Making School Inclusive  UNESCO - united nation educational scientific and  SPECIAL EDUCATION

 Booth and Ainscow 2002 – three dimension of the cultural organizations - Learners – students who are not part of the classroom
index COMMON BARRIERS TO INCLUSION norm
 Dimension A – creating inclusive cultures  Attitudes, values system, misconceptions, and - Curriculum – strengths-based and needs-based
 Section A.1 – building community societal norms – can lead to prejudice and/or actual individualized curriculum
 Section A.2 – Establishing inclusive cultures resistance to implement inclusive practices - Assessment and Evaluation - mostly strengths based
 Dimension A – this dimension creates a secure, (UNESCO 2005) but is sometimes is also standard-based
accepting, collaborating, and stimulating  Physical barriers – the lack of building, facility, - Learning placement and delivery of services – all
community, in which everyone is valued as the transportation, or road accessibility are types of services happen inside the special education
foundation for the highest achievement of all physical barriers that can literally affect one’s classroom but other services such as therapeutic
 Dimension B – producing inclusive policies mobility. intervention may be integrated into this setting or
 Section B.1 – developing the school for all  Curriculum – a rigid “one size fits all” type of delivered separately.
 Section B.2 – organizing support for diversity curriculum that does not allow room for individual - Philosophy – learner-centered: some learners have
 Dimension B – this dimension makes sure that differences can significantly stunt one’s learning and very specific needs that may not be appropriately
inclusion permeates all school plans. Support is opportunity for growth. addressed in a general education classroom.
considered to be all activities which increase the  Lack of teacher training and low teachers efficacy  INCLUSION
capacity of a school to respond to student diversity - whether training in teaching strategies, using - Learners – all same-aged peers/learners are in one
 Dimension C – evolving inclusive practices curriculum frameworks, or behavior and classroom class regardless of ability.
 Section C.1 – orchestrating learning management, lack of trainings as sell as low - Curriculum – general education curriculum.
 Section C.2 – mobilizing resources confidence in one’s own skills can directly affect - Assessment and Evaluation – norm-referenced
 Dimension c – this dimension develop school how inclusive practices are implemented - Learning placement and delivery of services – all
practices which reflect the inclusive cultures and  Poor language – language barriers may also directly services happen inside the general education
policies of the school have implications on how well inclusive practices classroom.
 Creating Inclusive cultures – inclusion is as much are implemented - Philosophy – right-based: all learners have right to
the responsibility of society as it is the responsibility  Lack of funding – enough funding can allow for access quality education that is available to others.
of schools. training more teachers as well as coming up with  MAINSTREAMING
 Stakeholders – are those who are “invested in the more appropriate programs, instructional materials, - Learners - selected learners are included in a general
welfare and success of a school and its students. or facilities; lack of funds can be limiting and education class based on their readiness instead of
WHAT STAKEHOLDERS CAN DO debilitating to schools their age.
 The rights-based approach to educational  Lack of policies – policies have the ability to unify - Curriculum – learner may have access to both
programming “insists that no right can exist without beliefs mobilize resources; unfortunately, lack of it general education curriculum and a more
a corresponding governmental obligation” ( Van den can become a convenient justification for inaction individualized curriculum.
Brule-Balescut and Sandkull 2005.  Organization of educational system – centralized - Assessment and Evaluation – both norm referenced
 Set the parameters for inclusion – the government systems may have some type of detachment in terms and strengths-based.
has identified key people and professions, and of implementing policies and seeing the reality of - Learning placement and delivery of services –
highlighted important factors leading to the success how such policies are affecting learners and other receives services in both the general education
of inclusive education stakeholders classroom and outside through the use of resources
 Build key people – the government recognizes the  Too much focus on performance-based standards – rooms and therapeutic programs.
need for teachers trainings, both in the special needs schools have also reportedly refused inclusion - Philosophy – preparatory and integrative: learners are
education and general education levels. because of fear that the presence of learners with given access to general education but will need to
 Identify and Eradicate barriers – UNESCO’s guide additional needs will pull down their rankings in catch up on skills first.
inclusion (2005) advocates for the identification and standardized tests. PRODUCING INCLUSIVE POLICIES
removal of obstacles that have to do with SPECIAL EDUCATION VS.  UNESCO 2005 , realistically acknowledge that a
transforming prevailing attitudes and values on a MAINSTREAMING VS. INCLUSIVE societal change in attitude need not be initially
systematic level. EDUCATION
 present in a community before inclusion can be fully  Multiple means of representation  Principle 9 : Inclusive Environment
practiced.  Multiple means of action and expression - Make students aware of and comfortable with
 Involve other sectors of society – current training and  Multiple means of engagement diversity.
awareness campaigns seem to limit the movement UDL PRINCIPLES - Emphasize social roles in the classroom (e.g. that we
of inclusion to a mere home home-school  Principle 1 : Equitable Use students are there to teach each other and learn from
relationship. - Use culturally responsive teaching strategies and each other)
 Collaborate – whether creating an academic program material like MTBMLE (MOTHER TONGUE- - Allow bonding activities.
specific to a child with additional needs or creating BASED MULTILINGUAL EDUCATION) - Do team- building exercises regularly and integrate
a new legislative bill for the PWD community,  Principle 2 : Flexible use lessons in such activities.
collaboration is crucial. - Inclusive practices are designed to accommodate the  Differentiated Strategies
 Recognize the shift in roles of the teachers – with the individual preferences, abilities, and needs of all - According to Tomlinson (2010), differentiated
shift to inclusive education, the role of special students, families, and professionals. Flexibility in instruction is a teacher’s response to students
education (SPED) teachers suddenly seems to be providing choices for methods and pacing are varying needs, interests, and learning styles.
reduce to only “as needed”. exercised. - It refers to a systematic approach to planning
 Include transitions in planning – An abrupt systematic  Principle 3 : Simple and Intuitive Use curriculum and instruction for academically diverse
change that is not well-planned or that disregards - Establish classroom rules and routines. learners. It is way of thinking about the classroom
practices whether existing or implied may hinder the - Use graphic organizers for synthesizing materials. with the dual goals of honoring each students
shift to inclusion and cause resentment from all - Develop scoring rubrics with the students. learning needs and maximizing students learning
stakeholders.  Principle 4 : Perceptible Information capacity.
DIFFERENT ASPECTS OF THE SCHOOLS AND - Use technological and assistive devices to support
THE DELIVERY OF ITS SERVICES. learning, communicate with parents, or share
 Students admissions information.
 Accessibility to utilities and facilities  Principle 5 : Tolerance for Error
 Supports available to students, parents, and school - Teach study and learning strategies.
personnel - Teach self-regulatory.
 Learner accommodation - Encourage students and foster their intrinsic
 Exclusionary discriminatory incident motivation.
 Number of bullying cases - Offer grading alternative that are valid and
 Faculty and staff promotions appropriate.
EVOLVING INCLUSIVE PRACTICES  Principle : Low Physical Effort
 Two effective evidence-based inclusive practices that - Chunks activities and give more breaks
can be used in the classroom are Universal design - Teach mindfulness
for Learning (UDL) and Differentiated - Provide additional support as needed.
Instruction.  Principle 7 : Size and Space
 UDL – Universal Design for Learning - Take advantage of seat arrangement and classroom
 Universal Design for Learning furniture (e.g. specialized chairs, stability balls, use
– in architecture, universal designs refer to the of ambient music, and appropriate lighting)
structures that we made in such way that they can be - Provide opportunities for outdoor work.
used by customers or clients with a wide range of - Allow technology as needed.
needs (Dukes & Lamar-Dukes 2009 as cited in  Principle 8 : Community of Learners
salend 2011). - Use projects-based learning
- refers to the design of instructional materials and - Use collaborative activities such as fish bowl
activities to make the content information accessible discussions or think-pair-share
to all children. - Establish strong home-school partnerships.
3 ELEMENTS OF UDL - Classroom check-ins and check-outs.