LESSON 1

•In the United Nations Educational,

UNDERSTANDING DIVERSITY Scientific and Cultural Organization's
VISIBLE MARKED DIFFERENCES (UNESCO) Guide on Ensuring Inclusion and
Equity in Education (2017), diversity is
•These are physical characteristics like the defined as "people's differences which may
skin, color of hair, shape of eyes, nose, relate to their race, ethnicity, gender,
height, weight, gender, age, socio-economic sexual orientation, language, culture,
class, occupation, and many others. religion, mental and physical ability, class,
and immigration status.
•These characteristics are obvious and
noticeable. WHAT SKILLS ARE NEEDED FOR DIVERSITY?
•COLLABORATION
•As you walk through a mall, you will easily •COMMUNICATION
notice the differences of people you meet.
•In 1990, Marilyn Loden, An American
writer, and Judy Rosener, a professor at the
INVISIBLE MARKED DIFFERENCES graduate school in the University of
•There are other differences brought about California, Irvine developed framework to
by one's beliefs, mind-sets, values, sexual respond on a the flourishing divergence in
identity, intelligence, personality, and America's labor force.
others that are not easily evident or are
invisible. •Loden and Rosener published the book
"Workforce America! Managing Employee
•These characteristic are not seen but are Diversity as a Vital Resource" (Irwin
manifested through behavior, decisions Publishing 1991).
made, and words spoken.
•The Diversity Wheel pointed to the
DIVERSITY significance of our social characters and the
•is from the Latin word divertere, which ways in which people develop their identity
means to turn away. separate, oppose when they are able to establish a
(Latin Dictionary). connection with a specific group of people.

•According to Collins dictionary, diversity is •The wheel consist of primary or core and
"the state or quality of being different or secondary dimensions of diversity. The
varied; a variety or assortment; a point of categories put forward the effect of these
difference; the inclusion of people of differences on a person's beliefs,
different races, genders, religions, etc. expectations, and life experiences.
 •They are influenced by people we
•The dimensions are the components that encounter, places we go to or live in, and
comprise the whole person. experiences we go through.

•The primary or core dimensions are in the •The second dimension is composed of
inner circle. geographical location, marital status,
religious beliefs, parental status, income,
•These are the stronger ones. education, work experience, military
experience, first language, family status,
•These are the characteristics we were born and work and communication styles.
with or established by significant
experiences we had or people we (Loden and Rosener's Diversity Wheel
interacted with. (Loden 1991).)

•These are considered to be distinctly

persuasive in establishing who we are our
principles, our sense of self, our image, our
perceptions, and how we think about
others.

•These core dimensions or attributes are in

place or established and are the least likely
to change.

•These core elements are age, ethnicity.

gender, physical abilities/qualities, race,
income, sexual orientation, class, and
spiritual beliefs.

•These secondary dimensions are in the

outer circle.

•These characteristics are also part of our

social identity, but they can change or be
discarded as our life experiences impact us.
ABILITY (AND DISABILITY) AS A DIMENSION functional, visible or invisible" (Couser
OF DIVERSITY 2005).

•According to the Collins English Dictionary, •Disabilities have to be seen as a natural

ability refers to th possession of the part of life and a natural part of diversity.
qualities required to do something;
necessary skill competence, or power. •People with disabilities have to be
perceived and accepted as people with
•Disability on the other hand, is defined by distinct abilities.
the World Health Organizatio (WHO) as the
umbrella term for impairments, activity •They have to identify themselves as having
limitations, ar participation restrictions, disabilities so that the world can accept the,
referring to the negative aspects of th and create avenues for them to live in.
interaction between an individual (with a
health condition) and th individual's THE DILEMMA OF DIVERSITY
contextual factors (environmental and (DISCRIMINATION)
personal factors).
•Discrimination issues around race, gender,
•This definition underscores that disability age, and intellect still abound inspite of
is not only a health issue, but also an issue charters, laws, and policies that uphold
that affects a person's state in life and the diversity.
environment he/she is in.
• In some workplaces, women and people
•A person's self-identity and his/her of color are still discriminated against and
perspectives of the world around him/her not given positions in management or
are affected by both ability and disability. administration. People of a certain race are
stereotyped to be of a specific character.
•The American Disabilities Act of 1990
(ADA) "defines a person with a disability as •A number of times, Muslims have been
a person who has a physical or mental taken aside in immigration and
impairment that substantially limits one or interrogated.
more major life activity.
•Non-married and same-sex couples are
•"Disabilities may affect one's senses or still not accepted in some parts of the
one's mobility: they may be static or world.
progressive, congenital or acquired, formal
(affecting the shape of the body) or •In some schools, children with special
needs are shunned with the reason that
they are not ready for school yet or not leisure and recreation and social security
suited for the school. measures.

•It does not only include students with

•Diversity, therefore, is an integral disabilities but also to the gifted and
component of life and of living. talented students.

•Technical Committee on Specil Education

coined as "students with additional needs"

LESSON 2 Goals Of Inclusive Education

Addressing Diversity Through The Years: •To provide children with special needs
appropriate educational services with the
Special and Inclusive Education
mainstream of basic education.
Inclusive Education -Focuses from the view •To enhance strategical key areas in human
of disability that results on how to cope
resource development, family involvement
from the interaction between the
and active participation of government and
environment and the condition of the non-government organizations or the
person with disability. NGOs.
-Look on the necessary adjustments to the
learning community and will develop or
enhance a teaching strategy involving To achieve the goals in inclusive education,
person with disabilities. the following principles should be met;
Special Education -Emanates from a 1. Responsiveness to rights
medical view of disability.
2. Sensitivity and Responsiveness to Context
-Focuses on correcting deficits of persons
with disabilities to enable them to function 3. "No learner left behind"
effictively in society.

John Piaget's Cognitive Development

Department Of Education Handbook Von
(4 Stages of Development)
Inclusive Education 2000 Edition
•SENSORIMOTOR STAGE
•Envisioned that the child with special
needs will get full parental and community The child begins to interact with the
support for his/her education without any environment. (0-2)
discrimination of any kind.
•PREOPERATIONAL STAGE
•This special child should be provided with
a healthy environment along with the
The child begins to represent the world person by God as a result of a sin
symbolically. (2-6 or 7) committed by the person.

•CONCRETE OPERATIONAL STAGE •The theory of the religious model of

disability has been used for ages to preach
The child learns rules such as conservation. to the general population about good
(7-11 or 12) behaviors and moral practices. The fear of
•FORMAL OPERATIONAL STAGE disability has been used as a tool to prevent
the general mass from deviating from the
The adolescent can transcend the concrete prevailing moral standards of the religion
situation and think about the future. (12- and society.
Adulthood)
•Another theory of the religious model of
disability explains disability as a 'test of faith

Models Of Disability • Next theory projects persons with

disabilities as the 'blessed souls'.
-tools for defining impairment and,
ultimately, for providing a basis upon which • Another theory of the religious model of
government and society can devise disability relates disability to mysticism or
strategies for meeting the needs of disabled some kind of metaphysical blessings.
people.

1. The Moral/Religious Model

B. BIOMEDICAL/INDIVIDUAL MODEL
2. Biomedical/Individual Model
•With the development in the field of
3. The Functional/Rehabilitation Model medical science, the medical model of
disability came into prominence. This model
4. The Social Model also referred to as the "biomedical model",
sees disability as a disease or medical
problem that resides in the individual. This
A. THE MORAL/RELIGIOUS MODEL is sometimes also referred to as a
"personal-tragedy model of disability".
•The religious model of disability, also
known as the moral model of disability, •Disability, in this model, is defined
perhaps is the oldest model of disability. fundamentally as negative. Therefore the
The concept is found in various religious focus is on curing the disability.
traditions. It was perhaps the earliest
• The medical model of disability tends to
attempt of human beings to understand or
categorize an able-bodied person as
define disability.
comparatively superior to those with a
•Disability, according to the religious disability.
model, is a result of the wrath of God. It is
•The sole purpose of persons with a
believed that disability is inflicted upon a
disability according to the theory should be
on bringing themselves as much at par with participating citizens on an equal basis with
the non-disableds as possible. others.

• The social model of disability contrasts

with what is called the medical model of
C. The Functional / Rehabilitation Model disability.
•Functional Model - This model is similar to
the medical model in that it conceptualizes
disability as an impairment or deficit. LESSON 3

•Disability - is caused by physical, medical MAKING SCHOOLS INCLUSIVE

or cognitive deficits. The disability itself
limits a person's functioning or the ability to
perform functional activities. •INCLUSIVE EDUCATION
•Rehabilitation Model - Similar to the Inclusive education is a community
medical model, it views disability as designed, a flexible education that can
deficiency that needs to be fixed by a adopt and adjust differences of challenge of
professional and people with disabilities are all situations.
seen as failures if they are unable to
overcome the issue.

•A UNIFYING FRAMEWORK
What is the focus of In 2002, Booth and Ainscow came up with
Functional/Rehabilitation Model? an Index for Inclusion, which aims to direct
educational instruction toward developing
- It focuses on learning new skills. On the their own next steps and action plans if they
other hand, functional or rehabilitation want to restructive into becoming more
model refers to the assistance given by inclusive.
professionals to those who have an
acquired disability, in the hang of gaining
back one's functionality.
"It takes on the social model of disability as
its starting point, builds on good practice,
and then organizes the index work around a
D. The Social Model cycle of activities which guide schools
•According to the social model, 'disability' is through stages of preparation,
socially constructed. investigation, development and review
(UNESCO 2005-30).
• The social model seeks to change society
in order to accommodate people living with
impairment. It does not seek to change
persons with impairment to accommodate
society. It supports the view that people
with disability have a right to be fully
•Three Dimensions of the Index DIMENSION C

Booth and Ainscow (2002) explained that (Evolving inclusive practices)

these 3 dimensions are interconnected:
Section C.1 Orchestrating learning
1. creating inclusive cultures
Section C.2 Mobilizing resources
2. evolving inclusive practices,
-This dimension develops school practices
3. . producing inclusive practices which reflect the inclusive cultures and
policies of the school. Lesson are made
responsive to student diversity. Students
are encouraged to be actively involved in all
•The Dimensions and Sections in the Index
aspects of their education, which draws in
DIMENSION A their knowledge and experience outside
school. Staff identify material resources and
(Creating Inclusive Culture) resources within each other, students,
parents/carers, and local communities
Section A.1 Building community
which can be mobilized to support leaming
Section A.2 Establishing inclusive values and participation.

-This dimension creates a secure, accepting,

collaborating, and stimulating community,
•CREATING INCLUSIVE CULTURES
in which everyone is valued as the
foundation for the highest achievements of -Inclusion is as much the responsibility of
all. society as it is the responsibility of schools.

-In educational reform, stakeholders are

those who are "invested in theo welfare
DIMENSION B
and success of a school and its students.
(Producing inclusive policies)

Sectiom B.1 Developing the scholl for all

WHAT STAKEHOLDERS CAN DO?
Section B.2 Organizing support for diversity
01. Set the parameter for inclusion
-This dimension makes sure that inclusion
permeates all school plans. Policies -The govemment has identified key people
encourage the participation of students and and professionals, and highlighted
staff from the moment they join the school, important factors leading to the success of
reach out to all students in the locality, and inclusive education, placement process
minimize exclusionary pressures. committees, staffing and responsibilities,
teacher training and compensation,
incentives for private sector participation
and collaboration of the Department of
Education with other branches of
government.
 >Curriculum

02. Build key people -a rigid "one size fits all" type of curriculum
that does not allow room for individual
-The government recognizes the need for differences can significantly stunt one's
teacher training, both in the special needs learning and opportunity for growth.
education and general education levels.

>Lack of teacher training and low teacher

03. Identify and eradicate barriers efficiency
-UNESCO Guide for inclusion (2005) -Whether training in teaching strategies,
advocates for the identification and using curriculum frameworks, or behavior
removal of obstacles that have to do with and classroom management, lack of training
transforming prevailing attitudes and values as well as low confidence in ones own skills
on a systematic level. The Philippine can directly affect how inclusive practices
government seems to be in consonance are implemented.
with this aspect in the light of its existing
legislative policies that ground the
undeniable importance of inclusion.
>Poor language and communication

-Language barriers may also directly have

•COMMON BARRIERS TO INCLUSION implications on how wel inclusive practices
are implemented.
>Attitudes, values sytem,misconceptions,
and societal norms

-Can lead to prejudices and/or actual >Lack of funding

resistance to implement inclusive practices
(UNESCO 2005) -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
>Physical barriers limiting and debilitating to schools.
-The lack of building, facility, transportation,
or road accessibility are types of physical
barriers that can literally affect one's COMMON BARRIERS TO INCLUSION
mobility.
► Lack of policies

Policies have the ability to unify beliefs and

mobilize resources, unfortunately, lack of it
can become a convenient justification for
inaction.
>Organization of educational systems POSSIBLE STEPS THAT EDUCATOR CAN
TAKE TO FACILITATE THE MUCH-NEEDED
-Centralized systems may have some type SOCIETAL SHIFT AND INFORM POLICY
of detachment in terms of implementing
policies and seeing the reality of how such 1. Involve other sectors of society
policies are affecting learners and other
stakeholders. Current training and awareness campaigns
seem to limit the movement of inclusion to
a mere homeschool relationship.

>Too much focus on performance-based 2. Collaborate

standards
Whether creating an academic program
-Schools have also reportedly refused specific to a child with additional needs or
inclusion because of fear that the presence creating a new legislative bill for PWD
of leamers with additional needs will pull community, collaboration is crucial.
down their rankings in standarlized tests.
3. Recognize the shift in roles of the
teachers

SPECIAL EDUCATION VS. MAINSTREAMING With the shift to inclusive education, the
VS. INCLUSIVE EDUCATION role of special education (SPED) teachers
suddenly seems to be reduced to ony “as
•Special education is the practice of needed”.
educating students in a way that
accommodates their individual differences, 4. Include transitions in planning
disabilities, and special needs.
An abrupt systematic change that is not
•Mainstreaming is the practice of placing well-planned or that disregards practices—
student with special education needs in a whether existing or implied—may hinder
general education classroom during specific the shift to inclusion and cause resentment
time period base on their skills. from all stakeholders. Instead, currenet
practices have to be respected and honored
•Inclusive education refers to all students so as to facilitate a gradual shift to inclusive
being able to access and gain equal education.
oppurtunities to education and learning.

Booth and Ainscow (2002) recommend

PRODUCING INCLUSIVE POLICIES that schools reflect on their current
UNESCO (2005) realistically acknowledges policies and practices to check their
that a societal change in attitude need not readiness for an inclusive set-up. They also
devised a questionnaire that would help
be initially present in a community before
inclusion can be fully practiced. Rather, it administrators, faculty, and other
must be viewed as a perspective or an ideal stakeholders comprehensively gather
baseline data. A move that would greatly
to work toward.
help in informing policy would be to
examine different aspects of the school There are three elements in UDL:
and the delivery of its services. Specially,
schools may look at the following: 1. Multiple means of representation

Ø Students admissions 2. Multiple means of action and

expression
Ø Accessibility to utilities and facilities
3. Multiple means of engagement
Ø Supports available students,
faculties , and school personnel

Ø Learner accomodations DIFFERENTIATED INSTRUCTION

Ø Exclusionary or discriminatory Ø According to Tomlinson (2010),

incidents differentiated instruction is a
teacher’s response to students’
Ø Number of bullying cases varying needs, interests and learning
styles.
Ø Faculty and staff promotions
WHY DIFFERENTIATE INSTRUCTION

Ø All learners are unique and have

EVOLVING INCLUSIVE PRACTICES varying interests, talents, and
Administrators must first try to create an strengths as well as needs.
inclusive culture among its stakeholders, HOW IS INSTRUCTION DIFFERENTIATED
then build better, more all-encompassing
policies. Ø Bender in 2002, identified elements
of the curriculum that can be
The term “evolving” assumes that we differentiated:
already have strategies in place which we
just have to revisit for possible tweaking. 1. Content

Two effective evidence-based inclusive 2. Process

practices that can be used in the classroom
are Universal Design for Learning (UDL) 3. Product and,
and Differentiated Instruction. 4. Learning Environment in response to
the students’ characteristics,
interests, readiness, and learning
Universal Design for Learning profile.

In architecture, universal designs refer to

structures that were made in such a way
that they can be used by customers with a
wide range of needs (Dukes & Lamar-Dukes
2009 as cited in Salend 2011).
 Ø As an overview, differentiation is Anchor Activity Option (for secondary
achieved by providing materials and student)
tasks:
• Journal or learning logs
a. At varied levels of difficulty;
• “Project extensions”
b. With varying levels of instructional
support; • Independent reading

c. By using multiple groupings arrangement; • Lab work

d. That involve student choice; and • Related course reading with

questions or extension activities
e. Use varied evaluation strategies.
• Test prep

• Project interest
HOW IS THE CLASSROOM MANAGED
DURING DIFFERENTIATED LEARNING? • Learning packers

Structure the classroom by establishing • Independent studies

routines during differentiated learning • Computer skills
activities.
• WebQuests
1.Explain to the students the reason for
differentiation. Anchor Activity Option ( for upper
2.Use “anchor activities” elementary/middle school students )
3.Assign roles during small-group
activities/instruction • Work on your book report selection

Learners should have the opportunity to • Complete one of the three journal
assume each of the roles. prompts provided
a. Facilitator • Select a learning interest packet
b. Recorder from the anchor option file box
c. Summarizer/Timekeeper
d. Presenter • Select at least one area of test prep
e. Errand monitor practice you believe you need to
review
Implement routines for collaborative work
a. establish working course • Work on your Orbital or
b. have a plan for “quick finishers” Independent Project
c. have a plan for when to ask for help