Have groups equipment
5. Stages in Child’s Development development informs create a chart comparing (projector, screen)
effective teaching practices. the core concepts, for presentation.
stages, and implications Activity 2: Child
Theoretical Insights of the assigned child Development Theories
In this activity, students will development theories. (Group Presentations and
delve into various child Assess their ability to Comparison)
development theories. The synthesize information  Reading materials
teacher will divide the class and highlight key or handouts about
into groups, assigning each similarities and Erikson, Piaget,
group a specific theory. differences. Vygotsky, and
After conducting research, Bandura's theories.
the groups will present their Case Study Analysis  Presentation tools
findings, outlining the core Report: Require groups (projector, screen)
concepts and to write a detailed report for group
developmental stages analyzing the case presentations.
proposed by their assigned studies for signs of typical  Whiteboard or flip
theorist. A subsequent class or atypical development. chart for class
discussion will encourage Evaluate their ability to discussion.
students to compare these apply theoretical Activity 3: Typical and
theories, fostering a deeper knowledge to real-world Atypical Development
understanding of diverse scenarios. (Case Studies and
perspectives on child
 development. Domain Exploration Analysis)
Reflection: After the  Case study
Recognizing Variations workshop, ask students to scenarios
The teacher will present case write a reflective portraying varying
studies portraying different paragraph about one developmental
developmental trajectories in domain that particularly trajectories.
children. Students will be resonated with them.  Writing materials
divided into small groups and They should explain why for small group
tasked with analyzing each they found it interesting analysis.
case to determine whether and discuss how it relates  Audiovisual
development is typical or to their future role as equipment
atypical. The teacher will then educators. (projector, screen)
lead a class discussion, for class
providing a platform for Stage Analysis discussion.
groups to share their analyses Presentation Activity 4: Domains of
and engage in critical Assign each student a Development (Interactive
conversations about early different stage of child Workshop)
intervention and support for development. They will  Stations
children with atypical prepare short representing
development. presentations outlining different domains
the key characteristics, (physical, cognitive,
Exploring Dimensions milestones, and social, emotional).
Conducting an interactive challenges of that stage.  Printouts or visual
workshop, the teacher will set Assess their ability to aids highlighting
up stations representing synthesize information characteristics of
different domains of child and present concisely. each domain.
development. Student groups .  Writing materials
will rotate through these Concept Mapping for small group
stations, exploring the Assessment discussions.
characteristics and nuances Ask students to create Activity 5: Stages in
of each domain. The teacher concept maps or mind Child’s Development
will subsequently facilitate a maps summarizing the (Visual Timeline and
comprehensive discussion, key concepts and stages Discussion)
where students can share of each child
 Visual timeline
insights gained from their development theory.
illustrating stages
explorations and recognize Assess the accuracy and
of child
the interconnectedness of organization of their
development.
various developmental visual representations.
 Handouts or digital
dimensions.
resources outlining
the characteristics
Visual Timeline Mapping

Identified the various
additional needs learners
might have;
Differentiated the
additional needs from
one another;
Recognized the
characteristics of learners
with additional needs;
Through a visual timeline of each stage.
depicting various stages of  Audiovisual
child development, the equipment
teacher will guide the class (projector, screen)
through an overview of these for presentation.
stages, from infancy to
adolescence. Students will
engage in a class discussion
where they analyze the
characteristics and milestones
associated with each stage.
This activity aims to help
students visualize and
comprehend the progression
of child development across
different ages.
These activities are
designed to foster
engagement, reflection, and
discussion among students,
enabling them to gain a
comprehensive grasp of child
development theories, typical
and atypical development,
developmental domains, and
the stages of children's
growth.
Unit 6: Learners With Additional Needs Discussion and Case Design a Gifted and Activity 1: Learners Who 7.5
1. Learners Who Are Gifted and Study Nurturing Talented Week Program Are Gifted and Talented
Talented Giftedness Student will design a (Discussion and Case
a. Definition The teacher will initiate a gifted and Talented Week Study)
b. Identification class discussion to explore Program using the  Case study of a
c. Learning Characteristics the characteristics of gifted prescribed template. gifted student's
d. General Educational Adaptations and talented learners. learning needs.
2. Learners With Difficulty Seeing Following the discussion,  Whiteboard or flip
a. Definition the teacher will present a Inclusion Plan Portfolio chart for recording
b. Identification case study depicting a gifted Throughout the unit, have group discussions.
c. Learning Characteristics student's learning needs. students compile a  Audiovisual
d. General Educational Adaptations Students will break into portfolio that includes equipment
3. Learners With Difficulty Hearing small groups to brainstorm their adaptation (projector, screen)
a. Definition and discuss adaptations that proposals, reflection for presentation.
 b. Identification cater to the student's unique papers, communication Activity 2: Learners With
c. Learning Characteristics abilities. The teacher will plans, and accessibility Difficulty Seeing
d. General Educational Adaptations facilitate a comprehensive designs. This (Simulation and
4. Learners with Difficulty discussion where groups comprehensive Adaptation Design)
Communicating share their insights and assessment evaluates  Blindfolds or
a. Definition potential adaptations, their holistic goggles to simulate
b. Identification fostering an understanding understanding of visual impairment.
c. Learning Characteristics of effective strategies for addressing diverse  Mobility aids
d. General Educational Adaptations nurturing giftedness. learning needs. (wheelchairs,
5. Learners with Difficulty crutches) for
Moving/Walking Simulation and Adaptation Reflective Essay experiential activity.
a. Definition Design - Seeing Through Assign students an essay  Whiteboard or flip
b. Identification Their Eyes where they reflect on their chart for
c. Learning Characteristics Through an experiential learning from the unit and brainstorming
d. General Educational Adaptations simulation, the teacher will outline their personal adaptation designs.
6. Learners with Difficulty provide students with philosophy on creating an  Drawing materials
Remembering and Focusing insights into the challenges inclusive classroom for designing
a. Definition faced by learners with visual environment that adaptations.
b. Identification impairments. Subsequently, addresses diverse Activity 3: Learners With
c. Learning Characteristics a class discussion will learning needs. Difficulty Hearing (Role-
d. General Educational Adaptations center on these challenges Play and Adaptation
7. Learners with Difficulty with Self- and potential adaptations for Creation)
Care visually impaired learners.  Role-play scenario
a. Definition Students will work descriptions
b. Identification collaboratively in pairs or involving hearing
c. Learning Characteristics small groups to design difficulties.
d. General Educational Adaptations adaptive strategies. The  Communication
teacher will guide devices or visual
presentations, encouraging aids for role-play.
students to elucidate how
 Whiteboard or flip
their adaptations would
chart for class
enhance the learning
discussion.
experience for visually
 Drawing materials
impaired peers.
for designing visual
and tactile
Adaptation Creation
adaptations.
In a role-play activity, the
Activity 4: Learners with
teacher will involve students
Difficulty Communicating
in experiencing the
(Interactive Workshop)
challenges of learners with
 Visual
hearing difficulties.
Following the role-play, a communication
discussion will highlight the aids (pictures,
experienced challenges and gestures) for the
the importance of effective workshop.
communication. Students  Whiteboard or flip
will then work together in chart for recording
pairs, designing visual and communication
tactile adaptations to strategies.
facilitate learning for  Audiovisual
students with hearing equipment
impairments. The teacher (projector, screen)
will guide the presentation for presentations.
phase, allowing students to Activity 5: Learners with
showcase their thoughtful Difficulty Moving/Walking
adaptations. (Experiential Activity and
Adaptation Design)
Amplifying Voices  Mobility aids
The teacher will orchestrate (wheelchairs,
an interactive workshop crutches) for
where students engage in experiential activity.
communication using  Whiteboard or flip
alternative methods. chart for class
Through guided reflection and
discussions, the class will discussion.
explore the communication  Drawing materials
challenges faced by some for designing
learners and effective classroom
strategies to address them. accessibility
Students will collaboratively adaptations.
devise communication plans Activity 6: Learners with
for learners with Difficulty Remembering
communication difficulties. and Focusing (Role-Play
The teacher will facilitate and Strategy Creation)
presentations, providing  Role-play scenario
students with the platform to descriptions
demonstrate their involving attention
understanding of inclusive and memory
communication. challenges.
 Whiteboard or flip
Experiential Activity and
chart for debriefing
Adaptation Design
session.
 An experiential activity led  Materials for
by the teacher will give creating visual
students firsthand cues or task
experience using mobility organizers.
aids. Following the activity, Activity 7: Learners with
a reflection session will Difficulty with Self-Care
emphasize the encountered (Discussion and
challenges. This will lead to Adaptation Planning)
discussions on how to  Case studies
create a more inclusive illustrating learners
classroom environment. In with self-care
pairs, students will challenges.
conceptualize adaptations to  Whiteboard or flip
enhance accessibility. chart for class
During presentations, discussion.
students will articulate how  Materials for
these adaptations address creating and
mobility difficulties and presenting
promote inclusivity adaptation plans.
.
Role-Play and Strategy
Creation
Through role-play, students
will gain insights into the
cognitive challenges of
learners with difficulties in
focusing and memory. A
subsequent debriefing
session will encourage
students to discuss the
implications of these
challenges on learning.
Working together in small
groups, students will design
practical strategies like
visual cues or task
organizers. Presentations
will allow students to
showcase their innovative
approaches to support
learners with attention and
 memory difficulties.

Adaptation Planning
The teacher will initiate a
class discussion on the
significance of self-care
skills for learners'
independence. Case studies
will be provided to illuminate
the needs of learners with
self-care difficulties. Small
groups of students will
collaborate to brainstorm
adaptations that can aid
these learners in developing
essential self-care skills. A
class discussion will follow,
giving groups the
opportunity to present their
adaptations and discuss
their potential benefits for
learners' self-care needs.

Identified the uses of Unit 7: The Use of Technology in

technology on the Special Education 6
teaching of learners with 1. How can assistive technology help
Instructional Video
special needs. students with disabilities?
2. Positive Approaches Towards
Lecture presentation Students will create an
Assessed certain Teaching Exceptional Children
Discussion on the integration instructional video on the Hand-outs
approaches to teaching 3. Health and safety emergencies inside
of technology, useful different approaches Camera/Phone
learner’s with special an Inclusive Classroom
approaches and health and towards teaching Prompter
needs.
safety protocols in an exceptional children as
inclusive classroom. well as health and safety
emergencies in an
Assessed the health and
inclusive classroom.
safety protocols being
implemented in an
inclusive classroom
FINAL EXAM
 COURSE REQUIREMENTS AND CLASS POLICIES
1. A lesson plan exemplar with an appropriate integration of technology;
2. Demonstration on how to use non-digital or digitals tools for teaching and learning
Course 3. Written long exam (Midterm and Finals)
Requirements 4. ePortfolio for specific Module or for the whole Course that will keep all learning evidences
5. A complete posted reflection notes in the Class Blog or Wikispace / ‘Teacher-made Classroom Twitter Wall’
6. Class Active Participation (group work, mini-outputs in tasks, among others)
1. Attend classes regularly and on time
2. Participate actively in the class
3. Ask relevant questions
Class Policies
4. Answer questions with sense
5. Submit individual/group assignments/projects on time
6. Pass the major exams

Grading System Textbooks and Supplementary Readings

The grading system is averaging, that is;
Main Reading Material/Reference
Final Grade = (Midterm Grade + Tentative Final Grade) Halal et.al. (2020). Foundations of Special and Inclusive Education (1st ed.). Rex
2 Bookstore
Computation of grades uses the formula below:
50/PS x SS + 50 = SG  Course Readings/Materials:
where: PS = Perfect Score, SS = Student Score, SG = Student's Grade 1. Suggested Readings:
 R1. NMSCST Student Handbook
Major Examinations (Midterm, Final) 40%  R2. Thomas, G., & Vaughan, M. (2004). Inclusive Education: Readings and
Activities (Self Checks, Chapter Assessments) 60% Reflections. Inclusive Education. Open University Press. The McGraw-Hill
Total: 100% companies, Order Services, PO Box 182605, Columbus, OH 43218-2605.
 R3. Tomlinson, S. (2012). A sociology of special education (RLE Edu M).
Routledge.
 R4. Thomas, G., & Loxley, A. (2007). Deconstructing special education.
McGraw-Hill Education (UK).
 R5. Frierson, E. C. (1967). EDUCATING CHILDREN WITH LEARNING
DISABILITIES--SELECTED READINGS.
 R6. Nelson, J. S., Alber, S. R., & Gordy, A. (2004). Effects of systematic error
correction and repeated readings on the reading accuracy and proficiency of
second graders with disabilities. Education and Treatment of Children, 186-198.
 R7. Ellis, E. S., & Graves, A. W. (1990). Teaching rural students with learning
disabilities: A paraphrasing strategy to increase comprehension of main
ideas. Rural Special Education Quarterly, 10(2), 2-10.
 R8. Pivik, J., McComas, J., & Laflamme, M. (2002). Barriers and facilitators to
inclusive education. Exceptional children, 69(1), 97-107.
 R9. Muega, Michael (2019) Inclusive Education in the Philippines: Through the
 Eyes of Teachers, Administrators, and Parents of Children with Special Needs
 R10. Inciong, Teresita G. & Quijano, Yolanda S. (2004) Inclusion of Children
with Disabilities: The Philippines Experience, Asia Pacific Journal of Education,
24:2, 173-191, DOI: 10.1080/02188791.2004.10600208
 R11. Abaoud, A. & Almalki, N. (2015). Characteristics of Students with
Emotional/Behavioral Disorders: Perspectives of General Education Teachers in
Saudi Arabia. Psychology, 6, 525-532. doi: 10.4236/psych.2015.65050.
 R12. Zollers, N. J., Ramanathan, A. K., & Yu, M. (1999). The relationship
between school culture and inclusion: How an inclusive culture supports inclusive
education. International Journal of Qualitative Studies in Education, 12(2), 157-
174.
 R13. Ainscow, M., & Sandill, A. (2010). Developing inclusive education systems:
the role of organisational cultures and leadership. International journal of
inclusive education, 14(4), 401-416.
 R14. Göransson, K., & Nilholm, C. (2014). Conceptual diversities and empirical
shortcomings–a critical analysis of research on inclusive education. European
journal of special needs education, 29(3), 265-280.
 R15. Villa, R. A., & Thousand, J. S. (Eds.). (2005). Creating an inclusive school.
ASCD.
 R16. Slee, R. (2011). The irregular school: Exclusion, schooling and inclusive
education. Taylor & Francis.

2. URL’s for Online Resources

 U1. Hallahan, Daniel P., Kauffman, James M., Pullen, Paige C. (2015).
Exceptional Learners: An Introduction to Special Education 13th Edition.
Retrieved on August 4, 2020 from
https://www.pearsonhighered.com/assets/samplechapter/0/1/3/3/013357072X.pd
f
 U2. Strengthening Inclusive Education (2010). Asian Development Bank
Retrieved on August 4, 2020 from
https://www.eenet.org.uk/resources/docs/5165.pdf
 U3. Special Education Range of Placement Options Categories of Exceptionality
Administrator’s Handbook (2001, May 1). Retrieved on August 4, 2020 from
https://www.rainbowschools.ca/wp-content/uploads/2016/04/RangeofPlacements
.pdf
 U4. Lacanilao, Pauline (2015). No Excuses: 10 Filipinos Who Will Inspire You.
Retrieved on August 3, 2020 from
https://www.spot.ph/newsfeatures/newsfeatures-peopleparties/63919/10-
inspiring-handicapable-filipinos
 U5. National Council on Disability Affairs (2009-2012). Featured Filipino PWD.
Retrieved on August 3, 2020 from https://www.ncda.gov.ph/featured-filipino-
pwd/
 U6. 25 Famous People with Learning Disorders. Retrieved on August 3, 2020
 from https://www.special-education-degree.net/25-famous-people-with-learning-
disorders
 U7. Inspirational People with Disabilities. (2018). Sunrise Medical. Retrieved on
August 3, 2020 from https://www.sunrisemedical.co.uk/blog/famous-people-with-
disabilities
 U8. Special Education Range of Placement Options Categories of Exceptionality
Administrator’s Handbook (2001, May 1). Retrieved on August 4, 2020 from
https://www.rainbowschools.ca/wp-content/uploads/2016/04/RangeofPlacements
.pdf
 U9. Seifert, Kelvin and Sutton, Rosemary. Educational Psychology. Retrieved on
August 4, 2020 from https://open.umn.edu/opentextbooks/BookDetail.aspx?
bookId=153
 U10. Renzulli, Joseph S. and Yun Dai, David. Gifted and Talented Education The
Nature and Identification, Goals and Purposes, Programs and Their
Effectiveness, Controversies Issues and Trends. Retrieved on August 5,2020
from https://education.stateuniversity.com/pages/2009/Gifted-Talented-
Education.html
 U11. National Association of Special Education Teachers NASET LD Report #3
Characteristics of Children with Learning Disabilities. Retrieved on August 5,
2020 from
https://www.naset.org/fileadmin/user_upload/LD_Report/Issue__3_LD_Report_C
haracteristic_of_LD.pdf
 U12. Gluck, S. (2014, May 21). Intellectual Disability: Causes and
Characteristics, HealthyPlace. Retrieved on 2020, August 4 from
https://www.healthyplace.com/neurodevelopmental-disorders/intellectual-
disability/intellectual-disability-causes-and-characteristics
 U13. Intellectual Disability. Retrieved on 2020, August 4 from
https://do2learn.com/disabilities/CharacteristicsAndStrategies/IntellectualDisabilit
y_Characteristics.html
 U14. Information and Resources for Students with Physical and Other Health
impairments. Retrieved on 2020, August 4 from https://disabilities-informational-
resources.weebly.com/physical-and-other-health-impairments.html
 U15. Characteristics of Children with Special Needs. Retrieved on 2020, August
4 from
http://www.doe.virginia.gov/support/transportation/training/driver_training/sped/
unit_2.pdf
 U16. Loveless, Becton (2020). Emotional and Behavioral Disorders in the
Classroom. Education Corner. Retrieved on 2020, August 4 from
https://www.educationcorner.com/behavioral-disorders-in-the-classroom.html
Disclaimer:
Every attempt is made to provide a complete syllabus that provides an accurate
overview of the subject. However, circumstances and events make it
necessary for the instructor to modify the syllabus during the semester. This may
 depend, in part, on the progress, needs, and experiences of the
students.

Prepared: Recommending Approval Approved:

STEVE EMBANG, MAEd ANTONIO T. ENERIO, JR.,Ph.D. WILSON C. NABUA, Ed.D

Instructor I Dean, School of Teacher Education Vice President for Academic Affairs