Unit 3

MAKING SCHOOLS INCLUSIVE

Intended Learning Outcomes:
Within the unit, the pre-service teacher (PST) will be able to:

1. describe characteristics of inclusive schools and communities (BTI 4.3.1; CLO 5).
_____________________________________________________________
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SDG INTEGRATION: SDG # 4 – Quality Education (Ensure inclusive and equitable quality
education and promote life-long learning opportunities for all).

CaptivaTeyoUrself
ACTIVE LEARNING – Virtual Sharing on the theme, “To be truly inclusive, educators must
always check for the presence, participation, and achievement of their learners.”

Connect ToUnderstand
Unifying Framework

In 2002, Booth and Ainscow came up with an index for Inclusion, which aims to direct
educational institutions toward developing their own next steps and action plans if they want to
restructure into becoming more inclusive. “It takes on the social model of disability as its
starting point, builds on good practice, and then organizes the index work around a cycle of
activities which guide schools through stages of preparation, investigation, development, and
review” (UNESCO 2005: 30). A Three-Dimensional framework was created (see Figure 3.1).

Figure 3.1. Three Dimensions of the Index (Booth and Ainscow 2002:7).
Booth and Ainscow (2002) explained that these three dimensions – creating inclusive cultures,
evolving inclusive practices, and producing inclusive policies – are interconnected and “chosen
to direct thinking about school change” (2002:7). Considered the backbone of the framework is
the laying down and establishing of an inclusive culture. Without this at the foundation, it will
be quite difficult to get people to shift policies and practices. A non-supportive culture would
most likely result in resistance from the school’s direct stakeholders. They explain that these
three dimensions also branch out into sections to further guide schools into implementing more
direct steps toward this paradigm shift.

A. CREATING INCLUSIVE CULTURES

Inclusion is as much the responsibility of society as it is the responsibility of schools. We

realized from the previous chapter that the key to successful inclusive practices are emerging of
frameworks and aligning of definitions of disability. In this module, we shall learn that inclusive
education is an ongoing collaborative process that needs to be dynamically revisited. For it to
truly work, its essence has to resonate to all stakeholders of education.

In educational reform, stakeholders are those who are “invested in the welfare and success of a
school and its students” (www.edglossary.org). In other words, these are the teachers,
administrators, school staff, officials and other workers, the parents and their families, the
community, and the government. They may also be collective entities like local businesses,
advocacy groups, the media, sociocultural institutions, and other organizations that may be
directly or indirectly involved in education. Stakeholders are important because they play a
major role in “connecting what is being taught in a school to its surrounding community”
(www.edglossary.org).

In 2017, UNESCO, reported that there has been significant global improvement in accessing
education, specifically in the primary level for the last 15 years. However, its 2016 Global
Education Monitoring Report reveals that there are still an estimated 263 million children and
youth aged 6-17 all around the world who are still not in school at this time. The report also
confirmed the continuous plight of women against gender discrimination among others. With
increasing globalization and international migration, the problem pertaining to inclusive
education and how it affects PWDs could not be more real.

1. What Stakeholders Can Do

The rights-based approach to educational programming “insists that no right can exist without a
corresponding governmental obligation” (Van den Brule-Balescut&Sandkul 2005). Thus,
governments and communities are starting to understand how they are accountable to children
with additional needs in fulfilling their right to education and providing access to quality
education that is also safe, welcoming, and inclusive. Legally, defining terms and formalizing a
system for setting up inclusive schools in areas where there are none to begin with ensures
uniformity, universality, consistency of implementation, and eventual success of inclusion in the
country. The following are some steps stakeholders can take to create inclusive cultures:
✔ Set the parameters for inclusion. The government has identified key people and
professions, and highlighted important factors leading to the success of inclusive
education – i.e., placement process, committees, staffing and responsibilities,
 teacher training and compensation, incentives for private sector participation, and
collaboration of the Department of Education with other branches of government.
These clearly show not just an attempt to centralize inclusive practices, but an
initiative to make the welfare and development of children with additional needs the
responsibility of all. These are also consistent with what the UNESCO pushes for in
terms of getting every stakeholder involved.
✔ Build key people. The government recognizes the need for teacher training, both
in the special nneds education and general education levels. It also pushes for the
use of evidence-based teaching frameworks, provision of student assistance, and
access to instructional materials. Most importantly, calls are made for continuing
research and forming of policies to be initiated by agencies such as the Department
of Education so as to further refine the inclusive process and have it tailored to fit to
the needs of children with educational needs. This is an important factor that every
nation has to constantly revisit as the needs of students across continents, though
similar, would have nuances depending on where they reside. Educational
frameworks cannot just be lifted and “copy-pasted” with the expectation that what
worked for one country will work for another. UNESCO (2005) states that clarity of
purpose, realistic goals, motivation, support, resources, and an evaluation of policies
and practices all contribute to a successful shift toward inclusion.
✔ Identify and eradicate barriers. UNESCO’s Guide for Inclusion (2005) advocates
for the identification and removal of obstacles that have to do with transforming
prevailing attitudes and values on a systemic level. The Philippine government
seems to be in consonance with this aspect in the light of its existing legislative
policies that ground the undeniable importance of inclusion. It is also continuously
reorganizing structures in education and implementing programs that highlight the
need for primary stakeholders like the school, the parents, and other policy-makers,
to acquire more understanding and capacity-building to manage an inclusive
environment.

COMMON BARRIERS TO INCLUSION

Attitudes, values systems, misconceptions, and societal
norms – can lead to prejudices and/or actual resistance to implement
inclusive practices (UNESCO, 2005).
Physical barriers – the lack of building, facility, transformation, or
road accessibility are types of physical barriers that can literally affect
one’s mobility.
Curriculum – a rigid “one size fits all” type of curriculum that does
not allow room for individual differences can significantly stunt one’s
learning and opportunity for growth.
Lack of teacher training and low teacher efficacy – whether
training in teaching strategies, using curriculum frameworks, or behavior
and classroom management, lack of training as well as low confidence in
one’s own skills can directly affect how inclusive practices are
implemented.
Poor language and communication – language barriers may also
directly have implications on how well inclusive practices are
implemented.
 2. Special Education Vs. Mainstreaming Vs Inclusive Education
Part of what needs to occur when creating cultures is to also determine distinctions among
frameworks and practices. Most important in this scenario is to understand how different special
education, mainstreaming, and inclusive education are from each other.

Mainstreaming shares more similarities with inclusion than with special education. Both look at
integrating the child with additional needs into a general education setting. There are, however,
nuances between the two as well.

Comparing Special Education, Inclusion, and Mainstreaming

Special Education Inclusion Mainstreaming

Learners Students who are not part
of the classroom norm
All same-aged
peers/learners are in one
class regardless of ability.
Selected learners are
included in a general
education class based on
their readiness instead of
their age.

Curriculum Strengths-based and General Education Learner may have access

needs-based individualized Curriculum to both general education
curriculum curriculum and a more
individualized curriculum.

Assessment and Mostly strengths-based but Norm-referenced Both Norm-referenced and

Evaluation is sometimes is also strengths-based
standards-based

Learning All services happen inside
Placement and for special education
Delivery of classroom but other
Services services such as
therapeutic interventions
may be integrated into this
setting or delivered
separately.
All services happen inside
the general education
classroom.
Receives services in both
the general education
classroom and outside
through the use of
resource rooms and
therapeutic programs.

Philosophy Learner-centered: Some Rights-based: All learners Preparatory and

 learners have very specific
needs that may not be
appropriately addressed in
a general education
classroom.
have a right to access Integrative: Learners are
quality education that is given access to general
available to others. education but will need to
catch up on skills first.

B. PRODUCING INCLUSIVE POLICIES

UNESCO (2005) realistically acknowledges that a societal change in attitude need not to be
initially present in a community before inclusion can be fully practiced. Rather, it must be
viewed as a perspective or an ideal to work toward. Without this realization, differences in
standards and quality of education may surface as potential problems. Just very recently, the
pre-service education curriculum was restructured so that special needs education units are not
only given to special needs education majors but to other education majors as well. This is a
huge step for teachers and a nod to inclusive education. The following is a list of other possible
steps that educators can take to facilitate the much-needed societal shift and inform policy:
✔ Involve other sectors of society. Current training and awareness campaigns seem to
limit the movement of inclusion to a mere home-school relationship. At most, these are
extended to the departments for social welfare and health. However, for an inclusive
set-up to truly be successful, active involvement of the entire community must be
ensured. For instance, those in the business, commercial, security, and religious sectors
must also be given representation in trainings. These campaigns must be wide enough
in scope as to cover supermarkets, restaurants, malls, public and government agenices
not directly associated with social welfare or health, transportation, land, airline and
maritime companies, the media, and even the research teams of our policy makers. At
the same time, they must be specific enough to reach the local churches, the subdivision
playgrounds, and the village stores. In recent years, students in the tertiary level from
various programs have been showing growing interest in the PWD community. For
instance, students belonging to architectural and Interior design programs have been
working on theses and capstone projects where their main clients have additional needs.
The idea is for everyone – regardless of their training or exposure – to become more
sensitive and aware of the PWD population. The more aware a community is, the more
it will be able to help.
✔ Collaborate. Whether creating an academic program specific to a child with additional
needs or creating a new legislative bill for the PWD community, collaboration is crucial.
Each member of the inclusive education team would have their own strengths and
weaknesses, and these have to be used wisely to benefit the child with additional needs.
Del Corro-Tiangco (2014) states that general education teachers are trained in the
general curriculum but would not know how to teach and manage children with
additional needs; while a special needs education teacher would be equipped to handle
atypical behaviors but would not know much about the general education curriculum.
True collaboration would guarantee an inclusive program that would cover as many
areas as possible.
✔ Recognize the shift in roles of the teachers. With the shift to inclusive education,
the role of Special Education (SpEd) teachers suddenly seems to be reduced to only “as
needed.” As a result, the SpEd teacher’s role no longer becomes that of an implementer
but that of a consultative nature instead. It also becomes the responsibility of the
 general education teacher to know what to do when faced with a learner with
additional needs in his or her classroom. The SpEd teachers’ role – their trainings, their
insights, and their skills as a supposed prime mover in the inclusive education
framework – must neither be diminished nor disregarded. Instead, these must be used
to ensure a good inclusive program is provided to children with additional needs.
Conversely, general education teachers must go through skills training and capacity-
building workshops to ensure that they are supporting all types of learners in their
classrooms appropriately.
✔ Include transitions in planning. An abrupt systemic change that is not well-planned
or that disregards practices – whether existing or implied – may hinder the shift to
inclusion and cause resentment from all stakeholders. Instead, current practices have to
be respected and honored so as to facilitate a graduate shift to inclusive education.

Booth and Ainscow (2002) recommend that schools reflect on their current policies and
practices to check their readiness for an inclusive set-up. They also devised a questionnaire that
would help administrators, faculty, and other stakeholders comprehensively gather baseline
data. A move that would greatly help in informing policy would be examine different aspects of
the school and the delivery of its services. Specifically, schools may look at the following:
✔ Student admissions

✔ Accessibility to utilities and facilities

✔ Supports available to students, parents, and school personnel

✔ Learner accommodations

✔ Exclusionary or discriminatory incidents

✔ Number of bullying cases

✔ Faculty and staff promotions

C. EVOLVING INCLUSIVE PRACTICES

Evolving inclusive practices is the third dimension to Booth and Ainscow’s framework for schools
(2002), where administrators must first try to create an inclusive culture among its
stakeholders, then build better, more all-encompassing policies. The goal of the first two steps
is to ascertain habit-forming conditions, which make procedures that are otherwise unfamiliar
feel like second nature to us. We want to reach a point where inclusive teaching practices are
expected. Once this happens, we can start focusing on raising the participation and success
rates of learners with additional needs inside our classrooms.

Moreover, the term “evolving” assumes that we are 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.

1. Universal Design for Learning

In architecture, universal designs refer to structures that were made in such a way that they
can be used by customers or clients with a wide range of needs (Dukes & Lamar-Dukes 2009 as
cited in Salend 2011). Such designs ensure accessibility for all. For example, an architect
designs a commercial complex where ramps, elevators, escalators, handrails, wide doorways
and sidewalks, and signs embossed in Braille abound. It is very user-friendly building.
Obviously, the designer imagined that some customers might walk into the complex in
wheelchairs or white canes. The architect does not know if or when it’s going to happen, but he
anticipated it and incorporated it into his design anyway.

Such is the mechanics of a Universal Design for Learning (UDL) approach to instruction. 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 Turnhill, et al 2013). It is best used in
a general education classroom where learners are different. Through the provision of delivering
content and allowing student to construct learning in more than one way. UDL ensures that ALL
students learn genuinely.

These are three elements to UDL:

✔ Multiple means of representation

✔ Multiple means of action and expression

✔ Multiple means of engagement

In 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. The principles of UDL, which
sometimes overlap, are presented below with examples.

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

UDL PRINCIPLES UDL PRINCIPLES AND INCLUSIVE EXAMPLES OF UDL
PRACTICES IMPLEMENTATION AND
 INCLUSIVE PRACTICES

Principle 1: Inclusive Practices are designed to be ● Use UDL principles

Equitable Use useful, appealing, and safe for all
equitably
students, families, and professionals to
use. Individual differences and various ● Use culturally responsive
contexts are respected. teaching strategies and
materials like NTBMLE
(mother tongue-based
multilingual education)

Principle 2: Flexible Inclusive practices are designed to

Use accommodate the individual preferences,
abilities and needs of all students, families,
and professionals. Flexibility in providing
choices for methods and pacing are
exercises.

Principle 3: Simple Inclusive practices are designed to be easy ● Establish classroom rules
and Intuitive Use for all to use and understand.
and routines
● Use graphic organizers
for synthesizing material
● Develop scoring rubrics
with the students

Principle 4: Inclusive practices are designed so that ● Use technological and

Perceptible they communicate valuable information to
assistive devices to
Information ll through various formats.
support learning,
communicate with
parents, or share
information

Principle 5: Inclusive practices are designed to ● Teach study and learning

Tolerance for Error minimize errors and unintended
strategies
consequences by providing safeguards and
warnings to assist all in using them safely. ● Teach self-regulatory
techniques
● Encourage students and
foster their intrinsic
motivation
● Offer grading alternatives
that are valid and
appropriate
Principle 6: Low Inclusive practices are designed to be ● Chunk activities and give
Physical Effort used comfortably and efficiently without
more breaks.
much effort from all.
● Teach mindfulness.

● Provide additional
support as needed.

Principle 7: Size Inclusive practices are designed for use by ● Take advantage of seat
and Space for all, regardless of their mobility, physicality,
arrangements and
Approach and Use or way of communication.
classroom furniture (e.g.,
specialized chairs,
stability balls, use of
ambient music, and
appropriate lighting)
● Provide opportunities for
outdoor work
● Allow technology as
needed

Principle 8: Inclusive practices are designed to ● Use project-based

Community of promote social interaction and
learning
learners communication for all.
● Promote collaborative
activities such as fish
bowl discussions or think-
pair-share
● Establish strong home-
school partnerships
● Classroom check-Ins and
Check-Outs

Principle 9: Inclusive practices are designed to foster ● Make students aware of

Inclusive acceptance and a sense of belongingness
and comfortable with
Environment for all.
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.

2. Differentiated Instruction
According to Tomlinson (2010), differentiated (or 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).

Why differentiated instruction?

All learners are unique and have varying interests, talents, strengths, as well as needs. Hence,
it is essential that teaching and learning experiences reflect this diversity. To ensure engaged,
successful, and flourishing learners, teaching and learning experiences need to be designed in a
way that provide opportunities for students to learn and demonstrate their understanding in
varied ways. Thus, 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.

How is Instruction Differentiated?

Bender in 2002 (as cited by Gentry, et al 2013) identified elements of the curriculum that can
be differentiated: (1) content, (2) process, (3) product, and (4) learning environment in
response to the students’ characteristics: interests, readiness, and learning profile. As an
overview, 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.

As teachers, you must know your curriculum. You are suggested to revisit or identify which are
non-negotiable and negotiable learning objectives and tasks. You are also expected to know
your students’ interest, readiness level (based on diagnostic data), and learning styles / profile
(strengths and needs). You may create a class profile to provide an overview of the class’
characteristics and needs. Next, you have to identify and plan what and how to differentiate
your material. The goal is to start small and take simple steps toward and differentiating
instruction. The following table provides a guide on how to effectively differentiate in the
classroom:
DIFFERENTIATION STRATEGIES
CONTENT PROCESS PRODUCT LEARNING
ENVIRONMENT
 What is taught? How is it taught? How is it assessed? How is the classroom
arranged?
What is learned? How is it learned? How is learning
demonstrated?

● Provide ● Choices of reading ● Homework ● Flexible

additional materials options grouping: whole
materials / skills ● Varied presentation ● Student choice class, small
● Reduce materials styles: Say it, Show groups, one-on-
on product (oral one, peer
it, and Model it.
presentations, teaching, pairs,
● Skills ● Use media (video, written report, partner learning,
explorations by audio, computer, TV, role plays,
interest and manipulatives) independent
simulations, etc.) learning, and
● Varied pacing
● Varied journal cooperative
● Reading buddies: prompts learning
- Read/ ● Choice Boards ● Flexible seating
summarize
- Read / ● Think-Tac-Toe ● Preferential
Question /
Answer
seating
● Tiered activities
- Visual ● Pull –out from
organizer / (by readiness
summarizer and interest) class (for
learners with
● Think-Pair-Share by
● More items special needs)
readiness, interest,
and learning profile
(advanced
learners)
● Learning centers /
stations
● Less items (with
special needs)
● Small-group
instruction ● Learning
● Jigsaw (expert contracts
groups) ● RAFT (Role,
● Cooperative learning Audience,
activities Format, Topic)
● Teams, Games and
Activities

● Cubing

● Learning contracts

How is the Classroom Managed During Differentiated Learning?

Structure the classroom by establishing routines during differentiated 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.
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 opportunity to assume
each of the roles.
a. Facilitator
b. Recorder
c. Summarizer / Timekeeper
d. Presenter
e. Errand monitor
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).

ANCHOR ACTIVITIES FOR DIFFERENTIATIED ACTIVITIES

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
 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 form the anchor option file box.
Select a least one area of test prep practice you believe you need to
review.
Work on your Orbital or Independent Project.

CommiT and ConqUer

Reflective Learning Sheet # 10
Lesson Planning: A Soft Activity
Name: ______________________________ Prog/Yr/Sec: ________________

Date: ___________________ Score: ________

UDL is a classroom practice that ensures the participation and achievement of all types of
learners and where the teacher assumes diversity and uniqueness for all students in the
classroom. Given this, create a plan for UDL. Assume that you are a Grade 2 Math
teacher teaching subtraction. Your class is composed of 35 students. Of the 35, one has an
official diagnosis of ADHD and you suspect that another might have a math learning
disability.

Format of the Lesson Plan Outline:

I. Learning Outcomes
II. Subject Matter
a. Topic
b. References
c. Values Integration
III. Procedures
a. Motivation
b. Presentation
c. Lesson development
d. Application
e. Generalization
IV. Evaluation
V. Assignment