Republic of the Philippines

Benguet State University

BOKOD CAMPUS
COLLEGE OF APPLIED TECHNOLOGY (CAT)
Ambangeg, Daklan, Bokod, Benguet

I. Catalogue Course Description

Course Code: IT 113
Course Title: COMPUTER PROGRAMMING 1
Course Description:
This course covers the use of general purpose programming language to solve problems. The emphasis is to train students to design, implement, test, and debug programs
intended to solve computing problems using fundamental programming constructs.

Prerequisite: NONE
Period Covered: 1st Semester, 2022-2023
Credit: 3 units

II. Institutional Vision and Mission

Vision: BSU as an international university engendering graduates to walk intergenerational highways.
Mission: BSU Cares to challenge innovation, Advance technology and facilities, Revitalize administration, Engender partnership, and Serve to sustain
intergenerational roles.
III. Goals:
A. Institutional:
Goal I: Challenge Innovation in the Four-Fold Function of the University
Goal II: Advance Technology and Facility by shaping the University become responsive to modern needs.
Goal III: Revitalize Administration by harmonizing performance monitoring, information, and reporting systems.
Goal IV: Serve Intergenerational Role by revitalizing the Spiritual, Physical, Economical, Cultural, Intellectual, Emotional, and Social (S.P.E.C.I.E.S.) state.
Goal V: To strengthen and expand public-private partnerships

B. Campus: Advancing inclusive educational environment that produces globally competitive and research-oriented teacher education professionals, industrial technolo -
gists, and entrepreneurs who walk the intergenerational highways and imbued with indigenous virtues and principles

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 C. College: To revitalize an inclusive teaching and learning environment that trains globally competitive and research-oriented teacher education professionals who walk
the intergenerational highways and imbued with indigenous virtues and principles

D. Program:
Bachelor of Elementary Education
Goal: To develop highly motivated and competent teachers specializing in the content and pedagogy for elementary education

E. Course: At the end of the course, the students should be able to:

KNOWLEDGE

1. Demonstrate content knowledge and understanding of the philosophies, theories, and legal bases of special and inclusive education including its policies and their
application;
2. Demonstrate understanding of typical and atypical development of children which will serve as basis a in the selection and use of appropriate teaching strategies
responsive to learners with disabilities, giftedness and talents;
SKILLS

1. Demonstrate understanding of the special educational needs of learners in difficult circumstances including: geographic isolation; chronic illness; displacement due to
armed conflict, urban resettlement or disasters; child abuse and child labor practices;
2. Demonstrate knowledge of the selection and use of teaching and assessment strategies that are responsive to the needs and strengths of diverse learners;
3. Demonstrate knowledge of policies, guidelines and procedures that provide safe and secure learning environments for learners with diverse needs.
4. Demonstrate knowledge of teaching strategies that are inclusive of learners from indigenous groups.

VALUES

1. Demonstrate knowledge in the implementation of relevant and responsive learning programs;

IV. Core Values (CARING TEAM PRINCIPLES)

C Competence It is the capability to apply or use a set of related knowledge, 2 Timothy 3:17. That the man of God may be competent, equipped for every good
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 skills, and abilities required to successfully perform "critical work. Proverbs 27:17. I will increase my competence when close friends are aware
work functions" or tasks in a defined work setting. of my weaknesses
Proverbs 19:17. One who is gracious to a poor man lends to the Lord, and He will re-
It is doing something selflessly without expecting anything in re- pay him for his good deed. 
A Altruism
turn. Matthew 5:52. Give to the one who asks you, and do not turn away from the one who
wants to borrow from you. Love your enemies.
Galatians 6:9. And let us not grow weary of doing good, for in due season we will
reap, if we do not give up. Romans 12:12. Rejoice in hope, be patient in tribulation,
R Resilience It is the ability to recover from or adjust to misfortune or change.
be constant in prayer. 2 Corinthians 4:8. We are afflicted in every way, but not
crushed; perplexed, but not driven to despair.
It is the practice or policy providing equal access to opportuni- Ephesians 5:21. Submit to one another out of reverence for Christ. Proverbs
I Inclusivity
ties. 22:2. Rich and poor have this in common: the Lord is the Maker of them all.
Matthew 7:12. In everything, therefore, treat people the same way you want them to
N Network It is a group or system of interconnected people or things.
treat you, for this is the Law and the Prophets.
Matthew 6:33. But seek ye first the kingdom of God, and his righteousness; and all
G Godliness It is the quality or state of being spiritually pure or virtuous.
these things shall be added unto you.

Proverbs 28:13. Whoever conceals his transgressions will not prosper, but he who confesses and for-
It is the principle of allowing those affected by ad-
sakes them will obtain mercy. Matthew 10:20. For it is not you who speak, but the Spirit of your Father
T Transparency ministrative decisions to know about results and
speaking through you. 1 John 1:8. If we say we have no sin, we deceive ourselves, and the truth is not
about the process that led to decisions.
in us.
It is the capability of producing a desired result and
Effectiveness and Colossians 1:29. For this purpose I also labor, striving according to His power, which mightily works
E the ability to do things well, successfully, and with-
Efficiency within me. Philippians 4:13. I can do all things through Christ who strengthens me.
out waste, respectively.
In ethics and governance, it is answerability, blame- Romans 14:12. So then each one of us will give an account of himself to God. Proverbs 27:23. Know
A Accountability worthiness, liability, and the expectation of ac- well the condition of your flocks, and pay attention to your herds. 1 Corinthians 4:2. Now it is required
count-giving. that those who have been given trust must prove faithful.
Proverbs 27:17. Iron sharpens iron, and one man sharpens another. Proverbs 22:6. Train up a child in
It is sharing knowledge, skills, and life experience
M Mentoring the way he should go; even when he is old he will not depart from it. Proverbs 11:14. Where there is no
to guide another towards reaching full potential.
guidance, people fall, but in an abundance of counselors there is safety.

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 Participatory Management It is a management philosophy and approach in which employees at all levels of an organization are engaged in planning and decision-making to
optimize organizational effectiveness.
P
Phronetic Organizational
Research It is an approach to the study of management and organizations focusing on ethics and power.

It is a term used to describe an individual or organization that focuses on outcome rather than process used to produce a product of deliver a ser-
Result-oriented vice.

R Re-engineering It is the radical redesign of core business process to achieve dramatic improvements in productivity, cycle times, and quality.

Innovative It is an approach that allows an organization to respond to external or internal opportunities and use its creativity to introduce new ideas, pro-
cesses or products.

Indigenous Knowledge
I It is the cultural management mechanisms of the selection, collection, creation, storage, presentation, and dissemination of indigenous resources.
Management

N Nurturing It is the process of influencing people by providing purpose, direction, and motivation.

Convergence It is the merging of distinct functions, markets, and field of application which can change the way organizations operate.
C
Contingency It is a theory of leadership that supposes a leader’s effectiveness on what suits a particular situation.

I Integrative Leadership It is an emerging approach that fosters collective action across many types of boundaries in order to achieve the common good.
P Path-Goal It is a theory that a leader’s behavior is contingent to the satisfaction, motivation, and performance of employees.
It is a model that assumes that all changes in a person’s life – large or small, desirable or undesirable, can be as powerful as the one major
L Life-Coaching
change.
E Entrepreneurial Leadership It involves organizing people to achieve a common goal using proactive entrepreneurial behaviors.
S Student-First Policy It is an approach where there is a paradigm shift for professionals to prioritize working with the student’s welfare in mind at all costs.

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 Spiritual Leadership It involves the application of spiritual values and principles to the workplace.

Course Content
 Learning Plan

Course Learning Outcomes Topic Time Al- Activities Materials Assessment Tools & Remarks
lotment Strategies
At the end of the introductory Course Introduction 2 hours Video presentation of Laptop Memorizing at least the
session, the students must have: Orientation on the BSU history university’s vision and
following: mission.
1. Recognize the significance of
the following: 1. VMGO BSU-BOKOD Feedback form (e-copy for
Power point presentation Historical online mode of instruction)
a. VMGO 2. Institutional outcomes of the VMGO sketch

b. Expected outcomes 3. Program outcomes

after completion of the Critiquing on the align-
4. Course outcomes Presentation or VMGO ment of the VMGO of the
course for the term and
the degree Discussion of the university to the programs
5. Course coverage Syllabus of the college
syllabus
2. Identify one’s roles towards the 6. Course requirements
accomplishment of the VMGO
7. Evaluation Measures/
Discussion on the course
policies and require-
Rating system
ments
8. Consultation schedule

9. Policies on class
attendance

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At the end of the unit, pre-service I. Definition, Goals, and 9 hours  PowerPoint Presen- Laptop Written Analysis of the
teachers should be able to: Scope of Special and In- tation: DepEd Inclu- RA 10533 (IRR regarding
clusive Education sive Education Pol- the special and inclusive
a. demonstrate an in-depth icy Learning education in the Philip-
understanding of concepts related A. Inclusive Education in the  Class Discussion Packet pines)
to inclusive and special education Philippines  Analysis and Pre-
that promote supportive environ- 1. Definition sentation PowerPoint Recitation
ments to 2. VMGO Presentation
diverse learners (like inclusion, 3. Scope
integration, mainstream, transition, Printed RA
etc.) as indicated in the DepEd In- B. Inclusive Education in 10533
clusive Education Policy; other countries
1. IDEA -US
b. demonstrate knowledge of 2. other countries supporting
responsive special and inclusive special and inclusive
education programs for diverse education
learners; and

c. compare and contrast Inclusive

Education in the Philippines with
that
of International standards.
At the end of the unit, pre-service II. Bases and Policies of 15 hours  Lectures and/or li- Laptop Document Review on the
teachers should be able to: Special and Inclu- brary/online research Different Laws, Regula-
a. demonstrate understanding of the sive Education on the various bases tions
philosophies, theories, and legal A. Review of the Bases of Special and Inclu- Learning and Policy Statements
bases of special and inclusive edu- sive Education Packet (link to be provided by the
cation including its application; 1. Psychological bases course facilitator)
b. demonstrate knowledge of poli- 1.1. Piaget’s Cognitive  Online group discus- PowerPoint
cies, guidelines and procedures that Development sion Presentation Recitation
provide safe and secure learning 1.2. Albert Bandura’s Social
environments for learners with spe- Learning Theory Links of the
cial needs; and 1.3. Lev Vygotsky’s different laws
Scaffolding
c. demonstrate knowledge of the 1.4. Jean Lave’s Situated

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development of Special and Inclu- Learning
sive Education in the local and in-
ternational contexts by constructing 2. Philosophical Bases
a historical timeline. 2.1 Inclusivity
2.2 Equality

3 Historical/Sociological
3.1 Convention on the
Rights of the Child
3.2 UNESCO
3.3 EFA
3.4 K to 12 Inclusion Policy

4 Legal
4.1 The 1987 Phil.
Constitution, Art XIV,
Sec 1&2
4.2 RA 10533 Enhanced
Basic Education Act –
including ALS and
Learners with Special
Needs
4.3 RA 8371 Indigenous
People’s Right Act
4.4 PD 603
4.5 RA 7610 Special
Protection Against Child
Abuse and Exploitation
4.6 RA 9344 Juvenile Justice
and Welfare Act
4.7 RA 9442 Magna Carta
for Disabled Persons
4.8 RA 10665 Open High
School System Act
4.9 RA 7277 Rehabilitation,

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 and Integration of
Disabled Persons in
Mainstream Society

B. Principles, Policies, and

Dimensions
1. Early Intervention
2. Process of Inclusion:
Philippine Model
3. Transition Program
4. Sustaining Programs
5. National IP Education
Policy
Midterm Examination 2 hours Google form / Written / online examina-
Pen and paper tion
At the end of the unit, pre-service III. Typology of Learners 10 hours Movie Analysis: Laptop Movie analysis
teachers should be able to: with Special Needs I am Sam
A. Learners with Intellectual Learning Quizzes, comparative
a. distinguish the different types, Disability Movie Review and Re- Packet essays, research posters
identifications, etiologies, causes, 1. Cerebral Palsy port and/or infographics on
characteristics of learners who have 2. Trisomy 21 Infographics on Learners PowerPoint the different types,
special needs; with Presentation identifications, etiologies,
b. describe the different types and B. Learners with Learning Special Needs causes, characteristics of
levels/degrees, etiologies, causes, Disability Link for the learners who have special
and characteristics of these learn- 1. Dyslexia Lectures and/or library/ videos (movie) needs
ers; 2. Dysgraphia online
3. Dyscalculla research on the different
c. demonstrate understanding of the types, identifications;
special educational needs of learn- C. Learners with Physical etiologies, causes,
ers in difficult circumstances in- Disabilities characteristics of learn-
cluding: geographic isolation; 1. Visual Impairment ers who
chronic illness; displacement due to 2. Hearing Impairment have special needs
armed conflict, urban resettlement 3. Speech Impairment
or disasters; child 4. Multiple physical
abuse and child labor practices; and Impairment

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d. demonstrate knowledge of teach- D. Learners who are Gifted
ing strategies that are inclusive of and Talented
learners from indigenous groups. 1. Visual Arts
2. Music
3. Intellectual
Giftedness
4. Performing Arts

E. Learners with Socio-

Emotional Disorder

1. Emotional Behavioral
Disorder
2. Anxiety Attack
3. Depression
4. Obsessive
Compulsive Disorder
5. Bipolar Disorder

F. Learners with Chronic

Illnesses
1. Asthma
2. Diabetes
3. Epilepsy
4. Allergy

G. Learners in Difficult
Circumstances
1. Living in Remote
Places
2. Victims of War
3. Products of Broken
Family
4. Street Children/

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 Children from
Impoverished Family
5. Victims of Abuse

H. Learners from Indigenous

Groups

At the end of the unit, pre-service IV. Assessment, Learning SpEd Classroom Obser- Quizzes
teachers Resources and Instructional 14 hours vation (video clips from Laptop
should be able to: (INPUT) Accommodation youtube) Output: Assessment Tools
a. demonstrate knowledge of (Checklist, Rubrics)
A. Types of Assessment
differentiated assessment strategies Learning
that are responsive to the needs and 1. Observation Checklist Lectures and/or library/ Packet
strengths of diverse learners; 2. Anecdotal Report online Output: IEP
3. Portfolio Assessment research on types of PowerPoint
b. demonstrate knowledge in the assessment, learning Presentation
implementation of relevant and B. Learning Resources and resources and instruc-
responsive learning programs; Instructional tional Links (youtube
accommodation video compila-
Accommodation
c. demonstrate knowledge and tion)
understanding to suit the learners’ 1. Special Education Workshop on making as-
needs; Programs sessment tools and IEP
2. Inclusion Programs
d. demonstrate knowledge of teach- 3. Indigenization and
ing strategies that are inclusive of Contextualization of the
learners from indigenous groups; Curriculum
and
4. ALS
e. demonstrate understanding of the b. OSY
special educational needs of learn-
ers in difficult circumstances in- C. Disadvantaged Children
cluding:
geographic isolation; chronic ill- D. Adult Learners
ness; displacement due to armed
conflict, urban resettlement or dis-
5. Madrasah ALIVE
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 asters; child
abuse and child labor practices. 6. Special Interest Programs

7. Quality Differentiated
Instructions

8. Homeschool/ Distance
Learning
Final Examination 2 hours Written /online
examination

V. Course Requirements:
• Summative and formative assessments
• Unit Outputs
• All provisions of the university/college student’s handbook shall apply

VI. Evaluation and Grading System:

Grading System

(Class Standing X 2) + Mid-term

Midterm Grade = Examination
3
Tentative Final Grade = Class Standing X 2 + Final Examination
3
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 Tentative Final Grade X 2 + Mid-Term
Final Grade = Grade
3

Rating:

Excellent 1.00 - 1.25 Fair 2.01 - 2.75

Superior 1.26 - 1.50 Passing 2.75 - 3.00

Above Average 1.51 - 1.75 Conditional 4.00

Average 1.76 - 2.00 Failure 5.00

D dropped
IP In Progress
Inc Incomplete
S Satisfactory
U Unsatisfactory
WP Withdrawn with Permit

VII. Provision for Differentiated Instruction and Delivery of Learning (HyFlex Learning):
A. Teaching methods and resources will continually be improved and modified based on the pacing of the students.
B. Learning activities and products will be proactively adjusted to address the diverse needs of individual learners and small groups of students so as to maximize
their learning opportunity in the virtual classroom.
C. Individual student consultations will be conducted and employed through virtual group conferences on academic- related concerns.
D. The delivery of learning will be done through the flexible learning modality; whereas, the course facilitator may exhaust all possible means to reach out to the
students and be able to bring constant and timely learning input and feedback.

VIII. References
Custodio, Z.U., Nalipay, JN., 2021.Foundations of Special and Inclusive Education. Adriana Publishing.
Halal, C.N.,Ligon, C.C., Padilla, C.S. &Yuzon, M.R. 2020. Foundations of Special and Inclusive Education. (1st ed.).Rex Book Store, Inc.

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IX. Course Policies, Attendance and Deadlines:
1. All polices on attendance and student responsibilities stipulated in the Student handbook are adopted.
2. Deadlines of requirements are to be scheduled with proper time allotment.

X. Consultation Hours/Schedule:
Monday- Friday, 8:00-AM to 5:00 PM via Gmail, Messenger or SMS, and Limited face to face.

Prepared by: Recommending Approval: Approved:

JOAN S. INLUBAN CHESTER B. ESNARA, PhD

CRISHA BELLE S. BONDAD
Chairperson, Related Programs Dean, College of Education
Course Facilitator

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