OBT MA SPED 108 Curr. Dev.

UNIVERSITY OF MAKATI
J.P. Rizal Ext. West Rembo, Makati City

COURSE OUTLINE
COLLEGE of CONTINUING, ADVANCED and PROFESSIONAL STUDIES
GRADUATE PROGRAM in EDUCATION
COURSE TITLE COURSE CODE

SPED 108- Curriculum Development for Children with Special Needs MASSPED 108
COURSE PREREQUISITE/CO-REQUISITE UNITS
na 3 units
COURSE DESCRIPTION
The course will focus on the process in the curriculum development for children with special needs on the
basis of the needs, abilities, and interest of the special learners and the nature of inclusion in the
community. It will provide a perspective to the importance of special curriculum in the globalization.
COURSE INTENDED LEARNING OUTCOMES

At the end of the semester, the student should be able to;
1. Capture the essential concepts, nature and purpose of curriculum development as well as the various types,
foundations and approaches.
2. Explain the curriculum design models, dimension and approaches to curriculum designs;
3. Discuss the curriculum implementation and role of technology in curriculum delivery, monitoring and
evaluating.
4. Describe the assessment of curriculum in terms of intended, implemented and achieved outcomes;
5. Clarify the reforms enhancement, local and global as well as issues and concerns.
1 SESSION CONTENT
Orientation of the course
1
Definition, Nature and Scope of curriculum development, implementation and

2 evaluation
Types of school curriculum

 Recommended Curriculum
 Written Curriculum
 Taught Curriculum
 Supported Curriculum
3
 Assessed Curriculum
 Learned Curriculum
 Hidden Curriculum/ Implicit Curriclum
 Special Curriculum
4 Curriculum from Traditional Points of View

 Robert M. Hutchins
 Arthur Bestor
 Joseph Scwab
 Philip Phenix
Curriculum from Progressive Points of View
 John Dewey
 Holin Caswell and Klen Campbell
 Othaniel Smith, William Stanley and Harlan Shore
The CCMD acknowledges all academic efforts and serves as a repository of academic learning plans of the teacher-contributor and the department chair-editor.
1
 Colin Marsh and George Willis
Curriculum Development Process

 Curriculum planning
 Curriculum designing
5
 Curriculum implementing
 Curriculum evaluating
Curriculum Development Process Models

 Ralph Tyler Model: Four Bacic Principles
6  Hilda Taba Model: Grassroots Approach
 Gaylen Saylor and William Alexander Curriculum Model
Foundations of Curriculum
 Philosophical Foundations ( Perennialism, Essentialism, Progressivism, &
Reconstructionism)
 Historical Foundations ( F.Bobbit, W. Charters, W. Kilpartick, H. Rugg, H.
Caswell, R. Tyler, H.Taba & P. Oliva
7  Psychological Foundations (Ivan Pavlov, E. Thorndike, R.Gagne, J. Piaget, L.
Vygotsky, H. Gardner & D. Goleman)
 Humanistic Psychology (Gestalt Theory, A. Maslow & Carl Rogers
 Social Foundations ( J. Dewey & A. Toffler)
Approaches to Curriculum Design

 Child or Learner Centered Approach
8  Subject Centered Curriculum
 Problem Centered Curriculum
MIDTERM EXAMINATION
9
Curriculum Mapping
Curriculum Implementation
 Kurt Levin’s Force FieldTheory
 Categories of Curriculum Change
10  Elements of curriculum implementation
 Developmental
 Participatory
 Supportive
Role of Technology in Delivering the Curriculum

11 Role of Stakeholders in Curriculum Implementation
Curriculum Evaluation
Curriculum Evaluation
 Bradley Effectiveness Model
 Tyler Objectives Centered Model
12
 Daniel Stufflebeam Model- (Context, Input, Process, Product Model)
 Stske Responsive Model
 Scriven Consumer Oriented Evaluation
13 Philippine Qualifications Framework (PQF)
2
Assessment Tools for each Level of Learning Ourcomes

 Knowledge,Process, Understanding (KPU) of Learning Outcomes
Type of Tests to measure KPU
 Paper and pencil yest
 Essay test
14
 Performance test
 Checklist
 Rating Scale
 Rubrics for portfolio
Special Curriculum in Special Education

15
Enhanced Basic Education Act of 2013 (K TO 12)

16
Republic Act 11650

17
FINAL EXAMINATION
18
REQUIRED READINGS (TEXTBOOK)
SUGGESTED READINGS
INTERNET
Jounal on Educational Management
COURSE REQUIREMENTS
Class participation and Attendance 15%
Oral Report 25%
Written Report 20%
Examination 30%
Project 10%
TOTAL 100%
GRADING SYSTEM
CLASSROOM POLICIES
 Policies regarding attendance as stated in in the Student Handbook.
 Requirements shall be submitted on time.
 No assignment will be accepted after the due date.
COURSE PROGRAM
GRADUATE PROGRAM in EDUCATION
3
COURSE TITLE SCHEDULE TIME ROOM
MASPED 108 Curriculum
Development for CWNS
Saturday 1:30-4:30 pm
FACULTY DEPARTMENT HEAD COLLEGE SECRETARY DEAN
Dr. Elvira P. Rocal Dr. Rhere Tabajen Dr. Ederson Tapia
4

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UNIVERSITY OF MAKATI

J.P. Rizal Ext. West Rembo, Makati City

COLLEGE of CONTINUING, ADVANCED and PROFESSIONAL STUDIES

GRADUATE PROGRAM in EDUCATION

COURSE TITLE COURSE CODE

COURSE INTENDED LEARNING OUTCOMES

Definition, Nature and Scope of curriculum development, implementation and

Types of school curriculum

4 Curriculum from Traditional Points of View

Curriculum Development Process

Curriculum Development Process Models

Approaches to Curriculum Design

Role of Technology in Delivering the Curriculum

13 Philippine Qualifications Framework (PQF)

Assessment Tools for each Level of Learning Ourcomes

Special Curriculum in Special Education

Enhanced Basic Education Act of 2013 (K TO 12)

Republic Act 11650

REQUIRED READINGS (TEXTBOOK)

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