graduate school non thesis philippines

Master of Education, major in Special Education (Non-Thesis Program)
Br. Andrew Gonzalez FSC College of Education
BAGCED Graduate Degree Programs

Master of Education, major in Special Education

(non-thesis program, ntmsped).

This program is designed to equip education professionals with requisite knowledge, competencies, values and skills to meet the unique learning needs of special children. The program aims to:

prepare teachers for work with special children in the classroom, home, hospital and other related settings;
enable students to investigate historical, current and projected issues central to special education;
enable students to undertake research that will improve the practice of providing education for special children; and
form competent and professionally trained special education teachers.

PROGRAM LEARNING OUTCOMES

Graduates of Master of Arts in Education, major in Special Education (Non-Thesis) are expected to possess the following Lasallian attributes, namely:

ELGA 1: Creative and Critical Thinker

Develop deep understanding and appreciation of the nature and characteristics of the different categories of learner exceptionalities; and further variations across and within said categories. Each would present very particular learning needs given particular socio-economic realities.
Acquire knowledge of the teaching and learning process in special education; and critical and creative thinking skills in the study of different curricular models that can be employed to address the varied and changing educational needs of exceptional learners.
Learn various ways and means of accommodation and modification in instructional methods, materials, and assessment to create the least restrictive environment for all.
Mastery, appreciation, and use of non-formal assessment methods and tools in designing individualized education programs, and evaluating the learning outcomes of exceptional learners in the classroom.

ELGA 2: Effective Communicator

Develop the capacity to communicate effectively during discussions and in the presentation of systematic inquiry, and research.
Effectively communicate and collaborate with families, learning institutions, service providers, and community agencies in culturally responsive ways.

ELGA 3: Reflective Life-long Learner

Appreciation of world and local history of special education, and the need to keep abreast of current developments, issues and trends in the field, in the continuous analysis of the ever-changing educational needs of exceptional learners.
Critically reflect on one’s roles and responsibilities as an educator of learners with exceptional needs; keeping in mind one’s privileged position to be a catalyst for change.
Acquire deep understanding and develop appreciation of the diversity and interdependence of all human beings, acknowledging one’s capacity to raise awareness on the nature and characteristics of persons with disabilities, in pursuit of complementary, harmonious and peaceful co-existence with the rest of society.
Understand the need to continuously learn from other professionals through collaborative and consultative processes, such as collegiality, professional networking, and research.

ELGA 4: Service-driven Citizen

Instill a sense of responsibility toward unfortunate and marginalized sectors of society by engaging in volunteer work in special schools/centers for persons with, or at risk of having, disabling conditions.
Exhibit values consistent with the mission–vision of De La Salle University.

ELGA5: Innovator and Constant Seeker of Improvement

Develop creative outputs anchored on evidence-based knowledge that are responsive and relevant to promoting the optimal quality of life and academic engagements of learners with disabilities and other stakeholders

ADMISSION REQUIREMENTS

The following factors are considered in the admission process:

Undergraduate degree in Education or at least 12 units of professional courses in education with a GPA of at least 85%
Entrance examination results
Potential for graduate work and educational leadership based on results of interview
Applicants to the non-thesis program should have at least 3 years of work experience in SPED or in a related field.

Applicants whose background does not include any teaching experience of person with disabilities or at least a frequent exposure to persons with special education needs, will be required to do 80 hours of volunteer work in any special school, SPED resource center or other SPED institution. Teachers, parents, caregivers, or siblings of persons with disabilities (who regularly interact with PWDs) are exempted from this requirement.

PROGRAM REQUIREMENTS

Prerequisite courses : Assessed during application period

12 units of professional education courses for non-Teacher Education graduates
English (ENG501M / ENG502M and/ or ENGFO1M/ ENGFO2M) – Must pass the admission essay test to be exempted

COURSE REQUIREMENTS

Additional six (6) units of Advanced Technical Reading and Writing 1 and 2 will be required for applicants with a low score in the essay part of the entrance examination.

* The student is required to present his/her Action Research Paper (Capstone Project) in a conference and have it published in a peer-reviewed conference proceedings. The student’s institutional affiliation for the conference proceedings should bear the name of De La Salle University. The presentation and publication date must be within the student’s residency in the program or prior to his/her graduation.

BASIC/FOUNDATION COURSES (9 units +1)

SPE541M FOUNDATIONS AND PRINCIPLES OF TEACHING IN SPED (3 units) Equips students with fundamental knowledge and understanding of Special Education and introduces prospective SPED practitioners to the various categories of exceptionality. It includes orientation to appropriate educational and curricular programs to meet the needs of exceptional children. The course introduces prospective SPED teachers to the dynamic process of teaching children with exceptional educational needs. Specifically, it aims to discuss the underlying principles and theories in teaching exceptional children and to equip students with innovative and effective instructional approaches in handling varied types of special children. Appropriate teaching and learning environments are likewise discussed.

ELM511M INTRODUCTION TO RESEARCH AND STATISTICS (3 units) This course provides understanding of basic research concepts and methods. The following course objectives are: (1) To apply research knowledge and skills in their field of specialization; (2) to express appreciation for the value of research in understanding human behavior in the context of education; (3) to understand the fundamental concepts and principles of descriptive and inferential statistics; and (4) to apply the fundamental concepts of statistics to research problems in education, psychology and the social science and to value honesty, industry, perseverance, determination, hard work, order and respect for others which are the requirements of conducting research.

ELM850M ACTION RESEARCH (3 units) The course aims to develop the skills of the student in applying research methodologies and procedures to design and execute an action research study. A primary output of the course is the preparation of an action research that can later be carried out in a subsequent course (Independent/Praxis Study). (to be taken after completion of all major courses)

EDM535M LASALLIAN PHILOSOPHY OF EDUCATION (1 unit) The course helps students to acquire an understanding of St. John Baptist De La Salle’s life, work, writings and charism in order for the student to make De La Salle’s spirit come alive in contemporary education.

MAJOR COURSES (18 units)

SPE544M CURRICULUM FOR EXCEPTIONAL CHILDREN (3 units) Provides concrete knowledge and understanding of the nature, structure, goals and contents of SPED curriculum as well as the mastery of concepts and skills necessary in effectively managing instruction in SPED.

SPE561M ASSESSMENT AND EVALUATION OF EXCEPTIONAL CHILDREN (3 units) This course introduces the student to various tools, instruments and tests used in identification and evaluation of children with disabilities. It also delves into the principles and techniques in assessing children with special education needs. Significant researches related to the assessment process are also discussed.

Any three (3) electives

SPE542M FOUNDATIONS OF SPED (HISTORICAL, PHILOSOPHICAL, LEGAL FOUNDATIONS) (3 units)

SPE626M EARLY INTERVENTION PROGRAMS FOR EXCEPTIONAL CHILDREN (3 units) Exposes the students to the nature of infants and toddlers with special needs, and provides knowledge and understanding on the different procedures and techniques on how parents, teachers, and significant adults can help in the development of exceptional children through intervention programs.

SPE642M LIFESPAN TRANSITION PROGRAMS FOR EXCEPTIONAL CHILDREN (3 units) The course focuses on the design and implementation of programs that are age -appropriate and responsive to the changing needs of exceptional children. Programs will center on responding to the development needs of exceptional children particularly those affecting their school performance.

SPE640M TOTAL COMMUNICATION (3 units) Exposes the students oral, manual and a combination / variety of communication modes used with hearing impaired individuals. Historical background of the diverse approaches and sign system as significant components of Simultaneous Communication and Total Communication will also be tackled. A Basic Sign Language course will be introduced and passing this course will form part of the requirements.

SPE551M PRINCIPLES AND STRATEGIES IN TEACHING CHILDREN WITH MENTAL RETARDATION (3 units) The course deals with the application of the principles and theories learned in the education of children with mental retardation. It provides the students with the opportunity to plan teaching activities and to prepare instructional designs and materials that will facilitate the learning process and enhance the development of the cognitive, psychomotor, adaptive, communication and social skills of CWMR.

SPE570M INTRODUCTION TO LEARNING DISABILITIES (3 units) This course offers a comprehensive study on the nature, causal factors, and characteristics of individuals with learning disabilities. It likewise introduces students to the inconclusive issues pertinent to the condition as well as to the identification procedures, and instructional approaches/strategies for children with learning disabilities.

SPE627M GUIDANCE AND COUNSELING IN SPECIAL EDUCATION (3 units) This is a 3-unit course which deals with the principles and functions of guidance and counseling in Special Education. It is an introduction to the problems confronting “special children” in both home and school settings. It includes an assessment and analysis of these problems through the use of non-test methods and technique observation, interview, anecdotal records, guidance concepts, principles and practices to help the prospective teachers to acquire the ability to guide, help and handle exceptional children.

SPE629M ADAPTED PHYSICAL EDUCATION (3 units) This course equips students with basic knowledge and understanding of children with different disabilities in an adapted physical education program. It will also equip them with skills on the varied modified physical activities to meet the said disabilities.

SPE643M ASSESSMENT TOOLS FOR EXCEPTIONAL CHILDREN (3 units) The course introduces students to various tools/instruments and tests used in identification and evaluation of children with disabilities. It draws from the principle and techniques in assessing children with special education needs. Significant researches related to the assessment process are discussed alongside the use of multi-factored psycho-educational assessment tools.

INTEGRATING COURSES (9 units)

SPE700M MODIFICATION AND MANAGEMENT OF SPED PROGRAMS (3 units) The course is designed to provide knowledge about educational and administrative provisions in Special Education and the design of educational programs for particular groups of exceptional children.

SPE813M PRACTICUM IN SPECIAL EDUCATION (3 units) The course provides students with opportunities to apply the principles and strategies used in teaching exceptional children. It consists of 180 hours of field experiences, observation and involvement in the actual teaching-learning situation in a SPED setting.

ELM851M INDEPENDENT STUDY/ PRAXIS PAPER (3 units) The course focuses on the execution of an action research plan which was developed in the Action Research course. The investigation should address specific problem areas and concerns aimed at improving educational practice in Special Education.

WRITTEN COMPREHENSIVE EXAMINATION

Students are required to take and pass the written comprehensive examination upon completion of all academic courses. This is a requirement prior to the oral comprehensive examination.