Ed 4

FSIE

MAKING SCHOOLS
INCLUSIVE (Part 2)
JOHANNE SJ. ATERRADO
Subject Facilitator
Reference: Foundations of Special and Inclusive Education,
Aligada-Hala, Cristina Nieves et.al, Rex Book Store

MODULE 5
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

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III. EVOLVING INCLUSIVE
PRACTICES

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➢The term “evolving” assumes that we already have
strategies in place which we just have to revisit for
possible tweaking.
➢It 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.
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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 in Turnbull et. Al. 2013)
➢It is best used in general education classroom
where learners are different. Through the
provision of delivering content and allowing
students to construct learning in more than
one way, UDL ensures that all students learn
genuinely.
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1. Universal Design for Learning (UDL)
Three elements to UDL
1. Multiple means of representation
2. Multiple means of action and expression
3. Multiple means of engagement

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1. Universal Design for Learning (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.
➢After this, teachers allow students to express what
they learned in various ways, and finally, the
teacher uses different techniques to reinforce
learning at the students’ optimal levels.
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 1. Universal Design for Learning (UDL)
➢Table 3.2 UDL Principles adapted from Salend (2011:17-18)

UDL Principles UDL Principle and Examples of UDL

Inclusive Practices Implementation and
Inclusive Practices
Principle 1: Equitable Inclusive practices are • Use UDL principles
Use designed to be useful, equitably
appealing, and safe for • Use culturally
all students, families, and responsive teaching
professionals to use. strategies and
Individual differences and materials like MTBMLE
various contexts are (mother tongue- based
respected. multilingual education)
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 1. Universal Design for Learning (UDL)
➢Table 3.2 UDL Principles adapted from Salend (2011:17-18)

UDL Principles UDL Principle and Inclusive Examples of UDL

Practices Implementation and
Inclusive Practices
Principle 2: Flexible Use Inclusive practices are
designated to
accommodate the individual
preferences, abilities, and
needs of all students,
families and professionals.
Flexibility in providing
choices for methods and
pacing are
Module exercised.
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 1. Universal Design for Learning (UDL)
➢Table 3.2 UDL Principles adapted from Salend (2011:17-18)

UDL Principles UDL Principle and Examples of UDL

Inclusive Practices Implementation and
Inclusive Practices
Principle 3: Simple and Inclusive practices are • Establish classroom
Intuitive Use designated to be easy for rules and routines
all to use and understand • Use graphic organizers
for synthesizing
material
• Develop scoring
rubrics

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 1. Universal Design for Learning (UDL)
➢Table 3.2 UDL Principles adapted from Salend (2011:17-18)

UDL Principles UDL Principle and Examples of UDL

Inclusive Practices Implementation and
Inclusive Practices
Principle 4: Perceptible Inclusive practices are • Use technological and
Information designed so that they assistive devices to
communicate valuable support learning,
information to all through communicate with
various formats. parents, or share
information

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 1. Universal Design for Learning (UDL)
➢Table 3.2 UDL Principles adapted from Salend (2011:17-18)
UDL Principles UDL Principle and
Inclusive Practices
Principle 5: Tolerance Inclusive practices are
for Error designed to minimize
errors and unintended
consequences by
providing safeguards and
warnings to assists all in
using them safely.
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Examples of UDL
Implementation and
Inclusive Practices
• Teach study and learning
strategies
• Teach self-regulatory
techniques
• Encourage students and
foster their Intrinsic
motivation
• Offer grading alternatives
that are valid and
appropriate
 1. Universal Design for Learning (UDL)
➢Table 3.2 UDL Principles adapted from Salend (2011:17-18)
UDL Principles UDL Principle and
Inclusive Practices
Principle 6: Low Physical Inclusive practices are
Effort designed to be used
comfortably and
efficiently without much
effort from all.
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Examples of UDL
Implementation and
Inclusive Practices
• Chunk activities and
give more breaks
• Teach mindfulness
• Provide additional
support as needed
 1. Universal Design for Learning (UDL)
➢Table 3.2 UDL Principles adapted from Salend (2011:17-18)
UDL Principles UDL Principle and
Inclusive Practices
Principle 7: Size and Inclusive practices are
Space for Approach and designed for use by all,
Use regardless of their
mobility, physically, or
way of communication
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Examples of UDL
Implementation and
Inclusive Practices
• Take advantage of seat
arrangements and
classroom furniture (e.g.
specialized chairs, stability
balls, use of ambient
music, and appropriate
lightning)
• Provide opportunities for
outdoor work
• Allow technology as
needed
 1. Universal Design for Learning (UDL)
➢Table 3.2 UDL Principles adapted from Salend (2011:17-18)
UDL Principles UDL Principle and
Inclusive Practices
Principle 8: Community Inclusive practices are
of Learners designed to promote
social interaction and
communication for all.
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Examples of UDL
Implementation and
Inclusive Practices
• Use project-based learning
• Promote collaborative
activities such as fish bowl
discussion or think-pair-
share
• Establish strong home-
school partnerships
• Classroom check-ins and
check-outs
 1. Universal Design for Learning (UDL)
➢Table 3.2 UDL Principles adapted from Salend (2011:17-18)
UDL Principles UDL Principle and
Inclusive Practices
Principle 9: Inclusive Inclusive practices are
Environment designed to foster
acceptance and a sense
of belongingness for all.
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Examples of UDL
Implementation and
Inclusive Practices
• Make students aware of and
comfortable with diversity
• Emphasize social roles in the
classroom (e.g. that we
students are there to teach
each other and learn from
each other)
• Allow bonding activities
• Do team-building exercise
regularly and integrate
lessons in such activities
2. Differentiated Instruction
➢According to Tomlinson (2010), differentiated (for
differentiating) Instruction is a teacher’s response to
students’ varying needs, interests and learning styles.
➢It 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”.
➢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)
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WHY DIFFERENTIATE
INSTRUCTION?

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➢All learners are unique and have varying interests,
talents, strengths, as well as needs.
➢It is essential that teaching and learning experiences
reflect this diversity
➢To ensure engaged, successful, flourishing learners,
teaching and learning experiences need to be
designed in a way that provide opportunities for
students to lean and demonstrate their understanding
in varied ways.
➢Differentiating 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.
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HOW IS INSTRUCTION
DIFFERENTIATED?

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➢Elements of the Curriculum that can be
differentiated (Bender 2002 as cited by
Gentry et al 2013)
1. Content
2. Process
3. Product
4. Learning Environment

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➢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 arrangement
d. That involve student choice; and
e. Use varied evaluation strategies

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Table 3.3 Differentiation Strategies

CONTENT
▪ What is taught?
▪ What is learned?
▪ Provide additional materials/skills
▪ Reduce materials
▪ Skills Exploration by interest

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Table 3.3 Differentiation Strategies
PROCESS
▪ How is it taught?
▪ How is it learned?
▪ Choices of reading materials
▪ Varied presentation styles: Say it, Show it, and Model it
▪ Use media (video, audio, computer, TV and manipulatives)
▪ Varied pacing
▪ Reading buddies: Read/summarize, Read/Question/Answer,
Visual organizer/summarizer
▪ Think-Pair-Share b readiness, interest and learning profile
▪ Learning centers/stations
▪ Small-group instruction
▪ Jigsaw (expert groups)
▪ Cooperative learning activities
▪ Teams, Games and Activities
▪ Cubing Learning contracts
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Table 3.3 Differentiation Strategies
PRODUCT
▪ How is it assessed?
▪ How is learning demonstrated?
▪ Home work options
▪ Student choice on product (oral presentations,
written report, role plays, simulations, etc)
▪ Varied journal prompts
▪ Choice Boards
▪ Think-Tac-Toe
▪ Tiered activities (by readiness and interest)
▪ More items (with special needs)
▪ Learning contracts
▪ RAFT (Role, Audience, Format, Topic)
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Table 3.3 Differentiation Strategies

LEARNING ENVIRONMENT
▪ How is the classroom arranged?
▪ Flexible grouping: whole class, small groups, one-on-
one, peer teaching, pairs, partner learning,
independent learning and cooperative learning
▪ Flexible seating
▪ Preferential seating
▪ Pull-out from class (for learners with special needs)

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HOW IS THE CLASSROOM
MANAGED DURING
DIFFERENTIATED LEARNING?

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➢Structure the classroom by establishing
routines during differentiation learning-
activities.
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. Examples of anchor
activities are: reading a chosen book (e.g. for book
report), journal writing based on a prompt, skills
practice (spelling, math, use of manipulative objects.
Etc.
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3. Assign roles during small-group
activities/instruction to ensure accountability
and a positive learning environment. These
are suggested group roles, but older learners
and their teachers may decide on other roles.
Learners should have the opportunity to
assume each of the roles.
▪ Facilitator
▪ Recorder
▪ Summarizer/Timekeeper
▪ Presenter
▪ Errand monitor
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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)

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Anchor Activity Options (for secondary students)
▪ Journals or Learning logs
▪ Project extensions
▪ Independent reading
▪ Lab work
▪ Related course readings with questions or extension
activities
▪ Test prep or practice test reviews for ACT or SAT
▪ Project Interest
▪ Learning packets
▪ Independent studies
▪ Computer skills
▪ WebQuests or telecollaborative projects
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Anchor Activity Options (for upper elementary/middle
school students)

▪ Work on your book report selection (read quietly

until time is called). If you have already finished
your book, then work on your review (consult the
hint book for guidelines).
▪ Complete one of the three journal prompts provided.
▪ Select a Learning Interest packet from the anchor
option the box
▪ Select at least one area of test prep practice you
believe you need to review.
▪ Work on you Orbital or Independent Project.
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 Ed 4
FSIE

ADDRESSING DIVERSITY
THROUGH YEARS: SPECIAL
AND INCLUSIVE
EDUCATION
Activity no. 4
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 differentiation?
2. How different are accommodations from
modifications?
3. When should do we accommodate and when
do we modify?

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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

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