PRACTICUM - MA SNIED 5-2 SNIED 708 (S 03:30PM-06:30PM)
This is a course that focuses on the current implementation of the RA 10533 Enhanced K to 12 Inclusive Education Policy Framework for
Basic Education (DO 21, s. 2019) that promotes inclusion of LSEN. It is a terminal course that gives prospective special education
teachers the opportunity to apply and synthesize educational theory and teaching strategies and enables students to do the following: a)
professionally and ethically perform the duties of a special education teacher; b) demonstrate proficiency in instructional management and specially designed instruction, student engagement and motivation, curriculum planning, learning theory, problem solving in an educational
setting, c) select, adapt, and use instructional strategies, adaptations, assessments, and materials according to the characteristics of the
learner and d) apply knowledge about the characteristics of children with disabilities to educational practices in the school setting. At the
end of the term, students are expected to demonstrate conceptual and procedural knowledge in the scholarship of teaching special needs
and inclusive education through the preparation of a brief lesson plan that uses UDL and DI formats, a video of a teaching demonstration,
and case study and assessment report involving Learners with Special Education Needs.
Basic Education (DO 21, s. 2019) that promotes inclusion of LSEN. It is a terminal course that gives prospective special education
teachers the opportunity to apply and synthesize educational theory and teaching strategies and enables students to do the following: a)
professionally and ethically perform the duties of a special education teacher; b) demonstrate proficiency in instructional management and specially designed instruction, student engagement and motivation, curriculum planning, learning theory, problem solving in an educational
setting, c) select, adapt, and use instructional strategies, adaptations, assessments, and materials according to the characteristics of the
learner and d) apply knowledge about the characteristics of children with disabilities to educational practices in the school setting. At the
end of the term, students are expected to demonstrate conceptual and procedural knowledge in the scholarship of teaching special needs
and inclusive education through the preparation of a brief lesson plan that uses UDL and DI formats, a video of a teaching demonstration,
and case study and assessment report involving Learners with Special Education Needs.
DEBATING SPECIAL INCLUSIVE EDUCATION - MA SNIED 5-1 SNIED 701 (S 12:00PM-03:00PM)
The course explores key issues concerning the definitions of special needs and inclusion, and national and global perspectives on
diversity. It also lays the preliminary groundwork for analyzing the legal, historical, social, and medical frameworks of disability studies,
along with the different categories of exceptionality, definitions, etiologies, levels and types; and the effects of disabilities on the social,
emotional and psychological development of learners with special needs (LSEN). At the end of the course, the students should be able to demonstrate their knowledge of special and inclusive education through the development of comparative analysis of inclusive practices in
local and international settings.
diversity. It also lays the preliminary groundwork for analyzing the legal, historical, social, and medical frameworks of disability studies,
along with the different categories of exceptionality, definitions, etiologies, levels and types; and the effects of disabilities on the social,
emotional and psychological development of learners with special needs (LSEN). At the end of the course, the students should be able to demonstrate their knowledge of special and inclusive education through the development of comparative analysis of inclusive practices in
local and international settings.
PRACTICUM - MA SNIED 5-1 SNIED 708 ( )
This is a course that focuses on the current implementation of the RA 10533 Enhanced K to 12 Inclusive Education Policy Framework for
Basic Education (DO 21, s. 2019) that promotes inclusion of LSEN. It is a terminal course that gives prospective special education
teachers the opportunity to apply and synthesize educational theory and teaching strategies and enables students to do the following: a)
professionally and ethically perform the duties of a special education teacher; b) demonstrate proficiency in instructional management and specially designed instruction, student engagement and motivation, curriculum planning, learning theory, problem solving in an educational
setting, c) select, adapt, and use instructional strategies, adaptations, assessments, and materials according to the characteristics of the
learner and d) apply knowledge about the characteristics of children with disabilities to educational practices in the school setting. At the
end of the term, students are expected to demonstrate conceptual and procedural knowledge in the scholarship of teaching special needs
and inclusive education through the preparation of a brief lesson plan that uses UDL and DI formats, a video of a teaching demonstration,
and case study and assessment report involving Learners with Special Education Needs.
Basic Education (DO 21, s. 2019) that promotes inclusion of LSEN. It is a terminal course that gives prospective special education
teachers the opportunity to apply and synthesize educational theory and teaching strategies and enables students to do the following: a)
professionally and ethically perform the duties of a special education teacher; b) demonstrate proficiency in instructional management and specially designed instruction, student engagement and motivation, curriculum planning, learning theory, problem solving in an educational
setting, c) select, adapt, and use instructional strategies, adaptations, assessments, and materials according to the characteristics of the
learner and d) apply knowledge about the characteristics of children with disabilities to educational practices in the school setting. At the
end of the term, students are expected to demonstrate conceptual and procedural knowledge in the scholarship of teaching special needs
and inclusive education through the preparation of a brief lesson plan that uses UDL and DI formats, a video of a teaching demonstration,
and case study and assessment report involving Learners with Special Education Needs.