MIDTERM – ED104  UNESCO (2005) supports inclusion through

Foundation of Special and Inclusive Education clarity of purpose, realistic goals, motivation,
resources, and policy evaluation.
CHAPTER 3 3. IDENTIFY AND ERADICATE BARRIERS
MAKING SCHOOLS INCLUSIVE  UNESCO's Guide for Inclusion (2005)
emphasizes the importance of identifying and
Index for Inclusion removing barriers that require changes in
− Aims to direct educational institutions toward attitudes and values on a systemic level.
developing their own next steps and action plans if  The Philippine government aligns with these
they want to restructure into becoming more inclusive. principles through legislative policies promoting
inclusion.
THREE-DIMENSIONAL FRAMEWORK  Efforts include restructuring educational
Chosen to direct thinking about school. Considered the frameworks and implementing programs focused
backbone of the framework is the laying down and establishing on inclusion.
of an inclusive culture.  Key stakeholders—schools, parents, and
1. Creating Inclusive Cultures policymakers—are encouraged to enhance
a. Building community understanding and skills to support inclusive
b. Establishing inclusive values environments.
2. Producing Inclusive Policies
a. Developing the school for all COMMON BARRIERS TO INCLUSION
b. Organizing support for diversity  Attitudes, values systems, misconceptions, and
3. Evolving inclusive practices societal norms
a. Orchestrating learning  Physical barriers
b. Mobilizing resources  Curriculum
 Lack of teacher training and low teacher efficacy
CREATING INCLUSIVE CULTURES  Poor language and communication
 Inclusion in education requires societal responsibility  Lack of funding
and collaboration among various stakeholders.  Lack of policies
 Effective inclusive education involves merging  Organization of educational systems
frameworks and aligning definitions of disability.  Too much focus on performance-based standards
 Stakeholders include teachers, administrators, school
staff, officials, parents, the community, government, SPEACIAL EDUCATION VS MAINSTREAMING VS
businesses, advocacy groups, media, and other INCLUSIVE EDUCATION
organizations.
 Stakeholders connect school teachings with the SPECIAL EDUCATION
surrounding community. − Focuses on highly individualized instruction for
 According to a 2017 UNESCO report, global access students with unique needs, typically in separate
to education, particularly at the primary level, has settings.
improved over the past 15 years. − While it can seem exclusive, this approach is intended
 However, the 2016 Global Education Monitoring to offer tailored support, benefiting students who
Report states that 263 million children and youth require specific interventions.
(ages 6–17) are still not in school worldwide.
 The report highlights gender discrimination issues, MAINSTREAMING
particularly affecting women, and the increasing − Involves integrating students with additional needs
challenges with inclusive education due to into regular classrooms, allowing them to participate
globalization and migration. alongside their peers.
− While similar to inclusion, mainstreaming generally
WHAT STAKEHOLDERS CAN DO requires the student to adapt to the standard
1. SET PARAMETERS FOR INCLUSION classroom environment.
 The government has set key parameters for
successful inclusive education. INCLUSIVE EDUCATION
 Important factors include: − Prioritizes adapting the general education
− Placement processes, committees, environment to accommodate all students, including
staffing, and responsibilities. those with diverse learning needs.
− Teacher training and fair compensation. − Unlike mainstreaming, inclusive education
− Incentives for private sector emphasizes a flexible, supportive setting designed to
involvement. meet the needs of all students equally.
− Collaboration between the Department
− of Education and other government PRODUCING INCLUSIVE POLICIES
branches. 1. Involve other sectors of society
 These measures aim to make the welfare and − Inclusion efforts should extend beyond home-
development of children with additional needs a school relationships to involve the broader
shared responsibility. community.
 This approach aligns with UNESCO's push for − Training should include diverse sectors like
the involvement of all stakeholders in inclusive business, security, religion, and public services.
education. − Campaigns need broad reach (e.g., malls, public
2. BUILD KEY PEOPLE agencies) and local specificity (e.g., village
 The government emphasizes teacher training for stores).
both special needs and general education. − Growing interest in the PWD community is seen
 Promotes evidence-based teaching frameworks, among students in fields like architecture and
student assistance, and access to instructional design.
materials. − Community-wide awareness enhances support
 Calls for ongoing research and policy for people with disabilities (PWDs).
development by the Department of Education to
improve inclusive practices. 2. Collaborate
 Highlights the need for tailored approaches to − Collaboration is key in inclusive education,
address the unique needs of children with whether in program design or policymaking.
additional needs. − Inclusive education teams should leverage each
 Recognizes that each country must adapt member's strengths for comprehensive support.
educational frameworks to fit local contexts, as
− General education teachers understand standard
"copy-pasting" solutions is ineffective.
curricula but may lack skills for managing
additional needs.
 − Special education teachers handle atypical
behaviors well but may be less familiar with the DIFFERENTIATION STRATEGIES
general curriculum.  CONTENT – What is taught? What is learned?
− Effective collaboration ensures well-rounded  PROCESS – How is it taught? How is it learned?
support for children with additional needs.  PRODUCT – How is it assessed? How is learning
demonstrated?
3. Recognize the shift roles of the teachers  LEARNING ENVIRONMENT – How is the classroom
− Inclusive education shifts SPED teachers' roles to arranged?
a consultative capacity, supporting general
education teachers. HOW IS CLASSROOM MANAGED DURING
− General education teachers now need to manage DIFFERENTIATED LEARNING?
learners with additional needs in their
classrooms. 1. Explain to the students, the reason for differentiation. Make
− SPED teachers' expertise is essential and should sure this is understood by all.
be leveraged to strengthen inclusive programs.
− General education teachers require training and 2. "Anchor activities" are tasks that students can independently
capacity-building to effectively support diverse work on while completing assigned tasks, helping to maintain a
learners. productive work environment and maximize instructional time.
Examples include reading a selected book, journal writing,
4. Include transitions in planning practicing skills (such as spelling or math), or using
− Abrupt, unplanned changes can hinder the shift manipulative objects.
to inclusive education and cause resistance.
3. Assign role during small-group activities/instruction to
− Existing practices should be respected and
ensure accountability and a positive learning environment.
gradually adapted to ensure smooth transitions.
Learnings should have the opportunity to assume each of the
− A well-planned, gradual shift helps facilitate the
roles.
transition to inclusion.
a. Facilitator
b. Recorder
Booth and Ainscow (2002) recommend that schools evaluate
c. Summarizer/Timekeeper
their existing policies and practices to assess their readiness
d. Presenter
for inclusive education. They suggest using a questionnaire to
e. Errand Monitor
gather baseline data from administrators, faculty, and other
stakeholders. Specifically, schools may look at the following:
4. implement routines for collaboration work.
 Student admissions
a. Establish working groups (by interest, readiness, etc.)
 Accessibility to utilities and facilities
b. Have a plan for “quick finishers”
 supports available to students, parents, and school
c. Have a plan for when to ask for help (role of the
personnel
errand monitor)
 Learner accommodations
 Exclusionary or discriminatory incidents
 Number of bullying cases
 Faculty and staff promotions

UNIVERSAL DESIGN FOR LEARNING

− 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
Turnbull et al. 2013).

There are three elements to UDL

1. Multiple means of representation
2. Multiple means of action and expression
3. Multiple means of engagement

PRINCIPLES OF UDL
1. Equitable Use
2. Flexible Use
3. Simple and Intuitive Use
4. Perceptible Information
5. Tolerance for Error
6. Low Physical Effort
7. Size and Space for Approach and Use
8. Community of Learners
9. Inclusive Environment

DIFFERENTIATED INSTRUCTION
− According to Tomlinson (2010), differentiated
instruction is a teacher's method of addressing
students' diverse needs, interests, and learning styles.
− It involves planning curriculum and instruction
systematically to support academically varied
learners, aiming to honor each student's unique
needs while maximizing their learning potential.
− Teachers employ a range of strategies to meet the
diverse needs of students in the classroom (Friend &
Bursuck, 2009).

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.