Lesson for prof ed

1. MAKING SCHOOLS
INCLUSIVE

2. FUNDAMENTAL PRINCIPLE OF
THE INCLUSIVE SCHOOL
• The fundamental principle of inclusive schools is to provide
equal access to education and support for all students,
regardless of their background, abilities, or differences.
This involves creating a welcoming and supportive
environment that values diversity, promotes respect, and
ensures that every student has the opportunity to thrive
and succeed. Inclusive schools aim to remove barriers to
learning and participation, and to provide accommodations
and support for students with special needs.

3. • Inclusive education is a teaching approach that adapts to
the educational, social, and emotional needs of all
students, regardless of their abilities or disabilities. It's
about ensuring that each student feels valued and included
in the classroom environment. This approach believes that
every child has the right to be educated alongside their
peers in a mainstream classroom setting.
• Inclusive education involves modifying teaching methods,
curriculums, and classroom structures to meet the needs
of all students. It's about celebrating diversity and teaching
students to respect and value different.

4. INCLUSIVE EDUCATION CAN PROVIDE NUMEROUS
BENEFITS FOR STUDENTS WITH DISABILITIES.
HERE ARE A FEW:
1. Social Interaction: Inclusive education allows students with disabilities to
interact with their peers in a normal school environment. This interaction can help
them develop social skills, build friendships, and learn from their peers.
2. Academic Growth: Being in a regular classroom setting can expose students
with disabilities to a wider range of academic challenges and opportunities. They
can learn at their own pace while also being exposed to the same curriculum as
their peers.
3. Personal Development: Inclusive education can boost the self-esteem and
confidence of students with disabilities. They can feel valued and accepted, which
can positively impact their personal growth and development.
4. Preparation for Life: Inclusive education can better prepare students with
disabilities for life outside of school. They can learn to navigate a world that is
diverse and inclusive, which can be beneficial for their future.
5. Promotes Understanding and Acceptance: Inclusive education can also help
non-disabled students to understand and accept differences. This can foster a more
inclusive and accepting society.

5. UNESCO HAS OUTLINED FOUR KEY ELEMENTS THAT
CAN HELP TO CREATE AND SUSTAIN INCLUSIVE
EDUCATION. THESE ARE:
1. Whole School Approach: This involves transforming the entire school culture,
policy, and practice to ensure inclusion. It's about creating a welcoming and
supportive environment that meets the diverse needs of all students.
2. Supportive Policy and Legal Frameworks: This involves developing and
implementing policies and laws that promote inclusion and protect the rights of
all students. It's about ensuring that all students have equal access to quality
education.
3. Competent and Motivated Teachers: This involves training and supporting
teachers to effectively teach in inclusive classrooms. It's about equipping
teachers with the skills, knowledge, and attitudes they need to promote
inclusion.
4. Engagement of Communities, Students, and Families: This involves
actively involving students, families, and communities in the process of
inclusion. It's about building partnerships and fostering a sense of belonging and
community.

6. INCLUSION IN EDUCATION
INVOLVES:
A. Valuing all students and staff equality.
B. Increasing the participation of students in, and reduce their
exclusion from the cultures, curricula and communities of local
schools.
C. Restructuring the cultures, policies, and practi es in schools.
D. Reducing barriers to learning and participation for all students.
E. Learning from attempts to O ercome barriers to the access and
participation of particular students.
F. Viewing the difference between students as resource to support
learning.

7. G. Acknowledging the right of students to an education in their
locality.
H. Improving schools for staff as well as for students.
I. Emphasizing the role of schools in building community and
developing value and increasing achievement.
J. Fostering mutually Sustaining relationships between schools and
communities.
K. Recognizing that inclusion in education as one aspect of inclusion
society.

8. UNIFYING FRAMEWORK
• The unifying framework of inclusion in education is a concept that
emphasizes the importance of ensuring all students, regardless of
their abilities, backgrounds, or needs, have equal access to
educational opportunities. This framework is based on several key
principles:
1. Equity: All students should have equal access to education,
regardless of their abilities, backgrounds, or needs. This means
providing necessary accommodations and supports to ensure all
students can participate fully in the learning process.

9. 2. Diversity: Recognizing and valuing the diversity of students is a key
aspect of inclusive education. This means acknowledging and
respecting the unique experiences, perspectives, and identities of all
students.
3. Community: Inclusive education promotes a sense of community
and belonging among all students. This involves creating a supportive
and welcoming learning environment where all students feel valued
and included.
4. Participation: All students should have the opportunity to
participate fully in the learning process. This means ensuring all
students have a voice and are actively involved in their education.
5. High Expectations: Inclusive education holds high expectations for
all students. This means believing in the potential of all students and
providing them with the support they need to succeed.

10. • Inclusion in education is not just about physical presence in the
classroom, but also about ensuring meaningful participation and the
achievement of high outcomes for all students. It's about creating a
learning environment that is responsive to the diverse needs of all
learners.
• The Dimensions and Sections in the index
Dimension A. Creating inclusive cultures.
Dimension B. Producing inclusive policies
.
Dimension C. Involving inclusive practices.

11. 1. WHAT STAKEHOLDERS CAN DO?
• The rights-based approach to educational programming “insists that no
right can exist without a corresponding government obligation” (Van den
Brule-Balescut & Sandskull2005).
• Legally defining terms and formalizing a system for setting up inclusive
schools in areas where there are none to begin with ensures uniformity,
universally, 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 professionals, and highlighted important factors leading to the
success of inclusive education – i.e, placement process, communities,
staffing and responsibilities, teacher training and compensation,
incentives for private sector participation, and collaboration of the
Department of Education with other branches of government.

12. Build key people. The government recognizes the need for teacher
training, both in the special needs education and general educational
levels. It also pushes for the use of evidence-based teaching
frameworks, provision of student assistance, and access to
instructional materials.
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 in a
system 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

13. COMMON BARRIERS TO INCLUSION
 Attitudes, values systems, misconceptions, and social 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.

14.  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 skill 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.

15.  Lack of policies – policies has 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.

16. 2. SPECIAL EDUCATION VS. MAINSTREAMING VS.
INCLUSIVE EDUCATION
Special Education Inclusion Mainstreaming
Learners Students who are
not part of the
classroom norm
All same-aged
peers/learners are
in one class
regardless of ability
Selected learners are
included in a general
education class based
on their readiness
instead of their age.
Curriculum Strengths-based
and needs-based
individualized
curriculum
General education
curriculum
Learners may have
access to both general
education curriculum
and a more
individualized
curriculum.
Assessment and
Evaluation
Mostly strengths-
based but is
sometimes is also
standards-based
Norm-referenced Both norm-
referenced and
strengths-based

17. Learning Placement
and Delivery of Services
All services happen
inside the special
education classroom
but either services such
as therapeutic
interventions may be
integrated into this
setting or delivered
separately.
All services happen
inside the general
education classroom.
Receives services in
both general education
classroom and
Outside through the
use resource rooms
and therapeutic
programs.
Philosophy Learner-centered:
Some learners have
very specific needs
that may not be
appropriately
addressed in a
general education
classroom.
Rights-based: All
learners have a right
to access quality
education that is
available to others.
Preparatory and
Integrative: Learners
are given access to
general education but
will need to catch up
on skills first.

18.  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.
 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.

19.  Recognize the shift in roles of the teacher. With the shift to
inclusive education, the role of special education (SPED)
teachers suddenly seems to be reduced to only “as
needed”.
 Include transmission 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.

20.  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

21. 2. DIFFERENTIATED INSTRUCTION
According to Tomlinson (2010), differentiated (or
differentiating) instruction is a teacher’s response to
student’s 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.”

22. HOW IS INSTRUCTION DIFFERENTIATED?
Bender in 2002 identified elements of the curriculum that can be
differentiated: (1) content, (2) process, (3) product and (4) 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 arrangement;
d. that involve students choice; and
e. use varied evaluation strategies.

23. DIFFERENTIATION STRATEGIES
CONTENT
What is taught? What
is learned?
PROCESS
How it is taught? How
it is learned?
PRODUCT
How is it assessed?
How is learning
demonstrated?
LEARNING
ENVIRONMENT
How is the classroom
arranged?
 Provide additional
materials/skills.
 Reduce materials.
 Skills exploration by
interests
• Choices of reading
materials
• Varied presentation
styles (say it, show
it, model it)
• Use media (video,
audio, TV,
computer, and
manipulatives)
• Varied pacing
• Reading buddles
(read/summarize;
read/question/ans
wer; visual
organizer)
• Homework options
• Student choice on
product (oral,
written, role play,
simulation, etc.)
• Varied journal
prompts
• Choice boards
• Think-Tac-Toe
• Tiered activities (by
readiness and
interest)
• More items
(advanced learners)
• Flexible grouping
(whole class; small
groups; one-on-one;
peer teaching; pairs;
partner learning;
independent
learning and
cooperative
learning)
• Flexible seating
• Preferential seating
• Pull out from class
(for learners with
special needs)

24. CONTENT
What is taught? What
is learned?
PROCESS
How it is taught? How
it is learned?
PRODUCT
How is it assessed?
How is learning
demonstrated?
LEARNING
ENVIRONMENT
How is the classroom
arranged?
• Think-pair-share
by readiness,
interest and
learning profile
• Learning
centers/stations
• Small group
instruction
• Jigsaw (expert
groups)
• Cooperation
learning activities
• Teams, games and
activities
• Cubing
• Learning contracts
• Less items (with
special needs)
• Learning contracts
• Raft (Role,
Audience, Format,
Topic)

25. HOW IS THE CLASSROOM MANAGED
DURING DIFFERENTIATED INSTRUCTION?
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 of
chosen book (for book report); journal writing based on a prompt, skills
practice (spelling, math); use of manipulative objects.
3. Assign roles during small group activities/instruction to ensure
accountability and a positive learning environment. Learners should have
opportunities to assume as facilitator, recorder, summarizer/timekeeper,
presenter, and errand monitor.

26. 4. Implement routines for collaborative work (establish working, have a plan
for quick finishers and when to ask for help.
HOW IS THE CLASSROOM MANAGED
DURING DIFFERENTIATED INSTRUCTION?

27. ANCHOR ACTIVITY OPTIONS
1. Journals or learning logs 11. Webquests or telecollaborative
2. Project extensions projects
3. Independent reading
4. Lab work
5. Related course readings with questions or extension activities
6. Test prep or practice test previews for ACT or SAT
7. Project interest
8. Learning packets
9. Independent studies
10.Computer skills