Asbury College Incorporated

Anda, Pangasinan
1 Semester, A.Y 2024-2025
st

COLLEGE DEPARTMENT

COURSE SYLLABUS
I. SCHOOL PHILOSOPHY:
The imparting of academia in this institution, ASBURY COLLEGE, INC., shall be conducted in a Christian atmosphere of comparison,
understanding and respect for all individuals, regardless of race, social status, or religion. The institution shall also adhere to THE
DISCIPLINES of the UNITED METHODIST CHURCH.
II. VISION:
Asbury College envisions a sustainable Christian Institution that provides quality education towards the transformation of
society.
III. MISSION:
Asbury College shall sustain excellence in all developmental areas through the united efforts of administrators, faculty, staff and
stakeholders.
IV. COURSE: Bachelor of Secondary Education Major in English, Filipino, Math
V. COURSE CODE:
VI. COURSE TITLE: FOUNDATIONS ON SPECIAL AND INCLUSIVE EDUCATION
VII. COURSE DESCRIPTION:
This course is designed to equip the pre-service teachers with knowledge and understanding of the different philosophies,
theories, legal bases and policies of special needs and inclusive education. It includes the study of typical and atypical development
of children, learning characteristics of students with special educational needs (gifted and talented learners, learners with difficulty
seeing, learners with difficulty hearing, learners with difficulty communicating, learners with difficulty walking/moving, learners with
difficulty remembering and focusing, learners with difficulty with self-care) and those in difficult circumstances. Pre-service teachers
will be provided with skills in the selection of variety of differentiated strategies in teaching, assessing and managing students with
special educational needs in a regular class. They will also be provided with knowledge of policies, guidelines and procedures that
provide safe and secure learning environments, and teaching strategies that are inclusive of learners from indigenous groups.
VIII. CREDIT UNITS: 3 UNITS
VIII.Office Hour/ Time: 4:00-5:30 (Tuesday/Thursday)
IX. INSTRUCTOR: JENIE BABE M. BUCA
 X. LEARNING OUTCOMES:
At the end of the term, the students are expected to:
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;
3. 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;
4. Demonstrate knowledge in the implementation of relevant and responsive learning programs;
5. Demonstrate knowledge of the selection and use of teaching and assessment strategies that are responsive to the needs and
strengths of diverse learners;
6. Demonstrate knowledge of policies, guidelines and procedures that provide safe and secure learning environments for learners with
diverse needs; and
7. Demonstrate knowledge of teaching strategies that are inclusive of learners from indigenous groups.
Grading System

Examinations (Prelim/Midterm/Finals) -25%

Class Participation/Recitation -25%
Class Performance/Activities/Quizzes/Projects -35%
Assignments/Attendance -15%
TOTAL -100%

COURSE OUTLINE AND TIMEFRAME

 TIME ALLOTMENT INTENDED LEARNING OUTCOMES CONTENT SUGGESTED LEARNING ASSESSMENT
ACTIVITIES

WEEKS 1-3: INTRODUCTION TO THE COURSE

At the end of the unit, pre-service I. UNDERSTANDING DIVERSITY - Lectures - Quizzes
teachers should be able to: - Group Discussions - Recitation
A. Lesson 1: Definition and - Peer Sharing - Concept Maps
a. demonstrate an in-depth Basic Concepts - Mapping one’s diverse - Reflections
understanding of concepts B. Lesson 2: Loden’s self
related to inclusive and Diversity Wheel
special education that C. Lesson 3: Ability (and
promote supportive disability) as a Dimension
environments to diverse of Diversity
learners (like inclusion, D. Lesson 4: The Dilemma of
integration, mainstream, Diversity
transition, etc.) as indicated in
the DepEd Inclusive Education
Policy;

b. demonstrate knowledge of
responsive special and
inclusive education
programs for diverse
learners; and

compare and contrast

c.
Inclusive Education in the
Philippines with that of
international standards.
WEEKS 4-5: ADDRESSING DIVERSITY THROUGH THE YEARS
a. demonstrate understanding II. ADDRESSING DIVERSITY - Group discussions - Reflections
of the different models of THROUGH THE YEARS - Sharing of experiences - Recitations
diversity through a timeline; - Lectures - Situation
A. Lesson 1: Models of - Document Review Analysis
b. demonstrate knowledge of Diversity on the Different - Quizzes
policies, guidelines and legal 1. The Moral/Religious Laws, Regulations
laws protecting persons with Model and Policy
disabilities; 2. The Statements to be
c. demonstrate knowledge of the Biomedical/Individual provided by the
 development of Special and Model teacher
Inclusive Education in the local 3. The
and international contexts by Functional/Rehabilitatio
constructing a historical n Model
timeline. 4. The Social Model
5. Rights-Based Model and
Twin Track Approach
6. The 2030 Agenda
7. Philippine Laws for
PWDs
B. Lesson 2: Special Needs
Education
C. Lesson 3: the Concept of
Inclusion
WEEK 6: PRELIMINARY EXAMINATION
WEEKS 7-11: MAKING SCHOOLS INCLUSIVE
At the end of the unit, pre-service III. INCLUSIVE EDUCATION - Lectures - Reflections
teachers should be able to: PRACTICES - Analysis and - Quizzes
Presentations - Concept
a. demonstrate knowledge of 1. Lesson 1: Creating - Peer and Group Mapping
differentiated assessment Inclusive Cultures Role Discussions - Lesson Design
strategies that are responsive of Stakeholders - Sample
to the needs and strengths of 2. Special Education vs. accommodatio
diverse learners; Mainstreaming vs. n in classroom
Inclusive Education activities
b. demonstrate knowledge in A. Lesson 2: Producing
the implementation of Inclusive Policies
relevant and responsive B. Lesson 3: Evolving
learning programs; Inclusive Practices
1. Universal Design for
c. demonstrate knowledge and Learning
understanding to suit the 2. Differentiated
learners’ needs; Instruction
IV. COMPONENTS OF SPECIAL
d. demonstrate knowledge of AND INCLUSIVE EDUCATION
teaching strategies that are
A. Lesson 1: Pre-Referral
inclusive of learners with
Procedures
exceptional needs;
1. Pre-Referral Process
2. Pre-Referral Strategies
 e. demonstrate understanding of B. Lesson 2: Assessment
the special educational needs 1. Assessment Purposes
of learners in difficult 2. Methods of Assessment
circumstances. 3. Assessment Principles
C. Lesson 3: Placement
D. Lesson 4:
Accommodations and
Curricular Modifications
1. Accommodations
2. Modifications
E. Lesson 5: Parent
Involvement
1. Home-School
Communication
2. Other Ways to involve
Parents
WEEK 12: MIDTERM EXAMINATION
WEEKS 13-16: TYPICAL AND ATYPICAL DEVELOPMENT AMONG CHILDREN
At the end of the unit, pre-service V. Child Development and its 1. Lectures and/or - Quizzes,
teachers should be able to: Importance library/online research - comparative
on the various bases essays and/or
a. distinguish the different A. Lesson 1: Child of Special and research posters
types, identifications, Development Theories Inclusive Education on the various
etiologies, causes, 1. Psychosocial 2. Forums on Special bases of Special
characteristics of learners Development Theory Topics on Principles, and Inclusive
who have special needs; (Erik Erickson) Policies and Education
2. Cognitive Development Dimensions.
b. demonstrate knowledge of Theory (Jean Piaget) 3. Post Forum discussion - Evaluation
teaching strategies that are 3. Sociocultural Theory Report on the
inclusive of learners from (Lev Vygotsky) Forum held with
indigenous groups. 4. Social Learning Theory Reflective
(Albert Bandura) Journal
B. Lesson 2: Typical and
demonstrate understanding
c. Atypical Development
of the philosophies, theories, C. Lesson 3: Domains of
and legal bases of special Development
and inclusive education D. Lesson 4: Stages in Child
including its application; Development
WEEKS 15-16: LEARNERS WITH ADDITIONAL NEEDS
 At the end of the unit, pre-service A. Lesson 1: Learners who 1. Movie Analysis: - Movie analysis
teachers should be able to: are Gifted and Talented Choose from the
B. Lesson 2: Learners with following list: - Quizzes,
a. describe the different types Difficulty Seeing 1.1. I am Sam
and levels/degrees, etiologies, 1.2. Open Heart - comparative
C. Lesson 3: Learners with
causes, and characteristics of 1.3. Smile, Pinki essays,
these learners;
Difficulty Hearing (2008)
D. Lesson 4: Learners with 1.4. Darius Goes - research
b. demonstrate understanding of Difficulty Communicating West (2007) posters and/or
the special educational needs E. Lesson 5: Learners with 1.5. My Flesh and infographics on
of learners in difficult Difficulty with Self-Care Blood (2003) the different
circumstances including: 1. Basic Concepts 1.6. Sound and Fury types, causes
chronic illness; 2. Identification (2000) and
3. Learning 1.7. Educating Peter characteristics
Characteristics (1992) of learners who
4. General educational 2. Movie Review and have special
Report needs
Adaptations
3. Invitation of
F. Lesson 6: Learners with Resource
Difficulty Remembering Speakers
and Focusing 4. Infographics on
1. Definition Learners with
a. L D Special Needs
b. ADHD 5. Lectures and/or
2. Identification library/online
a. L D research on the
b. ADHD different types,
identifications;
etiologies, causes,
characteristics of
learners who have
special needs
WEEK 17: MARGINALIZATION IN EDUCATION
At the end of the unit, pre-service A. Lesson 1: Marginalization
teachers should be able to: in Education
B. Lesson 2: Marginalization
a. demonstrates and Inclusion
understanding of the C. Lesson 3: Different
special educational needs Learners in Marginalized
 of learners in difficult Groups
circumstances including: 1. Child Laborers/Domestic
geographic isolation; Workers
displacement due to 2. Indigenous People
armed conflict, urban 3. Abused Children
resettlement or disasters; 4. Refugees or Displaced
child abuse and child labor Children
practices; 5. Children in Conflict
Zones
b. demonstrate knowledge of
teaching strategies that
are inclusive of learners
from indigenous groups.
WEEK 18: FINAL EXAMINATION
List of References
Behan, Dawn. (2015). Taking sides: clashing views in special education. McGraw-Hill.
Clark, B. (2010). Characteristics of gifted children with disabilities, excerpt from Growing Up Gifted: Developing the Potential of Children at Home and at School. 2008 ed, p.362-364.
Escowitz S. (n.d.) Multiple Disabilities in Your Classroom: 10 Tips for Teachers. The Special Ed Wiki. Sped.wikidot.com/emotional-behavioral- disorder-disorders.
Fliess, S. D. (n.d.) Twice exceptional children. http://www.education.com/magazine/article/Ed_Twice_Exceptional/?page=2
Gargiulo, Richard M. (2015). Special Education in Contemporary Society: An Introduction to Exceptionality. Los Angeles: SAGE Publications. Griffin, (2015). Handbook of Learning
Disabilities. The Guilford Press.(D)
Imray, Peter. (2013). Curricula for Teaching Children and Young people with severe or profound and multiple learning disabilities. Convention on the Rights of the Child
UN Standard Rules on the Equalization of Opportunities for persons with Disabilities 1993. Rule 6 UNESCO- Salamanca Statement and Framework for Action 1994
Education for All World Forum, Dakar Framework for Action 2000 Millenium Development Goal2. Universal primary Education by 2015 EFA Fast Track Initiative 2002
UN Convention on the Rights of Persons with Disabilities DepEd Inclusive Education Policy Framework
Differentiation and Enrichment Strategies for Gifted Students
Prepared by: Approved:

JENIE BABE M. BUCA, LPT ANGELES D. OTIBAR, Ph.D.

Instructor Dean