2. Learning
Outcomes
At the end of the lesson willing learners are
expected to;
A. Respond effectively to educational needs of
students with additional needs;
B. Identify inclusive practices as dynamic and
collaborative;
C. Enhanced understanding of the role of
teachers in achieving a safe, inclusive, and
culturally responsive learning environments
for students with additional needs.
3. A.UNIFYING
FRAMEWORK
A UNIFYING FRAMEWORK
In 2002, Booth and Ainscow came up with
an Index for Inclusion, which aims to direct
educational institutions toward developing
their own next steps and action plans if they
want to restructure into becoming more
inclusive. “It takes on the social model of
disability as its starting point, builds on good
practice, and then organizes the index work
around cycle of activities which guide
schools through stages of preparation,
investigation, development, and review”
4.
5. Booth and Ainscow (2002) explained that these dimensions —
creating inclusive cultures, evolving inclusive practices, and
producing inclusive policies — are interconnected and “chosen to
direct thinking about school change” (2002:7).Considered the
backbone of the framework is the laying down and establishing of
an inclusive culture.Without this at the foundation, it will be quite
difficult to get people to shift policies and practices.
A non-supportive culture would most likely result in resistance
from the school’s direct stakeholders.They explain that these
three dimensions also branch out into sections to further guide
schools into implementing more direct steps toward this
paradigm shift.
