Inclusive Educ 2

Comparing Special Education, Inclusion, And Mainstreaming
Special Education Inclusion Mainstreaming

All same-aged learners Selected learners are included in
Students who are not part of the
Learners are in one class general education class based on
classroom norm.
regardless of ability. their readiness instead of their age.
Learners may have access to both
Strengths-based individualized General education
Curriculum general education curriculum and a
curriculum curriculum
more indiualized curriculum
Assessment and Mostly strengths-based but is Both norm-referenced and
Norm-referenced
Evaluation sometimes standards-based strengths-based
Learning All services happen inside the special Receives services in both the general
All services happen inside
Placement and education classroom but other services education classroom and outside
the general education
Delivery of such as therapeutic interventions may through the use of resource rooms
classroom.
Services be integrated or delivered separately. and therapeutic programs.
Learner-centered: Some learners have Rights-based: All learners Preparatory and Integrative:
very specific needs that may not be have right to access Learners are given access to general
Philosophy
appropriate addressed in a general quality education that is education but will need to catch up
education classroom. available to others. on skills first.
Evolving Inclusive Practices

 It refers to the design of instructional materials and activities to make the content information accessible to all
children. It best used in a general education classroom where learners are different.
Three Elements of UDL

1. Multiple means or representation
2. Multiple means of action and expression
3. Multiple means of engagement
UDL Principles
Examples of UDL Implementation and Inclusive
UDL Principles UDL Principle and Inclusive Practices
Practices
Inclusive practices are designed to be useful,
Use UDL principles equitably. Use culturally
Principle 1: appealing, safe for all students, families, and
responsive teaching strategies and materials like
Equitable Use professionals to use. Individual differences and
MTBMLE.
various contexts are respected.
Inclusive practices are designed to
Principle 2: Flexible accommodate the individual preferences,
Use abilities, and needs of all students, families, and
professionals.
Establish classroom rules and routines Use graphic
Principle 3: Simple Inclusive practices are designed to be easy for
organizers for synthesizing materials Develop
and Intuitive Use all to use and understand.
scoring rubrics with the students
Principle 4: Inclusive practices are designed so that they Use technological and assistive devices to support
Perceptible can communicate valuable information to all learning, communicate with parents, or share
Information through various formats information.
Inclusive practices are designed to minimize Teach study and learning stategies. Teach self-
Principle 5: errors and unintended consequences by regulatory techniques Encourage students and
Tolerance for Error providing safeguards and warnings to assist all foster their intrinsic motivation Offer grading
in using them safely. alternatives that are valid and appropriate
Principle 6 : Low Inclusive practices are designed to be used Chunk activities and give more breaks Teach
Physical Effort comfortably and efficiently without much effort mindfulness Provide additional support as needed
from all.
Principle 7: Size and Inclusive practices are designed for use by all, Take advantage of seat arrangements and
Space for Approach regardless of their mobility, physicality, or way classroom furniture Provide opportunities for
and Use of communication outdoor work Allow technology as needed
Use project-based learning Promote collaborative
Principle 8:
Inclusive practices are designed to promote activities such as fish bowl discussions or think-pair-
Community of
social interaction and communication for all. share Establish strong home-school partnerships
Learners
Classroom check-ins and check-outs
Make students aware of and comfortable with
Principle 9 : Inclusive Inclusive practices are designed to foster diversity Emphasize social roles in the classroom.
Environment acceptance and sense of belongingness for all. Allow bonding activities. Do team-building exercises
regularly
Evolving Inclusive Practices

 It refers to a systematic approach to planning curriculum and instruction for academically diverse learners.
 Teachers use a variety of teaching and learning strategies that are necessary to meet the diverse needs of students
in any class
Elements of Curriculum that can be differentiated

1. Content
2. Process
3. Product
4. Learning environment
How is Instruction Differentiated?

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
e. use varied evaluation strategies
1. Know your curriculum (negotiable and non-negotiable learning objectives)

2. Know your students’ interests, readiness level, learning styles.
3. Identify and plan what and how to differentiate your material
Differentiation Strategies
CONTENT PROCESS PRODUCT LEARNING ENVIRONMENT
What is taught? How is it taught? How is it How is it assessed? How is learning How is the classroom
What is learned? learned demonstrated? arranged?
Choices of reading materials Homework options Student choice on
Flexible groupings: whole
Varied presentation styles: Say product ( oral presentation, written
Provide additional class, small groups, one-on-
it, Show it, Model it Use multi- report, role play, simulation Varied
materials/skills one, pairs, independent
media Reading buddies Think- journal prompts Choice-board Think-
Reduce materials learning, cooperative
Pair-Share Learning stations Tac-Toe Tiered activities More items
Skills explorations by learning Flexible seating
Small- group instruction Jigsaw for advanced learners Less items for
interest Preferential seating Pull-out
Teams, Games, and Activities child with special needs RAFT (Role,
from class
Cubing Learning contracts Audience, Format, Topic

Inclusive Educ 2

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Comparing Special Education, Inclusion, And Mainstreaming

Special Education Inclusion Mainstreaming

Evolving Inclusive Practices

Three Elements of UDL

Evolving Inclusive Practices

Elements of Curriculum that can be differentiated

How is Instruction Differentiated?

1. Know your curriculum (negotiable and non-negotiable learning objectives)

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