SOUTHERN LUZON STATE UNIVERSITY

Lucban, Quezon
COLLEGE OF TEACHER EDUCATION
BEEd and BSEd DEPARTMENT

VISION STATEMENT: A globally productive higher education institution with excellent academic programs in the fields of
business and education, engineering and technology, social and natural science, and allied medicine, spearheading
proactive research and extension programs and the sustainable stewardship of Mt. Banahaw.
MISSION STATEMENT: Committed to building people, providing quality education and promoting a healthy environment.
CORE VALUES:
GO God-loving
S Service-oriented
L Leadership by Example
S Sustained Passion of Excellence
U Undiminished Commitment to Peace and Environment Advocacy.
GOALS OF THE COLLEGE OF TEACHER EDUCATION:
1. Produce responsive, functional, values-oriented and globally competitive professional educators by providing deep
and principled understanding of the teaching-learning process.
2. Develop effective and creative future educators through exposure to meaningful experiential learning especially in
promoting greener nature as stewards of Gods creation.
3. Mould analytical and critical thinking educators through experience with varied innovative teaching-learning
approaches.
4. Enhance students environmental awareness and promote love for nature as stewards of Gods creation.

GOALS

PROGRAM EDUCATIONAL OBJECTIVES

1
.
2
.
3
.
4
.

The BEEd and BSEd program is structured to meet the needs of professional teachers for
elementary schools who are globally-competitive.
Aims to develop elementary school teachers who are generalists, who can teach across the
different learning areas in the grade school, (b) preschool teachers, or (c) special education
teachers
Develop elementary teachers who can create and use varied innovative teaching-learning
approaches in teaching one of the different learning areas in elementary level.
Create an environmental friendly atmosphere and develop sense of responsibility for a
healthier and greener College.

COURSE SYLLABUS
1.

Course Code

SPED 16

2.

Course Title

Individualized Education Program (IEP)

3.

Pre-requisite

None

4.

Co-requisite

None

5.

Credit/ Class Schedule

3 units/ 3 lecture hours per week

6.

Course Description

This is a three-unit course which provides students with an understanding

Individualized Education Program (IEP) in Special Education. This course will allow students to explore the IEP process and will give
an opportunity to developed students skills in making an IEP plan for children with special needs and how to conduct an IEP
meeting.

7.

Program Outcomes and Relationship to Program Educational Objectives:

Course Title:
SPED 5: Assessment of
Children with Special
Needs

Date Effective: First

Semester, 2015-2016

AA-INS-1.02F2, Rev.0

Date Revised:
July, 2015

Prepared by:
Ms. Ofelia O. Abetria

Approved by:
Dr. Teresita V. Dela Cruz

Page 1 of

Program Outcomes
1
A
B
C
D
E
F
G
H
I
J
K

8.

Program
Educational
Objectives
2
3

Demonstrate knowledge on the IEP process

Demonstrate knowledge on Special Education Laws
Demonstrate the ability to identify students who are eligible of Special Education services
Have the ability to understand the purposes of the IEP
Have the ability to organized an IEP binder and IEP blueprint.
Have the ability to write effective goals and objectives for an IEP
Have the ability to prepare for an IEP meeting.
Demonstrate the proper attitude in conducting or attending an IEP meeting.
Have the ability to assess an IEP plan.
Have a thorough understanding on resolving IEP disputes through due process
Have the ability to make an IEP plan.

Course Objectives and Relationship to Program Educational Objectives:

Program Outcomes
Course Objectives
1
2
3
4
5

9.

Define and discuss Individualized Education Program.

Gain concepts on writing an effective goals and objectives for IEP
plan.
Gain concepts on preparing and attending an IEP meeting.
Use knowledge gained in developing an IEP plan.
Give importance on the Special Education Laws in developing an
IEP.

Course Coverage:
Week

5-6

Methodology and
Strategy

Topics
1. Orientation
1.1 SLSU Vision, Mission and Objectives
1.1 Overview of the subjects
1.2 Subjects requirements
1.3 Classroom Policies
1.4 Environment awareness

Discussion

2. Review on Special Education

2.1 IDEAs definition of Special Education.
2.2 IDEAs categories of Disability

Discussion
Lecture
Cooperative Learning
activities

Quiz no. 1
3. Who is Eligible for Special Education?
3.1 Eligibility Definitions
3.1.1 Disabling Condition
3.1.2 Adverse Impact
3.1.3 What is not in the Law?

Quiz
Laboratory
Exercise

Reporting Lecture
Class Discussion
Cooperative Learning
Activities

Recitation
Laboratory
Exercise

Quiz no. 3
5. Overview of the Individualized Education Program
5.1 Definition of the IEP
5.2 Purposes of the IEP
5.3 Components of the IEP
5.4 IEP Process
5.4.1 Current Educational Status

Date Effective: First

Semester, 2015-2016

AA-INS-1.02F2, Rev.0

Date Revised:
July, 2015

Quiz
Recitation
Assignment

Lecture Class Discussion

Hands-on activities

Quiz no. 2
4. Overview of the Special Education Law
4.1 What IDEA requires?
4.2 Special Education Laws in the Philippines
4.3 Some overriding IEP principles

Course Title:
SPED 5: Assessment of
Children with Special
Needs

Evaluation tools

Prepared by:
Ms. Ofelia O. Abetria

Class Discussion
Cooperative
Hands-on Activities

Approved by:
Dr. Teresita V. Dela Cruz

Recitation
Quiz

Page 1 of

5.4.2 Goals and Objectives

5.4.3 Instructional Setting or Placement
5.4.4 Related Services
5.4.5 Other Required IEP Components
5.4.6 Optional Components
5.5 Key Players in the IEP process

7-8

10

11-12

13

Preliminary Examination
6. Review on Assessments
6.1 Definition of Assessment in Special Education
6.2 When assessments are first done
6.3 Assessment Components
6.4 Assessment Plans
6.4.1 Evaluating the Assessment Test
6.4.2 Adding to the Assessment Plan
6.4.3 Approving or Rejecting the Plan
6.5 Assessment Process
6.6 Meeting with the Assessor
6.6.1 Eligibility Assessment
6.6.2 IEP Program Assessment
6.7 Reviewing the Assessment Report
Quiz no. 4-5
7. Getting an IEP organized
7.1 Starting an IEP binder
7.2 The Yearly IEP Cycle
7.3 Sample Year in the Life of the Childs IEP
7.4 Track the Childs Progress
Quiz no. 6
8. Developing a Childs IEP Blueprint
8.1 Defining the Childs Needs
8.2 Preparing an IEP Blueprint
8.2.1 Classroom Setting and Peer Needs
8.2.2 Teacher and Staff Needs
8.2.3 Curricula and Teaching Methodology
8.2.4 Related Services
8.2.5 Identified Programs
8.2.6 Goals and Objectives
8.2.7 Classroom Environment and other Features
8.3 Other Sources of Information for the Blueprint
8.4 Whats Next after having IEP Blueprint
Quiz no. 7
9. Writing Goals and Objectives
9.1 Definition of Goals and Objectives
9.2 Areas Covered by Goals and Objectives
9.3 Developing Goals and Objectives
9.3.1 Childs Level of Performance
9.3.2 Implementation of Goals and Objectives
9.3.3 Completion Dates for Goals and Objectives
9.3.4 Measuring Goals and Objectives
9.4 Drafting Goals and Objectives
9.5 Writing Effective Goals and Objectives
9.5.1 Using Schools IEP Form
9.5.2 Gathering Information
9.5.3 List of Goals and Objectives Area
9.5.4 Connect Goals and Objectives to Specific
Program and Services

Reporting
Cooperative Learning
Activities

Recitation
Quiz

Reporting
Cooperative Learning
Activities

Recitation
Quiz

Lecture
Cooperative Learning
Activities
Reporting
Demo Teaching

Laboratory
Exercise
Quiz

Lecture
Reporting
Collaborative Activities

Quiz 8 /Midterm Examination

10. Preparing for the IEP Meeting
10.1 Schedule of the IEP Meeting
10.2 IEP Meeting Agenda
10.3 Organizing the Materials for the IEP Meeting
10.4 Participants of the IEP Meeting

Lecture
Film Viewing
Reporting

Recitation
Quiz

Quiz No. 9

Course Title:
SPED 5: Assessment of
Children with Special
Needs

Date Effective: First

Semester, 2015-2016

AA-INS-1.02F2, Rev.0

Date Revised:
July, 2015

Prepared by:
Ms. Ofelia O. Abetria

Approved by:
Dr. Teresita V. Dela Cruz

Page 1 of

14

15

16-17
18

11. Attending the IEP Meeting

11.1 Getting Started
11.2 Simple Rules for a Successful Meeting
11.2.1 IEP Meeting Dos and Donts
11.3 Getting Familiar with the Schools IEP Form
Quiz no. 10

Lecture
Film Viewing
Book Review

Reflection Paper
Quiz

Lecture
Reporting

Recitation
Quiz

Hands-On Activities

IEP Plan

Cooperative Learning

IEP Plan and Meeting

Results

12. Resolving IEP Disputes through Due Process

12.1 Before Due Process: Informal Negotiations
12.2 Typical Due Process Disputes
12.3 When to Pursue Due Process
12.4 Childs Status During Due Process
12.5 Using Lawyer During Due Process
12.6 Requesting Due Process
12.7 Preparing for Due Process
12.8 Mediation Specifics
12.9 Fair Hearing
12.10 Fair Hearing Decisions and Appeals
Quiz no. 11
13. Writing an IEP Plan and Preparing for an IEP
Meeting
14. Conducting a Mock IEP Meeting
Final Examination

10. Course Outcomes and Relationship to Course Objectives/Program Outcomes:

Course Outcomes
A student completing this course should at the minimum be able to:
1

Program Outcomes
a

Define Individualized Education Program for Special Education

Enumerate the IEP Components.

2
Discuss the Special Education Law in the Philippines.
3
4
5
6
7
8
9
1
0
11
1
2
1
3
1
4

Differentiate goals from objectives.

Write an effective goal and objectives
Enumerate IDEAs requirement for eligibility of Special Education
Services
Create an IEP Binder and Blueprint.
Reviewing Assessment procedures in making an IEP plan
Enumerate the components of an IEP process.
Identify the rules in conducting a successful IEP meeting.
Become familiar with the IEP plan.
Conduct an IEP meeting.
Become aware on resolving IEP disputes through due process.
Develop and assess an IEP plan

11. Contribution of the Course to Meeting the Professional Component:

Professional Education: 100%

12. Course Evaluation:

The minimum requirement for a passing grade is 60% of the total scores from the following:
Major Examinations (Paper and Pencil Test and Performance Based)

Course Title:
SPED 5: Assessment of
Children with Special
Needs

Date Effective: First

Semester, 2015-2016

AA-INS-1.02F2, Rev.0

Date Revised:
July, 2015

Prepared by:
Ms. Ofelia O. Abetria

40%

Approved by:
Dr. Teresita V. Dela Cruz

Page 1 of

Quizzes(Paper and Pencil Test and Performance Based)

Projects (Products)
Recitation
Attendance

20%
25%
10%
5%
100%

TOTAL

Aside from academic deficiency, other grounds for a failing grade are:

Grave misconduct and, or cheating during examinations.

Unexcused absences of more than 20% of required number of meetings per term.

A failing academic standing.

13. References:
Attorney Lawrence M. Siegel, The Complete IEP Guide, How to Advocate for Your Special Ed. Child, Delta Printing
Solutions Inc. (2004)
Ontario Ministry of Education, The Individual Education Plan, Resource Guide, (2004)

Prepared by:

Ofelia O. Abetria

Reviewed by:

Prof. Aurelio Zubieto

Dept. Head-BEEd Program

Prof. Marietta Villaverde

Dept. Head-BSEd Program

Approved by:
TERESITA V. DE LA CRUZ, Ed. D.
Dean, College of Teacher Education

Course Title:
SPED 5: Assessment of
Children with Special
Needs

Date Effective: First

Semester, 2015-2016

AA-INS-1.02F2, Rev.0

Date Revised:
July, 2015

Prepared by:
Ms. Ofelia O. Abetria

Approved by:
Dr. Teresita V. Dela Cruz

Page 1 of