Three dimension of Index-A-UNIFYING-FRAMEWORK.pptx

1. A UNIFYING
FRAMEWORK

2.  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 intro
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 a cycle of activities
which guide schools through stages of preparation,
investigation, development, and review” (UNESCO
2005:30)

3. Creating inclusive cultures
Three dimension
of the Index (Booth and
Ainscow 2002:7)

4.  Booth and Ainscow (2002) explained that these three 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.

5. The Dimensions and Sections in the Index
DIMENSION A Creating inclusive cultures
Section A.1 Building community
Section A.2 Establishing inclusive values
This dimension creates a secure, accepting, collaborating, and stimulating
community, in which everyone is valued as the foundation for the highest
achievements of all. It develops shared inclusive values that are conveyed to all
new staff, students, governors, and parents/carers. The principles and values, in
inclusive school cultures, guide decisions about policies and moment to moment
practice in classrooms, so that school development becomes a continuous
process.

6. DIMENSION B Producing inclusive policies
Section B.1 Developing the school for all
Section B.2 Organizing support for diversity
This dimension make sure that inclusion permeates all school plans.
Policies encourage the participation of students and staff from the moment they
join the school, reach out to all students in the locality, and minimize exclusionary
pressures. All policies involve clear strategies for change. Support is considered to
be all activities which increase the capacity of a school to respond to student
diversity. All forms of support are developed according to inclusive principles and
are brought together within a single framework.

7. DIMENSION C Evolving inclusive practices
Section C.1 Orchestrating learning
Section C.2 Mobilizing resources
This dimension develops school practices which reflect the inclusive
cultures and policies of the school. Lessons are made responsive to student
diversity. Students are encouraged to be actively involved in all aspects of their
education, which draws on their knowledge and experience outside school. Staff
identify material resources and resources within each other, students,
parents/carers, and local communities which can be mobilized to support learning
learning and participation.
(Source: The Dimensions and Sections in the Index of Inclusion.
Adapted from Booth and Ainscow, 2002:8)

8. I. CREATING INCLUSIVE CULTURES
Inclusion is as much the responsibility of society as its the responsibility of
schools. We realized from the previous chapter that the key to successful
inclusive practices are merging of frameworks and aligning of definitions of
disability. In this chapter, we shall learn that inclusive education is an ongoing
collaborative process that needs to be dynamically revisited. For it to truly work,
its essence has to resonate to all stakeholders of education.
In educational reform, stakeholders are those who are "invested in the
welfare and success of a school and its students" (www.edglossary.org).In other
words, these are the teachers, administrators, school staff, officials and other
workers, the parents and their families, the community, and the government.

9. They may also be collective entities like local businesses, advocacy groups,
the media, sociocultural institutions, and other organizations that may be
directly or indirectly involved in education. Stakeholders are important
because they play a major role in "connecting what is being taught in a school
to its surrounding community" (www.edglossary.org).
In 2017, UNESCO reported that there has been significant global
improvement in accessing education, specifically in the primary level for the
last 15 years. However, its 2016 Global Education Monitoring Report reveals
that there are still an estimated 263 million children and youth aged 6 to 17 all
around the world who are still not in school at this time. The report also
confirmed the continuous plight of women against gender discrimination,
among others. With increasing globalization and international migration, the
problem pertaining to inclusive education and how it affects PWDs could not
be more real.

10. 1. What Stakeholders Can Do
 The rights-based approach to educational programming "insists that
no right can exist without a corresponding governmental obligation"
(Van den Brule-Balescut & Sandkull 2005). Thus, governments and
communities are starting to understand how they are accountable to
children with additional needs in fulfilling their right to education
and providing access to quality education that is also safe,
welcoming, and inclusive. Legally defining terms and formalizing a
system for setting up inclusive schools in areas where there are none
to begin with ensures uniformity, universality, consistency of
implementation, and eventual success of inclusion in the country. The
following are some steps stakeholders can take to create inclusive
cultures:

11. Set the parameters for inclusion.
 The government has identified key people and professions, and highlighted
important factors leading to the success of inclusive education--i.e., placement
process, committees, staffing and responsibilities, teacher training and
compensation, incentives for private sector participation, and collaboration of
the Department of Education with other branches of government. These clearly
show not just an attempt to centralize inclusive practices, but an initiative to
make the welfare and development of children with additional needs the
responsibility of all.
 These are also consistent with what the UNESCO pushes for in terms of getting
every stakeholder involved.

12. Build key people.
 The government recognizes the need for teacher training, both in the special
needs education and general education levels. It also pushes for the use of
evidence-based teaching frameworks, provision of student assistance, and access
to instructional materials. Most importantly, calls are made for continuing research
and forming of policies to be initiated by agencies such as the Department of
Education so as to further refine the inclusive process and have it tailored to fit to
the needs of children with additional needs.
 This is an important factor that every nation has to constantly revisit as the needs
of students across continents, though similar, would have nuances depending on
where they reside. Educational frameworks cannot just be lifted and "copy-
pasted" with the expectation that what worked for one country will work for
another. UNESCO (2005) states that clarity of purpose, realistic goals, motivation,
support, resources, and an evaluation of policies and practices all contribute to a
successful shift toward inclusion.

13. Identify and eradicate barriers.
 UNESCO's Guide for Inclusion (2005) advocates for the identification and
removal of obstacles that have to do with transforming prevailing attitudes and
values on a systemic level. The Philippine government seems to be in
consonance with this aspect in the light of its existing legislative policies that
ground the undeniable importance of inclusion. It is also continuously
reorganizing structures in education and implementing programs that
highlight the need for primary stakeholders like the school, the parents, and
other policy makers, to acquire more understanding and capacity-building to
manage an inclusive environment.

14. Common Barriers to Inclusion
• Attitudes, values systems, misconceptions, and societal norms - can lead to prejudices and/or
actual resistance to implement inclusive practices (UNESCO 2005).
• Physical barriers - the lack of building, facility, transportation, or road accessibility are types of
physical barriers that can literally affect one's mobility.
• Curriculum - a rigid "one size fits all" type of curriculum that does not allow room for individual
differences can significantly stunt one's learning and opportunity for growth.
• Lack of teacher training and low teacher efficacy- whether training in teaching strategies, using
curriculum frameworks, or behavior and classroom management, lack of training as well as low
confidence in one's own skills can directly affect how inclusive practices are implemented.
•Poor language and communication - language barriers may also directly have implications on
how well inclusive practices are implemented.

15. Common Barriers to Inclusion
• Lack of funding - enough funding can allow for training more teachers as well as coming up
with more appropriate programs, instructional materials, or facilities; lack of funds can be limiting
and debilitating to schools.
• Lack of policies - policies have the ability to unify beliefs and mobilize resources; unfortunately,
lack of it can become a convenient justification for inaction.
• Organization of educational systems - centralized systems may have some type of detachment
in terms of implementing policies and seeing the reality of how such policies are affecting
learners and other stakeholders.
• Too much focus on performance-based standards - schools have also reportedly refused
inclusion because of fear that the presence of learners with additional needs will pull down their
rankings in standardized tests.
Figure 3.3. Barriers to inclusion.

16. 2. Special Education vs. Mainstreaming vs.
Inclusive Education
 Part of what needs to occur when creating cultures is to
also determine distinctions among frameworks and
practices. Most important in this scenario is to understand
how different special education, mainstreaming, and
inclusive education are from each other.

17.  Mainstreaming shares more similarities with inclusion than with special education.
Both look at integrating the child with additional needs into a general education
setting. There are, however, nuances between the two as well (see Table 3.1).
Special Education Inclusion 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 genera;
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.

18. Assessment and Evaluation Mostly strengths-based
but is sometimes is also
standards-based
Norm-referenced Both norm-referenced and
strengths-based
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
resources 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.

19. II. PRODUCING INCLUSIVE POLICIES
 As reiterated in the previous chapters, the premise of inclusion starts with an
acceptance and embracing of diversity. It is difficult to start movement "if this practice
is not rooted on a culture that assumes the right perspectives and values. For
simultaneous paradigm shifts to happen among its education stakeholders, schools
must first create a new culture.
 UNESCO (2005) realistically acknowledges that a societal change in attitude need not
be initially present in a community before inclusion can be fully practiced. Rather, it
must be viewed as a perspective or an ideal to work toward. Without this realization,
differences in standards and quality of education may surface as potential problems.
Just very recently, the pre-service education curriculum was restructured so that
special needs education units are not only given to special needs education majors
but to other education majors as well. This is a huge step for teachers and a nod to
inclusive education.

20. The following is a list of other possible steps that educators can take to facilitate the
much-needed societal shift and inform policy:
• Involve other sectors of society. Current training and awareness campaigns seem to limit the
movement of inclusion to a mere homeschool relationship. At most, these are extended to the
departments for social welfare and health. However, for an inclusive set-up to truly be successful,
active involvement of the entire community must be ensured.
For instance, those in the business, commercial, security, and religious sectors must also be given
representation in trainings. These campaigns must be wide enough in scope as to cover
supermarkets, restaurants, malls, public and government agencies not directly associated with social
welfare or health, transportation, land, airline and maritime companies, the media, and even the
research teams of our policy makers. At the same time, they must be specific enough to reach the
local churches, the subdivision playgrounds, and the village stores. In recent years, students in the
tertiary level from various programs have been showing growing interest in the PWD community.
For instance, students belonging to architectural and interior design programs have been working
on theses and capstone projects where their main clients have additional needs. The idea is for
everyone-regardless of their training or exposure--to become more sensitive and aware of the PWD
population. The more aware a community is, the more it will be able to help.

21. • Collaborate. Whether creating an academic program specific to a child with
additional needs or creating a new legislative bill for the PWD community,
collaboration is crucial. Each member of the inclusive education team would
have their own strengths and weaknesses, and these have to be used wisely to
benefit the child with additional needs Del Corro-Tiangco (2014) states that
general education teachers are trained in the general curriculum but would not
know how to teach and manage children with additional needs; while a special
needs education teacher would be equipped to handle atypical behaviors but
would no know much about the general education curriculum. True
collaboration would guarantee an inclusive program that would cover as many
areas as possible.

22. • Recognize the shift in roles of the teachers. With the shift to inclusive
education, the role of special education (SPED) teachers suddenly seems to be
reduced to only 'as needed." As a result, the SPED teacher's tole no longer
becomes that of an implementer but that of a consultative nature instead. It also
becomes the responsibility of the genera education teacher to know what to do
when faced with a learner with additional needs in his or her classroom. The SPED
teachers' role-their trainings, their insights, and their skills as a supposed prime
mover in the inclusive education framework--must neither be diminished nor
disregarded. Instead, these must be used to ensure a good inclusive program is
provided to children with additional needs. Conversely, general education
teachers must go through skills training and capacity. building workshops to
ensure that they are supporting all types of learners in their classrooms
appropriately.

23. • Include transitions in planning. An abrupt systemic change that is not
well-planned or that disregards practices--whether existing or implied--
may hinder the shift to inclusion and cause resentment from all
stakeholders. Instead, current practices have to be respected and
honored so as to facilitate a gradual shift to inclusive education.
Booth and Ainscow (2002) recommend that schools reflect on their
current policies and practices to check their readiness for an inclusive set-
up. They also devised a questionnaire that would help administrators,
faculty, and other stakeholders comprehensively gather baseline data. A
move that would greatly help in informing policy would be to examine
different aspects of the school and the delivery of its services.

24. Specifically, schools may look at the
following:
 Student admissions
 Accessibility to utilities and facilities
 Supports available to students, parents, and school personnel
 Learner accommodations
 Exclusionary or discriminatory incidents
 Number of bullying cases
 Faculty and staff promotions

25. III. EVOLVING INCLUSIVE PRACTICES
 Evolving inclusive practices is the third dimension to Booth and Ainscow's framework
for schools (2002), where administrators must first try to create an inclusive culture
among its stakeholders, then build better, more all-encompassing policies. The goal of
the first two steps is to ascertain habit-forming conditions, which make procedures
that are otherwise unfamiliar feel like second nature to us. We want to reach a point
where inclusive teaching practices are expected. Once this happens, we can start
focusing on raising the participation and success rates of learners with additional
needs inside our classrooms.
 Moreover, the term "evolving" assumes that we already have strategies in place which
we just have to revisit for possible tweaking. It suggests advancement and positive
growth, which means we can look at these existing strategies and just adjust these
according to the needs of our students along the way. Two effective evidence-based
inclusive practices that can be used in the classroom are Universal Design for
Learning (UDL) and Differentiated Instruction.

26. 1. Universal Design for Learning
 In architecture, universal designs refer to structures that were made in such a
way that they can be used by customers or clients with a wide range of needs
(Dukes & Lamar-Dukes 2009 as cited in Salend 2011). Such designs ensure
accessibility for all.
 For example, an architect designs a commercial complex where ramps,
elevators, escalators, handrails, wide doorways and sidewalks, and signs
embossed in Braille abound. It is a very user-friendly building. Obviously, the
designer imagined that some customers might walk into the complex in
wheelchairs or white canes. The architect does not know if or when it's going
to happen, but he anticipated it and incorporated it into his design anyway.

27. Such is the mechanics of a Universal Design for Learning (UDL) approach to
instruction. UDL refers to the design of instructional materials and activities to make the
content information accessible to all children (Rose & Mever 2006 as cited in Turnbull et
al. 2013). It is best used in a general education classroom where learners are different.
Through the provision of delivering content and allowing student to construct learning in
more than one way, UDL ensures that all students learn genuinely.
There are three elements to UDL:
 1. Multiple means of representation
 2. Multiple means of action and expression
 3. Multiple means of engagement

28. Multiple means of representation
 UDL recommends offering information in more than
one format. For example, textbooks are primarily
visual. But providing text, audio, video and hands-on
learning gives all kids a chance to access the material
in whichever way is best suited to their learning
strengths.

29. Multiple means of action and
expression
 UDL suggests giving kids more than one way to
interact with the material and to show what they’ve
learned. For example, students might get to choose
between taking a pencil-and-paper test, giving an
oral presentation or doing a group project.

30. Multiple means of engagement
 UDL encourages teachers to look for multiple ways to
motivate students. Letting kids make choices and
giving them assignments that feel relevant to their
lives are some examples of how teachers can sustain
students’ interest. Other common strategies include
making skillbuilding feel like a game and creating
opportunities for students to get up and move
around the classroom.

31. In UDL, teachers are supposed to present information and materials in many different
ways, taking into consideration that some students may have not fully absorbed the
lesson the first time it was presented. The concept of multiple means of representation is
meant to ensure that all students are able to access and understand learning material.
After this, teachers allow students to express what they learned in various ways, and
finally, the teacher uses different techniques to reinforce learning at the students' optimal
levels. The principles of UDL, which sometimes overlap, are presented below with
examples
UDL principles adapted from Salend (2011:17-18)
UDL Principles UDL Principle and Inclusive Examples of UDL Implementation
and Inclusive Practices
Principle 1: Equitable Use 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.
• Use UDL principles equitably
• Use culturally responsive teaching
strategies and materials like MTBMLE
(mother tongue-based multilingual
education)

32. Principle 2: Flexible Use 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.
• Accommodate right or left
handed access and use
• Facilitate the user’s accuracy
and precision
Principle 3: Simple and Intuitive
Use
Inclusive practices are designed to
be easy for all to use and
understand.
• Establish classroom rules and
routines
• Use graphic organizers for
synthesizing material
• Develop scoring rubrics with
the students
Principle 4: Perceptible
Information
Inclusive practices are designed so
that they communicate valuable
information to all through various
formats.
• Use technological and assistive
devices to support learning,
communicate with parents, or
share information

33. Principle 5: Tolerance for Error Inclusive practices are designed to
minimize errors and unintended
consequences by providing
safeguards and warnings to assist all
in using them safely.
• Teach study and learning
strategies
• Teach self-regulatory techniques
• Encourage students and foster
their intrinsic motivation
• Offer grading alternatives that are
valid and appropriate
Principle 6: Low Physical Effort Inclusive practices are designed to
be used comfortably and efficiently
without much effort from all.
• Chunk activities and give more
breaks
• Teach mindfulness
• Provide additional support as
needed
Principle 7: Size and Space for
Approach and Use
Inclusive practices are designed for
use by all, regardless of their
mobility, physicality, or way of
communication.
• Take advantage of seat
arrangements and classroom
furniture (e.g., specialized chairs,
stability balls, use of ambient
music, and appropriate lighting).
• Provide opportunities for
• outdoor work
• Allow technology as needed

34. Principle 8: Community of Learners Inclusive practices are designed to
promote social interaction and
communication for all.
• Use project-based learning
• Promote collaborative activities
such as fish bowl discussions or
think-pair-share
• Establish strong homeschool
partnerships
• Classroom check-ins and check-
outs
Principle 9: Inclusive Environment Inclusive practices are designed to
foster acceptance and a sense of
belongingness for all.
• Make students aware of and
comfortable with diversity
• Emphasize social roles in the
classroom; (e.g., that we
students are there to teach each
other and learn from each
other.)
• Allow bonding activities
• Do team-building exercises
regularly and integrate lessons
in such activities

35. 2. Differentiated Instruction
According to Tomlinson (2010), differentiated (or differentiating) instruction is a
teacher's response to students' varying needs, interests, and learning styles. "It
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." When teachers differentiate instruction, they use a variety of
teaching and learning strategies that are necessary to meet the diverse needs of
students in any class (Friend & Bursuck 2009).

36. Why Differentiate Instruction?
 All learners are unique and have varying interests, talents, strengths, as well as
needs. Hence, it is essential that teaching and learning experiences teaching
and learning experiences need ta be designed in a way that provide
opportunities for students to learn and demonstrate their understanding in
varied ways. Thus, Differentiating Instruction (DD helps ensure that learners are
engaged in respectful tasks and provide diverse means of learning that reflect
their strengths and address their needs simultaneously.

37. How Is Instruction Differentiated?
 Bender in 2002 (as cited by Gentry et al. 2013) identified elements of the
curriculum that can be differentiated: (1) content, (2) process, (3) product,
and (4) learning environment in response to the students' characteristics:
interests, readiness, and learning profile. As an overview, differentiation is
achieved by providing materials and tasks:
a. at varied levels of difficulty;
b. with varying levels of instructional support;
c. by using multiple grouping arrangement;
d. that involve student choice; and
e. use varied evaluation strategies.

38.  As teachers, you must know your curriculum. You are suggested to revisit
or identify which are non-negotiable and negotiable learning objectives
and tasks. You are also expected to know your students' interests,
readiness level (based on diagnostic data), and learning styles/profile
(strengths and needs). You may create a class profile to provide an
overview of the class's characteristics and needs. Next, you have to
identify and plan what and how to differentiate your material. The goal is
to start small and take simple steps toward differentiating instruction.
Table 3.3 provides a guide on how to effectively differentiate in the
classroom.

39. CONTENT
What is taught?
What is learned?
PROCESS
How is it taught?
How is it learned?
PRODUCT
How is it assessed?
How is learning
demonstrated?
LEARNING
ENVIRONMENT
How is the classroom
arranged?
• Provide additional
materials/skills
• Reduce materials
• Skills explorations by
interest
• Choices of reading
materials
• Varied presentation
styles: Say it, Show it,
and Model it
• Use media (video,
audio, computer, TV,
and manipulatives)
• Homework options
• Student choice on
product (oral
presentations, written
report, role plays,
simulations, etc.)
• Varied journal prompts
• Choice Boards
• Think-Tac-Toe
• Flexible grouping:
• whole class, small
groups, one-on-one,
peer-teaching, pairs,
partner learning,
independent learning,
and cooperative
learning
• Flexible seating
• Preferential seating
• Pull-out from class (for
learners with special
needs)
Table 3.3 Differentiation strategies

40. PROCESS
How is it taught?
How is it learned?
PRODUCT
How is it assessed?
How is learning demonstrated?
• Varied pacing
• Reading buddies:
• -Read/ summarize
• -Read/Question/ Answer
• -Visual organizer/ summarizer
• Think-Pair-Share by readiness, interest, and
learning profile
• Learning centers/ stations
• Small-group instruction
• Jigsaw (expert groups)
• Cooperative learning activities
• Teams, Games and Activities
• Cubing
• Learning contracts
• Tiered activities (by readiness and interest)
• More items (advanced learners)
• Less items (with special needs)
• Learning contracts
• RAFT (Role, Audience, Format, Topic)

41. How is the Classroom Managed During
Differentiated Learning
 Structure the classroom by establishing routines during differentiated learning
activities.
1. Explain to the students the reason for differentiation. Make sure this is understood by all.
2. Use "anchor activities" which students can automatically work on when completing assigned
tasks to maintain a productive work environment and maximize instructional time. Examples of
anchor activities are: reading a chosen book (e 8, for book report), journal writing based on a
prompt, skills practice (spelling, math), use of manipulative objects, etc.

42. 3. Assign roles during small-group activities/instruction to ensure
accountability and a positive learning environment. These are suggested group
roles, but older learners and their teachers may decide on other roles. Learners
should have the opportunity to assume each of the roles.
a. Facilitator
b. Recorder
c. Summarizer/Timekeeper
d. Presenter
e. Errand monitor

43. 4. Implement routines for collaborative work.
a. Establish working groups (by interest, by readiness, etc.)
b. Have a plan for “quick finishers”
c. Have a plan for when to ask for help (role of the errand monitor)

44. ANCHOR ACTIVITY OPTIONS
(FOR SECONDARY STUDENTS)
 Journals or Learning logs
 "Project extensions"
 Independent reading
 Lab work
 Related course readings with questions or extension activities
 Test prep or practice test reviews for ACT or SAT
 Project Interest
 Learning packets
 Independent studies
 Computer skills
 WebQuests or telecollaborative projects

45. ANCHOR ACTIVITY OPTIONS
(FOR UPPER ELEMENTARY/MIDDLE SCHOOL STUDENTS)
 Work on your book report selection (read quietly until time is
called). If you have already finished vour book, then work on your
review (consult the hint book for guidelines).
 Complete one of the three journal prompts provided.
 Select a Learning Interest packet from the anchor option file box
 Select at least one area of test prep practice you believe you
need to review.
 Work on your Orbital or Independent Project.

46. Activity
1. Give the connection of UDL in the Index for Inclusion.
2. Make a semi-detailed lesson plan that shows differentiated instruction.