Chapter 3

Prepared by:
Richville S. Caranzo
DRILL

“An educational approach grounded in the belief that every student,

including those with special needs, has the right to access quality
education in a supportive and diverse learning environment” (Lemmon,
2023).

C V E I L S U N I

C U T N O D I A E
DRILL

“It is everything that makes people different from each other, such
as race, ethnicity, gender, sexual orientation, socioeconomic status,
ability or religious belief’’.

R V T I D S E Y I
DRILL

“A particular set of rules, ideas, or beliefs that you use to deal

with problems or to decide what to do’’ (Collins Dictionary).

R M E R O F A K W
Chapter 3:
Making School Inclusive
Objectives:
1. Understand the Booth and Ainscow (2002)
Unifying Framework;
2. Determine the Dimensions and Sections of
the Unifying Framework; and
3. Develop the ability to respond effectively to
the educational needs of the students with
additional needs.
 A UNIFYING FRAMEWORK

Tony Booth
In 2002, Booth and Ainscow came up
with an Index for Inclusion. It aims to
direct educational institutions
towards developing their own next
steps and action plans if they want to
restructure to become more inclusive.

Mel Ainscow
 A UNIFYING FRAMEWORK

According to UNESCO (2005), "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".
 DIMENSION A: CREATING INCLUSIVE CULTURE
SECTION A.1 BUILDING COMMUNITY
SECTION A.2 ESTABLISHING INCLUSIVE VALUES
es

Pro
ctic

duc
Pra

ing DIMENSION B: PRODUCING INCLUSIVE POLICIES

sive

SECTION B. 1 DEVELOPING THE SCHOOL FOR ALL

Inc
clu

lus
SECTION B.2 ORGANIZING SUPPORT FOR DIVERSITY
g In

ive
lvin

Pol
Evo

icie
s

Creating Inclusive Culture DIMENSION C: EVOLVING INCLUSIVE PRACTICES

SECTION C. 1 ORCHESTRATING LEARNING
SECTION C.2 MOBILIZING RESOURCES
 A UNIFYING FRAMEWORK

Booth and Ainscow (2002) explained that these three

dimensions- creating inclusive culture, evolving inclusive
practices, and producing inclusive policies are interconnected.
They explained that these three dimensions also branch out
into sections to further guide schools and to implementing
more and direct steps toward this paradigm shift.
Dimension A: creating Inclusive Culture
Section A.1 Building Community
Section A.2 Establishing Inclusive Values

It creates a secure, accepting, collaborating, and stimulating community in

which everyone is valued as the foundation for the highest achievement of
all. It develops inclusive values conveyed to all new staff, students governors,
and parents/carers. It serves as a guide to decisions about policies and
practices in the classroom for continuousschool development.
Dimension B: Producing Inclusive Policies
Section B. 1 Developing the School for All
Section B.2 Organizing Support for Diversity

This dimension ensures that inclusion permeates all school plans. Policies
encourage the participation of students and staff from the moment they join
the school, reach out to the old students in the locality, and minimize
exclusionary pressure. All forms of support are developed according to
inclusive principles and are brought together within a single framework.
Dimension C: Evolving Inclusive Practices
Section C.1 Orchestrating learning
Section C.2 Mobilizing Resources

This dimension developed school practices that reflect the inclusive culture
and policies of the school. Students are encouraged to be actively involved in
all aspects of their education, which draws on knowledge and experience
outside school. Staff identify material resources and resources within each
other students, parents or carers, and the local community which can be
mobilized to support learning and participation.
 CREATING INCLUSIVE CULTURE
Inclusion is as much the responsibility of society as it is the
responsibility of schools. For it to truly work, its essence has to
resonate with all stakeholders and education.

In educational reform, stakeholders are those who are

invested in the welfare and success of a school and its students.
In addition, they may also be collective entities that may be
directly or indirectly involved in education.
 CREATING INCLUSIVE CULTURE
According to Edglossary Organization, Stakeholders are
important because they play a major role in connecting what is
being taught in school to its surrounding community.

In 2017, UNESCO reported that there has been significant

global improvement in accessing education specifically at the
primary level for the last 15 years.
 CREATING INCLUSIVE CULTURE

However, its 2016 Global Education Monitoring Report

revealed an estimated 263 million children and youth aged 6 to
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.
 Conclusions
KEY TAKEAWAYS:

In 2002, Booth and Ainscow came up with an Index for Inclusion

It aims to direct educational institutions towards developing
their own next steps and action plans if they want to restructure
to become more inclusive.
Conclusion 02 Conclusion 03

The three dimensions of the Index are creating inclusive culture,

evolving inclusive practices, and producing inclusive policies.
They explained that these three dimensions also branch out into
sections to further guide schools and to implement more and
direct steps toward this paradigm shift.
 Conclusions
KEY TAKEAWAYS:

Inclusive practices must be dynamic and collaborative.

To be truly inclusive, educators must always check for the
presence, participation, and achievement of their learners.
Differentiation playsConclusion
an important
02 role inConclusion
the success
03 of
inclusive educationpractices.
Thank you!
"Strength lies in differences, not in
similarities." — Stephen R. Covey