Policies, Standards and Guidelines for Bachelor of Special Needs Education (BSNEd)

November 2, 2017

CHED MEMORANDUM ORDER NO. 077-17

 

In accordance with the pertinent provisions of Republic Act No. 7722, otherwise known as the "Higher Education Act of 1994," in pursuance of an outcomes-based quality assurance system as advocated under CMO 46 s. 2012, and by virtue of Commission enbanc (CEB) Resolution No. 724-2017 dated October 3, 2017, the following policies, standards and guidelines (PSG) are hereby adopted and promulgated by the Commission.

ARTICLE I

Introduction

SECTION 1. Rationale. —

Based on the GuidelinesfortheImplementationof CMO No. 46 s. 2012, this PSG implements the "shift to learning competency-based standards/outcomes-based education" in response to the 21st Century Philippine Teacher Education framework. Furthermore, thisPSGisanchoredonthesalientfeaturesof K to 12 Enhanced Curriculum (RA 10533), the Philippine Qualifications Framework (EO 83, s. 2012), the NationalCompetency-Based Teacher Standards (NCBTS) now the PhilippineProfessionalStandardsforTeachers(D.O. 42, s. 2017) and other relevant documents. It specifies the 'core competencies' expected of BachelorofSpecialNeedsEducation(BSNEd) graduates "regardless of the type of HEI they graduate from." However, in "recognition of the spirit of outcomes-based education and of the typology of HEIs," this PSG also provides "ample space for HEIs to innovate in the curriculum in line with the assessment of how best to achieve learning outcomes in their particular contexts and their respective missions."

Quality pre-service teacher education is a key factor to quality Philippine education. The pre-service preparation of teachers is a very important function and responsibility of HEIs. All efforts to improve the quality of basic education in the Philippines are dependent on the service of teachers who are properly trained to undertake various roles and functions. As such, it is of utmost importance that the highest standards are set in defining the objectives, components, and processes of the pre-service teacher education curriculum. ITAaHc

Developing teachers who have the competence to work with children and youth with additional needs 1 is the thrust of the field of Special Needs Education. This degree program will enable its graduates to teach subjects in general/regular education settings while addressing learning concerns of students with additional needs. Graduates may also teach in special education centers and clinical settings. The Bachelor of Special Needs Education curriculum takes into consideration the various laws and international agreements especially the Convention on the Rights of Persons with Disabilities on quality education for persons with special educational needs, making Filipino mainstream education inclusive and accessible to all.

ARTICLE II

Authority to Operate

SECTION 2. GovernmentRecognition. —

All private higher education institutions (PHEIs) intending to offer BachelorofSpecialNeedsEducation (BSNEd) must first secure proper authority from the Commission in accordance with this PSG. All PHEIs with Bachelorof Special Education, Bachelor of Elementary Education with specialization in Special Education, Bachelor of Secondary Education major in Special Education, programs are required to shift to an outcomes-based approach based on this PSG and must secure approval for such a shift. State universities and colleges (SUCs), and local colleges and universities should likewise strictly adhere to the provisions in these policies and standards.

ARTICLE III

General Provisions

Per Section 13 of RA 7722, the higher education institution shall exercise academic freedom in its curricular offerings but must comply with the minimum requirements for specific academic programs, the general education distribution requirement and the specific professional courses.

SECTION 3. The articles that follow give minimum standards and other requirements and prescriptions. The minimum standards are expressed as a minimum set of desired program outcomes which are given in Article IV Section 6. CHED designed a curriculum to attain such outcomes. This curriculum is shown in Article V Section 9 as a sample curriculum. The number of units in this curriculum is here prescribed as the "minimum unit requirement" under Section 13 of RA 7722. In designing the curriculum, CHED employed a curriculum map which is shown in Article V Section 10 as a sample curriculum map.

Using a learner-centered/outcomes-based approach, CHED also determined appropriate curriculum delivery methods shown in Article V Section 11. The sample course syllabus given in Article V Section 12 show some of these methods.

Based on the curriculum and the means of its delivery, CHED determined the physical resource requirements for the library, laboratories and other facilities and the human resource requirements in terms of administration and faculty. See Article VI.

SECTION 4. HEIs are allowed to design curricula suited to their own context and mission, provided that they can demonstrate that the same lead to the attainment of the required minimum set of outcomes, albeit by a different route. In the same vein, they have latitude in terms of curriculum delivery and in terms of specification and deployment of human and physical resources as long as they can show that the attainment of the program outcomes and satisfaction of program educational objectives can be assured by the alternative means they propose.

HEIs can use the CHED Implementation Handbook for Outcomes-Based Education (OBE) and the Institutional Sustainability Assessment (ISA) as guide in making their submissions for Article VII.

ARTICLE IV

Program Specification

SECTION 5. Program Description. —

5.1 Degree Name

The degree program described herein shall be called:

A. Bachelor of Special Needs Education (Generalist)

B. Bachelor of Special Needs Education with specialization in:

• Early Childhood Education

• Teaching Learners with Visual Impairment

• Teaching Deaf and Hard-of-Hearing Learners

• Elementary School Teaching

5.2 Nature of the Field of Study

The BachelorofSpecialNeedsEducation (BSNEd) is an undergraduate degree program which specializes in special needs education.

5.3 Program Goals

The Bachelor of Special Needs Education (BSNEd) program prepares teachers who will instruct and manage students with additional needs in inclusive and segregated educational settings. Its graduates will be equipped to teach the basic education curriculum and alternate curricula depending on the needs of the students. Those who will teach in the elementary level will be trained across different subject areas. Those who will teach in the secondary level will provide educational support to students with additional needs in inclusive classrooms or provide educational services to students who may be enrolled in special education centers. CHTAIc

A graduate of this degree program should be able to teach in regular and special education schools as a teacher provided that he/she passes the Licensure Examination for Teachers in his/her subject area of specialization.

5.4 Specific Professions/Careers/Occupations for Graduates

After completion of all academic requirements of the program, graduates of Bachelor of Special Needs Education (BSNEd) should be able to practice the teaching profession in the field of Special Needs Education.

Graduates of the generalist BSNEd may be employed in special education centers/clinics as special education teachers, therapists, or clinicians. They can also work in regular schools that practice inclusion as learning support staff and as special education teachers.

Graduates of BSNEd with specialization in Early Childhood Education (ECE) can teach in regular schools as ECE teachers, special education teachers and learning support staff. They can also work in special education centers as special education teachers.

Graduates of BSNEd with specialization in Teaching Learners with Visual Impairment or Hearing Impairment can teach in special education centers and regular inclusive schools as special education teachers and as learning support staff.

Those with degrees in BSNEd with specialization in Elementary School Teaching can work as regular classroom/subject teachers in regular inclusive schools. They may also opt to teach in special education centers.

Graduates of these degrees may also practice in center-/home-/community-based educational settings as intervention specialists, job/behavior coaches and tutors.

5.5 Allied Fields

The Bachelorof Special Needs Education (BSNEd) is an allied discipline of Teacher Education. Other fields that work closely with special needs education include psychology, counselor education, anthropology, occupational therapy, physical therapy, speech pathology, developmental pediatrics and social work.

SECTION 6. Program Outcomes. —

The minimum standards for the BachelorofSpecialNeedsEducation program are expressed in the following minimum set of learning outcomes:

6.1 Common to all programs in all types of schools

The graduates have the ability to

a. articulate and discuss the latest developments in the specific field of practice (PQF level 6 descriptor).

b. effectively communicate orally and in writing using both English and Filipino.

c. work effectively and independently in multidisciplinary and multicultural teams (PQF level 6 descriptor),

d. act in recognition of professional, social, and ethical responsibility.

e. preserve and promote "Filipino historical and cultural heritage" (based on RA 7722).

6.2 Common to the discipline (Teacher Education)

a. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts.

b. Demonstrate mastery of subject matter/discipline.

c. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments.

d. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners.

e. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices. 2

f. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes.

g. Practice professional and ethical teaching standards sensitive to the local, national, and global realities.

h. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.

6.3 Specific to a sub-discipline and a major (Special Needs Education)

The graduates have the ability to demonstrate knowledge, skills and dispositions under the following domains:

a. Basic/Foundation: Provide respectful and meaningful learning experiences and collaborative opportunities for students with additional needs and their families.

b. Learner Development and Individual Learning Differences: Respond effectively to educational needs of students with additional needs. EATCcI

c. LearningEnvironments: Create safe, inclusive, culturally responsive learning environments for students with additional needs.

d. CurricularContentKnowledge: Use knowledge of general and specialized curricula to individualize learning for students with additional needs.

e. InstructionalPlanningandStrategies: Use evidence-based instructional strategies to maximize learning opportunities for students with additional needs.

f. Assessment: Use multiple methods of assessment and multiple data-sources to make sound educational decisions for students with additional needs.

g. Professional Learning and Practice: Demonstrate reflective thinking and professional self-direction.

These program outcomes are aligned with preparation standards for special educators by the Council for Exceptional Children, an international professional organization of educators of students with exceptionalities or additional needs.

6.4 Common to a horizontal type as defined in CMO 46, s. 2012

a. Graduates of professional institutions demonstrate service orientation in their respective professions

b. Graduates of colleges are qualified for various types of employment and participate in development activities and public discourses, particularly in response to the needs of the communities they serve

c. Graduates of universities contribute to the generation of new knowledge by participating in various research and development projects

Moreover, graduates of State Universities and Colleges (SUCs) must have the competencies to support "national, regional and local development plans" (RA 7722).

All private higher education institutions (PHEI), as its option, may adopt mission-related program outcomes that are not included in the minimum set of learning outcomes.

SECTION 7. Performance Indicators. —

Program Outcomes	Performance Indicators
Basic:	1. Demonstrate cultural-, disability- and gender-sensitivity
Provide respectful and meaningful learning experiences and collaborative opportunities for students with additional needs and their families.	2 Make educational decisions which are founded on evidence-based practice
3. Communicate in a clear, appropriate and respectful manner
4. Engage in collaborative and consultative partnerships with parents, families, teachers, and professionals to address concerns
5. Maintain accurate, confidential and complete student records, and prepare reports on students and activities
6. Model compassion, patience, flexibility, resourcefulness, and respect for individuals
Learner Development and Individual Learning Differences:	7. Observe the learner as he/she relates to others and the environment and determine his/her educational needs in the light of his/her nature and learning characteristics
Respond effectively to educational needs of students with exceptionalities.	8. Identify and respect learning differences among students
Learning Environments:	9. Demonstrate an understanding of typical and atypical learners by facilitating their learning in different learning environments
Create safe, inclusive, culturally responsive learning environments for students with additional needs.	10. Plan, organize and structure safe, positive and community-responsive learning environments that support individuals with additional needs
11. Motivate students to explore learning opportunities and persevere with challenging tasks
	12. Use positive behavior supports and refrain from using aversive techniques related to the application of disciplinary methods and behavior change procedures
CurricularContent Knowledge:	13. Demonstrate knowledge of the general education and specialized curricula for students across a wide range of performance levels
Use knowledge of general and specialized curricula to individualize learning for students with additional needs.	14. Demonstrate proficiency in the content of the subject matter they will teach
15. Teach personal development skills such as goal setting, independence, and self-advocacy, as well as functional and life skills
InstructionalPlanning andStrategies: Use evidence-based instructional strategies to maximize learning opportunities for students with additional needs.	16. Apply a wide range of evidence-based teaching process skills, strategies and approaches in inclusive and segregated educational settings (including individualization, curriculum and program development, and modification, lesson planning, materials development, formative assessment)
17. Use assistive technology and information communication technology for individuals with additional needs
18. Employ a variety of behavior and classroom management approaches
Assessment:	19. Identify and use a variety of appropriate formal and informal assessment tools to evaluate student performance
Use multiple methods of assessment and data- sources to make sound educational decisions for students with additional needs.	20. Interpret and utilize assessment results for instructional planning and placement of students
21. Develop individualized education programs, individualized family service plans, behavior intervention plans and individualized transition programs based on assessment results
ProfessionalLearningandPractice:	22. Participate in and conduct professional development activities, such as research, conferences, learning communities
Demonstrate reflective thinking and professional self-direction	23. Demonstrate reflective thinking, self-evaluation, self-direction and commitment to pursue excellence as a lifelong learner

ARTICLE V

Curriculum

SECTION 8. CurriculumDescription. —

Higher education institutions offering Bachelor of Special Needs Education (BSNEd) programs may exercise flexibility in their curricular offering. However, the following courses are prescribed as minimum requirements to be implemented.

SECTION 9. Sample Curriculum. —

9.1. Curriculum Components

A. Bachelor of Special Needs Education (Generalist)

Course Codes	Courses	Units	Total Units
	General Education (GE) Courses (CMO 20, s 2013)		36
	ProfessionalEducationCourses (Annex B)		42
	Special Needs Education Major or Courses		48
SNEd 2	Learners with Developmental Disabilities	3
SNEd 3	Learners with Sensory and Physical Disabilities	3
SNEd 4	Learners with Emotional, Behavioral, Language and Communication Disabilities	3
SNEd 5	Gifted and Talented Learners	3
SNEd 6	Curriculum and Pedagogy in Inclusive Education	3
SNEd 7	Educational Assessment of Students with Additional Needs	3
SNEd 8	Behavior Management and Modification	3
SNEd 9	Adapted Physical Education and Recreation, Music and Health	3
SNEd 10	Instructional Adaptations in Language and Literacy Instruction	3
SNEd 11	Instructional Adaptations in Mathematics and Science Instruction	3
SNEd 12	Instructional Adaptations for Teaching the Content Areas (Social Sciences, Humanities)	3
SNEd 13	Development of Individualized Education Plans	3
SNEd 14	Early Childhood Inclusive Education	3
SNEd 15	Transition Education	3
SNEd 16	Research in Special Needs and Inclusive Education	3
	Teaching Multi-grade Classes	3
	BSNEd (Generalist)
	Summary of Units

General Education Courses Professional Education Courses Special Needs Education Major Courses Mandated Courses (PE, NSTP)

36 42 48 14

TOTAL

140

 

B. Bachelor of Special Needs Education with specialization in Early Childhood Education

Course Codes	Courses	Units	Total Units
	General Education (GE) Courses (CMO 20, s 2013		36
	Professional Education Courses (Annex B)		42
	Special Needs Education Major Courses		42
SNEd 2	Learners with Developmental Disabilities	3
SNEd 3	Learners with Sensory and Physical Disabilities	3
SNEd 4	Learners with Emotional, Behavioral, Language and Communication Disabilities	3
SNEd 5	Gifted and Talented Learners	3
SNEd 6	Curriculum and Pedagogy in Inclusive Education	3
SNEd 7	Educational Assessment of Students with Additional Needs	3
SNEd 8	Behavior Management and Modification	3
SNEd 9	Adapted Physical Education and Recreation, Music and Health	3
SNEd 10	Instructional Adaptations in Language and Literacy Instruction	3
SNEd 11	Instructional Adaptations in Mathematics and Science Instruction	3
SNEd 12	Instructional Adaptations for Teaching the Content Areas (Social Sciences, Humanities)	3
SNEd 13	Development of Individualized Education Plans	3
SNEd 14	Early Childhood Inclusive Education	3
SNEd 16	Research in Special Needs and Inclusive Education	3
	Specialization: Early Childhood Education		24
ECE 3	Foundations of Early Childhood Education	3
ECE 4	Play and Developmentally Appropriate Practices in Early Childhood Education	3
ECE 5	Creative Arts, Music, and Movements in Early Childhood Education	3
ECE 6	Numeracy Development	3
ECE 10	Literacy Development	3
ECE 11	Social Studies in Early Childhood Education	3
ECE 12	Utilization of Instructional Technology in Early Childhood Education	3
ECE 13	Science in Early Childhood Education	3
	BSNEd with specialization in Early Childhood Education
	Summary of Units

General Education Courses Professional Education Courses Special Needs Education Major Courses Specialization Courses (Early Childhood Education) Mandated Courses (PE, NSTP)

36 42 42 24 14

TOTAL

158

C. Bachelor of Special Needs Education with specialization in Teaching Learners with Visual Impairment

Course Codes	Courses	Units	Total Units
	General Education (GE) Courses (CMO 20, s 2013)		36
	Professional Education Courses (Annex B)		42
	Special Needs Education Major Courses		45
SNEd 2	Learners with Developmental Disabilities	3
SNEd 3	Learners with Sensory and Physical Disabilities	3
SNEd 4	Learners with Emotional, Behavioral, Language and Communication Disabilities	3
SNEd 5	Gifted and Talented Learners	3
SNEd 6	Curriculum and Pedagogy in Inclusive Education	3
SNEd 7	Educational Assessment of Students with Additional Needs	3
SNEd 8	Behavior Management and Modification	3
SNEd 9	Adapted Physical Education and Recreation, Music and Health	3
SNEd 10	Instructional Adaptations in Language and Literacy Instruction	3
SNEd 11	Instructional Adaptations in Mathematics and Science Instruction	3
SNEd 12	Instructional Adaptations for Teaching the Content Areas (Social Sciences, Humanities)	3
SNEd 13	Development of Individualized Education Plans	3
SNEd 14	Early Childhood Inclusive Education	3
SNEd 15	Transition Education	3
SNEd 16	Research in Special Needs and Inclusive Education	3
	Specialization:Teaching Learners with Visual Impairment		18
SNEd 17	Functional Vision Assessment	3
SNEd 18	Orientation and Mobility	3
SNEd 19	Braille Reading and Writing	3
SNEd 20	Instructional Strategies for Learners with Visual Impairment	3
SNEd 21	Assistive Technologies for Learners with Visual Impairment	3
SNEd 22	Field Experience in Teaching Learners with Visual Impairment	3

BSNEd with Specialization in Teaching Learners with Visual Impairment

Summary of Units

General Education Courses Professional Education Courses Special Needs Education Major Courses Specialization Courses (Teaching Learners with Visual Impairment) Mandated Courses (PE, NSTP)

36 42 45 18   14

TOTAL

155

 

D. Bachelor of Special Needs Education with specialization in Teaching Deaf and Hard-of-Hearing Learners

Course Codes	Courses	Units	Total Units
	General Education (GE) Courses (CMO 20, s 2013)		36
	Professional Education Courses (Annex B)		42
	Special Needs Education Major Courses		45
SNEd 2	Learners with Developmental Disabilities	3
SNEd 3	Learners with Sensory and Physical Disabilities	3
SNEd 4	Learners with Emotional, Behavioral, Language and Communication Disabilities	3
SNEd 5	Gifted and Talented Learners	3
SNEd 6	Curriculum and Pedagogy in Inclusive Education	3
SNEd 7	Educational Assessment of Students with Additional Needs	3
SNEd 8	Behavior Management and Modification	3
SNEd 9	Adapted Physical Education and Recreation, Music and Health	3
SNEd 10	Instructional Adaptations in Language and Literacy Instruction	3
SNEd 11	Instructional Adaptations in Mathematics and Science Instruction	3
SNEd 12	Instructional Adaptations for Teaching the Content Areas (Social Sciences, Humanities)	3
SNEd 13	Development of Individualized Education Plans	3
SNEd 14	Early Childhood Inclusive Education	3
SNEd 15	Transition Education	3
SNEd 16	Research in Special Special Needs and Inclusive Education	3
	Specialization: Teaching Deaf and Hard-of-Hearing Learners		18
SNEd 23	Educational and Communication Philosophies in Deaf Education	3
SNEd 24	Filipino Sign Language	3
SNEd 25	Artificial Sign Systems	3
SNEd 26	Language Development and Literacy Instruction for Deaf and Hard of Hearing Learners	3
SNEd 27	Instructional Strategies for Deaf and Hard of Hearing Learners	3
SNEd 28	Field Experience in Teaching Learners who are Deaf and Hard of Hearing	3

 

BSNEd with specialization in Teaching Deaf and Hard-of-Hearing Learners
Summary of Units
General Education Courses	36
Professional Education Courses	42
Special Needs Education Major Courses	45
Specialization Courses (Teaching Deaf and Hard-of-Hearing Learners)	18
Mandated Courses (PE, NSTP)	14
TOTAL	155

 

E. Bachelor of Special Needs Education with specialization in Elementary School Teaching

Course Codes	Courses	Units	Total Units
	General Education (GE) Courses (CMO 20, s 2013)		36
	Professional Education Courses (Annex B)		42
	Special Needs Education Major Courses		27
SNEd 7	Educational Assessment of Students with Additional Needs
SNEd 8	Behavior Management and Modification
SNEd 9	Adapted Physical Education and Recreation, Music and Health
SNEd 10	Instructional Adaptations in Language and Literacy Instruction
SNEd 11	Instructional Adaptations in Mathematics and Science Instruction
SNEd 12	Instructional Adaptations for Teaching the Content Areas (Social Sciences, Humanities)
SNEd 13	Development Individualized Education Plans
SNEd 14	Early Childhood Inclusive Education
SNEd 16	Research in Special Needs and Inclusive Education
	Specialization in Elementary School Teaching (Major courses in Elementary Education except Research in Education)		54 units
SCI	Teaching Science in the Primary Grades (Biology and Chemistry)	3
SCI	Teaching Science in the Intermediate Grades (Physics, Earth and Space Science)	3
SSC	Teaching Social Studies in Primary Grades — Philippine History and Government	3
SSC	Teaching Social Studies in Intermediate Grades — Culture and Basic Geography	3
FIL	Pagtuturo ng Filipino sa Elementarya (I) — Estruktura at Gamit ng Wikang Filipino	3
FIL	Pagtuturo ng Filipino sa Elementarya (II) Panitikan ng Pilipinas	3
MATH	Teaching Math in the Primary Grades	3
MATH	Teaching Math in the Intermediate Grades	3
TLE	Edukasyong Pantahanan at Pangkabuhayan	3
TLE	Edukasyong Pantahanan at Pangkabuhayan with Entrep n	3
MUSIC	Teaching Music in the Elementary Grades	3
ARTS	Teaching Arts in the Elementary Grades	3
PEH	Teaching PE and Health in the Elementary Grades	3
ENG	Teaching English in the Elementary Grades (Language Arts)	3
ENG	Teaching Literacy in the Elementary Grades Thru Literature	3
MTB-MLE	Content and Pedagogy in the Mother-tongue	3
VED	Good Manners and Right Conduct (Edukasyon sa Pagpapakatao)	3
TTL2	Technology for Teaching and Learning in the Elementary Grades	3

 

BsNEd with specialization in Elementary School Teaching

Summary of Units

General Education Courses	36
Professional Education Courses	42
Special Needs Education Major Courses	27
Specialization Courses (Elementary School Teaching)	54
Mandated Courses (PE, NSTP)	14
TOTAL	173

 

9.2. Guidelines for Preparing a Program of Study

1. Offer the courses based on the availability of faculty and resources.

2. Not all General Education courses need to be completed in First Year or Second Year.

3. Ensure that sequential subjects are scheduled accordingly. DHITCc

9.3. Sample Program of Study (Distribution of Courses)

A. Bachelor of Special Needs Education (Generalist)

First Year

1st Semester	Credit Units	2nd Semester	Credit Units
GE 1	3	GE 4	3
GE 2	3	GE 5	3
GE 3	3	Prof Ed: Facilitating Learner Centered Teaching	3
Prof Ed: The Child and Adolescent Learners and Learning Principles	3	Prof Ed: The Teacher and the School Curriculum	3
Prof Ed/SNEd 1	3	SNEd 2	3
PE 1	2	SNEd 3	3
		PE 2	2
TOTAL	17	TOTAL	20

 

Second Year

1st Semester	Credit Units	2nd Semester	Credit Units
GE 6	3	GE 8	3
GE 7	3	GE 9	3
SNEd 4	3	SNEd 6	3
SNEd 5	3	SNEd 7	3
Prof Ed: Assessment of Learning 1	3	Prof Ed: Assessment of Learning 2	3
Prof Ed: Technology for Teaching and Learning 1	3	Prof Ed: Building and Enhancing Literacy Skills Across the Curriculum	3
NSTP 1	3	NSTP 2	3
TOTAL	21	TOTAL	21

 

Third Year

1st Semester	Credit Units	2nd Semester	Credit Units
GE 10	3	GE 11	3
SNEd 8	3	SNEd 11	3
SNEd 9	3	SNEd 12	3
SNEd 10	3	SNEd 13	3
SNEd 14	3	SNEd 15	3
Prof Ed: The Teaching Profession	3	Prof Ed: The Teacher and the Community, School Culture and Organizational Leadership	3
PE 3	2	PE 4	2
TOTAL	20	TOTAL	20

 

Fourth Year

1st Semester	Credit Units	2nd Semester	Credit Units
GE 12	3	Teaching Internship	6
SNEd 16	3
Field Study 1	3
Field Study 2	3
Teaching Multi-grade Classes	3
TOTAL	18	TOTAL	6

B. Bachelor of Special Needs Education with specialization in Early Childhood Education (158 units)

First Year

1st Semester	Credit Unit	2nd Semester	Credit Units
GE 1	3	GE 5	3
GE 2	3	GE 6	3
GE 3	3	Prof Ed: Facilitating Learner Centered Teaching	3
GE 4	3	SNEd 2	3
Prof Ed: The Child and Adolescent Learners and Learning Principles	3	SNEd 3	3
Prof Ed/SNED 1	3	ECE 3	3
PE 1	2	PE 2	2
NSTP 1	3	NSTP 2	3
TOTAL	23	TOTAL	23

 

Second Year

1st Semester	Credit Units	2nd Semester	Credit Units
GE 7	3	GE 10	3
GE 8	3	GE 11	3
GE 9	3	GE 12	3
SNEd 4	3	SNEd 6	3
SNEd 5	3	ECE 4	3
SNEd 14	3	Prof Ed: Assessment of Learning 2	3
Prof Ed: Assessment of Learning 1	3	Prof Ed: Building and Enhancing Literacy Skills Across the Curriculum	3
TOTAL	21	TOTAL	21

 

Third Year

1st Semester	Credit Units	2nd Semester	Credit Units
SNEd 7	3	SNEd 9	3
SNEd 8	3	SNEd 10	3
ECE 5	3	SNEd 13	3
ECE 10	3	ECE 6	3
Prof Ed: Technology for Teaching and Learning 1	3	ECE 11	3
Prof Ed: The Teacher and the School Curriculum	3	ECE 12	3
Prof Ed: The Teaching Profession	3	ECE 13	3
PE 3	3
TOTAL	23	TOTAL	21

 

Fourth Year

1st Semester	Credit Units	2nd Semester	Credit Units
Prof Ed: The Teacher and the Community, School Culture and Organizational Leadership	3	Teaching Internship	6
Field Study 1	3
Field Study 2	3
SNEd 11	3
SNEd 12	3
SNEd 16	3
PE 4	2
TOTAL	20	TOTAL	6

C. Bachelor of Special Needs Education major in Teaching Learners with Visual Impairment (155 units)

First Year

1st Semester	Credit Units	2nd Semester	Credit Units
GE 1	3	GE 5	3
GE 2	3	GE 6	3
GE 3	3	Prof Ed: Facilitating Learner	3
GE 4	3	Centered Teaching
Prof Ed: The Child and Adolescent Learners and Learning Principles	3	Prof Ed: The Teacher and the School Curriculum	3
Prof Ed/SNEd 1	3	SNEd2	3
PE 1	2	SNEd 3	2
NSTP 1	3	PE 2	3
		NSTP 2
TOTAL	23	TOTAL	23

 

Second Year

1st Semester	Credit Units	2nd Semester	Credit Units
GE 7	3	GE 10	3
GE 8	3	GE 11	3
GE 9	3	GE 12	3
SNEd 4	3	SNEd 6	3
SNEd 5	3	SNEd 7	3
Prof Ed: Assessment of Learning 1	3	Prof Ed: Assessment of Learning 2	3
Prof Ed: Technology for Teaching and Learning 1	3	Prof Ed: Building and Enhancing Literacy Skills Across the Curriculum	3
TOTAL	21	TOTAL	21

 

Third Year

1st Semester	Credit Units	2nd Semester	Credit Units
SNEd 8	3	SNEd 11	3
SNEd 9	3	SNEd 12	3
SNEd 10	3	SNEd 13	3
SNEd 14	3	SNEd 15	3
Prof Ed: The Teaching Profession	3	Prof Ed: The Teacher and the Community, School Culture and Organizational Leadership	3
Specialization 1: SNEd 17	3	Specialization 3: SNEd 19	3
Specialization 2: SNEd 18	2	PE 4	2
PE 3
TOTAL	23	TOTAL	20

 

Fourth Year

1st Semester	Credit Units	2nd Semester	Credit Units
SNEd 16	3	Teaching Internship	6
Field Study 1	3
Field Study 2	3
Specialization 4: SNEd 20	3
Specialization 5: SNEd 21	3
Specialization 6: SNEd 22	3
TOTAL	18	TOTAL	6

D. Bachelor of Special Needs Education with specialization in Teaching Deaf and Hard-of-Hearing Learners (155 units)

First Year

1st Semester	Credit Units	2nd Semester	Credit Units
GE 1	3	GE 5	3
GE 2	3	GE 6	3
GE 3	3	Prof Ed: Facilitating Learner	3
GE 4	3	Centered Teaching
Prof Ed: The Child and Adolescent Learners and Learning Principles	3	Prof Ed: The Teacher and the School Curriculum	3
Prof Ed/SNEd 1	3	SNEd 2	3
PE 1	2	SNEd 3	3
		PE 2	2
TOTAL	20	TOTAL	20

 

Second Year

1st Semester	Credit Units	2nd Semester	Credit Units
GE 7	3	GE 10	3
GE 8	3	GE 11	3
GE 9	3	GE 12	3
SNEd 4	3	SNEd 6	3
SNEd 5	3	SNEd 7	3
Prof Ed: Assessment of Learning 1	3	Prof Ed: Assessment of Learning 2	3
Prof Ed: Technology for Teaching and Learning 1	3	Prof Ed: Building and Enhancing Literacy Skills Across the Curriculum	3
NSTP 1	3	NSTP 2	3
TOTAL	24	TOTAL	24

 

Third Year

1st Semester	Credit Units	2nd Semester	Credit Units
SNEd 8	3	SNEd 11	3
SNEd 9	3	SNEd 12	3
SNEd 10	3	SNEd 13	3
SNEd 14	3	SNEd 15	3
Prof Ed: The Teaching Profession	3	Prof Ed: The Teacher and the Community, School Culture and Organizational Leadership	3
Specialization 1: SNEd 23	3	Specialization 3: SNEd 25	3
Specialization 2: SNEd 24	2	PE4	2
PE 3	2
TOTAL	23	TOTAL	20

 

Fourth Year

1st Semester	Credit Unit	2nd Semester	Credit Unit
SNEd 16	3	Teaching Internship	6
Field Study 1	3
Field Study 2	3
Specialization 4: SNEd 26	3
Specialization 5: SNEd 27	3
Specialization 6: SNEd 28	3
TOTAL	18	TOTAL	6

E. Bachelor of Special Needs Education with specialization in Elementary School Teaching (173 units)

FIRST YEAR

1st Semester	Credit Units	2nd Semester	Credit Units	Summer	Credit Units
GE 1	3	GE 5	3	GE 9	3
GE 2	3	GE 6	3
GE 3	3	GE 7	3
GE 4	3	GE 8	3
Prof Ed: The Child and Adolescent Learners and Learning Principles	3	Prof Ed: Facilitating Learner Centered Teaching	3
Prof Ed/SNEd 1	3	Prof Ed: The Teacher and the School Curriculum	3
PE 1	2
NSTP 1	3
		PE 2	2
		NSTP 2	3
TOTAL	23	TOTAL	23	TOTAL	3

 

SECOND YEAR

1st Semester	Credit Units	2nd Semester	Credit Units	Summer	Credit Units
Prof Ed: Assessment of Learning 1	3	GE 10	3	Elem Ed: ENG 1	3
	GE 11	3
	GE 12	3	Elem Ed. ENG 2	3
Prof Ed: Technology for Teaching and Learning 1	3	SNEd 7	3	Elem Ed: MUSC	3
	SNEd 8	3
	SNEd 11	3
	Prof Ed: Assessment of Learning 2
Elem Ed: SCI 1	3
Elem Ed: SCI 2	3	3
Elem Ed: MATH 1	3
Elem Ed: MATH 2	3
Elem Ed: MTB-MLE	3
TOTAL	21	TOTAL	21	TOTAL	9

 

THIRD YEAR

1st Semester	Credit Units	2nd Semester	Credit Units	Summer	Credit Units
SNEd 14	3	SNEd 9	3
Prof Ed: The Teaching Profession	3	SNEd 10	3
	SNEd 13 Prof Ed: Building and Enhancing Literacy Skills Across the Curriculum	3
Prof Ed: The Teacher and the Community, School Culture & Organizational Leadership	3	3
	Elem Ed: TLE 2	3
Elem Ed: FIL 1	3	Elem Ed: SSC 1	3
Elem Ed: FIL 2	3	Elem Ed: PEH	3
Elem Ed: TLE 1	3	PE 4	2
Elem Ed: ARTS	3
PE 3	2
TOTAL	23	TOTAL	23	TOTAL	0

 

FOURTH YEAR

1st Semester	Credit Units	2nd Semester	Credit Units	Summer	Credit Units
SNEd 12	3	Teaching	6
SNEd 16	3	Internship
Field Study 1	3
Field Study 2	3
Elem Ed: SSC 2	3
Elem Ed: VED	3
Elem Ed: TTL2	3
TOTAL	21	TOTAL	6

SECTION 10. Sample Curriculum Map. —

SECTION 11. Sample Means of Curriculum Delivery. —

1. Lecture/discussion

2. Use of cooperative/active learning strategies such as games, role play, project-based learning, problem-based learning, dialogue, journal writing, buzz sessions, brainstorming, concept mapping, think-pair-share

3. Scenario-thinking

4. Community immersion IAETDc

5. Self-assessment

6. Self-reflection

7. Case analysis

1. Creation of individual learning portfolio

8. Community mapping exercise

9. Critique or reflection

10. Service learning

SECTION 12. Sample Syllabus for Selected Core Courses (See Annexes)

ARTICLE VI

Required Resources

SECTION 13. Administration. —

Dean/Department Head

The Dean/Department Head of the college offering the degree shall be employed fulltime and must possess the following qualifications:

1. Filipino citizen

2. Holder of doctorate degree in Education or related field

3. Holder of valid certificate of registration and professional teacher's license (LET)

4. A total of at least three (3) years of very satisfactory teaching experience in basic education and/or tertiary level

5. Preferably with at least two (2) years of managerial/administrative experience

SECTION 14. Faculty. —

A. General Requirements

1. As a general rule, master's degree in education or in an allied discipline is required for teaching in the tertiary level.

2. Faculty teaching general education and major subjects should have an appropriate master's degree in the field they are assigned to teach.

B. Qualifications of the Professional Education Faculty

Faculty teaching Professional Education courses should have the following qualifications:

1. Holder of valid certificate of registration and Board of Licensure Examination for Professional Teachers (BLEPT) as provided for in Section 11 of RA 8981.

2. Holder of Master's degree in Education or in any allied fields.

C. Full-time faculty members of the college

The institution shall maintain 25% of the faculty members teaching in the teacher education program as full-time.

D. Faculty Development

The College of Education must have a system to support faculty development anchored on their institution's faculty development program. It should require the faculty members to:

1. complete doctoral degrees in education and other allied fields;

2. attend continuing education seminars, workshops, conferences, and others;

3. undertake research activities related to the teacher education program and to publish their research outputs in refereed publications; and

4. give lectures and present papers in national/international conferences, symposia and seminars.

SECTION 15. Library. —

Library personnel, facilities and holdings should conform to existing CHED requirements for libraries which are embodied in a separate CHED issuance. The library must maintain a collection of updated and appropriate/suitable textbooks and references used for the core courses in the curriculum. Library resources should complement curriculum delivery to optimize the achievement of the program outcomes for the BSNEd program.

SECTION 16. Laboratory and Physical Facilities. —

In addition to the required laboratories and facilities for general education, there should be adequate and appropriate laboratory facilities and equipment for the specialization courses in Science, Technology, and Languages, such as:

1. Science Laboratory*

2. ICT Laboratory*

3. Speech Laboratory, if necessary*

* This can be shared with other departments within the college/university.

A. Educational Technology Laboratory

The TEI should have access to an educational technology lab with appropriate equipment and software as indicated in the course specifications. The same laboratory shall serve to allow preparation, presentation and viewing of audio-visual materials to support instruction.

B. Laboratory School or Cooperating School

The TEI should maintain a facility within which the students can undertake their field study. This facility may be a laboratory school administered by the TEI. In cases when the TEI has no laboratory school, the TEI must have a long-term memorandum of agreement with cooperating school or with a cluster of cooperating schools within which student can undertake their field study and practicum courses. TEIs offering the BSNEd program should ensure that the laboratory and cooperating schools where they send their students, provide experience in special needs education.

SECTION 17. Admission and Retention Policy. —

The basic requirement for eligibility for admission of a student to the Teacher Education program shall be graduates from Senior High School level recognized by the Department of Education.

TEIs must have in place a selective admission policy for Teacher Education programs. This policy shall include passing an admission examination. For this purpose, TEIs may use either of the following admission examinations:

1. an admission examination developed and validated by the TEI;

2. an admission examination developed and validated by another TEI and used by TEI under a consortium agreement;

3. an admission examination developed and validated by private testing centers and used by TEI for a fee;

4. some other standardized tests for teaching aptitude; or

5. some other national qualifications examinations.

ARTICLE VII

Compliance of HEIs

Using the CHED Implementation Handbook for OBE and ISA as reference, a HEI shall develop the following items which will be submitted to CHED when they apply for a permit for a new program:

SECTION 18. The complete set of program outcomes, including its proposed additional program outcomes.

SECTION 19. Its proposed curriculum and its justification including a curriculum map.

SECTION 20. Proposed performance indicators for each outcome. Proposed measurement system for the level of attainment of each indicator.

SECTION 21. Proposed outcomes-based syllabus for each course. SaCIDT

SECTION 22. Proposed system of program assessment and evaluation.

SECTION 23. Proposed system of program Continuous Quality Improvement (CQI).

For existing programs, CHED shall conduct regular monitoring and evaluation on the compliance of HEIs to this Policies, Standards and Guidelines using an outcomes-based assessment instrument.

ARTICLE VIII

Transitory, Repealing and Effectivity Provisions

SECTION 24. Transitory Provision. —

All private HEIs, State Universities and Colleges (SUCs) and Local Universities and Colleges (LUCs) with existing authorization to operate the Bachelorof Special Education, Bachelor of Elementary Education with specialization in Special Education, Bachelor of Secondary Education major in Special Education, programs are hereby given a period of three (3) years from the effectivity thereof to fully comply with all the requirements in this CMO. However, the prescribed minimum curricular requirements in this CMO shall be implemented starting Academic Year 2018-2019.

SECTION 25. Sanctions. —

For violation of this Order, the Commission may impose such administrative sanction as it may deem appropriate pursuant to the pertinent provisions of Republic Act No. 7722, in relation to Section 69 of BP 232 otherwise known as the Higher Education Act of 1982, and the Manual of Regulations for Private Higher Education (MORPHE) per CMO No. 40, series of 2008 and other related laws.

SECTION 26. RepealingClause. —

Any provisions of this Order, which may thereafter be held invalid, shall not affect the remaining provisions.

All CHED issuances or part thereof inconsistent with the provision in this CMO shall be deemed modified or repealed.

SECTION 27. EffectivityClause. —

This Order shall take effect fifteen (15) days after its publication in the Official Gazette or in a Newspaper of General Circulation.

Quezon City, Philippines, November 2, 2017.

(SGD.) PATRICIA B. LICUANAN, Ph.D.

Chairperson

ANNEX A

Sample OBE Course Syllabus

ANNEX B

Description of Professional Education Courses

ANNEX C

Description of SNEd Major Courses

ANNEX D

Description of SNEd Specialization Courses

ANNEX E

Description of SNEd Specialization Courses

ANNEX F

Description of Specialization Courses

ANNEX G

Description of Specialization/Major Courses

ANNEX H

ICT Competency Standards for Teachers

ANNEX I

OBE Course Syllabus

Footnotes

1. The terms "learners with additional needs," "learners with special educational needs," "learners with exceptionalities" and "learners with special needs" are used interchangeably in this document.

2.Program Outcome "e" common to the Teacher Education discipline under Section 6.2 is anchored on the CHED-UNESCO ICT Competency Standards for Teacher Education in Annex H.

n Note from the Publisher: Copied verbatim from the official copy.