SOUTHERN LUZON STATE UNIVERSITY

Lucban, Quezon
COLLEGE OF TEACHER EDUCATION
BEEd and BSEd DEPARTMENT

VISION STATEMENT: A globally productive higher education institution with excellent academic programs in the fields of
business and education, engineering and technology, social and natural science, and allied medicine, spearheading
proactive research and extension programs and the sustainable stewardship of Mt. Banahaw.

MISSION STATEMENT: Committed to building people, providing quality education and promoting a healthy environment.

CORE VALUES:

GO – God-loving
S – Service-oriented
L – Leadership by Example
S – Sustained Passion of Excellence
U – Undiminished Commitment to Peace and Environment Advocacy.

GOALS OF THE COLLEGE OF TEACHER EDUCATION:

1. Produce responsive, functional, values-oriented and globally competitive professional educators by providing deep
and principled understanding of the teaching-learning process.
2. Develop effective and creative future educators through exposure to meaningful experiential learning especially in
promoting greener nature as stewards of God’s creation.
3. Mould analytical and critical thinking educators through experience with varied innovative teaching-learning
approaches.
4. Enhance student’s environmental awareness and promote love for nature as stewards of God’s creation.

GOALS
PROGRAM EDUCATIONAL OBJECTIVES
a b c
1 The BEEd and BSEd program is structured to meet the needs of professional teachers for
. elementary schools who are globally-competitive.
2 Aims to develop elementary school teachers who are generalists, who can teach across the
. different learning areas in the grade school, (b) preschool teachers, or (c) special education
teachers
3 Develop elementary teachers who can create and use varied innovative teaching-learning
. approaches in teaching one of the different learning areas in elementary level.
4 Create an environmental friendly atmosphere and develop sense of responsibility for a
. healthier and greener College.

COURSE SYLLABUS
1. Course Code : SPED 16

2. Course Title : Individualized Education Program (IEP)

3. Pre-requisite : None

4. Co-requisite : None

5. Credit/ Class Schedule : 3 units/ 3 lecture hours per week

6. Course Description : This is a three-unit course which provides students with an understanding
Individualized Education Program (IEP) in Special Education. This course will allow students to explore the IEP process and will
give an opportunity to developed students skills in making an IEP plan for children with special needs and how to conduct an IEP
meeting.

7. Program Outcomes and Relationship to Program Educational Objectives:

Course Title: Date Effective: First Date Revised: Prepared by: Approved by:
SPED 5: Assessment of Semester, 2015-2016 July, 2015 Ms. Ofelia O. Abetria Dr. Teresita V. Dela Cruz Page 1 of
Children with Special
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 Program
Educational
Program Outcomes Objectives
1 2 3 4
A Demonstrate knowledge on the IEP process
B Demonstrate knowledge on Special Education Laws
C Demonstrate the ability to identify students who are eligible of Special Education services
D Have the ability to understand the purposes of the IEP
E Have the ability to organized an IEP binder and IEP blueprint.
F Have the ability to write effective goals and objectives for an IEP
G Have the ability to prepare for an IEP meeting.
H Demonstrate the proper attitude in conducting or attending an IEP meeting.
I Have the ability to assess an IEP plan.
J Have a thorough understanding on resolving IEP disputes through due process
K Have the ability to make an IEP plan.

8. Course Objectives and Relationship to Program Educational Objectives:

Program Outcomes
Course Objectives
a b c d E f g h i j k
1 Define and discuss Individualized Education Program.
2 Gain concepts on writing an effective goals and objectives for IEP
plan.
3 Gain concepts on preparing and attending an IEP meeting.
4 Use knowledge gained in developing an IEP plan.
5 Give importance on the Special Education Laws in developing an
IEP.

9. Course Coverage:
Methodology and
Week Topics Evaluation tools
Strategy
1. Orientation
1.1 SLSU Vision, Mission and Objectives
1.1 Overview of the subjects
1 1.2 Subjects requirements Discussion
1.3 Classroom Policies
1.4 Environment awareness

2. Review on Special Education Discussion Quiz

2.1 IDEA’s definition of Special Education. Lecture Recitation
2
2.2 IDEA’s categories of Disability Cooperative Learning Assignment
activities
Quiz no. 1
3. Who is Eligible for Special Education?
3.1 Eligibility Definitions
Quiz
3.1.1 Disabling Condition Lecture Class Discussion
3 Laboratory
3.1.2 Adverse Impact Hands-on activities
Exercise
3.1.3 What is not in the Law?

Quiz no. 2
4. Overview of the Special Education Law
Reporting Lecture
4.1 What IDEA requires? Recitation
Class Discussion
4 4.2 Special Education Laws in the Philippines Laboratory
Cooperative Learning
4.3 Some overriding IEP principles Exercise
Activities
Quiz no. 3
5-6 5. Overview of the Individualized Education Program Class Discussion Recitation
5.1 Definition of the IEP Cooperative Quiz
5.2 Purposes of the IEP Hands-on Activities
5.3 Components of the IEP
5.4 IEP Process
5.4.1 Current Educational Status
5.4.2 Goals and Objectives
5.4.3 Instructional Setting or Placement
5.4.4 Related Services
5.4.5 Other Required IEP Components

Course Title: Date Effective: First Date Revised: Prepared by: Approved by:
SPED 5: Assessment of Semester, 2015-2016 July, 2015 Ms. Ofelia O. Abetria Dr. Teresita V. Dela Cruz Page 1 of
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 5.4.6 Optional Components
5.5 Key Players in the IEP process

Preliminary Examination
6. Review on Assessments
6.1 Definition of Assessment in Special Education
6.2 When assessments are first done
6.3 Assessment Components
6.4 Assessment Plans
6.4.1 Evaluating the Assessment Test
Reporting
6.4.2 Adding to the Assessment Plan Recitation
7-8 Cooperative Learning
6.4.3 Approving or Rejecting the Plan Quiz
Activities
6.5 Assessment Process
6.6 Meeting with the Assessor
6.6.1 Eligibility Assessment
6.6.2 IEP Program Assessment
6.7 Reviewing the Assessment Report

Quiz no. 4-5

7. Getting an IEP organized
7.1 Starting an IEP binder
Reporting
7.2 The Yearly IEP Cycle Recitation
9 Cooperative Learning
7.3 Sample Year in the Life of the Child’s IEP Quiz
Activities
7.4 Track the Child’s Progress

Quiz no. 6
8. Developing a Child’s IEP Blueprint
8.1 Defining the Child’s Needs
8.2 Preparing an IEP Blueprint
8.2.1 Classroom Setting and Peer Needs
Lecture
8.2.2 Teacher and Staff Needs
Cooperative Learning
8.2.3 Curricula and Teaching Methodology Laboratory
Activities
10 8.2.4 Related Services Exercise
Reporting
8.2.5 Identified Programs Quiz
Demo Teaching
8.2.6 Goals and Objectives
8.2.7 Classroom Environment and other Features
8.3 Other Sources of Information for the Blueprint
8.4 What’s Next after having IEP Blueprint

Quiz no. 7
9. Writing Goals and Objectives
9.1 Definition of Goals and Objectives
9.2 Areas Covered by Goals and Objectives
9.3 Developing Goals and Objectives
9.3.1 Child’s Level of Performance
9.3.2 Implementation of Goals and Objectives
9.3.3 Completion Dates for Goals and Objectives
Lecture
9.3.4 Measuring Goals and Objectives
11-12 Reporting
9.4 Drafting Goals and Objectives
Collaborative Activities
9.5 Writing Effective Goals and Objectives
9.5.1 Using School’s IEP Form
9.5.2 Gathering Information
9.5.3 List of Goals and Objectives Area
9.5.4 Connect Goals and Objectives to Specific
Program and Services

Quiz 8 /Midterm Examination

10. Preparing for the IEP Meeting
10.1 Schedule of the IEP Meeting
Lecture
10.2 IEP Meeting Agenda Recitation
13 Film Viewing
10.3 Organizing the Materials for the IEP Meeting Quiz
Reporting
10.4 Participants of the IEP Meeting

Quiz No. 9
11. Attending the IEP Meeting
11.1 Getting Started Lecture
Reflection Paper
14 11.2 Simple Rules for a Successful Meeting Film Viewing
Quiz
11.2.1 IEP Meeting Do’s and Dont’s Book Review
11.3 Getting Familiar with the School’s IEP Form
Quiz no. 10
15 12. Resolving IEP Disputes through Due Process Lecture Recitation
12.1 Before Due Process: Informal Negotiations Reporting Quiz
12.2 Typical Due Process Disputes
12.3 When to Pursue Due Process
12.4 Child’s Status During Due Process
12.5 Using Lawyer During Due Process

Course Title: Date Effective: First Date Revised: Prepared by: Approved by:
SPED 5: Assessment of Semester, 2015-2016 July, 2015 Ms. Ofelia O. Abetria Dr. Teresita V. Dela Cruz Page 1 of
Children with Special
Needs

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 12.6 Requesting Due Process
12.7 Preparing for Due Process
12.8 Mediation Specifics
12.9 Fair Hearing
12.10 Fair Hearing Decisions and Appeals
Quiz no. 11
13. Writing an IEP Plan and Preparing for an IEP
16-17 Meeting Hands-On Activities IEP Plan

14. Conducting a Mock IEP Meeting Cooperative Learning IEP Plan and Meeting
18
Results
Final Examination

10. Course Outcomes and Relationship to Course Objectives/Program Outcomes:

Course Outcomes Program Outcomes

A student completing this course should at the minimum be able to:
a b c d e f g h i j k

1 Define Individualized Education Program for Special Education

Enumerate the IEP Components.

2
Discuss the Special Education Law in the Philippines.
3
Differentiate goals from objectives.
4
5 Write an effective goal and objectives
6 Enumerate IDEA’s requirement for eligibility of Special Education
Services
7 Create an IEP Binder and Blueprint.
8 Reviewing Assessment procedures in making an IEP plan
9 Enumerate the components of an IEP process.
10 Identify the rules in conducting a successful IEP meeting.
11 Become familiar with the IEP plan.
12 Conduct an IEP meeting.
13 Become aware on resolving IEP disputes through due process.
14 Develop and assess an IEP plan

11. Contribution of the Course to Meeting the Professional Component:

Professional Education: 100%

12. Course Evaluation:

The minimum requirement for a passing grade is 60% of the total scores from the following:

Major Examinations (Paper and Pencil Test and Performance Based) 40%
Quizzes(Paper and Pencil Test and Performance Based) 20%
Projects (Products) 25%
Recitation 10%
Attendance 5%
TOTAL 100%

Aside from academic deficiency, other grounds for a failing grade are:
 Grave misconduct and, or cheating during examinations.
 Unexcused absences of more than 20% of required number of meetings per term.
 A failing academic standing.

13. References:

Attorney Lawrence M. Siegel, The Complete IEP Guide, How to Advocate for Your Special Ed. Child, Delta Printing
Solutions Inc. (2004)

Course Title: Date Effective: First Date Revised: Prepared by: Approved by:
SPED 5: Assessment of Semester, 2015-2016 July, 2015 Ms. Ofelia O. Abetria Dr. Teresita V. Dela Cruz Page 1 of
Children with Special
Needs

AA-INS-1.02F2, Rev.0
 Ontario Ministry of Education, The Individual Education Plan, Resource Guide, (2004)

Prepared by:

Ofelia O. Abetria

Reviewed by:

Prof. Aurelio Zubieto

Dept. Head-BEEd Program

Prof. Marietta Villaverde

Dept. Head-BSEd Program

Approved by:

TERESITA V. DE LA CRUZ, Ed. D.

Dean, College of Teacher Education

Course Title: Date Effective: First Date Revised: Prepared by: Approved by:
SPED 5: Assessment of Semester, 2015-2016 July, 2015 Ms. Ofelia O. Abetria Dr. Teresita V. Dela Cruz Page 1 of
Children with Special
Needs

AA-INS-1.02F2, Rev.0