PHILOSOPHY (ROLAND)

We believe that education is for everyone, the opposite of exclusion where everyone is included
and valued. We value the kind of education where everyone is accepted and equal, a kind that is
reachable and accessible. A place where differences are recognized and acknowledged rather
than dividing and isolating. We believe in Inclusive education.
VALUES (ROLAND)
In an inclusive learning environment, a teacher must exemplify excellence and make sure
that he/she is not being a detriment to the development of every student. The following
will serve as a given set of competencies a teacher must embody in the inclusive
classroom.

a. Knowledge
- The teacher must possess a masterful amount of information not only in his/her
discipline but also on his/her students. The teacher must recognize the learners’
abilities and inabilities and act on their individualities accordingly.
b. Adaptations
- Having the knowledge and the information about the students is not enough. A
teacher should also know how to use this information to accommodate the needs
of his/her students. The teacher should be able to adapt and accommodate for
size, time, level of support, input, difficulty, output, participation, and alternate,
and should be able to come up with a substitute curriculum.
c. Growth
- The care, education, and cultivation provided should all be catalysts that set off
or progress the cognitive, physical, social, moral, and academic development of
all students.

d. Inclusivity
- Teachers see to it that every student is included, regardless of their differences.
The classroom should be a non-hostile environment where everyone is
comfortable being themselves and can flourish through their uniqueness. A
classroom is a social place where discrimination is kept to a minimum and where
 every student can develop regardless of their disabilities, race, color, ethnicity, or
any characteristic that makes them different from one another.
Design (ROLAND)
1. Curriculum
The curriculum design for learning should be universal. Universal design for
learning involves these elements.
a. Multiple means of representation – Learners are given various ways of receiving
knowledge. For instance, presenting information in multiple formats- like, direct
teaching, group discussion, and auditory, visual, and kinesthetic presentations.
b. Multiple means of engagement – to connect through the learners’ interest, give out
appropriate challenging activities that increase motivation.
c. Multiple means of expression – to give alternatives for demonstrating what the students
understand. This means offering a variety of multiple and perhaps non-traditional
avenues for assessment that go beyond the traditional written assignments or tests to
include verbal and/or visual presentations, performances, etc.

-The reason behind this design of learning is to make sure that all students should be able
to access the curriculum. Of course, universal design doesn’t mean perfect thus,
adaptations and accommodations should all be done accordingly.

2. Differentiated instruction
Differentiated instruction provides a framework when it comes to addressing the needs of
students as a significant component of instructional planning.
- When Identifying barriers to curriculum and instructional access ask these
questions:
a. Can all students take part in the curriculum in its current form? If not ...
• What environmental barriers exist to the participation of all students?
• What barriers exist to the participation of all students in terms of implied
instructional strategies?
• What barriers exist to the participation of all students in terms of required
learning outcomes?
 b. What needs to be done to remove these barriers to learning and participation?
3. Educational environment
In an inclusive learning environment, the physical, materials and resources should all be
designed in a way where it can universally cater to all students to some extent. Below are
examples of considerations to keep in mind:
- Considerations for appropriate print materials
• Increase the readability
• Highlight critical features.
• Reduce extraneous details and simplify the layout.
• Supplement with visual cues (pictures, diagrams, mind maps, illustrations).
• Supplement with written cues and prompts.
• Reduce the amount of material selected.
• Simplify the language (use shorter sentences and simpler vocabulary).
• Include selected content (essential content, experience-based or interest-based).
• Use alternative materials (do not rely solely on print—use models, videos, etc.).
• Create new materials.
• Use student work folders for daily assignments.
- Considerations for the resources environment
• Provide additional instructional support (paraprofessionals, volunteers, peer
tutors, parents, and other professionals).
• Coordinate a range of community and other support services.
• Utilize additional technological resources (computers, augmented
communication devices, video, audio).
• Collaborate with other teachers.
- Use of assistive technologies such as:
• Switches
•Braille embossers and displays
•Speech recognition software