EDU 104

Chapter 3 (Group 1)

“Making School’s Inclusive”

Overview:
This chapter shall provide insights and practical tips on 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.
Objectives:
1. Respond effectively to educational needs of students with additional needs;
2. Identify inclusive practices as dynamic and collaborative;
3. Enhanced understanding of the role of teachers in achieving a safe, inclusive, and culturally responsive
learning environments for students with additional needs.
Topics:
1. Making School's Inclusive
2. A Unifying Framework
3. Creating Inclusive Cultures
4. Producing Inclusive Policies
5. Evolving Inclusive Practices

 Every child has the right to quality education and learning.

 There is a practice or application of Inclusive education
 Getting all children in school and learning.

“It takes on the social model of disability as its starting point, builds on good practice, and then organizes the
index work around cycle of activities which guide schools through stages of preparation, investigation,
development, and review” (UNESCO 2005:30).

Booth and Ainscow (2002) explained that these dimensions-creating inclusive cultures, evolving Inclusive
practices, and producing inclusive policies-are interconnected and “chosen to direct thinking about school
change” (2002-7).
The Dimensions and Sections in the Index
DIMENSION A-Creating inclusive cultures
 Section A.1 Building community
 Section A.2 Establishing inclusive values
-This dimension creates a secure, accepting, collaborating, and stimulating community, in which everyone is
valued as the foundation for the highest achievements of all.
-Develops shared inclusive values that are conveyed to all new staff, students, governors, and parent/carers.
- It’s principles and values guide decisions about policies and moment to moment practice in classrooms, so that
school development becomes a continuous process.

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 school plans. Policies encourage the participation of
students and staff from the moment they join the school, reach out to all students in the locality, and minimize
exclusionary pressures.
-All policies involve clear strategies for change.
-Support is considered to be all activities which increase the capacity of a school to respond to student diversity.

DIMENSION C-Evolving inclusive practices

 Section C.1 Orchestrating learning
 Section C.2 Mobilizing resources
-This dimension develops school practices which reflect the inclusive culture and policies of the school.
-Lessons are made responsive to student diversity.
- Students are encouraged to be actively involved in all aspects of their education, which draws on their
knowledge and experience outside school.
- Staff identity material resources and resources within each other, students, parents/carers, and local
communities which can be mobilized to support learning and participation.
 CREATING INCLUSIVE CULTURES
 Inclusion is as much the responsibility of society as it is the responsibility of schools.
 Inclusive Education's essence has to resonate to all stakeholders of education.
 Stakeholders - "invested in the welfare and success of a school and its students"

In 2017, UNESCO reported that there has been significant global improvement in accessing education,
specifically in the primary level for the last 15 years. However, its 2016 Global Education Monitoring Report
reveals: that there are still an estimated 263 million children and youth aged 6 to 17 all around the world who
are still not in school at this time. The report also confirmed the continuous plight of women against gender
discrimination, among others.

"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).
 Set the parameters for inclusion.
 Build key people.
 Identify and eradicate barriers.
UNESCO's Guide for Inclusion (2005) advocates for the identification and removal of obstacles that have to do
with transforming prevailing attitudes and values on a systemic level.
Common Barriers to Inclusion
 Attitudes, values systems, misconceptions, and societal norms - can lead to prejudices and/or actual
resistance to implement inclusive practices (UNESCO 2005).
 Physical Barriers
 Curriculum - a rigid "one size fits all"
 Lack of teacher training and low teacher efficacy
 Poor language and communication
 Lack of funding
 Lack of policies
 Organization of educational systems
 Too much focus on performance-based standards

Comparing the SPECIAL EDUCATION, MAINSTREAMING, and INCLUSIVE EDUCATION

 SPECIAL EDUCATION - Special educational needs is a legal definition and refers to children with
learning problems or disabilities that make it harder for them to learn than most children the same age.
 MAINSTREAMING EDUCATION - Selected learners are included in a general education class based on
their readiness instead of their age. Learner may have access to both general education curriculum and a
more individualized curriculum. Preparatory and integrative where the learners are given access to general
education but will need to catch up on skills first.
 INCLUSIVE EDUCATION - All same-aged peers/learners are in one class regardless of ability and they
have general education curriculum. Right-based where all learners have a right to access quality education
that is available to others. Inclusive education is defined as a learning environment that promotes the full
personal, academic and professional development of all learners irrespective of race, class, colour, gender,
disability, sexual preference, learning styles and language.
PRODUCING INCLUSIVE POLICIES
Inclusion starts with an acceptance and embracing of diversity on which it must be rooted on a culture that
assumes the right perspectives and values.

UNESCO (2005) realistically acknowledges that a societal change in attitude need not be initially present in a
community before inclusion can be fully practiced. Rather, it must be viewed as a perspective or an ideal to
work toward.

The following is a list of other possible steps that educators can take to facilitate the much-needed societal shift
and inform policy:
1. Involve other sectors of society
2. Collaborate - Del Corro-Tiangco (2014) states that general education teachers are trained in the general
curriculum but would not know how to teach and manage children with additional needs; while a special needs
education teacher would be equipped to handle atypical behaviors but would not know much about the general
education curriculum.
3. Include transitions in planning

Booth and Ainscow (2002) recommend that schools reflect in their current policies and practices to check their
readiness for an inclusive set-up.

Specifically, schools may look at the following:

 Student admissions
 Accessibility to utilities and facilities
 Supports available to students, parents, and school personnel o Learner accommodations
 Exclusionary or discriminatory incidents
 Number of bullying cases
 Faculty and staff promotions

Evolving Inclusive Practices

The two effective evidence-based inclusive practices can be used in the classroom are Universal Design for
Learning (UDL) and Differentiated Instruction.
1. Universal Design for Learning - UDL refers to the design of instructional materials and activities to make the
content information accessible to all children. (Rose and Meyer 2006 as cited in Turnbull et al.2013). It is best
used in a general education classroom where learners are different. UDL also ensures that all students learn
genuinely through allowing students to construct learning in more than one way.
Three Elements to UDL
1. Multiple means of representation.
2. Multiple means of action and expression.
3. Multiple means of engagement.

Differentiated instruction
According to Tomlinson (2010), “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.”

Why Differentiate Instruction?

All learners are unique and have varying interests, talents, strength as well as needs. Hence, it is essential that
teaching and learning experience reflect this diversity. To ensure engaged, successful, and flourishing learners
teaching and learning experiences need to be designed in a way that provide opportunities for students to learn
and demonstrate their understanding in 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?

As an overview, differentiation is achieved by providing materials 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 varied evaluation strategies.

How is the Classroom Managed During Differentiated Learning?

1. Explain to the students the reason for differentiation.
2. Use “anchor activities."
3. Assign roles during small-group activities/instruction.
a. Facilitator
b. Recorder
c. Summarizer/Timekeeper
d. Presenter
e. Errand monitor
4. Implement routines for collaborative work.
a. Establish working groups (by interest, by readiness, etc.)
b. Have a plan for “quick finishers”
c. Have a plan for when to ask for help (role of the errand monitor).

ANCHOR ACTIVITIES FOR DIFFERENTIATED INSTRUCTION

Anchor Activity Options (for secondary students)

 Journals or Learning logs
 “Project extensions”
 Independent reading
 Lab work
 Related course readings with questions or extension activities
 Test prep or practice test reviews for ACT or SAT
 Project Interest
 Learning packets
 Independent studies
 Computer skills
 WebQuests or telecollaborative projects

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.
References:
https://www.scribd.com/document/520635443/EDUC-202-cHAPTER-3-AND-4?
fbclid=IwAR0XFlecT53nWoM90yS96jXS6ke-B5mbbHEYgDc4no9LQx40V8BLyYQKD8w

https://www.unicef.org/education/inclusive-education