Inclusive Culture In Schools

Inclusive Education addresses the diverse needs of all learners by reducing barriers

inside schools. It is a process of strengthening the capacity of the education system to reach out
to all learners. This educational approach provides all students greater opportunities for
academic and social achievement. The challenges encountered by the English teachers were
lack of educational preparation and trainings, dearth of instructional materials
and classroom management strategies, insufficient orientation, teachers' heavy workload,
communication barriers, sentiments on class population and diversity of learners, and teachers.
The adoption of an Inclusive Education (IE) approach in the heart of the country’s
educational system is mandated by the 1987 Philippine Constitution, the Child and Youth Welfare
Code (PD 603), the Special Protection of Children Against Child Abuse, Exploitation and
Discrimination Act (RA 7610), the Early Years Act (RA 10410) , the Enhanced Basic Education
Act (RA 10533), the Magna Carta for Disabled Persons amended by RA 9442 (RA 7277), and
the Policies and Guidelines in Special Education. In the same manner, the country is signatory to
international documents adopting IE such as, the UN Conventions on the Rights of the Child
(1989), World Declaration on Education for All (1990), Incheon Strategy to make the Rights Real
for PWDs in Aisa and Pacific, and the UNESCO Salamanca Statement and Framework for
Action on Special Needs Education (1994).
At the core of IE is the fundamental human right of the younger generation to education.
Inclusion in education is viewed as “a dynamic approach of responding positively to pupil
diversity and of seeing individual differences not as problems, but as opportunities for enriching
learning.” (UNESCO, 2005). Inclusion is seen as a process of addressing and responding to the
diversity of needs of all learners through increasing participation in learning, cultures and
communities, and reducing exclusion within and from education. It involves changes and
modifications in content, approaches, structures and strategies, with a common vision which
covers all children of the appropriate age range and a conviction that it is the responsibility of the
regular system to educate all children. (UNESCO 2005)
 On class population and diversity of learners, and teachers’ emotional
attachment and admiration to selected learners with exceptionality. They coped with the
challenges by communicating through secondary channels, advocating values of
acceptance, understanding and tolerance, employing practical teaching strategies to
promote students’ involvement and exerting extra effort. They shared included their
personal understanding of inclusive education, recommendations to intensify the
implementation of the program, realizations and positive change of attitude and
perspective, passion for teaching, parent’s vital role, and that maximum tolerance
should be practiced. With these results, it was found out that teachers develop positive
attitude towards IE if conditions were right.
https://www.lcdphilippinesfoundation.org/inclusive-education/

FOR EDUCATORS CHARTING THE COURSE

In our country, implementing inclusive teaching strategies in the classroom does
not require huge changes or full course redesigns. Nor does inclusive teaching demand
the abandonment of favorite classroom techniques, topics, readings or assignments.
Rather, it suggests ways to be more intentional about how you deploy those tools to
create the best learning environment for your students. In fact, inclusive teaching
practices may not be something totally new. There is time that we are already using
many inclusive teaching strategies without specifically calling them such. We can
implement them in small steps along a number of paths, as long as its compass is set to
intentionality and forethought.

Inclusive education for every student can only be successful when those
students feel that they are truly a part of the school community.  This requires open and
honest discussion about difference, and an institutional respect for people of all
backgrounds and abilities.  In inclusive schools, the establishment of such a climate
benefits everyone by fostering an environment where students and their families are
valued for who they are. Every success of the students is a great teacher. Every school
and teachers will want their students to succeed in the future and become the
successor of the intelligent generation and able to raise the nation and the country. No
matter the situation is, inclusivity of every student lead to everyone’s success.

FOR STUDENTS CHARTING THE COURSE

It is important to surround ourselves with family and friends for support and comfort in

both times of joy and distress. Studies have shown that having supportive relationships is a
strong protective factor against mental illnesses and helps to increase our mental well-being.
Seeking Out a friendly and supportive relationship with out friends and community has a great
impact on our daily lives. Every student needs to be connected in their school and the people in
the community.
Community organizations have the ability to use their external resources,
connections, expertise, and funding to establish and improve
successful inclusive programming for students by building direct partnerships with
schools.
Inclusive school communities are educational settings in which students have
opportunities to participate and receive support in all aspects of school life alongside
with peers who have disabilities. In an inclusive system, special educators, specialized
instructional support personnel, general educators, and other education personnel work
together to address the needs of students with disabilities. By collaborating, these
educators better support the learning and participation of all students. Furthermore,
research demonstrates that a learning community is better, richer, and more effective
when students with disabilities are full participants.