CENTRO ESCOLAR UNIVERSITY
Manila * Makati * Malolos
SYLLABUS ONTHE FOUNDATIONS OF SPECIAL AND INCLUSIVE EDUCATION
Course No. PCED105
No. of Units: 3 Units
Pre-requisites:None
Course Descriptive Title :
No of Hours :
Foundations of Special and Inclusive Education
54 hours
Course Description:Philosophies, theories and legal bases of special needs education, typical and atypical development of children, learning characteristics of
students with special educational needs (gifted and talented, learners with difficulty seeing, hearing, communicating, walking/moving, remembering/focusing and
self-care) and strategies in teaching and managing these learners in the regular inclusive class
CILO
Course Intended Learning Outcomes :
Discuss the philosophical and theoretical foundations of special and inclusive education
1
Design a personal educational framework based on philosophical and theoretical foundations
2
Analyze the international and national laws, orders and memos
3
Advocate for the international and local legal bases of inclusive education
4
Enumerate and rationalize typical and atypical development and learning characteristics
5
Connect the nature and learning characteristics of children with disability and its implication in life long learning
6
Appreciate the role and progression of the Philippine Educational System from Special Education towards Inclusive Education
7
Recommend a list of inclusive practices (general instructions and classroom management strategies) inside and outside the classroom
8
CEU VISION – MISSION STATEMENT
CENTRO ESCOLAR EXPECTED
EDUCATION PROGRAM OBJECTIVES
GRADUATE ATTRIBUTES (CEEGA)
UNIVERSITY PHILOSOPHY
LIFELONG LEARNER
The education graduates are expected to
 Learns and works independently as well as collaboratively.
Ciencia y Virtud (Science and Virtue)
become:
UNIVERSITY VISION
To be the University of First choice
UNIVERSITYMISSION
To promote a brighter future for our
students, for the Philippines and for the
world.
 Translates knowledge generated from research and other sources to
improve quality of life.
E – Excellent teachers with high regard for
 Creates new ideas to better understand society
Science and Virtue (PPST Domain 1)
 Evaluates own thinking, behavior and spirituality for self-growth
D – Dynamic designers of appropriate
REFLECTIVE AND CREATIVE THINKER
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Thinks critically and creatively.
Open-minded.
Solves problems systematically.
Loves art and shows artistic sensibility.
PCED105Foundations of Special and Inclusive Education
learning environments (PPST Domain 2)
U – Understanding educator of diverse
learners (PPST Domain 3)
C – Creative and critical implementers of
relevant and responsive curriculum
CARING AND TRUSTWORTHY CITIZEN
CEU CORE VALUES
V - Valuing others, caring for them and
empowering them
A - Accountability, integrity and trust
worthiness
L - Lifelong learning as individuals and as
an organization
U - Unity, teamwork and loyalty
E - Excellence in all endeavors
S - Social responsibility as citizens of the
Filipino nation and of the world
(PPST Domain 4)
 Values people and acts in unity with others.
A – Adept in various types of assessment
 Commits to social justice and principles of sustainability and respect
(PPST Domain)
for diversity.
R – Responsible partners of different
 Practices good stewardship and accountability.
stakeholders in the community
 Manifests social responsibility by helping improve conditions of those
(PPST Domain 6)
who have less in life or circumstance.
E – Enthusiastic and engaged lifelong-
PROFICIENT COMMUNICATOR
Learners (PPST Domain 7)
 Articulates ideas clearly for varied purposes and audiences of
diverse culture.
 Listens attentively, engages in meaningful exchange and shares
knowledge, values, attitudes and intentions.
 Utilizes effectively appropriate media and information technologies.
COMPETENT AND PRODUCTIVE PROFESSIONAL
 Initiates, innovates better ways of doing things and accountability.
 Promotes quality and productivity.
Curriculum Mapping:
ALIGNMENT OF PROGRAM OUTCOMES AND COURSE INTENDED LEARNING OUTCOMES
PROGRAM OUTCOMES
1
2
3
4
5
6
7
8
Apply the rootedness of education in philosophical , socio, cultural , historical, psychological
and political contexts(PPST 1)
Demonstrate mastery of subject matter/ discipline ( PPST 1)
Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate
to specific learners and their environments (PPST 3)
Develop innovative curricula, instructional plans, teaching approaches and resources for
diverse learners(PPST 4)
Apply skills in the development and utilization of ICT to promote quality , relevant and
sustainable educational practices (PPST 4)
Demonstrate a variety of thinking skills in planning, monitoring, assessing and reporting
learning processes and outcomes(PPST 5)
Practice professional and ethical teaching standards sensitive to local, national and global
realities(PPST 7)
Pursue lifelong learning for personal and professional growth through varied experiential and
field based opportunities(PPST 7)
PCED105Foundations of Special and Inclusive Education
CILO
1
CILO
2
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CILO
3
CILO
4
CILO
5
CILO
6
CILO
7
CILO
8
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Intended Learning Outcomes
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Content
Describe Loden’s Diversity Wheel

Differentiate: Inclusion, Integration, Segregation,
Exclusion
Discuss the UNESCO diagram: Education
through the inclusion lens
General knowledge of
inclusion, diversity
and the society
Explain the “Ability (and Disability) as a
Dimension of Diversity“
Analyze applications and implications of Equity,
diversity and inclusion and the inclusive society
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Teaching Learning
Activities
Lecture
Discussion

Video presentation
TimeAllotment

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Associate the Moral, Tragedy, Medical and
Social Model with historical events

Philosophical
Foundations
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Lecture
Discussion

Explain the connections of the “ICF 2001
interaction of concepts” diagram

ICF 2001 interaction
of concepts

Present a social narrative
from collected meme’s
from social media
accounts
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Explain the learning domains
Categorize the learning theories

Theoretical
Foundations
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Discover the Index for Inclusion
Correlate ECCE Teacher Competency
Framework for Southeast Asia and Philippine
Professional Standards for Teachers
Create a diagram

connecting learning

domains and theories
Enlist your learning styles
Group Work Analysis:
Create a theoretical
foundation based on
ECCE/PPST
PCED105Foundations of Special and Inclusive Education
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8/6, 8 (3h)
8/13, 15, 20,
22 (6h)
8/27, 29
9/3, 5 (6h)
Assessment

Short Quiz

Writing of reflection on the
video presentation and
life experiences
connected to diversity
(Scoring rubric attached)

Written test

Create a Social Narratives
as Sociologist: Present
current events or stories
from social media
depicting the philosophical
foundations (Scoring rubric
attached)

Graphic organizer: Create
a diagram that relates your
personal learning style to
selected theoretical
framework (Scoring rubric
attached)
Intended Learning Outcomes
PRELIMS
9/10,12 (3h)
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Content
Teaching Learning
Activities
Assessment
Project:
Present an Educational Statement that reflects your personal teaching style with the philosophical and
theoretical foundations
Examine the International and Local government 
agencies
Assess the roles and relationships of the shared
responsibilities of the countries to the global
community
Recognize the UN/UNESCO and NCDA vision
on Inclusive Education
International and
Local Government
Agencies

Lecture

Discussion

Explain importance of the
vision on inclusive
education

Discussion
Analysis and Synthesis:
Find the keywords and
significance of the laws
that you would want to
advocate for

Enumerate the various laws from Government
agencies to International Organizations that
protect and ensure the rights, and privileges of
Persons With Disabilities

Legal bases

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Appreciate neurodiversity and its impacts on life
span development

Typical and Atypical
development
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Differentiate the disability categories (typical and
atypical conditions) from DepEd, CHED and
NCDA
Articulate the impactof checklists and screening
tools: ECCD checklist, MFAT, WHODAS 2.0

TimeAllotment
PCED105Foundations of Special and Inclusive Education
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Critiquing Activity:
How important are the
differences in
development?
What are the connections
and implications of
neurodiversity on lifespan
development, school
readiness and
standardized screening
tools?

Writtenquiz
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Written justification on
your choice of international
and local agencies that
you would work for
(Scoring rubric attached)
10/1, 3,
8(4.5h)


Short quiz
Design Advocacy Pinswith
impact statements
(Scoring rubric attached)
10/10, 15,
17(4.5h)

Written reflections on the
class critiquing.

Create a table
synthesizing the different
disability categories
(Scoring rubric attached)
9/17, 19, 24,
26(6h)
Intended Learning Outcomes
Content
Teaching Learning
Activities
TimeAllotment
Assessment
MIDTERMS
10/22, 24(3h)
Project:
Advocate for a cause: Create an art card to support a pending bill in congress. Based on list of proposed bills
in congress.
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Identify strategies and analyze how a student
learns depending on his/her disability group
Identify the preferred teaching strategies per
disability group
Recommend best teaching strategies for better
classroom management according to conditions
and learning characteristics
Revisit the timeline of historical and legal

background
Identify values and demonstrate openness to
issues regarding gender, culture, and disability –
sensitivity (PWD, LGBT, Madrasah, IG, etc)
Understand the Process of Inclusion
Elaborate on the various groups enlisted as
marginalized by UNESCO
Discuss the current practices and forecast the
progress of the Philippine Educational System to
realizing its commitment to quality, equitable
and lifelong inclusive education
Describe characteristics of inclusive schools and 
communities
Identifies the components of special needs
education and explains processes
PCED105Foundations of Special and Inclusive Education
Learning
Characteristics

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
Continuum of Special
and Inclusive
Education: Practices
and Progression
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Components of
Special Needs
Education

Inferencing Activity:
Enumerate
thepredominant learning
characteristics and
strategies per disability
group
Create a table that
matches the
recommended learning
characteristics and
teaching style
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Lecture
Discussion
Enumerate myths or
unfair beliefs
Recommend the values
that should be practiced
in an inclusive
community

Deliberate on the list of
the relevant components
of Special needs
education
10/29, 31
11/5, 7, 12,
14 (9h)
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11/19,21,26,2 
8
12/3,5(9h)

Using the same table that
synthesized the different
disability categories, align
the learning characteristics
and teachings styles to
create a matrix.
Reflection on which
teaching skillsare you
comfortable handling
and/or excited to learn and
be an expert of?
Short test
Brochure Form:
Recommend values in
support for respect for
human dignity and
uniqueness
throughadvocacy
statements (Scoring rubric
attached)
Intended Learning Outcomes
Content
Teaching Learning
Activities
TimeAllotment
Assessment
involvedwithin and across these components
FINALS
12/10,12 (3h)
Project:
Propose projects for the university to advocate for a more inclusive caring CEU community
Course Requirements:
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Grading Scheme:
2/3 Class Participation and 1/3 Periodic Exam
Reflection Papers
Social Narratives
Theoretical framework
Educational Statement
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Written tests
Advocacy pins
Table of summary
Art cards
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Matrix
Brochure
Project Proposal
References:
Books:
Booth,T. and Ainscow, M. 2013 Index for Inclusion: Developing learning and participation in schools
Online:
http://www.loden.com/Web_Stuff/Articles_-_Videos_-_Survey/Entries/2010/9/3_Global_Diversity_Puts_New_Spin_on_Lodens_Diversity_Wheel.html
https://study.com/academy/lesson/ability-and-disability-diversity-in-the-workplace-definition-trends-examples.html#/lesson
https://unesdoc.unesco.org/ark:/48223/pf0000177849/PDF/177849eng.pdf.multi
https://unesdoc.unesco.org/ark:/48223/pf0000123330/PDF/123330eng.pdf.multi
http://119.82.251.165:8080/xmlui/bitstream/handle/123456789/239/Inclusive%20Education%20Initiatives%20for%20Children%20with%20Disabilities.pdf?sequ
ence=1
file:///C:/Users/User/Downloads/Concluding%20Observations%20_%20CRPD%20-Updated.pdf
https://www.right-to-education.org/sites/right-to-education.org/files/resourcePCED105Foundations of Special and Inclusive Education
attachments/RTE%3AUNESCO_Right%20to%20education%20handbook_2019_En.pdf
https://www.right-to-education.org/sites/right-to-education.org/files/resource-attachments/CRPD_General_Comment_4_Inclusive_Education_2016_En.pdf
https://unesdoc.unesco.org/in/documentViewer.xhtml?id=p::usmarcdef_0000248254&file=/in/rest/annotationSVC/DownloadWatermarkedAttachment/attach_im
port_afbde284-1960-4fd8-85eec87ccbe53ac5%3F_%3D248254eng.pdf&locale=en&multi=true&ark=/ark:/48223/pf0000248254/PDF/248254eng.pdf#305_17%20Ensuring%20Inclusion_i
nt_21_28_en.indd%3A.162123%3A625
https://ched.gov.ph/wp-content/uploads/2017/11/CMO-No.-77-s.-2017.pdf
https://www.youtube.com/watch?v=C-uyB5I6WnQ
Prepared by:
Date:
(Sgd.) Romina Galvez Bautista, LPT, MAPS
SELAMS faculty
PCED105Foundations of Special and Inclusive Education
Approved by:
July 15, 2019
(Sgd.) Maria Rita D. Lucas, LPT, Ph.D.
Dean, SELAMS
Date:
July 12, 2019