UNIFYING

CHAPTER 3

FRAMEWORK:
CREATING
INCLUSIVE
CULTURE
MIOLE, PETER NEIL M.
  the ability to respond effectively to

COMPETEN
This chapter aims for you to develop the following educational needs of students with additional
needs; and

 the ability to create a safe, inclusive, and

CIES culturally responsive environments for
students with additional needs
I N T R O D U C T I O N

A
UNIFYIN
G
FRAME
 CREATING INCLUSIVE CULTURES

Three dimensions of the Index (Booth

and Ainscow 2002)
CREATIN
G
INCLUSIV
E
CULTUR
 CREATING INCLUSIVE
DIMENSION A
CULTURES

SECURE ACCEPTING COLLABORATING

CREATING INCLUSIVE CULTURES
INCLUSION

STAKEHOLDERS EDUCATION
Those who are “invested in the welfare and success of a Global improvement in accessing education, specifically in
school and its students” (www.edglossary.org). the primary level for the last 15 years (UNESCO,2017).

Plays a major role in “connecting what is being taught in a 263 million children, youth aged 6-17 around the world who
school to its surrounding community” are still not in school at this time (GEMR,2016)
(www.edglossary.org).
CREATING INCLUSIVE CULTURES
INCLUSION

With increasing globalization and international migration, the

problem pertaining to inclusive education and how it affects
PWD’s could not be more real.
WHAT
STAKEHO
LDERS
CAN DO
WHAT STAKEHOLDERS CAN DO
INTRODUCTION

The rights-based approach to educational programming “insists that no right can exist
without corresponding governmental obligation” (Van del Bruel-Balescut & Sandkull
2005).
WHAT STAKEHOLDERS CAN DO
STEPS

SET THE PARAMETERS IDENTIFY AND

BUILD KEY PEOPLE
FOR INCLUSION ERADICATE BARRIERS

The government has The Philippine government

The government
identified key people and seems to be in
recognizes the need for
professions, and consonance with this
teacher training, both in the
highlighted important aspect in light of its
special needs education
factors leading to the existing legislative policies
and general education
success of inclusive that the undeniable
levels.
education. importance of inclusion.
WHAT STAKEHOLDERS CAN DO
BARRIERS TO INCLUSION

• Attitudes, values systems, misconceptions, and societal norms

• Physical barriers
• Curriculum
• Lack of teacher training and low teacher efficacy
• Poor language and communication
• Lack of funding
• Lack of policies
• Organization of educational systems
• Too much focus on performance-based students
SPECIAL
EDUCATION VS.
MAINSTREAMIN
G VS.
INCLUSIVE
SPED VS MAINSTREAMING VS INED
COMPARISON

SPECIAL
MAINSTREAMING INCLUSIVE EDUCATION
EDUCATION

Many students with special

Special education is the practice We can define inclusive
needs are placed into a self-
of educating students in a way education as a teaching model
contained classroom or multi-
that accommodates their whereby all students, regardless
classroom program in which
individual differences, of their ability, learn together in
they learn alongside peers who
disabilities, and special needs. one environment.
have disabilities as well.
SPED VS MAINSTREAMING VS INED
COMPARISON

LEARNERS
CURRICULUM
ASSESSMENT AND EVALUATION
LEARNING PLACEMENT AND DELIVERY OF
SERVICES
PHILOSOPHY