How the Inclusive School Form

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LESSON 3
The Inclusive Education
Framework:
Making Schools Inclusive
LESSON 3

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Objectives
After the lesson, the students will be able to:
 describe the Inclusive Education Framework in terms of policy and
practice;
 identify what make Special Education, inclusive education, and
mainstreaming different from each other; and
 design classes that respond to learner diversity following the principles
of Universal Design for Learning and Differentiated Instruction.
LESSON 3

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Index for Inclusion
• A unifying framework by Booth and Ainscow (2002)
• educational institutions toward developing their own next steps and action
plans if they want to restructure into becoming more inclusive
• Uses 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).
LESSON 3

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Index for Inclusion
LESSON 3
Three dimensions of the Index
(Booth and Ainscow, 2002:7)
Creating inclusive cultures

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Index for Inclusion
LESSON 3
1. Creating Inclusive Cultures
a. Building Community
b. Establishing Inclusive Values
2. Producing Inclusive Policies
a. Developing schools for all
b. Organizing support for diversity
3. Evolving Inclusive Practices
a. Orchestrating learning
b. Mobilizing resources

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Creating Inclusive Cultures
LESSON 3
1. What can stakeholders do?
a. Set parameters for inclusion
b. Build key people
c. Identify and eradicate barriers
2. SpEd vs. Inclusive Education vs. Mainstreaming

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SpEd vs. Inclusive Education
vs. Mainstreaming
LESSON 3
Special Education Inclusive Education 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
sometimes are also
standards-based
Norm-referenced
Both norm-referenced and
strengths-based

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SpEd vs. Inclusive Education vs.
Mainstreaming
LESSON 3
Special Education Inclusive Education Mainstreaming
Learning
Placement and
Delivery of
Services
All services happen inside the
Special Education classroom
but other 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 the
General Education classroom
and outside through the use of
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.

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Producing Inclusive Policies
LESSON 3
• Involves other sectors of society
• Requires collaboration
• Recognizes the shift in roles of the teachers
• Includes transitions in planning

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Evolving Inclusive Practices
LESSON 3
Universal Design for Learning
• refers to the design of instructional materials and activities to make the
content information accessible to all children (Rose and Meyer, 2006 as cited
in Turnbull, Turnbull, Wehmeyer, and Shogren, 2013)
• ensures that all students learn genuinely through the provision of delivering
content and allowing students to construct learning in more than one way
Differentiated Instruction
• a teacher’s response to students’ varying needs, interests, and learning styles
(Tomlinson, 2010)
• using a variety of teaching and learning strategies that are necessary to meet
the diverse needs of students in any class

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Universal Design for Learning (UDL)
LESSON 3
Three Elements of UDL:
• Multiple means of representation
• Multiple means of action and expression
• Multiple means of engagement

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Differentiated Instruction (DI)
LESSON 3
Four elements of the curriculum that can be differentiated:
• Content
• Process
• Product
• Learning Environment

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Differentiated Instruction (DI)
LESSON 3
Differentiation is achieved by providing materials and tasks:
• at varied levels of difficulty
• with varying levels of instructional support
• that use multiple grouping arrangement
• that involve students’ choice
• that use varied evaluation strategies