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    EDUC6 - Foundation of Special and Inclusive Education

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    Marvin Pame
    The document discusses ways to make schools more inclusive. It identifies three dimensions from an Index for Inclusion: creating inclusive cultures, evolving inclusive practices, and producing inclusive policies. Schools can evaluate their policies and practices in these areas to become more inclusive and reduce barriers for all students. Universal design for learning and differentiated instruction are approaches that can help evolve inclusive practices by making content accessible and allowing students to learn in different ways based on their needs.

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    EDUC6 - Foundation of Special and Inclusive Education

    Uploaded by

    Marvin Pame
    974 views10 pages
    The document discusses ways to make schools more inclusive. It identifies three dimensions from an Index for Inclusion: creating inclusive cultures, evolving inclusive practices, and producing inclusive policies. Schools can evaluate their policies and practices in these areas to become more inclusive and reduce barriers for all students. Universal design for learning and differentiated instruction are approaches that can help evolve inclusive practices by making content accessible and allowing students to learn in different ways based on their needs.

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    EDUC6-MODULE5-BSED

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    The document discusses ways to make schools more inclusive. It identifies three dimensions from an Index for Inclusion: creating inclusive cultures, evolving inclusive practices, and producing inclusive policies. Schools can evaluate their policies and practices in these areas to become more inclusive and reduce barriers for all students. Universal design for learning and differentiated instruction are approaches that can help evolve inclusive practices by making content accessible and allowing students to learn in different ways based on their needs.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    974 views10 pages

    EDUC6 - Foundation of Special and Inclusive Education

    Uploaded by

    Marvin Pame
    The document discusses ways to make schools more inclusive. It identifies three dimensions from an Index for Inclusion: creating inclusive cultures, evolving inclusive practices, and producing inclusive policies. Schools can evaluate their policies and practices in these areas to become more inclusive and reduce barriers for all students. Universal design for learning and differentiated instruction are approaches that can help evolve inclusive practices by making content accessible and allowing students to learn in different ways based on their needs.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 10

    METRO MANILA COLLEGE

    U-site Brgy. Kaligayahan, Novaliches, Quezon City


    COLLEGE OF EDUCATION

    EDUC6 – Foundation of Special and Inclusive Education


    Module 5
    Lesson 5 – Making Schools Inclusive

    Objective
    Identify the ways in making schools inclusive.

    Getting Ready
    1. They came up with an Index for Inclusion, which aims to direct educational institutions
    toward developing their own steps and action plans if they want to restructure into becoming
    more inclusive.
    A. Booth and Dewey
    B. Booth and Ainscow
    C. Ainscow and Dewey
    D. Ainscow and Luther

    2. This dimension develops school practices which reflect the inclusive cultures and policies of
    the school.
    A. Creating inclusive cultures
    B. Producing inclusive policies
    C. Evolving inclusive practices
    D. Establishing inclusive values

    3. This dimension creates a secure, accepting, collaborating, and stimulating community, in


    which everyone is valued as foundation for the highest achievements of all.
    A. Creating inclusive cultures
    B. Producing inclusive policies
    C. Evolving inclusive practices
    D. Establishing inclusive values

    4. In educational reform, these are the people who “invested in the welfare and success of school
    and its students” except one:
    A. community
    B. classmates
    C. government
    D. parents and family

    5. Language barriers may also directly have implications on how well inclusive practices are
    implemented.
    A. Curriculum
    B. Lack of funding
    C. Lack of policies
    D. Poor language and communication
    Looking Back

    Time to review!
    1. What is parent-professional collaboration?
    2. What is the importance of parents and professional collaboration?
    3. Why is it necessary to have a social support system in inclusive education?

    Let’s learn together!

    Join in the discussion thread via google meet to have a deeper understanding
    about our lesson.

    Watch: https://youtu.be/xIc2bB5NYhE

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

    1. Lesson Proper (Interactive Discussion)

    2. Sharing and Clarifying of Ideas.

    Lesson Proper

    A Unifying Framework
     In 2002, Booth and Ainscow came up with an Index for Inclusion, which aims to direct
    educational institutions towards developing their own next steps and action plans if they
    want to restructure into becoming more inclusive.
     Three Dimensions of the Index
    o Booth and Ainscow explained that these three dimensions creating inclusive
    cultures, evolving practices, and producing inclusive policies are interconnected
    and “chosen to direct thinking about social change.
    Dimension A: Creating Inclusive Cultures
     It develops shared inclusive values that are conveyed to all new staff, students, governors,
    and parents/careers.
     The principles and values, in inclusive school cultures, guide decisions about policies and
    moment to moment practice in classrooms, so that the school development became
    continuous process.
    What Stakeholders can do?
    1. Set the Parameters for Inclusion
     The government has identified key people and professions, and highlighted important
    factors leading to success of inclusive education – ie., placement process, committees,
    staffing and responsibilities, teacher training and compensation, incentives for private
    sector
    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 frameworks, provision of student
    assistance, and access to instructional materials.
    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.
    Common Barriers to Inclusion
    Attitudes, Values Systems, Misconceptions, and Societal Norms
     It can lead to prejudices and/or actual resistance to implement inclusive practices
    (UNESCO, 2005).
    Physical Barriers
     The lack of building, facility, transportation, or road accessibility are types of physical
    barriers that can literally affect one’s mobility.
    Curriculum
     A rigid “one size fits all” type of curriculum that does not allow room for individual
    differences significantly stunt one’s learning and opportunity for growth.
    Poor Language and Communication
     Language Barriers may also directly have implications on how well inclusive partners are
    implemented.
    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.
    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
     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.
    Too Much Focus on Performance Based Standards
     Schools have reportedly refused inclusion because of fear that the presence of learners
    with additional needs will pull down their rankings in standardized tests.
    DIMENSION B: Providing Inclusive Policies
     This dimension makes sure that inclusion permeates all school plans.
     Policies encourage the participation of students an 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 all activities which increase the capacity of a school to respond
    student diversity.

    Steps that Educators can take to Facilitate the much-needed Societal Shift and Inform
    Policy

    Involve other Sectors of Society


     Current training and awareness campaigns seems to limit the movement of inclusion to a
    mere home-school relationship.

    Collaborate
     Whether creating an academic program specific to a child with additional needs or
    creating new legislative bill for the PWD community, collaboration is crucial.
    Recognize the shift in roles of the Teachers
     With the shift to inclusive education, the role of special education (SPED) teachers
    suddenly seems to be reduced to only “as needed”.
    Include Transitions in Planning
     An abrupt systematic change that is not well-planned or that disregards practices –
    whether existing or implied – may hinder the shift to inclusion and cause resentment from
    all stakeholders.
     Booth and Ainscow (2002) recommend that schools reflect on their current policies and
    practices to check their readiness for an inclusive set-up.
    Specifically, 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 discrimatory incidents
    6. Number of bullying cases
    7. Faculty and staff promotions

    DIMENSION C: Evolving Inclusive Practices


     This dimension develops school practices which reflect the inclusive cultures and policies
    of the school.
     Students are encouraged to be actively involved in all aspects of their education.
     Staffs identify material resources and resources within each other, students,
    parents/carers, and local communities which can be mobilized to support learning and
    participation.
    Universal Design foe Learning (UDL) and Differentiated Instruction.
    1. Universal Design for LearningIrnlhr
     UDL refers to the design of instructional materials and activities to make the content
    information accessible to all children.
     Through the provision of delivering content and allowing student to construct learning in
    more than one way, UDL ensures that all students learn genuinely.
    Three Elements of UDL
    1. Multiple means of representation
    2. Multiple means of action and expression
    3. Multiple means of engagement
     In UDL, teachers are supposed to present information and materials in many different
    ways, taking into consideration that some students may have not fully absorbed the lesson
    the first time it was presented.
     The concept of multiple means of representation is meant to ensure that all students are
    able to access and understand learning material.
     Teachers allow students to express what they learned in various ways, and finally, the
    teacher uses different techniques to reinforce learning at students’ optimal levels.

    Differentiated Instruction
     According to Tomlinson (2010), differentiated instruction is a teachers’ response to
    students’ varying needs, interests, and learning styles.
     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 Differentiated Instruction?
     All students are unique and have varying interests, talents, strengths, as well as needs.
     Hence, it is essential that teaching and learning experiences reflect this diversity.
     Differentiated 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 the Classroom Managed During Differentiated Learning?


    1. Explain to the student the reason for differentiation. Make sure this is understood by all.
    2. Use “anchor activities” which students can automatically assign tasks to maintain a
    productive work environment and maximize instructional time.
    3. Assign roles during small-group activities/instruction to ensure accountability and a
    positive learning environment.
    4. Implement routines for collaborative work
    a) Establish working groups
    b) Have a plan for “quick finishers”
    c) Have a plan for when to ask for help
    Test/Apply your
    understanding

    1. Each group will create a graphic organizer on how to make schools inclusive.
    2. Each group can use their preferred tools in making graphic organizer i.e., word, templates,
    canva, power point presentation, etc.

    Criteria for the Activity:

    CREATIVITY 30 %

    ORIGINALITY 30 %

    CONTENT 40 %

    TOTAL 100 %

    Post Test
    l. Multiple Choice

    1. It refers to the instructional materials that is accessible to all children.


    a. Differentiated Instruction
    b. Universal Design for Learning
    c. A&B
    d. None of the above
    2. The following are the common barriers to Inclusion that can lead to prejudices and/or
    actual resistance to implement inclusive practices except:
    a. Attitude
    b. Collaboration
    c. Social Norms
    d. Values system

    3. The following are the elements of the curriculum that can be differentiated except:
    a. Content
    b. Process
    c. Assessment
    d. Product

    4. For an inclusive set-up to truly be successful, active involvement of the entire community
    must be ensured.
    A. Collaborate.
    B. Involve other sectors of society.
    C. Recognize the shift in roles of the teachers.
    D. Include transitions in planning.

    5. With the shift to inclusive education, the role of special education (SPED) teacher’s role
    no longer becomes that of an implementer but that of a consultative nature instead.
    A. Collaborate.
    B. Involve other sectors of society.
    C. Recognize the shift in roles of the teachers.
    D. Include transitions in planning.

    II. Essay
    5-10: Explain the significance of the 3 dimensions of Booth and Ainscow’s framework of
    schools (2002) to you, as a future educator.
    Sum it all
    Put all your ideas together about our lesson using graphic organizer

    Pause and Reflect

    Reflect on your own learning from this module

    1. What is the most important thing I learned in this lesson?


    ________________________________________________________
    ________________________________________________________

    2. What did I discover myself as a learner in this lesson?


    ________________________________________________________
    ____________________________________________________
    3. How will I apply what I’ve learned in the future?
    References
    ___________________________________________________________
    https://www.specialeducationguide.com/pre-k-12/what-is-special-education/the-importance-of-
    ________________________________________________________
    the-assessment-process/
    https://www.naset.org/fileadmin/user_upload/Assessments/Intro_to_Assessment_Overview.pdf

    References
    Foundation of Special and Inclusive Education, Halal,et.al
    https://youtu.be/xIc2bB5NYhE
    https://www.unicef.org/education/inclusive-education

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