LESSON PLAN IN EDUC 7

(4As FORMAT)
Date: August 28, 2024

I. Objectives
At the end of the 1-hour session, 80 % of the students are expected to:
a. identify the goals and scope of special and inclusive education;
b. discuss the special and inclusive education system;and
c. share the importance of learning the special and inclusive education in
21st Century Education.

II. Subject Matter

Topic/Primary Selection: Unit 1. Definition, Goals, and Scope of Special
and Inclusive Education

Time Allotment: 1-hour

Instructional Materials: Visual Aids, TV, Laptop, HDMI, Boiled egg,
Handkerchief, paper sheets.

III. Procedure/Strategy
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
I. PRELIMINARY ACTIVITIES
 Prayer (Students will
 Checking of Attendance participate.)
 Energizer
 Classroom Rules
II. ACTIVITY

Task Title: “Catch M-Egg I’m Falling” (Students will perform the
Direction: task.)
 The class will be divided into 4 groups.
 Each group will choose 1 representative to go to
the center to participate.
 When the activity begins, all students will read the
description on the TV screen.
 The teacher will give a challenge before the
activity starts.
 If a representative fails to catch the egg, they
must answer a question.
 If they answer correctly, their group will sing
“Catch M-Egg I’m Falling for You” to show they’ve
earned points.
 If they get the answer wrong, everyone will play
 the game again.

QUESTIONS:
1. What is the main goal of Special Education in the
Philippines?

a) To give free meals to students

b) To make sure all students learn with their
peers
c) To keep students with special needs separate
d) To provide entertainment

2. What does Inclusive Education do?

a) Teaches all students together, no matter their

abilities
b) Separates students based on their abilities
c) Focuses only on job training
d) Teaches only non-disabled students

3. What is the mission of the Department of Education

for children with special needs?

a) To give free toys

b) To focus only on job training
c) To support their education without
discrimination
d) To separate them from other students

4. What does "No learners left behind" mean?

a) Focus only on top students

b) All students, no matter what, should have a
chance to succeed
c) Leave out students with disabilities
d) Promote only those who pass tests

5. What should schools provide for students with

disabilities?

a) A clear plan, flexible curriculum, and trained

teachers
b) A separate lesson plan for each student
c) No special help
d) Only traditional textbooks
 III. ANALYSIS
1. Why is it important to include special and inclusive (The teacher will
education in today’s schools? randomly pick students
2. How will special and inclusive education adapt to who will answer the given
new school activities? questions.)
3. As future teachers, why do we need to understand
the differences between regular schools and
special/inclusive education?

Reading of Objectives:
At the end of the 1-hour session, 80 % of the (students will read the
students are expected to: objectives.)
a. identify the goals and scope of special and inclusive
education;
b. discuss the special and inclusive education system;
and
c. share the importance of learning the special and
inclusive education in 21st Century Education.

IV. ABSTRACTION

I. DEFINITIONS, GOALS AND SCOPE OF

SPECIAL AND INCLUSIVE EDUCATION

A. INCLUSIVE EDUCATION IN THE PHILIPPINES

(The teacher is the one
Special Education who will open the
discussion.)
Ensures that all students who are eligible receive a free
appropriate public education alongside their peers who
are not disabled, as much as possible.

Special Education in the Philippines

Designed instruction to meet the individual needs of

special students. It is an individually planned,
systematically implemented, and carefully evaluated
instruction to help exceptional children achieve the
greatest possible personal self-sufficiency and success
in present and future
environments.

The Department of Education is envisioned to; by the

21st century, the child with special needs will get full
parental and community support for his/her education
without discrimination. He/she should also be provided
with a healthy environment along with leisure,
recreation and social security measures. (Each group will pick 1
representative who will
discuss this in front.)
 Mission and Vision

The state, community and family hold a common vision

for the Filipino child with special needs. By the 21st
century, it is envisioned that he/she could be adequately
provided with basic education. This education should
fully realize his/her own potential for development and
productivity as well as being capable of self-expression
of his/her rights in society. More importantly, he/she is
God-loving and proud of being a Filipino.

It is also envisioned that the child with special needs will

get full parental and community support for his/her
education without discrimination of any kind. This
special child should also be provided with a healthy
environment along with leisure and recreation and social
security measures (department of education handbook
on inclusive education 2000).

Goals

The goal of the special education programs of the

Department of Education is to provide children with
special needs appropriate educational services within
the mainstream of basic education. The two-pronged
goal included the development of key strategies on
legislation, human resource development, family
involvement and active participation of government and
non-government organizations. Likewise, there are
major issues to address on attitudinal barriers of the
general public and effort towards the institutionalization
and sustainability of special education program and
services. (Each group will pick 1
representative who will
discuss this in front.)

Objectives
Special education aims to:
1. Provide a flexible and individualized support
system for children and youth with special needs
in a regular class environment in schools nearest
the student’s home.
2. Provide support services, vocational programs and
work training, employment opportunities for
efficient community participation and independent
living.
3. Implement a life-long curriculum to include early
intervention and parent education, basic
education, and transition programs on vocational
training or preparation for college.
4. Make available an array of educational programs
and services: the special education center built on
“a school within a school concept” as the resource
 center for children and youth with special needs;
inclusive education in regular schools, special and
residential schools, homebound instruction,
hospital instruction and community-based
programs; alternative modes of service delivery to
reach the disadvantaged children in far-flung
towns, depressed areas and underserved
barangay.

Inclusive Education

The process of inclusion by which a school accepts

children with special needs for enrollment in regular
classes where they can learn side by side with their
peers. The school provides the mainstream where
regular teachers and special education teachers
organize and implement appropriate programs for both
special and regular students.

Prepares regular teachers and special education

teachers to teach interactively. Students tend to learn
with and from each other rather than compete with each
other. Provides continuous support for teachers to break (Each group will pick 1
down barriers of professional isolation. The hallmarks of representative who will
inclusive education are co-teaching, team teaching, discuss this in front.)
collaboration and consultation and any other ways of
assessing skills and knowledge learned by all students.

Vision
A world where every person has access to relevant,
quality education and lifelong learning.

Mission
To provide support and promote innovative solutions to
the challenges faced by ministries of education and
governments in the complex task of improving equity,
quality, relevance and effectiveness of curriculum
teaching, learning and assessment processes and
outcomes.

Goals
The goal is that the whole education system will
facilitate learning environments where teachers and
learners embrace and welcome the challenge and
benefits of diversity. Within an inclusive education
approach, learning environments are fostered where
individual needs are met
and every student has an opportunity to succeed.

To achieve these goals, the following principles should

be met:
1. Responsiveness to rights
2. Sensitivity and responsiveness to context
 3. “No learners left behind”

Objectives
The primary objective of inclusive education is to
educate disabled students in the regular classroom and
still meet their individual needs. Inclusive education
allows children with special needs to receive a free and
appropriate education along with non-disabled students
in the regular
classroom.

The Department of Education and Special Education

Division of the Bureau of Elementary Education
manages and supervises the special inclusive education (Each group will pick 1
program all over the country. Special Inclusive representative who will
Education enables exceptional children to study in discuss this in front.)
regular schools or special
schools.

Inclusive Educators believe in Valuing Student

Differences and Supporting their learning needs to the
greatest extent possible.

Scope of Inclusive Education

 General education authorities are responsible for
the education of persons with disabilities in
integrated settings
 Parent groups and organizations of persons with
disabilities should be involved in the education
process at all levels
 In states where education is compulsory it should
be provided to girls and boys with all kinds and all
levels of disabilities including the most severe
 Special attention should be given in the following
areas:
a. Very young children with disabilities
b. Pre-school children with disabilities
c. Adults with disabilities, particularly
woman
 To accommodate educational provisions for
persons with disabilities in the mainstream, states
should:
a. Have a clearly stated policy, understood
and accepted at the school level and by the
wider community
b. Allow for curriculum flexibility, addition
and adaptation
c. Provide for quality materials, on-going
teacher training and support teachers.
 In situation where the general school system does
not yet adequately meet the needs of all person
with disabilities, special education may be
considered.
  Owing to the particular communication needs of
deaf and deaf/blind persons, their education may
be more suitably provided in schools for such
person or special classes and units in mainstream
schools.

Application:
TASK TITLE: “BUNOTA-SPEECH”

1. Each group will choose one representative to

participate.
2. All participants will carefully read the
instructions provided by the teacher.
3. Afterward, they will have the opportunity to
select a question.
4. Each representative will have 1 minute to
respond to the selected question.
5. Grading will be based on specific criteria for all
participants.

QUESTIONS:
1. How does the goal of special education in the
Philippines differ from the goals of inclusive
education in terms of providing support and
services to students with special needs?

2. What are the key differences in the approach to

teacher preparation and collaboration between
special education and inclusive education
systems?

3. How do the principles of 'No learners left

behind' and 'Sensitivity and responsiveness to
context' in inclusive education compare to the
goals of providing individualized support in special
education?

4. How does the vision and mission of inclusive

education align with the principles of equity,
diversity, and lifelong learning, and what
measures are taken to ensure that no learner is
left behind in a globalized educational
environment?

Criteria for Evaluating Responses (Total: 10

Points)

Understanding Special Education in the Philippines

(2 points)
2 Points: Clearly explains how special education
supports exceptional children and identifies key
differences from inclusive education.
1 Point: Provides a basic explanation with some
details and limited differentiation.
 0 Points: Explanation is unclear or incomplete.

Inclusive Learning Environments (2 points)

2 Points: Describes how inclusive education allows
students with special needs and their peers to
learn together and contrasts this with special
education.
1 Point: Basic description of inclusive education
and some comparison with special education.
0 Points: Description is unclear or lacks
comparison.

Objectives of Inclusive vs. Special Education (3

points)
3 Points: Accurately identifies and explains the
objectives of inclusive education and compares
them with special education goals.
2 Points: Identifies objectives with some
comparison between inclusive and special
education. (The teacher will sum-up
1 Point: Basic identification of objectives with the discussion and will
minimal comparison. share her insights about
0 Points: Objectives and comparison are unclear the lesson.)
or incomplete.

Vision and Strategies for 21st-Century Special

Education (3 points)
3 Points: Clearly describes the vision for special
education in the 21st century and outlines the
strategies to achieve this vision.
2 Points: Provides a basic description of the vision
and strategies with some detail.
1 Point: Limited description of the vision and
strategies.
0 Points: Vision and strategies are unclear or
incomplete.

V. VALUING
Why is it important to understand the role of special and
inclusive education in 21st-century learning, and how
does this help us adapt to the challenges and benefits of
advanced education in a globalized world?

Prepared by:

LYKA C. ARTALIZA
BSED 3A STUDENT
Checked by:

MRS. LOVELLA C. DE RAMOS

EDUC 7 Instructor