Foundation of Special And Inclusive Education The Unifying Frameworks Inclusive education is an ongoing process aimed at offering quality education for all while respecting diversity and the different needs and abilities, characteristics and learning expectations of the students and communities, eliminating all forms of discrimination

1. Making Schools Inclusive

2. Index of Inclusion by Booth and Ainscow (2002)
Creating Inclusive
Culture
• Building Community
• Establishing Inclusive Values
Producing Inclusive
Policies
• Developing the school for
all
• Organizing support for
Evolving Inclusive
Practices
• Orchestrating learning
• Mobilizing Resources
Goal is to direct educational
institutions toward developing
their own steps and action
plans if they want to
restructure into becoming
more inclusive.

3. Dimension A: Creating Inclusive Culture
Building Community
1. Everyone is made to feel welcome
2. Students help each other
3. Staff collaborates
4. Staff and students treat one another
with respect
5. There is a partnership between staff
and parent/caretakers
6. Staff and governors work well together
7. All local communities are involved in
the school
Establishing Inclusive Values
1. There are high expectations for all
students
2. Staff, governors, students and parents,
share a philosophy of inclusion
3. Students are equally valued
4. Staff and students treat one another as
human beings as well as occupants of a
role
5. Staff seek to remove bariers to
learning and participation in all
aspects of the school
6. The school strives to minimize
discriminatory practice
Creates a secure, accepting, collaborating, and stimulating community.

4. Dimension B: Producing Inclusive Policies
Developing the school for all
1. Staff appointments and promotions
are fair
2. All new staff are helped to settle
into the school
3. The school seeks to admit all
students from its locality
4. The school makes its building
physically accessible to all people
5. All new students are helped to settle
into the school
6. The school arranges teaching groups
so that all stuents are valued.
Organizing support for diversity
1. All forms of support are coordinated.
2. Staff development activities help staff to respond to student
diversity
3. Special educational needs policies are inclusion policies
4. The special educational needs Code of Practices is used to
reduce barriers to learning and participation of all students.
5. Support for those learning English as an additional language is
coordinated with learning support
6. Pastoral and behavior support policies are linked to curriculum
development and learning support policies
7. Pressures to disciplinary exclusion are decreased
8. Barriers to attendance are reducd
9. Bullying is minimized.
Makes sure that inclusion permeates all school plans

5. Dimension B: Producing Inclusive Policies
1. All forms of support are coordinated.
2. Staff development activities help staff to respond to student diversity
3. Special educational needs policies are inclusion policies
4. The special educational needs Code of Practices is used to reduce barriers
to learning and participation of all students.
5. Support for those learning English as an additional language is coordinated
with learning support
6. Pastoral and behavior support policies are linked to curriculum
development and learning support policies
7. Pressures to disciplinary exclusion are decreased
8. Barriers to attendance are reduced
9. Bullying is minimized
Organizing Support for Diversity

6. Dimension C: Evolving Inclusive Practices
Orchestrating Learning
1. Teaching is planned with the
learning of all students in
mind.
2. Lessons encourage the
participation of all students
3. Lessons develop an
understanding of difference
4. Students are actively involved
in their own learning
5. Students learn collaboratively.
6. Assessment contributes to the
achievements of all students
7. Classroom discipline is based on
mutual respect
8. Teachers plan, teach, and
review in partnership
9. Teachers are concerned to
support the learning and
participation of all students
10. Teaching assistants support the
learning and participation of all
student
11. Homework contributes to the
learning of all
12. All students take part in
activities outside the
classroom.

7. Dimension C: Evolving Inclusive Practices
Mobilizing Resources
1. Student difference is used as
a resource for teaching and
learning
2. Staff expertise is fully
utilized
3. Staff develop resources to
support learning and
participation
4. Community resources are
known and drawn upon.
5. School resources are
distributed fairly so that they
support inclusion.

8. Special Education vs.
Mainstreaming vs. Inclusion

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

10. Curriculum
Special Education
Strengths-
based but is
sometimes is
also standard-
based
Inclusive Education
General
Education
Curriculum
Mainstreaming
Learner may have
access to both
general education
curriculum and a
more
individualized-
curriculum.

11. Assessment and Evaluation
Special Education
Mostly
strengths-
based but is
sometimes is
also standards-
based
Inclusive Education
Norm-
referenced
Mainstreaming
Both norm-
referenced an
strengths-based

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

13. Philosophy
Special Education
Learner-centered:
some learners
have very specific
needs that may
not be
appropriately
addressed in a
general education
classroom.
Inclusive Education
Rights-based:
all learners
have a right to
access quality
education that
is available to
others.
Mainstreaming
Preparatory and
Integrative:
learners are given
access to general
education but
will need to catch
up on skills first.

14. What Stakeholders can do?
• 1. Set the parameters for inclusion.
• 2. Build key people.
• 3. Identify and eradicate barriers.

15. Common Barriers to Inclusion
Teachers
Teachers who are not trained,
unwilling about working with
students with disabilities
Poor language and communication
Lack of Policies
Policies have the ability to unify
beliefs and mobilize resources
Organization of
educational system
Centralized education system are
rarely conducive to all
School’ fear that PWDs will pull down
their rankings in standardized test.
Attitude and Values
Many still resist the
accommodation of students with
disabilities, learning issues, those
in minority culture
Physical Barriers
Many schools don’t have the
facilities to properly accommodate
students with special needs, and
local governments lacks either fund
Curriculum
A rigid “one size fits all curriculum”
that does not allow for
experimentation or the use of
different teaching methods

16. PRODUCING INCLUSIVE POLICIES
• List of possible steps to facilitate societal shift
• Involve other sector in 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. Crucial part in every academic to new legislative bill for PWDS
the involvement people.
• Recognize the shift in roles of the teachers.
• Include transition in planning

17. Evolving Inclusive
Practices

18. Two Evidence-based Inclusive Practices
•Universal Design for Learning (UDL)
•Differentiated Instructions

19. Universal Design for Learning (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.

20. Three Elements to UDL:
1. Multiple means of
representation
2. Multiple means of
action and
expression
3. Multiple means of
engagement

21. UDL Principles adapted from Salend (2011:17-18)
UDL PRINCIPLES
Principle 1:
Equitable Use
UDL PRINCIPLE and
INCLUSIVE
PRACTICES
Inclusive practices
are designed to be
useful, appealing,
and safe for all
students, families,
and professionals to
use.
Individual differences and various
contexts are respected.
Examples of UDL
Implementation and
Inclusive Practices
Use UDL principles
equitably
Use culturally
responsive teaching
strategies and
materials like
MTBMLE

22. UDL Principles adapted from Salend (2011:17-18)
UDL PRINCIPLES
Principle 2: Flexible
Use
UDL PRINCIPLE and
INCLUSIVE
PRACTICES
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.
Examples of UDL
Implementation and
Inclusive Practices

23. UDL Principles adapted from Salend (2011:17-18)
UDL PRINCIPLES
Principle 3: Simple
and Intuitive Use
UDL PRINCIPLE and
INCLUSIVE
PRACTICES
Inclusive practices
are designed to be
easy for all to use
and understand.
Examples of UDL
Implementation and
Inclusive Practices
Establish classroom rules
and routines
Use graphic organizers
for synthesizing
materials
Develop scoring rubrics
with the students

24. UDL Principles adapted from Salend (2011:17-18)
UDL PRINCIPLES
Principle 4:
Perceptible
Information
UDL PRINCIPLE and
INCLUSIVE
PRACTICES
Inclusive practices
are designed so that
they communicate
valuable information
to all through
various formats.
Examples of UDL
Implementation and
Inclusive Practices
Use technological
and assistive devices
to support learning,
communicate with
parents, or share
information.

25. UDL Principles adapted from Salend (2011:17-18)
UDL PRINCIPLES
Principle 5:
Tolerance for Error
UDL PRINCIPLE and
INCLUSIVE
PRACTICES
Inclusive practices
are designed to
minimized errors
and unintended
consequences by
providing safeguards
and warnings to
assist all using them
safely.
Examples of UDL
Implementation and
Inclusive Practices
Teach study and
learning strategies
Teach self-regulatory
techniques
Encourage students
and foster their
intrinsic motivation
Offer grading
alternatives that are
valid and appropriate

26. UDL Principles adapted from Salend (2011:17-18)
UDL PRINCIPLES
Principle 6: Low
Physical Effort
UDL PRINCIPLE and
INCLUSIVE
PRACTICES
Inclusive practices
are designed to be
used comfortably
and efficiently
without much effort
from all.
Examples of UDL
Implementation and
Inclusive Practices
Chunk activities and
give more breaks
Teach mindfulness
Provide additional
support as needed

27. UDL Principles adapted from Salend (2011:17-18)
UDL PRINCIPLES
Principle 7: Size and
Space for Approach
and Use
UDL PRINCIPLE and
INCLUSIVE
PRACTICES
Inclusive practices
are designed for use
by all, regardless of
their mobility,
physicality, or way
of communication
Examples of UDL
Implementation and
Inclusive Practices
Take advantage of seat
arrangements and
classroom furniture
Provide opportunities
for outdoor work
Allow technology as
needed

28. UDL Principles adapted from Salend (2011:17-18)
UDL PRINCIPLES
Principle 8:
Community Learners
UDL PRINCIPLE and
INCLUSIVE
PRACTICES
Inclusive practices
are designed to
promote social
interaction and
communication for
all.
Examples of UDL
Implementation and
Inclusive Practices
Use project-based
learning
Promote collaborative
activities such as fish
bowl discussions or
think-pair-share
Establish strong home-
school partnerships
Classroom check-ns
and check-outs

29. UDL Principles adapted from Salend (2011:17-18)
UDL PRINCIPLES
Principle 9: Inclusive
Environment
UDL PRINCIPLE and
INCLUSIVE
PRACTICES
Inclusive practices
are designed to
foster acceptance
and a sense of
belongingness for
all.
Examples of UDL
Implementation and
Inclusive Practices
Make students aware of
comfortable with
diversity
Emphasize social roles in
the classroom
Allow bonding activities
Do team-building
exercises regularly and
integrate lessons in such
activities

30. Differentiated Instruction
• 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.

31. Why differentiate Instructions?
• All learners are unique and have varying interests, talents,
strengths, as well as needs.
• DI ensures that learners are engaged in respectful tasks and
provide diverse means of learning that reflect their strengths and
address their needs simultaneously.

32. How is Instruction Differentiated?
• Bender (2002) identifies elements of the curriculum that can be
differentiated:
• CONTENT
• PROCESS
• PRODUCT
• LEARNING ENVIRONMENT

33. How differentiation be achieved?
• Teachers need to provide materials and tasks
• At varied levels of difficulty
• With varying levels of instructional support
• By using multiple grouping arrangement
• That involve student choice
• Use varied evaluation strategies.

34. Content
• Means knowledge, understanding, and skills (KUS) that students
need to learn.
• Learning goals always remain the same for all students.
• What teachers can differentiate in terms of content is the
“methods that students use to access key content”

35. Access Content through
• Reading independently or with a partner
• Reading a novel or listening to it on tape
• Doing online research
• Communicating with experts
• Participating in group demonstrations
• Engaging small-group instructions
• Through illustrations, ppt., mp3., mp4.
• Individualized education programs

36. Process
• How students come to understand and make sense of the content
By differentiating process, they understand creating sense-making
activities that help students “own” the content- by allowing them
to see “how it makes sense, and realize how it is useful in the
world outside the classroom”

37. Product
• Are ways for students to “demonstrate what they have come to
know, understand, and be able to do after an extended period of
learning”
• A synonym for product is an authentic assessment

39. Affect/Learning Environment
• Has something to do with the student’s emotions and feelings on their
learning.
• Differentiating students affect means modifying the learning
environment to meet student emotional needs.
• Example: we differentiate by student affect when we have kids who
need a little bit more attention to be able to stick with the tasks, or
when we understand that this kid really, really likes to have someone
acknowledge that he’s made a great step forward; not all children can
learn in group or alone,

40. How can teachers differentiate?
• By readiness. The student’s current proximity to specified
knowledge, understanding, skills.
• By interest. The students attention, curiosity and involvement.
• By learning profile. The students preference for taking in,
exploring, or expressing content.
• Learning profile includes: gender, culture, learning solo or with group,
intelligence preference: verbal-linguistic, logical-mathematical, bodily-
kinesthetic, interpersonal, intrapersonal, musical-rhythmic, spatial or
naturalist preference for learning and thinking; creative, analytical,
practical preference.

41. Components of Special
and Inclusive Education

42. Child Find through a Pre-referral Process
• Pre-referral Process
• It was developed to ensure researchers are provided reasonable
accommodations and modifications before they are referred for special
education assessment.
• Research Intervention Team (RIT)- composed of SPED teachers, counselor,
administrators, and psychologist
• They work in order to find ways to meet the needs of children with
developmental delay.

43. Child Find through a Pre-referral Process
• Pre-referral Process
1. Initial concern regarding a student’s progress
2. Information gathering
3. Information sharing and team discussion
4. Discussion of possible strategies
5. Implementation and monitoring
6. Evaluation and Decision Making

44. Pre-referral Strategies
• Are designed to provide immediate instructional and/or behavior
management support to a child
• Example: observation of child’s behavior, review of school records,
interview of parents and teachers to gather information about thr
child; and analysis of the child’s academic output through error
analysis, portfolio assessment, and criterion-referenced and
curriculum-based assessment.

45. Assessment Process
• It is the process of collecting information about child’s strengths
and needs. It uses a problem-solving process that involves a
systematic collection as well as interpretation of data gathered.
Teachers and administrators make instructional decisions based on
the assessment results.

46. Methods of Assessment
1. Norm-referenced tests- are standardized assessments that compare a
child’s performance with a representative sample of students of the
same chronological age.
2. Criterion-reference Tests- compare a child’s performance based on the
established standards and competencies can be used to describe
student’s performance.
3. Informal Assessment are considered more authentic and thus can be
used primarily to describe performance and inform instructions.
4. Authentic Assessments provide students the opportunity to apply
knowledge and skills in meaningful, real-world settings.

47. Assessment Principles
• Assessment practices should be anchored on principles as
provided by the Division for Early Education of the
Council for Exceptional Students.
• Child-and-family-centered practices
• Team-based approach
• Application of individualized and appropriate process
• Use of genuine and meaningful communication.

48. Placement
• Assessment results are used to
describe a child’s appropriate
educational placement within
a continuum from the least to
the most restrictive settings.
Home/Hospital
Program
Residential Facility
Special education class in
special education
Self-contained special education class in
a general education
General education class with resource center
instructions
General education class (inclusion or co-taught with special
education teachers
General education class with related services
General education class with modification

49. Educational Placements of Students with
Disabilities
• Regular class- includes students who receive the majority of their
education program in a regular classroom and receive special
education and related services outside the regular classroom for
less than 21% of the school day.
• Resource Room- includes students who receive special education
and related services outside the regular classroom for at least 21%
but not more than 60% of the school day
• Separate Class- includes students who receive special education
and related services outside the regular classroom for more than
60% of the school day.

50. Educational Placements of Students with
Disabilities
• Separate school- includes students who receive special education
and related services in separate days schools for students with
disabilities for more than 50% of the school day.
• Residential Facility- includes who receive education in a public or
private residential facility, at public expense, for more that 50% of
the school day.
• Homebound/hospital environment- includes students placed in
and receiving special education in hospital and homebound
programs.

51. Accommodations and
Curricular Modifications

52. Accommodations
• Accommodations
• Are supports provided to students to help gain full access to class content
and instruction, without altering the curriculum standards and
competencies expected and to demonstrate axxurately what they know.
• are given in the form of instructional support and other supplementary
services, other times, in intensive support.
• Types of Accommodation
• Presentation Accommodation
• Response Accommodation
• Setting Accommodation
• Scheduling Accommodation

53. Presentation Accommodations
• Children with disabilities
may need specialized
presentation formats
especially those with
sensory impairments so
they can learn the same
content alongside
typically developing
peers.
Learning Needs Examples of Accommodations
Visual Support Minimize visual distraction
Visual cues (color-coded text,
highlighting)
Use larger print materials (font
size, illustration)
Videos with closed caption
Auditory and comprehension
support
Read aloud by peer
Audio books
Digital text that reads aloud or
gives definition of words
Text-to-speech software
Listening and focusing Advance organizer
Explicit verbal or visual cues
Note-taking support
Copy directions

54. Response
Accommodations
• Allow students with
disabilities and additional
needs a variety of ways to
complete assignments,
written test, performance
tasks, and other
activities.
Learning Needs Examples of Accommodations
Writing Difficulty (errors in
spacing, visual-perceptual or
spatial orientation, illegible
handwriting)
Different size/diameter of
pencil, maker, or crayon
Pencil or pen grip (triangular,
pear-shaped)
Scribe to record dictated
responses
Finger spacer
Handwriting template
Visual cues on paper
Written Expression Difficulty E.Dictionary with spell check
Online dictionary
Word processor with spelling
and grammar check
Writing cue cards
List of sight words
Math Difficulty Calculator
Concrete models and
manipulatives
Visual representation
Problem-solving guides

55. Setting Accommodations
• Change in the location or conditions of the educational setting or
environment.
• This may allow a child who gets easily distracted to work in a
quiet corner of the classroom in his own study carrel.

56. Scheduling Accommodations
• Changing time allotment, schedule of tasks and assessments, and
management of time.
• Students with slower ability in processing information and directions
well as with focusing issues may need these types of a accommodations.
• Extending time for assignments and assessments, providing breaks in
between tasks, providing a visual schedule or checklist of individual
responsibilities, providing predictable routines and procedures, providing
an electronic device with alarms and cues.

57. Curricular Modifications
• Are provided for students with significant or severe disabilities
where content expectations are altered, and the performance
outcomes ae changed in relation to what are expected pf typically
developing students of the same age.
• When instruction and assessment are modified, a student with
disability is still given the right to access the same learning
opportunities as other in the general education class, but the
tasks are more respectful and appropriate to the student’s
abilities and needs.

58. Parent Involvement
• In education, planning management of children with disabilities
and additional needs is essential as they are primary caregivers
and have direct influence on their children.
• Anchored on Brofenbrenner’s Human Ecological Theory, w/c states
that there are five environmental systems that comprise a child’s
social context.

59. Parent Involvement (microsystem)
• Microsystem is where the child and his/her family belong, along
with peers, school, and the immediate community (neighborhood)
• Child has direct interactions with parents, teachers, peers and
others

60. Home-school Communication
1. Parent Teacher Conference- face-to face meeting held between
parents and teachers.
2. Written Communication- written messages
3. Home-School Contract- contains an agreement between
teachers and parents regarding behavioral and/or academic
goals for a student with disabilities.

61. Other ways to Involve Parents
• Parent Education- may take the form of providing seminars and
workshops to parents to equip them with better understanding of
their child’s disability and accompanying strengths, uniqueness, as
well as specific techniques and strategies that they can practice
at home.
• Parent support groups- parents are able to asks other parents
about tips and techniques to work with their children.

62. Thank You!!