SEMI-DETAILED LESSON PLAN IN FOUNDATION OF SPECIAL AND

INCLUSIVE EDUCATION

Name: Jehoney Lee L. Sonit – BEEd-1A Teacher: Mr. John Louie Arcipe

I. OBJECTIVES

At the end of the lesson, 95% of the students will be able to :

1. Recognize the interconnectedness of creating inclusive cultures, producing

inclusive policies, and evolving inclusive practices.

2. Reflect on their own role in creating inclusive environments.

3. Create strategies for promoting inclusivity in different situations.

II. SUBJECT MATTER

1. Topic: Making Schools Inclusive: A Unifying Framework

2. References: Aligada-Halal, C. N., et al “Making Schools Inclusive: A

Unifying Framework”, FOSIE, Manila, Philippines: Rex
Book Store, pp 34-36

` 3. Materials: PowerPoint Presentation

III. PROCEDURE

A. Preliminary Activities

1. Prayer
2. Greetings/Attendance
3. Review

B. Lesson Proper

1. Motivation

 The teacher will ask the students to share their experiences with
inclusion and exclusion in school. The teacher then would ask a
questions, such as “What does it mean to feel included?” or “How
can we make school a more welcoming place for everyone” and
would pick someone to answer the questions.

2. Presentation

 MAKING SCHOOLS INCLUSIVE

 A UNIFYING FRAMEWORK
 In 2002, Booth and Ainscow came up with an Index for Inclusion,
which aims to direct educational institutions toward developing
their own next steps and action plans if they want to restructure
into becoming more inclusive “It takes on the social model of
disability as its starting point, builds on good practice, and then
 organizes the index work around a cycle of activities which guide
schools through stages of preparation, investigation,
development and review” (UNESCO 2005:30).
 Booth and Ainscow (2002) explained that these three
dimensions- creating inclusive cultures, evolving inclusive
practices, and producing inclusive policies are interconnected
and ”chosen to direct thinking about school change” (2002:7).
 Considered the backbone of the framework is the laying down
and establishing of an inclusive culture. Without this at the
foundation, it will be quite difficult to get people to shift policies
and practices. A non-supportive culture would most likely result in
resistance from the school’s direct stakeholders.
 They explain that these three dimensions also branch out into
sections to further guide schools into implementing more direct
steps toward this paradigm shift.
 The Three Dimensions and Sections in the Index

 DIMENSION A Creating inclusive cultures

 Section A.1 Building community
 Section A.2 Establishing inclusive values
o This dimension creates a secure, accepting, collaborating, and
stimulating community, in which everyone is valued as the
foundation for the highest achievements of all. It develops
shared inclusive values that are conveyed to all new staff,
students, governors, and parents/carers. The principles and
values, in inclusive school cultures, guide decisions about
policies and moment to moment practice in classrooms, so
that school development becomes a continuous process.

 DIMENSION B Producing inclusive policies

 Section B.1 Developing the school for all
 Section B.2 Organizing support for diversity
o This dimension makes sure that inclusion permeates all
school plans. Policies encourage the participation of students
and staff from the moment they join the school, reach out to all
students in the locality, and minimize exclusionary pressures.
All policies involve clear strategies for change. Support is
considered to be all activities in the capacity school to respond
to student diversity. All forms of support are develop according
to inclusive principles and are brought together within a single
framework

 DIMENSION C Evolving inclusive practices

 Section C.1 Orchestrating learning
 Section C.2 Mobilizing resources
 o This dimension develops school practices which reflect the
inclusive cultures and policies of the school. Lessons are
made responsive to student diversity. Students are
encouraged to be actively involved in all aspects of their
education, which draws on their knowledge and experience
outside school. Staff identify material resources and
resources within each other, students, parents/carers, and
local communities which can be mobilized to support
learning and participation.

3. Application

 Divide students into 3 groups.

 Assign each group one dimension and its related section form the
index.
 Ask them to create a short presentation (poster, dancing, poem, or
role play) explaining their assigned dimension ad its importance.
 Present their work in the front.

4. Generalization

 The Index for Inclusion was developed by Booth and Ainscow

(2022). It aims to guide schools in developing their own plans for
becoming more inclusive.

Three Dimensions

1. Creating Inclusive Cultures

 It builds a secure, accepting, and collaborative
community. It also establishes shared inclusive values
for everyone. It forms the foundation for inclusive
practices and policies.
2. Producing inclusive Policies
 It ensures inclusion is part of all school plans. It
encourages participation from all and minimizes
exclusion. It provides clear strategies for supporting
diverse need.
3. Evolving Inclusive Practices
 It develops teaching methods that respond to student
diversity. It also encourages active student involvement
in their education. Lastly, it mobilizes resources to
support learning and participation.

Importance:

 It provides a unifying framework for school

improvement towards inclusion. It empowers school to
develop their own practices based on their context. It
promotes a holistic approach to inclusion, addressing
 culture, policies, and practices. It also aims to create
inclusive schools where everyone feels valued and
achieve their full potential.

IV. EVALUATION

Identification. In a ¼ sheet of paper, right the answer of the questions being

asked.

1. What year does Booth and Ainscow came up with an Index for Inclusion? –
2002

2. It aims to direct educational institutions toward developing their own next

steps and action plans if they want to restructure into becoming more inclusive.
– Index for Inclusion

3. This dimension creates a secure, accepting, collaborating, and stimulating

community, in which everyone is valued as the foundation for the highest
achievements of all. - Creating inclusive cultures

4. Who explained that these three dimensions- creating inclusive cultures,

evolving inclusive practices, and producing inclusive policies are interconnected
and ”chosen to direct thinking about school change”? - Booth and Ainscow

5. This dimension encouraged the students to be actively involved in all aspects

of their education, which draws on their knowledge and experience outside
school. - Evolving inclusive practices

6. This dimension develops school practices which reflect the inclusive cultures
and policies of the school. - Evolving inclusive practices

TRUE or FALSE. Write A if the statement is correct and B if t is incorrect.

1. Support is considered to be all activities in the capacity school to respond to

student diversity. – A

2. Regulations and policies encourage the participation of students and staff

from the moment they join the school, reach out to all students in the locality, and
minimize exclusionary pressures. – B

3. All forms of support are develop according to inclusive principles and are
brought together within a multiple framework. – B

4. Producing inclusive policies forms the foundation for inclusive practices and
policies. – B

V. Assignment

Find a partner and research an inspiring example of an inclusive school and

share it with the class in the next meeting.