BELGAR. JK - Child and Development

COLEGIO DE MONTALBAN
OFFICE OF THE VICE PRESIDENT FOR ACADEMIC

AFFAIRS
Institute of Education
Outcomes-based course syllabus
COURSE INFORMATION
Course 3 units (3 units lecture,
Code ECEINCL Course Title Course Credit 0-unit laboratory)
Inclusive Education in Early Childhood Settings
Course Description This course addresses educational needs of typical and atypical learners from ages 0 to 8 years old with emphasis on early
intervention and home-school partnership. It demonstrates knowledge of red flags for early detention and identification. It provides
opportunities to observe and interact with children in and inclusive early childhood settings.
Pre-Requisites N/A Co-Requisites NA
In pursuit of excellence, Colegio de Montalban is committed in transforming individuals into responsible,

VISION productive, and globally competitive citizens.
Colegio de Montalban educates students to become globally competitive professionals, and value-oriented individuals who can contribute
MISSION their expertise to the community.
INSTITUTIONAL LEARNING OUTCOMES

(ILO) 1. Enhance competencies for effective participation in the basic education programs;
2. Develop skills in applying correct approaches, methodologies and techniques in the delivery of content in education and research;
3. Develop highly-skilled and competent educators in the community who are fully aware of their morals and social responsibilities
contributing to the development of education;
4. Prepare the students to assume responsible and professional positions as classroom teacher, master teacher and school administrator;
and
5. Prepare students to become professional and leaders with necessary skills and knowledge to meet the growing demands of an ever-
growing elementary and secondary institutions in the town of Montalban and the country as well.
Page 1 of
OFFICE OF THE VICE PRESIDENT FOR ACADEMIC AFFAIRS
Bachelor in Early Childhood Education
PROGRAM LEARNING OUTCOMES Alignment to ILOs
By the time of graduation, the students of the BECED program shall have developed the ability to:
(PLO) 1 2 3 4 5
✓ ✓ ✓
1. Demonstrate high level of content and pedagogical knowledge
✓ ✓
2. Demonstrate appreciation for diversity
✓ ✓ ✓ ✓
3. Manifest collaborative skills
✓ ✓ ✓
4. Demonstrate innovative thinking
✓ ✓
5. Possess critical and problem thinking skills
✓ ✓
6. Advocate for children’s right, equity, community, nationalism, and democratic ideas
✓ ✓ ✓ ✓ ✓
7. Pursue lifelong life-long learning
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Alignment to PLOs
At the end of the course, the students should be able to:
1 2 3 4 5 6 7
1.Demonstrate knowledge of what is typical and atypical development ✓ ✓ ✓ ✓ ✓
characteristics of young children;
2. Demonstrate knowledge of teaching strategies that are inclusive of ✓ ✓ ✓
learners from the early childhood settings; C.Address special needs in early
COURSE LEARNING OUTCOMES childhood settings;
(CLO) 3. Prepare developmentally sequenced learning plans based on the analysis ✓ ✓ ✓
of needs of young learners with special needs;
4..Use strategies responsive to address special needs, disabilities, giftedness ✓ ✓
and talents in early childhood setting; F.Collaborate with other professional
to analyze typical and atypical characteristics of young children; and
5..Demonstrate commitment to inclusive practices in meeting the needs of all ✓ ✓

young learners.
1. GOAL-My student will be able to report effectively and competitively

2. ROLE- Student teacher
GRASPS 3. AUDIENCE- Student and teacher
4. SITUATION- Observation and discussion
5. PRODUCT- Quiz/activity
6. STANDARD- Rubrics
Page 3 of
OUTCOMES-BASED TEACHING AND LEARNING PLAN (OBTL PLAN)
Dat Desired Learning Learning Content/Topics Instructional Delivery Plan/Learning Tasks Assessment Task Alignment to CLOs
e Outcomes Face-to-Face Flexible Learning and Teaching Activities
Synchronous Asynchronous 1 2 3 4 5
To familiarize with the  Attendance 
topics within the  Discussing
syllabus with the
1 WEEK Orientation syllabus
To be familiarized with  Discussing
the House rules. with the House
rules
At the end of these weeks, the CHAPTER 1 : Review of  Collaborative Discussion:  Self- Quiz on services for / / / / /
preservice teacher (PST) can: Inclusion Philosophical and Learning paced children
Legal Bases: Education for  Dynamic Use of learning log reading with special needs
a. define inclusion and inclusive All and the Interaction and one  Homewo 
education and relate these Right to Education minute notes rk Reflection paper-
definitions when they 1. History of Education for scoring rubric.
2-3 WEEKS
articulate their own Students with Students provide
philosophy of education in Disabilities responses and
teaching and supporting 2. Section 504 of the rehab Act, reflections on what
children with special needs the ADA, the EHA. &IDEA / they learned
b. discuss/explain the concept of IDEIA on specific session.
least restrictive 3. Disability Rights in the 21st
environment/alternatives and Century Instructor provides
explain (state) the rationale for 4. UN Convention in the feedback
inclusion/inclusive education Rights of the Child based on students’
and early intervention . (CRC, CROC, or UNCRC) responses.
1990
5. The Salamanca Statement
and Framework for Action on
Special Needs Education (June
1994)
6. UN Convention on the
Rights of Persons with
Disabilities (May 2008)
7. The Magna Carta for
Page 4 of
Disabled Persons
(RA 7277) 1992
8.Individuals with Disabilities
in Education
Improvement Act (IDEIA)
2004
9.
Department of Education
Philosophy on
Inclusion
10. CHED Memorandum Order
No. 23 series
of 2000 on Quality Education
forLearners with Special
Needs
11. NCDE Guidelines in the
Admission of
Students with Disabilities in
Higher
Education and Post- Secondary
Institution in the Philippines
12.CHED Memorandum Order
09 series of
2013 on Enhanced Policies
and Guidelines on
Student Affairs and Services
13.Paradigms of
Disability: The Medical and
Social Models.
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Lecture and  Self- Quiz on inclusive / / / / /
At the end of these weeks, Chapter 2 :Inclusive Approach to  Peer tutoring discussion paced approach to
the preservice teacher Early Education Interaction • reading early education
(PST) can: 1. Inclusion and Inclusive Education  Collaborative Use of the Inclusion  Homewo
a. define inclusion and Defined Learning Web: rk Inclusion Web-
3-4 WEEKS
inclusive education and 2. Characteristics of Evidence-Based Students identify scoring rubric
relate these definitions Inclusive Schools and name basic
when they articulate elements/ My Inclusion
3. Critical Dimensions of Inclusive
their own philosophy of Classrooms components of Philosophy
education in teaching 4. Benefits of Inclusion Concerns Inclusion scoring rubric
and supporting and Challenges of Inclusive (providing key
children with special Education words/phrases that
needs represent the what,
b. discuss/explain the the why, the how,
concept of least the who, the when
restrictive and for whom)
Environment/alternatives •
and explain (state) the My Philosophy of
rationale for EducatingChildren
inclusion/inclusive with Special Needs
education and early in the Inclusive
intervention . Classroom/ School:
(Using criteria
and elements of
inclusive practices,
students come up
with their written
philosophical
statement on
inclusion)

Page 6 of
Lecture and  Self- Quiz on specific / / / /
At the end of these weeks, Chapter 3 : Focus on  Student discussion paced disabilities/
the characteristics, causes, impact on Independent • reading exceptionalities
preservice teacher (PST) development and learning, learning Observe an  Homewo • Class observation
inclusive class for
5-10WEEKS can: identification, strategies in  Student rk report
a.describe the classroom for children, 0-8 years) explain young
characteristics of children. Note the Reflection paper-
birth and
each of the specific 1. Speech and language characteristics and scoring rubric
new born
disabilities; impairments needs of the
according to
B. identify and explain Autism Spectrum Disorder children with special
their prior needs.
the causes of each of the 3.
Visual and Hearing Impairment knowledge •
specific
disabilities; and name 4. List down the
and Physical Disabilities strategies that the
5. teacher utilized to
C.describe the assessment
Intellectual Disabilities meet the needs of
procedures to identify 6.
each of learners
Attention •
these disabilities; Deficit/Hyperactivity
d.
Invite a
Disorder developmental
identify red flags in 7.
young pediatrician to
Learning Disabilities share about
children; and Exceptionally Bright.
b. recognizing red
enumerate and describe flags in
the children. Ask about
educational approaches the methods used
and to determine the
strategies in the classroom special needs of
for young children
young children and with •
each Compile checklists
of these disabilities. of red flags useful
for a teacher of
young children
•
Clip an article about
young children
showing
Page 7 of
extraordinary
skills/talents
e.g. a 3-year old girl
who can already
read, a 4-year old
boy who can play
the classical pieces
in the piano. Share
in the class about
how their parents
respond to the
children’s abilities

MIDTERM EXAM
 Dynamic 1. Lecture and  Self- Reaction paper on / / / /
At the end of the week, the Chapter 4 : Role of Early Interaction discussion paced interaction with
preservice teacher (PST) Intervention in Inclusive  Student 2. Selected readings reading the Developmental
can: Education Independent and reflection  Homewo Pediatrician
11 WEEKS a. state/articulate their 1. Who is served? (typical and a learning Invite a resource rk
understanding of the typical learners) person on service Compilation of red
rationale for early 2.Evidence-based Early Intervention delivery models flag checklists
intervention; 3.Evidence-based Practices in
b. compare typical with PreschoolEducation Short essay quiz (or
atypical development; 4.Transition from Preschool to take-home
discuss some of the major ElementarySchool review paper)
issues and concerns The teacher and the intervention
related to atypical team(developmental pediatrician,
development; and sped teacher,shadow teacher,
c. explain the roles of the occupational therapist,
professionals in the speech therapist, psychologist)
intervention team and
how the teacher works
with them.
Page 8 of
Invite a resource  Self Reflection paper on / / / / /
At the end of the week, Chapter 5 Evolving Themes and  Scaffolding person on service paced learnings,
the preservice teacher pecial Concerns. approach, student delivery models reading insights and notes of
(PST) can: 1. Service delivery models learn vicariously •  Homewo experiences
a. discuss evolving 2. Current best practices through one Visit of inclusive rk drawn from the
themes and special 3. Challenges in merging regular another early childhood lectures, schoolvisit
12-13 concerns. education and special education  Constructivism centers and and professional
WEEKS 4. Professional collaboration approach to professional conversations
5. Creating and maintaining student to enhance conversations scoring rubric
inclusive classrooms their prior with Sped and GE
knowledge teachers on their
experiences
Lecture and  Self- Quiz on early / / / / /

At the end of the week, Chapter 6 Early Intervention  Phenomenon- discussion paced intervention
the Programs: based learning  reading programs
14 WEEKS  preservice 1. Developmental models  Problem Selected readings  Homewo 
teacher (PST) 2. Developmental-cognitive model based (journal rk Review paper
can: 3. Behavioral model article/text-book (Students
approach to
4. The naturalistic curriculum model based cases) provide thoughtful
a. explain the differences student
among (activity-based intervention)  and
5. Common Program reflective responses
the different early
(mainstreaming) on
intervention
essay questions)
curriculum models and
various 
basic instructional
principles.
Page 9 of
Lecture and  Self- Preliminary IFSP/ / / / /
At the end of these weeks, Chapter 7 Planning for Inclusion:  Peer learning discussion on IFSP paced IEP for
the preservice teacher Customizing Early Intervention Interaction and IEP process and reading selected cases-
(PST) can: 1. Indvidualized Family Service Plan  Dynamic requirements  Homewo scoring rubric
15-16 WEEKS a. identify the role of (IFSP) Interaction Exercises(individual rk 
teachers, other 2. Individualized Education and small
professionals and parents 3. Plan (IEP) Principles of IEP group) and whole
in the planning and 4. Formulating Annual Goals (AG) class workshop
implementation of and Short-Term Objectives (STOs) with an output on
intervention programs and 5. Evaluating pupil gains and scores framing Annual
the Individualized within IEP Goals and Short-
Education Plan (IEP); and term objectives
b. apply the skills they based on selected
learned in using case
information collected 
from Demonstration and
assessment to formulate hands-on
goals and objectives for exercise on drafting
the Annual Goals,
planning and Short term
implementation of the objectives and
IEP. prioritizing
tasks/task analysis
 Project based Lecture and  Self- Quiz on basic / / / /

At the end of these weeks, Chapter 8 An Overview of Basic learning which is demonstration of paced instructional
the preservice teacher Instructional basically step-by reading principles
(PST) can: Principles performance step  Homewo Instructional Plan-
a. design instructional 1. Elements of Instructional Plan output, active accomplishment of a scoring rubric
rk
17-18 WEEKS plan that incorporates exploration of real- typical
both the child and world challenges instructional plan
family outcomes in  Collaborative •
partnership learning Whole class
with family members and workshop with
other professionals. individual
or small group
output on
Page 10 of
Instructional
Plan

FINAL EXAM 
Page 11 of
LIST OF REFERENCES
Textbook
 Inclusive Education in Schools and Early Childhood Settings PDF.
Springer Nature Singapore Pte Ltd. 2020 I. Spandagou et al., Inclusive Education in Schools and Early Childhood Settings, https://doi.org/10.1007/978-
981-15-2541-4_13
Commonwealth of Australia FaHCSIA. (2009). SHUT OUT: The experience of people with disabilities and their families in Australia-National Disability
Supplementary Materials Strategy Consultation Report. Canberra: Author. de Bruin, K. (2019).
The impact of inclusive education reforms on students with disability: An international comparison. International Journal of Inclusive Education, 23(7–8),
811–826. Dunn, D., & Andrews, E. (2015). Person first and identity-first language developing psychologists’ cultural competence using disability
language. American Psychologist, 70(3), 255–264. https:// doi.org/10.1037/a0038636.Gargiulo, R., & Kilgo, J. (2005). Young children with special needs.
Thomson/Delmar Learning.
Glazzard, J., Stokoe, J., Hughes, A., Netherwood, A., & Neve, L. (2015). Teaching and supporting children with special educational needs and disabilities in primary
schools. Los Angeles: Learning Guralnick, M. (Ed.)
(2001). Early childhood inclusion: Focus on change. Baltimore, Maryland: Paul H. Brookes Publishing.
Hehir, T., & Katzman, L. (2012). Effective inclusive schools: Designing successful schoolwide programs. Jossey-Bass.
Karten, T.J. (2015). Inclusion strategies that work: Research-based methods for the classroom. Los Angeles: Sage.
Klein, D., Cook, R., & Richardsons-Gibbs, A. (2001). Strategies for including children with special needs in early childhood settings. Australia: Delmar/Thomson
Learning
Online Material N/A
Page 12 of
CLASSROOM POLICY
FACE-TO-FACE DELIVERY FLEXIBLE TEACHING AND LEARNING ACTIVITIES (FLTAs)

 Attendance
 Discussion
 Quiz
 Activity
 Long Test
 Examination
COURSE REQUIREMENT/S GRADING SYSTEM

Course requirements are as follows: Class Standing
 Quiz 10%
 Quizzes and Activity as provided  Activity 10%
 Attendance  Reporting 15%
25%
 Other Academic-related requirements as prescribed by instructor  Project
. Major Examinations 60% performance task and 40% midterm examination
MIDTERM GRADE 40%

FINAL GRADE 40%
Final Grading 100%
Page 13 of
RUBRICS FOR ASSESSMENT
RUBRICS FOR EXEMPLARY PROFICIENT ACCEPTABLE UNACCEPTABLE
REPORTING 90-100 80-89 70-79 0-60
 Clearly Describes the topic  Clearly Describes the topic  Describes the topic  The topic is given with much
without prompting and without prompting and without prompting and prompting and support needed
support support support  Information about the topics is
IDEAS/CONTENT/  Information is logical and  Information is logical lack of purpose
KNOWLEDGE sequential and sequential  Unable to demonstrate the
LEVEL 40  Able to demonstrate 35  Able to demonstrate 30 knowledge of the topic 25
knowledge of the topic some knowledge of the
topic
 Excellent delivery and use of  A good expression of  Appreciative use of  Limited expression
voice thoughts, feeling or ideas expression, thoughts,  Unable to speak clearly
VOCAL DELIVERY 20  Discussing at an appropriate 18 feelings, or ideas while 17 13
volume. discussing
 Discussing at an
appropriate volume.
 Excellent use of the  Great use of vocabulary  Good use of vocabulary  Limited vocabulary and not
LANGUAGE SKILLS vocabulary and description 15 words 14 use 13 descriptive 9
 Very descriptive  Descriptive
 Excellent use of visual displays  Good use of visuals  Discussing about other  Did not have the picture or did not
 Visuals displays clearly 15 discussing related only to the 14 topics instead of the 13 hold the visuals where it could be 9
enhanced oral presentation topic topics being presented seen by the students
 Often Use of pictures or  Held items so that it could be or did not always hold
images show the topic seen clearly by the audience the topics so that it
USE OF VISUAL  Presenting video cliff to  Use of pictures or images to could be seen clearly by
AID/ POWER demonstrate the process show the topics being the students
PRESENTATION discussed  Minimal use of pictures
COLLABORATIVE  Articulate questions to the  Often ask question to the  Ask questions to the  Not asking questions to the
CONVERSATION students to arouse student 10 students 8 students 6 students 4
Page 14 of
interest  Students are involved in the  Hesitant about  Student are not involved in the
 Student are involved in the discussions answering the students discussion
discussion  Listen to others/take turn question to maintain  Student questions are not
 Student’s ideas are recognized speaking interactions answered properly
 Clearly answered students’
questions
Grading System Students shall be graded in accordance with the following system based on the CDM Student Handbook:
Grade Percentage Equivalent
1.00 100-98 Excellent
1.25 97-95 Excellent
1.50 94-91 Very Good
1.75 90-88 Very Good
2.00 87-85 Good
2.25 84-82 Good
2.50 81-79 Satisfactory
2.75 78-76 Satisfactory
3.00 75 Passing
4.00 74-65 Conditional
5.00 Failure
INC Incomplete
W Withdrawn
 A grade of 4.00 is conditional and shall be given only during the midterm grading period. No final grade of 4.00 shall be given.
 Incomplete (INC) is temporarily given to a student who may qualify for passing but has not complied with all requirements of the subject.
Such requirement(s) must be satisfied within one year from the end of the term; otherwise, the grade automatically becomes 5.00.
 Withdrawn (W) is given if the student voluntary drops a subject and correspondingly files a dropping form at any time not less than two weeks
before the final examination. After this period, the faculty member may give only a passing or failing mark. W is also given when the faculty
member drops the student from his/her roll for having exceeded the allowable number of absences.
 A student who has received a passing mark in a subject shall not be allowed to take another examination for the purpose of improving his/her grade.
Page 15 of
OFFICE OF THE VICE PRESIDENT FOR ACADEMIC
AFFAIRS
Prepared by: Reviewed and checked by: Recommending Approval: Approved by:
JONARD KIM D. BELGAR, LPT DANIEL BAUTISTA, LPT MAY F. VILLANUEVA, Maed, LPT RHEZA MAUREEN JOY Y. GABINETE, MB
Course Instructor Program Head, Institute of Education Dean, Institute of Education Vice President for Academic Affai
Form No.
Revision No.
Date of Approval
Semester
Academic Year
Page 16 of

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COLEGIO DE MONTALBAN

OFFICE OF THE VICE PRESIDENT FOR ACADEMIC

Pre-Requisites N/A Co-Requisites NA

In pursuit of excellence, Colegio de Montalban is committed in transforming individuals into responsible,

INSTITUTIONAL LEARNING OUTCOMES

5..Demonstrate commitment to inclusive practices in meeting the needs of all ✓ ✓

1. GOAL-My student will be able to report effectively and competitively

Lecture and  Self- Quiz on early / / / / /

 Project based Lecture and  Self- Quiz on basic / / / /

Online Material N/A

COURSE REQUIREMENT/S GRADING SYSTEM

MIDTERM GRADE 40%

Final Grading 100%

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