Inclusive Education

1. Making Schools Inclusive
Foundation of Special and Inclusive Education

2. Competencies
at the end of the
students must develop:
Foundation of Special and Inclusive Education
1.The ability to respond effectively to educational
needs of students with additional needs; and
2.The ability to create safe, inclusive, and culturally
responsive learning environments for students
with additional needs.

3. Index of Inclusion
Foundation of Special and Inclusive Education
Creating Inclusive Cultures
Figure 1: Three dimensions of the Index
(Booth and Ainscow 2002)

4. The three are
interconnected and “chosen
to direct thinking about
school change”
Foundation of Special and Inclusive Education

5. The dimensions and section in the Index
Foundation of Special and Inclusive Education
DIMENSION A: Creating Inclusive Cultures
SECTION A.1 Building a 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 policies, and moment-to-moment practice in
classrooms so that school development becomes a continuous process.

6. The dimensions and section in the Index
Foundation of Special and Inclusive Education
DIMENSION B: Producing Inclusive Policies
SECTION B.1 Developing the School for all
SECTION B.2 Organizing Support for Diversity
This dimension makes 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 that 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. The dimensions and section in the Index
Foundation of Special and Inclusive Education
DIMENSION C: Evolving Inclusive Practices
SECTION C.1 Orchestrating Learning
SECTION C.2 Organizing Support for Diversity
This dimension develops school practices that reflect the inclusive cultures and
policies of the school. Lessons are made responsive to student’s 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, and local communities which can be mobilized to
support learning and participation.

8. Creating Inclusive Cultures
Foundation of Special and Inclusive Education
1.What stakeholders can do
Set the parameters for inclusion
Build people
Identify and eradicate barriers

9. Common Barriers to Inclusion
 Attitudes, values systems, misconceptions, and
societal norms
 Physical barriers
 Curriculum
 Lack of teacher training and low teacher efficacy
 Poor language and communication
 Lack of funding
 Lack of policies
 Organization or educational systems
 Too much focus on performance standards.

10. Creating Inclusive Cultures
Foundation of Special and Inclusive Education
1.What stakeholders can do
2.Special Education vs
Mainstreaming vs Inclusive
Education

11. Special Education Inclusion Mainstreaming
Learners Student who are not part of the
classroom
All same-aged peers/learners
are in class regardless of
ability
Selected learners are
included in a general
education class based on
their readiness instead of
their age.
Curriculum Strength-based individualized
curriculum
General education curriculum Learners may have access to
both general education and a
more individualized
curriculum.
Assessment and
Evaluation
Mostly strengths-based but sometimes
is also standards based
Norm-referenced Both norm-referenced and
strengths-based
Learning
Placement and
Delivery
All services happen inside the special
education classroom but other services
such as therapeutic interventions may
be integrated into this setting and
delivered separately
All services happen in a
general education classroom
Receives services both the
general education classroom
and outside through the use
of resource rooms and
therapeutic programs.
Philosophy Learner-centered: Some learners have
specific needs that may not b
appropriately addressed in a general
Right-based: All learners have
a right to access quality
education that is available to
Preparatory and Integrative:
Learners are given access to
general education but will

12. II. Producing Inclusive Policies
Foundation of Special and Inclusive Education
Involve other sectors of the society
Collaborate
Recognize the shift in roles of the
teachers
Include transition in planning

13. III. Evolving Inclusive Practices
Foundation of Special and Inclusive Education
1.Universal Design for Learning
It refers to designing instructional materials and
activities to make the content information accessible
to all children.

14. III. Evolving Inclusive Practices
Foundation of Special and Inclusive Education
1.Universal Design for Learning
3 Elements
 Multiple means of representation
 Multiple means of action and expression
 Multiple means of engagement

15. UDL Principles
UDL
Principles
UDL Principles and
Inclusive Practices
Examples
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 culturally responsive
teaching strategies and
materials like MTBMLE
(Mother Tongue-based
multilingual education)

16. UDL Principles
UDL
Principles
UDL Principles and
Inclusive Practices
Examples
Flexible Use Inclusive practices are designed to
accommodate the individual
preferences, abilities, and needs of
all students, families and
professionals.

17. UDL Principles
UDL
Principles
UDL Principles and
Inclusive Practices
Examples
Simple and
Intuitive Use
Inclusive practices
are designed to be
easy for all to use
and understand
• Establish classroom rules
• Use graphic organizers for
synthesizing materials
• Develop scoring rubrics with
the students

18. UDL Principles
UDL
Principles
UDL Principles and
Inclusive Practices
Examples
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

19. UDL Principles
UDL
Principles
UDL Principles and
Inclusive Practices
Examples
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

20. UDL Principles
UDL
Principles
UDL Principles and
Inclusive Practices
Examples
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.

21. UDL Principles
UDL
Principles
UDL Principles and
Inclusive Practices
Examples
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 furnitures (specialized
chairs, stability halls, use of ambient
music, and appropriate lightning.
• Provide opportunities for outdoor
work
• Allow technology as needed.

22. UDL Principles
UDL
Principles
UDL Principles and
Inclusive Practices
Examples
Communit
y of
Learners
Inclusive practices are
designed to promote social
interaction and
communication for all
• Use of project-based learning
• Promote collaborative activities such
as fish bowl discussion or think-pair-
share
• Establish strong home-school
partnerships
• Classroom check-ins and check-outs.

23. UDL Principles
UDL
Principles
UDL Principles and
Inclusive Practices
Examples
Inclusive
Environment
Inclusive practices foster
acceptance and a sense
of belongingness for all.
• Make students aware of and
comfortable with diversity
• Emphasize social roles in the
classroom (learn from each other)
• Allow bonding activities
• Do team-building exercises regularly
and integrate lessons in such
activities.

24. III. Evolving Inclusive Practices
Foundation of Special and Inclusive Education
Principle 1: Equitable use
Principle 2: Flexible use
Principle 3: Simple and Intuitive use
Principle 4: Perceptible Information
Principle 5: Tolerance for error
Principle 6: Low Physical effort
Principle 7: Size and space for approach and use
Principle 8: Community of Learners
Principle 9: Inclusive Environment

25. III. Evolving Inclusive Practices
Foundation of Special and Inclusive Education
2. Differentiated Instruction
It is a teacher’s response to students varying needs,
interests, and learning styles.
It refers to the systematic approach to planning
curriculum and instruction for academically diverse
learners.

26. III. Evolving Inclusive Practices
Foundation of Special and Inclusive Education
2. Differentiated Instruction
WHY DIFFERENTIATE?
It helps ensure that learners are engaged in
respectful tasks and provide diverse of learning
that reflect their strengths and addfess their
needs simultaneously.

27. III. Evolving Inclusive Practices
Foundation of Special and Inclusive Education
2. Differentiated Instruction
HOW DI is done?
The elements of curriculum to be differentiated
• Content
• Process
• Product
• Learning environment

28. III. Evolving Inclusive Practices
Foundation of Special and Inclusive Education
2. Differentiated Instruction
HOW DI is done?
Differentiation is achieved by providing materials and tasks:
 At varied levels of difficulty
 With varying levels of instructional support
 By using multiple grouping arrangement
 That involve student choice
 Use varied evaluation strategies

29. III. Evolving Inclusive Practices
Foundation of Special and Inclusive Education
2. Differentiated Instruction
HOW DI is done?
 Know your curriculum (the negotiable and non-negotiable
competencies
 Know your students (interests, readiness level, learning
styles/profile. Strengths and needs.
 Identify plan what and how to differentiate your material

30. CONTENT PROCESS PRODUCT LEARNING
ENVIRONMENT
What is
taught?
What is
learned?
• Provide
additional
materials/s
kills
• Reduce
materials
• Skills
exploratio
ns by
interest
How is it taught?
How is it learned?
• Choice of reading materials
• Varied presentation styles: say it, show it and
model it.
• Use media (audio, video, comp, Tv etc)
• Varied pacing
• Reading buddies: Read/summarize,
read/question/answer
• Think-pair share by readiness, interests, and
learning profile.
• Learning centers/stations
• Small group instruction
• Jigsaw (expert groups)
• Cooperative learning activities
• Teams/games and activities
• Cubing
• Learning contracts
Hos is it assessed?
How is learning demonstrated?
• Homework options
• Student choice on product
(oral presentations, written
report, role plays, simulations
etc.)
• Varied journal prompts
• Choice boards
• Think-tac-toe
• Tiered activities (by readiness
and interests)
• More items (advanced
learners)
• Less items (with special
needs)
• Learning contracts
How is the classroom
arranged?
• Flexible grouping:
whole class, small
groups, one-on-
one, peer teaching,
pairs, partner
learning,
independent
learning,
cooperative
learning.
• Flexible seating
• Preferential seating
• Pull-out from class
(for learners with
special needs)

31. III. Evolving Inclusive Practices
Foundation of Special and Inclusive Education
2. Differentiated Instruction
HOW is the classroom managed during differentiated
learning?
1. Explain to the students the reason for differentiation. Make
sure this is understood by all.

32. III. Evolving Inclusive Practices
Foundation of Special and Inclusive Education
2. Differentiated Instruction
HOW is the classroom managed during differentiated
learning?
2. Use “anchor activities” which students can automatically
work on when completing assigned tasks to maintain a
productive work environment and maximize instructional time.

33. III. Evolving Inclusive Practices
Foundation of Special and Inclusive Education
2. Differentiated Instruction
HOW is the classroom managed during differentiated
learning?
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.

34. III. Evolving Inclusive Practices
Foundation of Special and Inclusive Education
2. Differentiated Instruction
HOW is the classroom managed during differentiated
learning?
Roles
 Facilitator
 Recorder
 Summarizer/Timekeeper
 Presenter
 Errand Monitor

35. III. Evolving Inclusive Practices
Foundation of Special and Inclusive Education
2. Differentiated Instruction
HOW is the classroom managed during differentiated
learning?
4. Implement routines for collaborative work
a. Establish working groups (by interest, readiness, etc)
b. Have a plan for “quick finishers”
c. Have a plan for when to ask for help (role of errand
monitor)

36. What is the difference
between mainstreaming and
inclusion?
Foundation of Special and Inclusive Education

37. What is differentiation?
Foundation of Special and Inclusive Education

38. Think about HTU and the
extent to which it uses
inclusive practices in
college. Using the three
dimensions, list down HTU’s
current practices that
support inclusive education
Foundation of Special and Inclusive Education

39. Making Schools Inclusive
Foundation of Special and Inclusive Education