Republic of the Philippines

COMMISSION ON HIGHER EDUCATION

SAMAR COLLEGE
Catbalogan City, Samar
Tel. Nos. (055) 251-3021, 543-8381, Fax (055) 251-3021

Name of Student: _________________________________ Course: _____________ Time: _________

Lesson 3: Making Schools Inclusive

I. Learning Objectives:
At the end of the lesson, learners are expected to:
• Respond effectively to the educational needs of students with additional needs;
• Create safe, inclusive, and culturally responsive learning environments for students with
additional needs; and
• Appreciate teaching strategies that are suited to students with additional needs .
II. Learning Concepts:
 Inclusive Practices – means understanding the threshold, or called desirable difficulty, in
order to learn effectively for the student population at the specific institution. The More
the university community works on supporting all types of students, the better curricula
and assessments can be crafted.
 Differentiation – is the way a teacher prepares instruction to meet the needs of all the
children in an inclusive classroom, from the most challenged to the most gifted.
 Differentiation in inclusion – refers to teaching things differently according to observed
differences among students.
 Educational needs – also termed as learners needs. These are the needs that every
student has while they pursue any degree or education in general. A healthy classroom,
good teachers, a good study routine, a good online teaching app, all these can be called
as educational needs of the students.
 Inclusive culture – is one that embraces and celebrates our differences- differences in
experiences, backgrounds and ways of thinking.
 Stakeholders – typically refers to anyone who is invested in the welfare and success of a
school and its students, including administrators, teachers, staff members, students,
parents, families, community members, local business leaders, and elected officials.
 Mainstreaming – in the context of education, is the practice of placing students with
special education needs in a general education classroom during specific time periods
based on their skills.
 Universal design for learning (UDL) - can be used in classrooms for inclusive instruction
of general education and special education students’ access to multiple ways of learning
 and creating a greater sense of belonging for students with special needs. UDL provides
a set of principles to start thinking about the implementation of inclusive education
successfully and to promote flexibility in teaching and learning, using digital media as an
ally.

III. Learning Strategies/Discussion:
Read and understand the content for you to be able to understand the exercises and the
questions in the assessment part.
IV. Activities/Exercises:
A. Fill in the blank with the correct word to complete the statement. Write your responses in a
separate sheet of paper that will serve as your answer sheets.
1. _____________________

2. _____________________

3._____________________

4._____________________

5. _____________________

B. Directions:
V. Assessment:
Directions: Write your responses in a separate sheet of paper that will serve as your answer
sheets.

1.

2.

3.

4.

5.

-ooOOoo-

Prepared by:

JOSEFINA F. DACALLOS EdD.

Instructor