CHAPTER 3

MAKING SCHOOLS INCLUSIVE

Introduction

Previously, you learned about the history, context, and foundations of special
needs and inclusive education. By understanding the role that disability frameworks
play, we can now move on to finding out how to implement inclusive practices in the
classroom. This chapter shall provide insights and practical tips on cultivating
inclusive habits and implementing such practices in the classroom effectively. It is
entirely based on the Booth and Ainscow (2002) framework to help schools
determine their next steps in shifting to a more inclusive setting.
1. Diversity is the new "normal."

 Inclusive practices must be dynamic and collaborative.

 To be truly inclusive, educators must always check for the presence,

participation, and achievement of their learners.

 Differentiation plays an important role in the success of inclusive education

practices.

Competencies

This chapter aims for you to develop the following competencies:

 The ability to respond effectively to educational needs of students with

Additional needs, and the ability to create safe, inclusive, and culturally
responsive learning environments for students with additional needs.

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). A three-
dimensional framework was created (see Figure 3.1).

Evolving inclusiveProducing
practices inclusive practices

Creating inclusive cultures

Figure 3.1. Three dimensions of the Index

(Booth and Ainscow 2002:7).

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 Dimensions and Sections in the Index

DIMENSION A Creating inclusive cultures

Section A.l Building community

Section A.2 Establishing inclusive values

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.I Developing the school for all

Section B.2 Organizing support for diversity

 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 which increase the capacity of a school to respond to student
diversity. All forms of support are developed according to inclusive principles and
are brought together within a single framework.

DIMENSION C Evolving inclusive practices

Section C.I Orchestrating learning

Section C.2 Mobilizing resources

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.

(Source: The Dimensions and Sections in the Index of Inclusion. Adapted from Booth
& Ainscow, 2002:8)
I. CREATING INCLUSIVE CULTURES

Inclusion is as much the responsibility of society as it is the responsibility of

schools. We realized from the previous chapter that the key to successful inclusive
practices are merging of frameworks and aligning of definitions of disability. In this
chapter, we shall learn that inclusive education is an ongoing collaborative process
that needs to be dynamically revisited. For it to truly work, its essence has to
resonate to all stakeholders of education.

In educational reform, stakeholders are those who are "invested in the welfare
and success of a school and its students" (www.edglossary.org). In other words,
these are the teachers, administrators, school staff, officials and other workers, the
parents and their families, the community, and the government. They may also be
collective entities like local businesses, advocacy groups the media, sociocultural
institutions, and other organizations that may be directly or indirectly involved in
education. Stakeholders are important because they play a major role in "connecting
what is being taught in a school to its surrounding community" (www.edglossary.org),

In 2017, UNESCO reported that there has been significant global improvement in
accessing education, specifically in the primary level for the last 15 years. However,
 its 2016 Global Education Monitoring Report reveals: that there are still an estimated
263 million children and youth aged 6 to 17 all around the world who are still not in
school at this time. The report also confirmed the continuous plight of women against
gender discrimination, among others. With increasing globalization and international
migration, the problem pertaining to inclusive education and how it affects PWDs
could not be more real.

1.What Stakeholders Can Do

The rights-based approach to educational programming "insists that no right
can exist without a corresponding governmental obligation" (Van den Brule-Balescut
& Sandkull 2005). Thus, governments and communities are starting to understand
how they are accountable to children with additional needs in fulfilling their right to
education and providing access to quality education that is also safe. welcoming,
and inclusive. Legally defining terms and formalizing a system for setting lip
inclusive schools in areas where there are none to begin with ensures uniformity,
universality, consistency of implementation, and eventual success of inclusion in the
country. The following are some steps stakeholders can take to create inclusive
cultures:
 Set the parameters for inclusion. The government has identified key people and
professions, and highlighted important factors leading to the success of inclusive
placement process, committees, staffing and responsibilities, teacher training and
compensation, incentives for private sector participation, and collaboration of the
Department of Education with other branches of government. These clearly show
not just an attempt to centralize inclusive practices, but an initiative to make the
welfare and development of children with additional needs the responsibility of all.
These are also consistent with what the UNESCO pushes for in 'terms of getting
every stakeholder involved.

 Build key people. The government recognizes the need for teacher training, both in
the special needs education and general education levels. It also pushes for the
use of evidence-based teaching frameworks, provision of student assistance, and
access to instructional materials. Most importantly, calls are made for continuing
research and forming of policies to be initiated by agencies such as the Department
of Education so as to further refine the inclusive process and have it tailored to fit to
the needs of children with additional needs. This is an important factor that every
nation has to constantly revisit as the needs of students across continents, though
similar, would have nuances depending on where they reside. Educational
frameworks cannot just be lifted and “copy-pasted” with the expectation that what
worked for one country will work for another. UNESCO (2005) states that clarity of
purpose, realistic goals, motivation, support, resources, and an evaluation of
policies and practices all contribute to a successful shift toward inclusion.

 Identify and eradicate barriers. UNESCO’s Guide for Inclusion (2005) advocates
for the identification and removal of obstacles that have to do with transforming
prevailing attitudes and values on a systemic level. The Philippine government
seems to be in consonance with this aspect in the light of its existing legislative
policies that ground the undeniable importance of inclusion. It is also continuously
 reorganizing structures in education and implementing programs that highlight the
need for primary stakeholders like the school, the parents, and other policy makers,
to acquire more understanding and capacity-building to manage an inclusive
environment.

Common Barriers to Inclusion

 Attitudes, values systems, misconceptions, and societal norms - can lead to prejudices and/or
actual resistance to implement inclusive practices (UNESCO 2005).

 Physical barriers - the lack of building, facility, transportation, or road accessibility are types of
physical barriers that can literally affect one's mobility.

 Curriculum - a rigid "one size fits all" type of curriculum that does not allow room for individual
differences can significantly stunt one's learning and opportunity for growth.

 Lack of teacher training and low teacher efficacy- whether training in teaching strategies, using
curriculum frameworks, or behavior and classroom management, lack of training as well as low
confidence in one's own skills can directly affect how inclusive practices are implemented.

 Poor language and communication - language barriers may also directly have implications on
how well inclusive practices are implemented.

● Lack of funding - enough funding can allow for training more teachers as well as
coming up with more appropriate programs, instructional materials, or facilities:
lack of funds can be limiting and debilitating to schools.

 Lack of policies - policies have the ability to unify beliefs and mobilize resources;
unfortunately, lack of it can become a convenient justification for inaction.

 Organization of educational systems - centralized systems may have some type

of detachment in terms of implementing policies and seeing the reality of how
such policies are affecting learners and other stakeholders.

 Too much focus on performance-based standards - schools have also reportedly

refused inclusion because of fear that the presence of learners with additional
needs will pull down their rankings in standardized tests.

Figure 3.3. Barriers to inclusion

2. Special Education vs. Mainstreaming vs. Inclusive Education

 Part of what needs to occur when creating cultures is to also determine
distinctions among frameworks and practices. Most important in this scenario is to
understand how different special education, mainstreaming, and inclusive education
are from each other. In the previous chapter, we discussed how special education is
often regarded as segregated and exclusive. It has to be noted, however, that this
perception is entirely due to its nature of addressing cases in a highly individualized
way. This is not to mean that special education is an environment that violates
human rights. Because special education assesses, instructs, and evaluates
students individually and intentionally, this type of educational setting is beneficial to
those with very unique needs as well.

Mainstreaming shares more similarities with inclusion than with special

education. Both look at integrating the child with additional needs into a general
education setting. There are, however, nuances between the two as well (see Table
3.1).

Table 3.1. Comparing special education, inclusion, and mainstreaming

Special Education Inclusion Mainstreaming

Selected learners
are included in a
Student who are All same-aged general education
not part of the peers/learners are class based on
Learners classroom norm in one class their readiness
regardless of ability instead of their
age.

Learner may have

access to both
Strength-based general education
and needs-based curriculum and a
Curriculum individualized General education more individualized
curriculum curriculum curriculum

Mostly strengths-
based but is
Assessment and sometimes is also Both norm-
Evaluation standard-based referenced and
Norm-referenced strength-based

All services happen

inside the special
education Receives services
Learning classroom but All services happen in both the general
Placement and other services such inside the general Education
Delivery of as therapeutic education classroom and
Services interventions may classroom outside through the
be integrated into use of resources
this setting or rooms and
delivered therapeutic
separately programs.

Learner centered: Preparatory and

Some learners Integrative:
have very specific Rights-based: All Learners are given
needs that may not learners have a access to general
be appropriately right to access education but will
addressed in a quality education need to catch up
Philosophy general education that is available to on skills first.
classroom. others

ll. PRODUCING INCLUSIVE POLICIES

As reiterated in the previous chapters, the premise of inclusion starts

with an acceptance and embracing diversity. lt is difficult to start movement if
this practice is not rooted on a culture that assumes the right perspective and
values. For simultaneous paradigm shifts to happen among its education
stakeholders, schools must first create a new culture.

UNESCO (2005) realistically acknowledges that a societal change in

attitude need not be initially present in a community before inclusion can be fully
practiced. Rather, it must be viewed as a perspective or an ideal to work toward.
Without this realization, differences in standards and quality of education may
surface as potential problems. Just very recently, the pre-service education
curriculum was restructured so that special needs education units are not only
given to special needs education majors but to other education majors as well. This
is a huge step for teachers and a nod to inclusive education. The following is a list
of other possible steps that educators can take to facilitate the much-needed
societal shift and inform policy:

 Involve other sectors of society. Current training and awareness campaigns

seem to limit the movement of inclusion to a mere home-school relationship. At
most, these are extended to the departments for social welfare and health.
However, for an inclusive set-up to truly be successful, active involvement of
the entire community must be ensured. For instance, those in the business,
commercial, security, and religious sectors must also be given representation in
trainings. These campaigns must be wide enough in scope as to cover
supermarkets, restaurants, malls, public and government agencies not directly
 associated with social welfare or health, transportation, land, airline and
maritime companies, the media, and even the research teams of our policy
makers. At the same time, they must be specific enough to reach the local
churches, the subdivision playgrounds, and the village stores. In recent years,
students in the tertiary level from various programs have been showing growing
interest in the PWD community. For instance, students belonging to
architectural and interior design programs have been working on theses and
capstone projects where their main clients have additional needs. The idea is
for everyone—regardless of their training or exposure—to become more
sensitive and aware of the PWD population. The more aware a community is,
the more it will be able to help.

 Collaborate. Whether creating an academic program specific to a child with

additional needs or creating a new legislative bill for the PWD community,
collaboration is crucial. Each member of the inclusive education team would
have their own strengths and weaknesses, and these have to be used wisely
to benefit the child with additional needs, Del Corro-Tiangco (2014) states
that general education teachers are trained in the general curriculum but
would not know how to teach and manage children with additional needs;
while a special needs education teacher would be equipped to handle
atypical behaviors but would not know much about the general education
curriculum. True collaboration would guarantee an inclusive program that
would cover as many areas as possible.

 Recognize the shift in roles of the teachers. With the shift to inclusive
education, the role of special education (SPED) teachers suddenly seems to
be reduced to only "as needed." As a result, the SPED teacher's role no
longer becomes that of an implementer but that of a consultative nature
instead. It also becomes the responsibility of the general education teacher
to know what to do when faced with a learner with additional needs in his or
her classroom. The SPED teachers' role-their trainings, their insights, and
their skills as a supposed prime mover in the inclusive education framework-
must neither be diminished nor disregarded. Instead, these must be used to
ensure a good inclusive program is provided to children with additional
needs. Conversely. general education teachers must go through skills
training and capacity building workshops to ensure that they are supporting
all types of learners in their classrooms appropriately

 Include transitions in planning. An abrupt systemic change that is not well-

planned or that disregards practices-whether existing or implied-may hinder
the shift to inclusion and cause resentment from all stakeholders. Instead,
current practices have to be respected and honored so as to facilitate a
gradual shift to inclusive education.

Booth and Ainscow (2002) recommend that schools reflect on their current
policies and practices to check their readiness for an inclusive set-up. They also
devised a questionnaire that would help administrators, faculty and other
stakeholders comprehensively gather baseline data. A move that would greatly help
in informing policy would be to examine different aspects of the school and the
delivery of its services. Specifically, schools may look at the following:

 Student admissions
  Accessibility to utilities and facilities

 Supports available to students, parents, and school personnel

 Learner accommodations

 Exclusionary or discriminatory incidents

 Number of bullying cases

 Faculty and staff promotions

III. EVOLVING INCLUSIVE PRACTICES

Evolving inclusive practices is the third dimension to Booth and Ainscow's

framework for schools (2002), where administrators must first try to create an
inclusive culture among its stakeholders, and then build better, more all-
encompassing policies. The goal of the first two steps is to ascertain habit forming
conditions, which make procedures that are otherwise unfamiliar feel like second
nature to us. We want to reach a point where inclusive teaching practices are
expected. Once this happens, we can start focusing on raising the participation and
success rates of learners with additional needs inside our classrooms. Moreover, the
term "evolving" assumes that we already have strategies in place which we just have
to revisit for possible tweaking. It suggests advancement and positive growth, which
means we can look at these existing strategies and just adjust these according to the
needs of our students along the way. Two effective evidence based inclusive
practices that can be used in the classroom are Universal Design for Learning
(UDL) and Differentiated Instruction.

1. Universal Design for Learning

In architecture, universal designs refer to structures that were made in such a

way that they can be used by customers or clients with a wide range of needs
(Dukes & Lamar-Dukes 2009 as cited in Salend 2011). Such designs ensure
accessibility for all. For example, an architect designs a commercial complex where
ramps, elevators, escalators, handrails, wide doorways and sidewalks, and signs
embossed in Braille abound. It is a very user-friendly building, Obviously, the
designer imagined that some customers might walk into the complex in wheelchairs
or white canes. The architect does not know if or when it's going to happen, but he
anticipated it and incorporated it into his design anyway.
 Such is the mechanics of a Universal Design for Learning (UDL,) approach to
instruction. UDL refers to the design of instructional materials and activities to make
the content information accessible to all children (Rose & Meyer 2006 as cited in
Turnbull et al. 2013). It is best used in a general education classroom where learners
are different. Through the provision of delivering content and allowing student to
construct learning in more than one way, UDL ensures that all students learn
genuinely.

There are three elements to UDL:

1. Multiple means of representation

2. Multiple means of action and expression

3. Multiple means of engagement

In UDL, teachers are supposed to present information and materials in many

different ways, taking into consideration that some students may have not fully
absorbed the lesson the first time it was presented. The concept of multiple means of
representation is meant to ensure that all students are able to access and
understand learning material. After this, teachers allow students to express what
they learned in various ways, and finally, the teacher uses different techniques to
reinforce learning at the students’ optional levels. The principles of UDL, which
sometimes overlap, are presented below with examples (see Table 3.2).

Table 3.2 UDL principles adapted from Salend (2011:17-18)

 UDL Principles UDL Principle and Examples of UDL
Inclusive Practices Implementation and
Inclusive Practices
Principle 1: Equitable Use Inclusive practices are  Use UDL principles
designed to be useful, equitably
appealing, and safe for all  Use culturally
students, families, and responsive teaching
professionals to use. strategies and materials
Individual differences and like MTBMLE (mother
various contexts are tongue based
respected. multilingual education)
Principle 2: Flexible Use Inclusive practices are
designed to
accommodate the
individual preferences,
abilities, and needs of all
students, families, and
professionals. Flexibility
in providing choices for
methods and pacing are
exercised.

 Establish classroom rules

and routines

Inclusive practices are  Use graphic organizers

Principle 3: Simple and for synthesizing material
Designed be easy for all
Intuitive Use
use and understand.

 Develop scoring rubrics

with the students

 Use technological and

Inclusive practices are
assistive devices to
Principle 4: designed so that they
support learning,
Perceptible communicate valuable
communicate with
Information information to all through
parents, or share
various formats.
information
  Teach study and learning
strategies

Inclusive practices are  Teach self-regulatory

designed to minimize and techniques
Principle 5: unintended consequences
Tolerance for Error by providing safeguards and  Encourage students and
warnings to assist all in foster their intrinsic
using them safely. motivation

 Offer grading alternatives

that are valid and
appropriate
 Chunk activities and give
more breaks
Inclusive practices are
Principle 6: Low Physical designed to be used
 Teach mindfulness
Effort comfortably and efficiently
without much effort from all.
 Provide additional
support as needed
 Take advantage of seat
arrangements and
classroom furniture (e.g.,
specialized chairs,
Inclusive practices are
stability balls, use of
designed for use by all,
Principle 7: Size and space ambient music, and
regardless of their mobility,
for Approach and Use appropriate lighting).
physicality, or way of
 Provide opportunities for
communication.
outdoor work

 Allow technology as
needed

Principle 8: Community of Inclusive practices are  Use project-based

Learners designed to promote social learning
interaction and
communication for all.
 Promote
collaborative
activities such as
fish bowl
discussions or
think-pair-share

 Establish strong
 home school
partnerships

 Classroom check-
ins and check-outs
Principle 9: Inclusive Inclusive practices are  Make students
Environment designed to foster aware of and
acceptance and a sense of comfortable with
belongingness for all. diversity
 Emphasize social
roles in the
classroom: (e.g.,
that we students
are there to teach
each other and
learn from each
other.)
 Allow bonding
activities
 Do team-building
exercises regularly
and integrate
lessons in such
activities

2. Differentiated Instruction

According to Tomlinson (2010), differentiated (or differentiating) instruction

is a teacher's response to students' varying needs, interests, and learning styles. "It
refers to a systematic approach to planning curriculum and instruction for
academically diverse learners. It is a way of thinking about the classroom with the
dual goals of honoring each student's learning needs and maximizing student's
learning capacity." When teachers differentiate instruction, they use a variety of
teaching and learning strategies that are necessary to meet the diverse needs of
students in any class (Friend & Bursuck 2009).

Why Differentiate Instruction?

All learners are unique and have varying interests, talents, strength as well as
needs. Hence, it is essential that teaching and learning experience reflect this
diversity. To ensure engaged, successful, and flourishing learners, teaching and
learning experiences need to be designed in a way that provide opportunities for
students to learn and demonstrate their understanding in varied ways. Thus,
Differentiating Instruction (D1) helps ensure that learners are engaged in respectful
tasks and provide diverse means of learning that reflect their strengths and address
their needs simultaneously.
How Is Instruction Differentiated?

Bender in 2002 (as cited by Gentry et al. 2013) identified elements of the
curriculum that can be differentiated: (1) content, (2) process. (3) product, and (4)
learning environment in response to the students' characteristics interests,
readiness, and learning profile. As an overview, differentiation is achieved by
providing materials and tasks:

a. at varied levels of difficulty

b. with varying levels of instructional support:

C. by using multiple grouping arrangement:

d. that involve student choice; and

e. use varied evaluation strategies.

As teachers, you must know your curriculum. You are suggested to revisit or
identify which are non-negotiable and negotiable learning objectives and tasks. You
are also expected to know your students' interests, readiness level (based on
diagnostic data), and learning styles/profile (strengths and needs). You may create a
class profile to provide an overview of the class's characteristics and needs. Next,
you have to identify and plan what and how to differentiate your material. The goal is
to start small and take simple steps toward differentiating instruction. Table 3.3
provides a guide on how to effectively differentiate in the classroom.

Table 3.3. Differentiation strategies

CONTENT PROCESS PRODUCT LEARNING
ENVIRONMENT

How is the classroom

What is taught? How is it taught? How is it assessed?
arranged?
How is learning
What is learned? How is it learned? • Flexible grouping:
demonstrated?
whole class, small
• Homework
• Provide additional  Choices of options groups, one-on-one,

materials/skills reading materials •Student choice on peer-teaching, pairs,

• Reduce materials •Varied presentation product (oral partner, learning,

• Skills explorations styles: Say it, Show presentations, independent

by interest it, and Model it written report, role learning, and

•Use media plays, simulations, cooperative learning

(video, audio, etc.) •Flexible seating

computer, TV, and •Varied journal •Preferential seating

manipulatives) prompts •Pull-out from class

•Varied pacing •Choice Boards (for learners with

•Reading buddies: •Think-Tac-Toe special needs)

-Read/summarize •Tiered activities (by

-Read/Question/ readiness and

Answer interest)

-Visual organizer/ •More items

summarizer (advanced learners)

•Think-Pair-Share •Less items (with

by
special needs)
readiness, interest,
•Learning contracts
and learning profile
•RAFT (Role,
•Learning centers/
Audience, Format,
stations
Topic)
•Small-group

instruction

•Jigsaw (expert

groups)

•Cooperative

learning activities

•Teams, Games
and Activities
 •Cubing

•Learning contracts

How Is the Classroom Managed During Differentiated Learning? Structure the

classroom by establishing routines during differentiated learning activities.

1. Explain to the students the reason for differentiation. Make sure this is understood
by all.

2. Use "anchor activities" which students can automatically work on when completing
assigned tasks to maintain a productive work environment and maximize
instructional time. Examples of anchor activities are reading chosen book (e.g.,
for book report), journal writing based on a prompt, skill practice (spelling, math),
use of manipulative objects, etc.

3. Assign roles during small group activities/instruction to ensure accountability and a

positive learning environment. These are suggested group roles, but older
learners and their teachers may decide on other roles Learners should have the
opportunity to assume each of the roles.

a. Facilitator

b. Recorder

c. Summarizer/Timekeeper

d. Presenter

e. Errand monitor

4. Implement routines for collaborative work.

a. Establish working groups (by interest, by readiness, etc.)

b. Have a plan for "quick finishers

c. Have a plan for when to ask for help (role of the errand monitor)
 Anchor Activity Options

(for upper elementary/ middle school students)

 Work on your book report selection (read quietly until time is called). If you
have already finished your book, then work on your review (consult the hint for
guidelines).
 Complete one of the three journal prompts provided.
 Select a Learning Interest packet from the anchor option file box.
 Select at least one area of test prep practice you believe you need to review.
 Work on your Orbital or Independent Project.

Anchor Activity Options

(for secondary students)

 Journals or Learning logs
 “Project extensions”
 Independent reading
 Lab work
 Related course readings with questions or extension activities
 Test prep or practice reviewers for ACT or SAT
 Project Interest
 Learning packets
 Independent studies
 Computer Skills
 WebQuests or telecollaborative projects

Figure 3.3 anchor the activities for differentiated instruction.

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participation in schools. Bristol: Centre for Studies on Inclusive Education

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(ISSN)

Gentry, R., Sallie, A. P., & Sanders, C. A. (2013). “Differentiated instructional

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