DAVAO ORIENTAL Document Code No.

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STATE UNIVERSITY Issue Status
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Rev No.
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Effective Date
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“A University of excellence, innovation, and inclusion”

SYLLABUS (MAJOR SUBJECT)

FACULTY OF TEACHER EDUCATION

SNED 1 – Foundation of Special and Inclusive Education
1st Semester; SY 2025-2026

VISION
“A university of excellence, innovation, and inclusion”

MISSION
1. To elevate knowledge generation, utilization and distribution;
2. To promote inclusive sustainable development through research and extension-based higher quality education, technical vocational
skills, responsive to the needs of local and global community; and
3. To produce holistic, creative and inclusive human resource which are responsive and resilient to global challenges while maintaining
strong sense of nationhood.

CORE VALUES
1. God-centered and humane
2. Critical Thinking and Creativity
3. Discipline and Competence
4. Commitment and Collaboration
5. Resilience and Sustainability

GRADUATE OUTCOMES
1. Research-oriented and innovative;
2. Empowered with sense of professionalism;
3. ICT enabled;
4. Effective communicator; and
5. Endowed with Filipino and universal values.
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FACULTY GOAL/S:

It shall be the main concern of the Faculty of Teacher Education to produce holistically developed teachers who are responsive and
committed to the overall growth and progress of one’s society through appropriate effective instruction, research, extension and
production activities.
FACULTY OUTCOMES IN RELATION TO FACULTY GOALS
Faculty Outcomes Faculty
Goals
a. Articulate the rootedness of education in philosophical, socio-cultural, psychological, and political contexts. 
b. Demonstrate mastery of subject matter/discipline. 
c. Facilitate learning using a wide range of teaching methodologies and delivery of modes appropriate to specific learners and their 
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 panning, monitoring, assessing, and reporting learning processes and outcomes. 
g. Practice professional and ethical teaching standards sensitive to the changing local, national, and global realities. 
h. Pursue lifelong learning for personal and professional growth through experiential and field-based opportunities. 

PROGRAM EDUCATIONAL OBJECTIVES (PEO) IN RELATION TO THE UNIVERSITY MISSION

PROGRAM EDUCATIONAL OBJECTIVES (PEO) MISSION
The DOrSU Bachelor of Elementary Education graduates shall: 1 2 3
a. Demonstrate in-depth understanding of the Diversity of learners in various learning areas. ✓ ✓ ✓
b. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the different subject areas. ✓ ✓
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c. Utilize appropriate assessment and evaluation tools to measure learning outcomes. ✓

d. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and ✓
teaching. ✓

e. Demonstrate positive attitudes of a model teacher, both as an individual and as a professional. ✓ ✓

f. Manifest a desire to continuously pursue personal and professional development. ✓ ✓ ✓

STUDENT OUTCOMES (SO) IN RELATION TO THE PROGRAM EDUCATIONAL OBJECTIVES (PEO)

STUDENT OUTCOMES (SO) PEO
Upon completion of the program, the Bachelor of Elementary Education students will demonstrate the following: A B C D E F
1. Identify various types of learners and provide them with appropriate, culturally-relevant learning activities and
L
experiences.
2. Develop and utilize relevant materials that match the learner’s learning styles, goals and culture. L
3. Select instructional strategies for the development of learners’ critical and creative thinking. L
4. Utilize developmentally appropriate activities in teaching the different learning areas. L
5. Utilize appropriate technologies to achieve the learning outcomes. L
6. Apply theories of learning in designing learning-teaching experiences. L
7. Explain subject matter content clearly, accurately and comprehensively. L
8. Relate current content with past and future lessons. L
9. Integrate recent developments in education and in the specific filed to enrich learning L
10. Provide examples from real life to make learning meaningful. L
11. Utilize appropriate teaching-learning methods and technology for specific subject matter content. L
12. Keep abreast with educational issues, trends and practices vis-à-vis local and global context to provide relevant
L
learning experiences
13. Design authentic assessment, evaluation and instruments and alternative assessment tools. L
14. Interpret assessment results and use these to improve learning and teaching. L
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15. Keep accurate and updated records of the learners’ performance using technology tools where feasible and
L
appropriate.
16. Provide timely feedback of assessment results to parents and other stakeholders. L
17. Demonstrate skills in creative and critical thinking, logical reasoning, problem solving, and decision making in
L
various classroom situations.
18. Create learning experiences that develop the learners’ higher order thinking skills. L
19. Provide opportunities that develop the learners’ communication skills. L
20. Use tools and technology to enhance learning and teaching L
21. Act according to the norms of the teaching profession in dealing with students, parents, colleagues and other
L
stakeholders
22. Manifest positive personal and professional qualities of a teacher L
23. Observe integrity and professionalism in handling issues, conflicts, and controversies related to student welfare
L
as well as parents’ community concerns.
24. Pursue personal growth and professional development through attendance in seminar-workshops, participation
L
in demo-fests, conducting action research, and other education-related activities.
25. Participate actively in the school’s community outreach activities. L
Legend: Level
/L/ = Facilitates learning of the competencies (input is provided and competency is evaluated)
/P/ = Allows student to practice competencies (no input but competency is evaluated)
/O/ = Opportunity for development (no input or evaluation, but there is opportunity to practice competencies)

COURSE INFORMATION
1. COURSE NUMBER : SNED 1
2. COURSE TITLE : Foundation of Special and Inclusive Education
3. PRE-REQUISITE : None
4. CO-REQUISITE : None
5. NUMBER OF UNITS : 3.0 units
6. CONTACT HOURS : 3 hours lecture per week (1 semester)
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7. COURSE DESCRIPTION : This course shall deal with philosophies, theories and legal bases of special needs and inclusive education,
typical and atypical development of children, learning characteristics of students with special educational needs, (gifted and talented,
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 strategies in teaching
and managing these learners in the regular class.

COURSE LEARNING OUTCOMES (CLO)

CLO 1 Demonstrate sound and critical understanding of the Essential Concepts, Diversity, and Foundation of Special, and Inclusive Education.
CLO 2 Analyze the role and functions of the components of Special and Inclusive Education.
CLO 3 Demonstrate inclusive education practices to address diversity in the classroom.
CLO 4 Analyze needs of learners with Special Educational Needs.
CLO 5 Demonstrate teaching to address diversity in the classroom using appropriate instructional adaptations.

ALIGNMENT OF COURSE LEARNING OUTCOMES (CLO) TO STUDENT OUTCOMES (SO)

Student Outcomes
Course Outcomes Level CO Proficiency Assessed through
Satisfied
Rubrics for Venn Diagram, Concept Map, Role-Play, Timelines, Written Exams &
I SO1, SO4, SO5 Quizzes, Infographic, Summative Test
CLO 1

Flowchart Rubric, Case Study Rubrics, Compare & Contrast Table Rubric, Reflection
I SO1, SO4, SO5, SO9, SO13 Papers, Summative Test
CLO 2
Reporting Output, Pros & Cons Chart, Concept Mapping, Narrative Reports, Group
I, P SO1, SO4, SO5, SO9, SO13 Collaboration Rubrics, Quiz & Summative Tests
CLO 3
Reflection Papers (Film), Performance Rubrics for Braille, FSL, and Role-play, Case
I, P, D SO1, SO4, SO5, SO9, SO13 Study Analysis, Group Outputs, Summative and Terminal Exams
CLO 4
Instructional Adaptation Activities, Simulation Tasks, SNED Expo Evaluation Rubric,
CLO 5 D SO1, SO4, SO5, SO9, SO13 Final Projects & Summative Assessments
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Legend: Level
/ I / = Introduce. (The students get introduced to concepts/principles).
/ P/ = Practiced. (The students practice the competencies with supervision).
/D/ = Demonstrated. (The students practice the competencies across different settings with minimal supervision).

COURSE OUTLINE
Satisfied
Time
Teaching and Learning Course
Frame
Activities Learning Student
(by Topic/Task Desired Learning Outcomes (DLO)
(TLAs) Outcomes Assessment
week)
(CLO)
3 Hours Lecture per Week
Course Introduction
1st Class Orientation • acquaint oneself with the University’s
Week VMGO and GAD initiatives;
a. University’s VMGO • instill the IRR on Single-Use Plastic Free
b. Program’s PEO and SO Campus;
c. Course Descriptions
• instill the principles of 7S. Orientation Reflective Inquiry
d. Positive Discipline
e. Online Safety • Discuss classroom rules and regulations
f. Child Protection • Discuss overview of course requirements
g. Anti-Bullying and the grading system.
h. Safe School Environment
• Discuss Special Education Calendar of
i. GAD Orientation
Events for the semester
j. 7S; IRR on Single-Use Plastics
IP Concepts

MODULE 1. UNDERSTANDING
ESSENTIAL CONCEPTS, • Demonstrate sound and critical • Filipino Sign
DIVERSITY, AND understanding of the Essential Concepts, Language:
FOUNDATION OF SPECIAL, Diversity, and Foundation of Special, and Pambansang Wika ng
AND INCLUSIVE Inclusive Education. Filipino Deaf
EDUCATION
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2nd-3rd Community Event

Week (August 1st sem)

• Autism Consciousness
Month Events (January
2nd sem)

Lesson 1 - Essential Concepts of • Acquire understanding on the essential • 1, 4 • Rubrics for

Special and Inclusive Education •
concepts of special and inclusive education Venn Diagram activity: Venn Diagram
• Differentiate the distinction between Special vs. Inclusive • Short Quiz
special and inclusive education Education
•
Lesson 2 - Diversity in the •
Classroom • Understand diversity using Loden’s • Group discussion: Identity 1, 4
Diversity Wheel Mapping using Loden’s • Rubrics for
• apply the concept diversity in various Diversity Wheel Concept Map
classroom situations • Rubrics for
• Advocate gender -neutral /gender-sensitive • Short Role-play Role-Play
words in speaking and writing inclusive vs. exclusive • Quiz
• Apply gender -neutral /gender-sensitive classroom interactions
words in speaking and writing in the
classroom

Lesson 3 – Historical, Sociocultural,

Philosophical and Theoretical • Discuss the historical and sociocultural • Timeline creation
Foundations foundation of special education; (individual or group, • Rubrics for
• Create the historical timeline and digital/poster) 1, 4 Timeline
sociocultural of special education. • Creative Presentation • Rubrics for
• Discuss the philosophical and theoretical Creative
foundation of special education; and presentation
• Quiz
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• Apply knowledge of models, theories, and

philosophies that provide the basis for
special education practice.

Lesson 4 – Legal Foundations

• Discuss the UN Convention on the Rights • Infographic or • Infographic
of the Child (1989) brochure summarizing 1, 4 graded with a
• Describe federal laws related to providing major legal provisions rubric
education and related services to students • Oral Recitation • Summative Test
with disabilities

MODULE II. COMPONENTS OF

SPECIAL AND INCLUSIVE • Analyze the role and functions of the • Rubric for
EDUCATION components of Special and Inclusive flowchart
Education. • Participate in Deaf • Case study
Awareness Month analysis sheet
4th
- 5th Lesson 1 – Child Find, Assessment Celebration (Online) 2, 4 with guided
Week and Evaluation Process • Analyze the procedures in implementing ⚫ Flowchart Creation questions
child find in special and inclusive education ⚫ Short Case Study • Quiz
• Explain the process of assessment in special Review
education and inclusive education

Lesson 2 - Educational Placement of

Students with Special Needs • Discuss the process in conducting • Group Placement • Quiz
placement in special and inclusive Decision-Making
education Game
• Assess appropriate educational placement 2, 4
for a specific learner

Lesson 3 – Accommodation and

Curricular Modification • Identify accommodation and modifications
support services in the classroom 2, 4
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• Discuss the curricular modifications and • Compare & Contrast • Rubrics for
special education programs Table Compare &
Contrast Table
• Quiz

Lesson 4 – Working with Families • Case Analysis • Rubrics for Case

and Professionals • Identify the roles and rights of parents in the • Reflection Paper Analysis and
learning of the children in special education Reflection Paper
• Discuss the practices and approaches that • Summative Test
encourages parent involvement
2, 4
• Value the importance of parental
involvement in the education of special
children

PRELIMINARY EXAMINATION
MODULE III. LEARNERS WITH • World Mental Health
SPECIAL EDUCATIONAL • Analyze needs of learners with Special Day ADHD
NEEDS Educational Needs. Awareness Month
Celebration

Lesson 1 – Gifted and Talented

Learners • Define gifted and talented.
• Identify the salient characteristics of gifted • Film Viewing • Reflection Paper
7th -11th
and talented learners. • Reflection Paper Rubric
Week
• Discuss the curricular programs and • Quiz
1, 4, 5
instructional systems for gifted and
talented learners.
• Apply instructional strategies in teaching
learners with giftedness and talent
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Lesson 2 – Learners with Difficulty

in Hearing • Discuss FSL Act
• Identify the characteristics of Difficulty in
Hearing. • Video Recorded of • Performance
• Process of Hearing Basic Filipino Sign Rubric
• Differentiate the types of hearing loss. Language • Quiz
• Apply strategies in Teaching Learners with
Difficulty in Hearing 1, 4, 5
• Perform Basic Filipino Sign language
(alphabet, numbers 0-10, colors, basic
greetings, self-introduction)

Lesson 3 – Learners with Difficulty

in Seeing • Differentiate visual impairment, low vision
and blindness.
• Differentiate the types and causes of visual ⚫ Perform Basic Braille ⚫ Performance
impairment. Reading and Writing 1, 4, 5 Rubric
• Identify the characteristics of Difficulty in ⚫ Orientation and ⚫ Quiz
Seeing Mobility
• Apply strategies in Teaching Learners with
Difficulty in Seeing
• Perform orientation and mobility in
assisting learners with difficulty seeing.

Lesson 4 – Learners with Difficulty

in Communicating • Identify the importance of speech and
language.
• Determine the external causes of the ⚫ Case study group task • Case study
speech and language delay/difficulty. 1, 4, 5 analysis paper
• Enumerate the parts of the human mouth • Quiz
and brain responsible for speech
acquisition.
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• Explain the function of parts of the mouth

and brain responsible for language
acquisition.
• Identify the characteristics of Difficulty in
Communicating
• Apply strategies in Teaching Learners with
Difficulty in Communicating

Lesson 5 – Learners with Difficulty

in Walking and Moving • Discuss characteristics of learners with
difficulty in walking / moving along with
their challenges in learning ⚫ Photo Analysis / ⚫ Reflection
• Differentiate types and causes of physical Gallery Walk by paper rubric
disabilities. Group ⚫ Summative
• Discuss accommodation, environmental Quiz
1, 4, 5
modifications and assistive technology.
• Enumerate different types of Assistive
Technology and Devices
• Discuss Strategies for Learners with
Difficulty in Walking and Moving
• Discuss Paralympics

12th Lesson 1-5 (Application and

Week Integration) • To provide students with a practical
opportunity to apply their theoretical ⚫ SNED Instructional ⚫ SNED Expo
knowledge in creating instructional Materials Expo Evaluation
materials for special education students. Activity Rubric
4, 5
⚫ Rubrics for
Instructional
materials
⚫ Rubrics for
Booth
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⚫ Rubrics for
Instructional
Activities
⚫ Class Terminal
Report

MIDTERM EXAMINATION
MODULE IV. MAKING
SCHOOLS INCLUSIVE • Demonstrate inclusive education practices
to address diversity in the classroom. • College Service Events
(March 2nd sem)
14TH - Lesson 1 –Creating Inclusive • ADHD Month
17TH Cultures • Create a model of inclusive education Celebration (October
Week culture through collage making, 1st sem)
• Support the least restrictive environment as
the best possible placement option for all ⚫ Reporting • Power point
leaners, • Collaborative 3, 4 Presentation
• Recognize universal design for learning as Discussion • Pros and Con
key creating inclusive cultures, and • Feed-backing Chart
• Discuss the relevance of individualized • Narrative Report
education plan in inclusive cultures. Rubric
• Quiz
Lesson 2 – Producing Inclusive
Practices • Evaluate a school’s existing policy of • Concept Mapping ⚫ Concept Map
inclusive education using PMR, • Reporting ⚫ Power point
• Determine the UNESCO policy on • Collaborative Presentation
inclusive education, and Discussion 3, 4 ⚫ Narrative
• Associate Kotter’s Model of Change in • Feed-backing Report Rubric
creating school inclusive policies. ⚫ Quiz
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Lesson 3 –Inclusive Practices and

Teaching Models • Determine the inclusive education ⚫ Reporting ⚫ Power point
practices in the Philippines ⚫ Collaborative Presentation
• Evaluate the existing inclusive education Discussion ⚫ Narrative
practices in the Philippines ⚫ Feed-backing Report Rubric
• Present the inclusive education framework ⚫ Quiz
of the Philippines
3, 4
• Define the different inclusive teaching
model
• Associate the inclusive teaching model
with the learning delivery
• Create a matrix using the inclusive
teaching model

18th
FINAL EXAMINATION
Week

REFERENCES:
▪ Gil, T. O., Jr. (2025). Foundations of special and inclusive education. Lorimar Publishing Inc.
▪ Scott, S. S., & Edwards, W. A. (2019). Disability and World Language Learning: Inclusive Teaching for Diverse Learners. Lanham:
Rowman & Littlefield.
▪ Conrad, D. A., & Blackman, S. N. J. (Eds.). (2018). Responding to Learner Diversity and Learning Difficulties. Charlotte, North Carolina:
Information Age Publishing, Inc.
▪ Grafwallner, P. (2018). Lessons Learned from the Special Education Classroom: Creating Opportunities for All Students to Listen, Learn,
and Lead. Lanham: Rowman & Littlefield Publishers.
▪ Cole, M (2018). Education, equality and human rights: issues of gender,'race', sexuality' disability and social class. London: Routledge.
▪ Cook, R (2018). Strategies for including children with special needs in early childhood settings. Australia: Cengage Learning.
▪ Verma, G. (2017). Approaches to educational and social inclusion. London: Routledge
▪ Garguilo, R. (2017). Teaching in today's inclusive classrooms: a universal design for learning approach. Cengage.
▪ Salvia, J. (2017). Assessment in Special and Inclusive Education. Cenage.
▪ Prabhash R. (2017). Language and Communication for Hearing Impairment. New Delhi: Kanishka Publishers.
▪ Peer and Reid. (2016). Special Educational Needs: a Guide for Inclusive Practice. Los Angeles: Sage.
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▪ Sousa, D. (2016). The inclusive toolbox: strategies and techniques for all teachers. Corwin.
▪ Toby K. (2015). Inclusion strategies that work. Corwin PressToby K. (2015). Inclusion strategies that work. Corwin Press.
▪ Libal, A. (2015). Living with a special need: deaf and hard of hearing. Broomall,PA: Mason Crest.
▪ McIntosh, K. (2015). Living with a special need: gender issues. Broomall,PA: Mason Crest.
▪ Libal, J. (2015). Living with a special need: Speech impairment. Broomall,PA: Mason Crest.
▪ Souder, P. (2015). Living with a special need: vision impairment. Broomall,PA: Mason Crest.

GRADING SYSTEM:
Assessment Methods Weights
Performance Task 15 %
Oral Report (Visual Presentation) 15 %
Written Output, Participation, Attendance 20 %
SNED EXPO 20 %
Summative Test and Major Examination 30 %
Total 100%
COURSE REQUIREMENTS:

Code Learning Evidence Description and Other Details Aligned CLO

Written Output (Reflection ⚫ Students are required to submit individual written outputs such as concept maps,
LE 1 Paper, Concept Map, Narrative reflection papers, and narrative reports throughout the course. These outputs will assess CLO 1, 2, 3
Report) students’ understanding of course concepts, diversity, and inclusive practices.
⚫ Summative assessments will be administered at the end of each module. Major written
Summative Tests and Major
LE 2 examinations (Prelim, Midterm, and Final) will test foundational understanding and CLO 1, 2, 3
Examinations
application of concepts. A minimum score of 75% is required to pass.
⚫ Students will demonstrate acquired skills in practical activities such as orientation and
LE 3 Performance Task mobility, basic braille reading and writing, and Filipino Sign Language. Performance CLO 1, 2, 3
will be assessed using standardized rubrics.
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⚫ Students will be grouped and assigned specific topics for reporting. Each group must
Oral Report / Visual
LE 4 prepare and deliver a PowerPoint presentation, with all members participating. Proper CLO 1, 2, 3
Presentation
attire and adherence to formatting guidelines are required.
⚫ Students will conceptualize, design, and present instructional materials tailored for
SNED Instructional Materials specific categories of learners with special needs. The expo will assess their ability to CLO 1, 2, 3, 4,
LE 5
Expo apply knowledge in real-world teaching contexts and demonstrate appropriate 5
instructional adaptations.

CLASS POLICIES AND GUIDELINES

Students in the course must follow the rules stipulated in the school handbook. Participation in class activities is graded. Deadlines for submission
of different requirements are set and students are expected to submit their requirements in the time provided. Course requirements include written tasks,
performance tasks, and summative tests. Home works shall be conducted or given to test if students recall the principles and concepts they learn.

Academic Integrity: DOrSU upholds a high standard of integrity and fosters a spirit of complete honesty. the attempt of any student to present any
work as her/his own which he/she has not honesty performed or made is regarded as a serious offense and renders the offender
liable to serious consequences (a disposition conference request and a subsequent report filed with the Program Head)

Cheating: Dishonesty of any kind on homework/project/written report compliance and on examinations (illegal position of test questions,
use of unauthorized notes during examinations, obtaining information from the textbook or another student during exams,
assisting others to cheat, alteration of grades, illegal entry or unauthorized presence in the faculty) are examples of cheating. Any
student caught cheating will not get a grade for the assigned output/task/work/examination.
Plagiarism: Declaring other people's work as one's own and not acknowledging the original author is plagiarism. Any student who fails to
give credit to the original author will not get a grade for the assigned output/task/work.
Attendance policies: Students are required to attend all classes starting with the first meeting of every course. Nonattendance in any required class or
academic activity constitutes an absence. Time lost due to late enrollment shall also be considered as absence. A student shall
be considered absent from class if he/she is not present within the first fifteen minutes of the scheduled class time. Three
incidences of tardiness shall be considered as one absence from class. Absence authorized in writing by the State University
because the student concerned officially represented DOrSU at some function or affair shall be excused. The Dean shall inform
the faculty member concerned. Absent due to illness may be excused if the student submits a medical certificate issued by the
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College Physician/Dentist, or any other physicians provided that, in the latter case, the medical certificate shall be authenticated
by the Health Services Unit. Excused absences are for time missed only. All work covered by the class during the student's
absence will have to be made up by the student within a reasonable period of time. Three successive unexcused absences shall
be reported by the faculty member to the GCTC who shall call for the student and notify his parents/guardians. A student who
has been absent for at least 20 percent of the hours of recitation, lecture, laboratory, or any other scheduled work in one subject
for the semester, or any academic period, shall automatically dropped from the class roll, and the Registrar shall be advised
accordingly.

Assignment Policies: The student is responsible for reading and being prepared for class discussion. Readings will be assigned during orientation week.
late homework/assignments/projects/outputs will incur deductions from the actual score. One minute late is equivalent to one-
point deduction from the total score.
Examination Policy: There will be three (3) examinations namely: prelim, mid-term, and final. Should a student fail in any of the exams there shall be
no removal examinations.

Student Conduct: The following behaviors will be expected of all students enrolled in this class:

1. Arrive at class on time and leave at the scheduled time;

2. Turn cellular phones and other gadgets off during class time. If you are caught, your phone or other gadgets will be
confiscated and forwarded to OSA.
3. Avoid talking and visiting when peers are sharing and trying to learn in class;
4. Pay attention when others are speaking and when a lecture is going on;
5. Avoid chitchat outside of scheduled group discussions;
6. Actively participate in class activities and discussions; and
7. Interact respectfully with the instructor and your peers at all times.
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Communication Policy: Should you wish to see the instructor to inquire/clarify/verify something, please see the consultation schedule posted outside FTEd
faculty. The instructor does not entertain inquiries/ clarifications/verifications on weekends. Electronic communications (text
messaging, FB chat) are welcome only on school days. Calls are not allowed and do not forget to introduce yourself when you send
a text message.

Other Requirements Keep all homework, reflections, assignments, examination papers, quizzes, rating sheets, outputs, etc. returned to you so that any
discrepancies can be easily and fairly straightened out.

Prepared by: Reviewed and Recommended by: Approved by:

MARY GRACE T. CAMARQUEZ CARLOS JAE D. SOLIVEN, EdD DR. HELINA JEAN P. DUPA, Ph.D.
BEEd Faculty BEEd Program Head FTEd Dean

Date: _______ Date:___________ Date:_____________