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Models of Disability in Education TOS

The document outlines a Table of Specification (TOS) for various learning outcomes related to models of disability, special needs education, and inclusive education. It details specific objectives, time allocations, item numbers, and percentages for assessment across different cognitive levels such as remembering, understanding, applying, analyzing, evaluating, and creating. Each section is prepared by different groups of students, indicating a structured approach to evaluating knowledge in these educational areas.

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anafemagalona8
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29 views4 pages

Models of Disability in Education TOS

The document outlines a Table of Specification (TOS) for various learning outcomes related to models of disability, special needs education, and inclusive education. It details specific objectives, time allocations, item numbers, and percentages for assessment across different cognitive levels such as remembering, understanding, applying, analyzing, evaluating, and creating. Each section is prepared by different groups of students, indicating a structured approach to evaluating knowledge in these educational areas.

Uploaded by

anafemagalona8
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

TABLE OF SPECIFICATION (TOS)

Learning Outcome: To discuss the different Models of Disability and its significance

LEVELS OBJECTIVES TIME ITEM NUMBER NUMBER OF %


(in minutes) ITEMS
Identify the different types of models
1. Remembering 2 MC1, MC3 20%
2
Characterize disability in the idea of
2. Understanding inclusive education 2 MC2 1 10%

Use social factors to differentiate the


social model from the rights-based
3. Applying 2 MC4 1 10%
approach

Distinguishing the Biomedical model from


the Functional/Rehabilitation model in the
4. Analyzing 2 MC6 1 10%
concept of habilitation

Asses the application of different models


5. Evaluating of disability in real-world situations 2 MC5, MC7 2 10%

Discuss the significance of the Twin-Tract


6. Creating approach in developing inclusive 5 DT1 3pts 30%
education
TOTAL 15 minutes 10 items 100%
Prepared by: Ancing, Barolan, Baroquillo, & Palmes
BTLEd-IA2 students

Time % Number of
Levels Test Objectives Item no.
(Minutes) items
To define special needs education and its primary
Remembering 2 MC8 10 1
goal
To explain the concept of “Pathology of
Understanding 2 MC11 10 1
Difference” and its implications for education
To provide examples of how special education
Applying can be adapted to meet the needs of students 2 MC9 10 1
with diverse abilities
To justify the importance of modification in
Analyzing curriculum to address students with additional 2 MC14, AD2 20 2
needs

To assess the strengths and limitations of


Evaluating 2 MC10, AD1 20 2
inclusive education practices.

To write a scenario that demonstrates a strategy


Creating 5 DT2 30 3 pts
for promoting inclusion in the classroom

Total 15 minutes 100% 10 items

Table of Specification (TOS)


Learning Outcome: To use the knowledge of general and specialized curricula to individualize learning for students with additional needs.

Prepared by: Ancing, Andag, Cabasag, Masandag, Sanggacala, & Navaro


BTLEd-HE2 students

Table of Specification (TOS)


Learning outcome: To demonstrate reflective thinking and professional self-direction.

Time %
Levels Test Objectives Item no. Number of items
(Minutes)
To identify laws that support PWDs in the
Remembering 2 IT1, IT 5 20% 2
Philippines
To describe how inclusive education supports
Understanding 2 MC13 10% 1
reflective practices in teaching
To implement the concept of inclusion in the
Applying 2 MC12 10% 1
classroom management

To differentiate special education and inclusive


Analyzing 2 AD4, AD3 20% 2
education in the context of classroom settings

To evaluate how SDG#4 supports inclusive


Evaluating education and reduces barriers for marginalized 2 AD5 10% 1
groups
To discuss the significance of Philippine laws for
Creating 5 DT3 30% 3 pts
PWDs in promoting inclusive education

Total 15 minutes 100% 10 items

Prepared by: Galang, Igo-ogan, Macalisang, Macalua, & Magalona


BEEd-3 students

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