Colourful Cartoon Elementary Classroom Rules Educational Presentation 20240918 080220 0000

UNIT 3 : MAKING
SCHOOL INCLUSIVE
GENERAL LEARNING OBJECTIVES
AT THE END OF THE UNIT, YOU WILL BE
ABLE TO:
1 2 2
Create safe, inclusive,
Respond
and responsive
effectively to
learning environments
educational needs for students with
of students with additional
additional needs; needs.
SPECIFIC LEARNING OBJECTIVES
AT THE END OF THE UNIT, YOU WILL BE ABLE TO:
1 2
Identify the Explain what 2
stakeholders Identify
dimensions
can do to some
and sections of
realize the barriers to
the index of objective of inclusion
inclusion; inclusion;
INTRODUCTION
The definition of inclusive school
impinges on human rights, dignity and
equalization of opportunities. The 2000
Agenda for Sustainable Development further
built onthese principles and the on
Education andthe Education 2000
Framework for
Action emphasize Education for All as a way
to conceptualize inclusive education, and
make
pledge to “leave no one behind
EDUCATION FOR
All takes into account “the needs of the poor and
the most disadvantaged, including working
children, remote rural dwellers and nomads, ethnic
and linguistic minorities, children,
young people and adults affected by conflict,
HIV/AIDS, hunger and poor health; and
those with special learning needs”. DepEd order 72,
S. 2009, addresses the right of the
children with special needs within the regular or
“inclusive setting”. Inclusive Education
embraces the philosophy of accepting all children in
the school community.
TOPIC A : CREATING
INCLUSIVE CULTURES
WHAT CAN
STAKEHOLDERS
DO TO CREATE
INCLUSIVE
CULTURES?
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.
Attitudes, values systems, misconceptions, and
societal norms - can lead to prejudices and/oractual
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
individualdifferences can significantly stunt one's
learning and opportunity for growth.
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.
 Poor language and communication - language
barriers may also directly have implications on how
well inclusive practices 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 also reportedlyn refused
inclusion because of fear that the presence of learners
with additionalneeds will pull down their rankings in
standardized tests.
2). SPECIAL EDUCATION vs.
MAINSTREAMING vs.
INCLUSIVE EDUCATION
Mainstreaming shares more
similarities with inclusion than
with special education. Both look
at integrating the child with
additional needs into a general
education setting. There are,
however, nuances between the
two as well (see Table 3.1)
TOPIC B : PRODUCING
INCLUSIVE POLICIES
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.
The 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 C : EVOLVING
INCLUSION POLICIES
1. Universal Design 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.
THERE ARE
THREE
ELEMENTS
OF UDL
1. Multiple
means of
presentation
2. Multiple
means of action
and expression
3. Multiple
means of
engagement
UDL Principles
adapted from Salend
(2011)
1. Equitable use
2. Flexible use
3. Simple and intuitive use
4. Perceptible information
5. Tolerance and error 6. Low physical
effort
7. Size and space for approach and use
8. Community of Learners
DIFFERENTIATED
INSTRUCTON (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.
How is Instruction Differentiated?
Bender in 2002 (as cited by Gentry et
at 2013) identified elements of the
curriculum that can be differentiated:
1. Content
2. Process
3. Product
4. Learning environment
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
FFERENTIATED 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!
LET US HAVE A GREAT SCHOOL YEAR
TOGETHER!

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UNIT 3 : MAKING

The government has identified key people and

– i.e., placement process, committees, staffing and

 Lack of policies - policies have the ability to unify

Too much focus on performance-based

2. Use ‘anchor activities” which students can

a. Establish working groups by interest, by

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