Coland Systems Technology College, Inc.
FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION
Preliminary Examination
GENERAL INSTRUCTIONS: Read and understand carefully the directions of every sub-test.
Use the official Test Booklet as your answer sheet. Do not write anything on the test
questionnaire. Any form of erasure is considered wrong.
Test I – Identification (2pts.each)
Directions: Identify the correct answers of the following statements / questions.
1. An individual or a child who has some area of functioning in which he or she is
significantly different from an established norm
2. A condition exhibiting one or more of the following characteristics over a long
period of time and at a marked degree that adversely affects a child’s
educational performance
3. A hearing impairment that is so severe that the child is impaired in processing
linguistic information through hearing
4. A document developed by a team of persons from the child’s attending school
system who have a direct relationship to help the student with special needs to be
able to reach his full potential
5. An educational program/service designed to meet the needs of children with
special needs who cannot profit from general or regular education because of
disabilities or exceptional abilities
6. A learning environment that promotes full personal, academic and professional
development of all learners irrespective of race, class, color, gender, disability,
sexual preference, learning style and language
7. An ongoing dynamic process that modifies and adapt prescribed program of
study to meet learning requirement of child
8. A historical development of inclusive education in which children with special
needs can enter the school but grouped in a certain area of the school
9. Concomitant impairments, the combination of which causes such severe
educational needs that they cannot be accommodated in special education
solely for one of the impairments
10. A communication disorder that adversely affects a child’s educational
performance
Test II – Enumeration
Directions: Give what are being asked in any order.
1-13 Legal Categories for Exceptionalities
1-7 Types of Related Services
1-3 Teaching Strategies for Inclusive Education
1-5 Reforms in Curriculum
1-7 Aims and objectives of Inclusive Education
1-5 Problems faced by Students
1-5 Barriers in Inclusive Education
1-5 Who needs Education?
Test III – Essay (10pts.each)
Directions: Discuss the following.
1. “No Child Left Behind”
2. What are the differences of Inclusive and Special Education?
3. What are the similarities of Inclusive and Special Education?
“Every child with special needs has a right to an educational program that is suitable to his needs”
Coland Systems Technology College, Inc.
Building & Enhancing New Literacies Across the Curriculum
Preliminary Examination
GENERAL INSTRUCTIONS: Read and understand carefully the directions of every sub-test.
Use the official Test Booklet as your answer sheet. Do not write anything on the test
questionnaire. Any form of erasure is considered wrong.
Test I – Identification (2pts.each)
Directions: Identify the correct answers of the following statements / questions.
1. A Latin word which means a race course or a runway on which one runs to reach
a goal
2. Who stated that curriculum includes all those activities which are utilized by the
school to attain the aims of education?
3. It relates to what should be taught or learned.
4. It relates to when different parts of the curriculum should be learned with respect
to the other parts of the curriculum.
5. It relates to how different strands of a piece of curriculum relate to other things.
6. Who stated that curriculum is a tool in the hands of the artist to mold his material
according to his ideas in his studio?
7. A change in the life style of a group, a community or a society
8. It plays a crucial part in the formulation and implementation of educational
ideologies.
9. These cause change in the style of living and therefore influences the curriculum
accordingly.
10. These demand changes in curriculum by bringing about change in occupational
structure.
11. These have an impact on curricula; the policies of the government decide the
core features of a curriculum.
12. It is the instructional and the educative program by following which the pupils
achieve their goals, ideals and aspirations of life.
13. It is considered the highest level of integration.
14. It is curriculum integration, the touchstone for integrative teaching and learning.
15. It refers to a single course that contains one or more disciplines.
16. He is the proponent of experiential theory.
17. He is the proponent of multiple intelligence.
18. The ability to use words effectively both orally and in writing
19. The ability to use numbers effectively
20. This theory expounds that development and learning occur through constructive
processes and that knowledge is constructed from experience.
Test II – Enumeration
Directions: Give what are being asked in any order.
1-2 kinds of values enter into curriculum making
1-9 categories of intelligences
1-4 synonyms of integrated curriculum
1-5 level/spectrum of integrated curriculum (in order)
1-3 theories supporting curriculum integration
1-2 name at least 2 constructivists
Test III – Essay (20pts.each)
Directions: Discuss the following.
1. Explain the differences of the 3 theories supporting curriculum integration.
“A teacher who is attempting to teach without inspiring the pupil with the desire to learn is hammering on
cold iron”
Coland Systems Technology College, Inc.
Purposive Communication
Preliminary Examination
GENERAL INSTRUCTIONS: Read and understand carefully the directions of every sub-test.
Use the official Test Booklet as your answer sheet. Do not write anything on the test
questionnaire. Any form of erasure is considered wrong.
Test I – Identification (2pts.each)
Directions: Identify the correct answers of the following statements / questions.
1. A communication which includes face-to-face, telephone, radio or television and
other media
2. A communication covering body language, gestures, how we dress or act, where
we stand, and even our scent
3. It is the method used to transmit our message to a recipient, or to receive a
message from someone else.
4. It is done when transferring abstract thoughts into spoken words or a written form.
5. A process of understanding or interpreting the message
6. A process of giving response or reply
7. Communication is the act of conveying meanings from one entity or group to
another through the use of mutually understood signs, symbols, and semiotic rules.
8. It means carefully prepared but delivered without notes.
9. It means composed or uttered without previous preparation.
10. It is the notion that are governed by their morals which in turn
affects communication which deals with the moral good present in any form of
human communication.
Test II – Name the Communication Model (5pts.each)
Directions: Identify completely the following communication models.
1. 2.
4.
3.
Test III – Essay (10pts.each)
Directions: Discuss the following.
1. Why is communication important to society?
2. Why do you think there should be ethics in communication?
“The art of communication is the language of leadership.”
Coland Systems Technology College, Inc. Coland Systems Technology College, Inc.
P.E. 2- Cultural Dances/Sports P.E. 2- Cultural Dances/Sports
Preliminary Examination Preliminary Examination
GENERAL INSTRUCTIONS: Read and understand GENERAL INSTRUCTIONS: Read and understand
carefully the directions of every sub-test. Use the carefully the directions of every sub-test. Use the
official Test Booklet as your answer sheet. Do not official Test Booklet as your answer sheet. Do not
write anything on the test questionnaire. Any write anything on the test questionnaire. Any
form of erasure is considered wrong. form of erasure is considered wrong.
Test I – Identification (2pts.each) Test I – Identification (2pts.each)
Directions: Identify the correct answers of the Directions: Identify the correct answers of the
following statements / questions. following statements / questions.
16. A means of expressing one’s emotions 1. A means of expressing one’s emotions
through movement disciplined by rhythm through movement disciplined by rhythm
17. It refers to movement set to music where 2. It refers to movement set to music where
there emerges, organization, structure there emerges, organization, structure
and pattern. and pattern.
18. The underlying pulse of rhythm 3. The underlying pulse of rhythm
19. A group of pulse beat 4. A group of pulse beat
20. Lowness or highness of a tone 5. Lowness or highness of a tone
21. Rate of speed of a movement 6. Rate of speed of a movement
22. The physical manifestations of the mental 7. The physical manifestations of the mental
and emotional response of the individual and emotional response of the individual
to rhythm to rhythm
23. A term which denotes an aspect of a 8. A term which denotes an aspect of a
quality of movement that is sometimes quality of movement that is sometimes
thought of as dance thought of as dance
24. Sometimes called fundamental rhythms 9. Sometimes called fundamental rhythms
or natural dances or natural dances
25. A cultural art form handed down from 10. A cultural art form handed down from
generation to generations generation to generations
26. The highest form of a dance 11. The highest form of a dance
27. Those that move the body in space in any 12. Those that move the body in space in any
direction with the feet as the moving direction with the feet as the moving
base. base.
28. Those in which various parts of the body 13. Those in which various parts of the body
move in space with a fixed base. move in space with a fixed base.
29. Variation of stress of movement 14. Variation of stress of movement
30. A printed symbol of a musical tone 15. A printed symbol of a musical tone
Test II – Enumeration Test II – Enumeration
Directions: Give what are being asked in any Directions: Give what are being asked in any
order. order.
1-13 elements of rhythm 1-13 elements of rhythm
1-4 elements of movement space 1-4 elements of movement space
1-5 phases of the dance program 1-5 phases of the dance program
1-2 the basic natural movement 1-2 the basic natural movement
1-7 non-locomotor movements 1-7 non-locomotor movements
1-4 values of dancing 1-4 values of dancing
1-5 locomotor movements 1-5 locomotor movements
Test III – Essay (10pts.each) Test III – Essay (10pts.each)
Directions: Discuss the following. Directions: Discuss the following.
2. Explain why dancing is important? 1. Explain why dancing is important?
“The less you move on the ground “The less you move on the ground
the more the world moves around.” the more the world moves around.”
