MAKING SCHOOLS INCLUSIVE

Introduction

Previously, other reporters discussed about the history, context, and foundations of special needs and
inclusive education. By understanding the role that disability frameworks play, we can how move on to
finding out how to implement inclusive practices in the classroom. This chapter shall provide insights
and practical tips in l cultivating inclusive habits and implementing such practices in the classroom
effectively. it is entirely based on the Booth and Ainscow (2002) framework to help schools determine
their next steps in shifting to a more inclusive setting.

(DIVERSITY IS THE NEW "NORMAL")

-Diversity being the "new normal" means that schools now embrace students from different
backgrounds, cultures, abilities, and experiences as a regular part of everyday life. It also helps make
schools more inclusive, means that all students feel valued, respected, and have equal opportunities to
succeed.

(INCLUSIVE PRACTICE MUST BE DYNAMIC AND COLLABORATION. )

-This means that creating an inclusive school isn’t something that can be done once and then forgotten.
It requires constant adjustments and changes to meet the diverse needs of all students. Collaboration is
key because teachers, students, families, and the community all need to work together. By sharing
ideas, and support, schools can make sure everyone, no matter their background or abilities, feels
welcomed, valued, and included in the learning process.

( TO BE TRULY INCLUSIVE, EDUCATORS MUST ALWAYS CHECK FOR THE PRESENCE, PARTICIPATION, AND
ACHIEVEMENT OF THEIR LEARNERS )

-For a school to be truly inclusive, educators need to regularly make sure that all students are present,
involved in lessons, and succeeding. This means teachers should actively check if every student is
attending school, participating in activities, and learning effectively. By doing this, they can identify any
barriers students may face and address them right away. It ensures that no one is left out, helping
create a school where every student feels valued and can achieve their best.

( DIFFERENTIATION PLAYS AN IMPORTANT ROLE IN THE SUCCESS OF INCLUSIVE EDUCATION

(A UNIFYING FRAMEWORK - THE INDEX FOR INCLUSION)

-The Index for Inclusion, created by Booth and Ainscow in 2002, is a guide for schools to become more
inclusive, meaning they welcome and support all students, including those with additional needs. It
helps schools figure out how to improve by looking at their current practices and making changes based
on what works well for everyone.

The idea starts with the social model of disability, which focuses on removing barriers and adjusting the
environment instead of focusing on the disabilities themselves. The process in the Index for Inclusion is a
cycle, which includes the 4 stages which are, preparation, investigation, development and review.

this framework helps schools create an environment where all students, regardless of their needs, can
fully participate and succeed.

( 3 DIMENSIONS OF THE INDEX )

-Booth and Ainscow explained that creating an inclusive school means working on three main things that
are connected to each other. First, creating inclusive cultures means building an environment where
everyone feels valued and accepted. Second, producing inclusive policies involves making rules and
guidelines that support everyone, no matter their background or needs. Finally, evolving inclusive
practices is about changing the way teaching is done to make sure all students can learn and participate.
These three areas work together to help schools become more inclusive and supportive for all students.

THE DIMENSION AND SECTIONS IN THE INDEX

(DIMENSION A OF CREATING INCLUSIVE CULTURES )

-This index outlines Dimension A of creating inclusive cultures within educational environments,
emphasizing the importance of building a supportive, collaborative, and stimulating community where
everyone is valued.

(DIMENSION B, CREATING INCLUSIVE POLICIES )

-Dimension B focuses on creating inclusive policies in schools. It ensures that the school is open to
everyone, making sure all students and staff feel welcome and included from the moment they join.

( DIMENSION C, CREATING INCLUSIVE PRACTICES )

( 1. CREATING INCLUSIVE CULTURES )

-Creating inclusive cultures in education means ensuring that everyone, regardless of their abilities or
backgrounds, feels welcomed and supported. It’s not just the job of schools, but society as a whole, to
make sure inclusion is a priority.

In Educational reform is about improving schools and the education system to help students succeed. It
involves many people, called stakeholders, who care about education. These include teachers, school
staff, parents, community members, and the government. Stakeholders are important because they
help connect what students are learning with the wider community.

A 2011 report from UNESCO showed that more children now have access to primary education
compared to 15 years ago. However, a 2016 report revealed that 263 million children and young people
worldwide are still not in school. The report also highlighted ongoing challenges, such as gender
discrimination against girls. With more people moving across countries due to globalization, it's
becoming harder to provide inclusive education for everyone, including people with disabilities (PWDs).
This means we need to find better ways to make sure all children, no matter their background or ability,
can access quality education.

(1. WHAT STAKEHOLDERS CAN DO )

A rights-based approach to education means that children, including those with additional needs, have
the right to receive education, and governments are responsible for making sure they can access it. This
approach highlights that it is the government's duty to provide quality education that is safe, welcoming,
and inclusive for all students.

( SOME STEPS STAKEHOLDERS CAN 5AKE TO CREATE INCLUSIVE CULTURES )

(SET THE PARAMETERS FOR INCLUSION )

-The government is working to make education more inclusive by focusing on several key areas. They’ve
identified important people and jobs, like teachers and support staff, who are responsible for making
sure all students, including those with additional needs, are supported.

( BUILD KEY PEOPLE)

-The government emphasizes the importance of teacher training, evidence-based teaching methods,
student support, and access to materials to improve education for all students, especially those with
additional needs. Ongoing research and policy development by education agencies are crucial to tailor
inclusive education to the specific needs of students in different countries. UNESCO (2005) highlights
that clear goals, support, resources, and regular evaluation are essential for successful inclusion in
education.

( IDENTIFY AND ERADICATE BARRIERS )

-UNESCO's Guide for Inclusion (2005) emphasizes the importance of identifying and removing barriers
that prevent people from being included, particularly by changing negative attitudes and values in
society. The Philippine government agrees with this idea and has laws that recognize the importance of
inclusion. They are also working to improve schools and create programs that help everyone involved—
like teachers, parents, and policymakers—understand how to create and manage an inclusive
environment where everyone can participate and thrive.