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COURSE INFORMATION
Course Title: Lecture: Laboratory: Credit Units:
FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION 3 units None 3 units
Course Code:
EDUC
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 Outcome: At the end of the course, a student will be able to:
1. Explain the importance of special education in early childhood education;
2. Construct and give unbiased and highly effective assessments;
3. Interact effectively with the parents and children with developmental delays and with their service providers; and
4. Design appropriate intervention plans, behavior management technique and effective transition plans and methods of children with developmental delays.
Course Prerequisite: Contact Hours/Week:
None 3 hours
COURSE OUTLINE AND TIME FRAME
Foundation of Special and Inclusive Education
Prelim Period Content/Subject Matter Midterm Content/Subject Matter Final Period Content/Subject Matter
Period
Week 1 Orientation Week 7 Communication Abilities Week 13 Health Impairments
ATTENDANCE REGULATIONS
1. Students enrolled in the subject are expected to attend each and every scheduled meeting and to be present for the full class period. Absenteeism and tardiness, regardless of cause, are a threat to academic achievement. These
cases will be addressed accordingly.
2. A student who is absent from a class is responsible, nevertheless, for all material covered during the class period. The student is also subject to appropriate consequences if a test, quiz, recitation, homework assignment, or any
other activity falls on the day of absence unless the student is granted an excused absence. Excused absences may be granted to students who participate in extra-curricular activities, however, due process is observed.
COURSE REQUIREMENTS
All tasks and major exams and evidences of performance assessments are to be compiled by the students as part of their portfolio and must be submitted to the instructor before the end of the semester as part of the
assessment. An interview sheet and transition plan for inclusive education is also a requirement of the course.
GRADING SYSTEM: REFERENCES:
Tasks 60% 1. Dunlap, L. (2009). Introduction to Early Childhood Special Education. United States: Pearson
Quizzes/Seatwork 15% Education, Inc.
Recitation/Participation 15% 2. Gordon, A. (2011). Beginnings and Beyond. United States: CENGAGE Learning.
Attendance 10% 3. King, P. (2017). Tools for Effective Therapy with Children and Families. New York: Routledge.
Output/Lab Work 20% 4. de Thierry. (2017). The Simple Guide to Child Trauma. United States: Jessica Kingsley Publishers.
(Assignments, Journals, Projects, Oral and Written Reports) DIGITAL REFERENCES:
1. http://primer.com.ph/study/category/genre/academic-institution/special-education/
Major Examinations 40% 2. https://www.ted.com/talks
(Prelim, Midterm, Finals) 100% 3. https://eric.ed.gov/
4. https://ejournals.ph/
5. http://ched.gov.ph/
6. http://www.deped.gov.ph/
7. www.naeyc.org
Prepared by: Checked by: Noted by:
MARCIA NINA C. SALVADOR, LPT, M.Ed. DANIEL B. AMBROCIO, LPT, MAE JOCELYN Q. BOBADILLA, MBA
Professor Area Chair – Education and Liberal Arts Program Dean