Trends and issues in teaching learners

with difficulty with self-care

CHAPTER 17
 UNESCO REPORT [2016]

At this point in time, the most prevalent education

conceptualization states that inclusive education is the sole
process of ensuring that all learners share the same educational
opportunities as their same-aged peers.

IDOL, 2017
Literature would show that all inclusion is providing all
educational services to students with disabilities in a general
education setting
 HALL IN FLORIA, 2015

Similarly, inclusion is about full

membership of an aged-appropriate
class in the local school, doing the same
lessons as other pupils.

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 World Health
Organization, 2011
These barriers may be classified as
attitudinal and environmental barriers.
According to the 2011 World Report on
Disabilities, environmental barriers
include inaccessible policies, information,
and service delivery provisions while
attitudinal barriers include negative
attitudes, negative imagery, language,
stereotypes, stigma, and discrimination.
 Heward, Albert Morgan, and Konrad (2017)

There is not a single agreed definition of inclusions,

there was no clear consensus that exists in the field
about the meaning of inclusion. And with the above
definitions, inclusion would mean the full-time
placement of students with disabilities in regular
classrooms, but the other may refer to inclusion as any
degree of integration of learners with disabilities into
the mainstream classroom.

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A large number of research studies show positive effects
❖Higher expectations for student learning ( Jorgensen, McSheehan, &
Sonnenmerc, 2007.

❖Heightened engagement, effective demeanor, and participation in

integrated social activities ( Hunt, Farron- Davis, Beckstead, Curtis,
& Goetz, 1994 )

❖Improved communication and social skills (Beukelman & Mirenda,

2005; Fisher & Meyer, 2002; McSheehan, Sonnenmeter, &
Jorgensen, 2009, Soto, Muller, Hunt & Goetz, 2001)
❖More satisfying and diverse social relationships (Guralnick,
Connor, Hommond Gottman, & Kinnish, 1996)

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 ❖ Better academic outcomes in the areas of literacy and mathematics
(Cole, Waldren & Majd, 2004; Casier, Causton- Theoharis, & Theoharis,
2013; Dessemontet, Bless & Morin, 2012; Kurth & Mastergeorge, 2010;
ryndak, Alper, Ward, Storch, & Montgomery, 2010; Ryndak, Morrison, &
Sommerstein, 1999)

❖ Lesser absences from school and referrals for disruptive behavior

(Helmstetter, Curry, Brennan, & Sampson-Saul, 1998)

❖ Achievement of more IEP goals (Brinker & Thorpe, 1994)

❖ Enhanced adult outcomes in the areas of post-secondary

education, employment, and independence ( White & Weiner, 2004)

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 RESEARCH ARTICLE

Inclusion is not just seen as

an advantage to people
with disabilities, but also to
those without disabilities.

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 ❖Developed friendship, leadership skills, and social competency
(Geisthardt & Munsch, 1996)

❖ Reduced fear of human differences accompanied by increased comfort

& awareness ( Peck, Carlson & Helstetter, 1992)

❖Positive growth in social cognition ( Murray-Seegert. 1998)

❖Increased academic achievement, assignment completion, and

classroom participation (Cushing & Kennedy, 1997)

❖Improved attitudes toward diversity (Flinke, McNaughton & Drager, 2009)

❖Unique opportunities for, learnings prejudice and equity (Fisher, Sax, &
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Jorgensen, 1998 presentation title 9
 The Rationale for inclusion is also
supported by the fact that studies
conducted since the late 1970s have
shown an academic advantage for
students with disabilities educated
in separate settings (Falvey, 2004).

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In the Philippines, the practice of
inclusion is being implemented by general
education teachers. Muega and Echavia
(2011) report that general education
teachers are not prepared to handle
students with disabilities in their classes
due to the fact that there was no
mandatory course or training in both their
in-service and pre-service teacher
education institutions.
The findings of the studies above
corroborate with the study of Custodio
(2019) stating that the in-service
teachers or the cooperating teachers
were found to be unsuccessful in
preparing pre-service teachers or
students teachers for inclusive
Education due to a lack of teachers in
preparation.
The latest educational reform in the
country has focused on the inclusion of
students with disabilities in general
education settings. The policy
guidelines on the K-12 Basic Education
Program or the DO 21, s. 2019 for
instance, integrates inclusive Education
in the K to 12 curricula, making
inclusive Education it’s core principle.
To actualize inclusion, the policy
suggests strengthening the
contextualization of the
curriculum and learning materials
in school making sure that are the
differentiated presentation of
information, content, and learning
materials to support
understanding.
 INTERMALIZE
▪ Provide options for self-regulation (9)
▪ Comprehension (3)
▪ Executive Function (6)

GOAL
▪ Purposeful and Motivated
▪ Resourceful and knowledgeable
▪ Strategic and goal directed
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FIGURE 17.1 DIVERSITY WHEEL
• Adopted from Coden Marilyn and Rosener,
Judy, “ Workforce America! Managing
Employee diversity as a vital resource ”
Mcgrow-Hill Professional Publishing, 1990.
• The Universal Design for Learning (UPL), as discussed
in chapter 13, presents sidelines in providing multiple
means of engagement representation and action and
expression below presents the UPL, guidelines by the
center for applied special technology (CAST).

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 TABLE 17.1: THE UNIVERSAL DESIGN FOR LEARNING
GUIDELINES

CAST 1: UNTIL LEARNING HAS NO LIMITS

PROVIDE MULTIPLE MEANS OF ENGAGEMENT

ACCESS BUILD
o SUSTAING EFFORTS
o RECRUITING &PERSISTENCE
INTEREST (7) o LANGUAGE &SYMBOLS (2)
o RECEPTION(1) o EXPRESSIONS &
o PHYSICAL ACTION (4) COMMUNICATION (5)

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 To help us answer this question,
presented below is the diversity wheel,
developed by Coden and Rosener in
1990. This is a framework of concentric
circles that show different dimensions
of diversity within individuals and
institutions.
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 ERA ORGANIZATION
➢ WORLD EVENTS ➢ FUNCTION
➢ HISTORICALEVENTS ➢ MANAGEMENT
➢ CULTURAL EVENTS ➢ WORK LOCATION
➢ POLITICAL EVENT ➢ DICISION

EXTERNAL INTERNAL
➢ SOCIOECONOMIC STATUS ➢ AGE
➢ GEOGRAPHIC LOCATION ➢ RACE
➢ EXPERIENCE ➢ GENDER
➢ FAMILY STATUS

PERSONALITY
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thank you