Professional Documents
Culture Documents
MODULE 3
Activity
Analyze the illustration below. Think about this scenario based on our
educational setting.
Source: https://scandihub.com/
The human in the picture stands as a failure teacher and those animals are the
students. As what I can see, students have different abilities and only the monkey and
bird can climb the tree, that’s why I called that person as a failure because he didn’t
respect or consider the diversity.
Analysis
Schools must promote an environment that does not restrict the growth of the
child. In this lesson, you will discover features for making schools inclusive.
Activity:
Analyze the illustration from the previous activity, and give your insights
regarding the exam that will be conducted by the teacher to his students. (10pts.)
The human in the picture stands as a failure teacher and those animals are the
students. As what I can see, students have different abilities and only the monkey and
bird can climb the tree, that’s why I called that person as a failure because he didn’t
respect or consider the diversity.
Abstraction
A UNIFYING FRAMEWORK
Booth and Ainscow (2002) explained that
these three dimensions— creating inclusive cultures,
evolving inclusive practices, and producing inclusive
policies—are interconnected and "chosen to direct
thinking about school change" (2002:7). Considered
the backbone of the framework is the laying down and
establishing of an inclusive culture. Without this at the
foundation, it will be quite difficult to get people to shift
policies and practices. A non-supportive culture would
most likely result in resistance from the school's direct
stakeholders. They explain that these three
dimensions also branch out into sections to further
guide schools into implementing more direct steps
toward this paradigm shift.
Figure 3.1. Three dimensions of the Index (Booth and Ainscow 2002:7).
This dimension creates a secure, accepting, collaborating, and stimulating community, in which
everyone is valued as the foundation for the highest achievements of all. It develops shared inclusive values
that are conveyed to all new staff, students, governors, and parents/carers. The principles and values, in
inclusive school cultures, guide decisions about policies and moment-to-moment practice in classrooms, so
that school development becomes a continuous process.
This dimension develops school practices that reflect the inclusive cultures and policies of the school.
Lessons are made responsive to student diversity. Students are encouraged to be actively involved in all
aspects of their education, which draws on their knowledge and experience outside school. Staff identifies
material resources and resources within each other, students, parents/careers, and local communities which
can be mobilized to support learning and participation.
(Source: The Dimensions and Sections in the Index of Inclusion. Adapted from Booth & Ainscow, 2002:8)
Involve other sectors of society. Current training and awareness campaigns seem
to limit the movement of inclusion to a mere home-school relationship. At most,
these are extended to the departments for social welfare and health. However, for
an inclusive set-up to truly be successful, active involvement of the entire community
must be ensured. For instance, those in the business, commercial, security, and
religious sectors must also be given representation in training. These campaigns
must be wide enough in scope to cover supermarkets, restaurants, malls, and public
and government agencies not directly associated with social welfare or health,
transportation, land, airline and maritime companies, the media, and even the
research teams of our policymakers. At the same time, they must be specific enough
to reach the local churches, the subdivision playgrounds, and the village stores. In
recent years, students at the tertiary level from various programs have been
showing a growing interest in the PWD community. For instance, students belonging
to architectural and interior design programs have been working on theses and
capstone projects where their main clients have additional needs. The idea is for
everyone—regardless of their training or exposure—to become more sensitive and
aware of the PWD population. The more aware a community is, the more it will be
able to help.
Recognize the shift in roles of the teachers. With the shift to inclusive education, the
role of special education (SPED) teachers suddenly seems to be reduced to only "as
needed." As a result, the SPED teacher's role no longer becomes that of an
implementer but that of a consultative nature instead. It also becomes the
responsibility of the general education teacher to know what to do when faced with a
learner with additional needs in his or her classroom. The SPED teachers' role—
their training, their insights, and their skills as a supposed prime mover in the
inclusive education framework—must neither be diminished nor disregarded.
Instead, these must be used to ensure a good inclusive program is provided to
children with additional needs. Conversely, general education teachers must go
through skills training and capacity-building workshops to ensure that they are
supporting all types of learners in their classrooms appropriately.
Booth and Ainscow (2002) recommend that schools reflect on their current
policies and practices to check their readiness for an inclusive set-up, they also devised
a questionnaire that would help administrators, faculty, and other stakeholders
comprehensively gather baseline data. A move that would greatly help in informing
policy would be to examine different aspects of the school and the delivery of its
services. Specifically, schools may 100k at the following:
o Student admissions
o Accessibility to utilities and facilities
o Supports available to students, parents, and school personnel
o Learner accommodations
o Exclusionary or discriminatory incidents
o Number of bullying cases
o Faculty and staff promotions
Teachers may incorporate UDL by the following strategies (Rose & Meyer, 2002):
Use multiple strategies to present content.
The use of various strategies to be incorporated to present the topic enhances the
mode of instruction. Strategies such as field trips, web-based communications, inviting
guest speakers, conducting role plays, and using cooperative learning and hands-on
activities are some ways to boost the eagerness for knowledge.
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 fieldwork.
Use a variety of materials.
In the presentation new concept, use materials such as online resources, videos,
podcasts, PowerPoint presentations, manipulatives, and e-books.
Provide cognitive support.
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.
Teach 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.
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.
2. Differentiated Instruction
According to Tomlinson (2010), differentiated (or differentiating) instruction is a
teacher's response to students' varying needs, interests, and learning styles. "It refers to
a systematic approach to planning curriculum and instruction for academically diverse
learners. It is a way of thinking about the classroom with the dual goals of honoring
each student's learning needs and maximizing student's learning capacity." When
teachers differentiate instruction, they use a variety of teaching and learning strategies
that are necessary to meet the diverse needs of students in any class (Friend & Bursuck
2009).
All learners are unique and have varying interests, talents, strengths, as well as
needs. Hence, teaching and learning experiences must reflect this diversity. To
ensure engaged, successful, and flourishing learners, teaching and learning
experiences need to be designed in a way that provides opportunities for students to
learn and demonstrate their understanding in varied ways. Thus, Differentiating
Instruction (DI) helps ensure that learners are engaged in respectful tasks and
provide diverse means of learning that reflect their strengths and address their needs
simultaneously.
Bender in 2002 (as cited by Gentry et al. 2013) identified elements of the
curriculum that can be differentiated: (1) content, (2) process, (3) product, and (4)
learning environment in response to the students' characteristics: interests,
readiness, and learning profile. As an overview, differentiation is achieved by
providing materials and tasks:
a. at varying levels of difficulty;
b. with varying levels of instructional support;
c. by using multiple grouping arrangements;
d. that involve student choice; and
e. use varied evaluation strategies.
As teachers, you must know your curriculum. You are suggested to revisit or
identify which are non-negotiable and negotiable learning objectives and tasks. You are
also expected to know your students' interests, readiness level (based on diagnostic
data), and learning styles/profiles (strengths and or needs). You may create a class
profile to provide an overview of the class's characteristics and needs. Next, you have to
identify and plan what and how to differentiate your material. The goal is to start small
and take simple steps toward differentiating instruction. Table 3.3 provides a guide on
how to effectively differentiate in the classroom.
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)
First, I’ll do a normal learning system but I’ll openly let them ask questions on
which part that they don’t understand, Second, I’ll conduct a group activity about
a certain topic so that they could give their different understanding about that
topic, And lastly, I’ll do an assessment so that I know how to improve my
teaching style and who needs more guidance.
Assessment
Instruction: Read and analyze each of the questions. Encircle the best answer in the
choices.
- END -
“Every student can learn, just not on the same day, or in the same way.”
― George Evans.
References:
o Halal et al. (2020). Foundations of Special and Inclusive Education. Rex Bookstore.
Philippines
o Bacasmot, Jocelyn et al., “Foundations of Special and Inclusive Education”. Project
Write Ched XI, 2020
o https://kidadl.com/quotes/special-education-quotes-to-inspire-students-and-teachers
o https://iris.peabody.vanderbilt.edu/module/udl/cresource/q2/p08/