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 premier national university that develops leaders in the global knowledge economy.

UNIVERSITY MISSION
A University committed to producing leaders by providing a 21 st century learning
environment through innovations in education, multidisciplinary research, and
community and industry partnership in order to nurture the spirit of nationhood, propel
the national economy, and engage the world 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 BSEd program aims to produce secondary teachers who have the ability to:
1. demonstrate comprehensive and up-to-date knowledge in a specific field of
specialization in the secondary education curriculum by engaging in scholarly and
research activities and by maximizing opportunities for lifelong learning;

2. provide meaningful learning experiences to secondary students by using emerging

educational technologies for quality and effective teaching and by creating an
environment that encourages positive social interaction, active engagement and self-
motivation;

3. demonstrate competence in teaching and testing through the design, adoption and
utilization of teaching methods, instructional materials and assessment tools that are
appropriate to the cognitive, affective, and psychomotor development of secondary
learners;

4. observe the professional code of ethics for teachers and internalize the importance of
continuous professional development as well as the need of work cooperatively and
harmoniously with all the members of the community;

5. establish sustainable partnership and linkages with professional community and

provide assistance to the underserved, depressed and illiterate and less skilled members
of society through extension services and community service.

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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 Secondary Education major in Science program as a requirement for
graduation and taking licensure examination for teachers.

STUDENT OUTCOMES
Graduates are expected to: Check
a. demonstrate deep understanding of scientific concepts and principles; 
b. apply scientific inquiry in teaching and learning; and 
c. utilize effective science teaching and assessment methods. 

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 Applicable Student Outcomes

Outcomes b c
ILO 1 
ILO 2 
ILO 3  

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
Meaning of Special Education and Categories of Children
with Special Needs

 Explain the concept of special education and
categorization of CSNs
Legal Bases and Related Mandates on Special Education
Discuss the different international standards and legal 
mandates
The IDEA
 Discuss in depth the different principles of this law

Analyze the implications of the law to the teaching of
learners with special needs
Inclusive Education

 Explain the underlying principles and concepts relative to

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 inclusive education
The Biological and Environmental Causes of
Developmental Disabilities 
 Explain the various causes of developmental disabilities
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 Emotional Disturbance
 Analyze the characteristics of learners with emotional
disturbance  
 Design learning activities that would meet the needs of
learners with emotional disturbance
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
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
Accommodating Special Needs in the Inclusive Classroom
 Cite classroom practices on how inclusion can be
effectively implemented through accommodating learners 
with special needs

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 Topics ILO 1 ILO 2 ILO 3

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

TEACHING, LEARNING AND ASSESSMENT STRATEGIES

Teaching and Learning Strategies

This course will be taught through a combination of online and modular learning
modalities. Students will also be required to do research work for their case study
analysis.

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 two 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 both in the synchronous and
asynchronous mode.

Consultation
Students are encouraged to consult their instructor in the set schedule regarding their
academic affairs and experiences while in the college. On the other hand, all students are
welcome to raise their concerns and queries anytime via available means.

COURSE POLICIES

Grading System

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

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 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 (Midterm and Final Examinations)
50% - Class Standing
a) Case Study
b) Written Outputs
c) Class Participation/Performance
d) Activities in the Module

*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

Considering that students are encouraged to be online for at least 1.5 hours every week,
they are expected to be prompt in attending in every meeting. 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 hrs lec), 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 examination.
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
misconduct will vary with the seriousness of the offense. Punishment for such offenses
includes expulsion, suspension, non-credit of examination among others.

Dropping

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 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
Digno

TENTATIVE COURSE OUTLINE/CALENDAR

Teaching
and Assessment Assessment
Week Topics References
Learning Tasks Tools
Activities
Vision, Policy, Goal and Discussion Digital Rubric R1, R2
Objectives of Special Poster
Education Sharing of Making
Insights
 United Nation’s Policy
1 on Special Education
 Vision for Children with
Special Needs
 Policy, Goal and
Objectives of Special
Education
Meaning of Special Education Discussion Acrostics/ Rubric R1
and Categories of Children Mnemonics
with Special Needs Sharing of
 What is Special Education? Insights
 Who are Exceptional
Children or Children and Research
Youth with Special Work
Needs?
2  The Basic terms in Special
Education: Developmental
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?

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 Teaching
and Assessment Assessment
Week Topics References
Learning Tasks Tools
Activities
Legal Bases and Related Discussion Reflective Rubric R1
Mandates on Special Essay
Education Sharing of
Insights

Research
Work
3-4
Discussion Reflective Rubric R1
Essay
Sharing of
Insights
The IDEA Act of America
Research
Work

Inclusive Education Discussion Reflective Rubric R1, R3

Essay
The Biological and Sharing of
Environmental Causes of Insights
Developmental Disabilities
 The Basic Concepts of Analysis of
Human Reproduction Sample
 The Biological Sources Cases
5
of Developmental
Disabilities Group
 The Course of Prenatal Presentations
Development
 Newborn Screening
 The Principles of Normal
Development in Infancy
and Early Childhood
Discussion Reflective Rubric R3
6 Inclusive Education Essay
Sharing of
Insights
The Biological and Discussion Matrix of Rubric R1, R3
Environmental Causes of Causes
Developmental Disabilities Sharing of
 The Basic Concepts of Insights
Human Reproduction
 The Biological Sources Analysis of
of Developmental Sample
7
Disabilities Cases
 The Course of Prenatal
Development Group
 Newborn Screening Presentations
 The Principles of Normal
Development in Infancy
and Early Childhood

Week Topics Teaching Assessment Assessment References

and Tasks Tools

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 Learning
Activities
Discussion Vlog/ Rubric R1, R3
Meme/
Sharing of Multi-
Students with Mental Insights modal
8
Retardation Material
Analysis of
Sample
Cases
9 Midterm Examination
Students with Learning Discussion Vlog/ Rubric R1, R2
Disabilities Sharing of Meme/
Insights Multi-
modal
10 Analysis of Material
Sample
Cases
Students who are Talented and Discussion Vlog/ Rubric R1, R2
Gifted Meme/
Sharing of Multi-
Students who are Blind or Insights modal
Have Low Vision Material
Analysis of
Students with Emotional Sample
Disturbance Cases

Students with Hearing Group

11-15 Presentations
Impairment
Discussion Vlog/ Rubric R1, R2
Students with Speech and Meme/
Language Disorders Sharing of Multi-
Insights modal
Students with Physical Material
Disabilities, Health Group
Impairments and Severe Presentations
Disabilities

Accommodating Special Discussion Self Made Rubric R2

Needs in the Inclusive Handbook
Classroom Sharing of for
Insights Ensuring
16-17 Special Needs of Diverse Inclusion in
Learners Group Classroom
Presentations
Instructional Management for
Inclusive Classrooms
18 Final Examination
Prepared by:

Mr. JHUNE CARLO S. ADA

Instructor II
Date Signed: January 13, 2021

Reviewed by:

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Asst. Prof. MARIAN S. SANTOS
Department Chair
Date Signed:

Approved by:

Dr. ROWENA R. ABREA

Dean, CTE
Date Signed:

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