Republic of the Philippines

QUIRINO STATE UNIVERSITY

Cabarroguis Campus

SYLLABUS IN EDUC. 15: Foundation of Inclusive and Special Education

I. INSTITUTIONAL MANDATES

QSU VISION QSU as the leading center for academic and technological excellence and prime catalyst for progressive and sustainable Quirino
Province and Southern Cagayan Valley.

QSU MISSION QSU commits to develop competent and morally upright professionals and generate appropriate knowledge and technologies to
meet the needs of Quirino Province and Southern Cagayan Valley.

QSU GOALS Perform the mandated functions of the university through an effective and efficient management system.
Provide innovative and quality academic programs and produce competent, productive, and committed professionals.
Generate relevant knowledge and responsive technologies through quality researches.
Develop and implement techno-transfer programs/modalities through effective and efficient training and extension services.
Generate adequate resources to support and enhance institutional development.

CORE VALUES Quickly and willingly render excellent, ethical, and professional service at all time
Seriously pursue academic excellence to produce globally competitive graduates
Unitedly promote a working environment for morally upright government servants
QUALITY POLICY Quality Service Upheld: a continuous commitment in improving our endeavours to meet the satisfaction of our valued
stakeholders
QUALITY OBJECIVES 1. Provide continuous excellent instruction to produce competent, productive and committed professional;
2. Generate relevant knowledge and responsive technologies through advanced research;
3. Develop and implement techno-transfer approaches for sustainable extension activities; and
4. Generate adequate resources to support and enhance institutional development.
INSTITUTIONAL OUTCOMES QSU graduates are expected to:

Demonstrate a service orientation in their profession

Participate in various types of employment, development activities, and public discourse, particularly in response to the needs of
the communities where they serve including Quirino Province and Southern Cagayan Valley
Participate in the generation of new knowledge or research and development projects
Support “national, regional and local development plans.” (RA 7722)
Preserve and promote the Filipino historical and cultural heritage
GOALS OF THE COLLEGE OF 1. Development of competent teachers in basic education;
TEACHER EDUCATION: 2. Preparation of competent teachers supportive to national development goals; and
3. Preservation and promotion of desirable values for a dignified teaching profession.
 PROGRAM OUTCOMES a. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological and political contexts
b. Demonstrate mastery of subject matter/discipline
c. Practice professional and ethical teaching standards sensitive to the changing local, national, and global realities
d. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities
II. COURSE NO. EDUC. 15

COURSE TITLE Foundation of Inclusive and Special Education

COURSE This course is designed to equip the pre-service teachers with knowledge and understanding of the different philosophies, theories, legal bases
DESCRIPTION and policies of special needs and inclusive education. It includes the study of typical and atypical development of children, learning characteristics
of students with special educational needs (gifted and talented learners, learners with difficulty seeing, learners with difficulty hearing, learners with
difficulty communicating, learners with difficulty walking/moving, learners with difficulty remembering and focusing, learners with difficulty with self-
care) and those in difficult circumstances. Pre-service teachers will be provided with skills in the selection of variety of differentiated strategies in
teaching, assessing, and managing students with special educational needs in a regular class. They will also be provided with knowledge of
policies, guidelines, and procedures that provide safe and secure learning environments and teaching strategies that are inclusive of learners from
indigenous groups.

NO. OF UNITS 3

PREREQUISITE N/A

III. COURSE OUTCOMES AND RELATIONSHIP TO PPST

COURSE LEARNING OUTCOMES PPST

At the end of the course, the pre-service teachers should be able to:

1. Demonstrate content knowledge and understanding of the philosophies, theories, and legal bases of special and inclusive education
including its policies and their application;
2. Demonstrate understanding of typical and atypical development of children which will serve as basis in the selection and use of
appropriate teaching strategies responsive to learners with disabilities, giftedness and talents;
3. Demonstrate understanding of the special educational needs of learners in difficult circumstances including: geographic isolation;
chronic illness; displacement due to armed conflict, urban settlement or disasters; child abuse and child labour practices ;
4. Demonstrate knowledge in the implementation of relevant and responsive learning programs;

5. Demonstrate knowledge of the selection and use of teaching and assessment strategies that are responsive to the needs and
strengths of diverse learners;
6. Demonstrate knowledge of policies, guidelines and procedures that provide safe and secure learning environments for learners with
diverse needs; and
7. Demonstrate knowledge of teaching strategies that are inclusive of learners from indigenous groups.
IV. COURSE OUTLINE AND TIME FRAME
WEEK NUMBER TOPIC
1-3 Definition, Goals, and Scope of Special and Inclusive Education
4-9 Bases and Policies of Special and Inclusive Education
10-14 Typology of Learners with Special Needs
15-18 Assessment, Learning Resources and Instructional (INPUT) Accommodation
V. SUGGESTED READINGS Please refer to the e-aral
AND REFERENCES

VI. COURSE Please refer to the e-aral

REQUIREMENTS
VIII. GRADING a. The subject follows the QSU grading system which is:
SYSTEM
Point System Percentage System
1.00 98-100
1.25 95-97
1.50 92-94
1.75 89-91
2.00 86-88
2.25 83-85
2.50 80-82
2.75 77-79
3.0 75-76
4.0 71-74
5.00 70 below

b. The following formula shall be used in the computation of students’ grades:

a) Term Grade = CS (60) + Term Examination Grade (40)
b) Final Grade = Prelim Grade + Midterm Grade + Semi-Final Grade
3
c. Components of Grade
Prelim/Midterm/Final Exam = 40%
Quizzes = 20%
Requirements = 30%
Recitation/Participation = 10%
100%
 IX. CLASS POLICIES Class Policies
1) Examination
a) Three (3) examination shall be given per semester as follows: a) Prelim Exam; b) Midterm Exam; and c) Final Examination
b) An examination permit is required of each student before he is allowed to take his examination.
2) Proper Conduct
Cheating/Plagiarism. Citations or references of copied files shall be included in the submitted requirement.
First Offense: Resubmission of requirement with the inclusion of citations or references.
Second Offense: Automatic grade of 5.0 for the subject.

Observance on the use of courteous words and appropriate language in the construction of files/requirements.

3) Date of submission should strictly be followed.

X. FACULTY Name of Faculty: Evelyn C. Casareno, MAEd

INFORMATION Academic Rank: Instructor I
Designation/s: BEED Extension Coordinator
Contact Number: +639262780445
Email Address: evelyncatainacasareno@gmail.com
Consultation Time:

XI. LEARNING PLAN

DESIRED COURSE TEACHING AND

RESOURCE ASSESSMENT OF
LEARNING CONTENT/SUBJECT MODALITY LEARNING PPST MAPPING TIME REMARKS
MATERIALS TASKS (ATs)
OUTCOMES (DLO) MATTER ACTIVITIES (TLAs) FRAME

At the end of the I. Definition, Goals, Modular Powerpoint Modules Comparative Analysis: 3 weeks
unit, pre-service and Scope of Approach presentation: DepEd K-12 Inclusion Program
teachers should be Special and Inclusive Education and IDEA
able to: Inclusive Education Policy
a. Demonstrate an A. Inclusive Reflection Paper: 1.1.1 (1)
in-depth Education in the Powerpoint—IDEA Implementation of the 6.3.1 (1)
understanding of Philippines Inclusion Program
concepts related 1. Definition Class discussion since its launch in 2009
to inclusive and 2. VMGO
special education 3. Scope Analysis and UNIT TEST
that promote B. Inclusive presentation
supportive Education in
environments to Other Countries Reflection paper
 diverse learners 1. IDEA—US
(like inclusion, 2. Other countries
integration, supporting
mainstream, Special and
transition, etc.) as Inclusive
indicated in the Education
DepEd Inclusive
Education Policy;
b. Demonstrate 4.3.1 (4)
knowledge of
responsive
special and
inclusive
education
programs for
diverse learners;
and
c. Compare and 1.1.1 (1)
contrast Inclusive
Education in the
Philippines with
that of
International
Standards.
At the end of the II. Bases and Policies Modular Lectures and/or Modules Quizzes, comparative 6 weeks
unit, pre-service of Special and Approach library/online research essays and/or research
teachers should be Inclusive Education on the various bases posters on the various
able to: A. Review of the of Special and bases of Special and
a. Demonstrate Bases Inclusive Education Inclusive Education 1.1.1 (1)
understanding of 1. Psychological 6.3.1 (1)
the philosophies, bases Document Review on UNITE TEST
theories, and a. Piaget’s the Philosophies,
legal bases of Cognitive statements of Laws, Document Review on
special and Development Regulations and the Different Laws,
inclusive b. Albert Policies from UN, Regulations and Policy
education Bandura’s UNESCO, EFA, Statements to be
including its Social DepEd provided by the teacher
application; Learning
b. Demonstrate Theory Forum with Resource Evaluation Report on 4.3.1 (4)
knowledge of c. Lev Speakers on Special the Forum held with
policies, Vygotsky’s Topics on Principles, Reflective Journal
guidelines and Scaffolding
 procedures that d. Jean Lave’s Policies, and
provide safe and Situated Dimensions
secure learning Learning
environments for 2. Philosophical Post Forum
learners with Bases Discussion
special needs; a. Inclusivity
and b. Equality
c. Demonstrate 3. Historical/Soci 1.1.1 (1)
knowledge of the ological
development of a. Convention
Special and on the Rights
Inclusive of the Child
Education in the b. UNESCO
local and c. EFA
international d. K to 12
contexts by Inclusion
constructing a Policy
historical timeline 4. Legal
a. The 1987
Phil.
Constitution,
Art. XIV, Sec.
1&2
b. RA 10533
Enhanced
Basic
Education
Act—
including
ALS and
Learners with
Special
Needs
c. RA 8371
Indigenous
People’s
Right Act
d. PD 603
e. RA 7610
Special
Protection
Against Child
 Abuse and
Exploitation
f. RA 9344
Juvenile
Justice and
Welfare Act
g. RA 9442
Magna Carta
for Disabled
Persons
h. RA 10665
Open High
School
System Act
i. RA 7277
Rehabilitatio
n and
Integration of
Disabled
Persons in
Mainstream
Society
B. Principles,
Policies, and
Dimensions
1. Early
Intervention
2. Process of
Inclusion:
Philippine
Model
3. Transition
Program
4. Sustaining
Programs
5. National IP
Education
Policy
At the end of the III. Typology of Modular Movie analysis: Modules Movie analysis 5 weeks
unit, pre-service Learners with approach choose from the
teachers should be Special Needs following list: Quizzes, comparative
able to: 1. I am Sam essays, research
a. Distinguish the A. Learners with 2. Open Heart posters and/or 1.1.1 (2)
different types, Intellectual 3. Smile, Pinki (2008) infographics on the
identifications, Disability 4. Darius Goes West different types,
etiology, causes, 1. Cerebral (2007) identifications, etiogies,
characteristics of Palsy 5. My Flesh and causes, characteristics,
learners who 2. Trisomy 21 Blood (2003) of learners who have
have special B. Learners with 6. Sound and Fury special needs
needs; Learning (2000)
b. Describe the Disability 1.1.1 (2)
different types 1. Dyslexia
and 2. Dysgraphia
levels/degrees, 3. Dyscalculia
etiologies, C. Learners with
causes and Physical
characteristics of Disabilities
these learners; 1. Visual
c. Demonstrate impairment 3.4.1 (3)
understanding of 2. Hearing
the special impairment
educational 3. Speech
needs of impairment
learners in 4. Multiple
difficult physical
circumstances impairment
including: D. Learners who
geographic are Gifted and
isolation; chronic Talented
illness; 1. Visual arts
displacement 2. Music
due to armed 3. Intellectual
conflict, urban Giftedness
resettlement or 4. Performing
disasters; child arts
abuse and child E. Learners with
labour practices Socio-Emotional
d. Demonstrate Disorder 3.5.1 (7)
knowledge of 1. Emotional
teaching Behavioural
strategies that Disorder
are inclusive of 2. Anxiety
learners from attack
3. Depression
indigenous 4. Obsessive
groups Compulsive
Disorder
5. Bipolar
Disorder
F. Learners with
Chronic Illness
1. Asthma
2. Diabetes
3. Epilepsy
4. Allergy
G. Learners in
Difficult
Circumstances
1. Living in
Remote
Places
2. Victims of
war
3. Products of
broken family
4. Street
children/
children from
Impoverishe
d Family
5. Victims of
Abuse
H. Learners from
Indigenous
Groups

7. Educating Peter
(1992)

Movie Review and

Report
 Invitation of Resource
Speakers

Infographics on
learners with Special
Needs

Lectures and/or
library/online research
on the different types,
identifications;
etiologies, causes,
characteristics of
learners who have
special needs
At the end of the IV. Assessment, Modular Special Education Modules Case study report 4 weeks
unit, pre-service Learning Resources Approach Day: Awareness
teachers should be and Instructional Summit Quizzes, comparative
able to: (INPUT) 1. Program: Seminar essays, research
a. Demonstrate Accommodation on Special and posters and/or 4.3.1 (4)
knowledge of A. Types of Inclusive infographics on types
differentiated Assessment Education with of assessment,
assessment 1. Observation Different topics to learning resources and
strategies that are Checklist be presented and instructional
responsive to the 2. Anecdotal discussed accommodation
needs and Report 2. Infographics
strengths of 3. Portfolio distribution SpEd Classroom
diverse learners; Assessment Observation Report
b. Demonstrate B. Learning Alternative Classroom 4.3.1 (4)
knowledge in the Resources and Learning Experience Research Essay
implementation of Instructional presenting the special
relevant and Accommodation SpEd Classroom educational needs of
responsive 1. Special Observation learners in one of the
learning Education following difficult
programs; Programs Case study circumstances:
c. Demonstrate 2. Inclusion  Geographic 3.1.1 (5)
knowledge and Programs Lectures and/or isolation
understanding to 3. Indigenizatio library/online research  Chronic illness
suit the learners’ n and on types of  Displacement due
needs; Contextualiz assessment, learning to armed conflict, 3.5.1 (7)
d. Demonstrate ation of the resources and urban resettlement
knowledge of Curriculum or disaster
 teaching 4. ALS instructional  Child abuse and
strategies that are OSY accommodation child labour
inclusive of Disadvantag practices
learners from ed Children
indigenous Adult Research essay
groups; and Learners presenting review of
e. Demonstrate 5. Madrasah teaching strategies that 3.4.1 (3)
understanding of ALIVE are inclusive of
the special 6. Special learners from
educational Interest indigenous groups
needs of learners Programs
in difficult 7. Quality
circumstances Differentiated
including: Instructions
geographic 8. Homeschool/
isolation, chronic Distance
illness; Learning
displacement due
to armed conflict,
urban
resettlement of or
disasters; child
abuse and child
labour practices

Prepared by: Reviewed, verified, and recommended by: Approved by:

EVELYN C. CASARENO MIRIAM C. RENIEDO MAGDALENA L. GUINUMTAD

Subject Instructor Program Chair, BEED Director for Instruction