ST. PAUL COLLEGES FOUNDATION PANIQUI, TARLAC INC.
SAMPUT, PANIQUI , TARLAC
A.Y 2022-2023
FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION
SECOND SEMESTER
COURSE SYLLABUS
SECTION 1
INTRODUCTION TO SPECIAL AND INCLUSIVE EDUCATION
SECTION INTENDED LEARNING OUTCOME (SILO)
DEMONSTRATE UNDERSTANDING OF BASIC CONCEPTS RELATED TO SPECIAL AND INCLUSIVE EDUCATION
INTENDED LEARNING CONTENT LEARNING ACTIVITIES COURSE RESOURCES ASSESSMENT TASK
OUTCOME
At the end of chapter 1, Concepts of Special Education ENGAGE Basic Reading: AUTHENTIC TASK
students are expected to: and Inclusive Education
Brainstorming Foundations of inclusive Mini - lecture
Analyze basic concepts Conceptualization of Lecture and special education
related to special and Inclusion, Mainstreaming Concept Mapping
inclusive education and Integration Reflective Learning
Concepts of Equality and Collaborative Learning Extended Readings:
Equity
Concepts Of Classroom EXPLORE World Health
Accommodations and Organization 2011.
Modifications Activity 1: Defining World report on
Inclusion disability
Models of Disability
Medical Model APPLY
Social Model
Interview a teacher or
administrator on policy
and practice of inclusive
education
INTENDED LEARNING CONTENT LEARNING ACTIVITIES COURSE RESOURCES ASSESSMENT TASK
OUTCOME
At the end of chapter 2, History of Disability Engage Basic Reading: AUTHENTIC TASK
students are expected to:
History of special and Organized in-class Foundations of inclusive Timeline of views on
Draw implications of the inclusive education Debates and special education disability
historical, philosophical, Policy review
theoretical, and legal Reflective learning
foundations of special Key Developments in the Extended Readings:
and inclusive education. Practice of Inclusive Education
in the Philippines Explore
DEPED ORDER NO. 21
Activity 1: The Case of
Victor of Aveyron
Activity 2: Policy Making
Apply
Policy Review
SECTION 2
GIFTED AND TALENTED LEARNERS
SECTION INTENDED LEARNING OUTCOME (SILO)
DEVELOP AN INDIVIDUALIZED EDUCATION PLAN (IEP) APPLYING THE PRINCIPLES AND STRATEGIES RESPONSIVE TO THE GIFTED AND TALENTED LEARNERS
INTENDED LEARNING CONTENT LEARNING ACTIVITIES COURSE RESOURCES ASSESSMENT TASK
OUTCOME
At the end of chapter 3, Giftedness ENGAGE Basic Reading: AUTHENTIC TASK
students are expected to:
Five Categories Brainstorming Foundations of inclusive Identification of a gifted
Identify gifted and Lecture and special education character in literature
talented learners Gifted Learners Learning Cells
Characteristics Concept Mapping
Profiles Extended Readings:
Identification and EXPLORE
Assessment Exceptional children:
Activity 1: The
Underachieving Gifted
Typical and Atypical Cognitive Learner
Development Activity 2: Defining
Giftedness
APPLY
Giftedness Awareness
INTENDED LEARNING CONTENT LEARNING ACTIVITIES COURSE RESOURCES ASSESSMENT TASK
OUTCOME
At the end of chapter 4, Components of Inclusive Engage Basic Reading: AUTHENTIC TASK
students are expected to: Program
Lecture Foundations of inclusive IEP for the case subject
Prepare an individualized Child find Learning cells and special education on previous chapter (The
education plan (IEP) Assessment Case pedagogies Underachieving Gifted
suitable to the Program options Brainstorming Learners)
educational needs of Curriculum modifications Extended Readings:
gifted talented learners. Parental involvement
Explore
Program Options Synchronizing gifted
Activity 1: Higher-Order- education with general
Full-time homogenous Thinking Skills (HOTS) education
grouping Activity 2: Classroom A practitioners guide to
Full-time heterogenous Provision implementing response
grouping to intervention.
Part-time Apply
Curriculum Modifications
Teaching the Gifted and
Differentiation Talented
Tiered instruction
Enrichment strategies
Library and Internet
Research Projects
Scientific Research
Projects
Independent Projects
Mentorships
Peer Tutoring
Questioning
INTENDED LEARNING CONTENT LEARNING ACTIVITIES COURSE RESOURCES ASSESSMENT TASK
OUTCOME
At the end of chapter 5, Twice-exceptional, Double- Engage Basic Reading: AUTHENTIC TASK
students are expected to: labeled, Dual Exceptionalities
Lecture Foundations of inclusive Reflective Journal
Analyze trends and Gifted with Learning Collaborative learning and special education Summative Test
issues in teaching gifted Disabilities Case pedagogies
and talented learners Gifted with Autism Mini-lecture
Gifted with ADHD Extended Readings:
Explore
College students with
Response to Activity 1: Thinking in ADHD
Intervention (RTI) Pictures Effects support Services
Activity 2: Prominent on academic
Gifted Individuals performance Learning
Disabilities Research and
Practice
Apply
Response to Intervention
(RTI)
SECTION 3
LEARNERS WITH DIFFICULTY SEEING, HEARING AND COMMUNICATING
SECTION INTENDED LEARNING OUTCOME (SILO)
DESIGN AN (IEP), AND APPLY THE PRINCIPLES AND STRATEGIES OF TEACHING FOR LEARNERS WITH DIFFICULTY SEEING, HEARING AND COMMUNICATING
INTENDED LEARNING CONTENT LEARNING ACTIVITIES COURSE RESOURCES ASSESSMENT TASK
OUTCOME
At the end of chapter 6, Learners with Difficulty in Engage Basic Reading: AUTHENTIC TASK
students are expected to: Seeing
Brainstorming Foundations of inclusive Case study:
Characterize the Legal definitions Lecture and special education A student with
different types of Characteristics Learning Cells visual impairment
learners with difficulty Types and causes Case pedagogies A student with
seeing, hearing, and Identification Reflective learning Extended Readings: hearing
communicating impairment
Explore Exceptional children: An A student with
Learners with Difficulty in introduction to special language disorder
Hearing Activity 1: Lessons from education A student with
Definitions Hellen Keller Communication autism spectrum
Characteristics Activity 2: Alternative disorders disorder
Types and causes Ways of Communicating Handbook of special
Identification education
Assessment
Apply
Learners with Difficulty
Communicating Being a Better
Communicator
Definitions
Characteristics
Types and causes
Identification
Learners with AUTISM
SPECTRUM DISORDER (ASD)
Definitions
Characteristics
Causes
Identification
Speech Language
Developmental Milestone
INTENDED LEARNING CONTENT LEARNING ACTIVITIES COURSE RESOURCES ASSESSMENT TASK
OUTCOME
At the end of chapter 7, Suggestions for BEGINNING Engage Basic Reading: AUTHENTIC TASK
students are expected to: TEACHERS’ EDUCATIONAL
APPROACHES Lecture Foundations of inclusive Developing an IEP for
Create safe, inclusive, Brainstorming and special education learners with ASD
culturally responsive Learners with blindness Collaborative learning described in the previous
learning environments Learners with low vision Case pedagogies chapter.
for learners with Learners with hearing Reflective learning Extended Readings:
difficulty seeing hearing impairment
and communicating Learners with
through the communication disorder Explore Exceptional children: An
development of an IEP. introduction to special
Learners with autism
Activity 1: timeline of education
spectrum disorder
deaf education in the
Philippines
Activity 2: tactile book
Apply
Comic book conversion
INTENDED LEARNING CONTENT LEARNING ACTIVITIES COURSE RESOURCES ASSESSMENT TASK
OUTCOME
At the end of chapter 8, Engage Basic Reading: AUTHENTIC TASK
students are expected to: Helping children
communication disorders Lecture Foundations of inclusive Mini - lecture
Draw instructional in developing social Collaborative learning and special education Summative Test
implications of the communication and Case pedagogies
trends and issues in reducing challenging Mini lecture
teaching learners with behaviors Extended Reading:
difficulty seeing, hearing, Social cognitive Explore
and communicating. strategies in helping Inclusion is an attitude
children with social Activity 1: Inclusive not a place
communications Strategies
disorders
Teachers experience of Apply
remedial teaching for
students with language Role play cards
disorders
Challenges for children,
parents, and teachers in
teaching children with
speech sound disorders
SECTION 4
LEARNERS WITH DIFFICULTY WALKING AND MOVING
SECTION INTENDED LEARNING OUTCOME (SILO)
CONSTRUCT AN IEP APPLYING THE PRINCIPLES AND STRATEGIES IN TEACHING LEARNERS WITH DIFFICULTY WALKING AND MOVING
INTENDED LEARNING CONTENT LEARNING ACTIVITIES COURSE RESOURCES ASSESSMENT TASK
OUTCOME
At the end of chapter 9, Learners with Difficulty Engage Basic Reading: AUTHENTIC TASK
students are expected to: Walking And Moving
Brainstorming Foundations of inclusive Case Analysis on The
Distinguish the different Sensitive words to be Lecture and special education Case of Matthew : A
types, identification, used Learning Action Cells student with Mobility
etiologies, assessment Definition Collaborative learning Impairment
and characteristics of Types and causes Extended Reading:
learners with difficulty Classification Explore
walking and moving Characteristics Exceptional children: An
Identification and Activity 1: My Left Foot introduction to special
assessment Activity 2: Strength in education
Mobility Impairment
Typical and Atypical Apply
Development of Gross Motor
Skills Raising awareness on
physical disability
INTENDED LEARNING CONTENT LEARNING ACTIVITIES COURSE RESOURCES ASSESSMENT TASK
OUTCOME
At the end of chapter 10, Health Professionals Engage Basic Reading: AUTHENTIC TASK
students are expected to:
Physical therapists Lecture Foundations of inclusive Developing an IEP for
Make an IEP that Occupational therapists Collaborative learning and special education learners with physical
matches the educational Speech language Reflective learning and health impairment
needs of learners with pathologies
difficulty in walking and Extended Readings:
moving Environmental Modifications Explore
Assistive Technology
Activity 1: Summary Including children 3-11
Mobility Matrix with physical disabilities:
Communication Activity 2: Assistive Practical guidance for
Technology Resource mainstream schools
Review
Inclusive Classroom Approaches
Apply
Curricular
accommodation chart
INTENDED LEARNING CONTENT LEARNING ACTIVITIES COURSE RESOURCES ASSESSMENT TASK
OUTCOME
At the end of chapter 11, Teachers’ beliefs, attitudes, and Engage Basic Reading: AUTHENTIC TASK
students are expected to: Values Toward inclusion
Helping children Lecture Foundations of inclusive Writing an action plan:
Generate action plans communication disorders Collaborative learning and special education Parents’ role in enabling
based on the trends and in developing social Learning cells participation of their
issues in teaching communication and children with disability
learners with difficulty reducing challenging Explore Extended Reading: Summative Assessment
walking and moving behaviors
Social cognitive Activity 1: Teachers’ Swedish primary-school
strategies in helping Perceptions of Learners teachers’ attitudes to
children with social with Difficulty Walking inclusion – the case of PE
communications and Moving and pupils with physical
disorders Activity 2: More Similar disabilities.
Teachers experience of than Different
remedial teaching for
students with language Apply
disorders
Challenges for children, Promoting Positive Social
parents, and teachers in Interaction in the
teaching children with Classroom
speech sound disorders
SECTION 5
LEARNERS WITH DIFFICULTY REMEMBERING AND FOCUS
SECTION INTENDED LEARNING OUTCOME (SILO)
DEVELOP AN IEP APPLYING THE PRINCIPLES AND STRATEGIES IN TEACHING LEARNERS WITH DIFFICULTY REMEMBERING AND FOCUSING
INTENDED LEARNING CONTENT LEARNING ACTIVITIES COURSE RESOURCES ASSESSMENT TASK
OUTCOME
At the end of chapter 12, Learning disabilities Engage Basic Reading: AUTHENTIC TASK
students are expected to:
Definition Brainstorming Foundations of inclusive Case Analysis on The
Analyze the different Types and causes Lecture and special education Case of Joy : A student
types, identifications, Characteristics Learning Action Cells with learning disability
etiologist, assessment, Identification and Case Analysis on The
and characteristics of assessment Explore Extended Reading: Case of Tim : A student
learners with difficulty with ADHD
remembering and Attention-Deficit Hyperactivity Activity 1: Understanding Exceptional children: An
focusing Disorder (ADHD) Dyslexia introduction to special
Activity 2: Reflection education
Typical and Atypical Attention Paper on Falling Letters Learning disability:
Development Theory to practice
Apply
Busting Myths and
Misconceptions about
ADHD
INTENDED LEARNING CONTENT LEARNING ACTIVITIES COURSE RESOURCES ASSESSMENT TASK
OUTCOME
At the end of chapter 13, Education Approaches Engage Basic Reading: AUTHENTIC TASK
students are expected to:
Universal design for Lecture Foundations of inclusive Designing an IEP for
Use knowledge of learning (UDL) with Learning cells and special education learners with difficulty in
general and specialized sample (UDL) lesson plan Reflective learning remembering and
curricula to individualize Direct Instruction focusing
learning for learners with Explicit Instruction Extended Reading:
difficulty remembering Explore
and focusing Teaching Strategies
Activity 1: Response Learning Disability:
Reading Instruction Cards Theory to practice
Writing Instruction Activity 2: Classroom
Mathematics Instruction Observation
Apply
Interview of Classroom
Teachers on Practice of a
Learning Strategy
INTENDED LEARNING CONTENT LEARNING ACTIVITIES COURSE RESOURCES ASSESSMENT TASK
OUTCOME
At the end of chapter 14, Teachers’ beliefs, attitudes, and Engage Basic Reading: AUTHENTIC TASK
students are expected to: Values Toward inclusion
Prevalence of learners with Lecture Foundations of inclusive Interview on how much
Plan appropriate learning disabilities and ADHD Collaborative learning and special education do students avail of
instructional actions in the Philippines Learning cells support services
based on trends and provided by their school
issues in teaching Support Services Explore Extended Reading: Summative Assessment
learning with difficulty Tutoring
remembering and Coaching Activity 1: Support College Students with
focusing Academic advising Services in Inclusive ADHD and LD : Effects of
schools support services on
Activity 2: research on academic performance
Support Services Learning Disabilities
Research and Practice
Apply
Designing Support
Services Program
SECTION 6
INTRODUCTION TO SPECIAL AND INCLUSIVE EDUCATION
SECTION INTENDED LEARNING OUTCOME (SILO)
DESIGNING AN IEP APPLYING THE PRINCIPLES AND STRATEGIES RESPONSIVE TO THE NEEDS OF LEARNERS WITH DIFFICULTY WITH SELF-CARE
INTENDED LEARNING CONTENT LEARNING ACTIVITIES COURSE RESOURCES ASSESSMENT TASK
OUTCOME
At the end of chapter 15, Intellectual Disability Engage Basic Reading: AUTHENTIC TASK
students are expected to:
History Brainstorming Foundations of inclusive Case Analysis on The
Distinguish the different Definition Lecture and special education Case of Lana : A student
types of learners with Prevalence in the Learning Action Cells with intellectual
difficulty with self-care Philippines disability
Etiology/ causes Explore Extended Reading:
range
Characteristics Activity 1: differentiating Exceptional children: An
assessment intellectual disabilities introduction to special
from other disabilities education
Activity 2: Educational
Implication
Apply
Difficulty Understanding
INTENDED LEARNING CONTENT LEARNING ACTIVITIES COURSE RESOURCES ASSESSMENT TASK
OUTCOME
At the end of chapter 16, Educational Approaches Engage Basic Reading: AUTHENTIC TASK
students are expected to:
Active student response Lecture Foundations of inclusive Developing an IEP for
Use evidence-based (ASR) Reflective Learning and special education learners with difficulty
instructional strategies to Task Analysis Collaborative learning with self-care
maximize learning Community-Based
opportunities for Instruction (CBI) Extended Reading:
learners with difficulty Systematic Feedback Explore
with self-care Direct and Frequent
Activity 1: Task Analysis National professional
Measurement
Activity 2: Published development center on
Play-based Learning
Journal Articles autism spectrum
Technology Applications
disorders
Apply
Planning Community-
based Instruction
INTENDED LEARNING CONTENT LEARNING ACTIVITIES COURSE RESOURCES ASSESSMENT TASK
OUTCOME
At the end of chapter 17, Educational approaches Engage Basic Reading: AUTHENTIC TASK
students are expected to: On people with
disabilities Lecture Foundations of inclusive Reflection paper
Write a position paper On people without Reflective learning and special education Summative Assessment
on the trends and issues disabilities Learning cells
in teaching learners with
difficulty with self-care Inclusion in the Philippines Explore Extended Reading:
Inclusive Education Policy Activity 1: Parents’ Long term outcomes of
Framework for Basic Education( perspective about services in inclusive and
DO. 21 S.2019) inclusive education self-contained settings
Activity 2: Column for siblings with
writing comparable significant
disabilities
Apply Education and training in
autism and
Position paper developmental
disabilities
Prepared by:
MS. PATRICIA ANN P. MACARAEG
INSTRUCTOR
