University of Nueva Caceres

City of Naga

SCHOOL OF GRADUATE STUDIES

S/Y 2018-2019

Course Number MAED-SPED 212

Course Title Organization, Administration and Supervision for SPED
Course Description This course will examine and discuss the functions and underlying
principles of the administration of special education services in the
school setting. The role of the administrator in the development of
individualized education plan, student placement, student discipline,
child find activities, fiscal management, transportation and legal
implications of decisions will be studies and further define human
relations skills necessary for supervision.
Credit Units 3
Course Pre-requisite All Specialization Subjects
Term (No. of Hours) Term 1 (13HRS)
General Topic Implementation of Special Education Program in the Philippines
Specific Topics Legal Bases, Policies, Standards and Guidelines in the Implementation
of Special Education in the Philippines
Type of Learning Model Full Online
‫ݢ‬
 Blended Rotation
Flexible Time
Full Face-to-Face
Personalized Blend
Professor Dr. Niňa SF. Sibulo
Email nina.sibulo@unc.edu.ph
Consultation Day/Time Monday and Wednesday/11:00 AM-12NN

Program Education Objectives (PEOs)

1. Update and enrich teachers’ content knowledge in a specific subject area or professional area.

2. Enhance and expand teachers’ theoretical and technical knowledge for teaching a specific
subject area or professional area; and

3. Develop the teachers’ research capabilities for replicating, verifying, validating, contextualizing.
And/or applying theoretical and practical knowledge about the different aspects of the
educational process.

Course Learning Objectives (CLOs)

1. Understand the Legal bases and the policies and guidelines in the implementation of special
education in the Philippines
2. Develop an understanding of special education standards and developmentally appropriate
practice for children with additional needs
3. Demonstrate knowledge of the components and composition of Special Education Program
4. Identify and demonstrate skills in the different variety setting of special education program and
services
5. Identify critical issues of supervision of faculty, children and staff.
6. Enable participants to provide age appropriate activities to introduce, instruct, develop, maintain
and assess concepts in the special education environment.
7. Design a comprehensive special education program for implementation
8. Demonstrate skill in organization, administration and supervision
Objectives for the Term:

After successfully completing this course, the students should be able to:
1. Understand the Legal Bases of Implementing Special Education Program in the Philippines
(Definition, Scope, Philosophies, Goal, Objectives, Identification, Screening, Assessment and
Evaluation, Responsible Person, Physical, Psycho-Social, Educational Factors and Medical
Factors that affect the process)
2. Discuss Administration and Organization of Classes (Class sizes, Curriculum Content,
Instructional Strategies and Materials)

Required Deliverables:
1. Facilitator
a. Present the objectives for the term
b. Provide the reference sources (Printed/Electronic)
c. Give feedback to students on their outputs (Face-to-face/ Online)
d. Synthesize the relevance of the activity for the week
e. Assess the student outputs using an agreed rubrics
f. Assess student learning through an on-line quiz
2. Students
a. Pre-class online readings related legal policies, standards and guidelines of Special
Education in the Philippines
b. Choose a target topic for paper synthesis and analysis
c. Presentation of target output

Interactions:

1. Content – Learner(self-paced)
a. Pre-class work by viewing videos and online materials about Policie, Standards and
Guidelines shall apply to all schools, centers and classes (national or local, public or
private, formal or non-formal) established under the educational system of the Philippines
for the education of the learners with special needs.

(Sources to be provided by the facilitator; facilitator makes sure that the sources can easily be
accessed by the students; and facilitator gives instruction through email)

1.) Legal Bases for Special Education in the Philippines – by Desiderio IV Camitan
(https://prezi.com/niwekluu_ptn/legal-bases-of-special-education-in-the-philippines/)
2.) Intro to Policy, Guidelines in Implementation of Special Education Program in Schools
–by Jayson Hernandez (https://www.slideshare.net/jaysonhernandez1612/overview-
legal-bases-of-sped)

b. Decide on an appropriate project to work on

2. Learner – Facilitator
a. Facilitator reviews the objectives for the week ( 5mins)
b. Learners present their group outputs ( 1.5 hours )
c. Facilitator gives feedback to students on their outputs( 45 mins)
d. Learners take an online quiz in class after all groups have presented through the use of
the Edmodo.( 10 mins)
e. Facilitator synthesizes the relevance of the activity and assesses student learning based
on an agreed rubrics with students.( 30 mins)
3. Learner – Learner
a. Learners share their learning with their respective group mates outside of the classroom
through social media and email.(self-paced)
b. Groups will discuss their proposed project plan through face-to-face meeting or group
chat .(self-paced)
c. Groups will present their plans in class and will critique on each others’ presentation. (1.5
hours)

List of Electronic References:


 
 https://www.scribd.com/presentation/249109896/Legal-Bases-of-School-Administration-and-
Supervision

List of Rubrics (Based from the Objectives):

 Question and Answer Assignments and Class Activities

 Group Brainstorming and Activity and Output
 Class Participation
 Position/Reflection/Analysis/Synthesis Paper

Grading System:
Learning Engagement 50%
1. Attendance (Face-to-face/Online)
2. Class Interactions
Output/Project 50%
1. Paper Analysis/Reflection/Synthesis

Prepared by:

Reviewed by:

Noted by:
 RUBRIC

Question and Answer Assignments and Class Activities

Highest Possible Percentage of the

Total Score that can be Obtained
(100%)
Answer to Questions 0% 25% 50% 75% 100%
 The answer shows a deep understanding of
the ideas being asked
 The answer reflects a deep or keen analysis
of theories, practices, and personal
experiences
 The answer is well supported by valid
arguments, appropriate examples,
illustrations or relevant personal experiences
Organization and Mechanics 0% 25% 50% 75% 100%
 The answers are organized, clear, and
concise with correct grammar
Timeliness 0% 25% 50% 75% 100%
 The assignment is submitted on time

RUBRIC

Position/Reflection/Analysis Paper

Highest Possible Percentage of the

Total Score that can be Obtained
(100%)
Content 0% 25% 50% 75% 100%
 The paper uses arguments which are related
to the issue or topic assigned.
 The student uses evidence to emphasize
and enhance arguments.
Organization 0% 25% 50% 75% 100%
 The paper is overtly organized.
 The student uses organizational aids such
as transitions, and summarizing
Language 0% 25% 50% 75% 100%
 The student made very few grammatical
mistakes.
 The speaker uses language in highly
effective ways to emphasize or enhance
his position or reaction.
Timeliness 0% 25% 50% 75% 100%
 The assignment is submitted on
time

Reminder:

Proper citations should be made on “borrowed” concepts, theories, or practices

following the general guide in citing references.
 RUBRIC

Group Brainstorming and Activity and Output

Highest Possible Percentage of the

Total Score that can be Obtained
(100%)
Group Structure and functioning 0% 25% 50% 75% 100%
• Members contribute to the decision-
making of the group regarding output in a
positive way.
• Members respect and encourage the
views of other members of the group.
On Task Assigned 0% 25% 50% 75% 100%
• The output shows the group
understanding of the ideas being asked
• The output reflects an analysis of
concepts learned on the course
• Output is supported by relevant
explanation
Timeliness 0% 25% 50% 75% 100%
 The output is submitted on time

RUBRIC

Class Participation

Highest Possible Percentage of the

Total Score that can be Obtained
(100%)
 Always well prepared for class. 0% 25% 50% 75% 100%
 Evident that student has completed all reading
assignments prior to class.
 Exhibits positive, supportive attitude toward
course and class members.
 Consistently contributes to class discussion.
 Consistently contributes to in-class activities.