Republic of the Philippines

Province of Cebu
City of Talisay

TALISAY CITY COLLEGE

Poblacion, City of Talisay, Cebu
Tel No. 491-4732

TEACHER EDUCATION DEPARTMENT

COURSE SYLLABUS
Course Number Prof Ed 6
Course Name Foundations of Special and Inclusive Education
Course Credits 3.0
This course shall (BTI 6.3.1) deal with the 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 in seeing, learners with difficulty in hearing, learners
Course Description with difficulty in 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. Furthermore, it (BTI 4.5.1) equips the student’s abilities in developing an instructional framework that
aids in handling children with special needs.
Contact Hours/Week 3 hours
Pre-requisite None
BTI 6.3.1 deal with the philosophies, theories, and legal bases of special needs and inclusive education
PPST:BTI
BTI 4.5.1equips the student’s abilities in developing an instructional framework that aids in handling children with special needs.
ATTRIBUTES OF A TEACHER EDUCATION GRADUATE
A conversant mentor who serves as an instrument in providing linguistic opportunities to learners resulting in mastery of the medium of instruction without the fear of rejection
E – LOQUENT CONVERSATIONALIST
or discrimination.
A value – laden individual knitted in his own values, culture and socio-economic strata becomes an instrument in emboldening the values of a God-fearing and a morally upright
D – IGNIFIED INDIVIDUAL
person suited to in a refined community.

U – NIVERSAL RESEARCHER
A scholarly graduate honed with research skills aligned with the direction of his career in achieving a common goal as well as responding and addressing promptly to the needs
of the society.
A sustained educator who instils in the minds of the youth empathy for the people through sharing a generous and warm-hearted outlook on issues and trends in ecological,
C – OMMUNITY–ORIENTED
political, social and cultural concerns.
A – SSOCIATIVE COLLABORATOR A collegial professional who exudes high self-esteem in promoting liberalism and optimism in the interactive exchange of ideas
A creative and critical thinker with a sharp mind and an unprejudiced and inquisitive approach utilizing technology and student’s intellectual faculties in the pursuit of his
T – RANSACTIONAL ANALYST
aspiration.

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A professional teacher who is responsive to transform lethargic individuals into a dynamic citizen with excellence in meeting glocal standards through the development of

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E – XCEPTIONALLY COMPETITIVE
system of procedures using automation.
 COURSE OUTLINE AND TIMEFRAME

Week Course Content/Subject Matter

Week 1  History, Philosophies & Foundations
Week 2  Legal Bases, Policies & Guidelines
Week 3  What is Special Education?
Week 4  IDEA’s Categories of Disabilities
Week 5  IDEA’s Categories of Disabilities (continued)
Week 6 Prelim Exams ( allotted time equivalent to 1 ½ hours)
 Visual Impairment
Week 7
 Hearing Impairment
 Orthopedic Impairment
Week 8
 Emotional & Behavioral Disorders
Week 9  Communication Disorders
Week 10  Learning Disabilities
Week 11  Giftedness and Talent
Week 12 Midterm Exams (allotted time equivalent of three hours)
Week 13  Salient Features of Inclusive Education
Week 14  Responsibilities & Roles of Teacher
 Parents & Professionals Working Together
Week 15  Intervention Services & Strategies
Week 16  Assessment Tools
Week 17  Transition and Instructional Plan
Week 18 Final Exams (allotted time equivalent of three hours)
Alignment of Course Outcomes with Summative Assessment Tasks
Course Objectives Summative Assessment Tasks Details

By the end of the course, the students create a tailored and holistic  Applied Tasks  Infer possible policies to be added in the current policies and
instructional program for children and youth with special education  Situational Analysis guidelines in Special Education.
needs in inclusive and segregated educational settings.  Pencil and Paper Test  Analyze a news article that tackles relevant issues and relate
 Instructional Program to current practice.
 Evaluate the appropriateness of the services of the child with
special needs.
 Design an instructional program that addresses the specific
needs of a child in Special Education

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 LEARNING PLAN
Desired Learning Course Content/ Teaching-Learning Assessment Resource Time
Textbooks/References
Outcomes (DLO) Subject Matter Activities (TLAs) Tasks Material Table

At the end of this term, students will Introduction to Special Education Cook, Ruth E., Gibbs, Anne Marie R.,  Online Lecture  diagrams showing  Videos
deliberate opinions on the issues Dotson, Dotson, Laurie N., (2016) timetables 6 weeks
relevant to the philosophies,  History, Philosophies & Foundations Strategies for Including Children with  Small Group  Course
theories, and legal bases of special  Legal Bases, Policies & Guidelines Special Needs Discussions  essays Materials
needs and inclusive education and  What is Special Education?
relate to current practice.  IDEA’s Categories of Disabilities De Vera, Elisha, et.al (2016) Special  Video Presentations  applied tasks  Articles
Education; Compilation of Outputs;

(DO 117, s. 1987 – Policies and

Guidelines for Special Education
|Department of Education, 2020)

PRELIM EXAMINATION

At the end of this term, students Assessing Children with Special Needs Gwenberg, Ann & Miller, Regina.  Assigned Text  Reflective essays  Videos 6 weeks
will assess the appropriateness of in Inclusive Classroom (2011) A Practical Guide to Early
the services of the child with Childhood Inclusion; (The 13  Multimedia Content  Flowcharts  Course
special needs.  Visual Impairment Disability Categories Under IDEA, Materials
 Hearing Impairment 2020)  Online Lectures  Situation Analysis
 Orthopedic Impairment  Articles
 Emotional & Behavioral Disorders Cook, Ruth E., Gibbs, Anne Marie R.,
 Communication Disorders Dotson, Dotson, Laurie N., (2016)
 Learning Disabilities Strategies for Including Children with
 Giftedness and Talent Special Needs

De Vera, Elisha, et.al (2016) Special

Education; Compilation of Outputs;

MIDTERM EXAMINATION

At the end of this term, students Inclusive Education: Mc Nary, Sarah et.al. (2010) What  Outlining  Written Outputs  Videos 6 weeks
design an instructional program Rationale, Definition and Concepts Successful Teachers Do in Inclusive
for children and youth with special Classrooms (Ge t an Overview of the  Multimedia Content  Situation Analysis  Course
educational needs.  Salient Features of Inclusive Different Types of Testing in Special Materials
Education Education, 2020)  Analysis of cases  Instructional Plan

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 Responsibilities & Roles of Teacher  Articles

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 Lecture – discussion
  Parents & Professionals Working Gwenberg, Ann & Miller, Regina.
Together (2011) A Practical Guide to Early
 Intervention Services & Strategies Childhood Inclusion; (The 13 Disability
 Assessment Tools Categories Under IDEA, 2020)
 Transition and Instructional Plan

FINAL EXAMINATION
 De Vera, Elisha, et.al (2016) Special Education; Compilation of Outputs;
Suggested Readings and  (DO 117, s. 1987 – Policies and Guidelines for Special Education |Department of Education, 2020)
References  Gwenberg, Ann & Miller, Regina. (2011) A Practical Guide to Early Childhood Inclusion; (The 13 Disability Categories Under IDEA, 2020)

1) Assigned readings have to be accomplished.

2) High quality work showing good oral and written communication
Course Requirements 3) Written work, to include academic essay, is clear, logical, coherent, grammatically correct, and persuasive, supported by examples, citation-rich and shall be more than 1,500
words.
4) Shows best effort.
5) All work samples and class products have to be put in a working portfolio.

Grading System Talisay City College’s Unified Grading System

I. Submissions: Submissions have to be done as specified even in instances of non-attendance caused by whatever reason.
Late submissions will not be accepted.

II. Class Attendance: Regular attendance is expected. Should there be absences, the same shall not exceed 20% of the 54-hour contact time in a semester.
For absences an excuse letter must be presented sign by the parents or the guardian.
Classroom Policies
III. Academic Honesty and Integrity: Plagiarism is a serious offense. All work must all times acknowledge intellectual honesty.
Cut and paste will not be honored, where Material requires permission from the publisher/author, the same must be strictly followed.

IV. Class Deportment Everyone must observe professional behavior at all times and shall maintain civil discourse throughout class time.
Leaving the class other than to attend to emergencies and personal necessities is discouraged.
Further, cellphones, mp3, IPod and other gadgets have to be in silent mode discouraging their use during class hours.

Prepared by: Checked and verified by: Approved by:

NHIKIE M. DEL SOCORRO DELETAH D. G. POLINAR, Ed. D. RICHEL N. BACALTOS, Ed. D.

Faculty, Teacher Education Dean, Teacher Education President, TCC

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