Assesing the Curriculum for Special Education
CENTRAL PHILIPPINE UNIVERSITY
SCHOOL OF GRADUATE STUDIES
Jaro, Iloilo City
ASSESSING THE CURRICULUM FOR SPECIAL EDUCATION
A RESEARCH PAPER
In Partial Fulfillment of the Course
In
Educ. 647
Supervision of Instruction
Presented to:
Dr. Lucy B. Catalogo
Professor
Presented by:
Lori Grace A. Advincula
MAED 2 -1
March 25, 2008
Table of Contents
Chapter I. Introduction …………………………………... 2 Background of the Study……………….. 2 Objectives of the Study …………………. 2 Statement of the Problem ...…………….. 3 Scope and Limitation …………………… 4 Hypothesis ………………………………. 5
Chapter II. Review of Related Literature …………….. 6
Chapter III. Methodology and Procedure ……………. 10
CHAPTER I
Introduction
Background School can be particularly challenging for children with special needs, including those with attention-deficit hyperactivity disorder or ADHD, who often experience poor academic performance, behavior problems, and difficulties with social interaction. The situation can be further complicated by the fact that there is no typical, predictable classroom style common to all children with special needs, for that matter. It can also be hard for parents to tell how much of any problem identified by a teacher falls into the normal range of a child development, for example how much is due to ADHD, and how much is due to coexisting problem such as learning disability, anxiety disorder, or disruptive behavior and others. Add to this fact that the public school system here in the Philippines may not have Individualized Education Program (IEP) that will meet the needs of these special children. In this study, the researcher will use different basic methods of assessing special education curriculum how it may be integrated into the mainstream or general education particularly in the Philippine public school system, without compromising quality of education.
Objectives of the Study The objectives of this research proposal are a) to assess the basic
SCHOOL OF GRADUATE STUDIES
Jaro, Iloilo City
ASSESSING THE CURRICULUM FOR SPECIAL EDUCATION
A RESEARCH PAPER
In Partial Fulfillment of the Course
In
Educ. 647
Supervision of Instruction
Presented to:
Dr. Lucy B. Catalogo
Professor
Presented by:
Lori Grace A. Advincula
MAED 2 -1
March 25, 2008
Table of Contents
Chapter I. Introduction …………………………………... 2 Background of the Study……………….. 2 Objectives of the Study …………………. 2 Statement of the Problem ...…………….. 3 Scope and Limitation …………………… 4 Hypothesis ………………………………. 5
Chapter II. Review of Related Literature …………….. 6
Chapter III. Methodology and Procedure ……………. 10
CHAPTER I
Introduction
Background School can be particularly challenging for children with special needs, including those with attention-deficit hyperactivity disorder or ADHD, who often experience poor academic performance, behavior problems, and difficulties with social interaction. The situation can be further complicated by the fact that there is no typical, predictable classroom style common to all children with special needs, for that matter. It can also be hard for parents to tell how much of any problem identified by a teacher falls into the normal range of a child development, for example how much is due to ADHD, and how much is due to coexisting problem such as learning disability, anxiety disorder, or disruptive behavior and others. Add to this fact that the public school system here in the Philippines may not have Individualized Education Program (IEP) that will meet the needs of these special children. In this study, the researcher will use different basic methods of assessing special education curriculum how it may be integrated into the mainstream or general education particularly in the Philippine public school system, without compromising quality of education.
Objectives of the Study The objectives of this research proposal are a) to assess the basic