Chapter 3

Making Schools
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Inclusive
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INTRODUCTION

This chapter shall provide insights and practical tips on cultivating

inclusive habits and implementing such practices in the classroom
effectively. Based on the Booth and Ainscow (2002)

• Diversity is the new normal

• 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 plays an important role in the success of inclusive

education.
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COMPETENCIES

This chapter aims for you to develop the following competencies

1. The ability to respond effectively to educational needs of students

with additional needs; and

2. Ability to create safe, inclusive and culturally responsive learning

environments for students with additional needs.
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A UNIFYING FRAMEWORK
Index for inclusion is a set of materials to guide schools through a
process on inclusive school development. It is about building supportive
communities and fostering high achievement for all staff and students.
Some back stories

• Idea born in 1993

• Index team
• 22 schools, 3 years, 2 draft versions first published in 2000 (28,000+
copies)
• 2nd Edition 2002
• Early years version 2004,2006
• 40 Translations 3rd edition 2011
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THREE DIMENSION OF
INDEX(BOOTH AND AINSCON 2002)
 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“

 Considered the backbone of the framework is the laying down and

establishing an inclusive culture.

 This dimension aims how school develop in ways that support the
learning of all students by addressing barriers to learning and
participation that exist within their existing culture practices and
policies in order to identify priorities for change
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PLANNING FRAMEWORK
 Dimension A
CREATING INCLUSIVE CULTURE
A1: Building Community
A2: Establishing Inclusive Values

 Dimension B
PRODUCING INCLUSIVE POLICIES
B1: Developing School for all
B2: Organizing support for diversity

 Dimension C
EVOLVING INCLUSIVE PRACTICES
C1: Constructing Curricula for all
C2: Orchestrating Learning
 The Dimension and sections in the Index
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Dimension A
Creating Inclusive Culture
Section A.1 Building community
Section A.2 Establishing inclusive values

This dimension creates a secure, accepting, collaborating, and

stimulating community, in which everyone is valued as the
foundation for the highest achievement of all. It develops shared
inclusive values that are conveyed to all new staff, students,
governors, and parents/carers. The principles and values, in
inclusive cultures, guide decisions about policies and moment to
moment practice in classrooms, so that school development
becomes a continuous process.
 z Dimension B
Producing inclusive Policies
Section B.1 Developing the school for all
Section B.2 Organizing support for diversity

This dimension make sure that inclusion permeates all school plans.
Policies encourages the participation of students and staff from the
moment they join the school, reach out to all students in the locality,
and minimize exclusionary pressures. All policies involve clear
strategies for change. Support is considered to be all activities which
increase a 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.
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Dimension C
Evolving Inclusive Practices
Section C.1 Orchestrating learners
Section C.2 Mobilizing resources

This dimension develops school practices which reflect the inclusive

cultures and policies of the schools. Lessons are made responsive to
student diversity. Students are encouraged to be actively involved in all
aspects of their education, which draws on their knowledge and
experience outside school. Staff identify material resources and resources
within each other, students, parents/cares, an local communities which
can be mobilized to support learning and participation.
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UNIT I. CREATING INCLUSIVE CULTURE

Inclusion – is as much the responsibility of society as it is

the responsibility of schools.

Inclusive Education – is an ongoing collaborative process

that needs to be dynamically revisited.
Stakeholders
z – are those who are “invested in the welfare and
success of a school and its students “

1. Teachers
2. Administrators
3. School staff
4. Officials and other workers
5. Parents and their Families
6. The community
7. The Government
• Collective entities like local businesses, advocacy groups, the
media, and other sociocultural institutions, and other
organizations that may be directly or indirectly involved in
education.
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 Stakeholders are important because they play a major
role in “connecting what is being taught in a school to
its surrounding community

 In 2017, UNESCO reported that there has been

significant global improvement in accessing education,
specifically the primary level for the last 15 years.

 However, its 2016 global Education Monitoring reports

reveals that there are still an estimated 263 million
children and youth age 6-17 all around the world who
are not in school this time.
 1. WHAT STAKEHOLDERS CAN DO?
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 The right-based approach to educational programming “insists that no right can

exist without corresponding governmental obligation” (Van den Brule- Balescut &
Sankull 2005)

 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.

a. 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 Department of Education with other branches of government.
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b.Build key people – the government recognizes the need for
teaching training, both in the special needs education and
general education levels.

 It also pushes for the used of evidence-based teaching

frameworks, provision of students assistance, and access to
instructional materials.

c. 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 systematic level.
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COMMON BARRIERS TO
INCLUSION
1. Attitudes, values systems, misconceptions, and societal norm.

2. Physical Barriers

3. Curriculum

4. Lack of teacher training and low teacher efficacy

5. Poor language and communication

6. Lack of funding

7. Lack of policies

8. Organization of educational system

9. Too much focus on performance

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2 .SPECIAL EDUCATION VS. MAINSTREAMING
VS. INCLUSION

SPECIAL EDUCATION – regarded as segregated and exclusive.

MAINSTREAMING – shares more similarities with inclusion than

with special education
Table 3.1 Comparing special education, inclusion, and mainstreaming

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UNIT 2. Producing Inclusive Policies

UNESCO (2005)

- Realistically acknowledge that a societal change in attitude need not

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 are
quality of education may surface as potential problems.
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List of possible steps that educators can take to
facilitate the much needed societal shift and inform
policy:

• Involve other sector 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.
• Collaborate
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-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; and so with
the special needs education teachers. True collaboration would
guarantee an inclusive program that would cover as many areas
as possible.
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 Recognize the shift in role of the teacher

- with the shift to inclusive education, the role of Special
Education (SPED) teacher suddenly seems to be reduced to only
“as needed”.
- 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/her classroom.
- Conversely, general education teacher must go through skills
training and capacity-building workshop to ensure that they are
supporting all types of learners in their classrooms appropriately.
 Include Transitions
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- 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 gradual 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
- students admissions
- Accessibility to utilities and facilities
- Support available to students, parents, and school personnel
-Learners Accommodation
- Exclusionary or discriminatory incidents
-Number of Bullying cases
- Faculty and staff promotion
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2. Differentiated instruction

- according to Tomlinson (2010), differentiated (or

differentiating) instruction is a teacher response to students
varying needs, interests, and learning styles. It refers to a
systematic approach to planning curriculum and instruction
for academically diverse learners. When teachers differentiate
instructions, they use a variety of teaching and learning
strategies that are necessary to meet and diverse needs of
students in any class( Friend and Suck 2009)
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Why differentiate 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 design in a way that provide
opportunities for students to learn and demonstrate their
understanding in varied ways. 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.
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How is instruction differentiated?

- Bender in 2002 (as cited by Gentry el. 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 ,
interest readiness, and learning profile.
 Table 3.3 Differentiation Strategies
CONTENT PROCESS
z ENVIRONMENT
What is taught? How is taught?
What is learned? How is it learned?
• Provide additional • Choices of reading
materials/skills materials
• Reduce materials • Varied presentation
• Skills Explorations by style; Say it, Show it,
interest and model it
• Use media ( video,
audio, computer, TV,
and manipulatives)
• Varied pacing
• Reading buddies:
- read/summarize
- read/question/answer
- visual organize/
summarizer
PRODUCT
How is assessed?
How is learning
demonstrated?
• Homework option
• Student choice on
product( oral
presentations, written
report, role plays,
stimulations, etc. )
• Varied journal
prompts.
• Choice board
• Think-Tac-Toe
• Tiered activities (by
readiness and interest)
• More items (advanced
learners)
LEARNING
How is the classroom
arranged?
• Flexible grouping
whole class, small
groups one-on-one,
peer teaching pairs,
partner learning,
independent learning,
and cooperative
learning
• Flexible seating
• Preferential seating
• Pull-out from class
( for learners with
special needs)
 • Think-pair- share • List items (with
by readiness, special needs)
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interest, and • Learning Contracts
learning profile • RAFT ( Role,
• Learning Audience, Format,
centers/stations Topic)
• Small-group
instruction
• Jigsaw(expert
groups)
• Cooperative
learning activities
• Teams, Games and
activities
• Cubing
• Learning contracts
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Thank you and God Bless!