CONSOLIDATION WORKSHOP ON

THE PROPOSED NCBTS-BASED LET

(SPECIAL EDUCATION)

MS ANTONIA B. BLANCA (LUZON)

MS. ZENAIDA G. CONCON (LUZON)
PROF. O B. DAOCUP (VISAYAS)
PROF. NANCY C. PASCUAL (LUZON)
DR. NIETO L. VITTO (MINDANAO)

NCBTS
Social
Regard for
Learning
18%

Indic
ators

SUBJECTS

1.2.1 SPED 1 INTRODUCTION TO

1.1.2
SPED 1
to 4 SPED 2 INTRODUCTION TO
1.1.1
SPED 2
SPED 13 SPED CLASSROOM
MANAGEMENT
SPED 21 ORG. AND ADM. OF
SPED PROGRAMS

COMPETENCIES
SPED 1- INTRO TO SPED 1
1.Deduce the specific
contributions of the
philosophical, historical , ethical
and legal bases to special
education
2.Differentiate the special
education delivery services.

PERCEN
TAGE
WEIGHT
4%

4%
SPED 2- INTRO TO SPED 2
1.Examine the biological,
sociological and psychological
theories to explain
developmental characteristics of
children with special needs.
2.Determine the nature and
characteristics of different
categories of disabilities.

(Continuation in next slide)

NCBTS
Social
Regard for
Learning
18%

Indic
ators

SUBJECTS

1.2.1 SPED 1 INTRODUCTION TO

1.1.2
SPED 1
to 4 SPED 2 INTRODUCTION TO
1.1.1
SPED 2
SPED 13 SPED CLASSROOM
MANAGEMENT
SPED 21 ORG. AND ADM. OF
SPED PROGRAMS

COMPETENCIES
SPED 13 SPED CLASSROOM
MANAGEMENT
1. Appraise the attributes of an
effective teacher and other SPED
personnel
2. Determine the contributions
of each SPED personnel
3. Identify components of an
engineered classroom
4. Apply appropriately principles
and guidelines in effective
classroom management.

SPED 21- ORG. & ADM. OF

SPED PROGRAMS
1. Identify policies and
guidelines in the organization of
special education programs.
2. Examine theories and
principles of administering and
supervising SPED programs

PERCEN
TAGE
WEIGHT
7%

3%

Social Regards for Learning

Sped 1 Introduction to Sped 1.. 4%
Sped 2 Introduction to Sped 2 4%
Sped 13 Sped Classroom

Management.. 7%
Sped 21 Organization and
Administration of Sped Programs.. 3%
TOTAL 18%

NCBTS

Indic
ators

SUBJECTS

Learning 2.1.1 SPED 15 BEHAVIORAL

Environme to
MANAGEMENT
nt
2.5.3 SPED 18 GUIDANCE AND
12%
COUNSELING FOR
CHILDREN
WITH SPECIAL NEEDS

COMPETENCIES
SPED 15- BEHAVIORAL
MANAGEMENT
1.Distinguish typical classroom
behaviour from behaviour
deviation
2.Exemplify the theories and
principles of behaviour
management
3.Use appropriately
reinforcement principles
4.Apply techniques in increasing
appropriate behaviour or
decreasing the inappropriate
ones
SPED 18 GUIDANCE &
COUNSELING FOR CHILDREN
WITH SPECIAL NEEDS
1.Break down factors contributory
to the emergence of
handicapping conditions
2.Apply the principles of guidance
and counseling for children with
special needs.
3.Decide the type of services
appropriate for a particular
category of disabilities

PERCEN
TAGE
WEIGHT
7%

5%

Learning Environment
Sped 15 Behavioral Management
7%
Sped 18 Guidance and Counseling
for Children with Special Needs
5%
TOTAL.12%

NCBTS
Diversity
of
Learners
12%

Indic
ators

SUBJECTS

3.1.1 SPED 3 PSYCHOLOGY OF

to
CHILDREN WITH SPECIAL
3.1.8
NEEDS
SPED 10 INCLUSIVE
EDUCATION

COMPETENCIES
SPED 3 Psychology of
Children with Special Needs
1.Identify learning
characteristics at each level of
the different categories.
2.Generate a behaviour
classification for a given
disability
3.Differentiate educational needs
of each category
4.Recognize preventive
measures for occurrence of
disabilities
SPED 10 INCLUSIVE
EDUCATION
1.Compare and contrast the key
elements of inclusive education
and regular education
2.Determine inclusion practices
3.Apply the principles of
instructional accommodation,
instructional modification,
instructional differentiation and
other ethical issues

PERCEN
TAGE
WEIGHT
7%

5%

Diversity of Learners
Sped 3 Psychology of Children with

Exceptional Needs .. 7%
Sped 10 Inclusive Education.. 5%
TOTAL . 12%

NCBTS
Curriculu
m
32%

Indic
ators

SUBJECTS

SPED 7 CURRICULUM FOR

4.1.1
SPED 1
to
SPED 8 CURRICULUM FOR
4.7.1
SPED 2
SPED 9 PREPARATION OF
INSTRUCTIONAL
MATERIALS
FOR SPED
SPED 11 PSYCHOLOGICAL
AND
PHYSICAL KNOWLEDGE
APPROACHES
SPED 12 ICT AND SPED
SPED 14 MOVEMENT, ARTS
AND MUSIC FOR
CHILDREN
WITH SPECIAL NEEDS

COMPETENCIES
SPED 7- CURRICULUM FOR
SPED 1
Assess curricular content for
children with physical and health
related disabilities.
Use assistive devices
appropriately

SPED 8 CURRICULUM FOR

SPED 2
Assess curricular content for
children with psychological
disabilities.
Compare or contrast curriculum
models for children with
psychological disabilities

SPED 9 PREPARATION OF
INSTRUCTIONAL MATERIALS
FOR SPED
Determine appropriate
instructional materials and
resources in teaching children
with special needs
Follow criteria in the preparation
of instructional materials for
each category of disabilities
(Continuation in next slide)

PERCEN
TAGE
WEIGHT
5%

5%

5%

NCBTS
Curriculu
m
32%

Indic
ators

SUBJECTS

SPED 7 CURRICULUM FOR

4.1.1
SPED 1
to
SPED 8 CURRICULUM FOR
4.7.1
SPED 2
SPED 9 PREPARATION OF
INSTRUCTIONAL
MATERIALS
FOR SPED
SPED 11 PSYCHOLOGICAL
AND
PHYSICAL KNOWLEDGE
APPROACHES
SPED 12 ICT AND SPED
SPED 14 MOVEMENT, ARTS
AND MUSIC FOR
CHILDREN
WITH SPECIAL NEEDS

COMPETENCIES
SPED 11- PSYCHOLOGICAL AND
PHYSICAL KNOWLEDGE
APPROACHES
1.Distinguish appropriate instructional
strategies for children with special
needs
2.Relate special education principles
and theories
In instructional planning.
3. Select appropriate activities in
teaching a particular category of
children.
4. Determine appropriate evaluation
and monitoring strategies for learning
experiences.
5. Specify the role and functions of
shadow teaching
SPED 12 ICT AND SPED
1.Utilize skills in the use of low and
high forms of ICT in special
education.
(Continuation in next slide)

PERCEN
TAGE
WEIGHT
10%

2%

NCBTS
Curriculu
m
32%

Indic
ators

SUBJECTS

SPED 7 CURRICULUM FOR

4.1.1
SPED 1
to
SPED 8 CURRICULUM FOR
4.7.1
SPED 2
SPED 9 PREPARATION OF
INSTRUCTIONAL
MATERIALS
FOR SPED
SPED 11 PSYCHOLOGICAL
AND
PHYSICAL KNOWLEDGE
APPROACHES
SPED 12 ICT AND SPED
SPED 14 MOVEMENT, ARTS
AND MUSIC FOR
CHILDREN
WITH SPECIAL NEEDS

COMPETENCIES
SPED 14- MOVEMENT, ARTS
AND MUSIC FOR CHILDREN
WITH SPECIAL NEEDS
1.Choose appropriate activities
to develop movement and
creativity among children with
special needs.
2. Adapt recreation and sports to
the capabilities of children with
special needs

PERCEN
TAGE
WEIGHT
5%

Curriculum
Sped 7 Curriculum for Sped 1 5%
Sped 8 Curriculum for Sped 2 .. 5%
Sped 9 Preparation of Instructional

Materials for Sped 5%

Sped 11 Psychological and Physical
Knowledge Approaches. 10%
ICT and Sped 2%
Sped 14 Movement, Arts, Music for
Children with Special Needs 5%
TOTAL 32%

NCBTS

Indic
ators

Planning,
Assessing
and
Reporting
16%

5.2.1
to
5.4.2
5.1.1
to
5.1.3

SUBJECTS
SPED 4 OBSERVATIONAL
CHILD
STUDY 1
SPED 5 OBSERVATIONAL
CHILD
STUDY 2
SPED 6 ASSESSMENT OF
CHILDREN WITH SPECIAL
NEEDS
SPED 16 INDIVIDUALIZED
EDUCATION PROGRAM

COMPETENCIES
SPED 4-OBSERVATIONAL
CHILD STUDY 1
1.Compare the efficiency and
reliability of the different
observation methods
2.Apply acceptable criteria in the
use of structured observations
such as checklists or scales and
interpretation of results.
SPED 5- OBSERVATIONAL
CHILD STUDY 2
1.Distinguish the different types
of unstructured observation such
as anecdotal record, journal,
event recording and
interpretation of results.
2.Specify the appropriate type of
observation to be used for a
given disability
(Continuation in next slide)

PERCEN
TAGE
WEIGHT
3%

3%

NCBTS
Planning,
Assessing
and
Reporting
16%

Indic
ators

SUBJECTS

5.2.1 SPED 4 OBSERVATIONAL

to
CHILD
5.4.2
STUDY 1
SPED 5 OBSERVATIONAL
5.1.1 CHILD
to
STUDY 2
5.1.3 SPED 6 ASSESSMENT OF
CHILDREN WITH SPECIAL
NEEDS
SPED 16 INDIVIDUALIZED
EDUCATION PROGRAM

COMPETENCIES
SPED 6 ASSESSMENT OF
CHILDREN WITH SPECIAL
NEEDS
1. Describe the steps in the
assessment process of children
with special needs.
2. Compare and contrast the
uses of norm-referenced,
criterion-referenced,
curriculum-based and authentic
assessment for special
education
3. Evaluate and interpret results
of assessment for planning
intervention programs

SPED 16-INDIVIDUALIZED
EDUCATIONAL PROGRAM
1. Identify roles and
responsibilities of members of
IEP team.
2. Utilize effective behaviour
intervention strategies
appropriate to members roles
and responsibilities

PERCENT
AGE
WEIGHT
5%

5%

Planning, Assessing, and Reporting

Sped 4 Observational Child Study 1

3%
Sped 5 Observational Child Study 2
3%
Sped 6 Assessment of Children
with Special Needs
.. 5%
Sped 16 - Individualized Educational
Program .. 5%
TOTAL . 16%

NCBTS

Indic
ators

SUBJECTS

Communit 6.1.1 SPED 17 HOME AND FAMILY

y Linkages
to
LIFE OF CHILDREN WITH
5%
6.1.6
EXCEPTIONALITIES
SPED 20 EFFECTIVE
COMMUNICATION WITH
PROFESSIONALS AND
FAMILIES

COMPETENCIES
SPED 17 HOME AND
FAMILY LIFE OF CHILDREN
WITH EXCEPTIONALITIES
1.Examine the different ways of
school and home collaboration
and their implications in special
education.
2.Explain the dynamics of
families of children with
exceptionalities
3.Determine collaborative
strategies for family advocacy.
SPED 20 - EFFECTIVE
COMMUNICATION WITH
PROFESSIONALS AND
FAMILIES
1.Cite different ways of effective
communication with
professionals and families
2.Communicate effectively
progress reports to members of
the rehab team.

PERCENT
AGE
WEIGHT
3%
.

2%

Community Linkages
Sped 17 Home and Family Life of

Children with Exceptionalities.. 3%

Sped 20 Effective Communication
with Professionals and Families 2%
TOTAL .. 5%

NCBTS

Indic
ators

SUBJECTS

COMPETENCIES

Personal 7.2.1 SPED 19 RESEARCH IN SPED

SPED 19 RESEARCH IN
Growth
to
SPED
and
7.3.4
1.Distinguish a good
Profession
problem for special education
.research
5%
2.Choose appropriate
research design and method in
special education
3.Determine appropriate
data collection techniques.
4.Match statistical
treatment to given variables
5.Interpret results and
formulate conclusions
6.Utilize research results
for improvement of teaching
performance

PERCENT
AGE
WEIGHT
5%

Personal Growth and Professional

Sped 19 Research in Sped .. 5%

TOTAL 5%

SUMMARY OF DISTRIBUTION OF
PERCENTAGE WEIGHTS PER DOMAIN
Social Regards for Learning .. 18%
Learning Environment .. 12%
Diversity of Learners . 12%
Curriculum . 32%
Planning, Assessing and Reporting. 16%
Community Linkages 5%
Personal Growth and Professional .

5%
TOTAL 100%