Chapter 3
M E M B E R S:
James Van
Jenelyn
Patrice Glaiza
Jessel
Rica Mae
- Booth and Ainscow
(
)
 This
dimension creates a secure, accepting,
collaborating, and stimulating community, in which
everyone is valued as the foundation for the highest
achievements of all.
 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.
 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.
 This dimension develops school practices which reflect the
inclusive cultures and policies of the school.
 Lessons are made responsive to student diversity.
 Staff identify material resources and resources within each other,
students, parents/carers, and local communities which can be
mobilized to support learning and participation.
I. CREATING INCLUSIVE CULTURES
 In educational reform, stakeholders are those who are “invested in
the welfare and success of a school and its students”
 In other words, these are the teachers, administrators, school staff,
officials and other workers, the parents and their families, the
community, and the government.
 Stakeholders are important because they play a major role in
“connecting what is being taught in a school to its surrounding
community”
 The rights-based approach to educational programming “insists that
no right can
obligation”
exist
without
a
corresponding
governmental
- 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.
 Set the parameters for inclusion.
 Build key people
 Identify and eradicate barriers.
COMMON BARRIERS TO INCLUSION
 Attitudes, values systems, misconceptions, and societal
norms – can lead to prejudice 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.
COMMON BARRIERS TO INCLUSION
 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.
 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.
COMMON BARRIERS TO INCLUSION
• 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.
Special Education
vs.
Mainstreaming
vs.
Inclusive Education
Special education is the practice of educating
students in a way that addresses their individual
differences and special needs.
Inclusive education means different and diverse
students learning side by side in the same
classroom.
Mainstreaming, in the context of education, is the
practice of placing students with special education
services in a general education classroom during
specific time periods based on their skills.
Learners
Curriculum
SPECIAL
EDUCATION
INCLUSION
MAINSTREAMING
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.
Strengths-based
and needs-based
individualized
curriculum
General
education
curriculum
Learner may have
access to both general
education curriculum
and a more
individualized
curriculum.
SPECIAL
EDUCATION
INCLUSION
MAINSTREAMING
Assessment
and
Evaluation
Mostly strengthsbased but is
sometimes is also
standards-based
Normreferenced
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.
Receive services in
both the general
education classroom
and outside through the
use of resource rooms
and therapeutic
programs.
Philosophy
SPECIAL
EDUCATION
INCLUSION
MAINSTREAMING
Learnercentered: 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.
II. PRODUCING INCLUSIVE POLICIES
UNESCO (2005) - realistically acknowledges that a
societal change in attitude need not be initially
present in a community before
inclusion can be fully practiced.
LIST OF OTHER POSSIBLE STEPS THAT EDUCATORS
CAN TAKE TO FACILITATE THE MUCH NEEDED
SOCIETAL SHIFT AND INFORM POLICY:
 Involve other sectors of society



Collaborate
Recognize the shift in roles of the teachers
Include transitions in planning
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. 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
III. EVOLVING INCLUSIVE PRACTICES
 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.
- refers to the design of instructional
materials and activities to make the
content information accessible to all
children
-(Rose & Meyer 2006)
1. Multiple means of presentation
2. Multiple means of action and
expression
3. Multiple means of engagement.
UDL Principles
Principle 1:
Equitable Use
UDL Principle and Inclusive
Practices
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.
Principle 2: Flexible Inclusive practices are
Use
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.
Examples of UDL
Implementation and
Inclusive Practices
 Use UDL practices equitably
 Use culturally responsive
teaching strategies and
materials like MTB-MLE
(mother tongue basedmultilingual education)
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
Principle 5:
Tolerance for
Error
Principle 6: Low
Physical Effort
Inclusive practices are
 Teach study and
designed to minimize
learning strategies
errors and unintended
 Teach self-regulatory
consequences by
techniques
providing safeguards
 Encourage students
and warnings to assist all and foster their
in using them safely.
intrinsic motivation
 Offer grading
alternatives that are
valid and appropriate
Inclusive practices are
 Chunk activities and
designed to be used
give more breaks
comfortably and efficiently  Teach mindfulness
without much effort from
 Provide additional
all.
support as needed
Principle 7: Size and Inclusive practices are
Space for Approach designed for use by all,
and Use
regardless of their mobility,
physicality, or way of
communication.
Principle 8:
Community of
Learners
Inclusive practices are
designed to promote social
interaction and communication
for all.
 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
 Use project-based learning
 Promote collaborative
activities such as fish bowl
discussions or think-pairshare
 Establish strong homeschool partnerships
Principle 9:
Inclusive
Environment
Inclusive practices are
designed to foster
acceptance and a sense of
belongingness for all.
 Make students aware of
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
exercise regularly and
integrate lessons in
such activities
 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 capacity.”
- Tomlinson (2010),
All learners are unique and have
varying interests, talents,
strengths, as well as needs. Hence,
it is essential that teaching and
learning experiences reflect this
diversity.
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.
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.
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.g., for book report), journal writing based on a prompt,
skills practice (spelling, math), use of manipulative objects, etc.
1. 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
2. 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)
 Journals or Learning logs
 Project extensions
 Independent reading
 Lab work
 Related course readings with questions or extension activities
 Test prep or practice test reviewers for ACT or SAT
 Project interest
 Learning packets
 Independent studies
 Computer skills
 WebQuests or telecollaborative projects
 Work on your book report selection (read quietly until time is called). If
you have already finished your 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 boc
 Select at least one area of test prep practice you believe you need to
review
 Work on your Orbital or Independent Project.