Foundations of Special and Inclusive Education

MODULE 3

Emil B. Broñoso
Instructor
 Republic of the Philippines
BICOL STATE COLLEGE OF APPLIED SCIENCES AND TECHNOLOGY
City of Naga
Telephone No. (054) 472-0416 Loc. 132/127 Fax. No. (054) 472-0415
Website: www.biscast.edu.ph

MODULE 3: MAKING AN INCLUSIVE SCHOOL

Overview

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 module shall provide insights
and practical tips on cultivating inclusive habits and implementing such practices in the classroom
effectively. It is entirely based in the Booth and Ainscow (2002) framework to help schools determine
their next steps in shifting to a more inclusive setting.

• 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.

Learning Objectives

This lesson aims for you to develop the following competencies:

1. The ability to respond effectively to educational needs of students with additional needs.
2. The ability to create safe, inclusive, and culturally responsive learning environments for
students with additional needs.

A Unifying Framework
Discussion
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.

For queries and clarification, contact your instructor Page 2 of 11

through email, messenger or google classroom.
 Republic of the Philippines
BICOL STATE COLLEGE OF APPLIED SCIENCES AND TECHNOLOGY
City of Naga
Telephone No. (054) 472-0416 Loc. 132/127 Fax. No. (054) 472-0415
Website: www.biscast.edu.ph

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 social change”. 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.1: 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/careers. 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.

For queries and clarification, contact your instructor Page 3 of 11

through email, messenger or google classroom.
 Republic of the Philippines
BICOL STATE COLLEGE OF APPLIED SCIENCES AND TECHNOLOGY
City of Naga
Telephone No. (054) 472-0416 Loc. 132/127 Fax. No. (054) 472-0415
Website: www.biscast.edu.ph

DIMENSION B: Producing Inclusive Policies

Section B.1: 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 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.1: 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/careers, and local communities which can be mobilized to support learning and
participation.

Creating inclusive cultures

Inclusion is as much the responsibility of society as it is the responsibility of schools. We realized
from the previous lesson 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”. 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

For queries and clarification, contact your instructor Page 4 of 11

through email, messenger or google classroom.
 Republic of the Philippines
BICOL STATE COLLEGE OF APPLIED SCIENCES AND TECHNOLOGY
City of Naga
Telephone No. (054) 472-0416 Loc. 132/127 Fax. No. (054) 472-0415
Website: www.biscast.edu.ph

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”.

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.

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 barrier – 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.
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 could unify beliefs and mobilize resources; unfortunately, lack of it
can become a convenient justification for inaction.
Organization of Educational System – 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.
To 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.

For queries and clarification, contact your instructor Page 5 of 11

through email, messenger or google classroom.
 Republic of the Philippines
BICOL STATE COLLEGE OF APPLIED SCIENCES AND TECHNOLOGY
City of Naga
Telephone No. (054) 472-0416 Loc. 132/127 Fax. No. (054) 472-0415
Website: www.biscast.edu.ph

Common barriers to inclusion

Special Education Inclusion Mainstreaming

Selected learners are
All same-aged
included in a general
Students who are not part of the peers/learners are in
Learners education class based
classroom norm one class regardless of
on their readiness
ability.
instead of their age.
Learner may have
access to both general
Strengths-based and needs- General education education curriculum
Curriculum
based individualized curriculum curriculum and a more
individualized
curriculum.
Assessment Mostly strengths-based but is
Both norm-referenced
and sometimes is also standards- Norm-referenced
and strengths-based
Evaluation based
Receives services in
All services happen inside the
both the general
Learning special education classroom but
All services happen education classroom
Placement other services such as
inside the general and outside through
and Delivery therapeutic interventions may be
education classroom. the use of resource
of Service integrated into this setting or
rooms and therapeutic
delivered separately.
programs.
Learner-centered: Some learners Rights-based: all
have very specific needs that learners have right to
Philosophy may not be appropriately access quality Preparatory
addressed in general education education that is
classroom. available to others.

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. 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 share 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.

For queries and clarification, contact your instructor Page 6 of 11

through email, messenger or google classroom.
 Republic of the Philippines
BICOL STATE COLLEGE OF APPLIED SCIENCES AND TECHNOLOGY
City of Naga
Telephone No. (054) 472-0416 Loc. 132/127 Fax. No. (054) 472-0415
Website: www.biscast.edu.ph

Universal design for learning

In architecture, universal designs refers 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
2009). 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 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. 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.

Three Main Principles of UDL: UDL is a framework for how to develop

lesson plans and assessments that is based on three main principles:

1. Multiple means of Representation: UDL recommends offering information in more than one
format. For example, textbooks are primarily visual. But providing text, audio, video and hands-
on learning gives all kids a chance to access the material in whichever way is best suited to
their learning strengths.
2. Multiple means of Action and Expression. UDL Suggests giving kids more than one way to
interact with the material and to show that they’ve learned. For example, students might get to
choose between taking a pencil-and-paper test, giving an oral presentation or doing a group
project.
3. Multiple means of Engagement. UDL encourages teachers to look for multiple ways to motivate
students. Letting kids make choices and giving them assignments that feel relevant to their
lives are some examples of how teachers can sustain students’ interest. Other common
strategies include making skill-building feel like a game and creating opportunities for students
to get up and move around the classroom.

For queries and clarification, contact your instructor Page 7 of 11

through email, messenger or google classroom.
 Republic of the Philippines
BICOL STATE COLLEGE OF APPLIED SCIENCES AND TECHNOLOGY
City of Naga
Telephone No. (054) 472-0416 Loc. 132/127 Fax. No. (054) 472-0415
Website: www.biscast.edu.ph

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, strengths, as well as needs. Hence,
it is essential that teaching and learning experiences 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, DI 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?

Content. As you already know, fundamental lesson content should cover the standards of learning set
by the school district or state educational standards. But some students in your class may be

For queries and clarification, contact your instructor Page 8 of 11

through email, messenger or google classroom.
 Republic of the Philippines
BICOL STATE COLLEGE OF APPLIED SCIENCES AND TECHNOLOGY
City of Naga
Telephone No. (054) 472-0416 Loc. 132/127 Fax. No. (054) 472-0415
Website: www.biscast.edu.ph

completely unfamiliar with the concepts in a lesson, some students may have partial mastery, and
some students may already be familiar with the content before the lesson begins.

What you could do is differentiate the content by designing activities for groups of students that cover
various levels of Bloom’s Taxonomy (a classification of levels of intellectual behavior going from lower-
order thinking skills to higher-order thinking skills). The six levels are: remembering, understanding,
applying, analyzing, evaluating, and creating. Students who are unfamiliar with a lesson could be
required to complete tasks on the lower levels: remembering and understanding. Students with some
mastery could be asked to apply and analyze the content, and students who have high levels of
mastery could be asked to complete tasks in the areas of evaluating and creating.

Examples of differentiating activities:

• Match vocabulary words to definitions.

• Read a passage of text and answer related questions.
• Think of a situation that happened to a character in the story and a different outcome.
• Differentiate fact from opinion in the story.
• Identify an author’s position and provide evidence to support this viewpoint.
• Create a PowerPoint presentation summarizing the lesson.

Process. Each student has a preferred learning style, and successful differentiation includes delivering
the material to each style: visual, auditory, and kinesthetic, and through words. This process-related
method also addresses the fact that not all students require the same amount of support from the
teacher, and students could choose to work in pairs, small groups, or individually. And while some
students may benefit from one-on-one interaction with you or the classroom aide, others may be able
to progress by themselves. Teachers can enhance student learning by offering support based on
individual needs.

Examples of differentiating the process:

• Provide textbooks for visual and word learners.

• Allow auditory learners to listen to audio books.
• Give kinesthetic learners the opportunity to complete an interactive assignment online.

Product. The product is what the student creates at the end of the lesson to demonstrate the mastery
of the content. This can be in the form of tests, projects, reports, or other activities. You could assign
students to complete activities that show mastery of an educational concept in a way the student
prefers, based on learning style.

Examples of differentiating the end-product:

• Read and write learners write a book report.

• Visual learners create a graphic organizer of the story.

For queries and clarification, contact your instructor Page 9 of 11

through email, messenger or google classroom.
 Republic of the Philippines
BICOL STATE COLLEGE OF APPLIED SCIENCES AND TECHNOLOGY
City of Naga
Telephone No. (054) 472-0416 Loc. 132/127 Fax. No. (054) 472-0415
Website: www.biscast.edu.ph

• Auditory learners give an oral report.

• Kinesthetic learners build a diorama illustrating the story.

Learning environment. The conditions for optimal learning include both physical and psychological
elements. A flexible classroom layout is key, incorporating various types of furniture and arrangements
to support both individual and group work. Psychologically speaking, teachers should use classroom
management techniques that support a safe and supportive learning environment.

Examples of differentiating the environment:

• Break some students into reading groups to discuss the assignment.

• Allow students to read individually if preferred.
• Create quiet spaces where there are no distractions.

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 a chosen book (e.g., for book report), journal writing based on a
prompt, skills 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 routine for collaborative work.
a. Establish working groups
b. Have a plan for “quick finishers”
c. Have a plan for when to ask for help

For queries and clarification, contact your instructor Page 10 of 11

through email, messenger or google classroom.
 Republic of the Philippines
BICOL STATE COLLEGE OF APPLIED SCIENCES AND TECHNOLOGY
City of Naga
Telephone No. (054) 472-0416 Loc. 132/127 Fax. No. (054) 472-0415
Website: www.biscast.edu.ph

Assessment Tasks

In a group of 7 members only, making sure to follow the standards of Inclusive Education, create two
lesson plans (one good for one week and the other good for a day of that particular week) for Science
in:

a. Elementary Level
b. Secondary Level (either Junior or Senior High School)

Due is on or before November 27, 2020.

On Finishing your Module 3 on Foundations of

Special and Inclusive Education!

For queries and clarification, contact your instructor Page 11 of 11

through email, messenger or google classroom.