PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

College of Graduate Studies & Teacher Education Research
SPECIAL EDUCATION PROGRAM
COURSE SYLLABUS
Course No. PSYCHOLOGY AND EDUCATION OF CHILDREN WITH INTELLECTUAL DISABILITIES

Course Title SPED 540

2md
School Year and School-year 2018-2019 Term (FTF Saturday-3:30 -6:30 P.M.) (FLA every Tuesday 5:30-7:00 p.m.)
Semester
Faculty Teresita G. de Mesa , Ed. D.
PNU Philosophy Education for personal renewal and social transformation
PNU Vision PNU shall become internationally recognized and nationally responsive teacher education university. As the established producer of
knowledge workers in the field of education, it shall be the primary source of high-quality teachers, education managers, and research
scholars that can directly inspire and shape the quality of education system, Filipino students, and graduate in the country and the
world.
PNU Mission PNU is dedicated to nurturing innovative teachers
PNU Quality Policy As the National Center for Teacher Education, the Philippine Normal University commits to provide leadership in teacher education
and nurture innovative teachers, education leaders, and research scholars imbued with the values of truth, excellence, and service. We
commit to the continual growth of the University through compliance with International Quality Standards and statutory and regulatory
requirements. We shall achieve this through our core functions of instruction, research and publication, extension, and production.
1. Improve competence in education research;
Objectives of 2. Provide leadership in curriculum and instruction;
CSGTER 3. Increase research productivity and publication, and
4. Create educational alternatives that are responsive to the needs of the country

Students taking an M.A. Degree in Education with Specialization in Teaching Children with Special Needs are expected to
becoming :
As Educational Leader
 Apply effective leadership practices and principles in managing exceptional learners or educational programs in special
education
 Exhibit ability to contribute in the development of educational programs, practices, and policies in special education
 Demonstrate understanding and appreciation of transformational leadership in special education

As Expert Practitioner
 Display mastery of the essential and emerging concepts, theories, , models, frameworks, and principles in special education
Program  Manifest ability to express scholarly views or opinions on various issues and problems in special education
Specialization  Adopt a philosophy-oriented and theory-based practice in teaching exceptional learners
Outcomes  Use the research literature to understand and address issues and problems in special education
 Utilize technology to facilitate curriculum development, instruction, assessment or research in special education
 Design, develop and implement community-based programs and projects using theories and principles in the SPED
discipline

As Research Scholar
 Manifest competence in conceptualizing a research problem that is shaped by theoretical or practical issues in special
education, with focus on addressing gaps in theory or research literature in the discipline
 Demonstrate knowledge and understanding of quantitative and qualitative research methods used in special education in
collaboration with appropriate department/unit
 Design and conduct theoretically-driven, methodically-sound educational research that contributes to the advancement of
special education, i.e., in terms of technology-driven materials development, application of universal theories to local
conditions based on the sequence of specialization courses, and the like
 Display capability to communicate research findings and their implications to research, theory and practice in special
education

This course covers the current body knowledge on children with intellectual disabilities in terms of the evolution of its definitions,
Course Description historical perspectives, and legal basis of special education. The students will acquire a working knowledge on the different stages of
human development and how a disability/disorder occurs for a child with intellectual disabilities; learning, psychological, cognitive
and social characteristics of children with intellectual disabilities. They will analyze the influences of legislations, proclamations and
statements used to identify this category of special children and their rights to equal opportunities and quality education; awareness of
the services applicable in making a case study analysis and preparation of IEP and current practices of educational intervention,
strategies and modification will be explored for inclusion of the learners in the general classroom setting.

1
Course Learning At the end of the course, the students should be able to:
Outcomes 1. Understand the historical perspectives, legal basis and their implications to the present perceptions of parents, educators and
the public.
2. Analyze how the different stages of human development and identify the disability/disorder that occur in each stage for a
child with intellectual disability;
3. Describe and analyze the causal and biological factors on intellectual disability;
4. Discuss in depth the conceptual shift in the definitions of ID and the classifications according to the levels of functioning
and measured IQ
5. Prepare an IEP for a child with IE; and
6. Demonstrate the skill in describing children with intellectual disabilities and the appropriate educational services for them.

Implementation Course Content Activities (3 hrs.) Output (1.5 hrs.)

Session 1 What are the course rules & policies? Class orientation & sharing of Syllabus review, Lecture- List of expectations
Sept. 22, 2018 What are the course outcomes? expectation discuss/buzz session

Lecture, use of on-line resources

and discussions, study cohort
groups

Due: Sept. 25, 2018

Session 2 What is developmental psychology?
Sept 29, 2018
What are the significant contributions
of developmental psychology in
educating children with intellectual
disabilities?
Introduction to Psychology
1. definition, scope and method of
psychology
2. heredity and genes
3. -developmental psychology, its
scope and relevance to general
and special education
4. motivation and its theories
relevant to learning of CWID
5. sensation, attention and
thinking of CWID
6. - down the implication of the
above with regards to CWID
Lecture, Cooperative
Learning, Discussion, A Narrative report on
Reporting Developmental
Psychology, its
Readings: relevance of psychology
What is psychology? in the life of a CWID
What are the branches of and different theories of
psychology? - Medical ... learning illustrated in
www.medicalnewstoday. researches conducted on
com/articles/154874.php the successful learning
Psychology Defined - of CWID with their
Psychology Today regular peers
https://www.psychologyt
oday.com/sites/default/fil
es/Psych%20Defined.pdf
by GR Henriques - 2004
Glossary of
Psychological Terms -
American Psychological
Association
www.apa.org ›
Psychological Science ›
Research in Action
UNIT 1: THE
DEFINITION AND
HISTORY OF
PSYCHOLOGY
https://www.saylor.org/sit
e/wp-
content/uploads/2011/01/
TLBrink_PSYCH01.pdf
Educational Psychology
Promotes Teaching and
Learning
www.apa.org/action/scien
ce/teaching-learning/
Journal of Educational
Psychology
www.apa.org ›
Publications & Databases
› APA and Affiliated
Journals

Due: Oct. 2, 2018

Session 3 What are legislations in SPED for 1. Special Education Law is Lecture, Cooperative
Sept. 6, 2018 CWID? organized around the following Learning, Discussion, A time-line or a
six principles: Reporting chronology of events on
What are their significant contribution 1. Parent and Student the proclamation of
on the rights of CWID in Participation Surfing the internet for laws for SPED and
education and related services? 2. Appropriate Evaluation resources on the special children. in a

2
 3. Individualized Education
Program (IEP)
4. Free and Appropriate Public
Education (FAPE)
5. Least Restrictive
Environment (LRE)
6. Procedural Safeguards
What is special education and the Understanding and
Session 3 terms commonly used in this field and Collaboration in Special
Sept. 6, 2018 how these terms is applied in the Education
current issues in educating children 1. Disability
with special needs? 2. Handicap
3. Inclusion
4. Mainstreaming
5. Integration
6. Segregation
Session 4 What are basic concepts of human Human Development
Sept. 13, 2018 development? 1. Basic Concepts of Hereditary
and Human Reproduction and
What are basic concepts of hereditary the Onset of Intellectual
and human reproduction and the onset Disabilities:
of intellectual disabilities? 1.1 Review of the Basic
Concepts of Hereditary
1.1.1 Heredity
- The Human
Genome Project
(HGP)
- Some Genetics
Principles
1.2 Human Reproduction in
legislations of SPED for matrix format
CWID,
Readings:
The Right of Children
with Disabilities to
Education - Unicef
https://www.unicef.org/ce
ecis/Background_NoteFI
NAL(1).pd
Legislation and guidance
for inclusive education
www.csie.org.uk/inclusio
n/legislation.shtml
Biwako Millennium
Framework : National
Council on Disability
Affairs
www.ncda.gov.ph/interna
tional-conventions-
and.../biwako-
millennium-framework/
Due: Oct. 9, 2018
Lecture,
Discussion, Portfolio : Collection of
Readings: articles and studies
What is Special focusing on the special
Education? - Teach.com education, terms and
https://teach.com/what-is- philosophy.2. A
special-education/ chronology of the
history of SPED
An Introduction to
Special Education - A glossary of terms of
Special Education Guide Special Education
www.specialeducationg
uide.com/pre-k-12/what-
is-special-education/
Glossary of Special
Education Terms - The
Council for Disability
Rights
www.disabilityrights.org/
glossary.htm
Special Education Terms
and Definitions
www.understandingspeci
aleducation.com/special-
education-terms.html
Six Principles of IDEA:
The Individuals with
Disabilities Education
Act
askresource.org/wp-
content/uploads/2014/09/
Six-Principles-of-
IDEA.pd
Due: Oct. 16, 2018
Lecture, A narrative of human
Discussion, development and its
Presentation and stages and onset of
Reporting intellectual disabilities
in the different phases
Surfing the internet for of development
resources on the human
development
3
 Relation to the
Biological Sources of
CWID
1.3 The Course of Prenatal
Development
1.3.1 The Germinal Phase
1.3.2 The Embryonic Phase
1.3.3 The Fetal Phase

Session 5 What is human development Human development and Theories Lecture, Due: Oct. 23, 2018
Sept. 20, 2018 according to: 1. Cognitive Development Discussion,
1. Jean Piaget 2. Moral Development Presentation and narrative of human
2. Lawrence Kohlberg 3. Psychological Development Reporting development and its
3. Erik Erikson theories in terms of
Readings: cognitive, moral,
Erikson's Stages of psychological
Human Development - development of CWID
Psychologist World
https://www.psychologist
world.com/behavior/eriks
on
.
Human Development
Stages From Infancy to
Late Adulthood - Video
...
https://study.com/.../huma
n-development-stages-
from-infancy-to-late-
adulthood.html

Due: Oct. 30, 2018

Session 6 What is intellectual disability?
Sept. 27, 2018
Session 7 What are the characteristics of CWID
Nov. 3, 2018 including recognition of learning,
social, developmental, psychological
and familial problems of CWID
Definitions of Intellectual
Disability, Classifications, Its
Causes and Prevention
1. Shifts in Definitions
2. Different Classification
3. Biological and Other
Causal Factors
4. Prevention
Characteristics of Children with
Intellectual Disability:
1. Cognitive Functioning
2. Perceptual
Characteristics
3. Adaptive Behavior
a. Self-Help
b. Daily Living
c. Others
4. Social-Emotional
5. Other Characteristics
a. Physical and
Motor
b. Language
c. Academic
Learning
Lecture,
Discussion,
Surfing the internet for
resources on topic 6
Lecture, Cooperative
Learning, Discussion,
Reporting, Workshop-
Writing the
characteristics inherent to
CWID, describing its
handicapping conditions
and the specific impacts
of CWID upon the
individual and the family
A chronological
evolution of the
definitions of
intellectual disability
Due: Nov. 6, 2018
A Narrative Report on
the characteristics of
CWID
Annotated bibliography
journal/articles on the
characteristics of CWID

Due: Nov. 13, 2018

Session 8 What are the different educational
Nov. 10, 2018 placements and programs,
interventions for CWID?
Educational Delivery System and Lecture, An educational
Services for the Persons with: Discussion, program, placement and
Mild and Moderate Surfing the internet for intervention program
Intellectual Disability resources on topic 8 for CWID.
Formal Education:
Programs/ Levels/
Curriculum/ Strategies
(Special to Inclusive
Schools: Preschool to
Secondary and Post

4

Session 8 What are psychological tests for
Nov. 10, 2018 CWID?
How do teachers make an assessment
to evaluate the CWID’s performance
and progress?
Session 9 What is IEP for CWID?
Nov. 17, 2018 What are the process of IEP?
Why it is important in preparing
educational programs for CWID?
Secondary)
Severe and Profound ID
Institution/ Center-
Based Programs
Other Programs
Early Intervention
Community-Based
Program
Transition Program
Other Interventions
Psychological Testing: Objectives,
principles and tests of intelligence,
aptitude and creativity:
1. norm-referenced
2. criterion-referenced testing
3. curriculum-based
measurement
4. portfolio and
5. authentic assessment
IEP, its design/s and writing the
individualize educational program
for CWID
Due: Nov. 13, 2018
Lecture,
Discussion, A Portfolio of
Readings: assessment
Read: materials/tools to
What are Some Methods evaluate CWID
and Assessment Tools to
Use in Special ...
https://www.edutopia.org
/.../what-are-some-
methods-and-
assessment-tools-use-
special
The Assessment Process -
Special Education Guide
www.specialeducationg
uide.com/...special-
education/the-
importance-of-the-
assessmen...
Types of Tests Used in
Special Education |
Education.com
www.education.com ›
Learning and Your Child
› Special Education
Testing
7 Assessment Tools to
Identify Strengths in
Students with Special
Needs
institute4learning.com/.../
7-assessment-tools-to-
identify-strengths-in-
students-with-spe.
Due: Nov. 20, 2018
Lecture, Cooperative
Learning, Discussion, A comprehensive IEP
Reporting, for a child with CWID
Workshop
Demonstration teaching
Readings:
The Individualized Education
Program Process in Special
Education
www.specialeducationguide.com/
pre-k-12/...iep/t
he-iep-process-explained/
Individualized Education Program
(IEP) - Special Education -
Students ...
www.ride.ri.gov › Students &
Families › Special Education
How to Write IEPs
dsawm.org/wp-
content/uploads/2014/05/How-to-
Write-IEPs.pd
IEP for Students with Special
Needs - Ministry of Education -
5
 Province ...
www.bced.gov.bc.ca/specialed/do
cs/iepssn.pdf

Due: Nov. 27, 2018

Session 10 What is the philosophy of inclusive
Nov. 24, 2018 education and its relationship to
the real situation of a CWID
learning in the general education
classroom.
Inclusive Education for CWID:
1. teaching and learning with
CWID via general education
initiatives.
2. collaborative method and use
of technology and identify
best practices to increase
involvement and collaboration
of learners, parents, sibling
and school personnel and
community integration of
CWID
Lecture, Cooperative
Learning, Discussion, Collection of Inclusive
Reporting, Education Models and
Workshop best practices from
Readings: different countries,
UNESCO Office in A Portfolio of 5
Bangkok: What is researches conducted on
Inclusive Education? inclusive education
www.unescobkk.org/edu
cation/inclusive-
education/what-is-
inclusive-education/

Due: Dec. 4, 2018

Session 11 What are the models for inclusion of
Dec. 1, 2018 CWID?
What are the educational
considerations, effective learning
environments, and teaching
strategies for CWID in the
general education classroom?
Inclusive Education Models for
CWID:
1. Team Teaching
2. Consultant Model
3. One-on-one instruction
4. Modeling technique
5. Etc.
Lecture, Cooperative
Learning, Discussion, 1. A documentation of
Reporting, the Inclusive Education
Workshop/demonstration
teaching
for CWID
Readings:
Models of Inclusion 2. Collection of images
www.somsd.k12.nj.us/cms/li of inclusive education
b7/NJ01001050/Centricity/... models with description
/inclusion%202014.pdf and discussion
Together We Learn Better:
Inclusive Schools Benefit All
Children
inclusiveschools.org/together
-we-learn-better-inclusive-
schools-benefit-all-children/

A Model for Inclusive

Teacher Preparation - CORE
Scholar
corescholar.libraries.wright.e
du/cgi/viewcontent.cgi?articl
e=1012&context=ejieby JW
Whitworth - 1999
Seven essential components
for teacher education for
inclusion ...
www.inclusive-education-
in-
action.org/iea/index.php?men
uid=25&reporeid=247

Due: Dec. 8 , 2018

Session 12 What is a case study? Case Study Presentation Lecture, Cooperative
Dec. 8,, 2018 Why should teachers make a case (See procedure under assignment 2 Learning,
study of CWID? Presenting a case study
Readings:
Look for your own
reference to make your
presentation different
from others
My Case Study
Analysis of a CWID
including placement,
educational program
and intervention

Due:
Session 12 Exam. period The final exam will be Dec. , 8, 2018
Final Examination
Dec. 8, 2018 designed to assess your Compendium of Week
understanding of key 1-12 FLA’s
concepts regarding Sped TECHNICAL
540 REPORT/PORTFOLIO
CONTAINING THE
TOPICS, WRITTEN REPORT,
MATERIALS OF THE
COURSE

6
 Course 1. 1.Publishable
Publishable
casecase studies
studies andand
IEPIEP
for for
CWIDCWID
Requirement 2. 2.Participation
Participation in the
in the FB FB discussion
discussion
3. 3.Participation
Participation in class-learning
in class-learning activities
activities andand workshops
workshops
4. 4.Submission
Submission of the
of the assigned
assigned presentation
presentation as discussion
as discussion leader
leader
5. 5.At least
At least 12 FLA
12 FLA activities
activities
6. 6.Presentation
Presentation
of aofparadigm
a paradigm on the
on the causal
. causal and
and biological
biological factors
factors onon intellectual
intellectual disability
disability
Bases of Rating
Attendance/Active Class Participation 10
Paradigm of Human Development 20
FLA Written/Online Outputs 30
Grading IEP/Instructional Plans 15
System Examinations 25
Total 100%

In harmony with the vision-mission of PNU and in particular the vision-mission of the College of Graduate Studies and
Teacher Education Research, students are expected to do demonstrate the behavior below:

Academic Policy and Professional Conduct:

 Student with Disability:

Course  Students with disabilities who seek accommodations in a course must be registered with the OSASS and inform their
instructor, in writing, at the beginning of the semester for accommodation services.
Policies
II. Academic Policy:

 Attendance

1. Attend all scheduled classes and are responsible for all material covered in class and in the required texts & readings.

2. Be prepared for each class.

a. read all assigned material before each scheduled class.

b. classes will be organized around activities based on concepts presented in the syllabus and other assigned reading materials. Students
to maximize acquisition of new skills. Knowledge of terminology and basic concepts from assigned readings will be assumed during

3. Class participation will be recorded in a class seat plan Only 2 excused absences will be allowed for the duration of the
trimester

 ASSESSMENTS

Assignments:
1. Assignments are due at assigned dates and times.
a. Due dates are on the syllabus. Assignments are due at the beginning of class unless otherwise specified.
assignments must be submitted in typed hard copy. Please use APA for citing sources.
b. Late assignments will be dropped one point grade per day.
c. Assignments later than 3 days will not be accepted and result in a failing grade for the assignment
unless special arrangements have been made with the professor
d. Unless otherwise specified, all assignment should be submitted as scheduled.

C. Examination Policy –Mid Term/Final exams will occur during designated class sessions specified in the syllabus;
Due dates for Exams and Research Report are included in Syllabus. Short quizzes are submitted during scheduled
class sessions, as included in Syllabus.
Research Report is accepted for grading a day after the last day of classes.
 Course Drop.- A student may drop a course by filling up the Drop Course Form. Get it
from the registrar’s office You will be given a grade of Authorized Withdrawal (AW);
 Incomplete Grade – An incomplete grade (INC)is given when a requirement of the
course has not been submitted. Removal of INC. grade must be done by submitting the
said requirement. Get a Removal of Inc. Grade at the registrar’s office, follow the steps
required.
 Administrative Withdrawal - Administrative withdrawal of a student as a result of
excessive absences.

7
 III. Professional/Student Conduct Code:

 Professional conduct is defined as skills required for successful future teaching and/or appropriate interpersonal
interactions in education al settings. In addition to fulfilling class assignments, you are expected to participate fully in class
activities and to demonstrate a positive, cooperative attitude toward other course participants and course activities. Up to
one full POINT (10%) can be added or deducted to your final score based on the instructor’s evaluation and
documentation.

 Appropriate classroom conduct promotes an environment of academic achievement and integrity. Disruptive classroom
behavior that substantially or repeatedly interrupts either the instructor's ability to teach, or student learning, is prohibited.
Disruptive behavior includes inappropriate use of technology in the classroom. Examples include ringing cell phones, text-
messaging, watching videos, playing computer games, doing email, or surfing the Internet on your computer/mobile
phone.

 As part of classroom management: put back the classroom seat plan/ arrangement after use, keep the classroom free of
litters, put away softdrinks cans and bottles, erase the blackboard, avoid using masking/ scotch tapes/ double sided tapes
on the board or pull out tapes right after use, unplug/turn off air-conditioned/ electric fans.

 Be courteous to the next class user of the classroom. Keep the classroom clean and tidy for BPS
UNDERGRADUATE STUDENTS
IV. Grading:
Grades will be based on overall performance including course assignments, class
participation, attendance, and professional conduct. Performance Indicators, Evidences of Performance and
Performance Standard
( Assessment Criteria)

Cook, B.G. and Schirmer, B.R. (2003). What is special about special education? The Journal of Special Education, 37,
200-- 2005
Course
References Cushing, L.S. , Clark, N.M, Carter, E.W. and Kennedy, C.H. (2005). Access to the general education curriculum for
students with significant cognitive disabilities. Teaching Excceptional Children, 38, 6-14

Dukes, C. and Lamar-Dukes, P. (2009). Inclusion by design: Engineering inclusive practices in secondary schools.
Teaching Exceptional Children, 41, 16-2

Fogel, L.S. and Nelson, R.O. (1983). The effects of special education labels on teacher’s behavioral observation,
checklist scores and grading of academic work. Journal of School Psychology, 21, 241-251.

Guilford. ].B. (1996). Fields of Psychology (ed.,) New York: Van Nostrand.

Keller. F.S. (1997). The Definitions of Psychology (Ed.,). New York: Appleton century.

Kirk, Samuel, et al. Educating Exceptional Children. 11th Edition. Houghton- Mifflin,2006

Munn. N.L. (1997). Introduction to Psychology. Delhi.

Petri. H.L. (1995). Motivation: Theory and Research, 2nd ed., Belmont, Cawadsworth.

Watson. LB. (1993). Psychology as a behaviourist views t Psycho. Rev., Vol. 20.

** Browse the internet for related reference materials and other relevant materials)
Additional Chapter 1: Introduction to Motor Development. Dr. Jessica Fraser-Thomas. jft@yorku.ca. Outline. Definitions of motor development
Supplementary and human development. Elements of developmental change. Concepts of development, maturation, and growth. Common terms in
Materials motor development. Age periods and stages of human ...

Erikson's Stages of Human Development - Psychologist World

https://www.psychologistworld.com/behavior/erikson

Human Development
academic.kellogg.edu/talbots/.../Introduction%20to%20Psychology%20Ch%203.ppt

Human Development Stages From Infancy to Late Adulthood - Video ...

https://study.com/.../human-development-stages-from-infancy-to-late-adulthood.html

Human Development - Moodle Faculty

Life-Span Human Development, 4th Edition Chapter 1 - K-State Courses

8
 courses.k-state.edu/spring2005/PSYCH/PSYCH520/chapter1.ppt
1.
Human Development. Introduction to Psychology: KCC. Chapter 3. Heredity and Genes. Developmental Psychology: The study of
progressive changes in behavior and abilities; Heredity (Nature): Transmission of physical and psychological characteristics from
parents to their children through genes; Chromosomes; DNA ...

Introduction to Human Development

https://esterman105.files.wordpress.com/2011/01/craig_dunn_lecture011.ppt

Life-Span Human Development, 4th Edition. Chapter 1: Understanding Life-Span Human Development. Chapter 1. Understanding
Development. 2 of 17. Carol K. Sigelman, Elizabeth A. Rider. Life-Span Human Development, 4th Edition. Chapter 1: Understanding
Life-Span Human Development. What is Development?

PowerPoint Presentation - York University

www.yorku.ca/bakerj/Introduction%20to%20Motor%20Development.ppt

Positive development, enhancing human capacities; Prevention and overcoming difficulties. What is .... Implications of findings:
Investigators should be mindful of the social, political and human implications of their research and should be especially careful in
the presentation of findings from the research.

The Psychology of Human Development

www.baamcharter.com/ourpages/auto/.../human%20development%20powerpoint.ppt
1.
What is Human Development? - the United Nations
www.un.org/disabilities/documents/idpd/idpd2011_hdr.ppt

what is special education?

http://www.swsc.org/cms/lib04/MN01000693/Centricity/Domain/100/Intro%20to%20Special%20Education%20%20

What is Human Development? - the United Nations

http://www.un.org/disabilities/documents/idpd/idpd2011_hdr.ppt"
http://justfacs.com/wp-content/uploads/2010/09/

Consultation Make an appointment with your professor/s in advance so that he/she can accommodate your request for advising and consultation.
For appointment text or call: Dr. Teresita G.de Mesa # 09177932475
Period For submission of FLA outputs: email: st.theresa_keimo@yahoo.com

Prepared by:

_____________________________________ September 22, 2018

TERESITA G. DE MESA, Ed.D. Date Submitted
Faculty

Reviewed by:

_______________________________ ____________________
ANTRIMAN V. ORLEANS, Ph. D. Date Approved
Associate Dean

Approved by:

___________________________________ ____________________
ROLAND ALLAN S. MAYUGA, Ph. D. Date Approved
Dean