CHAPTER 3

MAKING SCHOOLS INCLUSIVE

Introduction

Previously, you learned about the history, context, and foundations of special needs and
inclusive education. By understanding the role that disability frameworks play, we can now
move on to finding out how to implement inclusive practices in the classroom. This chapter
shall provide insights and practical tips on cultivating inclusive habits and implementing such
practices in the classroom effectively. It is entirely based on the Booth and Ainscow (2002)
framework to help schools determine their next steps in shifting to a more inclusive setting.
1. 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 practices.

Competencies

This chapter aims for you to develop the following competencies:

 The ability to respond effectively to educational needs of students with

Additional needs, and the ability to create safe, inclusive, and culturally responsive
learning environments for students with additional needs.

A UNIFYING FRAMEWORK

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. "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). A three-dimensional framework was created (see Figure 3.1).
 Evolving inclusive practicesinclusive practices
Producing

Creating inclusive cultures

Figure 3.1. Three dimensions of the Index (Booth and Ainscow 2002:7).

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" (2002:7). Considered the backbone of
the framework is the laying down and establishing of an inclusive culture. Without this at the
foundation, it will be quite difficult to get people to shift policies and practices. A non-
supportive culture would most likely result in resistance from the school's direct stakeholders.
They explain that these three dimensions also branch out into sections to further guide
schools into implementing more direct steps toward this paradigm shift.

The Dimensions and Sections in the Index

DIMENSION A Creating inclusive cultures

Section A.l 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
achievements 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 school cultures, guide decisions about policies and moment to moment
practice in classrooms, so that school development becomes a continuous
process.

DIMENSION B Producing inclusive policies

Section B.I Developing the school for all

Section B.2 Organizing support for diversity

 This dimension makes sure that inclusion permeates all school plans.
Policies encourage 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 the 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.

DIMENSION C Evolving inclusive practices

Section C.I Orchestrating learning

Section C.2 Mobilizing resources

This dimension develops school practices which reflect the inclusive

cultures and policies of the school. 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/carers, and local communities which can be mobilized to support learning
and participation.

(Source: The Dimensions and Sections in the Index of Inclusion. Adapted from Booth &
Ainscow, 2002:8)
I. CREATING INCLUSIVE CULTURES

Inclusion is as much the responsibility of society as it is the responsibility of schools. We

realized from the previous chapter that the key to successful inclusive practices are merging
of frameworks and aligning of definitions of disability. In this chapter, we shall learn that
inclusive education is an ongoing collaborative process that needs to be dynamically
revisited. For it to truly work, its essence has to resonate to all stakeholders of education.

In educational reform, stakeholders are those who are "invested in the welfare and
success of a school and its students" (www.edglossary.org). In other words, these are the
teachers, administrators, school staff, officials and other workers, the parents and their
families, the community, and the government. They may also be collective entities like local
businesses, advocacy groups the media, sociocultural institutions, and other organizations
that may be directly or indirectly involved in education. Stakeholders are important because
they play a major role in "connecting what is being taught in a school to its surrounding
community" (www.edglossary.org),

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. With increasing globalization and international migration, the problem
pertaining to inclusive education and how it affects PWDs could not be more real.

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. Legally
defining terms and formalizing a system for setting lip inclusive schools in areas where there
are none to begin with ensures uniformity, universality, consistency of implementation, and
eventual success of inclusion in the country. The following are some steps stakeholders can
take to create inclusive cultures:
 Set the parameters for inclusion. The government has identified key people and
professions, and highlighted important factors leading to the success of inclusive placement
process, committees, staffing and responsibilities, teacher training and compensation,
incentives for private sector participation, and collaboration of the Department of Education
with other branches of government. These clearly show not just an attempt to centralize
inclusive practices, but an initiative to make the welfare and development of children with
additional needs the responsibility of all. These are also consistent with what the UNESCO
pushes for in 'terms of getting every stakeholder involved.

 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. Most importantly, calls are made for continuing research and forming of policies
to be initiated by agencies such as the Department of Education so as to further refine the
inclusive process and have it tailored to fit to the needs of children with additional needs.
This is an important factor that every nation has to constantly revisit as the needs of students
across continents, though similar, would have nuances depending on where they reside.
Educational frameworks cannot just be lifted and “copy-pasted” with the expectation that
what worked for one country will work for another. UNESCO (2005) states that clarity of
purpose, realistic goals, motivation, support, resources, and an evaluation of policies and
practices all contribute to a successful shift toward inclusion.

 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. The Philippine government seems to be in
consonance with this aspect in the light of its existing legislative policies that ground the
undeniable importance of inclusion. It is also continuously reorganizing structures in
education and implementing programs that highlight the need for primary stakeholders like
the school, the parents, and other policy makers, to acquire more understanding and
capacity-building to manage an inclusive environment.

Common Barriers to Inclusion

 Attitudes, values systems, misconceptions, and societal norms - can lead to prejudices
and/or actual resistance to implement inclusive practices (UNESCO 2005).

 Physical barriers - the lack of building, facility, transportation, or road accessibility are
types of physical barriers that can literally affect one's mobility.

 Curriculum - a rigid "one size fits all" type of curriculum that does not allow room for
individual differences can significantly stunt one's learning and opportunity for growth.

 Lack of teacher training and low teacher efficacy- whether training in teaching strategies,
using curriculum frameworks, or behavior and classroom management, lack of training as
well as low confidence in one's own skills can directly affect how inclusive practices are
implemented.

 Poor language and communication - language barriers may also directly have
implications on how well inclusive practices are implemented.

● Lack of funding - enough funding can allow for training more teachers as well as coming
up with more appropriate programs, instructional materials, or facilities: lack of funds
can be limiting and debilitating to schools.

 Lack of policies - policies have the ability to unify beliefs and mobilize resources;
unfortunately, lack of it can become a convenient justification for inaction.

 Organization of educational systems - centralized systems may have some type of

detachment in terms of implementing policies and seeing the reality of how such policies
are affecting learners and other stakeholders.

 Too much focus on performance-based standards - schools have also reportedly refused
inclusion because of fear that the presence of learners with additional needs will pull
down their rankings in standardized tests.

Figure 3.3. Barriers to inclusion

2. Special Education vs. Mainstreaming vs. Inclusive Education

Part of what needs to occur when creating cultures is to also determine distinctions
among frameworks and practices. Most important in this scenario is to understand how
different special education, mainstreaming, and inclusive education are from each other. In
the previous chapter, we discussed how special education is often regarded as segregated and
exclusive. It has to be noted, however, that this perception is entirely due to its nature of
addressing cases in a highly individualized way. This is not to mean that special education is
an environment that violates human rights. Because 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 (see Table 3.1).

Table 3.1. Comparing special education, inclusion, and mainstreaming

Special Education Inclusion Mainstreaming

Selected learners are

included in a general
Student who are not All same-aged education class based
part of the classroom peers/learners are in on their readiness
Learners norm one class regardless instead of their age.
of ability

Learner may have

access to both
Strength-based and general education
needs-based curriculum and a
Curriculum individualized General education more individualized
curriculum curriculum curriculum

Mostly strengths-
based but is
Assessment and sometimes is also Both norm-
Evaluation standard-based referenced and
Norm-referenced strength-based

All services happen

inside the special
education classroom Receives services in
but other services both the general
Learning Placement such as therapeutic All services happen Education classroom
and Delivery of interventions may be inside the general and outside through
Services integrated into this education classroom the use of resources
setting or delivered rooms and
separately therapeutic programs.
 Learner centered: Preparatory and
Some learners have Integrative: Learners
very specific needs Rights-based: All are given access to
that may not be learners have a right general education but
appropriately to access quality will need to catch up
addressed in a education that is on skills first.
Philosophy general education available to others
classroom.

ll. PRODUCING INCLUSIVE POLICIES

As reiterated in the previous chapters, the premise of inclusion starts with an

acceptance and embracing diversity. lt is difficult to start movement if this practice is
not rooted on a culture that assumes the right perspective and values. For simultaneous
paradigm shifts to happen among its education stakeholders, schools must first create a
new culture.

UNESCO (2005) realistically acknowledges 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 and quality of education may surface as potential problems. Just
very recently, the pre-service education curriculum was restructured so that special needs
education units are not only given to special needs education majors but to other education
majors as well. This is a huge step for teachers and a nod to inclusive education. 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. 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. For instance, those in the business, commercial, security, and religious sectors
must also be given representation in trainings. These campaigns must be wide enough
in scope as to cover supermarkets, restaurants, malls, public and government agencies
not directly associated with social welfare or health, transportation, land, airline and
maritime companies, the media, and even the research teams of our policy makers. At
the same time, they must be specific enough to reach the local churches, the subdivision
playgrounds, and the village stores. In recent years, students in the tertiary level from
various programs have been showing growing interest in the PWD community. For
instance, students belonging to architectural and interior design programs have been
working on theses and capstone projects where their main clients have additional needs.
The idea is for everyone—regardless of their training or exposure—to become more
sensitive and aware of the PWD population. The more aware a community is, the more
it will be able to help.
  Collaborate. 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; while a special needs education teacher
would be equipped to handle atypical behaviors but would not know much about the
general education curriculum. True collaboration would guarantee an inclusive
program that would cover as many areas as possible.

 Recognize the shift in roles of the teachers. With the shift to inclusive education,
the role of special education (SPED) teachers suddenly seems to be reduced to only
"as needed." As a result, the SPED teacher's role no longer becomes that of an
implementer but that of a consultative nature instead. 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 or her classroom. The SPED teachers' role-their
trainings, their insights, and their skills as a supposed prime mover in the inclusive
education framework-must neither be diminished nor disregarded. Instead, these
must be used to ensure a good inclusive program is provided to children with
additional needs. Conversely. general education teachers must go through skills
training and capacity building workshops to ensure that they are supporting all types
of learners in their classrooms appropriately

 Include transitions in planning. 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. They also devised a
questionnaire that would help administrators, faculty and other stakeholders comprehensively
gather baseline data. A move that would greatly help in informing policy would be to
examine different aspects of the school and the delivery of its services. Specifically, schools
may look at the following:

 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

III. EVOLVING INCLUSIVE PRACTICES

 Evolving inclusive practices is the third dimension to Booth and Ainscow's framework
for schools (2002), where administrators must first try to create an inclusive culture among its
stakeholders, and then build better, more all-encompassing policies. The goal of the first two
steps is to ascertain habit forming conditions, which make procedures that are otherwise
unfamiliar feel like second nature to us. We want to reach a point where inclusive teaching
practices are expected. Once this happens, we can start focusing on raising the participation
and success rates of learners with additional needs inside our classrooms. Moreover, the term
"evolving" assumes that we already have strategies in place which we just have to revisit for
possible tweaking. It suggests advancement and positive growth, which means we can look at
these existing strategies and just adjust these according to the needs of our students along the
way. Two effective evidence based inclusive practices that can be used in the classroom are
Universal Design for Learning (UDL) and Differentiated Instruction.

1. Universal Design for Learning

In architecture, universal designs refer to structures that were made in such a way that
they can be used by customers or clients with a wide range of needs (Dukes & Lamar-Dukes
2009 as cited in Salend 2011). Such designs ensure accessibility for all. For example, an
architect designs a commercial complex where ramps, elevators, escalators, handrails, wide
doorways and sidewalks, and signs embossed in Braille abound. It is a very user-friendly
building, Obviously, the designer imagined that some customers might walk into the complex
in wheelchairs or white canes. The architect does not know if or when it's going to happen,
but he anticipated it and incorporated it into his design anyway.

Such is the mechanics of a Universal Design for Learning (UDL,) approach to

instruction. 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). It is best used in a general education classroom where learners are different. Through
the provision of delivering content and allowing student to construct learning in more than
one way, UDL ensures that all students learn genuinely.

There are three elements to UDL:

1. Multiple means of representation

2. Multiple means of action and expression

3. Multiple means of engagement

In UDL, teachers are supposed to present information and materials in many different
ways, taking into consideration that some students may have not fully absorbed the lesson the
first time it was presented. The concept of multiple means of representation is meant to
ensure that all students are able to access and understand learning material. After this,
teachers allow students to express what they learned in various ways, and finally, the teacher
uses different techniques to reinforce learning at the students’ optional levels. The principles
of UDL, which sometimes overlap, are presented below with examples (see Table 3.2).

Table 3.2 UDL principles adapted from Salend (2011:17-18)

UDL Principles UDL Principle and Examples of UDL

Inclusive Practices Implementation and Inclusive
Practices
Principle 1: Equitable Use Inclusive practices are  Use UDL principles
designed to be useful, equitably
appealing, and safe for all  Use culturally responsive
students, families, and teaching strategies and
professionals to use. materials like MTBMLE
Individual differences and (mother tongue based
various contexts are multilingual education)
respected.
Principle 2: Flexible Use Inclusive practices are
designed to accommodate
the individual preferences,
abilities, and needs of all
students, families, and
professionals. Flexibility in
providing choices for
methods and pacing are
exercised.

 Establish classroom rules

and routines

Inclusive practices are  Use graphic organizers for

Principle 3: Simple and synthesizing material
Designed be easy for all
Intuitive Use
use and understand.

 Develop scoring rubrics

with the students

Inclusive practices are  Use technological and

Principle 4: designed so that they assistive devices to support
Perceptible communicate valuable learning, communicate with
Information information to all through parents, or share
various formats. information
  Teach study and learning
strategies

Inclusive practices are  Teach self-regulatory

designed to minimize and techniques
Principle 5: unintended consequences by
Tolerance for Error providing safeguards and  Encourage students and
warnings to assist all in using foster their intrinsic
them safely. motivation

 Offer grading alternatives

that are valid and
appropriate
 Chunk activities and give
more breaks
Inclusive practices are
Principle 6: Low Physical designed to be used
 Teach mindfulness
Effort comfortably and efficiently
without much effort from all.
 Provide additional support
as needed
 Take advantage of seat
arrangements and classroom
furniture (e.g., specialized
Inclusive practices are chairs, stability balls, use of
designed for use by all, ambient music, and
Principle 7: Size and space
regardless of their mobility, appropriate lighting).
for Approach and Use
physicality, or way of  Provide opportunities for
communication. outdoor work

 Allow technology as needed

Principle 8: Community of Inclusive practices are designed  Use project-based

Learners to promote social interaction learning
and communication for all.

 Promote
collaborative
activities such as
fish bowl
discussions or think-
pair-share

 Establish strong
home school
partnerships
  Classroom check-ins
and check-outs
Principle 9: Inclusive Inclusive practices are designed  Make students aware
Environment to foster acceptance and a sense of and comfortable
of belongingness for all. with diversity
 Emphasize social
roles in the
classroom: (e.g., that
we students are there
to teach each other
and learn from each
other.)
 Allow bonding
activities
 Do team-building
exercises regularly
and integrate lessons
in such activities

2. Differentiated Instruction

According to Tomlinson (2010), differentiated (or differentiating) instruction is a

teacher's response to students' varying needs, interests, and learning styles. "It refers to a
systematic approach to planning curriculum and instruction for academically diverse learners.
It is a way of thinking about the classroom with the dual goals of honoring each student's
learning needs and maximizing student's learning capacity." When teachers differentiate
instruction, they use a variety of teaching and learning strategies that are necessary to meet
the diverse needs of students in any class (Friend & Bursuck 2009).

Why Differentiate Instruction?

All learners are unique and have varying interests, talents, strength as well as needs.
Hence, it is essential that teaching and learning experience reflect this diversity. To ensure
engaged, successful, and flourishing learners, teaching and learning experiences need to be
designed in a way that provide opportunities for students to learn and demonstrate their
understanding in varied ways. Thus, Differentiating Instruction (D1) helps ensure that
learners are engaged in respectful tasks and provide diverse means of learning that reflect
their strengths and address their needs simultaneously.

How Is Instruction Differentiated?

 Bender in 2002 (as cited by Gentry et 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 interests, readiness, and learning profile. As an
overview, 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.

As teachers, you must know your curriculum. You are suggested to revisit or identify
which are non-negotiable and negotiable learning objectives and tasks. You are also expected
to know your students' interests, readiness level (based on diagnostic data), and learning
styles/profile (strengths and needs). You may create a class profile to provide an overview of
the class's characteristics and needs. Next, you have to identify and plan what and how to
differentiate your material. The goal is to start small and take simple steps toward
differentiating instruction. Table 3.3 provides a guide on how to effectively differentiate in
the classroom.

Table 3.3. Differentiation strategies

CONTENT PROCESS PRODUCT LEARNING
ENVIRONMENT

How is the classroom

What is taught? How is it taught? How is it assessed?
arranged?
How is learning
What is learned? How is it learned? • Flexible grouping:
demonstrated?
whole class, small
• Homework options
• Provide additional  Choices of groups, one-on-one,
•Student choice on
materials/skills reading materials peer-teaching, pairs,
product (oral
• Reduce materials •Varied presentation partner, learning,
presentations,
• Skills explorations styles: Say it, Show independent
written report, role
by interest it, and Model it learning, and
plays, simulations,
•Use media cooperative learning
etc.)
(video, audio, •Flexible seating
computer, TV, and •Varied journal •Preferential seating

manipulatives) prompts •Pull-out from class

•Varied pacing •Choice Boards (for learners with

•Reading buddies: •Think-Tac-Toe special needs)

-Read/summarize •Tiered activities (by

-Read/Question/ readiness and

Answer interest)

-Visual organizer/ •More items

summarizer (advanced learners)

•Think-Pair-Share by •Less items (with

readiness, interest, special needs)

and learning profile •Learning contracts

•Learning centers/ •RAFT (Role,

stations Audience, Format,

•Small-group Topic)

instruction

•Jigsaw (expert

groups)

•Cooperative

learning activities

•Teams, Games and

Activities

•Cubing

•Learning contracts
How Is the Classroom Managed During Differentiated Learning? Structure the classroom by
establishing routines during differentiated learning activities.

1. Explain to the students the reason for differentiation. Make sure this is understood by all.

2. Use "anchor activities" which students can automatically work on when completing
assigned tasks to maintain a productive work environment and maximize instructional
time. Examples of anchor activities are reading chosen book (e.g., for book report),
journal writing based on a prompt, skill practice (spelling, math), use of manipulative
objects, etc.

3. Assign roles during small group activities/instruction to ensure accountability and a

positive learning environment. These are suggested group roles, but older learners and
their teachers may decide on other roles Learners should have the opportunity to assume
each of the roles.

a. Facilitator

b. Recorder

c. Summarizer/Timekeeper

d. Presenter

e. Errand monitor

4. Implement routines for collaborative work.

a. Establish working groups (by interest, by readiness, etc.)

b. Have a plan for "quick finishers

c. Have a plan for when to ask for help (role of the errand monitor)

Anchor Activity Options

(for upper elementary/ middle school students)

 Work on your book report selection (read quietly until time is called). If you
have already finished your book, then work on your review (consult the hint for
guidelines).
 Complete one of the three journal prompts provided.
 Select a Learning Interest packet from the anchor option file box.
 Anchor Activity Options

(for secondary students)

 Journals or Learning logs
 “Project extensions”
 Independent reading
 Lab work
 Related course readings with questions or extension activities
 Test prep or practice reviewers for ACT or SAT
 Project Interest
 Learning packets
 Independent studies
 Computer Skills
 WebQuests or telecollaborative projects

Figure 3.3 anchor the activities for differentiated instruction.

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participation in schools. Bristol: Centre for Studies on Inclusive Education

Del Corro-Tiangco (2014). "General and special education teachers.” Education Quarterly.
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Friend, M. & Bursuck, W.D. (2009). Including Students With Special Needs: A Practical
Guide for Classroom Teacher. New Jersey: Pearson Education Inc. (ISSN)

Gentry, R., Sallie, A. P., & Sanders, C. A. (2013). “Differentiated instructional strategies to
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Turnbull, A., Turnbull, R., Wehmeyer, M. L.,& Shogren, K. A. (2013). Exceptional Lives.
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United Nations Educational, Scientific and Cultural Organization. (2015). Guidelines for
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Van den Brule-Balescut, J. & Sandkull, O. (2005). " Putting the convention into practice:
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