SCOPE AND SEQUENCE

Course No. Prof Ed 6 Course Title: Foundations of Special and Inclusive Education No. of Units: 3.0
COURSE DESCRIPTION:
This course deals 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 (gifted and talented) learners with difficulty in seeing, learners with difficulty in hearing, learners with difficulty in communicating, learners with difficulty in
walking/moving, learners with difficulty in remembering and focusing, learners with difficulty with self – care, and strategies in teaching and managing these learners in the regular class.
PRELIM MIDTERM PRE-FINALS FINALS
No. Of No. Of No. Of No. Of
TOPICS TOPICS TOPICS TOPICS
Meetings Meetings Meetings Meetings
I. Orientation on: 2 IV. Inclusive Education: Rationale, 2 IX. Process of Special 2 XII. Role of Special Education 2
I.I VMGO of Special Definition and Concepts Education, Planning and Teacher in an Inclusive School
Education and Inclusive 4.1 Salient Features of Inclusive Providing Special Education 12.1 Responsibilities of the
Education Education Services Special Education Teacher
4.2 Potential Benefits of Inclusion X. Curricular Adaptations: 2
II. II. Policies and Guidelines in 2 V. Preparing School for Inclusive 2 Strategies for Success XIII. Parent and Family 2
Special Education Education 10.1 Mentally and Involvement – Shared
2.1 D. O. 117 s. 1987 Initial Phase Individually Appropriate Commitment and
Transition Phase Practices 2 Responsibility to Inclusion
III. Philosophies, Theories 2 Inclusive Phase 2 Significant Changes in 13.1 Practical Parenting for
and Legal Bases of Special VI. Individualized Education Services with Implications Teachers 1
Education: Program for Practice 13.2 Families, Teams and
3.1 RA 7277 3.5 EFA VII. Assessment tools used in XI. Addressing Concerns on Communication
3.2 RA 9442 3.6 EHA assessing Children with Special 2 Classroom Instruction of 2 Teaching Demonstration on
3.3 PD 603 3.7 FEPA Needs in Inclusive Classroom: Children with Special Needs Inclusive
3.4 IDEA 3.8 LRE 7.1 Mental Retardation 11. 1 Proper Classroom Education(considered as 1
7.2 Hearing Impairment Setting performance task)
7.3 Visual Impairment 11. 2 Modification of Circular
VIII. Assessing Children with Instructions & Activities Seminar – Workshop on
Special Needs in Inclusive XII. What Successful Inclusive
Classroom: Teachers Do In Inclusive Education(considered as
8.1 Autism Classroom? performance task)
8.2 EBD
8.3 Learning Disability
PERIODIC EXAMINATION 1 PERIODIC EXAMINATION 1 PERIODIC EXAMINATION 1 PERIODIC EXAMINATION 1
Attributes: Attributes: Attributes:
Attributes:
Community-Oriented Dignified Individual Community-Oriented
Community-Oriented
Dignified Individual Universal Researcher Universal Researcher
Eloquent Conversationalist
Community-Oriented Transactional Analyst
Exceptionally Competitive
Exceptionally Competitive
Performance Task: Performance Task: Performance Task: Performance Task:
1. The creation of the reaction Paper 1. The critique and evaluation of the 1. The simulation on how to assess 1. The planning and preparation for
on the Implemented Guidelines Professional Readings on the current trend children with special needs in the seminar-workshop activity
and Policies in Special Education of Inclusion in the Philippines. inclusive classroom.

Prepared by:

ALICIA B. PLANTAR, Ed.D RUTH S. CABUNILAS, MAED NHIKIE M. DEL SOCORRO EMMA P. DELGADO, MAED JESSA B. HERNANDO
Instructor Instructor Instructor Instructor Instructor

Check and verified by: Approved by:

DELETAH DG. POLINAR, Ed. D. RICHEL N. BACALTOS, Ed. D.

Dean, Teacher Education Department College President