Republic of the Philippines

COMMISSION ON HIGHER EDUCATION

MUNICIPALITY OF DARAGA
DARAGA COMMUNITY COLLEGE

VISION : A professional instructor of quality, relevant, and productive education.

MISSION : An institution committed to produce empowered, productive, morally upright and globally competitive professionals in the field of education through
quality instructor relevant course offering and employable graduate.
GOALS : Produce a high quality education to each student, to fully develop his knowledge, desirable values and skills of learning.
: Provide a safe, caring discipline and stimulating environment in which each individual is challenged and enriched by learning within a culture of manual
respect
: Engage in a positive partnership with all parents to support the needs and professional development of staff and students.

PROGRAM OUTCOMES:
This course has the following minimum standards for Teachers Education Program stipulated in the PSGs.
1.2 a. Articulate the rootedness of education in philosophical ,socio-cultural,historical, psychological and political contexts.
6.2.b. Demonstrate mastery of subject matter/discipline
6.2.g. Practice a professional and ethical teaching standards sensitive to the changing local,national,and global realities.
6.2.h. Pursue life-long learning for personal and professional growth through varied experiential and field-based opportunities.

CLASS INFORMATION INSTRUCTOR’S INFORMATION

Section BEED-1-2,16 & 19 Instructor’s Name Robert M. Rejuso
Schedule Monday & SATURDAY Office Designation DEP Ed -Sorsogon
Time 5:30-8:30 / 1:30-8:30 Office Hours 7:15-4:00
Venue DCOMC Office Telephone 09092458410
Term 2ND Sem. S.Y. 2023-2024 E-mail Address teacherrobert03@gmail.com

COURSE INFORMATION
Course Name FOUNDATION OF INCLUSIVE AND SPECIAL Course Code PROF ED 2
EDUCATION
Pre-Requisite Course Credit 3 units / 3 hrs. per week
COURSE REQUIREMENTS:
 Major Exam
Research Work on Selected Topics
Test Construction with Table of Specification
Per Unit outputs as specified in the assessment
Portfolio (compilation of assessment outputs)
Regular and punctual attendance
Active participation in class discussion and activities
Submission of reflective Journal/Individual/Group Report
Passing long test, midterm and final exam
Doing and submitting self activities on time

GRADING SYSTEM:

Regular Examination 30%

Virtual Presentation of reports 25%
Participation/Recitations 10%
Quizzes 10%
Requirements/outputs 25%

Total 100%
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 education needs (gifted
and talented 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 education 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, the learner should be able to:

(1)Demonstrate content knowledge and understanding of the philosophies, theories, and legal bases of special and inclusive education including it's policies
 and their application;
(2)Demonstrate understanding of typical. And atypical development of children which will serve as basisa in the selection and use appropriate teaching
strategies responsive to learners with disabilities ,geftedness and talents;

(3)Demonstrate understanding of the special educational needs of learners in difficult circumstances including:geographic isolation including; 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 program;

(5)Demonstrate knowledge of the selection and use of teaching and assessment strategies that are responsive to the needs and strength 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.

COURSE OUTLINE
Course Content Desired Learning Teaching and Learning Resources Material Assessment Task Time Textbook/
Outcomes Activities Table References
I. Definition, Goals, At the end of the unit, pre *Cooperative Learning *Laptop *Reporting Week
and Scope of Special service teachers should be *Virtual Oral presentation *Cellphone *Research Work on 1-3
and Inclusive able to: and guided Lecture – * Book/Internet Selected Topics
Education discussion *Quiz
A. Inclusive a. Demonstrate an in- *Practical *Self Reflective Journal
Education in depth understanding Work *Comparative analysis: K to
the of concepts related to * Self- reflection and 12 Inclusion Program and
Philippines. inclusive and special Insights. Idea.
1. Definition education that *Research
2. VMGO promote supportive *PowerPoint *Reflection paper:
3. Scope environments to Implementation of the
diverse learners (like *Brainstorming Inclusion program since its
B. Inclusive inclusion, integration, *Interactive lecture using launch in 2009
Education in mainstream, different LMS
 other transition etc.) as (Google Classroom, Zoom, Unit Test (BLEPT- type) on
countries. indicate in the DepEd Discard, Facebook room the definition, goals, and
1. IDEA –US Inclusion Education and email platforms) scope of inclusive and
Other countries Policy. special education in the
supporting special b. Demonstrate Philippines other countries
and inclusive knowledge of
education. responsive special
and inclusive
education programs
for diverse learners;
and
Compare and contrast
inclusive Education in the
Philippines with that of
International Standards.

II. Based and Policies At the end of the unit, pre- *Discussion *Laptop *Reporting Week
of Special and service teachers should be *Cooperative Learning *Cellphone *Research Work on Selected 4-9
Inclusive Education able to: *Reporting (Except for * Book/Internet Topics
A.Review of the bases a.Demonstrate Applications and *Quiz
1.1Piaget’s Cognitive understanding of the Communication) *Self Reflective Journal
Development philosophies, theories, and *Problem Solving * Document review on the
1.2Albert Bandura’s legal bases of special and *Practical Work Approach different laws regulation and
Social Learning inclusive education * Self- reflection and policy statement to be
Theory including its application. Insights. provided by the teacher
1.3Lev Vygotsky’s b.Demonstrate knowledge *Brainstorming
Scaffolding of policies, guidelines and *Interactive lecture using
1.4Jean Lave’s procedures that provide safe different LMS
Situated learning and secure learning (Google Classroom, Zoom,
2.Philosophical Bases environments for learners Discard, Facebook room
2.2Inclusivity with special needs; and and email platforms)
2.3Equality c.Demonstrate knowledge
3.Historical/ of the development of
Sociological special and inclusive
3.3convention on the education in the local
Right of the child international contexts by
3.4UNESCO constructing s hidtorical
3.5EFA timeline.
3.6K to 12 Inclusion
Policy
4.Legal
4.1The 1987
Constitution, Art XIV
Sec.1&2
4.2RA 10533
Enhanced Basic
Education Act-
including ALS and
learners with special
needs
4.3RA 8371
indigenous people’s
right Act
4.4PD 603
4.5RA 7610 Special
protection against child
abuse and exploitation
4.6RA 9344 Juvenile
Justice and Welfare
Act
4.7RA 9442 Magna
Carta for Disabled
Person
4.8 RA 10665 Open
High School System
Act
4.9RA 7277
Rehabilitation, and
Integration of Disabled
Person in Mainstream
Society
B.PRINCIPLES,
Policies, and
Dimension.
1.Early Intervention
2.Process of Inclusion
Philippines Model
3.Transition Program
4.Sustaining Programs
5.National IP
Education Policy

III. Typology of At the end of the unit, pre- *Discussion *Laptop *Reporting Week
Learners with Special service teacher should be *Cooperative Learning *Cellphone *Research Work on Selected 10-14
needs able to: *Reporting (Except for * Book/Internet Topics
Applications and *Quiz
A.Learners with a.Distinguish the different Computations) *Self Reflective *Journal
intellectual disability types, identifications, *Problem Solving * Movies analysis
1.Cerebral Palsy etiologies, causes, *Practical Work Approach
2.Trisomy 21 characteristics of learners *Brainstorming
B.Learners with who have special needs; *Interactive lecture using
learning disability b.Describe the different different LMS
1.Dyslexia types and levels/degrees, (Google Classroom, Zoom,
2.Dysgraphia etiologies, cause, and Discard, Facebook room
3.Dyscalculla characteristics of these and email platforms)
C.Learners with learners; * Self- reflection and
physical disability c.Demonstrate Insights.
1.Visual impairment understanding of the special 1.Movie analysis: choose
2.Hearing impairment education needs of learners from the following list;
3.Speech impairment in difficult circumstances 1.1I am Sam
4.Multiple physical including; geographic 1.2Open Heart
impairment isolation; chronic illness; 1.3Smile, Pinki,(2008)
D.Learners who are displacement due to armed 1.4Darius Goes West (2007)
gifted and talented conflict, urban resettlement 1.5My Flesh and Blood
1.Visual arts or disasters; child abuse and (2003)
2.Music child labor practices; and 1.6Sound and Fury (2000)
3.Intellectual d.Demonstrate knowledge 1.7Educating Peter (1992)
giftedness of teaching strategies that 2.Movie Review and Report
4.Performing arts are inclusive of learners 3.Invitation of resource
E.Learners with socio from indigenous groups. speaker
emotional disorder 4.Infographics on learners
1.Emotional behavioral with Special Needs
disorder
2.Anxiety attack
3.Depression
4.Obsessive disorder
5.Bipolar disorder
F.Learners with
chronic illness
1.Asthma
2.Diabetes
3.Epilepsy
4.Allergy
G.Learning with
Difficult Circumstance
1.Living in remote
place
2.Victim of war
3.Products of broken
family
4.Street
children/children from
impoverished family
5.Victims of abuse
H.Learners from
indigenous group

IV. Assessment, Learning At the end of the unit, pre- *Discussion *Laptop *Reporting Week
Resources and service teachers should be *Cooperative Learning *Cellphone *Research Work on 10-18
Instructional ( INPUT) able to: *Reporting (Except for * Book/Internet Selected Topics
Accommodation Applications and *Quiz
a.Demonstrate knowledge Computations) *Self Reflective *Journal
A.Types of Assessment of differentiated assessment *Problem Solving
1.Observation checklist strategies that are *Practical Work Approach
2.Anecdotal Report responsive to the needs and * Self- reflection and
3.Portfolio Assessment strength of diverse learners Insights.
B.Learning Resources b.Demonstrate knowledge *Brainstorming
and Instructional in the implementation of *Interactive lecture using
Accommodation relevant and responsive different LMS
1.Special Education learning program s; (Google Classroom, Zoom,
Program c.Demonstrate knowledge Discard, Facebook room
2.Inclusion Program and understanding to suit and email platforms)
3.Indigenization and the learners needs
Contextualization of the d. Demonstrate
curriculum knowledge of teaching
4.ALS strategies that are inclusive
c.OSY of learners from indigenous
d.Disadvantaged children group; and
e.Adult Learners e.Demonstrate
5.Madrasah ALIVE understanding of the
6.Special Interest special educational needs of
7.Quality Differentiated the learners in difficult
Instructions circumstances including
8.Homeschool/distance geographical isolation
learning chronic illness displacement
due to armed conflict urban
resettlement or disaster
child abuse and child labor
practices.

List of References
Behan, Dawn. (2015). Taking sides: clashing view 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
Escowits S.(n.d.) multiple disability 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_Exceptinal/?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 right of the child
UN Standard Rule on the Equalization of opportunities for persons with disabilities 1993. Rule 6
UNESCO- Salamanca Statement ans Framework for action 1994
Education for all word furom, Dakar framework for action 2000
Millennium development goal2. Universal primary education by 2015
EFA Fst Track Initiate 2002
UN Convention on the rights of person with disabilities
DepEd Inclusive Education Policy Framework
Differentation and Enrichment Strategies for Gifted Students.

Prepared by:

ROBERT MANLANGIT REJUSO, MAEd

Instructor

Checked: Noted:

IDA E. ALAMARES, EdD MELVIN M. GOYENA, EdD JOEY M. ZAMORA, EdD

College Dean Vice President for Academic Affairs College Administrator