MAKING

SCHOOL
INCLUSIVE
UNIT 3
 TOPIC 1: CREATING INCLUSIVE CULTURES
TRY THIS!
ONCLSIINU 1. It is about minimizing all barriers to
play, learning and participation for all
children.
SREIRRAB 2. Refers to obstacles that prevent
movements or access.
XELCUSOIN 3. Refers to all those temporary or longer
lasting pressures that get in a way of
participation.
 In educational reform, stakeholders are those
who are “invested in the welfare and success of
a school and its students”. In other words,
these are the teachers, administrators, school
staff, officials, and other workers, the parents
and their families, the community, the
government. They may also be collective
entities like local businesses, 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”
 WHAT CAN A STAKEHOLDERS DO TO

CREATE INCUSIVE CULTURE?

1. Set the parameters for inclusion.
The government has identified key people and
professions, and highlighted important factors
leading to the success of inclusive education – i.e.,
placement process, committees, staffing and
responsibilities, teacher training and compensation,
incentives for private sector participation, and
collaboration of the Department of Education with
other branches of the government.
2. Build key people
The government recognizes the need for teacher
training, both in the special needs education and
general education levels. It also pushes for the
use of evidence based teaching framework,
provision of student assistance, and access to
instructional materials. Most importantly, calls
are made for continuing research and forming of
policies to be initiated by agencies such as the
DEpEd so as to further refine the inclusive
process and have it tailored to fit the needs of
children with additional needs.
3. 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 systematic level.
Philippine government seems to be in
consonance with this aspect in the light of its
existing legislative policies that ground the
undeniable importance of inclusion. It is also
continuously recognizing structures in education
and implementing programs that highlight the
need for primary stakeholders like the school, the
parents, and other policy makers, to acquire
more understanding and
capacity-building to manage an inclusive
environment.
 Common Barriers to Inclusion
1. Attitudes, values system, misconceptions, and societal norms. These can lead to
prejudices and /or actual resistance to implement inclusive practices (UNESCO, 2005).
2. Physical barriers such as lack of buildings, facility, transportation or road accessibility
canliterally affect one’s mobility.
3. Curriculum. A rigid “one-size-fits-all” type of curriculum that does not allow for
individual differences can significantly stunt one’s learning and opportunity for growth.
4. Lack of teacher training and low teacher efficacy. Whether training in teaching
strategies, using curriculum frameworks, or behavior and classroom management, lack of
training as well as low confidence in one’s own skills can directly affect how inclusive
practices are implemented.
5. Poor language communication. Language barriers may also directly have implications
on how well inclusive practices are implemented.
6. Lack of funding. 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 limiting and debilitating to
schools.
7. Lack of policies. Policies have the ability unify beliefs and mobilize
resources; unfortunately, lack of it can become a convenient justification
for inaction.
8. Organization of educational systems. Centralized systems may have
some type of detachment in terms of implementing policies and seeing
the reality of how such policies are affecting learners and other
stakeholders.
9. Too much focus on performance-based standards. Schools have also
reportedly refused inclusion because of fear that the presence of learners
with additional needs will pull down their rankings in standardized tests.
 TOPIC 2: Producing Inclusive
The premisePolicies
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.
Recently, the pre-service education
curriculum was restructured so that special
needs education units are not only given to
special education majors but to other
education majors as well. This is a huge step
for teachers and a nod to inclusive education.
List of Possible steps that educators can take to facilitate the much needed
societal shift and inform policy:

1. Involve other sectors of society. The idea is for everyone, regardless of

their training or exposure, to become more sensitive and aware of the
PWD population. The more aware the community is, the more it will be
able to help.
2. Collaborate. Del Corro-Taingco (2014) states that general education
teachers are trained in the general education curriculum but would not
know how to teach and manage children with special educational needs;
while special education teachers would be equipped to handle atypical
behaviors but would not know much about the general education
curriculum. Tre collaboration would guarantee an inclusive program that
would cover as many areas as possible.
3. Recognize the shift in roles of teachers.
The SPED teachers’ role must neither be
diminishes nor disregarded. These must be
used to ensure that a good inclusive
education program is provided to children
with additional needs. Conversely, general
education teachers must go through skills
training and capacity-building workshops to
ensure that they are supporting all types of
learners in their classroom appropriately.
4. Include transitions in planning. An abrupt systematic change
that is not well-planned or disregards practices-whether existing or
implied-may hinder shift to inclusion and cause resentment from
all stakeholders. Instead, current practices have to be respected
and honored so as to facilitate gradual shift to inclusive education.
A move to that would greatly help in informing
would be to examine different aspects of the school.
Schools may look at the following:
1. Student Admissions
2. Accessibility to Utilities and Facilities
3. Supports available to students, parents, and
school personnel
4. Learner accommodations
5. Exclusionary or discriminatory incidents
6. Number of bullying cases
7. Faculty and staff promotions
 Topic 3: Evolving Inclusive
Practices
The term “evolving” assumes that we already have strategies in
place which we just have to visit for possible tweaking.
Universal Design for Learning (UDL)

Universal Design for Learning (UDL). It is the design of

instructional materials and activities to make the content
information accessible to all children. 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.
 Elements of UDL:
1. Multiple means of presentation
looks at how your learners perceive and comprehend information. Our learners
understand and process this information in different ways relating to their educational
backgrounds, language, disability, and culture.
2. Multiple means of action and expression
can help different groups of learners in different ways without watering down learning
outcomes. Not every strategy will work in every classroom, or for every subject area—find
the ones that you are comfortable with and that work for your discipline and learners.
3. Multiple means of engagement
refers to different opportunities for student involvement (e.g., interactive activities,
group discussions, online discussion boards). This principle reflects the idea that
students have different motivations to engage in learning.
In UDL, teachers are supposed to present
information and materials in many different
ways, taking into consideration that some
student may have not fully absorbed the lesson
the first time it was presented. The concept of
multiple means of presentation is meant to
ensure that all students are able to access and
understand learning material. After this,
teachers allow students to express what they
learned in various ways, and finally, the teacher
use different techniques to reinforce learning at
the students’ optimal levels.
UDL Principles adapted from Salend (2011)
1. Equitable use
The design is useful and marketable to people with diverse abilities.
Example: A professor’s website is designed so that it is accessible to
everyone, including students who are blind and using text-to-speech
software.
2. Flexibility in use
The design accommodates a wide range of individual preferences
and abilities.
Example: A museum that allows visitors to choose to read or listen
to a description of the contents of display cases.
3. Simple and intuitive use
Use of the design is easy to understand, regardless of the user’s
experience, knowledge, language skills, or current concentration level.
Example: Control buttons on science equipment are labeled with text and
symbols that are easy to understand.
4.Perceptible information
The design communicates necessary information effectively to the user,
regardless of ambient conditions or the user’s sensory abilities.
Example: A video presentation projected in a course includes captions and
audio description.
5. Tolerance for error
The design minimizes hazards and the adverse consequences of accidental or unintended actions.
Example: Educational software provides guidance and background information when the student
makes an inappropriate response.
6. Low physical effort
The design can be used efficiently, comfortably, and with a minimum of fatigue.
Example: Doors to a lecture hall open automatically for everyone.
7. Size and space for approach and use
Appropriate size and space is provided for approach, reach, manipulation, and use regardless of the
user’s body size, posture, or mobility.
Example: A flexible science lab work area has adequate workspace for students who are left- or
right-handed and for those who need to work from a standing or seated position.
 Differentiated Instruction (DI)
Differentiated instruction 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 Tomlinson (2010). When teachers differentiate instruction,
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 is there a need to differentiate instruction?

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. 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.
As an overview, differentiation is achieved by
providing materials and tasks:
a. At varied levels
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. Make sure

this is understood by all.
2. Use ‘anchor activities” which students can automatically work
on when completing assigned tasks to maintain a productive work
environment and maximize instructional time (e.g, journal writing,
spelling,)
3. Assign roles during small group activities/instruction to ensure
accountability and a positive learning environment;
a. Facilitator
b. Recorder
c. Timekeeper
d. Summarizer
e. Presenter
f. Errand
g. 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)
THANK
YOU
SHAN MAE CACHOLA
KAREN GONZALES
MARIA CRISTINA PALLAGO
KHAT SARCILLA
ANGEL QUEN UMOQUIT