This document discusses diversity and inclusion in education across 7 chapters. It addresses understanding diversity, special and inclusive education through the years, making schools inclusive, components of special and inclusive education, typical and atypical development among children, learners with additional needs, and learners in other marginalized groups. The key themes are creating inclusive learning environments, providing support to meet the needs of diverse learners, and ensuring all students have access to quality education.
This document discusses diversity and inclusion in education across 7 chapters. It addresses understanding diversity, special and inclusive education through the years, making schools inclusive, components of special and inclusive education, typical and atypical development among children, learners with additional needs, and learners in other marginalized groups. The key themes are creating inclusive learning environments, providing support to meet the needs of diverse learners, and ensuring all students have access to quality education.
This document discusses diversity and inclusion in education across 7 chapters. It addresses understanding diversity, special and inclusive education through the years, making schools inclusive, components of special and inclusive education, typical and atypical development among children, learners with additional needs, and learners in other marginalized groups. The key themes are creating inclusive learning environments, providing support to meet the needs of diverse learners, and ensuring all students have access to quality education.
This document discusses diversity and inclusion in education across 7 chapters. It addresses understanding diversity, special and inclusive education through the years, making schools inclusive, components of special and inclusive education, typical and atypical development among children, learners with additional needs, and learners in other marginalized groups. The key themes are creating inclusive learning environments, providing support to meet the needs of diverse learners, and ensuring all students have access to quality education.
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Barraca, Argie V. BEED-3 PROF.
ED 309
CHAPTER I UNDERSTANDING DIVERSITY
Unity in diversity. Understanding the
differences
Collaboration among individuals with differences will
open up avenues to solve problem and innovate.
Despite of the differences, tolerance and Even though there are a lot of people who have cooperation must be shown to everybody a great understanding with regards to diversity, to show the sense of belongingness. discrimination is still rampant and causing chaos. Barraca, Argie V. BEED-3 PROF.ED 309
CHAPTER II ADDRESSING DIVERSITY THROUGH THE YEARS: SPECIAL AND INCLUSIVE EDUCATION
Differences among learners make up Disabilities of learners should not be
the diversity inside the classroom. an impediment to exercise their right to inclusive education.
Acknowledging the right of students to
education especially those in far-flung areas is showing the sense of inclusivity in education.
It is essential to create safe, inclusive and Assistance is given to the learners who have culturally responsive learning environment for disabilities to be able to be able to maximize students with additional needs. their functions in the society. Barraca, Argie V. BEED-3 PROF.ED 309
Chapter III MAKING SCHOOL INCLUSIVE
Teachers’ efficacy in implementing the The primary aim Special Education (SPED) is inclusive practices in the learning environment to cater the needs of learners with disabilities is very crucial for it will greatly affect the to make them functional. development of learners with special needs.
In creating inclusive culture in school,
stakeholders must work collectively to implement inclusive practices.
Children with disabilities have different Allowing the learners to construct learning in strengths and needs; therefore, differentiated more than one way, ensures that student learn instruction must be used by the teachers to genuinely. maximize the children’s learning capacity. Barraca, Argie V. BEED-3 PROF.ED 309
CHAPTER IV COMPONENTS OF SPECIAL AND INCLUSIVE EDUCATION
To be able to cater the needs of those learners An inclusive education sees the potential in who have special needs, assessment is done every learner with special needs. through different ways to ascertain what kind of support they should get.
Parents support to their children have significant
impact to their children’s performance.
Inclusive education seeks to give the learners Various supports which are beneficial to the right venue to where their needs are learners are given to learners to break the accommodated. barriers that inhibits them to make the most of education. Barraca, Argie V. BEED-3 PROF.ED 309
CHAPTER V TYPICAL AND ATYPICAL DEVELOPMENT AMONG CHILDREN
Interventions given to the learners are Through the support given by the teachers, essential in his/her development learners development takes place gradually.
A learner’s environment has a great
implication to his or her development.
A learners’ development may also manifest The continuous support of teacher to
through his or her behavior. learners is crucial in the attainment of knowledge, skills and behavior. Barraca, Argie V. BEED-3 PROF.ED 309
CHAPTER VI LEANERS WITH ADDITIONAL NEEDS
Identifying the learning needs of learners is Learners may have different needs; therefore, important to be able to give the best support teachers use various methods in giving support for their development. to learners.
Providing the right support to cater the
needs of the learners with disabilities can make a huge impact to their development.
Teachers must be aware and understand Various interventions are given to the learner the disabilities of the learners so that he or that will enable them to explore and use their she can help the learners to flourish. strength and abilities for their development. Barraca, Argie V. BEED-3 PROF.ED 309
CHAPTER VII LEARNERS IN OTHEHR MARGINALIZED GROUPS
Poverty is causing children around the world
Children from marginalized groups could not not to go school but instead they work for exercise their right to quality education. their family at their young age.
Trauma caused by abuse and violence on children
has lifetime effects to the them.
Children in war zones or refugees are under toxic
Some indigenous people don’t have the access to stress and experiencing psychological trauma. education due to the remoteness of their area.
