The slide contains brief information about preparation of instructional materials in inclusive education.

1. Inclusive Instructional
Materials
ECEM 112 PREPARATION OF INSTRUCTIONAL MATERIALS
VIVIEN FAYE M. SOBREVILLA

2. General Information on
Inclusive Education
· Children with disabilities
· Child labourers
· Children of Indegenous
Peoples and
Muslim children
· Abused children
· Street children

3. An Inclusive
Curriculum
• develops an awareness of the issues of
marginalization
• voices the concerns of the marginalized
sector
• is sensitive to and responsive of the needs
of the marginalized – the subaltern
• enhances critical thinking through issue-
based teaching and learning processes

4. An Inclusive
Curriculum
• generally employs
o contact learning
o portfolio assessment
o multiple intelligences theory
o cooperative learning strategies
o constructive principles

5. Why consider Inclusivity in Materials
Preparation and Evaluation?
• Language determines thought and behavior patterns of people
• Language reflects values of a society
• Instructional materials have lasting influences in propagating sexism through linguistic
bias, stereotyping, invisibility, trivialisation and fragmentation (Sadker, Sadker and Long
in Banks and Banks, 1989)
• Instructional materials have a way of perpetuating stereotypes
• Practices that propagate marginalization

6. • Studies prove that in various instructional materials, the marginalized have been
o Stereotyped (damsels in distress, loving wives, sacrificing mothers, poor girls, etc.)
o Omitted (in textbook pictures/graphics, in cliparts)
o Silenced (present but not given a voice)
o Trivialised (present but given passive roles)
o Fragmented (victories rendered as supernatural/phenomenal)
• Human rights code, the Philippine Constitution declare honouring the human rights of
children, women, the handicapped

7. • Communication symbols evolve to meet human needs; equality issues influence
communication symbols
• Sex-role restrictions – out of date and unfair
• Self-fulfilling prophecy of women’s “inferiority” and “failure”
• Loss of potential contribution of women to society
• Non-sexist communication can be natural, graceful, grammatically correct

8. Characteristic
s of Inclusive
Instructional
Materials
• Devoid of Stereotypes
• The experiences of women, children, people of color, the
handicapped, the poor, etc. are
o Represented not voiced
o Voiced not silenced
o Rendered important and not trivialized nor fragmented
• Replete with alternative roles
• Use non-sexist language
• Provide insights on multiculturalism and diversity
• Issue-based, content area related, contextualized, authentic

9. PREPARATION AND
EVALUATION OF MATERIALS
• Extra textual components like cartoons
and other graphics are also inclusive
• Muliticultural; free from
ethnocentric/regional/racial bias

10. What is Inclusive Teaching?
Inclusive teaching describes the range
of approaches to teaching that consider the
diverse needs and backgrounds of all
students to create a learning environment
where all students feel valued and where all
students have equal access to learn.

11. Why does Inclusive Teaching
Matter?
Incorporating inclusive teaching practices creates a learning
environment where:
• Teachers develop supportive relationships with students
• Teachers decrease the potential for incivility and
unproductive conflict
• Student participation and engagement increases
• Students are more likely to take intellectual risks,
persist with difficult material and retain learning across contexts

12. UDL is one proactive framework for assessing and
planning inclusive classrooms.
Universal Design for Learning (UDL)

13. Using Principles of UDL as
Strategies for Inclusive Teaching
1. Create a welcoming, respectful learning environment
2. Determine essential course components
3. Communicate clear and high expectations and provide constructive feedback
4. Provide natural supports for learning to enhance opportunities for all learners
5. Use teaching methods that consider diverse learning preferences, abilities, ways of knowing,
and prior experience and knowledge.
6. Offer multiple ways for students to demonstrate their knowledge
7. Promote respectful interaction among students and between you and the students (e.g. student
feedback)

14. 10 Items That Can
Make Your
Classroom More
Inclusive
1. A Large Table
2. Technology
3. Manipulatives
4. Visual Aides
5. Positive Behavior Management System
6. High-Interest Leveled Books
7. Job Chart
8.Popsicle Sticks
9. Student Information Binder
9. Games

15. 5 Types of
Instructional
Adaptations for
Your Inclusive
Classroom
1. Alter the instructional
arrangement
2. Alter the physical or social
environment
3. Alter your methods and
materials
4. Alter the process or task
5. Alter the level of personal
assistance

16. Alter the instructional arrangement
• Let your student work in a group of three when most of her classmates
work in groups of four or five.
• Have your student team up with a peer partner when most of his
classmates are working individually.
• Add variety to small-group work: when most classmates are working in
student-directed small groups, have the student and a few selected classmates
work in a small group that you sit with and help support.

17. Alter the physical or social environment
• Give your student the choice to sit at a table instead of a desk (or vice
versa).
• Get your student a larger (or smaller) desk, depending on her
preference.
• Let students with sound sensitivities work in a particular part of the
classroom, such as a “quiet space” or study carrel.
• Give easily distracted students the option of sitting at a desk closer to
the board. You could even arrange for the student to complete certain tasks in
another part of the school campus, such as the media center or outdoors.

18. Alter your methods and materials
• Incorporate more visuals to present content in different ways, such as
maps, pictures, drawings, objects, or videos.
• Use graphic organizers to arrange key points in a way students can
easily grasp.
• Provide additional models or demonstrations for students who need
extra support during the lesson.
• Select concrete materials instead of symbolic representations, or
illustrate symbolic representations with concrete examples.
• Make the most of whatever technology is available to you–enhance your

19. Alter your methods and materials
• Check for understanding more frequently, using methods that require
active responses from your students. For example, try asking questions about
the lesson material and have your class vote on the answers.
• Provide students with differentiated reading material based on their
reading level and/or interests.
• Make content easier to learn by giving your student enhanced texts in
which key parts are highlighted, pictures or symbols are added, and/or text is
enlarged.

20. Alter the process or task
• Have your student follow written, pictorial, or audio-recorded task
steps instead of giving them oral instructions.
• Modify essay assignments–instead of writing an essay, your student
could demonstrate understanding of the content by completing a chart,
developing a text-to-speech presentation, or creating an outline.
• Reduce the number of items students are expected to complete. For
example, your student can receive the same math worksheet as the rest of the
class, but you can ask him to complete only the odd-numbered items.

21. Alter the process or task
• Give your student the option of using the same materials as the rest of
the class, but in a different way. On a math worksheet, she could locate and mark
certain numerals instead of completing problems.
• Suggest note-taking helpmates such as guided notes or a slot-note note
format, so students can more easily record and recall key information.
• Allow for more creative ways for students to show what they know.
Artistic students might build a model, create a poster, or draw a map a in place
of a written assignment.

22. Alter the level of personal assistance
• Have the helper model the steps of a task before the student performs
them on her own.
• Encourage helpers to provide additional prompts (verbal, gestural, or
partial physical) when students need them.
• Assign the helper to complete some of the task steps with or for the
student.
• Ask the helper to give the student immediate feedback and additional
encouragement to reinforce successes

23. REFERENCES
• www.friendshipcircle.org,Heridics, Nicole, 2014,
accessed on March 5, 2020
• www.unesdoc.unesco.org, Kaplan, I. ,2019, accessed
on March 5, 2020
• www.teachervision.com, accessed on March 5, 2020
• www. ucat.osu.edu, accessed on March 5, 2020