EDUC 212 FOUNDATION OF INCLUSIVE AND SPECIAL EDUCATION

Name of Student __________________________________________________________________________

Course: _______________________________________Year and Section_____________________________
Address: _________________________________________________________________________________
Email Address: ____________________________________________ Contact No.:_____________________
Subject Instructor: LEA EVANGELISTA-MICIANO

MODULE 5 INCLUSIVE CURRICULUM

LEARNING OUTCOMES:
At the end of the module, the student must be able to:
 identify the importance of multi-sensory teaching and learning,
 define different ways of learning and the implications for inclusive teaching
 create adjustments and strategies that supports learners with disabilities.
PRE-TEST
TRUE or FALSE: Write at the space provided whether the activity is TRUE or FALSE in terms of the
things to consider in ALL level learning.
_____________ 1. Fact finding
_____________ 2. Discussion
_____________ 3. Group works
_____________ 4. Repetitive exercises
_____________ 5. Interesting recording and reporting
CONTENT
INCLUSIVE CURRICULUM
‘ Inclusion is not a strategy to help people fit into the systems and structures which exist in our societies;
it is about transforming those systems and structures to make it better for everyone. Inclusion is about
creating a better world for everyone.’ Diane Richler, President, Inclusion International
Inclusive Teaching
Inclusive teaching approaches enable all learners in the class to take part in learning opportunities
To have a successful plan for all learners in the class, teachers need to:
 Know about the learners in the group
Much can be learned from the learner themselves, their parents, their former teachers and from
a teacher’s own observations.
 strengths and interests
 skills and knowledge
 what is being learned
 concerns and areas for focus
 Know about the curriculum
Teachers need a comprehensive understanding of the BEC curriculum and a range of
pedagogies (methods of teaching) appropriate for learning. Skills are needed in developing a
variety of
 ways to engage learners
 ways to presentation
 options for participation
 means of expression
 assessment methods

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 EDUC 212 FOUNDATION OF INCLUSIVE AND SPECIAL EDUCATION

‘A competent, caring general education teacher who is effective with students without
disabilities, already possesses most of the critical skills necessary to successfully educate
students with all kinds of learning challenges, including various disabilities’ Giangreco,
1997

Effective Teaching
Multi-grade teaching and learning
A multigrade class has two or more grades in one class with one teacher. These methods are also
successful in regular classes.
In the Philippines, many schools in remote and isolated areas have more than one grade per classroom.
Rather than treat each grade as a separate entity, learners are grouped in a variety of ways and taught
using a variety of methods inclusive of all learners in the class. This has application in regular classes
where there are learners with disabilities.
Multigrade teaching and learning incorporates quality teaching and learning principles
The features of inclusive teaching are the same as those for teaching diverse groups

 knowledge of students
 knowledge of the curriculum
 having a good repertoire of teaching strategies and a variety of activities
 utilizing their own and the collective creativity of colleagues to plan and share teaching
 flexibility, openness, organization
QUALITY LEARNING PRINCIPLES
Supportive learning environment
Valued, safe, collaborative, positive challenge
Opportunity to learn
Engagement through observation, practice, development & application of
knowledge
Connection & challenge
Building on existing knowledge to construct new knowledge
Action & reflection
Active learning and reflection on and incorporate new understandings
Motivation & purpose
Clear relevant outcomes
Inclusivity and difference

Experiences that respect and reflect differences between other learners

Independence & collaboration
Working both together, and individually to gain collective and personal perspectives

Multi-grade teaching and learning have positive outcomes for both learners and teachers.
Multigrade classrooms cater for learners of different ability, personality and learning style, intelligences,
culture, gender, age and years at school.
Positive outcomes for learners
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 EDUC 212 FOUNDATION OF INCLUSIVE AND SPECIAL EDUCATION

 Acceptance of diversity
 Learners are prepared for the diversity of society
 Social skills development through working with a variety of others in a variety of roles
 Increased independence as learners
 Increased options for learning – a range of groups to work wit
Positive outcomes for teachers

 Greater curriculum knowledge from working across levels

 Increased repertoire of methodologies and teaching flexibility
 Opportunities to use and develop the skills of learners

MULTI-SENSORY TEACHING
Multi-sensory teaching involves designing learning experiences so learners can engage more than one of
the senses as they explore and learn.
Visual learners may benefit from
 colour cues
 designing books, posters, charts, signs
 exciting stationery, pens
 graphic organizers
 flashcards, board work
 writing, and highlighting
 tables and graphs
 films, video, DVDs, art, pictures, images
Auditory learners may benefit from
 listening to stories
 debates and discussion
 talking and explaining, repeating back
 self -talk
 recording
 cooperative activities, team situations
 music
Kinesthetic, tactile learners may benefit from
 cooperative activities, interactive lessons
 writing, signing
 feelings, emotions
 making models, construction
 dressing up
 plays and performances
 painting and clay
 playing music, rhythms
 games, outdoor activities
 different writing mediums

Classroom organization plays a role in planning for multi-sensory teaching

Furniture arrangement can be altered to enable different types of engagement. Learners can be taught
different arrangements for different activities and become very quick at changing the room and suggesting
plans

 Learning Centers
 Groups
 Individual Areas

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 EDUC 212 FOUNDATION OF INCLUSIVE AND SPECIAL EDUCATION

Furniture arrangement ideas for different purposes

EXPLICIT TEACHING
The explicit teaching cycle provides a framework to help introduce new concepts. Learning success is
more likely to be recorded when the cycle is used alongside other effective strategies like

 multi-sensory teaching
 making appropriate adjustments

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 EDUC 212 FOUNDATION OF INCLUSIVE AND SPECIAL EDUCATION

The cycle, below, is a relevant strategy for all learners and allows teachers to monitor learner progress at
each stage. Some learners with disabilities may need to repeat stages 3, 4 and 5.

Cited in Department of Education & Children’s Services. 1994-5, Cornerstone, Modules 6 & 7

Inclusive Planning: Higher Order Thinking Skills (HOTS)

HOTS are thinking strategies that help learners understand a concept or topic at a deeper level than when
they began.
The intellectual challenge possible through use of HOTS:

 promotes learner engagement in tasks helping maintain attention & interest

 encourages links between what is already known and new information
 creates opportunities to use the old and the new to create new tasks/products/answers
The methodology benefits learners by supporting them to:

 develop thinking skills

 grow understandings while learning
 increase enjoyment of learning & the subject for both the learner and teacher
 Build and develop skills for life
 self-direction and responsibility
 creativity and originality
 intrinsic motivation through success
 a sense of increased competency
 confidence and independence
This happens because
 Connections are made between what is known & new learning
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 Existing skills are built upon

 Problem solving, critical thinking and a sharing of knowledge are integral to the process
 These characteristics create scaffolds that support all learners to be successful
 Tasks are multi-modal and so cater for learning preferences
HOTS incorporates a 3-layered learning process
 Identifying and planning
 Processing
 Applying

INCLUSIVE PLANNING: ALL, MOST, SOME & BLOOM’S TAXONOMY

" Think left and think right and think low and think high. Oh, the thinks you can think up if only you try!"
(Theodor Seuss Geisel)

All, Most, Some is a curriculum planning model conceived by Schumm, Vaughn, and Leavell (1994) It is
an inclusive model because it is designed to cater for all learners in a class.

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 EDUC 212 FOUNDATION OF INCLUSIVE AND SPECIAL EDUCATION

Bloom’s Taxonomy is a framework for thinking at different levels. The six levels are thought to be useful
for development of higher order thinking skills or HOTS. The levels are sometimes described as
hierarchical.
Bloom’s taxonomy is a useful framework for planning using the All Most Some pyramid and also a useful
tool for curriculum modifications and adjustments.
This enables learners with disabilities to be included in a classroom program.

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DESIGNING INCLUSIVE CURRICULUM USING ALL, MOST, SOME

How to use the model to plan inclusively?

The process

 Choose the BEC curriculum competency or competencies you will be addressing.

 Select a topic
 List what the learners need to know and demonstrate in order achieve the result
 List the pre-requisite skills and capacities learners will need in order to be successful
 Rationalize the list to reflect what All, Most & Some learners will do and learn
 Identify the adjustments , strategies an resources needed
 Select assessment methods
There are some things to consider when using these 2 models

 The pyramid does not mean that learners with disabilities can only be taught at the All level.
Learners interests, knowledge and capacities will vary depending on the topic, previous
experience and strengths
 Learners need opportunities to learn in all domains
 Learning at the All level should include
 Hands on activity
 Discussion
 Group work
 Interesting recording and reporting
 Learning at the All level should NOT rely on
 Worksheets
 Repetitive exercises
 Fact finding
 Direct instruction may be needed at various points at all levels
The verbs the teacher uses when designing lessons help to tell the thinking level of each task
Use the chart to design activities at each level.

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 EDUC 212 FOUNDATION OF INCLUSIVE AND SPECIAL EDUCATION

MODIFICATIONS AND ADJUSTMENTS

Teachers will plan for learners with disabilities in ways that

 Support the learner to achieve

 Require the least modification for success
 Adjust the learning contexts to ensure access and participation
MODIFICATIONS
Four levels of intervention can be considered
1. Same as for other learners with adjustments
2. Same activity/ different level
3. Same activity /embedded skill
4. Different activity/ Different skill

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LEARNING ACTIVITY 1
Write at least 3 paragraphs with 5-10 sentences each an about this statement of Theodor Seuss Geisel
" Think left and think right and think low and think high. Oh, the thinks you can think up if only you try!"
(Theodor Seuss Geisel)
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 EDUC 212 FOUNDATION OF INCLUSIVE AND SPECIAL EDUCATION

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LEARNING ACTIVITY 2
Find a topic fit for student with disabilities/special needs. Using the different (3) domains in lesson plan,
create learning outcomes or objectives with verbs from Bloom’s taxonomy of Educational Objectives.
Topic 1:________________________________________

Objectives:
At the end of the lesson, the students must be able to:
1.
2.
3.

Topic 2:________________________________________

Objectives:
At the end of the lesson, the students must be able to:
1.
2.
3.

Topic 3:________________________________________

Objectives:
At the end of the lesson, the students must be able to:
1.
2.
3.

ASSESSMENT
Identification: Identify the ff. Write your answer on the space provided for.

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 EDUC 212 FOUNDATION OF INCLUSIVE AND SPECIAL EDUCATION

_______________ 1. This provides a framework to help introduce new concepts. Learning success is more
likely to be recorded when the cycle is used alongside other effective strategies
_____________ 2. These are thinking strategies that help learners understand a concept or topic at a deeper
level than when they began.
_____________ 3. This refers on building on existing knowledge to construct new knowledge
_____________ 4. __________ are made between what is known & new learning.
_____________ 5. These are approaches enable all learners in the class to take part in learning opportunities
_____________ 6. They are experiences that respect and reflect differences between other learners
_____________ 7. They are working both together, and individually to gain collective and personal
perspectives.
_____________ 8. This is engagement through observation, practice, development & application of knowledge.
_____________ 9. This is the teaching involves designing learning experiences so learners can engage more
than one of the senses as they explore and learn.
_____________ 10. This is a framework for thinking at different levels. The six levels are thought to be useful
for development of higher order thinking skills or HOTS. The levels are sometimes described as hierarchical.

Instruction: Write what multi-sensory teaching is involve in the designed learning experiences.
Whether it is Visual, Auditory or Kinesthetic
______________ 1.Debates and Discussion
______________ 2.Writing and highlighting
______________ 3.Cooperative activities , team situations
______________ 4.Games,Outdoor activities
______________ 5.Different writing mediums
______________ 6.Designing books , posters , charts , signs
______________ 7.Talking and explaining , repeating back
______________ 8.Cooperative activities, interactive lessons
______________ 9.Playing music , rhythms
______________ 10.Music

REFERENCE:
No limits: Teachers including learners with disabilities in regular classrooms, Dep Ed Materials
Development Center, Region XI, 2017

Rubrics for the Essay

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