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 3 (13HRS)
General Topic Organization, Administration and Supervision
Specific Topics Designing a comprehensive special education seminar responsive to the
community needs assessment
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.

Specific Objectives:

To produce special education leaders who:

1. Understand special education as an evolving and changing discipline based on philosophies,

evidenced based principles and theories, relevant laws and policies diverse and historical points
of view and on human issues that have historically influenced the field;
2. Demonstrate respect for their students as unique human beings and understand the effects that
an exceptional condition/disability can have on an individual’s learning in school and throughout
the learner’s life.
3. Possess a repertoire of evidenced based instructional strategies to individualize instruction to
students with special learning needs;
4. Facilitate instructional learning planning in a collaborative context that included the SLV, their
families, professional colleagues, and personnel from outside agencies as appropriate;
5. Understand the legal policies and ethical measurement and assessment related to referral
eligibility, program planning, instruction and placement;
6. Actively create understanding environments for SLNs that foster cultural understanding, safety
and emotional well-being positive social interactions, and active engagements.
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 based on the community needs assessment
8. Demonstrate skill in organization, administration and supervision

Objectives for the Term:

The students should be able to:

1. Conduct a seminar that addresses the needs of the special education community

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 seminar planning
b. Design a proposal of the event
c. Presentation of the proposal

Interactions:

1. Content – Learner(self-paced)
a. Pre-class work by viewing videos and online materials about the trends in special
education in the Philippines
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://pdfs.semanticscholar.org/6334/bfec734729bc507216c336f828c9549ef272.pdf
 https://www.gettingsmart.com/2018/04/working-with-special-needs-students-what-do-all-teachers-
need-to-know/
 https://www.theatlantic.com/education/archive/2017/03/how-teacher-training-hinders-special-needs-
students/518286/

List of Rubrics (Based from the Objectives):

 Rubrics on Seminar

Grading System:

Learning Engagement 50%

1. Attendance (Face-to-face/Online)
2. Class Interactions

Output/Project 50%

1. Conduct a survey in the Special Education Community on the most needed

trainings and seminar to improve their practice as SPED teachers or practitioner

2. Out of the needs assessment survey, design and conduct a seminar to address the
concerns of the community together with the other stakeholder of the Special
Education

Prepared by:

Reviewed by:

Noted by:
 Rubric
Seminar

Please reflect on your experience during Seminar by completing the student-evaluation section
of the rubric below (top half). Once you have completed your section, please turn it in to the box.

Category Excellent (3) Satisfactory (2) Needs

Improvement (1)
 Had texts annotated and  Had texts marked to  Came to
Seminar marked optimally. some degree; still needs seminar without
Preparation  Appeared fully ready to practice in this area. marked texts.
participate.  Ready to discuss.  Did not appear
ready to
discuss.
Seminar  All discussion on topic  Most discussion on topic  Little or no
Discussion and relevant. and relevant. discussion or
not on task.
Participant Evaluation

Text Reference  Referenced texts to  Referenced points in  Did not

support discussion. text, but did not connect reference text.
to discussion.
 Optimum balance of  Participation tended to  Participation
Seminar speaking and used over or under speak and tended to over
Speaking other’s names when may have forgotten or under speak
referring to them or their either to address others and forgot to
ideas. by their names or make address others
eye contact. by their names
or make eye
contact.
 Displayed behaviors of  Displayed behaviors of
Seminar an active listener an active listener for  Did not appear
Listening throughout. much of the discussion. to be listening
for portions of
the discussion.