Republic of the Philippines

UNIVERSITY OF SOUTHERN MINDANAO

Kabacan, Cotabato

COLLEGE OF EDUCATION

Secondary Education Department

ProfEd 09 FOUNDATIONS OF SPECIAL AND

GOALS AND SCOPE OF SPECIAL AND INCLUSIVE EDUCATION

Intended learning Outcomes: After the discussion, the
students are expected to:
1. Cognitive: analyze the primary objectives of special and
inclusive education initiatives in the
Philippines, emphasizing academic achievement,
cognitive development, and critical thinking skills for
students with diverse learning needs;
: discuss the scope of special and inclusive education;

2. Affective: evaluate the impact of special and inclusive education

policies and practices on fostering positive
attitudes and acceptance towards individuals
with disabilities through role play.

3. Psychomotor: Demonstrate the implementation of inclusive

teaching strategies and accommodations
for students with disabilities by writing a
lesson plan.

Introduction

The goals and scope of Special and Inclusive Education

encompass a broad range of objectives aimed at promoting equity,
accessibility, and quality education for all learners, including those with
diverse abilities and needs. These goals are aligned with the principles
of inclusive education, which emphasize the right of every individual to
participate fully in education and society. The scope of special and
inclusive education encompasses a wide range of principles, practices,
and policies aimed at ensuring that all learners, regardless of their
abilities or differences, have access to quality education in inclusive
environments. This includes focusing on the diverse needs of students
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with disabilities, learning difficulties, or other exceptionalities, as well
as promoting diversity, equity, and social justice in education systems.

ACTIVITY: Think- Pair- Share Strategy

Mechanics:
1. Look for a partner whom you are happy to be with.
2. Ask 1 question about the topic to your partner, wait for your partner
to answer, and vice versa.
3. Write the questions and the answers of your partner (indicate their
name) in the space provided for you.

Question 1
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________________________________________.

Answer 1

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________________________.

Question 2
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
___________________________________________________.

Answer 2

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________________________________________.

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ANALYSIS
Objective: Analyze the primary objectives of special and inclusive
education initiatives in the Philippines, emphasizing academic
achievement, cognitive development, and critical thinking skills for
students with diverse learning needs.
Activity: Research and Presentation
Mechanics:
1. Form three groups by counting 1-3. (Mayor, please
facilitate)
2. Using the reading materials and other sources
research about the topics (goals and scope including
its importance, strategies for implementation, and
examples of successful initiatives) assigned to your
group.
3. Prepare a PowerPoint presentation. Choose a
representative to present your output.
4. Please be guided by the presentation rubrics provided
for you

Task
Group 1- Goals 1-5 and Scope 1-2
Group 2- Goals 6-10 and Scope 3-4
Group 3-Goals 11-15 and Scope 5-7

ABSTRACTION

GOALS OF SPECIAL AND INCLUSIVE EDUCATION

1. To develop and utilize an Individualized Education Program (IEP)

to impart personalized and need-based educational experiences
to all students, abled or disabled.

The Individualized Education Program (IEP) is a personalized plan

developed for students with disabilities to address their unique
educational needs. It outlines specific goals, accommodations,
and services tailored to each student's abilities and challenges.
By implementing IEPs, educators can provide personalized and
need-based educational experiences to all students, ensuring
that they receive appropriate support and resources to succeed
academically (Turnbull et al., 2019).
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2. To develop democratic thinking in young students and make
democratization of education possible.

Democratic thinking in education involves fostering critical

thinking, collaboration, and active participation among
students, empowering them to become informed and
engaged citizens. The democratization of education aims to
create inclusive and equitable learning environments
where all students have equal opportunities to learn and
contribute. By promoting democratic values and practices in
schools, educators can cultivate a culture of respect, diversity,
and social justice, preparing students to participate actively in
democratic societies (Florian & Black-Hawkins, 2011).

3. Provide educational opportunities to all students,

irrespective of their backgrounds and capabilities.

Equity in education entails providing equal access to educational

opportunities for all students, regardless of their backgrounds,
abilities, or circumstances. It requires addressing systemic
barriers and inequalities to ensure that every student receives a
high-quality education that meets their individual needs and
aspirations. By promoting inclusivity and diversity in schools,
educators can create supportive learning environments where
every student feels valued and empowered to succeed (Boyle et
al., 2017).
Differentiated instruction, collaboration and partnership,
professional development

4. To provide appropriate vocational services to students

with disabilities and direct them to careers suited for them.

Vocational services for students with disabilities aim to facilitate

their transition from school to meaningful employment
opportunities. These services may include career assessments,
job training, job placement assistance, and ongoing support to
help students with disabilities identify and pursue careers suited
to their interests, skills, and abilities. By providing vocational
services, educators can empower students with disabilities to
achieve economic independence and contribute positively to
society (Grigal & Hart, 2019).
- Individualized career planning
- Skills development and training
- Job placement assistance
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 ( office administration, graphic design, computer programming)
-culinary arts- passion for food, horticulture ad landscaping,

5. To provide Transition Services and develop a post-

secondary school plans for each student with disability, so
that they can acquire help and adjust at the higher levels of
education.

Transition services help students with disabilities prepare for

life after high school, including further education, employment,
and independent living. These services involve developing
individualized transition plans that outline goals, services and
supports to facilitate a smooth transition to adulthood. By
supporting students in planning for their futures, educators can
help them navigate the challenges of transitioning to higher
education or the workforce, ensuring that they have the skills
and resources needed to succeed (Sitlington et al., 2012).

6. To provide a coordinated and comprehensive instructional

program from kindergarten through high school.

This objective emphasizes the importance of continuity and

coherence in education, ensuring that students receive a
consistent and integrated learning experience from early
childhood through secondary education. A coordinated
instructional program helps align curriculum, instruction, and
assessment across grade levels, promoting seamless transitions
and maximizing learning outcomes for all students (Guskey,
2009).

7. Help teachers identify the strengths and weaknesses of

students and provide appropriate assistance wherever and
whenever required.

Supporting teachers in understanding their student's strengths

and challenges is essential for effective instruction and student
success. By providing professional development opportunities,
resources, and support systems, educators can enhance their
ability to identify and address the diverse needs of their
students, fostering a more inclusive and responsive learning
environment (Hattie, 2009).
UNICEF Education program, Inclusive Education by UNESCO, Co-
Teaching and collaboration,

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8. To make use of the latest ICT based and non-ICT-
based teaching-learning tools in classroom to enhance
the learning capabilities of not just disabled students but
also fully abled students as well.

Integrating technology into teaching and learning can

enhance engagement, accessibility, and differentiation,
benefiting students of all abilities. By leveraging both ICT-
based (e.g., educational apps, interactive whiteboards)
and non-ICT-based (e.g., manipulatives, hands-on
activities) tools, educators can create dynamic and
inclusive learning experiences that cater to diverse
learning styles and preferences (Bocconi et al., 2014).
Assess technology needs, professional development, adaptive
personalized learning development, accessible educational
resources

9. Making use of specialized instructors, medical experts,

therapists, support agents and various experts in the
process of education.

Collaborating with specialized professionals and experts can

provide valuable insights and resources to support students with
diverse needs. Whether it's engaging speech therapists,
occupational therapists, or behavior specialists, involving
multidisciplinary teams can help address complex challenges and
optimize learning outcomes for all students (Gilliam et al., 2016).

10. To encourage students with disabilities to take up

leadership roles and responsibilities, making them more
independent and less reliant on other's help.

Empowering students with disabilities to assume leadership roles

fosters self-confidence, independence, and self-advocacy skills.
By providing opportunities for meaningful participation and
contribution, educators can help students develop leadership
qualities, build social connections, and become active agents of
change in their schools and communities (Hahn et al., 2015).

11. Engaging parents to be actively involved in their

child's education by constantly communicating and
coordinating the child's learning activities.

Establishing strong partnerships between schools and families is

essential for student success. By involving parents in their child's
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 education through regular communication, collaboration, and
participation in school activities, educators can create a
supportive home-school connection that enhances student
learning and well-being (Epstein et al., 2009).

12. Develop the value of tolerance and acceptance

towards persons who are different in looks, color, race,
gender, abilities, etc.

Fostering a culture of inclusion and acceptance is fundamental

for promoting diversity and social justice in schools. By
incorporating lessons, discussions, and activities that promote
empathy, respect, and appreciation for individual differences,
educators can cultivate a positive and inclusive learning
environment where every student feels valued and respected
(UNESCO, 2017).

13. Sensitize the abled students about the problems and

hardships faced by their disabled classmates, and help them
appreciate what they have, which develops mature sensibility
and outlook towards the world around them.

Sensitizing abled students to the challenges faced by their

disabled classmates is crucial for fostering empathy,
understanding, and inclusivity in the school environment. By
raising awareness about the struggles and obstacles
encountered by individuals with disabilities, students can
develop a deeper appreciation for their own abilities and
privileges while cultivating compassion and respect for others.

This approach aligns with the principles of inclusive education,

which emphasizes the importance of creating learning
environments that accommodate the diverse needs of all
students. According to research, promoting empathy and social
awareness among students can lead to positive attitudes
towards individuals with disabilities and contribute to a more
inclusive school culture (Frey & Bausback, 2006).

Furthermore, sensitizing abled students to the challenges faced

by their disabled peers can promote social integration and
reduce the stigma associated with disabilities. Studies have
shown that when students with disabilities are fully included in
mainstream classrooms and actively supported by their peers,
they experience greater social acceptance and improved
academic outcomes (Carter, 2007).
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 Hence, sensitizing abled students to the experiences of their
disabled classmates is not only beneficial for fostering empathy
and understanding but also for promoting a culture of inclusivity
and respect within the school community.

14. Teachers in inclusive settings tend to develop new

skills and well as understanding of the different needs of
students, thus leading to professional development.
Inclusive education provides opportunities for professional
growth and learning for educators. By working with diverse
students and collaborating with colleagues, teachers can develop
a deeper understanding of instructional strategies, differentiation
techniques, and classroom management approaches that
support the diverse needs of all learners (Ferreira et al., 2017).

15. Create social acceptance and awareness regarding

inclusive education through various awareness programs,
which not only encourage people to send their disabled children to
school but also remove the social stigma around disabilities

Promoting social acceptance and awareness of inclusive

education is essential for fostering a culture of inclusion and
diversity in society. By organizing awareness programs,
campaigns, and community events that highlight the benefits of
inclusive education and challenge stereotypes and
misconceptions, educators and advocates can promote positive
attitudes and behaviors towards students with disabilities and
create a more inclusive society (UNICEF, 2013).

In summary, these objectives underscore the importance of

promoting equity, inclusion, and support for all students, regardless of
their backgrounds, abilities, or circumstances. By addressing the
diverse needs and aspirations of students, educators can create
learning environments that empower every learner to succeed and
thrive.
Disability week,

SCOPE OF SPECIAL AND INCLUSIVE EDUCATION

The concept of Inclusion is often discussed as though it applies only to

students with disabilities. Inclusive Education has a much wider scope.
Booth and Ainscow (2011) have outlined a comprehensive scope of
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special and inclusive education that emphasizes the transformation of
educational systems to better meet the needs of all learners. Below are
the key components of their framework:

1. Focus on Diversity
 Special and inclusive education acknowledges and
celebrates the diversity of learners, recognizing that students
come from different backgrounds, cultures, and abilities.
 It emphasizes the importance of valuing and respecting
this diversity within educational settings.
 Special and inclusive education seeks to address the
diverse learning needs of all students, including those with
disabilities, learning difficulties, or other exceptionalities. This
may involve providing individualized support,
accommodations, and specialized instruction to help students
access the curriculum and participate fully in learning
activities.
Strategies for implementation
- Get to know your students
- Maintain consistent communication
- Practice cultural sensitivity (culture, beliefs and language
concerns
- Acknowledge and respect every student (research on
students background)
- Incorporate diversity in your lesson plan
- Give students freedom and flexibility (utilizing skills)
2. Inclusive Policy and Practice (RA 10650 sec. 25)
 The scope of special and inclusive education includes the
development and implementation of policies and practices
that promote inclusion in all aspects of education.
 This involves creating welcoming and accessible learning
environments, as well as ensuring that all students have
equal opportunities to participate and succeed.
 Special and inclusive education operates within legal and
policy frameworks that provide rights and protections for
students with disabilities and other exceptionalities. This
includes legislation such as the Individuals with
Disabilities Education Act (IDEA) in the United States, as
well as international conventions and declarations on the
rights of persons with disabilities.

3. Collaborative Partnerships

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  Special and inclusive education emphasizes collaboration
and partnership among all stakeholders, including
educators, students, families, communities, and
policymakers.
 It recognizes the importance of working together to
identify and address the individual needs of students, as
well as to create supportive and inclusive learning
environments.

4. Systemic Change
 Special and inclusive education seeks to bring about
systemic change within educational systems to address
barriers to inclusion and promote equitable access to
education for all.
-Special and inclusive education recognizes that achieving
true inclusion requires more than just making individual
accommodations; it necessitates structural changes within
educational systems. As noted by Florian and Black-
Hawkins (2011), systemic change involves "altering the
institutional arrangements and organizational cultures" of
schools to create environments that are conducive to
inclusion.
-Addressing Barriers to Inclusion: The statement highlights
the need to identify and address barriers that hinder the
participation and progress of diverse learners. According to
UNESCO (2009), these barriers may include physical,
attitudinal, and systemic factors that prevent students
with disabilities or other special needs from fully accessing
educational opportunities.
Promoting Equitable Access: Special and inclusive
education advocates for equitable access to education,
ensuring that every student can learn and thrive. As
emphasized by Avramidis and Norwich (2002), equity
involves "providing all children with the resources they
need to succeed, irrespective of their circumstances or
characteristics."
Evidence-Based Practice: Achieving systemic change
requires evidence-based practices and interventions that
have been shown to promote inclusion and improve
outcomes for diverse learners. Research by Boyle et al.
(2017) highlights the importance of implementing
evidence-based strategies, such as Universal Design
for Learning (UDL) and Positive Behavior

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 Interventions and Supports (PBIS), to create
inclusive school environments.
Collaborative Efforts: Bringing about systemic change in
education necessitates collaborative efforts among various
stakeholders, including educators, administrators,
policymakers, families, and communities. This collaborative
approach is essential for driving reforms and implementing
inclusive policies and practices (Booth & Ainscow, 2011).
 This involves challenging existing structures, practices, and
attitudes that may perpetuate exclusion and
discrimination.
 Creating Inclusive Learning Environments: Inclusive
education emphasizes the creation of learning
environments that are welcoming, supportive, and
accessible to all learners. This includes removing physical,
social, and attitudinal barriers to learning, as well as
promoting a culture of acceptance, respect, and belonging
for every student.

5. Capacity Building
 The scope of special and inclusive education includes
capacity-building initiatives aimed at enhancing the
knowledge, skills, and attitudes of educators,
administrators, and other stakeholders.
 This may involve professional development, training
programs, and ongoing support to enable educators
to effectively support diverse learners.

6. Evidence-Based Practice
 Special and inclusive education is grounded in evidence-
based practice, drawing on research and empirical
evidence to inform decision-making and improve
outcomes for students.
 It emphasizes the importance of using data and research
findings to guide interventions and strategies aimed
at promoting inclusion.
 Special and inclusive education is informed by research
and evidence-based practice. It involves conducting
studies, collecting data, and sharing knowledge to inform
policy and practice, identify effective interventions, and
improve outcomes for students with diverse needs.

7. Social Justice and Equity

 Special and inclusive education is guided by principles of
equity, social justice, and human rights.
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  It seeks to address inequalities in education and
society by ensuring that all learners can achieve their full
potential and participate meaningfully in society.
 This involves challenging discriminatory practices,
advocating for the rights of marginalized groups, and
promoting inclusive policies and practices at all levels of
the education system.

In summary, Booth and Ainscow's framework for special and

inclusive education encompasses a holistic approach that
addresses the diverse needs of learners, promotes inclusive
policies and practices, fosters collaboration and partnership,
advocates for systemic change, builds capacity among
stakeholders, emphasizes evidence-based practice, and
advances social justice and equity in education.

Value Infusion
Objective: Evaluate the impact of special and inclusive education
policies and practices on fostering positive attitudes and
acceptance towards individuals with disabilities.

Activity: Perspective-Taking Role Play

Mechanics:
In the same group, role-play the challenges or experiences, faced
by individuals with disabilities in educational settings, wherein
one student plays the role of a teacher, while some play the role
of students in a special and inclusive education classroom.

Group 1- Difficulty accessing materials: A student with visual

impairment struggles to access printed materials such as
textbooks and handouts because they are not provided in
accessible formats like braille or electronic text. As a result, the
student falls behind in their coursework and feels frustrated and
excluded from the learning process.

Group 2- Feeling excluded during group activities: During a group

project, a student with autism spectrum disorder (ASD) finds it
challenging to interact with peers and contribute to the
discussion effectively. Their classmates, unaware of his/her
condition, misinterpret the behavior as disinterest or
unwillingness to participate, leading to feelings of isolation and
exclusion for the student with ASD.

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 Group 3- Limited physical accessibility: A student who uses a
wheelchair encounters barrier to accessing certain areas of the
school campus, such as classrooms located on upper floors
without elevator access or bathrooms without wheelchair-friendly
facilities. As a result, the student feels marginalized and has
trouble fully participating in school activities.

2. After the role-play, discuss the emotions and perspectives that

emerged, and reflect on how they promote acceptance and
inclusion in their interactions.

APPLICATION
Objective: Demonstrate the implementation of inclusive teaching
strategies and accommodations for students with
disabilities by writing a lesson plan.

Activity: Inclusive Lesson Plan Creation

Instructions:
1. With the same group. Choose a topic in Mathematics, Filipino,
Araling Panlipunan subjects (major field) of your choice, and
develop a lesson plan that incorporates inclusive teaching
strategies and accommodations.
2. Take into consideration differentiated instruction when preparing
your instructional plan.
3. Present and discuss your lesson plan, highlighting the
effectiveness of your strategies.

References

Avramidis, E., & Norwich, B. (2002). Teachers' attitudes towards integration/inclusion:

A review of the literature. European Journal of Special Needs Education, 17(2), 129–
147. https://doi.org/10.1080/08856250210129056

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Bocconi, S., Kampylis, P., & Punie, Y. (2014). Framing ICT-enabled innovation for
learning: The case of one-to-one learning initiatives in Europe. European Journal of
Education, 49(1), 29–45. https://doi.org/10.1111/ejed.12079

Booth, T., & Ainscow, M. (2011). Index for inclusion: Developing learning and
participation in schools (3rd ed.). Centre for Studies on Inclusive Education.

Boyle, C., Topping, K., Jindal-Snape, D., & Norwich, B. (2017). The development and
implementation of the inclusive practice profile (IPP): A resource for whole-school
development. International Journal of Inclusive Education, 21(1), 1–15.
https://doi.org/10.1080/13603116.2016.1184320

Carter, E. W. (2007). Promoting acceptance of peers with disabilities in inclusive school

settings. In C. H. Kennedy, M. M. Meyer, & T. J. Skrtic (Eds.), Inclusion and school
reform: Transforming America’s classrooms (pp. 183–200). Brookes Publishing.

Dovidio, J. F., Love, A., Schellhaas, F. M., & Hewstone, M. (2010). Reducing intergroup
bias.

Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British

Educational Research Journal, 37(5), 813–828.
https://doi.org/10.1080/01411926.2010.501096

Frey, K. S., & Bausback, M. (2006). Using literature to help students develop empathy.
In K. S. Frey, J. A. Lee, & T. R. Slesaransky-Poe (Eds.), Collaborative approaches to
interdisciplinary learning: Lessons learned from the teaching-learning initiatives (pp.
171–189). Stylus Publishing.

Grigal, M., & Hart, D. (2019). Transition from school to adulthood for youth with
disabilities: Recommendations for policymakers. Journal of Policy and Practice in
Intellectual Disabilities, 16(3), 215–226. https://doi.org/10.1111/jppi.12312

Sitlington, P. L., Neubert, D. A., & Leconte, P. J. (2012). Transition education and
services for students with disabilities (5th ed.). Pearson.

Turnbull, A. P., Turnbull, H. R., Wehmeyer, M. L., & Shogren, K. A. (2019).

Exceptional lives: Special education in today's schools (9th ed.). Pearson.

Rubric for Research and Presentation Activity

Indicators 4 3 2 1
Research The research The research The research The research
Depth is is thorough, is adequate is limited, with
comprehensiv including a but may lack minimal
e, covering a variety of depth or sources and

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 wide range of relevant breadth in shallow
relevant sources and coverage. analysis of the
sources and offering Some sources topic.
providing in- insightful may be Information
depth analysis analysis of the missing or not may be
of the topic. topic. fully relevant, outdated,
Information is Information is and analysis inaccurate, or
accurate, generally may be unsupported
current, and accurate and somewhat by evidence.
well-supported supported by superficial.
by evidence. evidence.
Organization The The The The
and presentation is presentation is presentation is presentation is
Structure well- organized, somewhat disorganized,
organized, with a organized but with no clear
with a clear discernible may lack structure or
structure that structure that coherence or sequence of
guides the helps the clarity in ideas. Content
audience audience structure. may be
through the follow the Content may chaotic or
research research be disjointed confusing,
process. process. or making it
Content is Content is inconsistently difficult for the
logically mostly sequenced, audience to
sequenced, sequenced with follow the
with smooth logically, with occasional research
transitions some abrupt process.
between transitions transitions.
ideas. between
ideas.
Clarity and The The The The
Delivery presentation is presentation is presentation is presentation is
clear, concise, mostly clear somewhat unclear,
and effectively and well- unclear or disjointed, or
delivered, delivered, with unevenly poorly
engaging the occasional delivered, with delivered,
audience and instances of occasional failing to
maintaining clarity or lapses in engage the
their interest enthusiasm. articulation or audience or
throughout. Speakers engagement. effectively
Speakers generally Speakers may convey key
demonstrate maintain struggle to points.
confidence, audience maintain Speakers may
articulation, engagement, audience lack
and but may lack interest or confidence,
enthusiasm for consistency in convey key articulation, or
the topic. delivery. points enthusiasm for
effectively. the topic.
Visual Aids Visual aids and Visual aids and Visual aids and Visual aids and
and multimedia multimedia multimedia multimedia
Multimedia elements elements elements are elements are
enhance the support the present but either absent
presentation, presentation, may not or detract
effectively providing effectively from the
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 illustrating key additional enhance the presentation,
points and context or presentation. failing to
engaging the illustration of They may be enhance
audience. key points. poorly audience
They are well- They are designed, understanding
designed, generally well- irrelevant, or or
relevant, and designed and inconsistently engagement.
seamlessly relevant, but integrated into They may be
integrated into may lack the poorly
the some presentation. designed,
presentation. integration irrelevant, or
with the distracting.
presentation.

Overall Assessment:

Excellent (16-20): The research and presentation demonstrate a high

level of quality, with comprehensive research, clear organization and
structure, effective delivery, and engaging visual aids and multimedia.

Good (11-15): The research and presentation show a satisfactory level

of quality, with thorough research, mostly clear organization and
structure, competent delivery, and supportive visual aids and
multimedia.

Fair (6-10): The research and presentation lack some key elements of
quality, with limited research, somewhat disorganized structure,
uneven delivery, and ineffective visual aids and multimedia.

Poor (1-5): The research and presentation fail to meet basic standards
of quality, with minimal research, unclear or chaotic structure, poor
delivery, and inadequate visual aids and multimedia.

Rubrics for Role Play

Indicators Excellent (4) Good (3) Fair (2) Poor (1)

Understandi Demonstrates Shows a Demonstrates Shows little to
ng of a clear reasonable limited no
Disability understanding understanding understanding understanding
Challenges of the of disability of disability of disability
challenges challenges, challenges, challenges,
faced by with some with with
individuals inaccuracies significant inaccurate or
with or gaps in inaccuracies insensitive
disabilities in portrayal or portrayal.
educational misconception
settings, s in portrayal.

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 accurately
portraying
common
experiences
and barriers.
Role Play Engages Engages Engages Engages
Performance effectively in adequately in inconsistently minimally in
the role-play, the role-play, in the role- the role-play,
demonstrating with mostly play, with with
realistic realistic some unrealistic
interactions interactions unrealistic interactions or
and dialogue and dialogue, interactions or dialogue, and
between the but may lack dialogue, and little to no
teacher and depth or limited demonstration
students, and nuance in demonstration of empathy or
conveying portraying of empathy sensitivity
empathy and empathy and and sensitivity towards
sensitivity sensitivity. towards individuals
towards individuals with
individuals with disabilities.
with disabilities.
disabilities.
Collaboratio Collaborates Collaborates Participates Contributes
n and effectively adequately inconsistently minimally to
Teamwork with with in collaboration
classmates to classmates to collaboration with
plan and plan and with classmates,
execute the execute the classmates, with little to
role-play, role-play, but with limited no
actively may require contribution to participation in
listening to some planning or planning or
others' ideas guidance or execution of execution of
and direction in the role-play. the role-play.
contributing contributing to
constructively the
to the performance.
performance.
Presentation Delivers the Delivers the Delivers the Delivers the
and Delivery role-play with role-play with role-play with role-play with
confidence, adequate some significant
clarity, and confidence hesitancy or hesitancy or
professionalis and clarity, lack of clarity, lack of clarity,
m, effectively but may lack detracting making it
conveying the polish or from overall difficult for the
intended consistency in effectiveness audience to
message and presentation of understand or
engaging the and delivery. presentation engage with
audience. and delivery. the content.
Sensitivity Demonstrates Demonstrates Demonstrates Demonstrates
and Respect high level of reasonable limited little to no
sensitivity and sensitivity and sensitivity and sensitivity or
respect respect respect respect
towards towards towards towards

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 individuals individuals individuals individuals
with with with with
disabilities, disabilities, disabilities, disabilities,
portraying but may with some with frequent
their exhibit instances of instances of
experiences occasional insensitivity or insensitivity or
with empathy insensitivity or lack of disrespect in
and dignity. lack of awareness in portrayal.
awareness. portrayal.

Overall Assessment:

Excellent (16-20): The role-play effectively captures the challenges and

experiences faced by individuals with disabilities in educational
settings, demonstrating a high level of understanding, empathy, and
professionalism.

Good (11-15): The role-play provides a reasonable portrayal of

disability challenges, with some areas for improvement in
understanding, collaboration, presentation, and sensitivity.

Fair (6-10): The role-play falls short in accurately depicting disability

challenges, showing limited understanding, collaboration, presentation,
and sensitivity.

Poor (1-5): The role-play fails to effectively convey disability

challenges, lacking understanding, collaboration, presentation, and
sensitivity.

Rubrics for Inclusive Lesson Plan Creation

Indicators 4 3 2 1
Learning The learning The learning The learning The learning
Objectives objectives are objectives are objectives are objectives are unclear,
clearly stated, mostly clear somewhat vague, or not
measurable, and unclear or not measurable, and are

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 and aligned measurable, fully not aligned with
with relevant with some measurable, standards or
standards or alignment to and may not curriculum outcomes.
curriculum standards or be adequately They do not
outcomes. curriculum aligned with adequately address
They address outcomes. standards or the needs of diverse
the needs of They generally curriculum learners.
diverse address the outcomes.
learners and needs of They partially
promote diverse address the
inclusive learners but needs of
educational may lack diverse
practices. specificity or learners but
inclusivity. lack specificity
and inclusivity.
Differentiation The lesson The lesson The lesson The lesson plan does
plan includes plan includes plan includes not include any
a variety of some limited differentiation
differentiated differentiated differentiation strategies, materials,
instructional instructional strategies, or assessments to
strategies, strategies, materials, and accommodate diverse
materials, and materials, and assessments, learners. It does not
assessments assessments which may not provide multiple
to to effectively means of
accommodate accommodate accommodate representation,
diverse diverse diverse engagement, or
learning learners, but learners. It expression.
styles, may lack provides
abilities, and variety or limited means
needs. It depth in of
provides differentiation. representation
multiple It generally , engagement,
means of provides and
representation multiple expression.
, engagement, means of
and representation
expression for , engagement,
all learners. and
expression.
Engagement and The lesson The lesson The lesson The lesson plan does
Participation plan includes plan includes plan includes not include any
opportunities some limited opportunities for
for active opportunities opportunities engagement and
engagement for for participation of
and engagement engagement learners, resulting in
participation and and most students feeling
of all learners, participation participation excluded or
fostering a of most of learners, disengaged. It lacks
positive and learners, but resulting in collaboration and
inclusive may not some students interaction among
learning effectively feeling students.
environment. foster a fully excluded or
It promotes inclusive disengaged. It
collaboration, learning lacks
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 interaction, environment. collaboration
and It encourages and
meaningful some interaction
learning collaboration among
experiences and students.
for diverse interaction
learners. among
students.
Assessment and The lesson The lesson The lesson The lesson plan does
Feedback plan includes plan includes plan includes not include any
a variety of some inclusive limited assessment strategies
inclusive assessment assessment to measure student
assessment strategies that strategies that learning or provide
strategies that generally may not feedback to learners.
effectively measure effectively It does not offer any
measure student measure ways for students to
student learning and student demonstrate their
learning and provide learning or understanding and
provide feedback to provide progress.
feedback to all most learners feedback to all
learners. It but may lack learners. It
offers multiple variety or offers limited
ways for depth. It offers ways for
students to some ways for students to
demonstrate students to demonstrate
their demonstrate their
understanding their understanding
and progress understanding and progress.
and progress.

Overall Assessment

Excellent (16-20): The lesson plan demonstrates a high level of

inclusivity, with clear learning objectives, effective differentiation,
opportunities for engagement and participation, and inclusive
assessment and feedback practices.

Good (11-15): The lesson plan shows some degree of inclusivity, with
mostly clear learning objectives, adequate differentiation, some
opportunities for engagement and participation, and generally
inclusive assessment and feedback practices.

Fair (6-10): The lesson plan lacks some aspects of inclusivity, with
unclear learning objectives, limited differentiation, few opportunities
for engagement and participation, and limited inclusive assessment
and feedback practices.

Poor (1-5): The lesson plan lacks inclusivity, with unclear or missing
learning objectives, no differentiation, minimal opportunities for

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engagement and participation, and no inclusive assessment and
feedback practices.

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