MODULE III.

MAKING SCHOOLS
INCLUSIVE

This module contains the following:

 Lesson 1 - Creating Inclusive Cultures
 Lesson 2 - Producing Inclusive Practices
 Lesson 3 – Inclusive Practices and Teaching Models
 Lesson 4 – Use and Application of Assistive Technology in Inclusive
 Education

It is important for us to understand the inclusive cultures in the schools so that we will be
able to determine if there is and inclusion inside the school or the school is considering students
with additional needs. This cultures will help us also be aware of how we will ineteract with the
students with special needs. We can also apply this to our home and enevironment and share this
knowledge to the people for advocating and spreading awareness.

Knowing the different technologiess or assistive devices will help us understand and
appreciate the uses of this technoloies for students with special needs. It will also help future
teahers to aid in their teaching and incorporate to their lesson plans.

Once you complete this module, you are expected to:

 Create a model of inclusive education culture through collage making,
 Support the least restrictive environment as the best possible placement option for all
leaners,
 Recognize universal design for learning as key creating inclusive cultures, and
 Discuss the relevance of individualized education plan in inclusive cultures.
 Evaluate a school’s existing policy of inclusive education using PMR,
 Determine the UNESCO policy on inclusive education, and
 Associate Kotter’s Model of Change in creating school inclusive policies.
 Determine the inclusive education practices in the Philippines
 Evaluate the existing inclusive education practices in the Philippines
 Present the inclusive education framework of the Philippines
 Define different the inclusive teaching model
 Associate the inclusive teaching model with the learning delivery
 Create a matrix using the inclusive teaching model
This is just the beginning of your journey, what are you waiting for? Let’s start with Lesson 1.

LESSON
Creating Inclusive Cultures
1

Objectives:

• Create a model of inclusive education culture through collage making,

• Support the least restrictive environment as the best possible placement option for all
leaners,
• Recognize universal design for learning as key creating inclusive cultures, and
• Discuss the relevance of individualized education plan in inclusive cultures.

Introduction:

School must promote an environment that does not restrict the growth of the child. This
lesson, you will discover features of inclusive education cultures. This has three subtopics: The
Least Restricted Environment, Universal Design for Learning, and Individualized Educational
Plan. These are ways to support leaners with additional needs to fully access quality education.
Break a leg!

Activity:

Analyze the illustration below. Think about that this scenario based on our educational
setting. Then, answer the analysis questions.
Analysis:

Based on the illustration presented, answer the following questions:

1. How does having “equal” access and resources affects students learning?
-having equal access and resources has a great impact to students learning through
available means.
2. In the first illustration, why can’t all students fully participate in the activity?
- because they are not equal some students have a disability that's the reason why can't all
students fully participate to the activity.

3. What would be the easiest way to make this situation fair for everyone?
-to make it fair to everyone it needs an equal treatment for everyone specially for those
students have a disability they needs an especial attention and treatment to mane fair for
them.
________________________________________________________________________
________________________________________________________________________
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Abstraction:
As we face the diverse needs of our society, policy makers intend a canny key to address
learners’ different needs. A principle that welcomes and caters all learning opportunities within
the same school setting. Thus, this anchored the idea of learning with no boundaries. Judge
(2003) said that school community must accept all learners and set aside their feebleness.
Inclusion is not only inclusively for learners with disability but also to gender, sexual orientation,
race, ethnicity, age, culture and social class (Hodkinson, 2011). As Booth (2000) associates
inclusion as similar to a big church that has firmed foundations, in which society follows a
similar doctrine of ‘intolerance to difference’.

Least Restrictive Environment

all students with disabilities should attend

the school in their neighborhood and be
integrated, to the maximum extent
possible, with students without disabilities.
Thus, it makes clear that every child with a
disability must receive their education
alongside students without disabilities to
the maximum extent appropriate. This
supports that students with disabilities
must be provided with an appropriate
education according to their needs.

The continuum of services pyramid is a graphical model of individual services and programs that
supports the various needs of all learners with
additional needs.

It always starts in the Least Restrictive Environment

(LRE) and move across the continuum so that all of
the learner’s needs can be met. As a student’s needs
change, services may move up and/or down the
continuum. The goal is always down. The continuum
of services is fluid, as a student’s needs change,
services and service delivery can change.
The IEP team plays a huge role to determine the proper placement of learners with additional
needs. Placement must be individually-determined based on the student’s individual abilities and
needs. The degree of disruption of the education of other students, resulting in the inability to
meet the unique needs of the learners with additional needs are some placement consideration.
The general education classroom is the first option the team must consider. However, we cannot
deny that students cannot be educated satisfactorily, even when supplementary aids and supports
are provided. The IEP team will review and consider the (a.) Child's classroom performance; (b.)
Teacher input; (c.) Parent input; (c.) Classroom observations; (d.) Behavioral referrals in order to
decide proper placement and support services intended for the child unique needs.

The LRE is expected to

provide for an environment
where individuals with
disability live in a
welcoming and inclusive
atmosphere with people
supporting and accepting
them. Regular schools/
classes, as implemented in
Australia, New Zealand
and US, have been
providing LRE to individuals with disabilities. This LRE should not end in the classroom or
school but should also be extended in streets and other public areas which needs to be more
accessible to individuals with disabilities.

Universal Design for Learning

A framework for understanding how to create curricula that meets the needs of all
learners that is flexible and reduces barriers in learning process. The main goal is not to simply
master content, but to master the learning process. It helps teachers customize curriculum to
serve all learners. Its approach addresses and redresses the primary barrier to learning:
inflexible, one-size-fits-all curricula that raise unintentional barriers. It based on brain research
and guided with three principles:

Teachers may incorporate UDL by the following strategies (Rose & Meyer, 2002):

1. Use multiple strategies to present content- The use of various strategies to be

incorporated to present the topic enhance the mode of instruction. Strategies such as field
trips, web- based communications, inviting guest speakers, conducting role plays, using
cooperative learning and hands- on activities are some ways to boost the eagerness
towards knowledge.
2. Example scenarios: Students can role play important events in history to give them a
better understanding of the events and people involved. Also, offer a choice of learning
 contexts by providing opportunities for individual, pair, and group work as well as
distance learning, peer learning, and field work.

3. Use a variety of materials - In presentation new concept, use materials such as online
resources, videos, podcasts, PowerPoint presentations, manipulatives, and e-books.

4. Provide cognitive supports - Give students organizing clues; for example: “I have
explained the four main points, and now I am going to summarize them.” Present
background information for new concepts using pictures, artifacts, videos, and other
materials that are not lecture-based. Scaffold student learning (provide temporary support
to reduce the complexity of a task) by providing a course syllabus, outlines, summaries,
study guides, and copies of PowerPoint slides.

5. Teach to a variety of learning styles - Build movement into learning. Give instructions
both orally and in writing to engage students auditory and visually. Consider using large
visual aids for slides, graphics, and charts.

6. Provide flexible opportunities for assessment - Allow students to demonstrate their

learning in multiple ways that include visual and oral presentation, rather than only
written assessment.

According to the National Center on Universal Design for Learning at CAST, the research
that supports UDL comes first from the research basis for the general principles of UDL, which
come from cognitive learning science and neuroscience, and also derived from the work of Lev
Vygotsky and Benjamin Bloom on understanding individual differences and the pedagogies
required to address them. Research has been identified on specific practices for meeting the
needs of individual differences as well as research on the specific applications of UDL.

Individualized Educational Plan

It is a written document prepared for a named student which specifies the learning goals
that are to be achieved over a set period of time and the teaching strategies, resources and
supports necessary to achieve those goals (National Council for Special Education 2006). In
addition, Ontario Ministry of Education 2004 defines IEP as a written plan describing the special
education program and/or services required by a particular student, based on a thorough
assessment of the student’s strengths and needs – that is, the strengths and needs that affect the
student’s ability to learn and to demonstrate learning.

Roles of Special Education Teacher and Regular Education Teacher in Inclusive Education.
The special education teacher in today’s schools plays a very critical role in the proper education
of exceptional students. The teacher is unique in that he/she can fit many different roles in the
educational environment. However, each of these distinct roles involves a variety of
responsibilities and functions. Understanding these responsibilities can only help the special
educator become more familiar with the role and increase the chances for success. (American
Academy of Special Education Professionals 2006)

Special Education Teacher

The special educator may be faced with a variety of responsibilities including but not
limited to the following:
 Curriculum development
 Parent conferences
 Involvement at the annual review-an annual meeting held by the IEP Committee to
discuss the progress of each child with a disability and to plan the next year’s Individual
Education Plan
 Involvement in the triennial evaluation process-an evaluation that takes place every three
years to determine if the conditions for the original classification are still present or need
to be modified.
 The requirement here would be limited to progress reports and recommendations for the
following year.
  Monitoring the IEP, modifications and accommodations
 Working very closely with related service providers especially vocational and transition
specialists if in the secondary level. (American Academy of Special Education
Professionals 2006)

Inclusive Education Teacher

 Accepting the children with disabilities.
 Developing positive attitude between normal and disabled children.
 Placing the children in the classroom in proper places so that they feel comfortable and
are benefited by the classroom interaction.
 Removing architectural barriers wherever possible so that children with disabilities move
independently.
 Involving the children with disabilities in almost all the activities of the classroom.
 Making suitable adaptation in the curriculum transaction so that the children with
disabilities learn according to their ability.
 Preparations of teaching aids/adaptation of teaching aids which will help the children
with disabilities learn.
 Collaborating with medical and physiological panels, social works, parents and special
education teachers.
 Adaptation in evaluation for children with special needs.
 Providing remedial instruction to the children who require it (Tyagi ,2016)
Module 3 Lesson 1: Creating Inclusive Cultures

Application:
You will a make your own model of inclusive education culture through collage making. Please be
guided of the rubric below. Please use recyclable materials only.

Rubrics
Content 20 points
Creativity 10 points
Originality 10 points
Materials used 10 points
Total 50 points
Closure

Way to go! Now that your done in this lesson, brace yourself as we move on to the next lesson-
Producing Inclusive Policies. May the force be with you!