A Detailed Lesson Plan in Ed204

Student Name: Jonnel S. Gadingan

Learning Area: Ed204

I. Objectives
At the end of the activity, the pre-service teacher shall
1. Thresh out highlights and applicability of principles, policies and dimensions of special and
inclusive education in the Philippines.
2. Research on status of implementation of principles, policies and dimensions of special and
inclusive education in the Philippine setting
3. The student will know how to apply these principles, policies and dimension of special and
inclusive education in the classroom.

II. Subject Matter

Topic: Principles, Policies and Dimensions of Special and Inclusive Education

Reference:

https://www.cdc.gov/ncbddd/actearly/parents/states.html#:~:text=Is%20the%20term%20used
%20to

http://www.theteachersgallery.com/wp-content/uploads/2017/04/Inclusion-Models-for-
Students-with-Disability.pdf

http://www.jldd.jp/gtid/acmr_18/pdf/25.pdf

https://sdgs.un.org/partnerships/inclusive-education-sustainable-development

https://www.naset.org/publications/iep-components

https://www.coursehero.com/u/file/110007531/Reportingpdf/?justUnlocked=1#question

Materials: Laptop, Cellphone

III. Procedure

REPORTERS’ ACTIVITY STUDENTS’ ACTIVITY

A. Preparations

1. Good afternoon class - Good afternoon, sir!

How are you today? - Doing fine sir!

B. Motivation

This time let me ask you a question. Does

having a disability prevents you from achieving or
attaining good education in class? If so, then
why? - Yes sir! Because having a disability will
become a hindrance in your life as a
student. You want to do some stuff but it
will be hard because you are limited of
what you are able to do.
Yes, that correct, but that doesn’t mean that
you can’t, you’ll just have a difficulty of doing - Yes sir.
something in school. We have a lot of people
who achieved many things despite having special
conditions and I know you all knew that.

C. Presentation

Now, after all that explanation, do you have - (Students will answer randomly)
any idea on what will be our topic for today?
Based on your answers a while ago, what have
you noticed?

D. Lesson Proper

The topic that we are going to discuss today, is

all about Principles, Policies, and Dimensions of
Special and Inclusive Education. Now, there are 5
things that are under to this topic and these are
Early Intervention, Process of Inclusion:
Philippine Model, Transition Program, Sustaining
Program, and National IEP Educational Policy.

The first one is Early Intervention. Early

intervention is the term used to describe the
services and supports that are available to babies
and young children with developmental delays
and disabilities and their families. This service
includes Therapies such as speech therapy,
Physical Therapy and so on.

Now, kindly read the highlights of Early - (Reads the PPT about the Highlight of
Intervention miss Abejaron. Early Intervention)
 Thank you miss Abejaron! Now, let’s go to its
applicability to Special Education and Inclusive
Education in the Philippines.

The University of the Philippines General

Hospital, Department of rehabilitation medicine
and rotary club has put up a hospital-based-
preschool building where appropriate
educational intervention is provided by a teacher
from the division of City Schools, Manila.

Now, its Status of Implementation (Research-

Based) Section 22 Implementation rules and
regulations within 60 days from the effectivity of
this act, The DepEd, DSWD, DILG, Local
Government, DOH, Department of Finance, BIR,
the CWC, the ECCD Council, The NCDA and other
relevant government agencies.

The second one is the Process of Inclusion:

Philippine Model. It puts the right to education
into action by including all learners, respecting
their diverse needs, abilities and characteristics
and eliminating all forms of discrimination in the
learning environment.

Kindly read its highlight Ms. Rado. - (Reads the PPT regarding to the
Highlights of Process of Inclusion:
Philippine Model)

Thank you, Ms. Rado! Now, let’s go to its Status

of Implementation (Research-based). Senate Bill
No. 1414 – “Inclusive Education for Children and
Youth with Special Needs”. One positive
development in special education is the
implementation of PA 7277 known as Magna
Carta for Disabled Persons, an act providing for
the rehabilitation, self-development and self-
reliance of disabled persons and their integration
into the mainstream society. In support of this
legislation, DepEd has directed all school divisions
in the country to establish Special Education
Centers to help provide effective delivery of
special education services nationwide. To help
enhance participation rate among children with
special needs, inclusive education has become
the main thrust in the education of children with
special needs in the Philippines. This is
implemented through the organization of SPED
Center as resource center in special needs
education. At present there are already 133 SPED
Centers throughout the country.

The third one is Transition Program. The

program is anchored on the traditional context of
transition. It viewed transition as coordinated set
of activities for a student designed within an
outcome-oriented process that promotes
movement from school to out-of-school
activities. The program includes vocational
training, integrated employment, continuing and
adult education, adult services, independent
living or community participation.

Kindly read its highlights Mr. Cabus. - (Reads the PPT regarding to the
Highlights of Transition Program)
Thank you, Mr. Cabus. Now, let’s go to its
Applicability to Special Education and Inclusive
Education in the Philippines. The proposed
curriculum framework of the Transition Program
for the Department of Education as a result of a
consultative workshop with different Special
Education Teachers, School Heads, and
Supervisors from different parts of the
Philippines. Based on the on the framework, the
transition program is composed of five learning
areas that the students may choose from,
namely: Academic Curriculum, Prevocational
Curriculum, Livelihood School, Enrichment
Curriculum, and Care Curriculum. All these
learning areas are designed to help and prepare
Filipino learners with special education needs to
be capable of engaging in entrepreneurship,
pursuing further studies, or living functional lives.

It’s Status of Implementation (Research-based).

Findings from this study revealed that, at the
beginning of the internships, both of the students
have to overcome several challenges, working in
their respective work places. The students were
having problem in adjusting to their new work
environment, interacting with coworkers,
understanding instructions and also displaying
negative attitudes. Fortunately, with the
assistance from special education teachers,
supervisors and co-workers, both special needs
students have proven that they were able to gain
valuable work experience at the end of their
transition program.

The Fourth one is Sustaining Program. The

program focused on developing models to
address the lack of access to early learning and
schooling for children with disabilities by
modelling effective inclusive education programs
to be replicated nationwide.

Kindly read its highlight Ms. Quilnet.

- (Reads the PPT regarding to the
Thank you, Ms. Quilnet. Now, its Applicability Highlights of Sustaining Program)
to Special Education and Inclusive Education in
the Philippines. The LCD Philippines Foundation
Inclusive Education program was initiated in 2005
in response to a perceived need for a
remodification of the current educational system
for CWDs in the Philippines. Working in
partnership with the Department of Education,
other national NGOs and 19 Community Support
Groups (made up of volunteer parents and
volunteers), amongst other partners, the
program involves creating awareness among
stakeholders; improving access to Inclusive
Education in schools and communities through
providing accessible features, equipment and
appropriate teacher training; adopting an holistic
approach to address the needs of CWDs through
comprehensive health management and
rehabilitation interventions (including a program
developed by one of our CHIIPS Interns – ICARE)
and research and data gathering. In addition, the
Inclusive Education in collaboration with the
Economic Empowerment program aims to create
economic opportunities for the parents and
families of disabled children.

Its Status of Implementation (Research-based).

The Department of Education (DepEd), Bureau of
Elementary Education (BEE) through the Special
Education Division (SPED), continuously supports
the delivery of quality educational services to
children with special needs. Now on its 3rd year
of providing financial subsidy, this School Year
(SY) 2011- 2012, the 276 recognized SPED
Centers will be given support funds with an
aggregate amount of One Hundred Fifteen
Million Pesos (Phpl 15,000,000.00). An amount
proportionates to the enrolment and
exceptionalities being served by the SPED Center
shall be provided. The subsidy shall be released
directly to the recipient schools with fiscal
autonomy or through the school’s division offices
for those schools without fiscal autonomy
pursuant to the provision of the DepEd-
Department of Budget and Management (DBM)
Joint Circular No. 2004-1 entitled, “The
Guidelines on the Direct Release of Funds to
Regional Offices and Implementing Units”. The
subsidy granted per SPED Center shall be utilized
to support the implementation of the following
activities of the SPED Program as reflected in the
approved School Improvement Plan (SIP).

The last one is the National IEP Education

Policy. To state the special education and related
services and supplementary aids and services
that the public agency will provide to, or on
behalf of, the child. 

Kindly read its highlight Ms. Janito. - (Reads the PPT regarding to the
Highlights of Sustaining Program)

Its Applicability to Special Education and

Inclusive Education in the Philippines. There are
two laws for K-12 students in public school that
may offer supports and services for a child with
ADHD: the Individuals with Disabilities Education
Act (IDEA) and Section 504 of Rehabilitation Act
of 1973. Either one provides an individualized
education plan (IEP).

Its Status of Implementation (Research-based).

In February 2007, four administrators from
BaltimoreCity Public School System (BCPSS) came
to the Philippines to recruit teachers for their
school district. The recruitment team was able to
tour the different school facilities in Cebu and
saw schools that were model sites, as well as
schools in need. A year later, the first fund-raiser
was held at a local Filipino restaurant. With the
help of the Baltimore teachers and others in the
community, they were able to raise US$8,000 to
 purchase a Yellow Mini-Bus for the school in
Cebu to allow the school to mobilize the children.
This was how the Supporta sa Eskwela Program
was born. By 2010, the small group of four BSPSS
administrators had grown a dozen plus
volunteers who agreed to expand their giving.
They began developing criteria to nominate and
select a school with as rich educational program
but is in need to be their beneficiary.

E. Generalization

Did you understand the topic class? - Yes sir!

So, who can give me a short summarization of the - (Ms. Rado will share her understanding
topic? Yes, Ms. Rado? and will give a short summarization about
the topic)

Excellent Ms. Rado. Thank you for that.

And now since we don’t have any time let me

give you an assignment with regards to the topic.

‌
IV. Evaluation

1. What are these 5 things that are under the principles, policies and dimensions of special and
inclusive education?
2. How can we apply these principles, policies, and dimension in the Philippine Setting?

V. Assignment

Research about how other countries handle their Education System for Child with Special Needs.