The document discusses key aspects of creating an inclusive learning environment. It begins by explaining the history and frameworks that guide inclusive education practices. Specifically, it outlines Booth and Ainscow's 2002 framework, which identifies three dimensions for inclusion - creating inclusive cultures, evolving inclusive practices, and producing inclusive policies. Next, it discusses strategies for stakeholders, such as educators, administrators, families and community members, to facilitate more inclusive cultures. This involves setting parameters for inclusion, building capacity among key individuals, and identifying and addressing barriers. Finally, it examines how to evolve inclusive practices in the classroom through approaches like universal design for learning and differentiated instruction. Teachers can design flexible content, processes, and products to engage diverse learners

1. Making Schools
Inclusive
Lesson 3
Ms. Cecille Pacis

2. • In previous lessons, we learned about history,
content and foundations of special needs and
inclusive education
• By understanding their stand in the society,
we can now find out how to implement
inclusive practices in your classroom.
• This is entirely based on the Booth and
Ainscow (2002) framework to help schools
their next steps in shifting to inclusive setting

3. Mindset in Inclusive Setting
• 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

4. The Unifying Framework
• 2002 Booth and Ainscow came up with Index
for Inclusion to direct educational institutions
toward developing their own steps and action
plans in order to restructure their setting into
an inclusive one.
• Its starting point is the model of disability,
builds on a good practice, and organizes the
index work around a cycle of activities.
• This will guide schools in their preparation
stages, investigation, development and review
(UNESCO 2005)

6. • The 3 dimensions (Creating Inclusive Cultures,
Evolving Inclusive Practices, and Producing
Inclusive Policies) are all interconnected and are
chosen to direct thinking about school change.
• It is the backbone of the framework in
establishing inclusive culture
• Without this as the foundation, it will be difficult
to get people to shift policies and practices.
• A non supportive culture would result in
resistance from the school’s direct stakeholders.

7. The Dimensions and Sections in the Index
1.)Dimension A- Creating Inclusive Cultures
A.1 Building Community
A.2 Establishing Inclusive Values
• This creates a secure, accepting, collaborating, and
stimulating community where everyone is valued as
the foundation for highest achievement
• It shares inclusive values to all staff, students,
governors and parents/ caretakers
• The values in inclusivity guide decision makings and
policies in the practice in the classrooms so it
becomes a continuing process.

8. 2.) Dimension B- Producing Inclusive Policies
B.1 Developing the School for All
B.2 Organizing Support for Diversity
• It makes sure that inclusion permeates in school
plans. The policies encourage the participation
of students and staff the moment they join the
school, connect w/ students and minimize
exclusionary pressures. STRATEGIES 4 CHANGE
• The school responds to student diversity
• All forms of support are developed according to
the principles in inclusion and brought together
in one framework.

9. • 3.) Dimension C- Evolving Inclusive Practices
C.1 Orchestrating Learning
C.2 Mobilizing Resources
• It develops practices which reflect the inclusive
cultures and policies of the school
• The lessons are responsive to student diversity
• All students are encouraged to be active in all
aspects of their education which will draw on
their experience and knowledge outside school
• The staff will identify the materials resources and
resources to students, parents, communities
which can support learning and participation of
kids

10. I. Creating Inclusive Cultures
• The school and community has equal
responsibility in the promotion of inclusion.
• The key to successful inclusion is merging the
frameworks and aligning the definitions of
disability.
• You shall learn that inclusive education is an
ongoing collaborative process that needs to be
revisited. It has to be heard by all stakeholders
in order for it to work

12. • Stakeholders- those who are invested in the
welfare and success of the school and its
students.
• In simpler terms they are the teachers,
admins, staff, parents and families, the
community and the government.
• They can also be local business, media,
advocacy groups, sociocultural inst. And orgs
that are involved in education.
• Stakeholders are important because they have
a role in connecting what is being taught in
school and its surrounding community.

13. • In 2016, Global Education Monitoring
Report reveals there are around 263
million children from 6-17 around the
world who don’t go to school. They
reported also on discrimination against
women.
• Because of globalization and
international migration, the problem on
inclusive education became very real.

14. What Stakeholders Can Do
• The Rights Based Approach tells us that “no right
can exist without the corresponding obligation
from the government”
• The government and communities are starting to
understand how they are accountable to children
with special needs and they can fulfill their needs
by providing access to education
• Setting up inclusive schools in areas which has
none of this ensures uniformity, universality,
consistency of implementation will lead to
success of inclusion in our country.

15. Steps for Stakeholders in Creating
Inclusive Cultures
• 1.) Set the Parameters for Inclusion
-the government has identified key people and
professions and highlighted the success of inclusive
education.
-(placement process, committees, staffing,
teacher training and compensations, private
sector’s participation, collab w/ Dept Ed. With other
government branches
- This shows that it centralizes inclusion practices
and initiative to make the PWDs the
responsibility of all.
- This is consistent with what UNESCO is pushing
for

16. • 2.) Build Key People
- government saw the need for teacher
training both in sped teachers and gen ed
teachers in all levels.
-now the gov pushes for the use of evidence
based teaching frameworks, provides students
assistance and access to instructional materials.
-it also calls for continuing research and
forming policies initiated by Dep Ed to further
refine inclusive process and have it tailor fit to
the needs of the children.

17. • Tailor fitting is important in every nation
because we cannot just copy paste all of the
educational framework from one culture,
while expecting it will work for all countries.
• UNESCO (2005) states that school should have
realistic goals, motivation, support, resources
and an evaluation of policies and practices
that will contribute to a successful shift
towards inclusion

18. • 3.) Identify to Eradicate Barriers
- UNESCO (2005) advocates in identifying and
removal of obstacles in transforming into inclusive
education.
- schools now try to implement programs that
make others understand diversity and manage an
inclusive environment

21. • Let’s watch some short videos on Inclusive
Practices
https://www.youtube.com/watch?v=NGrtICZdu
RU
https://www.youtube.com/watch?v=aTXtT0578
2Y
https://www.youtube.com/watch?v=G2K6ThaXF
J8 (Philippine Set up)

22. 2. Special Education vs Mainstreaming vs.
Inclusive Education
• Special Education-attended by or exclusive for
students with special needs. Regarded also as
segregated.
• This is only because of its nature in addressing the
case which is usually a highly individualized case
• It doesn’t mean that special education violates
human rights
• Because special education assesses, instructs and
evaluates students individually, this type of
educational setting is beneficial to those with very
unique needs

23. • Mainstreaming- this set up shares similarities
more with inclusion than special education.
• both integrates child with special needs into
the general education setting.
• However, there may be times when the
student with special needs should be pulled
out for some special modifications in the
Resource Room assisted by the SPED teacher
• Inclusive Education- students with special
needs are entirely immersed or joined in a
regular classroom assisted by the gen ed
teacher

25. II. Producing Inclusive Policies
• It is difficult to make the school inclusive if the
values and perspectives of it is not rooted in values.
This accepting culture has to be created.
• Just recently, the pre service education curriculum
was restructured so that special needs units are not
only given to SPED majors but to other majors as
well.
• This is already a huge step for teachers and a great
way to start with an inclusive education.

26. The ff are steps for educators to take to facilitate them
in their societal shift to this culture:
1. Involve Other Sectors of Society
- for inclusion to be successful, it has to have active
involvement of the community
-campaigns on supermarket, restaurant, malls,
government agencies, airlines, transportation, media
etc. (they have to know about this)
- they are aware of what to do when they have PWDs
in their set. They should be made aware and be
sensitive about what PWDs need.
- The more the community knows the more they can
help

27. 2. Collaborate- Each member of the inclusive
team would have their own strengths and
weaknesses
-the talent of each should be used wisely to
benefit the child with special needs
-Ex: SPED teacher, Gen Ed Teacher, Guidance
Councilor, Therapist meet to talk about a subject
etc
-PE teacher, adviser and SPED teacher collab in
order for the child to participate in PE games

28. 3. Recognize the Shift in Roles of the Teacher
- role of SPED teachers are seen only as “needed”
so others think their nature of work is similar to
consultants.
- the Gen Ed teacher should know what to do when
a learner with needs become too difficult for her to
deal with. SPED teacher, with all her equipped skills is
the prime mover of the inclusive education
framework and her work is not diminished in the
school
- Gen ed teachers must go through a series of
trainings / workshops to know how to support all
types of learners.

29. 3. Include Transition Planning
- an abrupt change in the system may lead to
resentment among the stakeholders of the school.
- Current practices must still be honored to
facilitate gradual shift in inclusion.
- School must review all their current policies (prior
to inclusion) it will help them see their baseline
and where they stand and what should be done
for the shift
• enrollment, utilities, facilities, support to
employees, exclusionary or discriminatory
incidents, bullying incidents, faculty promotions

30. III. Evolving Inclusive Practices
• This is the third dimension accdg to Booth and
Ainscow. The first and second dimensions talk
about creating inclusive attitude/ culture and
making policies
• The goal of the 2 dimensions is to make inclusive
culture a habit to everyone until it becomes a
second nature
• Once achieved the teachers can now focus on
how to transfer this in their classroom. Everyone
is given a chance to participate in the class.
• The term evolve- already in place and gradual
change-

31. • In an inclusive classroom the teacher, the
effective evidence based practice is using
Universal Design for Learning (UDL) and
Differentiated Instruction
• UNIVERSAL DESIGN for LEARNING
- A type of learning structure that can be used
by learners with a range of diversity and
different needs.
- The design of the learning is accessible to all
and not only fitted for one type of learner.

32. • It means that teachers should present their
lessons and assessments to measure their
students learning in many different ways.
• Others may have different learning styles so
they may not fully understand one type of
teaching method. (kinesthetic, auditory,
visual)
• Students are allowed to express their
learnings in various ways after teachers uses
different techniques. See table 3.2 for
principles of UDL

36. Differentiated Instruction
• It is a systematic approach to planning a
curriculum and instruction for academically
diverse learners.
• When teachers differentiate instruction, they
use a variety of instruction, strategies to meet
diverse needs of the students.
• All of them have varying interests and talents,
strengths etc. the teacher can vary their
experiences in her class
• Students may express their learnings in varied
ways ( literature- some=tests, some= act out,
some= write) (Ex science teacher- exp)

37. How is Instruction Differentiated?
- We can differentiate your curriculum accdg to
1. content 2. process 3. product 4. learning
environment according to his characteristics
It is achieved by considering the ff:
- level of difficulty
- levels of instructional support
- grouping arrangement
- student choices
- evaluation strategies