CHAPTER 3: MAKING SCHOOLS INCLUSIVE Special Education Vs. Mainstreaming Vs.

Inclusive
Education
Three dimensions of the Index SE - the practice of educating students in a way
A. Creating Inclusive Cultures that accommodates their individual difference,
B. Producing Inclusive policies disabilities, and special needs.
C. Evolving Inclusive practices ME- the Inclusion of learners with special needs
into general education settings for regular school.
Dimension A. Creating Inclusive Cultures IE- means different and diverse student learning
- creates a secure, accepting, collaborating, and side by side and the same classroom.
stimulating community, in which everyone is
valued as the foundation for the highest II. PRODUCING INCLUSIVE POLICIES
achievements of all. - the premise of inclusion starts with an acceptance
Section A. 1. Building Community and embracing of diversity.
Section A. 2. Establishing Inclusive values • Involving other sectors of society
• Collaborate
Dimension B. Producing Inclusive policies • Recognize and shift in rules of the teacher
- make sure that Inclusive permeates all school • Include transition in planning
plans.
Section B. 1. Developing the school for all III. EVOLVING INCLUSIVE PRACTICES
Section B. 2. Organizing support for diversity - it is the third dimensions where administrators
and most first try to create an inclusive culture
Dimension C. Evolving Inclusive practices among its, stakeholders then build better more all-
-develops school practices which reflect the encompassing policies.
inclusive cultures and policies of the school.
Section C. 1. Orchestrating learning Universal design for learning
Section C. 2. Mobilizing resources - refers to the design of instructional materials
activities to make the content information
WHAT STAKEHOLDERS CAN DO accessible to all children.
• Set the parameters for inclusion
• Build key people Three elements of UDL
• Identity and eradicate barrier 1. Multiple means of representation
2. Multiple means of action and expression
COMMON BARRIERS TO INCLUSION 3. Multiple means of engagement
• Attitudes, values systems, misconceptions, and
societal norms UDL Principals
• Physical barriers • Equitable Use
• Curriculum • Flexible Use
• Lack of teacher training and low teacher efficacy • Simple and Intuitive use
• Poor language and communication • Perceptible Information
• Lack of funding • Tolerance for Error
• Lack of policies • Low Physical Effort
• Organization of educational systems • Size and Space for Approach and Use
• Too much focus on performance -based • Community of Learners
standards • Inclusive Environment
CHAPTER 4: COMPONENTS OF SOCIAL AND •General education class with resource center
INCLUSIVE EDUCATION instruction
•General education class (inclusion or co-taught
I. CHILD SHINES THROUGH A PRE-REFERRAL with a special education teacher)
PROCESS • General education class with related services
- referral for evaluation and special education • General education class with modifications
services begins by identifying students who have
additional needs and who may be at risk for IV. ACCOMMODATION AND CURRICULAR
developmental disabilities. MODIFICATION
- students with disabilities and additional needs
A. Pre-referral Process who are studying in inclusive general education
B. Pre-referral Strategies classroom may need accommodations and the
form of instructional support and other
II. ASSESSMENT supplementary services.
- is the process of collecting information about a
child's strengths and needs. A. Accommodation
- accommodations are supports provided to
A. Assessment Purposes student to help gain full access to class content and
instruction without altering the curriculum
B. Methods of Assessment standards and competencies expected and to
• Tests demonstrate accurately what they know.
• Norm-referenced test
• Criterion-referenced test 1. Presentation accommodations
• Informal Assessment 2. Response Accommodations
• Informal or Non-standardized Assessment 3. Setting Accommodations
• Authentic Assessment 4. Scheduling Accommodations
• Observation
B. Modifications
C. ASSESSMENT PRINCIPLES -are provided for students with significant or
-show me on principles as provided by the division severe disabilities or content expectations are
or early childhood of the council for exceptional altered.
student.
V. PARENT AND INVOLVEMENT
III. PLACEMENT - another competent of an inclusive and special
-used to design a children appropriate education education is parent environment
placement within a continuum from the least to
the most restrictive settings. A. Home-School Communication
1. Parent-Teacher Conference
EDUCATIONAL PLACEMENT OPTION 2. Writing Communication
• Home/Hospital program 3. Digital Communication
• Residential facility 4. Home-School Contracts
•Special education class in a special education
•Self-contain special education class and a general B. Other Ways to Involve Parents
education A. Parent Education
B. Parent Support Group