Module 2

MODELS OF INCLUSIVE EDUCATION

LEARNING At the end of the lesson, the students must have:

OUTCOMES 1. identified salient features and models of inclusive education;
2. internalized inclusive education instructional programs;
3. verified models of inclusive education programs.
ACTIVATE
On the space provided, identify and discuss about a person you consider your model.

INQUIRE

SALIENT FEATURES OF INCLUSIVE EDUCATION

Inclusion program in education is based on the mandate of the Philippine education which
has the following features declaring that inclusion means:

1. Implementing and mainstreaming warm and accepting classroom communities that

embrace diversity and honors differences

Teachers who are concerned with creating classrooms in which all students are accepted
take active steps to understand individual differences and create atmosphere of respect.

2. Implementing a multi-level, multi- modality curriculum

A broader curriculum which include multi- modality child-centered, interactive and

participatory activities making inclusion easier. It is moving away from rigid use of textbooks
and based-driven frontal teaching to cooperative learning.

3. Preparing and supporting teachers to teach interactively.

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 A classroom model for teachers designed to meet the needs of an entire group of children
where they work together, teach one another and actively participate in their own and their
classmate without competing each other but learn with and from each other.

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4. Providing ongoing support for teachers in the classroom and breaking down
barriers of
Professional isolation
Inclusion includes co-teaching, team teaching, collaboration and consultation and other
ways of assessing skills and knowledge with support from colleagues. This is the hallmark
of inclusion.

5. Involving parents in the planning in meaningful ways

Parental involvement is one feature in inclusive school. Members of the family should be a
part of the educative process particularly of the child with disability. It should be noted that
classroom teachers should collaborate with the family as partners in the context of inclusion

MODELS OF INCLUSION PROGRAM IN THE PHILIPPINES

1. Partial mainstreaming towards inclusion

It is where students are educated in regular classes at least half the day. The learner in this
program receives additional help or specialized services. Pull-out approach could be form of
this model.

2. Full mainstreaming. It is a complete regular instruction accommodation to the learner.

The learner in this model receives all special services in general classroom. However, it
calls for the teacher’s skills and knowledge to design the accommodation of the learner in
this model.

How the school looks like in inclusive education?

A. The school -wide culture

 The school welcomes all learners and makes sure their transition into school is smooth
and well- planned.

 The school fosters a caring, safe and respectful whole-school environment and shares
this
with the wider school community.
 The school fosters the identity, language and culture of all learners.

 The school has processes for identifying and supporting the needs and aspirations of
learners with special education needs

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 B. The school leadership
 The school’s leaders foster inclusive values, establish clear expectations, and model
desired behaviors.

 The school’s leaders create a safe physical and learning environment.

 The school’s leaders create a collaborative environment that supports teachers and
encourages collective responsibility for learners.
 The school’s leaders support teacher inquiry and development

C. School-wide systems and processes -the way the school runs

The school has processes for identifying learners with special education needs
and their strengths.
The school is clearly willing to adapt the school’s physical environment, as
well as its systems and processes, to meet the needs of learners with special
education needs.
The school identifies, uses, coordinates and manages the services and
support available to learners with special education needs.
The school has school-wide systems for planning, monitoring and reporting
on the presence, participation, engagement, progress and achievement of
learners with special education needs.
The school uses data to inform decisions, problem-solve and monitor school-
wide practices.
The school regularly evaluates teaching practice using good-quality school-wide
systems and uses data to improve teaching quality for learners with special education
needs.

D. Parents and community connections

 The school partners with parents, families and whänau regarding their child’s
learning and achievements.
The school respects, values and uses the knowledge parents have of their
child’s needs, learning, development and achievement.
The school taps into the expertise within its community and the special
education sector to understand the best way to provide for learners with
special education needs.

E. The Teaching and Learning- The knowledge and skills of its teacher
 The teachers promote an achievement-oriented culture and have high
expectations of all learners, providing challenges that stretch learning. Teachers are
skilled to meet the learning needs of all learners, inside and outside of the
classroom.
The classroom learning program is planned to provide each child
with learning experiences and challenges that relate to their interests,
needs and goals.
Support staff have the knowledge and skills to work within the classroom program alongside
the teacher.

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Teachers develop constructive and respectful relationships with learners

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and with others involved in their learning.
Teachers inquire into the impact of their teaching on learners.
All children take part in a full range of experiences outside the classroom.

F. What an inclusive school feels like?

 Children and young people with special education needs will feel confident, will feel like
they belong, will enjoy school, will want to go to school, will have friends, will have a say in
what goes on for them, will feel challenged at school and will feel proud of the things they have
learned and achieved.
Parents of all children in the school will be confident that their child or young person receives
the attention and support in the classroom to achieve their potential and will appreciate their
child’s valuing of diversity.
Parents of children and young people with special education needs will be confident in their
child’s school and teachers, will enjoy seeing their children learning, achieving and having
friends, and will be secure in the knowledge that their children are safe, happy and belong.
Teachers of children and young people with special education needs will be confident in their
teaching and their classroom program, will feel supported, will enjoy the achievements of all
the children in their class and will have professional pride in their own teaching.
Principals and boards will be confident that their school is a safe and respectful place and will
enjoy and have pride in the achievements of all the children and young people in their school.
An inclusive school in the context of inclusive education is place where everyone belongs, is
accepted, supports and is supported by peers and other members of the school community in the
course of having his educational needs met (Basco, 2010).

Instructional Programs

The instructional programs that the SPED teachers shall implement are the following:

1. Self-contained/Special Class – a separate class for only one type of exceptionality which
serves moderate to severe types of disabilities;
2. Itinerant Teaching – a traveling teacher reaches out to children with special needs in
other schools or at home to provide direct and consultative services;
3. Resource Room – a designated place where the child with special needs enrolled in the
regular school program goes to in order to make use of the specialized equipment, either in a
tutorial situation or in a small group session handled by a SPED teacher;
4.Pull-out – a kind of program where the child enrolled in the regular class reports to the resource
room for a period of time for special instructions by the SPED teacher;
5. Integration/Mainstreaming – refers to the enrolment of a child with special needs in a
regular.
5. Class with support services. There are two degrees of integration: Partial Integration and
Full Integration. In Partial Integration/Mainstreaming, a child with special needs enrolled in a
special class is integrated with regular children in non-academic activities like work education,
physical education, arts, school programs, etc, then gradually integrated in the academic subjects

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if qualified. Meanwhile, in Full Integration/Mainstreaming, a child with special needs sits in the
regular class in all academic and non-academic subjects;
6. Inclusion – all children with disabilities, regardless of the nature and severity of their disability
and need for related services, receive their total education within the regular education classroom.

APPLY

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Kindly draw how an inclusive school looks like in contextualizing special education.

ASSESS

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As a classroom teacher, how will you be of help to the inclusive education program of the school?
Write your answer on the space provided.

REFERENCES
Capulong, Yolanda, T., Inciong, Teresita G., Quijano, Yolanda, S.(2007) Quezon City: Rex
Printing Company, Inc.

Handbook on Inclusive Education Compilation, Bureau of Elementary Education, Department of

Education, Culture and Sports, Philippines 1999.

https://www.education.govt.nz/assets/Documents/School/Inclusiveeducation/WhatanInclusiveSch
oolLooksLike

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