EDUC 8

Foundation of Special
and Inclusive
Education
 MAKING
SCHOOL
INCLUSIVE
 Learning Objectives:
at the end of the lessson , students will be able to

a. evaluate different strategies in making schools inclusive

b. recognize the importance of creating inclusive cultures
and producing inclusive policies through sharing ideas in
class
c. perform a jingle with the theme “ creating safe,
inclusive and culturally responsive learning environment
for students with additional needs.”
 MAKING SCHOOL INCLUSIVE

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.
 MAKING SCHOOL 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)
Figure 3.1. Three dimensions of the Index (Booth and Ainscow 2002:7).
The Dimensions and Sections in the Index

This dimension creates a

secure, accepting,
Section A.1 collaborating, and stimulating
DIMENSION Building community, in which everyone
community is valued as the foundation for
A: Creating
the highest achievements of
inclusive all. The principles and values,
Section A.2 in inclusive school cultures,
cultures
Establishing guide decisions about policies
inclusive and moment ,so that school
values development becomes a
continuous process.
The Dimensions and Sections in the Index

This dimension makes

Section B.1 sure that inclusion
Developing permeates all school
DIMENSION
the school plans Policies encourage
B Producing for all the participation of
inclusive students and staff from
Section 8.2 the moment they join
policies
Organizing the school, reach out to
support for all students in the
diversity locality, and minimize
exclusionary pressures.
The Dimensions and Sections in the Index

This dimension develops

school practices which
Section C.1 reflect the inclusive cultures
DIMENSION Orchestrating and policies of the school.
learning Lessons are made
C Evolving responsive to student
inclusive diversity. Students are
encouraged to be actively
practices Section C.2 involved in all aspects of
Mobilizing their education, which
resources draws on their knowledge
and experience outside
school.
 1. CREATING INCLUSIVE CULTURES

• 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 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.
 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 & Sandkull 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.
 Set the parameters for inclusion.
• The government has identified key people and professions, and
highlighted important factors leading to the success of inclusive
education.
Build Key People.
• The government recognizes the need for teacher training both in the
special needs 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.
 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.
 THINK-PAIR-SHARE

Common Barriers to Inclusion

• Attitudes • Lack of funding

• Physical Barriers • Lack of policies
• Curriculum • Organization of educational
• Lack of teacher training and systems
low teacher efficacy • Too much focus on
• Poor language and performance-based
communication standards
Special Education vs. Mainstreaming vs. Inclusive Education

• Special education assesses, instructs, and evaluates students

individually and intentionally, this type of educational setting is
beneficial to those with very unique needs as well.

• 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
 II. PRODUCING INCLUSIVE POLICIES
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
• Collaborate
• Recognize the shift in roles of the teachers
• Include transitions in planning

Booth and Ainscow (2002) recommend that schools reflect on

their current policies and practices to check their readiness for an
inclusive set-up.
A move that would greatly help in informing policy would be to
examine different aspects of the school and the delivery of its
services.
• 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
 GROUP ACTIVITY:
• Compose a jingle with the theme, “creating safe, inclusive and
culturally responsive learning environment for students with
special needs.”

CRITERIA

Presentation-15
Content-10
Organization-5
Total= 30