Effective Instructional

Strategies in Inclusive
Education and
Critical Thinking:
The Power to Think Beyond

Presented by:
Aranzado, Mary Joy D.G.
Balaba, Shiela Mae M.
Eusebio, Janelle P.
What is Inclusive Education?
• Inclusive learning provides all students with access to flexible
learning choices and effective paths for achieving educational
goals in spaces where they experience a sense of belonging.

• In an inclusive education environment, all children, regardless of

ability or disability, learn together in the same age-appropriate
classroom.

• It is based on the understanding that all children

and families are valued equally and deserve access
too the same opportunities.
In Addition:

• General Education teaches and specialists work

together in the classroom, meaning additional support
for all students
• Teachers use a variety of techniques and resources to
connect with individual learning styles
• The focus is each students’s abilities, not disabilities
• Teachers learn too how to deliver differentiated
curriculum and instruction
• Inclusive education helps change discriminatory
attituds, reverse stigmas around disabilities
• InclusIve classrooms foster attitudes of respect,
understanding and empathy
• Greater parental involvement adds to the sense
of the classroom as a community
• Aims to better prepare all students for real world
success
Effective Strategies for the Inclusive Classroom
1. Get to know your students’ IEPs/504s

• IEP - A blueprint or plan for a child’s special

education experience at school.
• 504 Plan - A blueprint or plan for how the school will
provide support and remove barriers
for a student with a disability.
2. Implement Universal Design for Learning (UDL)
• It’s an approach to curriculum planning and mapping that
makes learning engaging and accessible to a wider range
of learners with different strengths and needs.
• UDL builds on Howard Gardner's theories.

3. Use a variety of instructional formats

• Varied teaching techniques and mediums, teachers can
increase the engagement of their entire class,
not just the students who respond to a particular
style of learning and expression.
4. Support Important Life Skills
• The learner develops opportunities to broaden the potential to
develop more productivity and thus be involved in the community.
5. Engage in Collaborative Planning and Teaching
• Collaborative teaching, sometimes called cooperative teaching or
team teaching, involves educators working in tandem to lead,
instruct and mentor groups of students.
6. Develop a strong Behavior Management Plan
• A plan made up of procedures that are in place to hold students
accountable for their behavior, encourage positive behavior, and to
eliminate scolding or lecturing, which is effective in changing
behavior.
Critical
Thinking:
The Power to
Think Beyond
Critical Thinking
- is the ability to analyze facts, generate and organize ideas,
defend opinions, make comparisons draw inferences,
evaluate arguments and solve problems.
- active systematic process of understanding and evaluating
arguments. critical thinkers acknowledge that there is no
single correct way to understand and evaluating arguments
and that all attempts are necessary successful.
- a way of reasoning that demands adequate support for
one’s belief and unwillingness to be persuade unless
support is forthcoming.
Critical Thinking
- the intellectually disciplined process of actively and skillfully
conceptualizing, applying, analyzing, synthesizing and/or
evaluating information.
- a conscious and deliberate process which is used to
interpret or evaluate information and experiences with a
set of reflective attitudes and abilities that guide thoughtful
beliefs and actions.
According to Edward Glasser, Critical Thinking involves 3
elements:
1. An attitude of being dispose to consider in a thoughtful way the
problems as subjects that come within the range of one’s experience.
2. Knowledge of the methods of logically inquiring and reasoning.
3. Some Skills in applying those methods developing critical thinking in
children and adult learners, individually or in a group problem solving
and decision-making contexts, continue to address these same three
central elements.
Characteristics of a
Critical Thinker
1. Rationality
We are thinking critically when we 
 rely on reason rather than emotion,
 require evidence, ignore no known evidence, and
follow evidence where it leads, and
 are concerned more with finding the best explanation
than being right analyzing apparent confusion and
asking questions.
2. Self-awareness
Analyze their own strengths and weakness; recognize their
own beliefs and points of view towards a course of action;
gather facts and analyze them before taking decisions; take
challenges as opportunities to growth and development;
resist corruption of practices and values.
We are thinking critically when we 
 weigh the influences of motives and bias, and
 recognize our own assumptions, prejudices, biases, or point
of view.
3. Concern for others

Express feelings, ideas, and opinions carefully; give

comments and suggestions using the sandwich effect
(strength-weaknesses-assurance for improvement); share
their time, talent and resources in the service of others.
4. Open-mindedness

Conduct active engagement from other’s point of view; discuss the pros and
cons about the given situations and plans of actions.
We are thinking critically when we
- evaluate all reasonable inferences
- consider a variety of possible viewpoints or perspectives,
- remain open to alternative interpretations
- accept a new explanation, model, or paradigm because it
explains the evidence better, is simpler, or has fewer
inconsistencies or covers more data
- accept new priorities in response to a reevaluation of
the evidence or reassessment of our real interests, and
- do not reject unpopular views out of hand.
5. Discipline
We are thinking critically when we 

 are precise, meticulous, comprehensive, and

exhaustive

 resist manipulation and irrational appeals, and

 avoid snap judgments

6. Judgment
Consider varied alternative/sources; see the extent of the
veracity of evidence; recognize the series of observations
before giving decisions and conclusions.
We are thinking critically when we
 recognize the relevance and/or merit of alternative
assumptions and perspectives
 recognize the extent and weight of evidence
Critical thinking means correct thinking in
the pursuit of relevant and reliable
knowledge about the world. Another way to
describe it is reasonable, reflective,
responsible, and skillful thinking that is
focused on deciding what to believe or do.