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M3L1 Creating Inclusive Cultures 1

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32 views16 pages

M3L1 Creating Inclusive Cultures 1

Uploaded by

floecelsarabillocomawas
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Chapter III

Making
Schools Inclusive
Making a new space, a better space for everyone.
How can we make
schools inclusive?
Defend the Least Restrictive Environment being best
possible placement option for all leaners.

Recognize the principles of Universal Design for Learning in

Learning teaching-learning process.

Outcomes Discuss the relevance of Individualized Education Plan in


making inclusive cultures.

Discourse the importance of UNESCO Policy on Inclusion in


making schools inclusive.

Apply the inclusive education practices in the Philippine and


discuss different assistive technologies in inclusive
education.
Chapter III- Lesson 1

Creating
Inclusive
Culture
We must transcend our differences to transform our future
Create a model of inclusive education culture
through collage making.

Support the least restrictive environment as the

Lesson best possible placement option for all leaners.

Objectives Recognize universal design for learning as key


creating inclusive cultures.

Discuss the relevance of individualized education


plan in inclusive cultures.
Introduction
The principle that welcomes and caters all learning opportunities
within the same school setting. Thus, this anchored the idea of
learning with no boundaries.

Judge (2003) said that school community must accept all learners
and set aside their feebleness.

Inclusion is not only inclusively for learners with disability but


also to gender, sexual orientation, race, ethnicity, age, culture
and social class (Hodkinson, 2011).
Defining
LEAST RESTRICTIVE ENVIRONMENT

Individuals with Disabilities Education Act (IDEA) create a basic


principle that suggest all students with disabilities should attend the
school in their neighborhood and be integrated, to the maximum
extent possible, with students without disabilities.

Thus, it makes clear that every child with a disability must receive their
education alongside students without disabilities to the maximum
extent appropriate. This supports that students with disabilities must
be provided with an appropriate education according to their needs.
The continuum of services pyramid is a graphical model of
individual services and programs that supports the various
needs of all learners with additional needs.

It always starts in the Least Restrictive Environment (LRE) and


move across the continuum so that all of the learner’s needs
can be met. As a student’s needs change, services may move up
and/or down the continuum. The goal is always down. The
continuum of services is fluid, as a student’s needs change,
services and service delivery can change.
The IEP team plays a huge role to determine the proper placement of learners with additional needs.
Placement must be individually-determined based on the student’s individual abilities and needs. The
degree of disruption of the education of other students, resulting in the inability to meet the unique needs
of the learners with additional needs are some placement consideration.
DEGREE OF
Disruption
The degree of disruption of the education of other students, resulting in
the inability to meet the unique needs of the learners with additional
needs are some placement consideration.

The general education classroom is the first option the team must
consider. However, we cannot deny that students cannot be educated
satisfactorily, even when supplementary aids and supports are provided.

The IEP team will review and consider the (a.) Child's classroom
performance; (b.) Teacher input; (c.) Parent input; (c.) Classroom
observations; (d.) Behavioral referrals in order to decide proper
placement and support services intended for the child unique needs.
The LRE is expected to provide for an environment where
individuals with disability live in a welcoming and inclusive
atmosphere with people supporting and accepting them.

Regular schools/classes, as implemented in Australia, New


Zealand and US, have been providing LRE to individuals with
disabilities. This LRE should not end in the classroom or
school but should also be extended in streets and other
public areas which needs to be more accessible to
individuals with disabilities.
UNIVERSAL DESIGN FOR LEARNING
Use multiple strategies to present content.
Field trips, web- based communications, inviting guest
speakers, conducting role plays, using cooperative learning
and hands- on activities
Teachers may incorporate

Use a variety of materials.

UDL In presentation new concept, use materials such as online


resources, videos, podcasts, PowerPoint presentations,
manipulatives, and e-books.

by the ff. strategies (Rose & Meyer, 2002)


Provide cognitive supports
In presentation new concept, use materials such as online
resources, videos, podcasts, PowerPoint presentations,
manipulatives, and e-books.
Teach to a variety of learning styles.
Build movement into learning. Give instructions both orally
and in writing to engage students
Teachers may incorporate auditory and visually. Consider using large visual aids for
slides, graphics, and charts.

UDL Provide flexible opportunities for assessment.

by the ff. strategies (Rose & Meyer, 2002)


Allow students to demonstrate their learning in multiple ways
that include visual and oral
presentation, rather than only written assessment.
Individualized
Educational Plan
An Individualized Education Plan (or Program) is also known as
an IEP. This is a plan or program developed to ensure that a child
with an identified disability who is attending an elementary or
secondary educational institution receives specialized
instruction and related services.
SPEd Education Teacher vs.
Inclusive Education Teacher

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