Republic of the Philippines

Bulacan State University

COLLEGE of EDUCATION
City of Malolos
Tel. No. (044) 919-7800 to 99 Local 1074
Level III Re-accredited by the Accrediting Agency of Chartered Colleges and Universities of the
Philippines (AACCUP)

COURSE SYLLABUS
EDUC 123B Introduction to Special Education
Second Semester
Academic Year 2016-2017

I. Course Code: PSE 223B

II. Course Title: Introduction to Special Education
III.Pre-requisite: None
IV. Credit: 3 units
V. Co-requisite: None
VI.Course Description:

The course discusses historical, philosophical, and legal bases of special

education. It identifies the different categories of learners with special needs
and the provision of curricular programs which includes effective techniques and
methods that are appropriate for early intervention.

VII. Program Outcomes and Relationship to Program Educational

Objective:

Program
Education
Program Outcomes
al
Objectives
(PEO)
Graduates of the BEEd programs are prepared so that they:
Have the basic and higher level literacy, communication,
(a
numeracy, critical thinking, learning skills needed for higher
)
learning;
Have a deep and principled understanding of the learning
(b
process and the role of the teacher in facilitating these
)
processes in their students;
Have a deep and principled understanding of how
(c
educational processes relate to larger historical, social,
)
cultural and political processes;
(d Have a meaningful and comprehensive knowledge of the
) subject matter they will teach;
Can apply a wide range of teaching process skills (including
(e curriculum development, lesson planning, materials

) development, educational assessment and teaching
approaches);
Have direct experience in the field/classroom (e.g., classroom
(f)
observations, teaching assistance, practice teaching);
(g Can demonstrate and practice the professional and ethical
) requirements of the teaching professions;
Can facilitate learning of diverse types of learners, in diverse
(h
types of learning environments, using a wide range of
)
teaching knowledge and skills;
(i) Can reflect on the relationships among the teaching process
 skills, the learning processing in the students, the nature of
the content/subject matter, and the broader social forces
encumbering the school and educational process in order to
constantly improve their teaching knowledge, skills and
practices;
Can be creative and innovative in thinking of alternative
teaching approaches, take informed risks in trying out these
(j)
innovative approaches, and evaluate the effectiveness of
such approaches in improving student learning;
(k Are willing and capable to continue learning in order to better

) fulfill their mission as teachers.

VIII. Course Outcomes and Relationship to Program/Student

Outcomes:
Course Outcomes: By the end of the Program/Student
semester, a student completing this course Outcomes
should at the minimum be able to: a b c d e f g h i j k
CO1. Demonstrate basic knowledge of
legislation and regulation pertinent to
E
special education in the world, in general,
in the Philippines, in particular.
CO2. Describe the best practices and elements
E E E E E
for inclusive education
CO3. Describe the causes, classification, and
E E E E E
characteristics of developmental disabilities
CO4. Demonstrate the proper use of screening
and diagnostic instruments used with
E E E E E
young children with developmental
disabilities
CO5. Determine strategies on how to work
efficiently with a multidisciplinary team in
planning: appropriate educational programs E E E E E
involving parents, school and community
resources
I-Introductory E- Enabling D- Demonstrative

IX. Course Coverage:

Course
Wee
Outcome Topics TLA AT
k
s
1-3 CO1 I. Syllabus Orientation Research Individual
Paper
II. Introduction to Special Lecture work
Education
1. Definition Discussion Group
2. General vs. Special Output
Education Group
Activity Individual
III. History of Special Insights
Education
1. History in general Quiz
2. Philippine Setting
3. Significant People

IV. Laws and Legislation

1. Individuals with Disabilities
 Education Act
2. Magna Carta for Disabled
Persons
V. Inclusive Education
Lecture Recitation
1. Early Intervention
4-5 CO2
2. Guidelines and Strategies in
Discussion Quiz
Teaching
VI. Classification of Children Topic
with Special Needs Outline
1. Giftedness and Emotional
Behavioral Disorder Creative Report
2. Intellectual Disability Group Handouts
6-7 CO3
Presentatio
n Group
Report

Quizzes
8 - Midterm Exam - -
VI. Classification of Children
with Special Needs Topic
3. Autism Spectrum Disorder Outline
4. Learning Disabilities
9-15 5. Communication Disorders Creative Report
6. ADD/ADHD Group Handouts
CO3
7. Hearing Impairment Presentatio
8. Visual Impairment n Group
9. Physical Disability Report

Quizzes

VII. Assessment in Special

Situational
Education
Analysis
1. Psychoeducational Lesson
16 CO4
Assessment Plan
IEP
2. Individualized
Planning
Educational Plan
VIII. Provision of Support Lecture
Services/Service Providers Final
17 CO5
Discussion Project

18 - Final Exam - -

X. References

Dizon, E. I., Bustos, M. A.P., Cabutihan, M. T., Ealdama., S. G., Echavia, D. D.,
Gomez, M. A., Vidal, L. A. (2013). A Special Education Guidebook for
Service-Provider of Children with Special Needs. DSWD-UP SPED College
of Education.

Dizon, E. I., & Sacris, N. C. (2002). Individualization of Educational Contents

and Strategies: Trends and Application in Varied Placement Programs
for Children with Special Needs. Quezon City. UP Special Education Area.

Hallahan, D. P. & Kauffman, J. M. (2006) Exceptional Learners: An

Introduction to Special Education. Boston. Pearson/Allyn and Bacon.

Mercado, M.A. Introduction to Special Education Handbook

XI. Required Readings

Special Education
https://teach.com/what-is-special-education/

A Case Study of Special Education in the Philippines

http://unesdoc.unesco.org/images/0008/000809/080922EB.pdf

Republic Act 10533

http://www.gov.ph/downloads/2013/09sep/20130904-IRR-RA-10533-
BSA.pdf

Republic Act 7277

http://www.ncda.gov.ph/disability-laws/republic-acts/republic-act-7277/

EFA & Inclusive Education

http://www.ibe.unesco.org/fileadmin/user_upload/COPs/News_document
s/2009/0910Jakarta/EFA-Inclusive_Education_Renato_Presentation.pdf

XII. Course Requirements

A. Written Examination

Quiz 1 Special Education 15

Quiz 2 Inclusive Education 15

Quiz 3 Giftedness and EBD 15

Quiz 4 Intellectual Disability 15
Quiz 5 Autism Spectrum 15
Disorder
Quiz 6 Learning Disabilities 15
Quiz 7 ADD / ADHD 15
Quiz 8 Communication 15
Disorders
Quiz 9 Hearing Impairment 15
Quiz Visual Impairment 15
10
Quiz Physical Disabilities 15
11
TOTAL 165

Exam 1 Midterm 6
Examination 0
Exam 2 Final Examination 6
0

B. Group/Individual Portfolio

Group Portfolio
Creative 10
Presentation 0
Final Project 10
 0

Individual Portfolio
(4) Paper work 10
0

XIII. Grading System

Term Examinations 30%

Quizzes/Activities 30%
Project-Individual/Group Portfolio 20%
Attendance 10%
Participation/Recitation 10%
TOTAL 100%

XIV. Classroom Policies

1. No special examinations will be administered to absentees unless

an excuse letter from parent/guardian or medical certificate noted
by the guidance counselor and class adviser is presented.
2. Cheating, during examination will give a score of 5.0 after warning.
3. Use of cellular phones is not allowed during class sessions.
4. Attendance will be checked every meeting.
5. Assignments/Projects are to be submitted on time. Failure to submit
assignments is equivalent to a grade of 5.0.
6. All paper works such as essays, reaction, critique paper must be
submitted using the following format:
a. Upper left includes:
Name and section
Upper right:
Course code and date submitted

Ex.
Dela Cruz, Juan C.
EDUC 123B
BEED 2Z
August 8, 2016

b. 1 margin
c. Font: Century Gothic
d. Size: 12
e. Line spacing: 1.5 lines
f. If through email: send it as PDF file

XV. Instructor/Professor
Ms. Aimee Ruthie Deus

XVI. Class Schedule

Please refer to you Certificate of Registration

XVII. Consultation Hours/Room

 Declaration
I have read and understood the above syllabus in full and in participating in this
course I agree to the above rules. I have a clear understanding of the policies and my
responsibilities, and I have discussed everything unclear to me with the instructor.
I will adhere to the academic integrity and policy and I will treat my fellow students
and my teacher with due respect.
I understand that this syllabus can be modified or overruled by announcements of the
instructor in class or on any social media site at any time
_________________________________ ___________________
_____________
Printed name Signature Date
Students Copy
-----------------------------------------------------------------------Cut
here-------------------------------------------
Declaration
I have read and understood the above syllabus in full and in participating in this
course I agree to the above rules. I have a clear understanding of the policies and my
responsibilities, and I have discussed everything unclear to me with the instructor.
I will adhere to the academic integrity and policy and I will treat my fellow students
and my teacher with due respect.
I understand that this syllabus can be modified or overruled by announcements of the
instructor in class or on any social media site at any time
_________________________________ ___________________
_____________

Republic of the Philippines

Bulacan State University
COLLEGE of EDUCATION
City of Malolos
Tel. No. (044) 919-7800 to 99 Local 1074
Level III Re-accredited by the Accrediting Agency of Chartered Colleges and Universities of
the Philippines (AACCUP)

COURSE SYLLABUS
EDUC 123B Introduction to Special Education
Second Semester
Academic Year 2016-2017

Prepared by:

AIMEE RUTHIE S. DEUS

Faculty
Checked by:

Prof. REMELIE R. ROBLES Prof. SINAGTALA DP. DE LEON

Chair, BEED Program Chair, BSED Program

ALODIA DG. ZAPATA, Ph. D.

Chair, BTTE Program

Recommending Approval:

Prof. BELARMINO S. CRUZ RUBEN E. BORJA II, Ed. D.

College Secretary Dean

Approved:

EDGARDO M. SANTOS, Ph. D.

Vice President for Academic Affairs