CN5689 EDUC112

FOUNDATION OF SPECIAL AND INCLUSIVE

EDUCATION

Chapter 3:

Making Schools Inclusive

Presented by: Group 1
 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. It is fully based on the
context developed by Booth and Ainscow (2002) for the next actions that
schools will take to become more inclusive are established.

• 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

1. needs of students with additional needs; and

the ability to create safe, inclusive, and culturally

2. responsive learning environments for students
with additional needs.
A UNIFYING FRAMEWORK (Booth and Ainscow, 2002)

“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 UNIFYING FRAMEWORK (Booth and Ainscow, 2002)

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). 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. Resistance from the group would most likely result from a non-
supportive culture. These three dimensions also, separate into divisions to
direct schools to implement more concrete actions to bring about this
paradigm shift.
The Dimensions and Sections in the Index
DIMENSION A. Creating inclusive cultures
This dimension creates a secure, accepting, collaborating, and stimulating community,
in which everyone is valued as the foundation for the highest achievements of all.

DIMENSION B. Producing inclusive policies

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.

DIMENSION C. Evolving inclusive practices

This dimension develops school practices which reflect the inclusive cultures and
policies of the school.
I. CREATING
INCLUSIVE
CULTURES
 I. CREATING INCLUSIVE
Inclusion is as
CULTURESmuch the responsibility of schools as it is the responsibility of
schools. 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.

Stakeholders
- In educational reform, it refers to those who are “invested in the welfare and success
of a school and its students” (www.edglossary.org).
- 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, the sociocultural institutions, and other organizations that may be directly or
indirectly involved in education.
- They are important because they play a major role in “connecting what is being
taught in a school to its surrounding community” (www.edglossary.org).
I. CREATING INCLUSIVE
CULTURES
UNESCO (2017)
- reported that there has been significant global improvement in
accessing education for the last 15 years, specifically in the primary
level

UNESCO’s Global Education Monitoring Report in 2016

- revealed that there are still an estimated 263 million children and
youth aged 6-17 all around the world who are still not in school at this
time
- confirmed the continuous plight of women against gender
discrimination
 I. CREATING INCLUSIVE
CULTURESCAN DO
1. WHAT STAKEHOLDERS
- The rights-based approach to educational programming “insists that no right can
exist without a corresponding governmental obligation” (Van den Brule-Balescut
& Sandkull 2005).
- Government 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 up 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.
 I. CREATING INCLUSIVE
CULTURES
Steps stakeholders can take to create inclusive cultures:

• Set the parameters for inclusion. The government has identified key people and
professions, highlighted important factors leading to the success of Inclusive education—
that is, placement process, committees, staffing and responsibilities, teacher training and
comprehension, incentives and private sector participation, and collaboration of the
Department of Education (DepEd) with other branches of the government.

• Build key people. The government recognizes the need for teacher training, both in the
special needs education and general education levels.

• 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.
 I. CREATING INCLUSIVE
CULTURES
Common Barriers to Inclusion

• Attitudes, values systems, misconceptions, and societal norms

• Physical barriers
• Curriculum
• Lack of teacher training and low teacher efficacy
• Poor language and communication
• Lack of funding
• Lack of policies
• Organization of educational systems
• Too much focus on performance-based students
 I. CREATING INCLUSIVE
2. SPECIAL CULTURES
EDUCATION VS. MAINSTREAMING VS. INCLUSIVE
EDUCATION

• Special Education – is a form of instruction that designed to meet the needs of

students with disabilities, so that they can learn the same skills and information as
other children in school. The term special education is used interchangeably with
special needs, and the disabilities may be physical, emotional, or behavioral.

• Mainstreaming – is the practice of placing students with special education needs

in a general education classroom during specific time periods based on their skills.

• Inclusive Education – students with special needs spend most of their time with
non-special or general education needs students.
   Special Education Inclusion Mainstreaming

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

Curriculum General education Learner may have access to both general curriculum
Strengths-based and needs-based individualized curriculum.
curriculum and a more individualiized curriculum.

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

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

Learner-centered: Some learners have very specific needs that Right based: All services Preparatory and Integrative: Learners are given
Philosophy
may not be appropriately addressed in a general education happen inside the general access to general education but will need to catch
classroom. education classroom. up on skills first.
II. PRODUCING
INCLUSIVE
POLICIES
 II. PRODUCING INCLUSIVE
POLICIES
Inclusion starts with an acceptance and embracing of diversity on
which it must be rooted on a culture that assumes the right
perspectives and values. For simultaneous paradigms 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.
 II. PRODUCING INCLUSIVE
POLICIES
The following is a list of other possible steps that education can take to facilitate the much-
needed societal shift and inform policy.

• Involve other sectors of society - extend training and awareness campaigns beyond home and
school. Include the departments for social welfare and health. If possible, complete active
involvement of the community must be ensured: business, commercial, security and religious
sectors.
• Collaborate - Collaboration is crucial in creating a program or creating a new legislative bill
for PWD community especially that each member in inclusive educational team have then
strengths and weaknesses.
• Recognize the shift in roles of the teachers
• Include transitions in planning - An abrupt systematic 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 practice has to be respected and honored so
as to facilitate a gradual shift to inclusive education.
 II. PRODUCING INCLUSIVE
POLICIES
Booth and Ainscow (2002) recommend that schools reflect in their
current policies and practices to check their readiness for an inclusive
set-up. 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
 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, then
build better, more all-encompassing policies.

Two (2) effective evidence-based inclusive practices that can be used

in the classroom:
1. Universal Design for Learning (UDL)
2. Differentiated Instruction
 III. EVOLVING INCLUSIVE
PRACTICES
1. Universal Design for Learning (UDL)
- In architecture, universal designs refer to structure that were made in such a way
that they can be used by costumers or clients with a wide range of needs (Dukes &
Lamar-Dukes 2009 as cited in Salend 2011). Such design ensure accessibility for
all.

For example: an architect designs a commercial complex where ramps, elevator

escalator, handrails, wide doorways and sidewalks, and sign embossed in braille
abound.

UDL refers to the design instructional materials and activities to make content
information accessible to all children (Rose & Mayer 2006 as cited in Turnbull et
al. 2013).
 III. EVOLVING INCLUSIVE
PRACTICES
UDL is best used in a general education classroom where learners
are different. Through the provision of delivering content and
allowing students to construct learning in more than one way. UDL
ensures that all students learn genuinely.

Three (3) Elements to UDL:

1. Multiple means of representation
2. Multiple means of action and expression
3. Multiple means of engagement
III. EVOLVING INCLUSIVE
PRACTICES
The Principles of UDL are presented below:

Principle 1: Equitable Use

Principle 2: Flexible Use
Principle 3: Simple and Intuitive Use
Principle 4: Perceptible Information
Principle 5: Tolerance for Error
Principle 6: Low Physical Effort
Principle 7: Size and Space for Approach and Use
Principle 8: Community of Learners
Principle 9: Inclusive Education
 III. EVOLVING INCLUSIVE
2. Differentiated PRACTICES
Instruction
- According to Tomlinson (2010), differentiated instruction is a teacher's response
to students varying needs, interests and learning styles.
- It is a way of thinking about the classroom with the dual goals of honoring each
students learning needs and maximize 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
- ​teaching and learning experiences must reflect diversity
​- help learners engaged in respectful tasks
- provide diverse means of learning
 III. EVOLVING INCLUSIVE
How is Instruction Differentiated?
PRACTICES
- Bender in 2002 identified elements of the curriculum that can be differentiated:
​• content
​• process
• product
• learning environment

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 arrangements
d. that involves student choice
e. use varied evaluation strategies
III. EVOLVING INCLUSIVE
PRACTICES

DIFFERENTATION
 III. EVOLVING INCLUSIVE
PRACTICES
How is the Classroom Managed During Differentiated Learning?

1. Explain reason for differentiation.

2. Use anchor activities.
3. Assign roles during small-group activities/instruction.
4. Implement routines.

Anchor Activity Options (for secondary students)

Anchor Activity Options (for upper elementary/middle school students)

Thank you for listening!
Do you have any clarifications?