Ed 4
FSIE
MAKING SCHOOLS
INCLUSIVE (Part 1)
JOHANNE SJ. ATERRADO
Subject Facilitator
Reference: Foundations of Special and Inclusive Education,
Aligada-Hala, Cristina Nieves et.al, Rex Book Store
MODULE 4
Objectives
At the end of the chapter you will be able to:
1. Respond effectively to educational needs of
students with additional needs; and
2. Create safe, inclusive and culturally
responsive learning environments for students
with additional needs
Module 3 (FSIE) JSJA
UNIFYING FRAMEWORK
Module 3 (FSIE) JSJA
The Dimensions and Sections in the Index
Module 3 (FSIE) JSJA
The Dimensions and Sections in the Index
Dimension A – Creating inclusive cultures
Section A.1 Building community
Section A.2 Establishing inclusive values
This dimension creates a secure, accepting,
collaborating, and stimulating community, in which everyone
is valued as the foundation for the highest achievements of
all. It develops shared inclusive values that are conveyed to
all new staff, students, governors, and parents/carers. The
principles and values, in inclusive school cultures, guide
decisions about policies and moment to moment practice in
classrooms, so that school development becomes a
continuous process.
Module 3 (FSIE) JSJA
The Dimensions and Sections in the Index
Dimension B- Producing inclusive policies
Section B.1 Developing the school for all
Section B.2 Organizing support for diversity
This dimension makes sure tat inclusion permeates all
school plans. Policies encourage the participation of
students and 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 be all activities which
increase the capacity of a school to respond to student
diversity. All forms of support are developed according to
inclusive principles and are brought together within a single
framework.
Module 3 (FSIE) JSJA
The Dimensions and Sections in the Index
Dimension C- Evolving inclusive practices
Section C.1 Orchestrating learning
Section C.2 Mobilizing resources
This dimension develops school practices which
reflect the inclusive cultures and policies of the school.
Lessons are made responsive to student diversity.
Students are encouraged to be actively involved in all
aspects of their education, which draws on their
knowledge and experience outside school. Staff
identify material resources and resources within each
other, students, parents,’ carers, and local communities
which can be mobilized to support learning and
participation.
Module 3 (FSIE) JSJA
CREATING INCLUSIVE
CULTURES
Module 3 (FSIE) JSJA
➢In education reform, stakeholders are those who
are “invested in the welfare and success of a
school and its students” (www.edglossary.org).
➢These are teachers, administrators, school staff,
and other workers, the parents and their families,
the community, and the government.
➢They may also be collective entities like local
businesses, advocacy group the media, socio
cultural institutions, and other organization that
may be directly or indirectly involved in educaitno.
Module 3 (FSIE) JSJA
➢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)
➢With increasing globalization and international
migration, the problem pertaining to inclusive
education and how it affects PWDs could not
be more real.
Module 3 (FSIE) JSJA
1. WHAT STAKEHOLDERS
CAN DO
Module 3 (FSIE) JSJA
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 government.
➢It is an initiative to make the welfare and
development of children with additional needs the
responsibility of all.
Module 3 (FSIE) JSJA
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.
➢Calls are made for continuing research and
forming of policies to be initiated by agencies such
as Department of Education so as for further refine
the inclusive process and have it prepared to fit to
the needs of children with additional needs.
Module 3 (FSIE) JSJA
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 systemic
level.
➢Reorganizing structures in education and
implementing programs that highlight the need
for primary stakeholders lie the school, the
parents, and other policy makers, to acquire
more understanding and capacity-building to
manage an inclusive environment.
Module 3 (FSIE) JSJA
Common Barriers to Inclusion
➢Attitudes, values systems, misconceptions and
society norms- 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 can significantly stunt one’s learning
and opportunity for growth.
Module 3 (FSIE) JSJA
Common Barriers to Inclusion
➢Lack if 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
Module 3 (FSIE) JSJA
Common Barriers to Inclusion
➢Lack of policies- policies have the ability to unify
belief 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 reportedly refused inclusion
because of fear that the presence of learners with
additional needs will pull down their rankings in
standardized tests.
Module 3 (FSIE) JSJA
2. SPECIAL EDUCATION VS.
MAINSTREAMING VS.
INCLUSIVE EDUCATION
Module 3 (FSIE) JSJA
Special Education
➢Segregated and exclusive
➢Addressing highly individualized way
➢It assesses, instructs, and evaluates students
individually and intentionally, this type of
educational setting is beneficial to those with
very unique needs as well.
Module 3 (FSIE) JSJA
Mainstreaming
➢Shares similarities with inclusion
➢Both integrating the child with additional
needs into a general education setting
Module 3 (FSIE) JSJA
Table 3.1 Comparing special education, inclusion, and
mainstreaming
Special Education Inclusion Mainstreaming
Learners Students who are not All same-aged Selected learners are
part of the peers/learners are in included in a general
classroom norm one class regardless education class
of ability. based on their
readiness instead of
their age.
Curriculum Strengths-based and General education Learner may have
needs-based curriculum access to both
individualized general education
curriculum curriculum and a
more individualized
curriculum
Module 3 (FSIE) JSJA
Table 3.1 Comparing special education, inclusion, and
mainstreaming
Special Education Inclusion Mainstreaming
Assessment and Mostly strengths- Norm-referenced Both norm-
Evaluation based but is referenced and
sometimes is also strengths-based
standards-based
Learning Placement All services happen All services happen Receives services in
and Delivery of inside the special inside the general both the general
Services education classroom education education classroom
but other services classroom. and outside through
such as therapeutic the use of resource
interventions may be rooms and
integrated into this therapeutic
setting or delivered programs
separately
Module 3 (FSIE) JSJA
Table 3.1 Comparing special education, inclusion, and
mainstreaming
Special Education Inclusion Mainstreaming
Philosophy Learner-centered: Rights-based: All Preparatory and
Some learners have learners have a right Integrative: Learners
very specific needs to access quality are given access to
that may not be education that is general education
appropriately available to others but will need to
addressed in a catch up on skills.
general education
classroom
Module 3 (FSIE) JSJA
II. PRODUCING INCLUSIVE
POLICIES
Module 3 (FSIE) JSJA
Involve other sectors of society
➢Active involvement of the entire community must
be ensured.
➢Those in business, commercial, security and
religious sectors must also be given representation
in trainings.
➢These campaigns must be wide enough in scope
as to cover supermarkets, restaurants, malls public
and government agencies not directly associated
with social welfare or health, transportation, land,
airline and maritime companies, the media, and
even the research teams of our policy makers.
Module 3 (FSIE) JSJA
Involve other sectors of society
➢The idea is for everyone- regardless of their
training and exposure-to become more
sensitive and aware of the PWD population.
The more aware a community is, the more it
will be able to help.
Module 3 (FSIE) JSJA
Collaborate
➢Del Corro-Tiangco (2014) states that general
education teachers are trained in the general
curriculum but would not know how to teach
and manage children with additional needs;
while a special needs education teacher would
be equipped to handle atypical behaviors but
would not know how much about the general
education curriculum.
➢True collaboration would guarantee an
inclusive program that would covers as may
areas as possible.
Module 3 (FSIE) JSJA
Recognize the shift in roes of the teachers
➢The role of special education (SPED) teachers
suddenly seems to be reduced to only “as
needed”.
➢As a result, the SPED teacher’s role no longer
becomes that of an implementer but that of a
consultative nature instead.
➢It becomes the responsibility of the general
education teacher to know what to do when
faced with a learner with additional needs in
his or her classroom.
Module 3 (FSIE) JSJA
Recognize the shift in roes of the teachers
➢The SPED teacher’s role- their trainings, their
insights and their skills as a supposed prime mover
in the inclusive education framework- must neither
be diminished nor disregarded.
➢These must be used to ensure a good inclusive
program is provided to children with additional
needs.
➢General education teachers must go through skills
training and capacity-building workshops to ensure
that they are supporting all types of learners in
their classrooms appropriately.
Module 3 (FSIE) JSJA
Include transitions in planning
➢An abrupt systemic 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. Instead, current practices have
to be respected and honored so as to facilitate
a gradual shift to inclusive education.
Module 3 (FSIE) JSJA
Schools may look at the following:
➢Student admission
➢Accessibility to utilities and facilities
➢Supports available to students, parents, and
school personnel
➢Learner accommodations
➢Exclusionary or discriminatory incidents
➢Number of bullying cases
➢Faculty and staff promotions
Module 3 (FSIE) JSJA
Ed 4
FSIE
ADDRESSING DIVERSITY
THROUGH YEARS: SPECIAL
AND INCLUSIVE
EDUCATION
Activity no. 3
Reference: Foundations of Special and Inclusive Education,
Aligada-Hala, Cristina Nieves et.al, Rex Book Store
YOU CAN TYPE YOUR ANSWER IN ANY WORD APPLICATION OR
WRITE YOUR ANSWER IN A WHITE BOND PAPER (PLEASE WRITE
LEGIBLY) TAKE A CLEAR PICTURE AND SUBMIT/UPLOAD IT ON OUR
GC CLASSWORK. AFTER UPLOADING YOUR ACTIVITY, CLICK OR TAP
“DONE” “TURN IN” OR “HAND IN” ON YOUR GADGET. PLEASE BE
DEFINITE WITH YOUR ANSWER.
PLEASE ACKNOWLEDGE YOUR REFERENCES.
1. What is the difference between mainstreaming
and inclusion in terms of philosophy, teaching
practices, services available and student
placement.
2. Explain the Three dimensions of the Index
3. How does barriers affect Inclusion?
Module 4 (FSIE) JSJA
Assessment
Rubrics for each answer.
Criteria Points
Answer/Argumentation/Ex 2 pts
planation
Personal Insights 2 pts
Completeness of the 1 pt
answer
TOTAL 5 pts x 4 = 20 pts
Module 2 (FSIE) JSJA
