MAKING

SCHOOLS
EXCLUSIVE
GROUP 4
A UNIFYING
FRAMEWORK
IN 2002, BOOTH AND AINSCOW DEVELOPED
THE INDEX FOR INCLUSION TO GUIDE
SCHOOLS IN BECOMING MORE INCLUSIVE
BY FOLLOWING A CYCLE OF ACTIVITIES. IT
USES THE SOCIAL MODEL OF DISABILITY
AND BUILDS ON GOOD PRACTICES. THE
FRAMEWORK HAS THREE DIMENSIONS:
A UNIFYING
FRAMEWORK
BOOTH AND AINSCOW (2002) IDENTIFIED THREE
INTERCONNECTED DIMENSIONS OF THE INDEX
FOR INCLUSION: CREATING INCLUSIVE CULTURES,
EVOLVING INCLUSIVE PRACTICES, AND
PRODUCING INCLUSIVE POLICIES. ESTABLISHING
AN INCLUSIVE CULTURE IS ESSENTIAL, AS IT LAYS
THE FOUNDATION FOR CHANGING POLICIES AND
PRACTICES. WITHOUT IT, RESISTANCE FROM
STAKEHOLDERS IS LIKELY.
A UNIFYING
FRAMEWORK
EACH DIMENSION IS FURTHER DIVIDED INTO
SECTIONS TO GUIDE SCHOOLS IN TAKING CONCRETE
STEPS TOWARD INCLUSIVITY
A. CREATING
INCLUSIVE
CULTURES
INCLUSION IS THE SHARED RESPONSIBILITY
OF SOCIETY AND SCHOOLS. SUCCESSFUL
INCLUSIVE PRACTICES REQUIRE COMBINING
FRAMEWORKS AND ALIGNING DISABILITY
DEFINITIONS. INCLUSIVE EDUCATION IS A
COLLABORATIVE, EVOLVING PROCESS
INVOLVING ALL EDUCATIONAL
STAKEHOLDERS—TEACHERS, PARENTS,
ADMINISTRATORS, AND THE BROADER
COMMUNITY
 WHAT
STAKEHOLDERS
• THE RIGHTS-BASED APPROACH TO
CAN
EDUCATIONDO?
MANDATES THAT GOVERNMENTS
ENSURE QUALITY, INCLUSIVE EDUCATION
FOR ALL CHILDREN. LEGAL DEFINITIONS AND
SYSTEMS HELP CREATE INCLUSIVE SCHOOLS,
ENSURING CONSISTENT AND SUCCESSFUL
IMPLEMENTATION. STAKEHOLDERS PLAY A
KEY ROLE IN FOSTERING INCLUSIVE
CULTURES AND SUPPORTING DIVERSE
STUDENTS.
WHAT
STAKEHOLDERS
CAN DO?
• THE GOVERNMENT IS SETTING PARAMETERS
FOR INCLUSION BY IDENTIFYING KEY ROLES
AND FACTORS CRUCIAL FOR THE SUCCESS
OF INCLUSIVE EDUCATION.

• THIS INCLUDES ESTABLISHING COMMITTEES,

DEFINING STAFFING RESPONSIBILITIES,
PROVIDING TEACHER TRAINING, OFFERING
INCENTIVES FOR PRIVATE SECTOR
PARTICIPATION, AND COLLABORATING WITH
THE DEPARTMENT OF EDUCATION.
WHAT
STAKEHOLDERS
CAN
• THESEDO?
EFFORTS AIM TO MAKE THE
WELFARE OF CHILDREN WITH
ADDITIONAL NEEDS A COLLECTIVE
RESPONSIBILITY, ALIGNING WITH
UNESCO'S CALL FOR STAKEHOLDER
INVOLVEMENT.
KEY STEPS
• BUILD KEY PERSONNEL: EMPHASIZING THE
NEED FOR TEACHER TRAINING IN BOTH
SPECIAL AND GENERAL EDUCATION, THE
GOVERNMENT SUPPORTS EVIDENCE-BASED
TEACHING FRAMEWORKS AND ACCESS TO
INSTRUCTIONAL MATERIALS.

• ONGOING RESEARCH AND POLICY

FORMATION BY THE DEPARTMENT OF
EDUCATION ARE ESSENTIAL TO TAILOR THE
INCLUSIVE PROCESS TO MEET DIVERSE
STUDENT NEEDS.
KEY STEPS
• IDENTIFY AND REMOVE BARRIERS: UNESCO'S
GUIDE FOR INCLUSION ENCOURAGES
ADDRESSING SYSTEMIC OBSTACLES BY
TRANSFORMING ATTITUDES AND VALUES.

• THE PHILIPPINE GOVERNMENT ALIGNS ITS

POLICIES WITH THIS GOAL, CONTINUALLY
REORGANIZING EDUCATIONAL STRUCTURES
AND IMPLEMENTING PROGRAMS TO
ENHANCE UNDERSTANDING AMONG
SCHOOLS, PARENTS, AND POLICYMAKERS
FOR EFFECTIVE INCLUSION.
COMMON BARRIERS TO
INCLUSION
BARRIER
S
• 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.
 BARRIER
• CURRICULUM - A RIGID "ONE SIZE FITS

S
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.
BARRIER
S
• Poor language and communication

• Lack of funding

• Lack of policies

• Organization of educational systems

• Too much focus on performance-based

standards
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.
COMPARING
SPECIAL
EDUCATION,
INCLUSION,
AND
MAINSTREAM
PRODUCING INCLUSIVE
INVOLVE
OTHER
SECTORS OF
SOCIETY
INCLUSION SHOULD GO BEYOND HOME AND
SCHOOL, ENGAGING ALL SECTORS—
BUSINESS, SECURITY, RELIGION, PUBLIC
SERVICES, AND MORE. AWARENESS
CAMPAIGNS MUST COVER SUPERMARKETS,
TRANSPORTATION, MEDIA, AND LOCAL
SPACES LIKE CHURCHES AND
PLAYGROUNDS.
INVOLVE
OTHER
SECTORS OF
SOCIETY
STUDENTS FROM VARIOUS FIELDS, SUCH AS
ARCHITECTURE, ARE ALREADY
CONTRIBUTING BY FOCUSING ON
ACCESSIBILITY. A WELL-INFORMED
COMMUNITY FOSTERS BETTER SUPPORT
FOR PEOPLE WITH ADDITIONAL NEEDS.
COLLABORATE
• EFFECTIVE PROGRAMS FOR CHILDREN
WITH ADDITIONAL NEEDS REQUIRE
TEAMWORK.

• GENERAL TEACHERS FOCUS ON THE

CURRICULUM, WHILE SPED TEACHERS
HANDLE ATYPICAL BEHAVIORS.
RECOGNIZE THE
SHIFT IN ROLES OF
THE TEACHERS
• SPED TEACHERS SHIFT TO ADVISORY
ROLES, SUPPORTING GENERAL
TEACHERS.

• GENERAL TEACHERS NEED TRAINING TO

MANAGE DIVERSE LEARNERS
EFFECTIVELY.
INCLUDE
TRANSITIONS IN
PLANNING
• A GRADUAL, WELL-PLANNED SHIFT
PREVENTS RESISTANCE.

• CURRENT PRACTICES SHOULD BE

RESPECTED DURING THE TRANSITION TO
INCLUSIVE EDUCATION.
ASSESSING SCHOOL
READINESS
FOR INCLUSION (BOOTH
&SCHOOLS
AINSCOW, 2002)
SHOULD REFLECT ON THEIR POLICIES
AND PRACTICES TO PREPARE FOR INCLUSION. A
QUESTIONNAIRE HELPS GATHER BASELINE DATA
FROM ADMINISTRATORS, FACULTY, AND
STAKEHOLDERS. KEY AREAS FOR EVALUATION
INCLUDE SCHOOL OPERATIONS AND SERVICE
DELIVERY.
• 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
CREATING AN INCLUSIVE CULTURE AND
COMPREHENSIVE POLICIES HELPS MAKE
INCLUSIVE PRACTICES SECOND NATURE.

THE GOAL IS TO RAISE PARTICIPATION

AND SUCCESS FOR LEARNERS WITH
ADDITIONAL NEEDS. "EVOLVING"
SUGGESTS REFINING EXISTING
STRATEGIES OVER TIME. TWO EFFECTIVE
APPROACHES ARE UNIVERSAL DESIGN
FOR LEARNING (UDL) AND
DIFFERENTIATED INSTRUCTION.
UNIVERSAL DESIGN
FOR LEARNING (UDL):
UDL ENSURES ACCESSIBILITY BY DESIGNING
INSTRUCTIONAL MATERIALS TO MEET
DIVERSE NEEDS, SIMILAR TO HOW
ACCESSIBLE ARCHITECTURE (E.G., RAMPS,
ELEVATORS) ANTICIPATES ALL USERS.

IT PROVIDES MULTIPLE WAYS TO DELIVER

CONTENT AND ALLOWS STUDENTS TO
LEARN IN VARIOUS WAYS, ENSURING
MEANINGFUL LEARNING FOR EVERYONE
(ROSE & MEYER, 2006).
THERE ARE
THREE
ELEMENTS
1. MULTIPLE MEANS OF TO

UDL:
REPRESENTATION

2. MULTIPLE MEANS OF ACTION AND

EXPRESSION

3. MULTIPLE MEANS of engagement

IN UDL,
TEACHERS
TEACHERS PRESENT INFORMATION IN
MULTIPLE WAYS TO ENSURE ALL
STUDENTS UNDERSTAND. STUDENTS
EXPRESS LEARNING THROUGH
VARIOUS FORMATS, AND TEACHERS
USE DIFFERENT STRATEGIES TO
REINFORCE LEARNING BASED ON
INDIVIDUAL NEEDS.
2.
DIFFERENTIATE
D INSTRUCTION
DIFFERENTIATED INSTRUCTION
TAILORS TEACHING TO STUDENTS'
VARYING NEEDS, INTERESTS, AND
LEARNING STYLES. IT AIMS TO HONOR
EACH STUDENT'S NEEDS WHILE
MAXIMIZING THEIR LEARNING
POTENTIAL, USING DIVERSE
STRATEGIES TO SUPPORT ALL
LEARNERS.
WHY
DIFFERENTIATE
INSTRUCTION?
ALL LEARNERS ARE UNIQUE, WITH DIVERSE
INTERESTS, STRENGTHS, AND NEEDS. TO
FOSTER ENGAGEMENT AND SUCCESS, TEACHING
MUST REFLECT THIS DIVERSITY BY PROVIDING
VARIED OPPORTUNITIES FOR LEARNING AND
EXPRESSION. DIFFERENTIATED INSTRUCTION
(DI) ENSURES THAT TASKS ARE RESPECTFUL
AND CATER TO STUDENTS' STRENGTHS WHILE
ADDRESSING THEIR NEEDS.
HOW IS
INSTRUCTION
DIFFERENTIATE
BENDER IN 2002 (AS CITED BY GENTRY ET AL.
2013) IDENTIFIED ELEMENTS OF THE

D? (2) PROCESS. (3) PRODUCT, AND (4)

CURRICULUM THAT CAN BE DIFFERENTIATED: (1)
CONTENT,
LEARNING ENVIRONMENT IN RESPONSE TO THE
STUDENTS' CHARACTERISTICS INTERESTS,
READINESS, AND LEARNING PROFILE. AS AN
OVERVIEW, DIFFERENTIATION IS ACHIEVED BY
PROVIDING MATERIALS AND TASKS:
HOW IS
INSTRUCTION
DIFFERENTIATE
A. AT VARIED LEVELS OF DIFFICULTY

D?
B. WITH VARYING LEVELS OF INSTRUCTIONAL
SUPPORT:

C. BY USING MULTIPLE GROUPING

ARRANGEMENT:

D. THAT INVOLVE STUDENT CHOICE; AND E.

USE VARIED EVALUATION STRATEGIES.
HOW IS THE
CLASSROOM
MANAGED DURING
DIFFERENTIATED
STRUCTURE THE CLASSROOM BY
LEARNING?
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)
THANK
GROUP 3

YOU