Validation and Integration/Consolidation of the NCBTS-Based TOS for LET

Legenda Hotel, Subic, Olongapo City

February 9-11, 2009
Participants:
1. Mrs. Antonia B. Blanca
2. Ms. Zenaida G. Concon
3. Prof. O B. Daocup
4. Prof. Nancy Pascual
5. Dr. Nieto L. Vitto
NCBTS

Indicators

Social Regard for

Learning
18%

1.2.1
1.1.2 to 4

(Luzon)
(Luzon)
(Visayas)
(Luzon
(Mindanao)
SUBJECTS

COMPETENCIES

SPED 1 INTRODUCTION TO SPED 1

SPED 2 INTRODUCTION TO SPED 2

SPED 1- INTRO TO SPED 1

1. Deduce the specific contributions of the
philosophical, historical , ethical and legal bases to
special education
2. Differentiate the different special education delivery
services.

SPED 13 SPED CLASSROOM

MANAGEMENT

1.1.1
SPED 21 ORG. AND ADM. OF SPED
PROGRAMS

SPED 2- INTRO TO SPED 2

1. Examine the biological, sociological and
psychological theories to explain developmental
characteristics of children with special needs.
2. Determine the nature and characteristics of different
categories of disabilities.
SPED 13 SPED CLASSROOM MANAGEMENT
1. Appraise the attributes of an effective teacher and
other SPED personnel
2. Determine the contributions of each SPED
personnel
3. Identify components of an engineered classroom
4. Apply appropriately principles and guidelines in
effective classroom management.
SPED 21- ORG. & ADM. OF SPED PROGRAMS
1. Identify policies and guidelines in the organization
of special education programs.
2. Examine theories and principles of administering
and supervising SPED programs

PERCENTAGE
WEIGHT
4%

4%

7%

3%
Total = 18%

NCBTS

Indicators

Learning
Environment
12%

2.1.1 to
2.5.3

SUBJECTS

COMPETENCIES

SPED 15 BEHAVIORAL MANAGEMENT (7%)

SPED 18 GUIDANCE AND COUNSELING
FOR
CHILDREN WITH SPECIAL NEEDS
(5)%

SPED 15- BEHAVIORAL MANAGEMENT

1. Distinguish typical classroom behaviour from
behaviour deviation
2. Exemplify the theories and principles of behaviour
management
3. Use appropriately reinforcement principles
4. Apply techniques in increasing appropriate
behaviour or decreasing the inappropriate ones
SPED 18 GUIDANCE & COUNSELING FOR CHILDREN
WITH SPECIAL NEEDS
1. Break down factors contributory to the emergence of
handicapping conditions
2. Apply the principles of guidance and counseling for
children with special needs.
3. Decide the type of services appropriate for a
particular category of disabilities

PERCENTAGE
WEIGHT
7%

5%

Total = 12%
Diversity of
Learners
12%

3.1.1 to
3.1.8

SPED 3 PSYCHOLOGY OF CHILDREN WITH

SPECIAL NEEDS
SPED 10 INCLUSIVE EDUCATION

SPED 3 Psychology of Children with Special Needs

1. Identify learning characteristics at each level of the
different categories.
2. Generate a behaviour classification for a given
disability
3. Differentiate educational needs of the different
categories
4. Recognize preventive measures for occurrence of
disabilities
SPED 10 INCLUSIVE EDUCATION
1. Compare and contrast the key elements of inclusive
education and regular education
2. Determine inclusion practices
3. Apply the principles of instructional accommodation,
instructional modification, instructional differentiation
and other ethical issues

7%

5%

Total -12%

Curriculum
32%

4.1.1 to
4.7.1

SPED 7 CURRICULUM FOR SPED 1

SPED 8 CURRICULUM FOR SPED 2
SPED 9 PREPARATION OF INSTRUCTIONAL
MATERIALS FOR SPED
SPED 11 PSYCHOLOGICAL AND PHYSICAL
KNOWLEDGE APPROACHES
SPED 12 ICT AND SPED
SPED 14 MOVEMENT, ARTS AND MUSIC
FOR CHILDREN WITH SPECIAL NEEDS

SPED 7- CURRICULUM FOR SPED 1

1. Assess curricular content for children with physical
and health related disabilities.
2. Use assistive devices appropriately

5%

SPED 8 CURRICULUM FOR SPED 2

1. Assess curricular content for children with
psychological disabilities.
2. Compare or contrast curriculum models for children
with psychological disabilities

5%

SPED 9 PREPARATION OF INSTRUCTIONAL

MATERIALS FOR SPED
1. Determine appropriate instructional materials and
resources in teaching children with special needs
2. Follow criteria in the preparation of instructional
materials for each category of disabilities

5%

SPED 11- PSYCHOLOGICAL AND PHYSICAL

KNOWLEDGE APPROACHES
1. Distinguish appropriate instructional strategies for
children with special needs
2. Relate special education principles and theories
In instructional planning.
3. Select appropriate activities in teaching a particular
category of children.
4. Determine appropriate evaluation and monitoring
strategies for learning experiences.
5. Specify the role and functions of shadow teaching
SPED 12 ICT AND SPED
1. Utilize skills in the use of low and high forms of ICT
in special education.
SPED 14- MOVEMENT, ARTS AND MUSIC FOR
CHILDREN WITH SPECIAL NEEDS
1. Choose appropriate activities to develop movement
and creativity among children with special needs.
2. Adapt recreation and sports to the capabilities of
children with special needs

10%

2%

5%

Total = 32%

Planning,
Assessing and
Reporting
16%

5.2.1 to
5.4.2
5.1.1 to
5.1.3

SPED 4 OBSERVATIONAL CHILD STUDY 1

SPED 5 OBSERVATIONAL CHILD STUDY 2
SPED 6 ASSESSMENT OF CHILDREN WITH
SPECIAL NEEDS
SPED 16 INDIVIDUALIZED EDUCATION
PROGRAM

SPED 4-OBSERVATIONAL CHILD STUDY 1

1. Compare the efficiency and reliability of the different
observation methods
2. Apply acceptable criteria in the use of structured
observations such as checklists or scales and
interpretation of results.
SPED 5- OBSERVATIONAL CHILD STUDY 2
1. Distinguish the different types of unstructured
observation such as anecdotal record, journal, event
recording and interpretation of results.
2. Specify the appropriate type of observation to be
used for a given disability
SPED 6 ASSESSMENT OF CHILDREN WITH SPECIAL
NEEDS
1. Describe the steps in the assessment process of
children with special needs.
2. Compare and contrast the uses of norm-based,
criterion-referenced, curriculum-based and authentic
assessment for special education
3. Evaluate and interpret results of assessment for
planning intervention programs
SPED 16-INDIVIDUALIZED EDUCATIONAL PROGRAM
1. Identify roles and responsibilities of members of IEP
team.
2. Utilize effective behaviour intervention strategies
appropriate to members roles and responsibilities

Community
Linkages
5%

6.1.1 to
6.1.6

SPED 17 HOME AND FAMILY LIFE OF

CHILDREN WITH EXCEPTIONALITIES
SPED 20 EFFECTIVE COMMUNICATION
WITH PROFESSIONALS AND FAMILIES

SPED 17 HOME AND FAMILY LIFE OF CHILDREN

WITH EXCEPTIONALITIES
1. Examine the different ways of school and home
collaboration and their implications in special
education.
2. Explain the dynamics of families of children
with exceptionalities
3. Determine collaborative strategies for family
advocacy.
4

3%

3%

5%

5%
Total = 16%
3%

SPED 20 - EFFECTIVE COMMUNICATION WITH

PROFESSIONALS AND FAMILIES
1. Cite different ways of effective communication
with professionals and families
2. Communicate effectively progress reports to
members of rehab team.

2%

Total= 5%
Personal Growth
and Profession
5%

7.2.1 to
7.3.4

SPED 19 RESEARCH IN SPED

SPED 19 RESEARCH IN SPED
1. Distinguish a good problem for special
education .research
2. Choose appropriate research design and
method in special education
3. Determine appropriate data collection
techniques.
4. Match statistical treatment to given variables
5. Interpret results and formulate conclusions
6. Utilize research results for improvement of
teaching performance

5%

Grand Total = 100%

Recommendations:
1.To standardize the program common syllabi should be used by all TEIs offering Special Education
as a specialization.
2. Curriculum Modification for the Gifted and Talented should be included in the program.
3. Introduction to SPED 1 and 2 should be merged to accommodate a new subject.
4. Home and Family Life of Children with Exceptionalities should be merged with Effective
Communication with Professionals and Families and entitled Home-School Collaboration and
Networking.