MAKING SCHOOL

INCLUSIVE
INTRODUCTION
 DIVERSITY IS THE NEW NORMAL
 INCLUSIVE PRACTICES MUST BE DYNAMIC AND COLLABORATIVE
 TO BE TRULY INCLUSIVE EDUCATORS MUST ALWAYS CHECK FOR PRESENT
PARTICIATION AND ACHIEVEMENT OF THEIR LEARNERS.
 DIFFERENTIATION PLAYS AN IMPORTANT ROLE IN THE SUCCESS OF INCLUSIVE
EDUCATION PRACTICES.

COMPETENCIES
• THIS CHAPTER AIMS FOR YOU TO DEVELOP THE FOLLOWING COMPETENCIES
1. THE ABILITY TO RESPOND EFFECTIVELY TO EDUCATIONAL NEEDS OF STUDENTS WITH
ADDITIONAL NEEDS.
2. THE ABILITY TO CREATE SAFE, INCLUSIVE, AND CULTURALLY RESPONSIVE LEARNING
ENVIRONMENT FOR STUDENTS WITH ADDITIONAL NEEDS.
 A UNIFYING FRAMEWORK
“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
THREE DIMENSIONS OF THE INDEX
 Three dimensions of the Index [Link] inclusive practices
[Link] Inclusive policy [Link] inclusive cultures Booth and
Ainscow (2002) explained that there are three dimensions –
creating inclusive culture, evolving inclusive practices, and
producing inclusive policies – are interconnected and “chosen to
direct thinking about school change”
THE DIMENSIONS AND SECTION IN THE INDEX

DIMENSIONS A CREATING INCLUSIVE CULTURE

SECTION A.1 BUILDING COMMUNITY

SECTION A.2 ESTABLISHING INCLUSIVE VALUES

THIS DIMENSION CREATES A SECURE, [Link] AND STIMULATING

COMMUNITY.
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 SCHOOLS
PLANTS.
POLICIES ENCOURAGE THE PARTICIPATION OF STUDENTS. AND LASTLY ALL
POLICIES INVOLVED CLEAR STRATEGIES.

DIMENSION C ENVOLVING INCLUSIVE PRACTICES

SECTION C.1 ORCHESTRATING LEARNING
SECTION C.2 MOBALIZING RESOURCES
THIS DIMENSION DEVELOPS SCHOOL PRACTICES WHICH REFLECT THE
INCLUSIVE CULTURES AND POLICIES OF THE SCHOOL. LESSON ARE MADE
RESPONSIVE TO STUDENTS DIVERSITY.
III. EVOLVING INCLUSIVE PRACTICES
 THE GOAL OF FIRST TWO STEPS IS TO ASCERTAIN HABIT-FORMING CONDITIONS
WHICH MAKE PROCEDURES THAT ARE OTHERWISE AND UNFAMILIAR FEEL LIKES
SECOND NATURE TO US. WE WANT TO REACH A POINT WHERE INCLUSIVE
TEACHING ARE EXPECTED. MOREOVER A TERM “EVOLVING” ASSUMES THAT WE
ARE ALREADY HAVE STRATEGIES IN PLACE WHICH WE JUST HAVE TO REVISIT
FOR POSSIBLE TWEAKING. THE TWO EFFECTIVE-BASED INCLUSIVE PRACTICES
THAT CAN BE USE IN THE CLASSROOM ARE UNIVERSAL DESIGN FOR LEARNING
(UDL) AND DIFFERENTIATED INSTRUCTIONS.
1. UNIVERSAL DESIGN FOR LEARNING
IN ARCHITECTURE UNIVERSAL DESIGN REFERS TO STRUCTURE THAT WERE MADE IN
SUCH A WAY THAT THEY CAN BE USED BY CUSTOMERS OR CLIENTS WITH A WIDE
RANGE OF NEEDS.
THERE ARE THREE ELEMNTS TO UDL
2. MULTIPLE MEANS OF REPRESENTATION
3. MULTIPLE MEANS OF ACTION AND EXPRESSION
4. MULTIPLE MEANS OF ENGAGEMENT
UDL PRINCIPLES UDL PRINCIPLE AND INCLUSIVE EXAMPLE OF UDL
PRACTICES IMPLEMENTATION AND INCLUSIVE
PRACTICES
1. EQUITABLE USE INCLUSIVE PRACTICES ARE DESIGNED TO • USE UDL, PRINCIPLES EQUITABLY
BE USEFUL,APPEALING AND SAFE FOR
ALL STUDENTS, FAMILIES, AND • USE CULTURALLY RESPONSIVE
PROFESSIONALS TO USE. TEACHING STRATEGIES AND
MATERIALS LIKE MTBMLE

2. FLEXIBLE USE INCLUSIVE PRACTICES ARE DESIGNED TO

ACCOMMODATE THE INDIVIDUAL
PREFERENCES, ABILITIES, AND NEEDS OF
ALL STUDENTS, FAMILIES AND
PROFESSIONALS.

3. SIMPLE AND INTUITIVE USE INCLUSIVE PRACTICES ARE DESIGNED TO • ESTABLISH CLASSROOM RULES AND
BE EASY FOR ALL TO USE AND ROUTINES
UNDERSTAND.
• USE GRAPHIC ORGANIZERS FOR
SYNTHESIZING MATERIAL

• DEVELOP SCORING RUBRICS WITH

STUDENTS
4. PERCEPTIBLE INFORMATIONS INCLUSIVE PRACTICES ARE DESIGNED SO USE TECHNOLOGICAL AND ASSISTIVE
THAT THEY COMMUNICATE VALUABLE DEVICES TO SUPPORT LEAARNING
INFORMATION TO ALL THROUGH VARIOUS COMMUNICATE WITH PARENTS, OR SHARE
FORMATS. INFORMATIONS.
5. TOLERANCE FOR ERROR INCLUSIVE PRACTICES ARE DESIGNED TO • TEACH STUDY AND LEARNING
MINIMIZE ERRORS AND UNINTENTED STRATEGIES
CONSEQUENCES BY PROVIDING SAFEGUARD
• TEACH SELF-REGULATORY TECHNIQUES
AND WARNINGS TO ASSISTS ALL IN USING
THEM SAFELY. • ENCOURAGE STUDENTS AND FOSTER
THEIR INTRINSIC MOTIVATION
• OFFER GRADING ALTERNATIVES THAT
ARE VALID AND APPROPRIATE

6. LOW PHYSICAL EFFORT INCLUSIVE PRACTICES ARE DESIGNED TO • CHUNK ACTIVITIES AND GIVE MORE
BE USED COMFORTABLY AND EFFICIENTLY BREAKS
WITHOUT MUCH EFFORT FROM ALL. • TEACH MINDFULNESS
• PROVIDE ADDITIONAL SUPPORT AS
NEEDED

7. SIZE AND SPACE FOR APPROACH AND USE INCLUSIVE PRACTICES ARE DESIGNED FOR • TAKE ADVANTAGE OF SEAT
USE BY ALL, COMFORTABLY AND ARRANGEMENTS AND CLASSROOM
EFFICIENTLY WITHOUT MUCH EFFORT FURNITURE.
FROM ALL. • PROVIDE OPPORTUNITIES FOR
OUTDOOR WORK
• ALLOW TECHNOLOGY AS NEEDED
8. COMMUNITY OF LEARNERS INCLUSIVE PRACTICES ARE • USE PROJECT-BASED LEARNING
DESIGNED TO PROMOTE SOCIAL
INTERACTION AND • PROMOTE COLLABORATIVE
COMMUNICATION FOR ALL. ACTIVITIES SUCH AS FISH BOWL
DISCUSSIONS OR THINK-PAIR-
SHARE

• ESTABLISH STRONG HOME-

SCHOOL PARTNERSHIPS

CLASSROOM CHECK-INS AND

CHECK-OUTS
9. INCLUSIVE ENVIRONMENT INCLUSIVE PRACTICES ARE DESIGNED • MAKE STUDENTS AWARE OF AND
TO FOSTER ACCEPTANCE AND A COMFORTABLE WITH DIVERSITY
SENSE OF BELONGINGNESS FOR ALL
• EMPHASIZE SOCIAL ROLES IN
CLASSROOM

• ALLOW BONDING ACTIVITIES

• DO TEAM-BUILDING EXERCISES
REGULARLY AND INTEGRATE
LESSONS IN SUCH ACTIVITIES
CREATING INCLUSIVE CULTURES
 INCLUSION IS AS MUCH THE RESPONSIBILITY OF SOCIETY AS IT IS THE
RESPONSIBILITY OF SCHOOLS
 IN EDUCATIONAL REFORM, STAKEHOLDERS ARE THOSE WHO ARE “INVESTED IN
THE WELFARE AND SUCCESS OF A SCHOOL AND ITS STUDENTS”
 AN ENVIRONMENT THAT VALUES, APPRECIATES AND WELCOMES EMPLOYEES OF
ALL BACKGROUNDS AND DIVERSE CHARACTERISTICS

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.
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). 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 QUALITY EDUCATION THAT IS ALSO SAFE, WELCOMING,AND INCLUSIVE.

THE FOLLOWING ARE SOME STEPS STAKEHOLDERS CAN TAKE TO CREATE INCLUSIVE
CULTURES:
 SET PARAMETERSFOR INCLUSION
 BUILD KEY PEOPLE
 IDENTIFY AND ERADICATE BARRIERS
COMMON BARRIERS TO INCLUSION
 ATTITUDINAL BARRIERS -ARE THE MOST BASIC AND CONTRIBUTE TO OTHER
BARRIERS
 PHYSICAL BARRIERS- ARE STRUCTURAL OBSTACLES IN NATURAL OR MANMADE
ENVIRONMENTS THAT PREVENT OR BLOCK MOBILITY OR ACCESS
 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 OPPORTUNITYFOR 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 WELLL AS LOW CONFIDENSE IN
ONE’S OWN SKILLS CAN DIRECTLY AFFECT HOW INCLUSIVE PRACTICES ARE
IMPLEMENTED
 POOR LANGUAGE AND COMMUNICATION- LANGUAGE BARRIERS MAY ALSO DIRECTLY
HAVE IMPLICATION ON HOW WEL 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
 LACK OF POLICIES – POLICIS HAVE THE ABILITY TO UNIFY BELIEFS AND MOBILIZE
RESOURCES
 ORGANIZATION OF EDUCATIONAL SYSTEMS – SOME TYPE OF DETACHMENT IN
TERMS OF IMPLEMENTING POLICIES AND SEEING THE REALITY OF HOW SUCH
POLICIESS ARE EFFECTING LEARNERS AND OTHER STAKEHOLDERS
 TOO MUCH FOCUS ON PERFORMANCE-BASED STANDARS- SCHOOLS HAVE ALSO
REPORTEDLY REFUSED INCLUSION BECAUSE OF FEAR THAT THE PRESENCE OF
LEARNERS WITH ADDITIONAL NEEDS WILL PULL DOWN THEIR RANKINGS IN
STANDARDIZED TEST
SPECIAL EDUCATION VS MAINSTREAMING
VS INCLUSIVE EDUCATION
Part of what needs to occur when creating culture 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.

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.
 Table 3.1
SPECIAL EDUCATION INCLUSIONS MAINSTREAMING
LEARNERS Students who are not part All same-aged peers/learners are Selected learners are included in a general
of the classroom norm. in one regardless of ability. education class based on their readiness
instead of their age.
CURRICULUM Strengths-based and needs- General education curriculum. Learner may have access to both general
based individualized education curriculum and a more
curriculum. individualized curriculum.
ASSESSMENT AND Mostly strengths-based but Norm-referenced Both norm-referenced and strengths-based.
EVALUATION is sometimes is also
standards-based.
LEARNING All services happen inside All services happen inside the Receives services in both the general
PLACEMENT AND the special education general education classroom. education classroom and outside through the
DELIVERY OF classroom but other use of resource rooms and therapeutic
SERVICES services such as programs.
therapeutic interventions
may be integrated into this
setting or delivered
separately.
PHILOSOPHY Learner centered: Some Rights-based: Al learners have a Preparatory and Integrative : Learners are
learners have very specific right to access quality education given access to general education but will
needs that may not be that is available to others. need to catch up on skills first.
appropriately addressed in
a general education
classroom.
PRODUCING INCLUSIVE POLICIES

 As reiterated in the previous chapters, the premise of inclusion starts with an

acceptance and embracing diversity.

 UNESCO(2005) realistically acknowledges that a societal change in attitude

need not be initially present in a community before inclusion can be fully
practiced.
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 amere home school
relationship
 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.
Include transitions in planning
An abrupt systemic change that is not well-planned or that disregards
practice-whether existing or implied-may hinder the shift to inclusions and
cause resentment from all stakeholders.
Booth and Ainscow (2002) recommend that schools reflect on
their current policies and practices to check their readiness
for an inclusive set-up.

To inform policy, 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 promotion
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 chose book ([Link]., for book report), journal writing based on a prompt, skills practice
(selling, math), use of manipulative objects, etc.
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 their
roles. Learners should have the opportunity to assume each of the roles.
a. Facilitator
b. Recorder
c. Summarizer/Timekeeper
d. Presenter
e. Errand Monitor
4. Implement routines for collaborative work
f. Establish working groups (by interest, by readiness, etc.)
g. Have a plan for “quick finishers”
h. Have a plan for when to ask for help (role of the errand monitor).
 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 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 box.
 Select at least one area of test prep practice you
believe you need to review.
 Work on your Orbital or Independent Project.
DIFFERENTIATED INSTRUCTION

ACCORDING TO TOMLINSON (2010), DIFFERENTIATED 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.”
 HOW IS INSTRUCTIONS DIFFERENTIATED?
BENDER IN 2002 (AS CITED BY GENTRY ET AL. 2013) IDENTIFIEDELEMENTS OF HE
CURRICULUM THAT CAN BE DOFFERENTIATED:
1. CONTENT
2. PROCESS
3. PRODUCT
4. LEARNING ENVIRONMENT IN REPONSE TO THE STUDENTS’ CHARACTERISTICS: INTEREST,
READINESS, AND LEARNING PROFILE

DIFFERENTIATION IS ACHIEVED BY PROVIDING MATERIAL 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 VARIES EVALUATION STRATEGIES.
WHY DIFFERENTIATE INSTRUCTION?

ALL LEARNERS ARE UNIQUE AND HAVE VARYING INTEREST, TALENTS, STRENGTHS,
AS WELL AS NEEDS. IT IS ESSENTIAL THAT TEACHING AND LEARNING EXPERIENCES
REFLECT THIS DIVERSITY. TO ENSURE ENGAGED, SUCCESSFUL, AND FLOURISHING
LEARNERS, TEACHING AND LEARNING EXPERIENCES NEED TO BE DESIGNED IN A
WAY THAT PROVIDE OPPURTUNITIES FOR STUDENTS TO LEARN AND DEMONSTRATE
THEIR UNDERSTANDING IN VARIED WAY. 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.
CONTENT PROCESS PRODUCT LEARNING ENVIRONMENT

DIFFERENTIATION
WHAT IS TAUGHT
STRATEGIES
How is taught? How is it assessed? How is the classroom
arranged?

What is learned? How is it learned? How is learning

demonstrated?
Provide additional Choices reading materials Homework options Flexible grouping whole
materials/skills 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).
Reduce materials Varied presentation styles: Say Student choice on product (oral
it, Show it, and Model It presentations, written report,
role plays, simulations, etc.)
Skills Explorations by interest Use media (video, audio, Varied Journal Prompts
computer, TV, and manipulatives)
Choice Boards
Varied pacing
Reading buddies: Think-Tac-Toe

- Read/Summarize Tiered activities (by readiness

- Read/Question/Answer and interest)
- Visual organizer summarizer
More items (advanced learners)
Think-pair-share by readiness,
interest, and learning profile Less items (with special needs)

Learning contacts
Learning centers/ stations
RAFT (Role, Audience, Format,
Topic)
Small-group instruction

Jigsaw (expert groups)

Cooperative Learning activities

Teams, Games and activities

Cubing

Learning Contracts
 ANCHOR ACTIVITY OPTIONS
FOR SECONDARY STUDENTS

 Journals or Learning Logs

 “Project Extensions”
 INDEPENDENT Reading
 Lab Work
 Related course readings with questions or extensions activities.
 Test prep or practice test reviews for ACT or SAT.
 Project Interest
 Learning Packets
 Independent Studies
 Computer Skills
 WebQuests or telecollaborative projects.