SNEd 100 Page |1

SNEd 100
FOUNDATIONS OF SPECIAL NEEDS AND INCLUSIVE EDUCATION

COURSE CODE: SNEd 100 COURSE TITLE: Foundations of Special Needs and Inclusive Education
COURSE TYPE: Professional Course COURSE CREDIT: Lecture - 3 units
PRE-REQUISITE: None CO-REQUISITE: None
PLACEMENT: 1st Year – First Semester SELF-DIRECTED LEARNING: 20 – 30 Hours
PROFESSOR: Faculty Name CONSULTATION PERIOD: Non-teaching hours

COURSE DESCRIPTION:
This course shall deal with philosophies, theories and legal bases of special needs and inclusive education, typical and atypical
development of children, learning characteristics of students with special needs and strategies in teaching and managing these learners in the
regular classroom setting.

LEVEL OUTCOMES:
At the end of the course, the students will be able to:
- Explain the importance of special education inclusion in our educational system.
- Construct and give unbiased and effective assessments for students with special needs.
- Has full awareness of effective communication with the community involved with special needs learners.
- Design appropriate intervention plans, behavioral management techniques and effective transition plans and methods of
leaners with special needs.

VISION: We are a premiere institution highly engaged in producing globally competitive professionals.
MISSION: We empower all students and stakeholders in achieving easy access to comprehensive instruction, research, and extension services using advanced technology.
S – Scholarly Pursuit J – Just and humane regard for people C – Commitment to Excellence D – Diversity with Purpose C – Compassion to Professionalism
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PROGRAM OUTCOMES:

1. Demonstrate in-depth understanding of the diversity of learners in various learning areas.

2. Manifest meaningful and comprehensive pedagogical content knowledge of the different subject areas.
3. Utilize appropriate assessment and evaluation tools to measure learning outcomes.
4. Manifest skills in communication, higher order thinking and use of tools and technology to accelerate learning and teaching.
5. Demonstrate positive attributes of a model teacher, both as an individual and as a professional.
6. Manifest a desire to continuously pursue personal and professional development.

COURSE OUTCOMES:

 Provide respectful and meaningful learning experiences and collaborative opportunities for students with additional needs and their
families.
 Respond effectively to educational needs of students with additional needs.
 Create safe, inclusive, culturally responsive learning environments for students with additional needs.
 Use knowledge of general and specialized curricula to individualize learning for students with additional needs.
 Use evidence-based instructional strategies to maximize learning opportunities for students with additional needs.
 Use multiple methods of assessment and multiple datasources to make sound educational decisions for students with additional
needs.
 Demonstrate reflective thinking and professional self-direction.

INSTITUTIONAL EDUCATIONAL OBJECTIVES

1. Provide quality education, responsive and relevant to the needs of the global community.
2. Produce globally competitive professionals.
3. Instill the Thaddeans spirit inspiring optimism, patriotism, and service.
4. Intensify research capabilities of stakeholders; and
5. Respond to the needs of the community through extension services by improving the quality of life.

VISION: We are a premiere institution highly engaged in producing globally competitive professionals.
MISSION: We empower all students and stakeholders in achieving easy access to comprehensive instruction, research, and extension services using advanced technology.
S – Scholarly Pursuit J – Just and humane regard for people C – Commitment to Excellence D – Diversity with Purpose C – Compassion to Professionalism
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LEARNING PLAN:

Topics PERIOD Topic learning Outcomes Learning Activities Assessment

1. Course Orientation
2. Introduction
A. Definitions
B. Comparison of General
Education and Special
Education
3. History of Special Education
A. General
B. Philippines Setting
C. Significant People
4. Laws and Legislation
A. Individuals with Disabilities
Education Act
B. Magna Carta for Disabled
Persons
5. Curriculum for Special Needs and
Inclusive Education
A. Assessment:
- Psychoeducational
Assessment
- Individual and Group
Intelligence Test
- Skill Evaluations
- Developmental and Social
History
- Observational Records
- Samples of student Works
Week 1  Define and expound on the meaning of  Interactive Lecture  Reflection: Course
3 HOURS Special Needs and Inclusive Education & Discussion expectations
 Distinguish the parallelism and divergence  Research  Written Evaluation
between General Education and Special  Group Activity  Assignment:
Education People/History of SPED
Week 2-3  Demonstrates the basic knowledge and  Interactive Lecture  Quiz
6 HOURS understanding of the subject’s history. & Discussion  Assignment: Philippines
 Recognize the important people and their  Research Laws relating to SPED
contributions for special and inclusive  Group discussion
education.
Week 4  Demonstrates the basic knowledge and  Interactive Lecture  Reflection: The Need for
3 HOURS understanding of legal responsibilities of & Discussion Legislation
educational institutions and the community  Group discussion  Assignment: Common
with regard to people with special needs and Sharing school practices for
and their education Evaluation and Referral
Process in SPED
Week 5-7  Detail the process of assessment and  Interactive Lecture  Quiz
9 HOURS referral for early intervention & Discussion  Assignments: Research
 Describe the different assessment method  Group discussion about the ff;
 Be familiar with administration of the and Sharing - Multi-Tiered System
different assessment  Observation of Supports
- Universal Design for
Learning

PRELIM EXAMINATION

VISION: We are a premiere institution highly engaged in producing globally competitive professionals.
MISSION: We empower all students and stakeholders in achieving easy access to comprehensive instruction, research, and extension services using advanced technology.
S – Scholarly Pursuit J – Just and humane regard for people C – Commitment to Excellence D – Diversity with Purpose C – Compassion to Professionalism

B. Early Intervention
- Evaluation, identification
and placement
- School channels,
agencies and institutions
C. Instruction
- Multi-Tiered System of
Supports (MTSS)
- Universal Design for
Learning
- Classroom Management
- Guidelines and Strategies
D. Individualized Education Plan
6. Classification of Special Needs:
 Intellectual Disability
 Autism Spectrum Disorder
 Learning Disabilities
 Communication Disorders
(Speech/Language Impairment)
 ADD/ADHD
 Hearing Impairment
 Visual Impairment
 Physical Disability
 Medical (Health-related)
 Emotional/Behavioral Disorder
 Exceptional / Giftedness
A. Terminologies / Description
B. Cultural / Social Issues and
Stereotypes
C. The special education teacher
and the role of Technology
VISION: We are a premiere institution highly engaged in producing globally competitive professionals.
MISSION: We empower all students and stakeholders in achieving easy access to comprehensive instruction, research, and extension services using advanced technology.
S – Scholarly Pursuit J – Just and humane regard for people C – Commitment to Excellence D – Diversity with Purpose C – Compassion to Professionalism
SNEd 100 Page |4
Week 8-11  Detail the process of referral for early  Interactive Lecture  Construct IEP
12 HOURS intervention & Discussion  Reflection: Personal
 Describe least restrictive environment in an  Group discussion classroom strategies for
inclusive classroom. and Reporting inclusive education
 Identify and describe effective classroom  Group Activity:  Assignments: Research
management as it pertains to students with Describe an about the Classification
disabilities inclusive of Special Needs
 Construct an Individualized Instructional classroom versus
Plan for students with special needs a traditional one
 Catalog guidelines and classroom
strategies for inclusive learning
MIDTERM EXAMINATION
Week 12-16  Displays basic knowledge and  Interactive Lecture  Quiz
15 HOURS understanding of the characteristics of & Discussion  Rubrics for reporting
various classifications of special needs and  Group discussion  Reflection: Cultural and
exceptionalities. and Reporting Social issues relating to
 Recognize the different cultural / social  Group Activity: special needs people in
issues about people with special needs Mind map: The the Philippines.
and their impact on Special and Inclusive role of the teacher
Education and technology in
 Demonstrate basic knowledge and Special Education
understanding in distinguishing / identifying
different classification of special needs
appropriately
 Express a personal philosophy of special
education, particularly in terms of the
relationship with regular education
 Demonstrates a positive attitude toward
learning about special education and
teaching students with special needs
 Discuss the role of technology and other
tools in the field of special education
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7. Case Studies: Week 17-18  Demonstrate a better understanding of the  Group Discussion  Rubrics for case study
- Physical Disability / Sensory 6 HOURS condition of special education in the  Interview and  Final Output
Impairment Philippines. Observation
- Autism Spectrum Disorder  Explore the realistic condition of the
community relating to special education
FINAL EXAMINATION

LEARNING ENVIRONMENT: Lectures – Classrooms / Interview and Observation – Field (Schools with SPED Program)

RESOURCES: Books, Materials for instruction (laptop & projector), other resource individual/person

COURSE REQUIREMENTS:
Performance Tasks
 Attendance - if incurred ten absences, automatic Failure Due to Absences (FDA) - three (3) lates/ tardy marks is equal to one
absent
 Reflection Papers, Major Examinations and Case Study Output

GRADING SYSTEM:
A. Lecture:
By the end of every semester, the academic performance of the students shall be computed based on the Absolute Grading System
using the scale below:

Term Grade (Prelim, Midterm, Finals) Percentage Final Grade Percentage

Major Examination 30% Preliminary 30%
Class Participation 25% 30%
Midterm
Assignment / Project / Reflection Paper / 25% 60%
Activity Output Finals
20% Total 100%
Quizzes / Seat Work
Total 100%

VISION: We are a premiere institution highly engaged in producing globally competitive professionals.
MISSION: We empower all students and stakeholders in achieving easy access to comprehensive instruction, research, and extension services using advanced technology.
S – Scholarly Pursuit J – Just and humane regard for people C – Commitment to Excellence D – Diversity with Purpose C – Compassion to Professionalism
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COURSE POLICIES:
1. The students are expected to be in the classroom at the scheduled time of the class.
2. Students are allowed 12 hours of absences inclusive of tardiness. Excessive absences shall merit the grade of 5.00. Absence due to
hospitalization and other unavoidable circumstances maybe exceptions but excuses under this situation need the consent and approval of
the Program Chair and the Director for Academic Affairs.
3. Assignment shall be submitted on the date agreed upon by the class. No assignment shall be accepted after the due date. No special
assignment shall be given in view of the missed one.
4. Major examination shall be given on scheduled date. No examination shall be given after the schedule.
5. Students are expected to display the highest degree of honesty and professionalism in their class work, requirements and activities and in
dealing with fellow students and teacher.
6. Cellular phones should be turned off or in silent mode during the class.
7. The teacher is very open to suggestions. Any activity shall be agreed upon by the class. Requests and concerns related to the course shall
be discussed in the class or to the teacher during the consultation hour.
8. Student with perfect attendance shall be given extra credit in the final grade.
All other policies (attendance, tardiness, decorum, grievance, etc.) shall be subject to the provisions of the latest version of the Student Handbook.

REFERENCES:

Call Number or Reference Material

e-provider
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.
Mercado, M.A. Introduction to Special Education Handbook
Rapp, W. H., & Arndt, K. L. (2012). Teaching everyone: An introduction to inclusive education. Baltimore, MD: Paul H. Brookes.
http://www.ldonline.org/article/54711/
https://www.understandingspecialeducation.com/13-categories-of-special-education.html
https://www.specialeducationguide.com/pre-k-12/what-is-special-education/the-importance-of-the-assessment-process/

VISION: We are a premiere institution highly engaged in producing globally competitive professionals.
MISSION: We empower all students and stakeholders in achieving easy access to comprehensive instruction, research, and extension services using advanced technology.
S – Scholarly Pursuit J – Just and humane regard for people C – Commitment to Excellence D – Diversity with Purpose C – Compassion to Professionalism
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Prepared by:

MS. DIVINA AMOR C. BALANSAG, LPT, MAEDc

Program Chair, School of Education

Recommended by: Approved by:

ENGR. KAREEN MAE TEVES MR. REYMART BOLAGAO, MAN, RN

Center for Quality Assurance Coordinator Director for Academic Affairs

VISION: We are a premiere institution highly engaged in producing globally competitive professionals.
MISSION: We empower all students and stakeholders in achieving easy access to comprehensive instruction, research, and extension services using advanced technology.
S – Scholarly Pursuit J – Just and humane regard for people C – Commitment to Excellence D – Diversity with Purpose C – Compassion to Professionalism