GABISAY, CARL NIÑO NOV.

08, 2022

MODULE 17: A UNIFYING FRAMEWORK

Task 1. Discuss the purpose of Booth and Ainscow in creating a three-dimensional

framework with an index for inclusion.

Its purpose is to guide and direct educational institutions in order for them to develop in their own
steps and action plan if they want to strengthen and become more inclusive

Task 2. Explain each dimension of the Index for

2.1 Creating Inclusive Cultures

The key to effective inclusive practices is the fusion of frameworks and the alignment of
definitions of disability. Inclusion is as much the responsibility of society as it is of the schools.
Stakeholders in educational reform are individuals who have a "investment in the success and welfare of
a school and its students. Stakeholders have the power to define inclusion's parameters, develop
essential personnel, and find and remove barriers.

2.2 Producing Inclusive Policies

A society shift in mentality is not required to be initially established in a community before

inclusion may be completely applied, as is actually acknowledged by UNESCO (2005). The following are
some feasible actions that educators may do to encourage the urgently needed social change and
inform policy: collaborate, involve other societal sectors, acknowledge teacher role changes, and
incorporate planning transitions.

2.3 Evolving Inclusive Practices

The third aspect of Booth and Ainscow's Framework is Evolving Inclusive Practices, where
administrators must endeavor to foster an inclusive culture among its stakeholders. The word "evolving"
presupposes that we already have plans in place. Universal Design for Learning (UDL) and Differentiated
Instruction are two efficient, evidence-based inclusive techniques that can be employed in the
classroom.
Task 3. Provide informative details for each of the following sections under its
respective dimensions.

T3.1 Dimension A

T3.1.1 Section A.1 Building Community

This dimension creates a secure, accepting, collaborating, and stimulating community, in which
everyone is valued as the foundation for the highest achievements of all.

T3.1.2 Section A.2 Establishing Inclusive Values

It conveyed to all new staff, student, governors, and parents/ carers. The principles and values
development becomes a continuous process.

T3.2 Dimension B

T3.2.1 Section B.1 Developing the school for All

This dimension makes sure that inclusion permeates all schools’ plans. Policies encourage the
participation of students and staffs from the moment they join the school.

T3.2.2 Section B.2 Organizing support for diversity

Support is considered to be all activities which increase the capacity of a school to respond to
student diversity. All forms of support are developed according to inclusive principles and are brought
together within a single framework.

T3.3 Dimension C

T3.3.1 Section C.1 Orchestrating Learning

This dimension develops school practices which reflect the inclusive cultures and policies
of the school. Lesson is made responsive to student diversity. Student are encouraging to be actively
involved in all aspects of their education, which draws on their knowledge and experience outside
school.

T3.3.2 Section C.2 Mobilizing Resources

Staff identify material resources and resources within each other, students, parents/carers, and
local communities which can be mobilized to support learning and participation.
Task 4. Upload a screenshot of framework about the Three Dimensions of Index by
Booth & Ainscow.