Educ 4 Handouts

BEED 1 – GROUP 5
REGINE MATANOG
CRISTINE MAE AUSTERO
ALGINE ENCARQUEZ
SHERYN ROSE GALERO
CHAPTER 3
MAKING SCHOOLS INCLUSIVE
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.
A UNIFYING FRAMEWORK
In 2002, BOOTH and AINSCOW came up with an Index for Inclusion, which aims to direct
educational institutions toward developing their own next steps and action plans if they want to
restructure into becoming more inclusive. “It takes on the social model of disability as its
starting point, builds on good practice, and then organizes the index word around a cycle of
activities which guide schools through stages of preparation, investigation, development, and
review” (UNESCO 2005:30). A three – dimensional framework was created.
THREE DIMENSION AND SECTIONS IN THE INDEX
DIMENSION A Creating inclusive cultures
Section A.1 Building community
Section A.2 Establishing inclusive values
DIMENSION B Producing inclusive policies
Section B.1 Developing the school for all
Section B.2 Organizing support for diversity
DIMENSION C Evolving inclusive practices
Section C.1 Orchestrating learning
Section C.2 Mobilizing resources
I. CREATING INCLUSIVE CULTURES
Inclusion is as much the responsibility of society as it is the responsibility of
schools. In educational reform, stakeholders are those who are “invested in the welfare and
success of a school and its students” (www.edglosarry.org). In other words, these are the
teachers, administrators, school staff, officials and other workers, the parents and their
families, the community, and the government. They may also be collective entities like local
business, advocacy groups, the media, sociocultural institutions, and other organizations that
may be directly or indirectly involved in education. Stakeholders are important because they
play a major role in “connecting what is being taught in a school to its surrounding community”
( www.edglossary.org).
1. What Stakeholders Can Do
- Set parameters for inclusion

- Build key people
- Identify and eradicate barriers
Common Barriers to Inclusion

- Attitudes, values systems, misconceptions, and societal norms
- Physical barriers
- Curriculum
- 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
2. Special Education vs. Mainstreaming vs. Inclusive Education

- Special education assess, instructs, and evaluates students individually and
intentionally, this type of educational setting is beneficial to those with unique needs
as well.
- Mainstreaming shares more similarities with inclusion than with special education.
Both look at integrating the child with additional needs into a general education
setting.
- Inclusive education means all children in the same classroom, in the same schools. It
means real learning opportunities for groups who have traditionally been excluded –
not only children with disabilities, but speakers of minority languages too.
II. PRODUCING INCLUSIVE POLICIES
As reiterated in the previous chapters, the premise of inclusion starts with an

acceptance and embracing of diversity. It is difficult to start movement if this
practice is not rooted on a culture that assumes the right perspectives and values.
For simultaneous paradigm shift to happen among its education stakeholders,
schools must first create a new culture.
UNESCO (2005) realistically acknowledge that a societal change in attitude need not
be initially present in a community before inclusion can be fully practiced.
The following is a list of other possible steps that educators can take to facilitate the
much-needed societal shift and inform policy:
- Involve other sectors of society

- Collaborate
- Recognize the shift in roles of the teachers
- Include transitions in planning
A move that would greatly help in informing policy would be to examine different
aspects of the school and the delivery of its service. Specifically, schools may look at the
following:
- Student admissions
- Accessibility to utilities and facilities
- Supports available to students, parents, and school personnel
- Learner accommodations
- Exclusionary or discriminatory incidents
Universal Design for learning (UDL)

UDL refers to the design of instructional materials and activities to make the content
information accessible to all children ( Rose & Meyer 2006 as cited in Turnbull et al. 2013). It is
best used in a general education classroom where learners are different. Through the provision
of delivering content and allowing student to construct learning in more than one way, UDL
ensures that all students learn genuinely.
There are three elements to UDL:

1. Multiple means of representation
2. Multiple means of action and expression
3. Multiple means of engagement
The principle of UDL

UDL principles adapted from Salend (2011:17-18)
Principle 1: Equitable use
Principle 2: Flexible Use
Principle 3: Simple and Intuitive use
Principle 4: Perceptible Information
Principle 5: Tolerance for Error
Principle 6: Low physical Effort
Principle 7: Size and Space for Approach and Use
Principle 8: Community of Learners
Principle 9: Inclusive Environment
2.Differentiated Instruction
According to Tomlinson (2010), differentiated (or differentiating) instruction is a teacher’s
response to students’ varying needs, interests, and learning styles. When teachers differentiate
instructions, they use a variety of teaching and learning strategies that are necessary to meet
the diverse needs of students in any class (Friend & Bursuck 2009).
Why Differentiate Instructions?

All learners are unique and have varying interests, talents, strengths, as well as needs. Hence, it
is essential that teaching and learning experiences reflect this diversity. 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?
Bender in 2002 (as cited by Gentry et al. 2013) identified elements of the curriculum that can be
differentiated:
1. Content
2. Process
3. Product
4. Learning Environment
How is the Classroom Managed During Differentiated Learning?

Structure the classroom by establishing routines during differentiated learning activities.
1. Explain to the students the reason for differentiation
2. Use “anchor activities”. Example of anchor activities are reading chosen book (e.g.., for
book report, journal writing based on a prompt, skills practice (spelling, math), use of
manipulative objects, etc.
3. Assign roles during small-group activities/instruction to ensure accountability and a
positive learning environment.
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).

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BEED 1 – GROUP 5

1. What Stakeholders Can Do

- Set parameters for inclusion

Common Barriers to Inclusion

2. Special Education vs. Mainstreaming vs. Inclusive Education

II. PRODUCING INCLUSIVE POLICIES

As reiterated in the previous chapters, the premise of inclusion starts with an

- Involve other sectors of society

Universal Design for learning (UDL)

There are three elements to UDL:

The principle of UDL

Why Differentiate Instructions?

How is the Classroom Managed During Differentiated Learning?

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