The Bachelor of Special Needs Education (BSNEd) is a four-year undergraduate program of the 2018 curriculum which aims to prepare aspiring teachers in the field of special needs education. Specifically, the program aims to develop highly competent special education (SPED) teacher-researchers who specialize in providing and managing instruction to students with additional needs in an inclusive and / or segregated setting.
BSNEd is a board program which provides meaningful learning experiences all throughout its courses through student-centered learning paradigm and approaches which culminates in practice-teaching internship. Students need to complete a total of 2,700 hours of course works and 408 hours of field study and internship combined.
BSNEd graduates possess Level VI (Baccalaureate) qualifications under the Philippine Qualifications Framework (code number 60113) and the ASEAN Qualifications Framework. Graduates of this program are qualified to become professional licensed teachers upon passing the prescribed board examination under the Professional Regulation Commission (PRC).
Students who graduated from any Senior High School track can take the BSNEd program.
Please click or tap on the sections below for more detailed information about the BSNEd program.
with the prescribed objectives for teacher education, as indicated in the Commission on Higher Education (CHED)
memorandum order (CMO) no. 77, series of 2017. Under
this mandate, the program aims to produce graduates who can:
Teach with passion
Apply relevant technologies
Manifest in-depth understanding of the chosen area of specialization
Translate theory into practice
Exemplify the core values of Fortitude, Excellence and Uprightness
Anchor lessons and instructional materials on institutional, local and international standards
Communicate effectively in oral and written forms
Harness learners’ potentials
Exhibit critical thinking skills
Respond to the changing educational dynamics
On successful completion of this program, graduates can:
Design cultural-, disability-, and gender-sensitive and meaningful learning experiences and collaborative opportunities for students with additional needs and their families. (Linked to FEU Core Competencies: Professionalism, Responsible digital citizenship, Critical thinking, Persuasive Communication)
Construct effective and efficient response and accommodation to the different educational needs of students with additional needs. (Linked to FEU Core Competencies: Problem solving, Persuasive Communication, Intellectual Curiosity)
Prepare safe, inclusive, and culturally responsive learning environments for students with additional needs in accordance to the school’s rules and regulations. (Linked to FEU Core Competencies: Problem solving, Critical thinking, Professionalism)
Integrate theoretical, practical, and research-based knowledge in general and specialized curricula to individualize learning for students with additional needs. (Linked to FEU Core Competencies: Professionalism, Intellectual Curiosity)
Develop evidence-based instructional materials and strategies to maximize learning opportunities for students with additional needs. (Linked to FEU Core Competencies: Professionalism, Intellectual Curiosity, Responsible digital citizenship)
Analyze multiple data-sources to make sound educational decisions for students with additional needs in accordance to their individualized education program or accommodation. (Linked to FEU Core Competencies: Intellectual curiosity, Responsible digital citizenship, Problem solving, critical thinking)
Produce different methods of assessment to evaluate student performance in the basis of their individualized education program or accommodation. (Linked to FEU Core Competencies: Critical thinking, Intellectual curiosity, Professionalism, Problem solving, Intellectual curiosity, Critical thinking)
Design differentiated instruction aided by appropriate technology for students with additional needs. (Linked to FEU Core Competencies: Responsible digital citizenship, Professionalism)
Support professional developmental activities relevant to professional growth as a special education teacher and pursuing excellence as a lifelong learner. (Linked to FEU Core Competencies: Professionalism, Intellectual curiosity)
Develop reflective thinking skills and self-direction relevant to professional development as a special education teacher. (Linked to FEU Core Competencies: Critical thinking, Professionalism)
Upon the completion of the program, graduates are qualified to take the Licensure Examination for Teachers (LET) and are eligible to teach in the field of special needs education. Graduates of the program may work as special education teachers, therapists, or clinicians in special education centers.
Likewise, graduates can also work as SPED teacher-researchers or learning support staff in regular schools which have provision for inclusion and special education programs.
Graduates of the BSNEd program may also choose to practice as intervention specialists or tutors in home- or community-based educational settings. Graduates of the program may choose to pursue Master of Arts in Education or Master of Arts in Teaching as their graduate studies degree.
This program exhibits a holistic approach in education through the multitude of courses, learning approaches, and assessment it offers.
the first two years of the program, the General Education (GE) courses focus on
developing learner’s foundation skills, like critical thinking and reflection,
through facilitation of liberal education content. General Education courses
constantly engage learners into critical discussion. Moreover, the GE also
includes university-innovative courses, Scholarly Inquiry, College Academic
Skills (CASE), and Speech Communication, which are designed to develop key
college study habits, research, and academics skills of students.
the other hand, Professional Education (ProfEd) courses cultivate among
students the foundational theories and concepts, pedagogical content knowledge,
and experiential learning relevant in learning the art and science of the
teaching profession. Building from the foundation skills of general education
courses, ProfEd courses also engage students into critical discourse on issues
and trends in education and thereby pave way to further discussion and research
on implications to education theory, practice, and research.
Major / specialization courses of the program focus on mastering pedagogical content knowledge in instructing and managing students with additional needs. Through foundational concepts, pedagogical content knowledge, and education research of special education courses, students of the program are able to conceptualize their teaching and learning paradigms and translate it to relevant and effective education practices in the special education sector.
In conjunction with all of these courses, the Wellness and Recreation Program (WRP), which is a unique innovative-course feature of all programs in the university, is offered every semester to ensure that not only the cognitive faculties of students are developed but also their physical fitness and socio-emotional soundness.
Recognizing the essentiality of knowledge generation and
information navigation, the following approaches are embedded in the program to
empower students in making informed choices as thinking teacher professionals
in the future:
learning approach. In line
with the university’s teaching and learning philosophy, the program makes use
of student-centered learning approaches throughout its courses to enable
students to collaborate and co-construct knowledge with their teachers and
classmates. This approach, which is rooted on the learning paradigm of the
university, makes use of various learning activities designed to initiate
cognitive engagement among students through the practice of critical,
reflective, creative, and problem-solving thinking skills.
Interdisciplinary approach. Avoiding the pitfalls of atomistic learning and single-mindedness thinking, the program makes use of interdisciplinary approach where students explore and investigate educational and societal trends and issues using different disciplinal lenses. Through learning experiences, students can make sense of different perspectives and make connections of their learnings on different courses.
Research-based approach. Method of teaching each course of the program is informed by research. Likewise, research on different areas of education as required readings are central to the discussions made inside the classroom. Moreover, course capstone projects come in the form of research-based outputs to instill to students the habit of making research-informed choices in teaching and learning.
Technology-based learning approach. To promote and develop independent learning, as well as to provide flexibility in terms of learning space, selected courses of the program, in particular, four of the GE courses, utilize blended learning approach where a number of meetings allotted for the course are spent by the students in attending classes virtually through the use of the university’s learning management system. Likewise, students are exposed in different technological media in attending regular face-to-face meeting for each courses of the program.
Assessment and Research
Completion of courses under the program is dependent on the accomplishment of assessment tasks negotiated by the teacher and students for the semester. As the program values student learning not only as a product but also as a process, formative assessments which are conducted during the learning process are done to monitor and give feedback to students’ works. These formative assessments lead to summative assessments which focus on evaluating student learning at the end of instructional unit and course.
Gearing away from the traditional paper and pencil tests, the program also makes use of authentic or non-traditional assessment to better exhibit learning outcomes intended for the course and the program.
This authentic assessment comes in the form of creative capstone projects which serves as a culmination of all relevant learning experiences for the course. Moreover, most of these capstone projects come in the form of research-based outputs to instill to students the habit of making research-informed choices in teaching and learning.
from research-based outputs as capstone projects, two courses of the program
are dedicated for students to understand and do research works. The Educational
Research and Research in Special Education and Inclusive Education courses
focus on understanding and crafting research, broadly in education, and
specifically in teaching special and inclusive education, respectively. Both
courses aim for students to produce quality research paper and enable them to
understand research as a way of life in the teaching profession.
Experiential learning courses immerse students in basic education teaching through the supervision of cooperating teachers from partner schools. Field Study 1 and 2 prepare students to full time internship by allowing them to observe, participate, and assist in the teaching and learning planning, implementation, and evaluation.
On the last semester of the program, students engage in full time teaching internship as pre-service teachers under the mentorship of a cooperating teacher from the partner basic education school and guidance of the course facilitator. Moreover, through the pre-service student teacher exchange program, selected and screened pre-service student teachers are given the opportunity to have their practice teaching in schools from other Southeast Asian countries.
Students need to complete a total of 2,700 hours of course works and 408 hours of field study and internship combined. Further, students need to have a minimum quality point average (QPA) of 2.20 to graduate.