Republic of the Philippines

BATANGAS STATE UNIVERSITY

Pablo Borbon Main I
Rizal Avenue Extension, Batangas City

COLLEGE OF TEACHER EDUCATION

Secondary Education Department

COURSE SYLLABUS WITH SPECIFICATION

UNIVERSITY VISION
A globally recognized institution of higher learning that develops competent and morally
upright citizens who are active participants in nation building and responsive to the
challenges of 21st century.

UNIVERSITY MISSION
Batangas State University is committed to the holistic development of productive citizens
by providing a conducive learning environment for the generation, dissemination and
utilization of knowledge through innovative education, multidisciplinary research
collaborations, and community partnerships that would nurture the spirit of nationhood
and help fuel national economy for sustainable development.

COURSE CODE : Ed 106

COURSE TITLE : Foundation of Special and Inclusive Education
CREDIT UNIT : 3 units
PRE-REQUISITE : None
ACADEMIC YEAR : 2019-2020
REFERENCE CMO : CMO No. 80 s. 2017

PROGRAM EDUCATIONAL OBJECTIVES

The BPEd program aims to produce secondary teachers who have the ability to:

1. apply scientific and evidenced-based practices critical to the educational and

learning processes;
2. demonstrate skillful performance in a variety of physical activities;
3. adapt performance to variety of physical activity settings;
4. critically examine the curriculum )e.g. content, pedagogy) and program, and
enhance them necessarily;
5. plan and implement safe and effective physical activity programs to address the
needs of individual and groups in school and non-school settings;
6. monitor and evaluate physical activity programs in school and non-school settings
7. use appropriate assessments in, as and for student or client learning.
8. use information media and technology in pedagogy and fore lifelong learning;
9. demonstrate firm work/professional ethics.
10. cultivate solidarity by working and dealing with others harmoniously;
11. promote the advancement of the profession by making sense of and getting
involved in current discourse that impact on the profession;
12. pursue lifelong learning for personal and professional development;
13. communicate effectively with PE practitioners, other professionals and
stakeholders; and
14. use oral, written, and technology formats deftly.

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PHILOSOPHY
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 and strategies in teaching and managing these learners in the regular
class.

AUDIENCE
The course is intended for enrolled CTE second year undergraduate students taking
Bachelor of Physical Education major in Home Economics as requirement for graduation
and taking licensure examination for teachers.

STUDENT OUTCOMES

Graduates are expected to: Check

a. demonstrate the competencies required of the Philippine TVET trainers-
assessors qualifications framework;
b. demonstrate broad and coherent, meaningful knowledge and skills in
technology and livelihood education;
c. apply with minimal supervision specialized knowledge and skills in
technology and livelihood education;
d. demonstrate higher level literacy, communication, numeracy, critical

thinking, learning skills needed for higher learning;
e. manifest a deep and principled understanding of the learning processes and 
the role of the learner in facilitating these processes in their students;
f. show a deep and principled understanding of how educational processes 
relate to larger historical, social, cultural, and political processes;
g. apply a wide range of teaching process skills including curriculum 
development, lesson planning, materials development, educational assessment,
and teaching approaches;
h. reflect on the relationship among the teaching process skills, the learning
processing in the students, the nature of the content/subject-matter, and other

factors affecting educational processes in order to constantly improve their
teaching knowledge, skills and practices.

INTENDED LEARNING OUTCOMES

1. Discuss the different principles, bases and concepts related to special and inclusive
education and to specific needs

2. Design classroom activities that would address the learners with or without special
needs
3. Analyze different research works and cases or situations and provide relevant
intervention to ensure inclusion in the classroom

RELATIONSHIP TO STUDENT OUTCOMES

Mapping of Intended Learning Outcomes vs Student Outcomes

Intended Learning Outcomes Applicable Student Outcomes

a b c d e F g h
ILO 1    
ILO 2 
ILO 3 

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SPECIFIC OBJECTIVES

Topics ILO 1 ILO 2 ILO 3

Vision, Policy, Goal and Objectives of Special Education
 Discuss in depth the different background and aims

relative to the implementation of special and inclusive
education
Legal Bases and Related Mandates on Special Education
 Discuss the different international standards and legal 
mandates
Meaning of Special Education and Categories of Children
with Special Needs

 Explain the concept of special education and
categorization of CSNs
Inclusive Education
 Explain the underlying principles and concepts relative to 
inclusive education
The Biological and Environmental Causes of
Developmental Disabilities 
 Explain the various causes of developmental disabilities
Accommodating Special Needs in the Inclusive Classroom
 Cite classroom practices on how inclusion can be

effectively implemented through accommodating learners
with special needs
Special Needs of Diverse Learners

 Describe the different needs of learners with special needs
Instructional Management for Inclusive Classrooms
 Design instructional activities that will highlight the 
characteristics of an inclusive classroom
Students with Mental Retardation
 Analyze the characteristics of learners with mental
retardation  
 Design learning activities that would meet the needs of
learners with mental retardation
Students with Learning Disabilities
 Analyze the characteristics of learners with learning
disabilities  
 Design learning activities that would meet the needs of
learners with learning disabilities
Students who are Talented and Gifted
 Analyze the characteristics of learners who are talented and
gifted  
 Design learning activities that would meet the needs of
learners who are talented and gifted
Students who are Blind or Have Low Vision
 Analyze the characteristics of learners who are blind or
have low vision  
 Design learning activities that would meet the needs of
learners who are blind or have low vision
Students with Hearing Impairment
 Analyze the characteristics of learners with hearing impairment
 
 Design learning activities that would meet the needs of
learners with hearing impairment
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 Topics ILO 1 ILO 2 ILO 3
Students with Speech and Language Disorders
 Analyze the characteristics of a learner of learners with
speech and language disorders  
 Design learning activities that would meet the needs of
learners with speech and language disorders
Students with Physical Disabilities, Health Impairments
and Severe Disabilities
 Analyze the characteristics of a learner of learners with
physical disabilities, health impairments and severe
 
disabilities
 Design learning activities that would meet the needs of
learners with physical disabilities, health impairments and
severe disabilities
Collaborating in the Schools
 Enumerate the different strategies on how collaboration in 
school

TEACHING, LEARNING AND ASSESSMENT STRATEGIES

Teaching and Learning Strategies

This course will be taught through a combination of lecture, discussion, reporting, video
presentation and other related strategies like benchmarking tour (field trip) and research
activities as apply to specific topic.

Assessment Strategies
Students will be assessed using any or combination of the rubrics, paper and pencil tests,
oral and paper presentation, and portfolio.

COURSE REQUIREMENTS

Quizzes and Major Examinations

There will be four final major examinations. These examinations will be administered on
the dates set by the department unless otherwise specified. The scope of the exam will
include but not limited to those topics given in the class schedule for the specified period.
It may include some related topics given before. Exams will commence and end on the
scheduled time. Latecomers will not be given any consideration unless with valid reason.

Make-up test will be given for authorized university activities only if student presents
suitable documentation (evidence) explaining the absence of the instructor. The
instructor/university reserves the right to disapprove any explanation for absences
presented without prior notice and not provide the opportunity for a make-up test.
Students knowing that they will be absent from an announced test because of personal or
business reasons are required to inform the instructor before the absence. A make-up
test may be given early in some class.

Class Participation
Maximum participation among the enrolled students in this course is highly encouraged
and expected. Students’ level of participation in the class activities particularly in
discussion is considered in giving grades by the instructor.

Consultation
Students are encouraged to consult their instructor in the set schedule regarding their
academic affairs and experiences while in the college.
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COURSE POLICIES

Grading System
The work of students shall be graded at the end of each term in accordance with the
following system:

Numerical Grade Percentage Equivalent Description

1.00 98-100 Excellent
1.25 94-97 Superior
1.50 90-93 Very Good
1.75 88-89 Good
2.00 85-87 Meritorious
2.25 83-84 Very Satisfactory
2.50 80-82 Satisfactory
2.75 78-79 Fairly Satisfactory
3.00 75-77 Passing
5.00 Below 75 Failure
Inc. *Incomplete
Drp Dropped
The criteria to be used for grading are as follows:
50% - Major examinations (Prelim, Midterm, Semi-final and Final Examination)
50% - Class Standing
a) Case Study 30%
b) Attendance 5%
c) Class participation/Performance 10%
d) Quizzes 5%

*A grade of “Incomplete” must be complied with by the student within one (1) semester
or one hundred fifty (150) days. A student who fails to complete the
deficiency/deficiencies at the end of the succeeding semester shall automatically obtain a
grade of 5.0 in the course.

Attendance Policy
Prompt and regular attendance of students is required. Total unexcused absences shall not
exceed ten (10) percent of the maximum number of hours required per course per
semester (or per summer term). A semester has 18 weeks. For example, a semestral
subject with:
 3 units (3 hrslec), 10% x 3 x 18 = 5.4 hrs or 6 hrs.
Refer to the provisions in the Norms of Conduct for the full text of guidelines for the
attendance.

Missed Exams
Missed exams will be given for authorized university activities only if a student present
suitable documentation (evidence) explaining the absence to the instructor. The
instructor/university reserves the right to disapprove any explanations for absences
presented without prior notice and not provide the opportunity for a Missed exams.
Students knowing they will be absent from an announced test because of personal or
business reasons are required to inform the instructor before the absence.

Academic Dishonesty
This includes plagiarism, the changing or falsifying of any academic documents or
materials, cheating, and the giving or receiving of unauthorized aid in tests, examinations,
or other assigned school work. Such acts are considered major offenses and will be dealt
with according to the University’s Student Norms of Conduct. Punishment for academic
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 misconduct will vary with the seriousness of the offense. Punishment for such offenses
includes expulsion, suspension, non-credit of examination among others.

Dropping
Dropping must be made official by accomplishing a dropping form and submitting it at
the Registrar’s Office before the midterm examination. Students who officially drop out
of class shall be marked “Dropped” whether he took the preliminary examination or not
and irrespective of their preliminary grades.

A student who unofficially drops out of class shall be given a mark of “5.0” by the
instructor.

ACADEMIC INFRASTRUCTURE

References:
R1 : Inciong, Teresita G. et al.(2007). Introduction to Special Education. Rex
Bookstore, Manila

R2 : Choate, Joyce S. et al. (2000). Successful Inclusive Teaching. Allyn and

Bacon-A Pearson Company, Massachusetts, USA .

R3 : Tamayao, Anotnio P. (2013). Social Dimensions of Education. Rex

Bookstore, Manila

Suggested Readings:
S1 : Inclusion: Core Principle of the Kto12 Basic Education Program by Dr. Lorna
Dig Dino

TENTATIVE COURSE OUTLINE/CALENDAR

Teaching
and Assessment Assessment
Week Topics References
Learning Tasks Tools
Activities
Orientation
Disaster Risk Reduction and Discussion
Management
Vision, Policy, Goal and Discussion Quizzes Rubric R1, R2
Objectives of Special
Education Sharing of Reflective Paper and
1-2  United Nation’s Policy Insights Essays Pencil Test
on Special Education
 Vision for Children with Analysis of
Special Needs Sample
 Policy, Goal and Cases
Objectives of Special
Education Group
Presentations
Historical Perspectives
Legal Bases and Related Discussion Quizzes Rubric R1
Mandates on Special
3
Education Sharing of Reflective Paper and
Insights Essays Pencil Test

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 Teaching
and Assessment Assessment
Week Topics References
Learning Tasks Tools
Activities
Meaning of Special Education Discussion Quizzes Rubric R1,
and Categories of Children
with Special Needs Sharing of Reflective Paper and
 What is Special Insights Essays Pencil Test
Education?
 Who are Exceptional Analysis of
Children or Children and Sample
Youth with Special Cases
Needs?
 The Basic terms in Group
Special Education: Presentations
Developmental
4 Disability, Impairment or
Disability, Handicap at
Risk
 What are the categories
of exceptionalities
among children and
youth with special
needs?
 Is it correct to Use
Disability Category
Labels?
 The IDEA Act of
America
5 Preliminary Examination
Inclusive Education Discussion Quizzes Rubric R1, R3

The Biological and Sharing of Reflective Paper and

Environmental Causes of Insights Essays Pencil Test
Developmental Disabilities
 The Basic Concepts of Analysis of
Human Reproduction Sample
6  The Biological Sources Cases
of Developmental
Disabilities Group
 The Course of Prenatal Presentations
Development
 Newborn Screening
 The Principles of Normal
Development in Infancy
and Early Childhood
Accommodating Special Sharing of Quizzes Rubric
Needs in the Inclusive Insights
7-8 Classroom Reflective Paper and R2, R3
Group Essays Pencil Test
Special Needs of Diverse
Learners Presentations
9 Midterm Examination

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 Teaching
and Assessment Assessment
Week Topics References
Learning Tasks Tools
Activities
10 Instructional Management for Discussion Quizzes Rubric R2
Inclusive Classrooms
Sharing of Reflective Paper and
Insights Essays Pencil Test

Analysis of
Sample
Cases

Group
Presentations
Students with Mental Discussion Quizzes Rubric R2
Retardation
Sharing of Reflective Paper and
Students with Learning Insights Essays Pencil Test
Disabilities
11-12 Analysis of
Students who are Talented and Sample
Gifted Cases

Group
Presentations
13 Semi-Final Examination
Students who are Blind or Discussion Quizzes Rubric R1, R2
Have Low Vision
Sharing of Reflective Paper and
Students with Hearing Insights Essays Pencil Test
Impairment
Group
Students with Speech and Presentations
14-16
Language Disorders

Students with Physical

Disabilities, Health
Impairments and Severe
Disabilities

Collaborating in the Schools Discussion Quizzes Rubric R1, R2

Sharing of Reflective Paper and

17 Insights Essays Pencil Test

Group
Presentations
18 Final Examination
Prepared by:

Mr. JHUNE CARLO S. ADA

Instructor II
Date Signed:

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Reviewed by:

Asst. Prof. MARIAN S. SANTOS

Department Chair
Date Signed:

Approved by:

Dr. ROWENA R. ABREA

Dean, CTE
Date Signed:

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