Making Schools
INCLUSIVE
LESSON 3
Objectives
Describe Demonstrate
characteristics of inclusive values
inclusive schools
and communities
Index of
INCLUSION
Aims to direct educational institutions
toward developing their own next steps
and action plans if they want to
restructure into becoming more
Inclusive.
A. CREATING
INCLUSIVE
CULTURE
A. Creating Inclusive Culture
INCLUSION - is as much as the
responsibility of society as it is the
responsibility of the school.
INCLUSIVE EDUCATION - is an
ongoing collaborative process that
needs to be dynamically revisited.
A. Creating Inclusive Culture
STAKEHOLDERS - are those who
are invested in the welfare and
success of a school and it's
students.
A. Creating Inclusive Culture
such as:
1. Teachers
2. Administrators
3. School Staff
4. Officials and other workers
5. Parents and their families
6. The Community
7. The Government
A. Creating Inclusive Culture
1. WHAT STAKEHOLDERS CAN DO
The right-based approach to
educational programming "insists that
no right can exist without corresponding
governmental obligation ".
A. Creating Inclusive Culture
1. WHAT STAKEHOLDERS CAN DO
a. Set the Parameters for Inclusion
b. Build Key People
c. Identify and eradicate barriers
A. Creating Inclusive Culture
1. WHAT STAKEHOLDERS CAN DO
Common Barriers to Inclusion:
1. Attitudes, values systems,
misconceptions, and societal
norms.
2. Physical barriers
A. Creating Inclusive Culture
1. WHAT STAKEHOLDERS CAN DO
Common Barriers to Inclusion:
3.Curriculum
4.Lacks of teacher training and low
teacher efficacy
5.Poor language and communication
A. Creating Inclusive Culture
1. WHAT STAKEHOLDERS CAN DO
Common Barriers to Inclusion:
6. Lack of funding
7. Lack of policies
8. Organization of Educational System
9. Too much focus on performance-
based standards
A. Creating Inclusive Culture
2. SPECIAL EDUCATION vs. MAINSTREAMING
vs. INCLUSIVE EDUCATION
SPECIAL EDUCATION - regarded as
segregated and exclusive.
MAINSTREAMING - share more
similarities and with inclusion than with
special education.
A. Creating Inclusive Culture
A. Creating Inclusive Culture
A. Creating Inclusive Culture
A. Creating Inclusive Culture
Demonstrating
Inclusive Values
Inclusive Values
Respect for Diversity
* Understanding and valuing
different backgrounds,
perspectives, and abilities.
* Promoting empathy and
understanding among
students.
* Challenging stereotypes and
biases.
* Using inclusive language.
Inclusive Values
Equity and Fairness
* Ensuring equal access to
resources and opportunities
for all students.
* Addressing systemic
barriers to learning and
achievement.
* Providing individualized
support to meet students'
unique needs.
Inclusive Values
Collaboration and
Partnership
* Working together with
families, community
members, and other
stakeholders.
* Sharing information and
resources.
* Building trust and mutual
respect.
Inclusive Values
Accountability and
Continuous Improvement
* Regularly assessing the
effectiveness of inclusive
practices.
* Identifying areas for
improvement.
* Implementing changes to
enhance inclusivity.
* Monitoring progress and
evaluating outcomes.
B. PRODUCING
INCLUSIVE
POLICIES
EDUCATION POLICIES:
-The right to education is
basic human right.
-Inclusive education shall be
concerned with all learners,
with focus on those who have
traditionally been excluded
from educational
opportunities
Inclusion Defined:
Reaching out to
all learners
This emphasizes the
proactive effort to engage
with every individual in
the learning environment.
Inclusion Defined:
Addressing and responding to
the diversity of needs of all
children, youth, and adults
This highlights the
importance of
acknowledging and catering
to the varied requirements of
a diverse population.
Inclusion Defined:
Involves changes and modification
in content, approaches,
structures, and strategies
The need for adaptability
and flexibility in teaching
methods and materials to
ensure inclusivity.
Lists of public policies that support
Inclusive Education:
-The 1987 Philippine Constitution
- P.D. 603 — The Child and Youth Welfare Code
- R.A. 7610 — Special Protection of Children
Against Child Abuse, Exploitation, and
Discrimination Act
- R.A. 7277 — The Magna Carta for Disabled
Persons, as amended by R.A. 9442
- Policies and Guidelines in Special Education
C. EVOLVING
INCLUSIVE
CULTURE
Evolving
The term "evolving" suggests
advancement and positive growth,
which means we can look at these
existing strategies and just adjust
these according to the needs of our
students along the way.
Two effective evidence-based
inclusive practices that can be used
in the classroom are Universal
Design for Learning (UDL) and
Differentiated Instruction.
1. Universal Design for Learning
UDL refers to the design of instructional
materials and activities to make the
content information accessible to all
children (Rose & Meyer 2006 as cited
inTurnbull et al. 2013). It is best used in a
general education classroom where
learners are different. UDL ensures that
all students learn genuinely.
There are three
elements to UDL:
1. Multiple means 2. Multiple means 3. Multiple means
of representation of action and of engagement
expression
Principle of UDL:
1. Equitable Use
2. Flexibility in Use
3. Simple and Intuitive Use
4. Perceptible Information
5. Tolerance for Error
6. Low Physical Effort
7. Size and Space for Approach and Use
8. A Community of Learners
9. Instructional Climate
2. Differentiated Instruction
According to Tomlinson (2010),
differentiated (or differentiating)
instruction is a teacher's response to
students' varying needs, interests, and
learning styles.
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, and (4)learning
environment
As an overview, differentiation is
achieved by providing materials and tasks:
a. at varied levels of difficulty
b. with varying levels of instructional support
c. by using multiple grouping arrangements
d. that involves student choice; and
e. use varied evaluation strategies.
Thank
You
