~~ e . Faculty and staff promotions 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. . 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 knov if or when it’s going to happen, but he anticipated it and incorporated it int: his design anyway.BY A FAIR SELECTION EVERYBODY HAS TO TAKE THE SAME EXAM: PLEASE Figure 3.2. Retrieved from [Link] Such is the mechanics of a Universal Design for Learning (UDL) approac to instruction. UDL refers to the design of instructional materials an activities to make the content information accessible to all children (Rog & Meyer 2006 as cited in Turnbull et al. 2013). It is best used in a gener; education classroom where learners are different. Through the provision ¢ delivering content and allowing student to construct learning in more tha 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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 (see Table 3.2). Table 3.2. UDL principles adapted from Salend (2011:17-18) UDL Principles UDL Principle and Inclusive Practices 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 xl responsive teaching strategies and materials like MTBMLE (mother tongue- based multilingual education) 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. :b Establish classroom rules. and routines and Intuitive Use ee ee ean a for synthesizing material | . Develop scoring rubrics with the students _[/ i Use technological ; Inclusive practices are |" ang asstive devices Principle 4: eaieneg 20 that Mey to support learning, Perceptible communicate valuable caibrecleniiontte Information information to all parents, or share through various formats. tnformstidi : Teach study and learning | strategies f ae practices are Teach self-regulatory 4, lesigned to minimize techniques. °° os errors and unintended a Principle 5: consequences by Encourage students and ‘Tolerance for Error providing safeguards and foster the intrinsic warnings to assist all in Motivation using them safely. 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 ey 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 (eg, specialized chairs, stability balls, use of ambient music, and appropriate lighting). Provide opportunities for outdoor work | Allow technology as needed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 home- school 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 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. Itis away ofthinking 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 cass (Friend & Bursuck 2009).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 reflect this diversity. To ensure engaged, successful, and flourishing learners, i teaching and learning experiences need to be designed in a way that provide | opportunities for students to learn and demonstrate their understanding in i varied ways. Thus, Differentiating Instruction (DI) helps ensure that learners are engaged in respectful tasks and provide diverse means of learning that reflect their strengths and address their needs simultaneously. 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; 7 b. with varying levels of instructional support; c. by using multiple grouping arrangement; d. that involve student choice; and e. use varied evaluation strategies. Asteachers, 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. Table 3.3. Differentiation strategies ‘CONTENT PROCESS PRODUCT LEARNING | | _ ENVIRONMENT | What is taught? Howisit taught? | Howis it assessed? How is the q 4 classroom | demonstrated? What is learned? How is it learned? How is learning arranged?et Flexible Provide Choices of Homework additional reading options grouping: See Stee ‘educe arie seem | memue | ponies | Se : Say it, - Explorations by Show it, and yrluen epee one, peer- interest Model it : role plays, teaching, Saas simulations, Leah ccenphiee : etc) iernings TV, and Varied journal independent manipulatives) Prompts learning, Varied pacing Choice Boards and Reading Think-Tac-Toe cooperative uddies: arning ~_ Tiered ‘e! summarize activities (by Flexible -Read/Question/ readiness and seating Anewet interest) Preferential organizer/ More items seating summarizer (advanced Think-Pair- learners) Pull-opt share by Fe ieadinvess: Less items (for learners , (with special with special interest, and needs) needs) learning profile i: 3 Learning Learning centers/ contracts stations RAFT (Role, Small-group Audience, instruction Format, Topic) Jigsaw (expert groups) Cooperative learning activities Teams, Games and Activities Cubing Learning contractsHow Is the Classroom Managed During Differentiated Learning Structure the classroom by establishing routines during differentiated lea: ing activities. 1, Explain to the students the reason for differentiation, Make sure this understood by all. 2. Use “anchor activities” which students can automatically work on w1 completing assigned tasks to maintain a productive work environment maximize instructional time. Examples of anchor activities are: reading: chosen book (eg., for book report), journal writing based on a prompt, SI practice (spelling, math), use of manipulative objects, etc. 3. Assign roles during small-group activities/instruction to enst accountability and a positive learning environment. These are suggt group roles, but older learners and their teachers may decide on other r¢ Learners should have the opportunity to assume each of the roles. Facilitator Recorder Summarizer/Timekeeper Presenter Errand monitor ° ee ss 4, Implement routines for collaborative work. a. Establish working groups (by interest, by readiness, etc.) b. Havea plan for “quick finishers” c. Haveaplan for when to ask for help (role of the errand monitor).