Republic of the Philippines OFFICE OF THE PRESIDENT co Highs, COMMISSION ON HIGHER EDUCATION # %, ROFFICIALS O RELEASE 9 2, CHED Cental ottica ¢ ‘HED MEMORAMDUM ORDER {CMO} Pecones seonion % ; No. TT Yee. Series of 2017 SUBJECT: POLICIES, STANDARDS AND GUIDELINES FOR BACHELOR OF SPECIAL NEEDS EDUCATION (BSNEd) Jn accordance with the pertinent provisions of Republic Act No. 7722, otherwise known as the "Higher Education Act of 1994," in pursuance of an outcomes-based quality assurance system as advocated under CMO 46 s. 2012, and by virtue of ‘Commission en banc (CEB) Resolution No. 724-2017 dated October 3, 2017, the following policies, standards and guidelines (PSG) are hereby adopted and promulgated by the Commission. ARTICLE| INTRODUCTION Section 1. Rationale Based on the Guidelines for the Implementation of CMO No. 46 s. 2012, this PSG implements the “shift to leaming competency-based standards/outcomes-based education” in response to the 21* Century Philippine Teacher Education framework. Furthermore, this PSG is anchored on the salient features of K to 12 Enhanced Curriculum (RA 10533), the Philippine Qualifications Framework (EO 83, s. 2012), the National Competency-Based Teacher Standards (NCBTS) now the Philippine Professional Standards for Teachers (0.0. 42, s. 2017) and other relevant documents. It specifies the ‘core competencies’ expected of Bachelor of Special Needs Education (BSNEd) graduates “regardless of the type of HEI they graduate from.” However, in ‘recognition of the spirit of outcomes-based ‘education and of the typology of HEIs,” this PSG aiso provides “ample space for HEIs: to innovate in the curriculum in line with the assessment of how best to achieve leaming outcomes in their particular contexts and their respective missions.” Quality pre-service teacher education is a key factor to quality Philippine education. The pre-service preparation of teachers is a very important function and responsibility of HEIs. All efforts to improve the quality of basic education in the Philippines are dependent on the service of teachers who are properly trained to undertake various roles and functions. As such, it is of utmost importance that the highest standards are set in defining the objectives, components, and processes of the pre-service teacher education curriculum. Higher Education Development Center Building yan, Quezon Giy, Philippines Wo Sao: avaucherd anu TaN. 44te1177, 985-4901, 441.1160, 447-1 140. 441-1170, 241-1290, 392-5296, 44161220 ‘441-1228, 988-0002, 441-0750, 441-1254, 441-1235, 441-1256, 411-8910, 447-1171, 352-1871Section 2. Developing teachers who have the competence to work with children and youth with additional needs* is the thrust of the field of Special Needs Education. This degree program will enable its graduates to teach subjects in general/regular education settings while addressing learning concems of students with additional needs. Graduates may also teach in special education centers and clinical settings. The Bachelor of Special Needs Education curriculum takes into consideration the various laws and intemational agreements especially the Convention on the Rights of Persons with Disabilities on quality education for persons with special educational needs, making Filipino mainstream education inclusive and accessible to all ARTICLE I AUTHORITY TO OPERATE Government Recognition All private higher education institutions (PHEIs) intending to offer Bachelor of Special Needs Education (BSNEd) must first secure proper authority from the Commission in accordance with this PSG. All PHEIs with Bachelor of Special Education, Bachelor of Elementary Education with specialization in Special Education, Bachelor of Secondary Education major in Special Education, programs are required to shift to an outcomes-based approach based on this PSG and must secure approval for such a shift. State universities and colleges (SUCs), and local colleges and universities should likewise strictly adhere to the provisions in these policies and standards. ARTICLE tit GENERAL PROVISIONS Per Section 13 of RA 7722, the higher education institution shall exercise academic freedom in its curricular offerings but must comply with the minimum requirements for specific academic programs, the general education distribution requirement and the specific professional courses, Section 3. The articles that follow give minimum standards and other requirements and prescriptions. The minimum standards are expressed as a minimum set of desired program outcomes which are given in Article 1V Section 6. CHED designed a curriculum to attain such outcomes. This curriculum is shown in Article V Section 9 as a sample curriculum. The number of units in this curriculum is here prescribed as the “minimum unit requirement’ under Section 13 of RA 7722. In designing the curriculum, CHED employed a curriculum map which is shown in Article V Section 10 as a sample curriculum map. Using a learner-centered/outcomes-based approach, CHED also determined appropriate curriculum delivery methods shown in Article "The terms “learners with additional nods”, “leamers with special educational needs”, “learners with cexceptionalities” and “learners with spectal hi sds” are used interchangeably inthis document, Page 2 of 84Section 4. Section 5. \V Section 11. The sample course syllabus given in Article V Section 12 show some of these methods. Based on the curriculum and the means of its delivery, CHED determined the physical resource requirements for the. library, laboratories and other facilities and the human resource requirements in terms of administration and faculty. See Article VI. HEls are allowed to design curricula suited to their own context and mission, provided that they can demonstrate that the same lead to the attainment of the required minimum set of outcomes, albeit by a different route. in the same vein, they have latitude’ in terms of curriculum delivery and in terms of specification and deployment of human and physical resources as long as they can show that the attainment of the program outcomes and satisfaction of program ‘educational objectives can be assured by the altemative means they propose. HEls can use the CHED Implementation Handbook for Outcomes- Based Education (OBE) and the Institutional Sustainability Assessment (ISA) as guide in making their submissions for Article Vil ARTICLE IV PROGRAM SPECIFICATION Program Description 5.1 Degree Name The dearee program deserbed hercin shi be called Bachelor of Special Needs Education (Generalist) 3. Bachar of ‘Special Needs Education with specialization in: Early Childhood Education Teaching Leamers with Visual Impairment ‘Teaching Deaf and Hard-of Hearing Learners Elementary School Teaching 5.2 Nature of the Field of Study The Bachelor of Special Needs Education (BSNEd) is an undergraduate degree program which specializes in special needs education 5.3 Program Goals The Bachelor of Special Noods Education (BSNEd) program prepares teachers who will instruct and manage students with additional needs in inclusive and segregated educational settings. lis graduates will be equipped to teach the basic education curriculum and alternate curricula depending on the needs of the Page 3 of 84students. Those-who. will teach in. the elementary. level will be: trained across different subject areas, Those who will teach in the secondary level will provide educational support to students with additional needs in inclusive classrooms or provide educational services to students who may be enrolled in special education centers, ‘A graduate of this degree program should be able to teach in regular and special education schools as a teacher provided that he/she passes the Licensure Examination for Teachers in his/her subject area of specialization 5.4 Specific Professions/Careers/Occupations for Graduates After completion of all academic requirements of the program, Graduates of Bachelor of Special Needs Education (BSNEd) should be able to practice the teaching profession in the field of ‘Special Needs Education Graduates of the generalist BSNEd may be employed in special education centers/clinics as special education teachers, therapists, or clinicians. They can also work in regular schools that practice inclusion as learning support staff and as special education teachers. Graduates of BSNEd with specialization in Early Childhood Education (ECE) can teach in regular schools as ECE teachers, special education teachers and leaming support staff. They can also work in special education centers as special education teachers. Graduates of BSNEd with specialization in Teaching Learners with Visual Impairment or Hearing Impairment can teach in special education centers and regular inclusive schools as special ‘education teachers and as learning support staff. Those with degrees in BSNEd with specialization in Elementary School Teaching can work as regular classroom/subject teachers in regular inclusive schools. They may also opt to teach in special education centers, Graduates of these degrees may also practice in center-/home- Jcommunity-based educational settings as intervention specialists, joblbehavior coaches and tutors. 5.5 Allied Fields ‘The Bachelor of Special Needs Education (BSNEd) is an allied discipline of Teacher Education. Other fields that work closely with special needs education include psychology, counselor education, anthropology, occupational therapy, physical therapy. speech pathology, developmental pediatrics and social work Page 4 of 84Section 6. Program Outcomes The minimum standards for the Bachelor of Special Needs Education program are expressed in the following minimum set of learning outcomes: 6.1 Common to all programs in ali types of schools The graduates have the ability to a. articulate and discuss the latest developments in the specific field of practice (POF level 6 descriptor) b. effectively communicate orally and in writing using both English and Filipino, c. work effectively and independently in muttidisciplinary and multicuftural teams (POF level 6 descriptor) d. act in recognition of professional, social, and ethical responsibility. . preserve and promote “Filipino historical and cultural heritage” (based on RA 7722) 6.2 Common to the discipline (Teacher Education) a. Atticulate the rootedness of education in philosophical, socio- cultural. historical, psychological, and political contexts. b. Demonstrate mastery of subject matter/aisciptine. c. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific leamers 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 planning, monitoring, assessing, and reporting leaming processes and outoomes, g. Practice professional and ethical teaching standards sensitive to the local, national, and global realities h. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities. 6.3 Specific to a sub-discipline and a major (Special Needs. Education) The graduates have the ability to demonstrate knowledge, skills and dispositions under the following domains a. Basic/Foundation: Provide respectful and meaningful learning experiences and collaborative opportunities for students with additional needs and their families. b. Learner Development and Individual Leaning Differences: Respond effectively to educational needs of students with additional needs c. Learning Environments: Create safe, inclusive, culturally responsive learning environments for students with additional needs. 2 Program Outcome “e” common to the Teacher Féucation discipline under Section 6.2. is anchored onthe CHED-UNESCO ICT Competeney Standards for Teacher Education in Annex H. Page 5 of 84 esid.. Curricular Content Knowledge: Use knowledge of general and specialized curricula to individualize leaming for students with additional needs. e. Instructional Planning and Strategies: Use evidence-based instructional strategies to maximize learning opportunities for students with additional needs. f Assessment: Use multiple methods of assessment and ‘muttiple data-sources to make sound educational decisions for students with additional needs. g. Professional Learning and Practice: Demonstrate reflective thinking and professional self-direction. ‘These program outcomes are aligned with preparation standards for special educators by the Council for Exceptional Children, an international professional organization of educators of students, with exceptionalities or additional needs. 6.4 Common to a horizontal type as defined in CMO 46, s. 2012 a. Graduates of professional institutions demonstrate service orientation in their respective professions b. Graduates of colleges are qualified for various types of employment and participate in development activities and public discourses, particularly in response to the needs of the ‘communities they serve ¢. Graduates of universities contribute to the generation of new knowledge by participating in various research and development projects Moreover, graduates of State Universities and Colleges (SUCs) must have the competencies to support “national, regional and local development plans” (RA 7722). All private higher education institutions (PHE!), as its optio may adopt mission-related program outcomes that are not included in the minimum set of learning outcomes. Section 7. Performance indicators Basic: Provide respectfuland 3. Make educ | meaningful learning | experiences and | collaborative opportunities | ~ manner for students with additional > needs and their families. 4. Demonstrate cultural-, disability- and gender- sensitiv yal decisions which are founded on evidence-based practice 3. Communicate in a clear, appropriate and respectful 4. Engage in collaborative and consultative partnerships with parents, families, teachers, and professionals to address concerns | 5. Maintain accurate, confidential and complete student records, and prepare reports on students and activities 6. Model compassion, patience, flexibility, Page 6 of 84| Program Outcomes Performance Indicators C resourcefulness, and respect for individuals [Leaner Development | 7. Odserve the leamer as he/she relates to others and | | and Individual Learning | the environment and determine his/her educational ] Differences: [needs in the light of histher nature and learning | aracteristics Respond effectively to |’ identify and respect learning differences among | educational needs of | students students with exceptionalties eee crest Learning |. Demonsirate an understanding of typical and atypical | Environments: | leamers by facilitating their tearning in different learning environments Create safe. inclusive, 10. Plan, organize and sinucture safe, positive and culturally responsive community-responsive learning environments that learning environments for | support individuals with additional needs | students with additional 11. Motivate students to explore learning opportunities | | needs. | and persevere with challenging tasks | | 12. Use positive behavior supports and reftain from using aversive techniques related to the application of | i _ ___discipinary _methods and behavior change procedures | | Curricular Content 113. Demonstrate knowledge of the general education | Knowledge and specialized curricula for students actoss a wide ange of performance levels, | | Use knowledge of general 74. Demonstrate proficiency in the content of the and specialized curricula | subject matter they will teach | to individualize learning for 145." Teach personal development skils such aS goal | | students with additional | setting, independence, and self-advocacy, as well as | needs functional and life skills [Instructional Planning 16 Apply a wide range of evidence-based teaching | | and Strategies: | process skills, strategies and approaches in inclusive | and segregated educational settings (including | Use evidence-based individualization, curriculum and program development | | instructional strategies to | and modification, lesson planning, materials maximize leaming | ative assessment | opportunities for students ive technology and _ information | | with additional needs, communication technology for individuals with | additional needs | 18. Employ a variety anagement approaches. __ 3. Identify and use @ variely Of appropriate forrnal and | informal assessment tools to evaluate student Use multiple methods of | performance assessment and data- 20. Interpret ani f behavior and classroom ‘Assessment utilize assessment results for sources to make sound | instructional planning and placement of students educational decisions for "27, Develop individualized education programs, ‘students with additional individualized family service plans, behavior needs. intervention plans and individualized transition programs based on assessment results Professional Learning 22. Participate in and conduct _ professional | and Practice: development activities, such as research, conferences, earning communities -Program Outcomes Performance Indicators Jemonstrate reflective | 23. Demonstrate reflective thinking, self-evaluation, self- | thinking and professional direction and commitment to pursue excellence as a | | setf-direction. lifelong learner ARTICLE V CURRICULUM Section 8. Curriculum Description Higher education institutions offering Bachelor of Special Needs Education (BSNEd) programs may exercise flexibility in their curricular offering. However, the following courses are prescribed as minimum requirements to be implemented Section 9. Sample Curriculum 9.1, Curriculum Components ‘A. Bachelor of Special Needs Education (Generalist) couse Courses units | oie | General Education (GE) Courses | acc | {CMO 20, s 2013) | Professional Education Courses S Le jAnnex B) eee] Special Needs Education Major Courses Tag |_SNEd 2 | Leamers with Developmental Disabilities See [-SNEd 3 [Learners with Sensory and Physical Disabilities 3 SNEd4 | Learners with Emotional, Behavioral, Language oa and Communication Disabiities | [-SNEd5| "Gifted and Talented Leamers i: EEE [-SNEd 6 | Curriculum and Pedagogy in inclu 3 SNEd7 | Educational Assessment of Students with 3 Additional Needs | ‘SNEd8 | Behavior Management and Mo 3 SNEG9 | Adapted Physical Education and Recreation, 3 Music and Health. | Instructional Adaptations in Language and Literacy SNEd 10 | instruction | Instructional Adaptations in Mathematics and SNEd 11 | Science Instruction —_ Instructional Adaptations for Te SNEd 12 | Areas (Social Sciences, Humanit Development of Individualizes [Early Childhood inciusive [TSNEd15_| Transition Education Research in Special Needs and Inclusive SNEd 16 | Education | Teaching Mul. grade Classes Page 8 of 84BSNEd (Generalist) ‘Summary of Units. General Education Courses 36 Professional Education Courses | 42 ‘Special Needs Education Major Courses | 48 Mandated Courses (PE, NSTP) 14 TOTAL 140. B. Bachelor of Special Needs Education with specialization __Early Childhood Education _ Course Cale Courses ‘General Education (GE) Courses {CMO 20, s 2013) Professional Education Courses (Annex B) Special Needs Education Major Courses Learners with Developmental Disabilities {-Gmpurication Dssties 7 [te Leamers with Emotional, Behavioral, Language and | Management and Modification | ‘Adapied Physical Education and Recreation, SNEd9 | Music and Health _ jplations ia Language and Literacy Sones 10- Instruction one 11 | ‘lstuetonal Adapiaios in Mathemaics and instructional Adaptations for SNEd 12 | Teaching the Content Areas (Social Sciences, ___|_ Humanities) ICSNEEEL Developmen of indhiduanzed Educate Early Childhood Inclusive Fducatic SNEd 16 Research in Special Needs and inclusive Education | Specialization: Early Childhood Education — [Four of Early Chilahood Education | Play and Developmentally Appropriate Practices in Early Chic Creative Arts, Music, and Movements in Early ECES | Chitdhood Education EGE6 | Numeracy Development ECE 10 | Literacy Development ECE I Ciiidheod Education | coe 12 | lllzation of rsirucional Technology n Early t Childhood Education ECE 13__| Science in Early Chidhood Education‘BSNEd with specialization in Early Childhood Education 1 ‘Summary of Units General Education Courses 36 Professional Education Courses 42 Special Needs Education Major Courses a2 Specialization Courses (Early Childhood Education) 2 | Mandated Courses (PE, NSTP) : - 14 TOTAL 458 C. Bachelor of Special Needs Education with specialization in Teaching Learners with Visual impairment [Course a | Total Codes oes Units | Units | | General Education (GE) Courses 365 __ (GMO 20, s 2013) | Professional Education Courses (Annex B) 42 ‘Special Needs Education Major Courses 5 Learners with Developmental Disabilities earners with Sensory and Physical Disabilities —| Learners with Emotional, Behavioral, Language and ‘Communication Disabilties Gified and Talented Learners Curriculum and Pedagogy in Inclusive Educational Assessment of Students with Additional Needs Behavior Management and Modification 3 i ‘Adapted Physical Education and Recreation, Music and Health. Instructional Adaptations in Language and Literacy Instruction instructional Adaptations in Mathematios and Science Instruction Instructional Adaptations for Teaching the Content SNES 12 | “Areas (Social Sciences, Humanities) _ ia SNEd 13" | Development of individualized Education Plans 3 |" Early Childhood inclusive Education [37] 3 3 SNEd 10 | sNea 11 Educati [SNEd 16 [Research in Special Needs and Inclusive Education ‘Specialization: Teaching Learners with Visual impairment [SNEd 17 |" Functional Vision Assessment 3 [Orientation and Mobil 3 Braille Reading and Writing 3 3 3 3 | instructional Strategies for Learners with Visual SNEd 20 | impairment | ‘Assistive Technologies for Leamers with Visual Impairment Field Experience in Teaching Leamers with Visual Impairment | SNEd 24 SNE 22 Page 10 of 84BSNEd with specialization in Teaching Learners with Visual impairment i ‘Summary of Units HUES ne | General Education Courses 36 | Professional Education Courses 42 Special Needs Education Major Courses 45 Specialization Courses (Teaching Learners with Visual Impairment) | 48 |_Mandated Courses (PE,NSTP) 44 I ‘OTAL (158 D. Bachelor of Special Needs Education with specialization in ‘Teaching Deaf and Hard-of-Hearing Learners | Courses Units ‘General Education (GE) Courses | (CMO 20, s 2013) __|_ Professional Education Courses (Annex B)_ | Special Need: in Major Courses __SNEd2_| “Leamers with Developmental Disebilties [SNEd 3 |" Leamers with Sensory and Physical Disabilities | Leamers with Emotional, Behavioral, Language and | SNEd 4 Communication Disabilities | | Total Units Gees SNEd5 | Gitte anseauy SNEd 6] Cun Education Educational Assessment of Students with Additional | one Needs: | [TSNEd@ |" Behavior Management and Modification | ‘sNEdg | Adapted Physical Education and Recreation, SNEd 10 | instructional Adaptations in Language and Literacy 3 Instruction oe in Mathematics and SNEd 11 | [instructional Adaptations Tor SNEd 12 | Teaching the Content Areas (Social Sciences, jumanities) | Development of individualized Education Plans [SNEd 14 | Early Childhood Inclusive Education [SNEd 15 |" Transition Education Toe SNEd 16 |Research in Special Needs and inclusive Education ‘Spe jon: Teaching rd-of- Hearing Leamers Educational and Communication Philosophies in Deaf Education eae ‘SNEd INE Sign Systems | SNEd 26 Language Development and Literacy Instruction for Deaf and Hard of Hearing Leamers | sned 27 | nsmuctonel ‘Strategies for Deaf and Hard of Hearing |Courses Units peel Te peal | Field Experience in Teaching Learners who are Deaf SNEd 28 | and Hard of Heating 3 "BSNEd with Specialization in Teaching Deaf and Hard-of- Hearing Learners eee ‘Summary of Ur General Education Courses | Professional Education Courses 42 Special Needs Education Major Courses 5 | Specialization Courses (Teaching Deaf and Hard-of- Hearing Learners) 18 Mandated Courses (PE, NSTP) | 44 TOTAL 155 E, Bachelor of Special Needs Education with specialization in Elementary School Teaching Course | ‘Codes Courses ‘General Education (GE) Courses 0,8 2013) ynai Education Co Gee xB) ‘Special Needs Education Major Courses SNEg7 | Educational Assessment of Students with fe _Additional Needs eee |_SNEd 8 | Behavior Management and Modification | SNEd9 | Adapted Physical Education and Recreation, | Music and Health Instructional Adaptations in Language and Literacy |_SNEd10 | instruction | instructional Adaptations in Mathematics and | SNEd 11 Science Instruction _ SNE 12 | Instructional Adaptations for Teaching the Content ‘Areas (Social Sciences, Humanities) iEd 13_| Development of individualized Education P SNEd 14) Early Childhood Inclusive Education ‘SNEd 16 | Research in Special Needs and Inclusive Education _ —_ ‘Specialization in Elementary School Teaching ans (Wiajor courses in Elementary Education except 54 units ______Research in Education) a cd SCI | Teaching Science in the Primary Grades 7 | iology and Chemistry) | ‘SCI Teaching Science in the intermediate Grades aca (Physics, Earth and Space Science) _ SSC__| Teaching Social Studies in Primary Grades — 7 Philippine History and Government SSC | Teaching Social Studies in intermediate Grades= || Culture and Basic Geography | ae FIL | Pagtuturo ng Filipino sa Elementarya (I) — 3 Estruktura at Gamit ng Wikang Filipino a Page 12 of 84 ee, “Sioe Courses (units) ete | [FIL | Pagluturong Filpine sa Elementarya (I) Pantikxan |g [ng Pilipinas L | MATH. Teaching Math in the Primary Grades 5 [leaching Matt in the Ia i 3 ~Edukasyong Pantahanan at Pangkabunayan 3 Edukasyong Pantahanan at Pangkabuhayan with | | [entrap =-eebr site -EEEEEE Sree ceaere eee eee eeeeeeste er [TMUSIG—| Teaching Music in the Elementary Grades ARTS | Teaching Arts in the Elementary Grades ENG Teaching English in the Elementary Grades Language Arts) | [ENG [Teaching Literacy in the Elementary Grades Thru { Literature 3 ess PEH | Teaching PE and Health in the Elementary Grades 3 3 MTB-MLE | Content and Pedagogy in the tongue 3 VED | Good Manners and Right Conduct (Edukasyon 62 7 Pagpapakatao) TTL2 Technology for Teaching and Learning in the Elementary Grades a ESEHEHeeH Professional Education Courses 42 Special Needs Education Major Courses 2 ‘Specialization Courses (Elementary Schoo! Teaching) a | Mandated Courses (PE, NSTP)_ EEE 414 TOTAL 173 9.2. Guidelines for Preparing a Program of Study 1. Offer the courses based on the availability of faculty and resources. 2. Not all General Education courses need to be completed in First Year or Second Year. 3. Ensure that sequential subjects are scheduled accordingly. 9.3. Sample Program of Study (Distribution of Courses) Bachelor of Special Needs Education (Generalist) (140 units) Firet Ye j 1 Semester Credit 2 Semester ] Credit | | | Units GEt 3 GE2 13 GE3 eee 7 cilitating Leamer 3 | Page 13 of 84Prof Ed: The Child and ‘3 | Centered Teaching Adolescent Learners and Prof Ed: The Teacher and the 3 Learning Principles | School Curriculum Prof Ed/SNEd 1 3 SNEd2 3 PEt 2 | SNEd3 3 PE2 2 TOTAL 47 TOTAL 20 Second Year Credit Units | __ : GE6 3 GEB GET 3 GES ‘SNEd 4 3 SNEd 6 SNEd 5 3 SNEd 7 Prof Ed: Assessment of Prof Ed: Assessment of Learning 4 3 | Leaming 2 3 Prof Ed: Technology for Prof Ed: Building and Enhancing Teaching and Leaming 1 3 Literacy Skills Across the 3 NSTP 1 3 Curriculum de LNSTP 2 3 TOTAL 2 TOTAL 24 1 Semester Credit ie Units GE 10 3 3 SNEd 8 3 3 SNEd 9 3 3 ‘SNEd 10 3 3 SNEd 14 3 3 Prof Ed: The Teaching 3 Prof Ed: The Teacher and the 3 Profession 2 | Community, Schoo! Culture and PES Organizational Leadership PE4 2 TOTAL 20 TOTAL 20 1 Semester 2°¢ Semester iam coat |_Units | GE 12 | Teaching Internship SNEd 16 3 Field Study 1 3 Field Study 2 3 Teaching Multi-grade Classes. 3 TOTAL 48 TOTAL é Page 14 of 84B, Bachelor of Special Needs-Education-with- specialization in Early Childhood Education (158 units) 7 First Year ] Credit 2° Semester Credit | Units | Ee | Units _| GEG | 3 |GES 3 GE2 3 |GE6 3 GE3 3 | Prof Ed: Facilitating Learner 3 GE4 3 | Centered Teaching Prof Ed: The Child and | 3. | sNed2 3 ‘Adolescent Leamers and SNEd 3 3 | Leeming Principles ECE 3 | 3 Prof Ed/SNEd 1 | 3 |pe2 | 2 PEt 2 | NSTP2 3 NSTP 1 3+ ete TOTAL 23 7 23 Second Year a 1* Semester | Credit 2° Semester L Units: GET | 3 |Get GEB 3 |GE1t GES | 3 |e SNEd 4 3 | SNEG6 SNEd 5 3 |ECE4 SNEd 14 | 3. | Prof Ed: Assessment of Prof Ed: Assessment of | Learning 2 Learning 1 | 3. | Prof Ea: Building and Enhancing | 3 Literacy Skills Across the I Curriculum TOTAL TOTAI [at Zz Third Year =] 1" Semester | Creait Credit Units, Units SNEdT | 3 | SNES 3 SNE 8 3 | SNEd 10 3 | ECES 3 | SNEd 13 3 ECE 10 | 3 |[ECE6 3 Prof Ed: Technology for 3 \ECE1 3 Teaching and Learning 4 ECE 12 3 ProfEd: The Teacher andthe | 3 | ECE 13 3 Schoo! Curriculum Prof Ed: The Teaching 3 | Profession | PES | 2 [ TOTAL [23 TOTAL Page 18 of 84“Fourth Year 1% Semester Credit | ‘2r4 Semester Credit Ee He Units: Units, Prof Ed: The Teacher andthe | 3 | Teaching Intemship 6 ‘Community, Schoo! Culture i and Organizational Leadership | Field Study 1 | 3 Field Study 2 3 SNEd 11 a | SNEd 12 a | | SNEd 16 (3 |PE4 2 TOTAL 20 | TOTAL, 6 jal Needs Education major in Teaching Learners with Visual Impairment (155 units) GET 3 |GES GE2 3 |GE6 3 GE3 3 | Prof Ed: Facilitating Leamer 3 Gea 3. | Centered Teaching Prof Ed: The Child and 3. | Prof Ed: The Teacher and the 3 Adolescent Leamers and | Schoo! Curriculum 3 Leaming Principles SNEd2 3 Prof Ed/SNEd 1 3 | SNEd3 2 | PEt 2 | PE2 3 NST41 3 | NSTP2 f { TOTAL [23 TOTAL 3 He Second Year 1" Semester Credit 2" Semester feed Units | GET 3 |GET 3 GES a |Get 3 GES a |Ge12 3 SNEd 4 3 | SNEd6 3 | SNEd 5 3. | SNEd7 3 Prof Ed: Assessment of 3. | Prof Ed: Assessment of 3 Learning 1 Learning 2 Prof Ed: Technology for 3. | Prof Ed: Building and Enhancing, 3 Teaching and Learning 1 Literacy Skills Across the | Curriculum TOTAL a TOTAL al Page 16 of 84_ Third Year 4+ Semester Credit | 24 Semester Credit eae Units | Units | SNEd 8 3 [SNEd 14 3 SNEd 9 3 | SNEd 12 3 | SNEd 10 3 | SNEd 13 {3 | SNEd 14 3 | SNEd 15 3 Prof Ed: The Teaching 3 _| Prof Ed: The Teacher and the 3 Profession 3 | Community, Schoo! Cutture Specialization 4: SNEd 17 3 _and Organizational Leadership ‘Specialization 2: SNEd 18 2 _| Specialization 3:SNEd 19 3 Pee See ee 2! TOTAL 2 TOTAL 20 1° Semester 2°4 Semester Credit [eee Units SNEd 16 Teaching Internship 6 Field Study 4 Field Study 2 | ‘Specialization 4: SNEd 20 | Specialization 5: SNEd 21 | & D. Bachelor of Special Needs Education with specialization in Teaching Deaf and Hard-of-Hearing Learners (156 units) 1 Semester Credit | 2° Semester Credit | See pee Units, ;Ger [GES ‘3 GE2 3 |GE6 3 GES 3 | Prof Ed: Facilitating Learner | 3 GE4 3 | Centered Teaching | Prof Ed: The Child and 3 | Prof Ed: The Teacher andthe | 3 Adolescent Learners and School Cutriculum Leaming Principles SNEd2 Prof Ed/SNEd 1 3 | SNEd3 PES 2 |PE2 PROT AL ae rie 20 1 TOTAL eS Page 17 of 84a Second Year ee a 1° Semester | Credit 2" Semester Credit IH EE Units | _Units. GE7 3 GE 10 3 | GE8 3 |GEN } 3 [GES | 3 |GE12 3 | SNEd 4 3 SNEd 6 3 SNEd 5 3 SNEd7 3 Prof Ed: Assessment of 3 Prof Ed: Assessment of 3 Learning 1 Learning 2 Prof Ed: Technology for 3 | Prof Ed: Building and Teaching and Learning 1 Enhancing Literacy Skills 3 NSTP 1 3 | Across the Curriculum NSTP 2 3 TOTAL, Lm TOTAL 24 1 Semester SNEd 9 SNEd 10 | SNEd 14 Prof Ed: The Teaching Profession Specialization 4: SNEd 23 Specialization 2: SNEd 24 PES SNEGS | | 2" Semester Credit 7 ote Units SNEd tt 3 SNEd 12, 3 SNEd 13, { 3 SNEd 15 3 Prof Ed: The Teacher andthe | 3 Community, School Culture and Organizational Leadership ‘Specialization 3: SNEd 25 PEA OTAL TOTAL | 4% Semester T 24 Semester | Credit i | Units. SNEd 16 3 | Teaching intemship € Field Study 1 3 Field Study 2 3 Specialization 4: SNEd 26 3 | Specialization 5: SNEd 27 3 | Specialization 6: SNEd 28 3 I TOTAL 18 | TOTAL é Page 18 of 84E, Bachelor of Special Needs Education with specialization. in Elementary Schoo! Teaching (173 units) FIRST YEAR 4 Semester | Credit / 2" Semesier Summer | Credit Units Units | Get 7 3 /GES 3 |GES 3 GE2 | 3 |GE6 3 GE3 3 \GE7 3 GE4 3. | GE8 \ 3 Prof Ed: The Child | 3 | Prof Ed: 3 and Adolescent Facilitating Leamers and Learner Learning | Centered Principles Teaching Prof EdISNEd 1 3 |Profed the =| 3 | PEt 2 | Teacher end the | NSTP1 3 Schooi Curriculum | PE2 2 { _[nste 2 3 _ TOTAL 23 TOTAL 3 SECOND YEAR TSemester | Credit | 2" Semester | Credit | Summer — | Credit Units Units Units Prof Ed 3 |GE10 | 3) [Elem &d 3 ‘Assessment of GE tt 3. | ENG1 Leaming 1 | Ge 12 3 | Elem Ed: 3 Prof Ed 3. | SNEd7 3 [ENG2 Technology for SNEd 8 3 | Elem Ed: 3 Teaching and SNEd 11 3 |musc Learning 1 Prof Ed. Elem Ed: SCI 4 3 | Assessment of Elem Ed: SCI2 3 | Leaming 2 3 Elem Ed: MATH1 | 3 ElemEd: MATH2 | 3 Elem Ed: MTB- 3 MLE i TOTAL 24 TOTAL | 21 | ‘TOTAL 9 Page 19 of 84¥' Semester Summer | Credit i Units Units | SNEd 14 3 3 Prof E¢: The | 3 | SNEd 10 i 3 Teaching SNEd 13, \ 3 | _ Profession ProfEd Building | 3 | Prof Ed: The 3 | and Enhancing Teacher and the Literacy Skits Community, Acrossthe | ‘School Culture & | Curriculum | | Organizational Elem Ed: TLE 2 3 Leadership Elem Ed: SSC1 3 Elem Ed: FIL 4 3 | Elem Ed: PEH 3 Elem Ed: FIL 2 3 | PEA | 2 Elem Ed: TLE 4 3 | Elem Ed: ARTS 3 PES Le | TOTAL 23 /TOTAL | 23 | TOTAL a] "FOURTH YEAR 4* Semester | Credit | 2 Semester So Units Sess SNEd 12 3 | Teaching SNEd 16 3 | Internship | Field Study 4 3 | Field Study 2 3 | Elem Ea: S802 3 Elem Ed: VED 3 |Elem ed: TrL2 | 3 7 [TOTAL (ar Trorac. 6 Page 20 of 84Section 10. Sample Curriculum Map _ | | courses | | OUTCOMES PERFORMANCE INDICATORS ee o2reer es | ig PEGG ss 22 Z22222 22 | (5 555545 5% Provide respectful | 1. Demonstrate cultural, disabilly- end gender- ryt P}P/P/P old D]D and meaningful sensitivity : iat |_| pti ty leaming experiences | 2. Make educational decisions which are founded on [I] 1 piPiP/P of o|olD and collaborative | evidence-based practice _ |_| | | opportunities for | 3. Communicate in a clear, appropriate and respectful) [| 7 PTPTP/P)D| Dolo students with manner | | additional needs and | 4. Engage in collaborative and consultative PI Pi P/P/P/D/ D/D/D their families partnerships with parents, families, teachers, and 1] | professionals to address concerns aoe |r| EEE A 5, Maintain accurate, confidential and compiete Tt{ tpt prt e [Pe Pipl b |D{o student records, and prepare reports on student and et | | activities 4 ani eae ee Pee Heed 6. Model compassion, patience, flexibility, I|/D/D/D}D]/D D/D/Dl/o/pD]/D iD) D/o}D He __|resourcefuiness. and respect for individuals 4 | ot Respond effectively _| 7. Observe the leamer as heishe relates to others and| T/T [T/T [i |? /P/P P| P|P|P ol b[DID to educational needs | the environment and determine his/her educational of students with needs in the light of his/her nature and learning | exceptionalities characteristics . _ 8. Identify and respect learning differences among) 1/1 [1|1][i |i P|P|P|P|P/P DPD] O|D snes _| students | | 9. Demonstrate an understanding of typical and i TTT}i [Pele Pp b/ oo Create safe, atypical leamers by faciltating their learning in | inclusive, culturally _| different learning environments i |COURSES | | outcomes PERFORMANCE INDICATORS. Sud fotd (sb ost ot Ove ad esas ee ByeEysEeT Sz ae Bs | 2222222 224228 | $4655 5G G4 45 3G responsive learning | 10. Plan, organize and structure safe, positive and | ; yt PLP D/DID environments for | community responsive learning environments that students with support individuals with additional needs aa {Seana Jerre additional needs) 11. Motivate students to explore learning opportunities Pri hr [Pye le Pb oo and_persevere with challenging tasks | | 12. Use positive behavior supports and refrain from | j rift P DIS using aversive techniques related to the application of | | oe ___| aisciptinary methods and behavior change procedures Ee -ce Fet | L Use knowledge of | 13. Demonstrate knowledge of the general education my P/P/P PD general and and specialized curricula for individuals across a wide | specialized curricula | range of performance levels, | i to individualize 14. Demonstrate proficiency in the content of the T T/P/P]P/P] D /D/D learning for students | subject matter they will teach { ft _ with additional 15. Teach personal development skilis such as goal 1 Trlr pple D/o/o needs setting, independence, and selFadvocacy; as well as He functional and life skiis Use evidence-based | 16. Apply a wide range of evidence-based teaching i TTP TP] D instructional process skills, strategies and approaches in inclusive | {| strategies to and segregated educational settings (including \ maximize learning | individualization, curriculum and program | } opportunities for _| development and modification, lesson planning, | | students with materials development, formative assessment) _| additionalneeds —_‘[17. Use assistive technology and information TPT erie lye lel ele Pol communication technotogy for individuals with || ‘COURSES | | OUTCOMES | PERFORMANCE INDICATORS cwowwonaaktesgdsee | supss so asp po oo Ol | See ee ee eee ae ee / BERBER EEE ESE 5 GS GS additional needs an ie { 7 18. Employ a variety of classroom and behavior Tati yP ye yey] b poyD _ management approaches ee | Use miitiple 49. Identify and use a variely of appropriate formal Ty TTT yr] Pye le] yoo methods of and informal assessment tools to evaluate student | | assessment and | performance _ Ht | | Hi data-sources to 20. interpret and uilfize assessment resulls for | Thipty ry tyr yelo [D6 make sound instructional planning and placement of students | i educational 21. Develop individualized education programs, Tt TT TIT TT yt] el decisions for individualized family service plans, behavior \ \ students with intervention plans and individualized transition additional needs. _| programs based on assessment results Demonstrate ‘22. Participate in and conduct professional Tyr yt ryTye PyP/D/D/D)D reflective thinking _| development activities, such as research, | | and professional _| conferences, learning communities 7 | self-direction 23. Demonstrate refleciive thinking, self-evaluation, | 1} 1/ t/t {1|T/P/P/P)P/P)P]D[ D [D/O self-direction and commitment to pursue excellence as | Lo a lifelong learner senineay Lt td Legend: Introduced (The student gets introduced to concepts/princioles ) P-Practiced (The student practices the competencies with supervision) D-Demonstrated (The student practices the competencies across different settings with minimal supervision) Page 23 of 84Section 11. Section 12. Section 13. ‘Sample Means of Curriculum Delivery 4. Lecture / discussion 2. Use of cooperative / active learning strategies such as games, role play, project-based leaming, problem-based learning, dialogue, journal writing, buzz sessions, brainstorming, concept mapping, think-pair-share 3. Scenario-thinking 4. Community immersion 5. Self-assessment 6. Self-refiection 7. 8. 9. 1 Case analysis, 4.Creation of individual learning portfolio Community mapping exercise Critique or reflection (0. Service learning Sample Syllabus for Selected Core Courses (See Annexes) ARTICLE VI REQUIRED RESOURCES Administration Dean/Department Head ‘The Dean/Department Head of the college offering the degree shall be employed fulltime and must possess the following qualifications: 4. Filipino citizen 2. Holder of doctorate degree in Education or related field 3. Holder of valid cerificate of registration and professional teacher's license (LET). 4, A total of at least three (3) years of very satisfactory teaching ‘experience in basic education and/or tertiary level 5. Preferably with at least two (2) years of managerial/administrative experience. Faculty A. General Requirements 1, Asa general rule, master's degree in education or in an allied discipline is required for teaching in the tertiary level. 2. Faculty teaching general education and major subjects should have an appropriate master's degree in the fieli they are assigned to teach. B. Qualifications of the Professional Education Faculty Faculty teaching Professional Education courses should have the following qualifications: 1. Holder of valid certificate of registration and Board of Licensure Page 24 of 84Section 15. Section 16. Examination for Professional Teachers (BLEPT) as provided for in Section 11 of RA 8981 2. Holder of Master's degree in Education or in any allied fields. ©. Fulltime faculty members of the college The institution shall maintain 25% of the faculty members teaching in the teacher education program as fulltime. D. Faculty Development The College of Education must have a system to support faculty development anchored on their institution’s faculty development program. It should require the faculty members to: 4. complete doctoral degrees in education and other allied fields; 2. attend — continuing education seminars, workshops, conferences, and others; 3. undertake research activities related to the teacher education program and to publish their research outputs in refereed publications; and 4. give lectures and present papers in_national/nternational conferences, symposia and seminars, Library Library personnel, facilities and holdings should conform to existing CHED requirements for libraries which are embodied in a separate CHED issuance. The library must maintain a collection of updated and appropriate/suitable textbooks and references used for the core courses in the curriculum. Library resources should complement curriculum delivery to optimize the achievement of the program outcomes for the BSNEd program. Laboratory and Physical Facilities In addition to the required laboratories and facilities for general education, there should be adequate and appropriate laboratory facilities and equipment for the specialization courses in Science, ‘Technology, and Languages, such as: 1. Science Laboratory” 2. ICT Laboratory* 3. Speech Laboratory, if necessary* “This can be shared with other departments within the college/university. A, Educational Technology Laboratory ‘The TE! should have access to an educational technology fab with appropriate equipment and software as indicated in the course specifications. The same laboratory shall serve to allow preparation, presentation and viewing of audio-visual materials to support instruction Page 25 of 84Section 17. B. Laboratory School or Cooperating School The TE! should maintain a facilty within which the students can undertake their field study. This facility may be a laboratory schoo! administered by the TEI. In cases when the TEI has no laboratory school, the TEI must have a long-term memorandum of agreement with cooperating schoo! or with a cluster of cooperating schools, within which student can undertake their field study and practicum courses. TEls offering the BSNEd program should ensure that the laboratory and cooperating schools where they send their sludents, provide experience in special needs education Admission and Retention Policy The basic requirement for eligibility for admission of a student to the Teacher Education program shall be graduates from Senior High ‘Schoo! level recognized by the Department of Education, TEls must have in place a selective admission policy for Teacher Education programs. This policy shall include passing an admission examination. For this purpose, TEls may use either of the following admission examinations 1. an admission examination developed and validated by the TE! 2. an admission examination developed and validated by another TE! and used by TEI under a consortium agreement; 3, an admission examination developed and validated by private testing centers and used by TE! for a fee 4, some other standardized tests for teaching aptitude; or 5. some ather national qualifications examinations ARTICLE Vil COMPLIANCE OF HEIs Using the CHED Implementation Handbook for OBE and ISA as reference, a HE! shall develop the following items which will be submitted to CHED when they apply for a permit for a new program: Section 18. Section 19. Section 20. Section 21. Section 22. Section 23. The complete set of program outcomes, including its proposed additional program outcomes. Its proposed curriculum and its justification including a curriculum map. Proposed performance indicators for each outcome. Proposed measurement system for the level of attainment of each indicator. Proposed outcomes-based syllabus for each course. Proposed system of program assessment and evaluation Proposed system of program Continuous Quality Improvement (CQN) Page 26 of 84 Ce i eSFor existing programs, CHED shall conduct regular monitoring and evaluation on the compliance of HEIs to this Policies, Standards and Guidelines using an oufcomes- based assessment instrument. ARTICLE Vill TRANSITORY, REPEALING and EFFECTIVITY PROVISIONS Section 24 Transitory Provision All private HEIs, State Universities and Colleges (SUCs) and Local Universities and Colleges (LUCs) with existing authorization to operate the Bachelor of Special Education, Bachelor of Elementary Education with specialization in Special Education, Bachelor of Secondary Education major in Special Education, programs are hereby given a period of three (3) years from the effectivity thereof to fully comply with ail the requirements in this CMO. However, the prescribed minimum curricular requirements in this CMO shail be implemented starting Academic Year 2016-2019. Section 25 Sanctions For violation of this Order, the Commission may impose such administrative sanction as it may deem appropriate pursuant to the pertinent provisions of Republic Act No. 7722, in relation to Section 69 of BP 232 otherwise known as the Higher Education Act of 1982, and the Manual of Regulations for Private Higher Education (MORPHE) per CMO No. 40, series of 2008 and other related laws, Section 26 Repealing Clause Any provisions of this Order, which may thereafter be held invalid, shail not affect the remaining provisions. All CHED issuances or part thereof inconsistent with the provision in this CMO shall be deemed modified or repealed. Section 27 _Effectivity Clause This Order shail take effect fiteen (15) days afer its publication in the Official Gazette or in a Newspaper of General Circulation. Quezon City, Philippines, __Nowewber_2 , 2017. LE Oo Baiwity & fom PATRICIA B, LIGUANAN, Ph.D. Chairperson Attachments. ‘Annex A~ Sample OBE Course Syllabus ‘Annex B — Description of Professional Education Courses ‘Annex C — Description of SNEd Major Courses ‘Annex B ~ Description of SNEd Specialization Courses (Teaching Learners with Visual Impairment) ‘Annox & ~ Daseription of SNEd Specializtion Courses (Teaching Deaf and Hard-of-Hearing Leamers) Annex F ~ Description of SNEd Specialization Courses (Early Chilahiood Education) ‘Annex G~ Desenpiion of SNEd Specialization Courses (Elementary School Teaching) ‘Annex H~ ICT Competency Standards for Teachers ‘Annex !~ OBE Course Syllabus of Technology for Teaching and Leaming 1 Page 27 of 84| Foundations of Special and inclusive Education ANNEX A SAMPLE OBE COURSE SYLLABUS a Ei | Course Description | | seeing, learners with difficulty hearing, learners with difficulty communicating, leamners with difficulty walking/moving, | learners with cifficutty rememberingifocusing, learners with difficulty with self-care) and strategies in teaching and Phiosophies, theories and legal bases of inclusive and special needs education, typical and atypical development of children, learning characteristics of students with special educational needs (gifted and talented, learners with difficulty _managing these learners in the regular inclusive class, Course Credit ‘(| Sunits z e a BEE EEE Eee eee = at Contact Hours/week | 3 hours = a et iz Prerequisite [None SEH. ee a z= HEH Course Outcomes! Learning Outcomes (Course Outline: We At the end of the semester, the students could: 1. discuss the legal, philosophical and theoretical foundations of special and inclusive education; 2. explain the role of special needs education in inclusive education 3. describe the nature and learning cheracteristics of students with additional needs; and 4, demonstrate general instructional and classtoom management strategies tha! work best in inclusive classes. Topic 13 1. Understanding Diversity ‘A. Loden’s Diversity Wheel B. Ability (and Disability) as @ Dimension of Diversity Il. Addressing Diversity through the Years: Special and Inclusive Education ‘A. Historical and Sociocultural Foundations B. Philosophical Foundations C. Legal Foundations Page 28 of 84Ill. Making schools inclusive ‘A, Creating inclusive cultures B, Producing inclusive policies C. Evolving inclusive practices i 2 IV. Components of Special and inclusive Education A. Childfind 7-9| B. Assessment C. Placement D. Accommodations and Curricular Modification E.Parent Involvement _ V. Typical and Atypical Development among Children | | A Infancy (Birth to 2 years) | B Early Childhood (3 to 8 years) C. Middle Childhood (9 tot years) D. Adolescence (12 to 18 years) _ Vi. Leamers with Special Educational Needs ‘A. Leamers who are Gifted and Talented 4. Definition 2. Identification 3, Learning characteristics 4, General educational adaptations 46 13-48 B. Leamers with Difficulty Seeing” C. Leamers with Difficulty Hearing* D. Leamers with Difficulty Communicating’ E, Learners with Difficulty Walking/Moving* F. Leamers with Difficulty Remembering and Focusing* G. Learners with Difficulty with Self-care* _ __|_* 1-4 to be discussed per category ee a Required Readings (textbook) No text book ia ii _ «Booth, T. and Ainscow, M. (2013), Index for Inclusion: developing learning and participation in schools. Suggested Rea ‘Page 29 of 84and References — Department of Education - Special Education Division. Handbook of Special Education. Department of Education - Special Education Division. Policies and Guidelines for Special Education. DepEd Orders Gargiulo, Richard and Jennifer Kilgo. (2011). An Introduction to Young Children with Special Needs: Birth through Age 8, 3rd ed. USA: Wadsworth Cengage Learning, © Hallahan, D, Kauffman, J. and Pullen, P. 2015, Exceptional learners: an introduction to special education, 13th edition. Boston: Pearson ‘© Johnson, Allan. (2008). Privilege, Power and Difference, 2nd edition Mitchell, David (2008). What Really Works in Special and Inclusive Education: Using evidence-based strategies, OX: Routledge. ‘+ Republic Acts 7277; 9442; 10533, + Santrock, John. 2015, Essentials of life-span development. McGraw-Hill Education * UN Convention on the Rights of Persons with Disabilities © UNESCO, 1994. Salamanca Report © Winzer, M. (2012). History of special education: from isolation to integration. Washington, D.C. : Gallaudet University Press HEHE © Unit Reflection Papers © Midterm Examination i © Final Examination Course Requirement | | Demonstration of instructional classroom strategy © Community map Case analysis HH Midterm Finals Quizzes 25% 25% | Grading System ou mt fo | Participation 20% 10% TOTAL 00% 100%Learning Course Contents Methodology! Resources ‘Assessment Task | Time Table ‘Outcomes (DLO) Subject Matter: ‘Teaching and Textbooks! | Resource (ATs) Learning Activities | References | Materials ee __ (Tuas) : iE Dafines diversity and | 1. Understanding Diversity | Lecture discussion | Johnson Allan Reference books individual students hours analyzes howissuesof | A Loden's Divarsily Wheel | (2008), Privilege, | tasksioection work; diversity and equity are |B. Abiity (and Disabity) as | Cooperative learning | Power and Diference, ‘ubries wil be prepared addressed inschools | a task 22 edition by the professor in order and sociely Dimension of Diversity toassess CCrque and reflection | Booth, T. and | student learning | Ainscow, M. (2013) Demonstrates gender | Indes for incusion Quiz at Week 3 coutural- and disabilty- developing fearing sensitivity | and particpation in | schools, Winzer, M. (2012) History of special education fom isolation to integration. | Discusees the legal, Washington, 0. | | philosophical and Gallaudet University theoretical foundations of Press special needs and Il, Addressing Diversity indlusive education through the Years: Special Child and Youth ‘nd Inclusive Weare Code, PD. Education No, 603, . 1974 A. Historical ard | Socioestural Foundations Republic Acts 7277: _ Page 31 of 84Desired Leaming | Course Content? Methodology! ‘Assessment Task | Time Table Outcomes (DLO) | Subject Matter Teaching and Textbooks! (ats) Learning Activities | References ee tH | (TLAs) ce : Be B, Philosophical ‘HA, 10535 Foundations ©. Leget Foundations UN Convention on the Rights of Persons wth Disetiliies 1994 Salamanca Describes characteristics | ii Making schosisincusive | Observation Booth, T and ‘Schools being | ndvidual reports ofthe | Sours ofincusive schools and | A. Creating ncusive Ainscow, Mi (2013). | observed: | observation wil be communities cultures Filmshowing Index for nclusion’ | Reference books; | submitted: rubries for B. Producing inclusive veloping fearing | observation sheets! | assessment ofthe Demonstrates incisive | potcies Unitrefection paper | and participation in| checkists observation wil be values C. EvoWing inclusive schools. crafted by the teacher. pragtices Quiz al Week 6 | Unit reflection paper, rubrics to be ctefled by teacher Identifies the TV, Components of Special | Community mapping | Special Education | Reference books; | Authentic assessment | Fours components of special | Needs Education exercise Division. (2008) community resource | rutrics to be crafted by needs education and | A. Childfing Policies and persons the teacher explains processes B, Assessment Unit reflection paper | Guidelines in Special involved within and ©. Placement Education inthe Unit reflection paper | across these D. Accommodations ard | Philippines rubric tobe crafted by Page 32 of 84