Supporting A More Inclusive Classroom

Objectives
1. Explain disability and inclusion
2. Describe the dimensions of the
Index of Inclusion and a
school/classroom that is built on
a specific inclusive value
3. Create ways to have a more
inclusive classroom

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 Activity

Our Star Dreams

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1. What difficulties did you encounter in
completing your puzzles?
2. How did you overcome these difficulties?
3. Would you say that you were successful in
completing your puzzle? Why or why not?

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impairment + barrier = disability

"Disability is an evolving concept and results

from the interaction between a person's
impairment and obstacles such as physical
barriers and prevailing attitudes that
prevent their participation in society."

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 IMPAIRMENT BARRIER
A child with Classroom is on the These barriers hinder
physical disability 3rd floor, school has the children from fully
(uses a wheelchair) no lift/elevator participating in the
school/classroom
activities.
A child with Instructions in the
hearing classroom are all
impairment verbal, no sign
language interpreter

A child with visual Books in school are

impairment un-brailed

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The Department of Education
(DepEd) Vision-Mission

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The Department of Education
(DepEd) Vision-Mission

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Provide EDUCATION FOR ALL
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 Who do we consider ALL?

What are the diverse

characteristics of our learners that
we consider in our current systems?

Do we really provide education for

all?

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 International Policies that Promote
the Rights of Children with Disability
UN Convention on the Rights of the Child
• Adopted by the United Nations on November 20,
1989
• The most ratified human rights instrument
• Firmly sets the focus on the whole child
• Defines who the child is
• Emphasizes the role of the state parties, the family, and
other child carers on the realization of children’s rights
• Rights of the Child is stipulated in 54 articles including
children with disability

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 International Policies that Promote
the Rights of Children with Disability
Principles of UNCRC:
• Article 2 (Non-discrimination)
• All rights apply to all children without exception. It is the
State’s obligation to protect children from any form of
discrimination and to take positive action to promote their
rights
• Article 3 (Best-interest of the child)
• All actions concerning the child shall take full account of his
or her best interest. The State shall provide the child with
adequate care when parents, or others charged with that
responsibility fail to do so.

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 International Policies that Promote
the Rights of Children with Disability
Principles of UNCRC:
• Article 6 (Survival and Development)
• Every child has the inherent right to life, and the State has an
obligation to ensure the child’s survival and development.
• Article 12 (The Child’s Opinion)
• The child has the right to express his or her opinion freely
and to have that opinion taken into account in any matter or
procedure affecting the child.

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 International Policies that Promote
the Rights of Children with Disability
Convention on the Rights of Children with
Disability
• Promotes, protects, and ensures the full and equal
enjoyment of all human rights and fundamental
freedoms of persons with disability
• Paradigm shift in the treatment of persons with
disabilities from charity and medical perspectives to
rights-based perspective

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 Other International Policies
• UN World Programme of Action Concerning Disabled
Persons (1983)
• World Declaration on Education for All (1990)
• UN Standard Rules (1993)
• UNESCO Salamanca Statement and Framework for
Action (1994)

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 National Policies that Promote the
Rights of Children with Disability
The 1987 Philippine Constitution
• Section 1. The State shall protect and promote the
right of all citizens to quality education at all levels, and
shall take appropriate steps to make such education
accessible to all.
The Child and Youth Welfare Code
• Article 1. Declaration of Policy. The Child is one of
the most important assets of the nation. Every effort
should be exerted to promote his welfare and enhance
his opportunities for a useful and happy life.

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 National Policies that Promote the
Rights of Children with Disability
Education Act of 1982
The State shall promote the right of every individual to
relevant quality education, regardless of sex, age, creed,
socio-economic status, physical and mental conditions,
racial or ethnic origin, political or other affiliation. The
State shall therefore promote and maintain equality of
access to education as well as the enjoyment of the
benefits of education by all its citizens.

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 National Policies that Promote the
Rights of Children with Disability
R.A. 9442 (Magna Carta for Persons with
Disabilities)
• Educational assistance to persons with disability, for
them to pursue primary, secondary, tertiary, post
tertiary, as well as vocational or technical education,
in both public and private schools…
DepEd Order no. 72 s. 2009
• “Inclusive Education as a Strategy for Increasing
Participation Rate of Children”

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 National Policies that Promote the
Rights of Children with Disability
Accessibility Law (BP 344)
• An act to enhance the mobility of disabled persons by
requiring certain buildings, institutions, establishments
and public utilities to install facilities and other devices

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 displaced children
abused children
religious minorities
girls
indigenous people
hiv/aids orphans
poverty-stricken children
child laborers
childrenwith
children withdisabilities
disabilities
child domestic workers

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 What is inclusion?
Inclusion Defined
• Inclusion is a process of addressing and responding to
the diversity of needs of all children, youth, and adults
through increasing participation in learning, cultures
and communities.
• Inclusive education is a process of strengthening the
capacity of the education system to reach out to all
learners and can thus be understood as a key strategy
to achieve EFA (Education for All)

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 What is inclusion?
Inclusion Defined
• Involves changes and modification in content,
approaches, structures and strategies, with a common
vision that covers all children of the appropriate age
range and a conviction that it is the responsibility of
the regular system to educate all children.

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Inclusive education is one dimension of a rights-
based quality education which emphasizes equity in
access and participation, and responds
positively to the individual learning needs and
competencies of all children. Inclusive education
is child-centered and places the responsibility of
adaptation on the education system rather than the
individual child. Together with other sectors and the
wider community, it actively works to ensure that
every child, irrespective of gender, language, ability,
religion, nationality or other characteristics, is
supported to meaningfully participate and learn
alongside his/her peers, and develop to his/her full
potential.
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Exclusion Separation Integration Inclusion

Children with disability are refused enrollment in school

because of certain reasons such as unavailability of
proper facilities and the lack of qualified teacher to handle
the CWD.

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 Separation

Children with disability are accepted in school but are

placed in the SPED Center.

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 Integration

• Children with disability are placed in the regular

classroom but are not provided with proper
accommodations.
• CWD adapts to the system.

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 Inclusion

• Children with disability are placed in the regular

classroom and are provided with proper
accommodations.
• The system adapts to the CWD.

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 Inclusion

Partial Inclusion Full Inclusion

(pull-out) (complete participation)

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 Index for
Inclusion

3 70 2,000
16 values questions
dimensions indicators

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values action

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 Application
1. In your group, pick one value
2. Using a graphic organizer, or any
preferred medium, imagine a school
or a community with this value
3. How will it look like, how do people
interact with each other?

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Inclusive Dimensions

Creating Inclusive CULTURES

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 Creating a secure, accepting,
Creating collaborating, stimulating,
Inclusive welcoming communities, in which
Cultures everyone is valued

Ensures that inclusion permeates Producing

all plans for the school and Inclusive
involves everyone
Policies
Evolving Developing what is taught and
Inclusive learned, how it is taught and
learned so it reflects values &
Practices policies
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How does this
translate in our
classrooms?

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Know our
students

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 Learning Profile
Aside from basic information and class
standing, get to know your students’
learning profile:
Strengths Areas of Concern Interests Relevant Background

- What are his/her - What - What does - How is he/she

dominant learning difficulties does he/she like with her
mode?
he/she have? doing? family/friends?

- What does he/she - What problems does

know/master he/she have that may
already? affect learning?

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In particular, let’s try to get to
know Pedro
Pedro is a Kinder student from a class of 30 students. He is
a kind, young boy who enjoys playing outdoor games and
friendly to his classmates. His favorite activity is exploration,
and he has a particular interest in fish. When Pedro is
engaged in talking about fish, he can explain the
classifications of fish and their abilities, physical appearance
and special characteristics. When given the task to read on
his own however, Pedro was observed to divert his attention
to various things around him such as the brightness of light,
ambient sounds and sudden movements. Thus, he does not
answer most questions related to the story. His mother says
he looks forward to his mom’s bedtime stories before
sleeping.
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Name: Zach
Strengths Areas of Concern Interests Relevant
Background

Mother
Kind and Difficulty Fish
reads him
friendly focusing
bedtime
stories and
he is
Elaborates interested
Reading on
with details his own
orally

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Identify, plan and
implement
accommodations

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 Types

Instructional Accommodations

Presentatio Timing/
Response Setting
n Scheduling

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 PRESENTATION
 Form number - Instruction presented in a
 Say number combination of different modes
 Write symbol such as visual, auditory and
kinesthetic.
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 Form:

Draw:

Solve:

1+1 =2
RESPONSE
-Completion of tasks in a different
way or with an assistive device.
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 TIMING/ SCHEDULING
-Variations in the length or
organization of time to complete
tasks.
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SETTING
-Variations in the condition of
the learning environment
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Inclusive Language
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• Address a person/child with a disability
by their first name (person first
language)
• Not calling people without disabilities
“normal” people—this implies that having
a disability is not normal
• Not describing a disability as an “illness”
or a “dysfunction” but simply part of
human diversity

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 Discriminatory With Dignity
The handicapped, special needs, People or individuals with
challenged, afflicted with a disabilities
disability, differently-abled

Wheelchair-bound, confined to A child with paraplegia

a wheelchair
A handicapped class
A normal child
The mentally-ill, the
emotionally disturbed, insane,
crazy, demented, psycho, lunatic
A class for children with
disabilities
A child without disability
Child with intellectual disability,
people with cognitive disabilities

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 Discriminatory With Dignity
Downs kid, Mongoloid A person who has Down
Syndrome or a person with
Down Syndrome
Brain damaged He has brain injury
Abnormal (implies failure to Person with disability
reach perfection)
Birth defect, congenital defect, A person with disability since
deformity birth; A person with congenital
disability
Blind (the), visually impaired A person who is blind/ with low
vision/ with vision impairment
Cripple, crippled (conveys a Has a physical or mobility
twisted body) disability
Deaf and mute; deaf and dumb Deaf (They prefer being called
Deaf)
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Inclusion in material making
Equal frequency of representation
• Develop gender equitable and inclusive materials
• Materials that reflect different ethnicities
• Materials that reflect different languages

When developing materials, though should be given

to many considerations to ensure equitable
representation of all groups

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Bias-free examples

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Bias-free examples

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Bias-free examples

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Bias-free examples

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Bias-free examples

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Bias-free examples

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Bias-free examples

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Bias-free examples

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Bias-free examples

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What is and what isn’t inclusive education?

Aspects of quality Aspects of inclusive

education (1 word) education (1 word)
• ……… • ………
• ……… • ………

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 Activity

Creating our model

classrooms
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Thank you