COURSE SYLLABUS

(GRADUATE PROGRAM)
2nd Term, School Year 2022-2023

COLLEGE OF ADVANCED EDUCATION

Master of Arts in Special Education

Ifugao State University College

Vision Vision
An excellent center for advanced education.
A globally recognized University upholding
excellence amidst rich cultural heritage

Mission
Produce employable graduates who are morally
upright, socially and culturally responsible
professionals through quality, relevant, and
innovative instruction, research, extension, and
resource generation
Mission
The College is committed to provide global
advanced education to professionals
through blended learning.

Goals Goals
1. Academic excellence 1.To increase the number of enrollees who
2. Strong research leadership and culture will finish their graduate studies;
3. Sustainable extension and community 2. To develop professional competence and
engagement global perspectives of graduates in the
4. Excellent public service and good different programs for the improvement of
governance productivity and quality of life;
3. To expand involvement of faculty
members, students, and other
stakeholders in multi-disciplinary
researches;
4. To optimize community services through
extension activities and linkages; and
5. To boost the university’s global
reputation.

IFSU Graduate Attributes

Stewards of heritage who are globally competent, creative, morally upright, and socially
responsible.

Program Educational Objectives (PEOs)

PEO 1 - Exhibit managerial responsibility in the school system
PEO 2 - Demonstrate competence in the practice of their own field of specialization
PEO 3 - Manifest theoretical and technical knowledge
PEO 4 - Apply research capabilities for replicating, verifying, validating, contextualizing, theoretical
and practical knowledge about the different aspects of the educational process

Program Learning Outcomes (PLOs)

PLO 1 - Demonstrate advanced knowledge and skills in a specialized interdisciplinary or
multidisciplinary field of study for professional practice
PLO 2 - Conduct self-directed research
PLO 3 - Apply lifelong with a highly substantial degree of interdependence that involves individual
work or teams of interdisciplinary or multidisciplinary experts

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2nd Term, School Year 2022-2023

PLO 4 - Apply the acquired competencies of the course in research, professional, or creative
work.

COURSE SPECIFICATIONS
Course Code SPED 204 Pre-requisite/s Psychology of Children with Special
(Indicate if none) Needs
Descriptive Title Psychology of Children with Special Needs Credit Lec: 4.5 Total:
Units Lab: 4.5
Course This course analyzes the interconnection of biological, social, psychological,
Description emotional, moral, and cognitive development of children as basis for understanding
the different exceptionalities. The course also discusses the nature of the different
exceptionalities of children and students shall conduct case studies of these
exceptionalities with emphasis on the psychological assessment of the cases. Finally,
the implication of this course to managing and teaching children in the SPED class will
be discussed.
Course To pass the course, the student must be able to comply with the following
Requirements requirements:
1. Course Outputs
a. Case analysis
b. Case presentation
c. Critique and integration papers
2. Examinations

Grading System The concerned faculty member will specify the grading system for the course

ALIGNMENT OF COURSE OUTCOMES TO THE

PROGRAM LEARNING OUTCOMES
PLOs
Course Outcomes
1 2 3 4 5 6 7 8
1. Express a comprehensive view on how the developmental theories / /
influence assessments of exceptionalities and special education
practice.
2. Assess learners with exceptionalities through administration and / /
interpretation of psycho-educational assessment in special education
3. Design educational interventions and/or programs based on the / / / /
assessment of learners with exceptionalities
4. Conduct and present a case analysis that focuses on the / / / /
psychology of learners with exceptionalities

LEARNING ACTIVITY PLAN

Course Learning Course Contents No. Teaching / Assessment
of
Outcomes (Chapters/Topics) hrs. Learning Tasks
Activities
LO 1 Develop a Preliminaries 4 Meet and greet Class
comprehensive view of the participation
course and its requirements Pakikipagpalagayang-loob Question and with Rubrics
Overview of the mission-vision answer
LO 2 Value the significance of the College of Advance Self-
of the course to one’s Education Pretest assessment
professional practice Overview of the course and
the course requirements Interactive
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LO 3 Appraise one’s Pretest discussion

knowledge on the key
concepts of the course

LO 4 Define Psychology and Chapter 1. INTRODUCTION 1 Pretest Class

discuss its main goals TO THE PSYCHOLOGY OF participation
EXCEPTIONAL CHILDREN Interactive with Rubrics
LO 5 Analyze the application 1. Definition and goals of discussion
of Psychology to Special psychology Sharing Self-
Education 2. Application of assessment
Psychology to Special Posttest
Education

LO 6 Provide a definition of Chapter 2. THEORIES OF 10 Pretest Self-

development that takes into DEVELOPMENT assessment
account three agreed upon Computer-Aided
principles 1. Definition and Discussion Class
principles of participation
LO 7 Analyze how Piaget’s development Interactive with Rubrics
theory of cognitive 2. The brain and discussion
development influence cognitive development Case analysis
psychological assessment of 3. Piaget’s theory of Brainstorming with Rubrics
learners with exceptionalities cognitive development
and educational practice. 4. Vygotsky’s Sharing
sociocultural
LO 8 Explain how the perspective Posttest
principles in Vygotsky’s 5. Implications of Piaget’s
theory of development and Vygotsky’s
influence current special theories to special
education practice education
6. Physical and motor
LO 9 describe general development
trends and group differences 7. Challenges in physical
in physical development development
through childhood and 8. Bronfenbrenner: The
adolescence social context for
development
LO 10 Support how the
components of
Bronfenbrenner’s ecological
model influence learner’s
development and education
practice

LO 11 Summarize current Chapter 3. LEARNER 35 Computer-Aided Self-

hierarchical theories and DIFFERENCES AND Discussion assessment
multiple theories of LEARNING NEEDS
intelligence Pretest Class
1. Definition and forms of participation
LO 12 Demonstrate how intelligences Film-viewing with Rubrics
intelligence is measured, 2. Multiple intelligences:
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and explain what these Lessons for teachers Integration

measurements tell teachers/ 3. Intelligence as a Integration paper paper with
educators. process Rubrics
4. Measuring Interactive
LO 13 Evaluate the values intelligences discussion Case analysis
and limitations of 5. Gender differences in with Rubrics
considering learners’ intelligences Brainstroming
learning styles 6. Learning styles/ Case
preferences Assessment of a presentation
LO 14 Appraise the special 7. Learners with learner with with rubrics
education needs of learners exceptionalities exceptionalitiess
with exceptionalities 7.1. Learners who are Critiquing with
gifted and talented Case analysis rubrics
LO 15 Assess learners with 7.2. Learners with
exceptionalities through learning disabilities Case
administration and Learners with presentation
interpretation of psycho- hyperactivity and
educational assessment attention disorders Critiquing
7.3. Learners with
LO 16 Conduct a case communication Posttest
analysis of a learner with disorders
exceptionality and present in 7.4. Learners with
class emotional or
behavioral difficulties
LO 17 Design and 7.5. Learners with
recommend educational intellectual disabilities
interventions and/or 7.6. Learners with
programs based on the case health and sensory
analysis impairments
7.7. Learners with
LO 18 critically evaluate the autism spectrum
assessment and analysis of disorders and asperger
cases and provide findings syndrome
and recommendations in a
critiquing activity

Final Examination 4

References:

Books:
Santrock, J. (2013). Life-span Development. McGraw Hill.

Woolfolk, A. (2013). Educational Psychology. Pearson Education, Inc.

Online Sources:

Cummings, E. (n.d.). The Role of Psychology in Special Education. Retrieved from

https://www.behaviorist.com/the-role-of-psychology-in-special-education/

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2nd Term, School Year 2022-2023

Course Policies:

1. Students who will incur absences more than twenty percent (20%) of the total number of hours
required for the course shall be automatically dropped.
2. Students shall observe academic integrity in the accomplishment of written and oral outputs/tasks.

Prepared by: Reviewed by: Checked and Approved by:

FLORENCE NAWEW-BAHNI DONATO O. ABAYA, PhD IVAN D. BAGUILAT, DPA

Instructor / Professor Program Chairperson College Dean

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