NAVOTAS POLYTECHNIC COLLEGE

Office of the Academic Affairs

Bangus St., Corner Apahap St., NBBS, City of Navotas

Foundation of Special and Inclusive Education

Module 3
Inclusive Education

Intended Learning Outcomes:

At the end of this module, the learner should be able to:`
1. Identify the three dimensions of the Index
2. Explain the difference between mainstreaming and inclusion
3. To create safe, inclusive, and culturally responsive learning environments for students
with special needs.

Introduction
Inclusive education aims to provide all students equal opportunity to learn and achieve their
potentials by planning an education that responds to the child’s needs and providing them
appropriate learning environments.
How do we deliver inclusive education? Making schools inclusive requires schools and
stakeholders to remove the barriers to education experienced by the students with special
needs. This module will provide insights on cultivating inclusive habits. It is based on Booth and
Ancow's (2002) framework to help schools identify the steps that they have to make to shift to
a more inclusive setting.

Discussion

Index for Inclusion

 It is a set of materials to guide schools through a process of inclusive school
development. It is about building supportive communities and fostering high
achievement for all staff and students.
Purpose
 Adopt a self-review approach to analyze their cultures, policies and practices and to
identify the barriers to learning and participation that may occur within each of these
areas.
 Decide their own priorities for change and to evaluate their progress.
 Use it as an integral part of existing development policies, encouraging a wide and deep
scrutiny of everything that makes up a school's activities.

Inclusion in education involves:

 Valuing all students and staff equally.
 Increasing the participation of students in, and reducing their exclusion from, the
cultures, curricula and communities of local schools.
 Restructuring the cultures, policies and practices in schools so that they respond to the
diversity of students in the locality.
 Reducing barriers to learning and participation for all students, not only those with
impairments or those who are categorized as `having special educational needs'.
 Learning from attempts to overcome barriers to the access and participation of
particular students to make changes for the benefit of students more widely.
 Viewing the difference between students as resources to support learning, rather than
as problems to be overcome.
 Acknowledging the right of students to an education in their locality.
 Improving schools for staff as well as for students.
 Emphasizing the role of schools in building community and developing values, as well as
in increasing achievement.
 Fostering mutually sustaining relationships between schools and communities.
 Recognizing that inclusion in education is one aspect of inclusion in society.

Three dimensions:
1. Creating inclusive cultures
2. Producing inclusive policies
3. Evolving inclusive practices
Dimension Indicators
1. Creating inclusive cultures 1.1 Building community 1.1.1 Everyone is made to
feel welcome.
1.1.2 Students help each
other.
Staff collaborate with each
other.
1.1.3 Staff and students treat
one another with respect.
1.1.4 There is a partnership
between staff and
parents/careers.
1.1.5 Staff and governors
work well together.
1.1.6 All local communities
are involved in the school.
1.2 Establishing inclusive 1.2.1 There are high
values expectations for all students.
1.2.2 Staff, governors,
students and parents/careers
share a philosophy of
inclusion.
1.2.3 Students are equally
valued.
1.2.4 Staff and students treat
one another as human beings
as well as occupants of a
‘role’.
1.2.5 Staff seek to remove
barriers to learning and
participation in all aspects of
the school.
1.2.6 The school strives to
minimize discriminatory
practice
2. Producing 2.1 Developing the school for 2.1.1 Staff appointments and
inclusive policies all promotions are fair.
2.1.2 All new staff are helped
to settle into the school.
 2.1.3 The school seeks to
admit all students from its
locality.
2.1.4 The school makes its
buildings physically
accessible to all people.
2.1.5 All new students are
helped to settle into the
school.
2.1.6 The school arranges
teaching groups so that all
students are valued.
2.2 Organizing support for 2.2.1 All forms of support are
diversity coordinated.
2.2.2 Staff development
activities help staff to
respond to student diversity.
2.2.3 Special educational
needs' policies are inclusion
policies.
2.2.4 The Special Educational
Needs Code of Practice is
used to reduce the barriers
to learning and participation
of all students.
2.2.5 Support for those
learning English as an
additional language is
coordinated with learning
support.
2.2.6 Pastoral and behavior
support policies are linked to
curriculum development and
learning support policies
2.2.7 Pressures for
disciplinary exclusion are
decreased.
2.2.8 Barriers to attendance
are reduced.
2.2.9 Bullying is minimized.
3. Evolving 3.1 Orchestrating learning 3.1.1 Teaching is planned
inclusive practices with the learning of all
students in mind.
3.1.2 Lessons encourage the
participation of all students.
3.1.3 Lessons develop an
understanding of difference.
3.1.4 Students are actively
involved in their own
learning.
3.1.5 Students learn
collaboratively.
3.1.6 Assessment contributes
to the achievements of all
students.
3.1.7 Classroom discipline is
based on mutual respect.
3.1.8 Teachers plan, teach
and review in partnership.
3.1.9 Teachers are concerned
to support the learning and
participation of all students.
3.1.10 Teaching assistants
support the learning and
participation of all students.
3.1.11 Homework
contributes to the learning of
all.
3.1.12 All students take part
in activities outside the
classroom.
3.2 Mobilizing resources 3.2.1 Student difference is
used as a resource for
teaching and learning.
3.2.2 Staff expertise is fully
utilized.
3.2.3 Staff develop resources
to support learning and
participation.
3.2.4 Community resources
are known and drawn upon.
 3.2.5 School resources are
distributed fairly so that they
support inclusion.

What Stakeholders Can Do To Create Inclusive Cultures

1. Set the parameters for inclusion
2. Build key people
3. Identify and eradicate barriers

Common Barriers to Inclusion

1. Attitudes, values systems, misconceptions, and societal norms
2. Physical barriers
3. Curriculum
4. Lack of teacher training and low teacher efficacy
5. Poor language and communication
6. Lack of funding
7. Lack of policies
8. Organization of educational systems
9. Too much focus on performance-based standards

Special Education Inclusion Mainstreaming

Learners Students who are not All same-aged Selected learners are
part of the classroom peers/learners are included in a general
norm in one class education class based on
regardless of ability. their readiness instead of
their age.
Curriculum Strengths-based and General education Learner may have access
needs-based to both general education
individualized curriculum curriculum and a more
individualized curriculum.
Assessment Mostly strengths- based Norm-referenced Both norm- referenced and
and but is sometimes is also strengths-based
Evaluation standards-based
Learning and All services happen inside All services happen Receives services in both
Placement of the special education inside the general the general education
Delivery of classroom but other education classroom and outside
Services services such as classroom. through the use of
therapeutic interventions resource rooms and
may be integrated into therapeutic programs.
this setting or delivered
separately.
 Philosophy Learner-centered: Some Rights-based: All Preparatory and
learners have very learners have a right Integrative: Learners are
specific needs that may to access quality given access to general
not be appropriately education that is education but will need to
addressed in a general available to others. catch up on skills first.
education classroom.

Possible steps that educators can take to facilitate the societal-shift and inform policy:
1. Involve other sectors of society
2. Collaborate
3. Recognize the shift in roles of the teachers
4. Include transitions in planning

2 Effective evidence-based inclusive practices:

1. Universal Design for Learning
2. Differentiated Instruction

3 Elements to UDL
1. Multiple means of representation
2. Multiple means of action and expression
3. Multiple means of engagement

UDL Principles adapted from Salend (2011:17-18)

UDL Principles UDL Principles and Inclusive Examples of UDL

Principle 1: Equitable Use
Principle 2: Flexible Use
Practices Implementation and
Inclusive Practices
Inclusive practices are - Use UDL principles
designed to be useful, Equitably
appealing, and safe for all - Use culturally responsive
students, families, and teaching strategies and
professionals to use. materials like MTBMLE
Individual differences and
various contexts are
respected.
Inclusive practices are
designed to accommodate
the individual preferences,
abilities, and needs of all
students, families, and
professionals. Flexibility in

Principle 3: Simple
and Intuitive Use
Principle4: Perceptible
Information
Principle 5: Tolerance for
Error
Principle 6: Low Physical
Effort
Principle 7: Size and Space
for Approach and Use
providing choices for
methods and pacing are
exercised.
Inclusive practices are
designed to be easy for all to
use and understand.
Inclusive practices are
designed so that they
communicate valuable
information to all through
various formats.
Inclusive practices are
designed to minimize errors
and unintended
consequences by providing
safeguards and warnings to
assist all in using them safely.
Inclusive practices are
designed to be used
comfortably and efficiently
without much effort from all.
Inclusive practices are
designed for use by all,
regardless of their mobility,
physicality, or way of
communication
- Establish classroom rules
and routines
- Use graphic organizers
for synthesizing material
- Develop scoring rubrics
with the students
- Use technological and
assistive devices to
support learning,
communicate with
parents, or share
information
- Teach study and learning
strategies
- Teach self-regulatory
techniques
- Encourage students and
foster their intrinsic
motivation
- Offer grading alternatives
that are valid and
appropriate
- Chunk activities and give
more breaks
- Teach mindfulness
- Provide additional
support as needed
- Take advantage of seat
arrangements and
classroom furniture (e.g,
specialized chairs,
stability balls, use of
ambient music, and
appropriate lighting
- Provide opportunities for
outdoor work

Principle 8: Community of Inclusive practices are
Learners designed to promote social
interaction and
communication for all.
Principle 9: Inclusive Inclusive practices are
Environment designed to foster
acceptance and a sense of
belongingness for all.
Differentiated instruction
- A form of instruction that meets students’ diverse needs by providing materials and
tasks of varied levels of difficulty, with varying degrees of support, through multiple
instructional groups and time variations
- Allow technology as
needed
- Use project-based
learning
- Promote collaborative
activities such as fish
bowl discussions or think-
pair-share
- Establish strong home-
school partnerships
- Classroom check-ins and
check-outs
- 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
exercises regularly and
integrate lessons in such
activities
Activities
Activity 1. Check your Understanding
1. Enumerate and explain the three dimension of index.
2. Differentiate mainstreaming and inclusion. Explain in terms of philosophy, teacher
practices, services available, and student placement.
3. What is differentiated instruction and explain its relevance.

Activity 2. Application (Group Activity)

Watch the following videos and answer the questions below
 http://www.washington.edu/doit/videos/index.php?vid=13
 https://www.youtube.com/watch?v=B5JWvCaXk-8

1. What is UDL? Why use UDL?

2. What is the goal of UDL?
3. Following the UDL framework, make a lesson plan (good for one week) for a subject and
topic of your choice. Be ready to present your output.
You can use the example in this link as your guide.
(https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxlZGxkZ
3JvdXBwcm9qZWN0fGd4OjFlZjNhOGI1OTljMTY2Y2I)
(https://sites.google.com/site/edldgroupproject/udl-lesson-plans)

Readings and Other References

 Pawilen, G., Mariano-Ligon, C., Padilla, C., Yuzon, M., and Aligada-Halal, C. (2020)
Foundations of Special and Inclusive Education. Rex Bookstore, Inc., Manila.
 Friend, M., & Bursuck, W. (2015). Including Students with Special Needs: A Practical Guide
for Classroom Teachers (7th ed.). Boston, MA: Allyn & Bacon
 https://eric.ed.gov/?id=ED440482
 http://www.csie.org.uk/resources/inclusion-index-explained.shtml
 https://www.bing.com/images/search?view=detailV2&ccid=REDB4nLa&id=55B2D937CF
ABC3AE53F02B1E3DAF9B79BFC46CFB&thid=OIP.REDB4nLapQ-
NNQB78nv4jgHaET&mediaurl=https%3a%2f%2fwww.researchgate.net%2fprofile%2fPa
ul_Bartolo%2fpublication%2f29750791%2ffigure%2fdownload%2ffig3%2fAS%3a651188
626259976%401532266875373%2fThe-three-dimensions-of-the-Index-for-Inclusion-
Booth-Ainscow-
2002.png&exph=494&expw=850&q=Three+dimensions+of+the+index+by+booth+and+a
inscow&simid=608015636795490519&ck=03B0D14BC733F4BC20782404004EE7BC&sel
ectedIndex=1&FORM=IRPRST&ajaxhist=0
 https://teacherphili.files.wordpress.com/2019/02/why-differentiated-
instruction.png?w=660
 http://www.washington.edu/doit/videos/index.php?vid=13
 https://www.youtube.com/watch?v=B5JWvCaXk-8

Deadline of Submission of Activities:

October 29, 2022

Individual Google Drive Folder

Format for the file name of your activity:

Course Yr. & Sec.-Name- Module No Subject
(BEED 2 - Senrose Zaspa - Module 3 - Foundation of Special and Inclusive
Education)