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Course Outline

This course aims to equip future teachers with the knowledge and skills to teach students with special educational needs inclusively. It will cover the philosophies, theories, policies and legal bases of special education. Students will learn about typical and atypical child development and the needs of those with disabilities, gifts/talents, and difficult circumstances. They will learn strategies for differentiated teaching, assessment, and classroom management of diverse learners. The course also addresses providing safe learning environments and teaching indigenous students inclusively.

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Lovely Ramos
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102 views

Course Outline

This course aims to equip future teachers with the knowledge and skills to teach students with special educational needs inclusively. It will cover the philosophies, theories, policies and legal bases of special education. Students will learn about typical and atypical child development and the needs of those with disabilities, gifts/talents, and difficult circumstances. They will learn strategies for differentiated teaching, assessment, and classroom management of diverse learners. The course also addresses providing safe learning environments and teaching indigenous students inclusively.

Uploaded by

Lovely Ramos
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Edu33- Foundation of Inclusive and Special Education

First Semester, AY 2022- 2023


Prepared by: Apolinaria Daquioag- Andres, PhD

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.

Course Learning Outcomes

At the end of the course, pre-service teachers should be able 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.

Course Content
I. Definition, Goals, and Scope of Special and Inclusive Education
A. Special and Inclusive Education in the Philippines
B. Special and Inclusive Education in other countries
1. IDEA -US
2. Other countries supporting special and inclusive education
II. Bases and Policies of Special and Inclusive Education
A. Review of the Bases
1. Psychological bases
2. Philosophical Bases
2.1 Inclusivity
2.2 Equality
3. Historical/Sociological
III. Typology of Learners with Special Needs
A. Learners with Intellectual Disability
1. Cerebral Palsy
2. Trisomy (Trisomy 21- Down Syndrome)
B. Learners with Learning Disability
1. Dyslexia
2. Dysgraphia
3. Dyscalculla
C. Learners with Physical Disabilities
1. Visual Impairment
2. Hearing Impairment
3. Speech Impairment
4. Multiple physical Impairment
D. Learners who are Gifted and Talented
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
IV. Assessment, Learning Resources and Instructional (INPUT) Accommodation
A. Types of Assessment
1. Observation Checklist
2. Anecdotal Report
3. Portfolio Assessment
B. Learning Resources and Instructional Accommodation
1. Special Education Programs
2. Inclusion Programs
3. Indigenization and Contextualization of the Curriculum
a. ALS
b. OSY
c. Disadvantaged Children
d. Adult Learners
5. Madrasah ALIVE
6. Special Interest Programs
7. Quality Differentiated Instructions
8. Homeschool/ Distance Learning

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
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.
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.
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:

APOLINARIA DAQIOAG- ANDRES, PhD

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