Holy Angel University Angeles City School of Education HAU MISSION AND VISION
We, the academic community of Holy Angel University, declare ourselves to be a Catholic University. We dedicate ourselves to our core purpose, which is to provide accessible quality education that transforms students into persons of conscience, competence, and compassion.
We commit ourselves to our vision of the University as a role--‐model catalyst for countryside development and one of the most influential, best--‐managed Catholic universities in the Asia--‐Pacific region.
We will be guided by our core values of Christ--‐ centeredness, integrity, excellence, community, and societal responsibility. All these we shall do for the greater glory of God. LAUS DEO SEMPER!
School of Education (SED) Vision
The leading Catholic institution of teacher education in the region that serves as a benchmark for quality instruction, research and other best teaching learning practices.
Mission
To provide quality education that enables students to be critical thinkers, mindful of their responsibilities to society and equipped with holistic education catering to the heart and soul as well as to the body and mind.
Goals
To offer programs and projects that promote Christ centeredness, integrity, excellence, community and societal responsibility, leadership, scholarship, lifelong learning, effective communication, innovation, gender sensitivity and technological integration Objectives
1. To provide students with the opportunities and exposure to develop them and become highly competent educators, leaders and experts who continuously work for the advancement of educational thinking and practice
2. To instill in the students the spirit of community involvement through relevant programs/projects and become more responsive to the challenges of a progressive and dynamic society
3. To continuously hire academically and professionally qualified and competent faculty equipped with expertise and exposure needed in the practice of the profession
4. To serve as a benchmark for quality instruction, research and best teaching learning practices Teacher Education Program Outcomes
1. Have the basic and higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning 2. Have a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in
their students
3. Have a deep and principled understanding of how educational processes relate to a larger historical, social, cultural, and political processes
4. Have a meaningful and comprehensive knowledge of the subject matter they will teach
5. Can apply a wide range of teaching process skills ( including curriculum development, lesson planning, materials development, educational assessment, and teaching approaches)
6. Have direct experience in the field/classroom ( e.g. classroom observation, teaching assistant, practice teaching) 7. Can demonstrate and practice the professional and ethical requirements of the teaching profession
8. Can facilitate learning of diverse types of learners, in diverse types of learning environments, using a wide range of teaching knowledge and skills
9. Can reflect on the relationships among the teaching process skills, the learning processing in the students, the nature of the content/subject matter, and the broader social forces encumbering the school and educational process in order to constantly improve their teaching knowledge, skills, and practices
10. Can be creative and cooperative in thinking of alternative teaching approaches, take informed risks in trying out these innovative approaches, and evaluate the effectiveness of such approaches in improving student learning ; and
11. Are willing and capable to continue learning in order to better fulfill their mission as teachers.
HOLY ANGEL UNIVERSITY
COLLEGE OF ARTS, SCIENCES AND EDUCATION TEACHER EDUCATION DEPARTMENT
Syllabus in ORGANIZATION and ADMINISTRATION OF SPED PROGRAM (EORGADMIN)
Faculty: Dr. Agnes Guevarra- Manabat
Course Title: Organization and Administration of SPED Program Course Code: EORGADMIN
Number of Units: 3 Contact Hours Per Week: 3
Pre-requisite subject/s: ECADEV
COURSE DESCRIPTION:
This course is designed to equip students with knowledge and understanding on the functions and underlying principles of the
organization and administration of special education services in the public school setting. The role of the administrator and the members of the school multidisciplinary team, Special Education process significant to organization and administration, Special Education
services, monitoring and evaluation, and legal implications of decisions will be examined and discussed. This course will capacitate future educators in Special Education in providing and maintaining environmental conditions in school that are most conducive to the growth and learning of children with special needs.
COURSE LEARNING OUTCOMES:
At the end of the semester, the students should be able to:
a. Develop an understanding on the principles of the organization and administration of SPED.
b. Distinguish the relationship between the special and regular school programs;
c. Describe and demonstrate the roles of the members of the multidisciplinary team
d. Identify the Basic Special Education Process which are significant in the organization and administration of Sped;
e. Identify and describe instructional programs to address needs of children with disabilities
f. Develop an awareness on the legal implications of decisions relevant to the organization and administration of Sped
g. Identify, accommodate and plan for various disabilities
h. Demonstrate specific program planning skills with specific interventions based on documentation and assessment of learning needs
i. Develop and write an action plan containing the different phases in the organization and administration of Sped.
j. Propose projects and services that can contribute to the prevention of unnecessary referrals
k. Demonstrate skills on how to facilitate and optimize school success in handling learners with special needs in the organized Sped programs.
COURSE CONTENT:
Timetable Desired Learning Outcomes
Course Content/Subject
Matter
Teaching and Learning Activities (Methodology)
Assessment Task/Student
Output
Evaluation Tool
Resource Materials
3 hours
To reiterate what Special Education is.
To create foresight of one’s future work environment.
Special Education Defined
Teaching Special Education : Work Environments and Student
Demographics Where Can I Work?
Who Can I Teach?
Lecture/Discussion Lecture
Power Point Presentation small-group work student oral presentations .independent study .brainstorming and .decision making
Excerpts of the Group
Discussion Participation in class discussion Independent Reflection Group activity .
Quiz Rubric Project
Demonstration Peer
Assessment Evaluation Check lists Peer
Assessment
Special Education Defined
Teaching Special Education : Work
Environments and Student Demographics Retrieved from:
http://teach.com
3 hours
To identify the goals and mandates of Special Education.
Goals and Mandates of Special Education Full
Institutionalization of SPED
Lecture/Discussion Group Dynamics Film Viewing
brainstorming Research work think pair share Class
Participation
Recitation Peer
Assessment Demonstration Reaction paper
Marilyn Friend, (2008) Special Education Contemporary Perspective for School
Professionals
DepEd Order 26 s. 1997
3 hours
To distinguish the relationship between special and regular school programs.
The Relationship Between Special and Regular School Programs
Lecture/Discussion
Class Presentation .Excerpts of the Group
Discussion brainstorming Research work
Quiz
Demonstration Recitation Peer
Assessment Rubric
CEC Policy Manual 1997 Section Three, Professional Policies, Part 1Chapter 3, Special
Education in the Schools
http://www.cec.s ped.org
6 hours To identify policies relevant to the organization and
Administration of SPED.
To discuss the need of Sped Programs in the public schools.
Starting SPED Programs Policies
The Need of SPED in Every School Achieving Goals of SPED
Lecture/Discussion Interviews
Individual/Group Presentation
Interview report Excerpts of the Group
Discussion brainstorming Research work
Class presentation Quiz
Rubric Written Reports Impact evaluation Decision matrix
Power Point Presentation DepEd Order 72 s. 2009
DepEd Order 26 s. 1997
Garcia, C.
(2006).
Managing Children with Special Needs.
pp. 4-7
PRELIMINARY EXAMINATION
6 hours
To identify children with special needs
To describe the characteristics of the different exceptionalities
Categories of Children with Special Needs- IDEA
Characterist ics
Accommod ations
Lecture/Discussion Group Reporting Video Presentation Film Viewing
Excerpts of the Group
Discussion participation in class
Individual Reflection/Reac tion Paper Recitation
Quiz Class presentation Rubric Written Reports Impact evaluation
Garcia, C.
(2006).
Managing Children with Special Needs.
pp. 45-293 Perspective for School
Professionals
3 hours
Identify and discuss the basic process significant to organization and administration of Sped Programs.
SPED Process in the Organization and Administration of SPED Programs
Class discussion Reporting and Facilitating
Video Presentation independent study library research
Discussion Recitation Library Research Excerpts of the Group
Discussion
Paper and pencil Tests Recitation Reaction paper
The Basic Special Education Process Under IDEA
Retrieved from:
http://www2.ed.g ov/parents/needs/
speced/iepguide/i ndex.html
6 hours
To identify and discuss instructional
programs/services for Children with special needs
To distinguish
instructional programs from each other.
Educational Placement Alternatives Distinct
Characteristics of Instructional Programs
Enrolment Guide in the Organization of Classes for CWDs
Lecture/Discussion small-group work student oral presentations independent study library research
Participation in class discussion Film Viewing Excerpts of the Group
Discussion Portfolio
Quiz Recitation
http://www.slide share.net/Kristin eStrong/inclusio n-mainstreaming Maximization of Trained Teachers and
Administrators in Special
Education, Letter A
DepEd Order 53.
2008
http://www.publi cschoolreview.co m/blog/understan ding-self-
contained- classrooms-in- public-schools MIDTERM EXAMINATION
3 hours
To identify and discuss other related services in organizing and
supervising Sped programs.
Other Related Services in the Organization and Administration of Sped Programs Other Approaches
Lecture/Discussion Film Viewing Individual/Group Presentation
Discussion Excerpts of the Group
Discussion Group reporting
Paper and pencil tests Recitation Reaction paper
Education in Contemporary Society
http://www.slide share.net/drtarek elabsy/presentati on-of-learning- disabilities 3 hours To describe and
demonstrate the roles and
Sped
Multidisciplinary
Class Discussion Role Playing
Discussion Paper and pencil Tests
Garcia, C.
(2006).
responsibilities of each of the members of the Sped multidisciplinary team.
Team
Compositio n
Roles and Responsibil ities of Each Member
Simulation Recitation Library Research demonstration Excerpts of the Group
Discussion
Recitation Reaction paper Rubric
Managing Children with Special Needs.
pp. 33-34
3 hours To explain the phases of SPED program
organization
Phases in
Organizing Sped Programs
Initial Phase
Transition Phase
Inclusion Phase Administrative Support in the Organization and Administration and Administration of SPED
Class Discussion Video Presentation small-group work student oral presentations independent study library research
Discussion Recitation Library Research Participation in class discussion Independent Reflection Group activity Excerpts of the Group
Discussion
Paper and pencil Tests Recitation Reaction paper
Roles of DepEd Officials in the Implementation of Inclusive Education Inclosure No.2 DepEd Order 72 s. 2009
Guidelines on Administration and Supervision of SPED Letter B, DepEd order 53 s. 2008
6 hours To demonstrate specific program planning skills ; To prepare and develop an action plan in line with organization and administration of Sped.
To come up with proposals and services that can contribute to the
prevention of
unnecessary referrals;
To demonstrate skills on how to facilitate and optimize school success in handling learners with special needs in the
organized Sped
programs.
Preparation and Development of Action Plan
“ISPED Program Plan “
Presentation and Critiquing of Plans Finalization and Submission of Plans
small-group work student oral presentations .independent study .brainstorming and .decision making
ISPED Program Plan
SPED Services Proposals Portfolio
Paper and pencil Tests Recitation Rubric
FINAL EXAMINATION
Course Requirements:
a. Attendance and Participation b. Group Report
c. Individual Report
d. Project
e. Major Exams
f. Reflection Papers/ Quizzes Classroom Policies:
1. Attendance and Punctuality.
The student is expected to come to class regularly and on time. For absences, please refer to Policy on Absences below.
2. Active class participation.
The student is expected to participate actively in class recitations, discussions, and other activities as the case maybe. Please refer also to Expectations from Student below.
3. Group work requirements.
The student is expected to work harmoniously with her group mates and contribute to the preparation of their group work.
4. Peer group evaluation.
The student shall also be evaluated by her peers and feedback shall be taken into consideration.
Expectations from students
The student’s responsibility is to come to each class prepared. She is also expected to take all examinations on the date scheduled. She is expected to attend each class and participate actively in the discussions.
ACADEMIC DISHONESTY:
All students are expected to be academically honest. Cheating, lying and other forms of immoral and unethical behavior will not be tolerated. Any student found guilty of cheating in examinations or plagiarism in submitted course requirements will (at a minimum) receive an F or failure in the course requirement or in the course. Plagiarism and cheating refer to the use of unauthorized books, notes or otherwise securing help in a test; copying tests, assignments, reports or term papers; representing the work of another person as one’s
own; collaborating without authority, with another student during an examination or in preparing academic work; signing another student’s name on an attendance sheet; or otherwise practicing scholastic dishonesty.
POLICY on ABSENCES:
The allowed number of absences for EORGADMIN students enrolled in a 3-hour class is a maximum of 9 absences based on student handbook. Request for excused absences or waiver of absences must be presented upon reporting back to class. Special examinations will be allowed only in special cases, such as prolonged illness. It is the responsibility of the student to monitor her own tardy incidents and absences that might be accumulated leading to a grade of “FA.” It is also her responsibility to consult with the teacher, chair or dean should her case be of special nature.
IX. Grading System
Class Standing : 70%
Major Exam : 30%
Passing Percentage : 50%
Formula for Manual Computation
70% (CSp + CSm +C Sf) 30% (MEp + MEm + MEf) _________________ + ____________________
3 3
(Result would be the weighted average with a corresponding grade equivalent) Transmutation table Grade Equivalent
98 – above 1.00
92 – 97 1.25
86 – 91 1.50
80 – 85 1.75
74 – 79 2.00
68 – 73 2.25
62 – 67 2.50
56 – 61 2.75
50 – 55 3.00
50 – below 5.00
REFERENCES
1. Bigge, June Lee and Stump, Colleen Shea. 2005. Curriculum, Assessment and Instruction for Students with Disabilities. Calif.:
Wadsworth Pub.,
2. Friend, Marilyn .2008. Special Education Contemporary Perspective for School Professionals, Pearson Ed. 75 Arlington St.
Boston, Ma 02116.
3. Garcia,.Carlo Matt. Managing Children with Special Needs:Special Education Handbook. Manila: Rex Book Store INC.
4. Gargiulo, Richard . 2003. Special Education in Contemporary Society: Introduction to Exceptionality. Wadsworth.
WEBSITES
http://www.slideshare.net/KristineStrong/inclusion-mainstreaming
http://www.publicschoolreview.com/blog/understanding-self-contained-classrooms-in-public-schools.
http://www.slideshare.net/drtarekelabsy/presentation-of-learning-disabilities
http://www.slideshare.net/marglema9/eex-500-survey-of-education-of-exceptional-students http://www.slideshare.net/DenisseArevalo1/physical-disabilities-health-impairments http://www.slideshare.net/butterbear_86/hearing-impairment
http://www.slideshare.net/teenmentalhealth/understanding-adhd-presentation http://www.slideshare.net/search/slideshow?searchfrom=header&q=autism http://www.slideshare.net/drtarekelabsy/presentation-of-learning-disabilities
http://www.slideshare.net/marglema9/eex-500-survey-of-education-of-exceptional-students
http://www.slideshare.net/DenisseArevalo1/physical-disabilities-health-impairments http://www.slideshare.net/butterbear_86/hearing-impairment
http://www.slideshare.net/teenmentalhealth/understanding-adhd-presentation http://www.slideshare.net/search/slideshow?searchfrom=header&q=autism
CONSULTATION HOURS
DAYS TIME ROOM
Wednesday 5:30 pm- 6:00 pm CASED Consultation Room
