EDUC 4: FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION
Course Topic/ Content:
(Ma'am Milagros B. Alimane)
Midterm
• Understanding Diveristy
• Addressing Diversity Through the Years: Special and
Inclusive Education
• Making Schools Inclusive
• Components of Special and Inclusive Education
• Typical and Atypical Development Among Children
Finals
• Learners with Additional Needs
• Learners in Other Marginalized Groups
Follow Up activities/Course Requirement
Chapter One: Understanding Diversity
Objectives: At the end of the chapter, you will be able to:
• Discuss the meaning and significance of diversity;
• Demonstrate the use of Loden’s Wheel of diversity;
• Support diversity as a component of relationships, education
and organizations.
What is diversity?
From the Latin word “divertere”, which means to turn
away, separate or oppose. It is the uniqueness of each one that is
the root of diversity. The English noun that captures the essence of
difference is the word diversity.
According to Collins dictionary, diversity is “the state or
quality of being different or varied; a variety of assortment; a point
of difference; the inclusion of people of different races, genders,
religions, etc. in a group; the relation that holds between two
entities when and only when they are not identical; the property of
numerically distinct.”
In the United Nations Educational, Scientific and
Cultural Organization’s (UNESCO) Guide on Ensuring Inclusion
and Equity in Education (2017), diversity is defined as “people’s
differences which may relate to their race, ethnicity, gender, sexual
orientation, language, culture, religion, mental and physical ability,
class, and immigration status.” (UNESCO 2017)
Diversity is an issue we have to face and conquer.
Presently, people recognize and consider the differences of each
person as important. We all live in a global village that brings about
changing demographics both in the work force and education. As
our communities become more diverse, it is imperative that we
make an effort to understand the different dimensions of diversity.
Confronted with the need to live in one global village, it
is valuable that we discover and explore areas that could connect us
and allow us to do collaborative works. Accepting and celebrating
the uniqueness of each individual will allow for respecting
different experiences and qualities of individuals that will open up
more avenues to solve problems and innovate. Collaboration and
communication are skills that are needed to develop and succeed.
It is, therefore, important that we understand our differences and
master how these could be used to harness tolerance, cooperation,
and unity that will lead to productivity.
Loden’s Diversity Wheel
In 1990, Marilyn Loden, an American writer, and Judy
Rosener, a professor at the graduate school in the University of
California, Irvine developed a framework to respond to the
flourishing divergence in America’s labor force. Their goal was to
capacitate people to make their voices heard by pointing to their
diversity and its impact on their person, their rights, and their
freedom (Lou and Dean 1991).
Loden and Rosener published the book “Workforce
America! Managing Employee Diversity as a Vital Resource”
(Irwin Publishing 1991). In this book, the original version of the
Diversity Wheel model was introduced. Loden recognized the
demand for an instrument that would help people better understand
how group based-differences influence people’s social identities.
Dissatisfaction, distrust, and competition would ensue when the
different dimensions of diversity are not given recognition. The
model was revised in 1996 to cover additional aspects of group
differences that were implied in the first model. The changes were
to recognize the experiences of people who identified these aspects
as most important to their personhood.
The different components in the Diversity Wheel played
significant roles in building character and possibly forming
stereotypes. She hoped that this could be used to further discuss
diversities not only on the work force but globally. In her book,
Loden states, “I think diversity discussions are really about
understanding our social identities, acknowledging what is
important and learning to integrate into society so that no sub-
group feels excluded or one down” (Loden and Rosener 1991.
The Diversity Wheel pointed to the significance of our
social characters and the ways in which people develop their
identity when they are able to establish a connection with a specific
group of people. The wheel consists of primary or core and
secondary dimensions of diversity. The categories put forward the
effect of these differences on a person’s beliefs, expectations, and
life experiences. The dimensions are the components that comprise
the whole person.
The primary or core dimensions are in the inner
circle. These are the stronger ones. These are the characteristics we
were born with or established by significant experiences we had or
people we interacted with. These are considered to be distinctly
persuasive. In establishing who we are – our principles, our sense
of self, our image, our perceptions, and how we think about others.
These core dimensions or attributes are in place or established and
are the least likely to change. These are core elements are age,
ethnicity, gender, physical abilities/qualities, race, income, sexual
orientation, class, and spiritual beliefs.
The secondary dimensions are in the outer circle.
These characteristics are also part of our social identity, but they
can change or be discarded as our life experiences impact us.
They are influenced by people we encounter, places we go to or
live in, and experiences we go through. The second dimension is
composed of geographical location, marital status, religious beliefs,
parental status, income, education, work experience, military
experience, first language, family status, work and communication
styles.
Together, the core or primary dimensions notably
effect our prior experiences, viewpoints, and principles, giving
us an exclusive mind-set of the world around us, making each one
of us distinct individuals.
Loden (1991) states that, “The Diversity Wheel is useful
in explaining how group-based differences contribute to individual
identities.”
 EDUC 4: FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION
The function of the wheel is to encourage people to talk
and discuss with each other and generate new points of view
among each one in the group. In the two dimensions of the wheel,
each individual is made aware of his/her differences.
The wheel was created to help ‘initiate conversations about
similarities and differences that cross societal and cultural
boundaries.’
Loden presents four principles for managing our own
behavior in a global context and interacting successfully with
people globally.
The four principles RICR (Loden 1996)
She defines each principle as: Respect – treating others the
way they wish to be treated; Inclusion – making certain everyone
on the team is truly a part of of the team’s decision-making
process, Cooperation – actively helping others succeed rather than
competing or attempting to one- up someone, Responsibility –
managing personal behavior to maintain a diversity-positive
environment and questioning inappropriate behavior when it
occurs.
By using the Diversity Wheel one can consider hoe different
aspects, for example, spiritual belief and cultural differences, may
form other people’s identities and perspectives in the world.
Ability and Disability as a Dimension of Diversity
Another dimension of diversity that is significant is the
dimension of ability and disability. Diversity covers the limitless
domains of an individual’s unique characteristics, experiences and
capabilities. Diversity encompasses respect and tolerance of
differences that enables a celebration uniqueness.
According to the Collins English Dictionary, ability
refers to the possession of the qualities required to do something;
necessary skill or competence, or power. Disability, on the other
hand, is defined by the World Health Organization (WHO n.d,) as
the umbrella term for impairements, activity limitations, and
participation restrictions, referring to the negative aspects of the
interaction between an individual (with a health condition) and
that individual’s contextual factors (environmental and personal
factors).
This definition underscores that disability is not only a
health issue, but also an issue that affects a person’s state in life and
the environment he/she is in. A person’s self-identity and his/her
perspectives of the world around him/her are affected by both
ability and disability.
The American Disabilities Act of 1990 (ADA) “defines
a person with a disability as a person who has a physical or mental
impairement that substantially limits one or more major life
activity. This includes people who have a record of such an
impairement, even if they do not currently have a disability. It also
includes individuals who do not have a disabiltity but are regarded
as having a disability.”
“Disabilities may affect one’s senses or one’s mobility:
they may be static or progressive, congenital or acquired, formal
(affecting the shape of the body) or functional, visible or invisible”
(Couser 2005).
A person’s disability makes him/her a unique individual
who is, at times, shunned from places and activities. They have to
be acknowledged as part of the spectrum of diversity. They have to
be recognized as human beings who should not be discriminated
against, but rather understood, accepted, and tolerated.
They have to be accorded their rights. Disabilities have to
be seen as a natural part of life and a natural part of diversity.
People with disabilities have to be perceived and accepted as
people with distinct abilities. They have to identify themselves as
having disabilities so that the world can accept them and create
avenues for them to live in.
The Dilemma of Diversity
In this age of fast paced development where diversity
plays a unique role, there are stilll challenges that confront a lot of
people who have been identified as “different.” Discrimination
issues around race, gender, age, and intellect still abound inspite of
charters, laws, and policies that uphold diversity.
In some workplaces, women and people of color are still
discriminated against and not given positions in management or
administration. People of a certain race are stereotyped to be of a
specific character. In some schools, children with special needs are
shunned with the reason that they are not ready for school yet or
are not suited for the school.
Though there is still so much effort that needs to be put
in so that diversity is accepted, respected, tolerated, there has been
progress in a lot of areas. In more workplaces, there are systems
and processes put into place to intentionally promote diversity.
Diverse ways of thinking and doing things bring in creativity and
productivity.
Innovative thinking and collaboration are encouraged
when different people work to come up with solutions to problems
or challenges. In schools, diversity is the best way to teach what it
means to be tolerant and repectful of each other’s differences.
In government, the acknowledgement that diversity is
an integral component of community equates to laws and policies
being passed to look out for the welfare of people of diverse
cultures and backgrounds. Diversity, therefore, is an integral
component of life and of living.
 EDUC 4: FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION
Chapter 2: Addressing Diversity Through the Years: Special and
Inclusive Education
The concept of disability has been existent for ages. The
Bible chronicles the presence of persons who are blind and crippled
who needed to be healed. Culturalnarratives like “The Hunchback
of Notre Dame" and “Kampanerang Kuba” depict disability as a
source of fear and ridicule. Even Philippine history has records of
disability through the Apolinario Mabini, who was unable to walk
because of a physically impairing condition called poliomyelitis.
Clearly, disability cuts across countries, cultures, and timelines.
But perhaps it is part of human nature to react negatively to
anything perceived as different or out of the ordinary. There is
often resistance, especially when people are met with situations
that they are unfamiliar with. Persons with disabilities (PWDs) are
not exempted from this type of treatment.
How PWDs were once treated is not something any
nation would be proud of. Historically, people formed opinions and
reactions toward disability a similar pattern. It was consistent for
almost every country: society first took notice of those with
physical disabilities because they immediately stood out, then they
noticed those with less apparent developmental conditions because
they acted differently. As soon as the “deviants” were “identified,”
segregation, exclusion, isolation, and other forms of violence and
cruelty followed. Prior to the Age of Enlightenment in the 1700s,
these were common practices highly accepted by society. Such
practices, which are now considered discriminatory and violating
of human rights, were evident in all aspects of community: living
spaces, health care, education, and work.
For instance, there was a time when the status of PWDs
was in question. In earlier times, PWDs were seen as social threats
capable of contaminating an otherwise pure human species (Kisanji
1999). Therefore, as much as communities needed to be protected
from them, PWDs also had to be protected from society. Some
people saw them as menaces, while others treated them as objects
of dread, pity, entertainment, or ridicule. At best, they were put on
a pedestal and perceived as Holy Innocents or eternal children who
could do no wrong. (Wolfensberger, 1972) At worst, they were
killed or treated as sub humans devoid of any rights (Kisanji 1999,
Wolfensberger 1972).
Sociology reminds us that human behavior must always
be studied in relation to cultural, historical, and socio-structural
contexts. In fact, the best way to understand why people think or
act the way they do is by looking at what was happening to their
community at a certain point in time. Events tend to shape one's
beliefs and values system. As such, it is important that we examine
historical highlights to appreciate man's perspectives on disability.
I. The Evolution of Models of Disability
Functional /
Moral / Religious Model Rehabilitation Model
[Medieval times / Age of [Medieval times / Age of
Discovery] Discovery]
1500s to 1600s 1970s onward
5th to 8th Century Early 1900s to 1970s
[Coppernican / [Post-Modern Times]
Scientific Revolution]
Social Model
Biomedical Model Rights-Based Model
Twin-Track Approach
Smart’s study in 2004 (as cited in Retief and Letsosa,
2018) emphasizes that models of disability are important as they
serve several purposes:
1) They provide definitions of disability.
2) They offer “explanation of causal and responsibility
attributions’’.
3) They are based on “perceived needs,’’
4) They inform policy
5) They are not “value – neutral’’
6) They define the academic disciplines that focus on disability.
7) They “shape the self-identity of PWDs,’’
8) They can provide insight on how prejudices and
discriminations occur. This last statement, in particular, has
proven to be very powerful in helping see how, to a certain
extent, society is unconsciously led to respond to disability.
A. The Moral Religious Model
The Medieval Age is said to have started from AD 476,
the year the Western Roman Empire fell, and ended toward the
early 1800’s, eventually ushering in the Renaissance Age and Age
of Discovery. This period saw the Church as one of the most
influential figures in Europe. The idea of God as an all-powerful
being was so strong in man’s consciousness that it affected the way
society treated PWDs at that time. Parents who bore children with
disabilities were seen from within a spectrum where on one end,
God was punishing them for a sin that needed to be atoned, and
that the other extreme, He was blessing the family by giving them a
precious gift that only they could care for. The middle ground was
to see disability as a test of faith and an opportunity to redeem
oneself through endurance, resilience, and piety (Niemann 2005 as
cited in Retief and Letsosa 2018).
Such perspectives are rooted in a moral or religious
model of disability, which sees disabilities as either a blessing or
curse. It is characterized by notions of charity and caretaking.
However, Jackson (2018) adds that protection is also a primary
concern as there is an instinct to protect both persons with
disabilities for their vulnerability and the economic and social
order which might be disrupted by “deviant members’’ of society. It
is considered the oldest model of disability and is evident in many
religious traditions. For instance, biblical scripture would refer to
persons with chronic illness like leprosy unclean, while those
considered demonically possessed may actually have had mental
illnesses (McClure 2007 as cited in Retief and Letsosa 2018) or
seizure disorders. In one strand of the moral religious model,
disability is equated with the sin, evilness, or spiritual ineptness of
either the PWD or of a PWD’s family member. Such a belief can
then cause not just the PWD’s isolation but also the exclusion of
the entire family unit from communal events (Rimmerman 2013 as
cited in Retief and Letsosa 2018). On the other hand, for those
who view disability as a blessing, disability either becomes one’s
ticket to heaven or an opportunity toward character development.
In addition, some cultures who ascribed to a
moral/religious model of disability may also lean toward a type of
mystical narrative. Their belief is that disabilities may impair some
senses yet heighten others, thereby “granting him or her ‘special
abilities to perceive, reflect, transcend, be spiritual’’’ (Olkin 1999
as cited in Retief and Letsosa 2018). For the most part, the core
response to this model was the establishing of segregated
institutions where PWD could be kept. In the United States, United
Kingdom, and Australia, asylums for the “mentally ill, retardates,
degenerates, and defectives’’ were built (Jackson 2018). Segregated
residential schools and workhouses with dormitories located miles
away from town centers were also erected. Although the
 EDUC 4: FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION
moral/religious model is not as dominant now as it used to be
during the Medieval times, the perspective is still reflected in some
places where religion plays a huge influence on daily life.
B. The Biomedical/Individual Model
Historians and scientists alike consider the Copernican
Revolution, that is, the discovery of Nicolaus Copernicus that the
center that the center of the universe was the sun and not the Earth,
is one of the most controversial yet significant discoveries of all
time. It was revolutionary and bold because it dared to contradict
the Bible as well as then-considered fundamental truths. But it was
a breakthrough that triggered major changes in the field of science,
philosophy, theology, and education.
Most evident was its contribution to scientific and
technological advancement. What was not as apparent was how it
paved the way for people to also shift mind-sets from a religious
perspective to a more evidence-based model of disability called the
biomedical (medical) model. Here, PWDs are seen as persons who
are ill and meant to be treated or “made more normal.’’ (Olkin 1999
as cited in Retief and Letsosa 2018: 2-3) wrote:
Disability is seen as a medical problem that resides in the
individual. It is defect in or failure of a bodily system and as such,
is inherently abnormal and pathological. The goals of intervention
are cure, amelioration of the physical condition to the greatest
extent possible, and rehabilitation (i.e., the adjustment of the
person with disability to the condition and to the environment).
Persons with disabilities are expected to avail themselves of the
variety of services offered to them and to spend time in the role of
patient or learner being helped by trained professionals’’ (p. 26).
Whereas the moral/religious perspective sees disability as
something permanent, the biomedical (medical) model considers
disability as a “glitch’’ the PWD is born into, which needs
assessment and fixing. While Oliver (1990) refers to the model as
the individual model, Nankervis, 2006 as person’s level of
deficiency “compared to a normative state’’ (Jackson 2018). Such a
perspective pushes forth the idea that PWDs have problems. It also
reinforces the notion that those “without disabilities’’ (i.e., the
able-bodied or typically developing) are superior than those with
disabilities, and that they have a primary responsibility over the
welfare of the disabled. Most interventions are thus devoted to
making sure that the PWD catches up with his or her peers – a
practice that is very much ingrained in society this day.
C. The Functional/Rehabilitaion Model
The scientific breakthroughs experienced from the time of
Copernicus up until the early 1900s brought about changes in all
aspects of life, including warfare and the concept of power. When
War World I happened, communities witnessed perfectly healthy
people leave to serve the country only to come back disabled
physically, neurologically, or mentally. It was then that people
started to realize that not all disabilities are inborn. Physical
and Occupational Therapies soon became prevalent modes of
rehabilitation for much of the service-related injuries the soldiers
sustained (Shaik & Shemjaz 2014) (National Rehabilitation
Information Center, 2018).
The functional/rehabilitation model is quite similar to the
biomedical model in that it sees the PWD as having deficits. These
deficits then justify the need to undergo rehabilitative intervention
such as therapies, counseling, and the like in the aim of
reintegrating the disabled into society. The main difference
between the two models is in the concept of habilitation and
rehabilitation. The biomedical model often suggests habilitation,
which refers to help given to those whose disabilities are congenital
or manifested very early in life in order to maximize function. On
the other hand, the functional rehabilitation model refers to the
assistance given by professionals to those who have an acquired
disability in the hope of gaining back one’s functionality.
D. The Social Model
What we need to understand about models and frameworks is
that they have a strong yet subtle way of influencing a person’s
belief, behavior, and values system. For example, a Filipino born
and raised in the United States who comes to the Philippines would
most likely act more American than Filipino, not because he resists
his roots but because of his exposure to Americans, not Filipinos.
He may not have been raised this way intentionally but constant
interaction with others of a particular culture can strongly influence
a person’s way of life.
Clough (Clough & Corbett 2000) points out that the social
(sociological) model became society’s reaction to how the
biomedical perspective viewed disability. In fact, Mike Oliver, a
lecturer in the 1980s who coined the term “social model’’ and is
considered one of its main proponents, wrote a position paper
directly reacting against how the medical field has been reinforcing
a disabling view of PWDs. According to the sociological response,
disability occurs as a result of society’s lack of understanding of
individual difference. PWDs are seen as disabled not because they
are not deficient but because society “insists’’ they are deficient
and disadvantaged. Norms, after all, are determined by society.
E. Rights-based Model and Twin Track Approach
The right – based model of disability is a framework that
bears similarities with the social model. Although most
practitioners see the two as one at the same, Degener (2017 in
Retief and Letsosa 2018) argues their nuances. While the social
model reiterates social factors and dynamics that form our
perception of disability, the right – based model “moves beyond
explanation, offering a theoretical framework for disability policy
that emphasizes the human dignity of PWDs’’ (Degener 2017: 43).
It immediately recognizes PWDs vulnerability and tries to address
this by upholding and safeguarding their identities and rights as
human beings. Moreover, while “the social model is mostly critical
of public health policies that advocate the prevention of
impairment, the human rights model recognizes the fact that
 EDUC 4: FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION
properly formulated prevention policy may be regarded as an
instance of human rights protection for PWDs’’ (Degener 2017:52).
There are four key factors directly involve in such a model:
1) The government as duty-bearers,
2) The child as the right-holders,
3) The parents not only not only as duty-bearers but also as
representative of the child,
4) The teachers, both as rights-holders and duty- bearers.
At best, lobbyists and practitioners now promote a twin
track approach, which combines the social model and the rights-
based model. A marrying of the two perspectives allows for holistic
changes to occur, with the opinion of promoting individual needs
whenever necessary. For instance, in education, this would mean
allowing a PWD to join the mainstream, yet be given opportunities
for disability-specific program in case additional support is needed
(Chassy & Josa 2018).
II. What is Special Needs Education?
Merriam-Webster Online(n.d.) defines education as “the
action or process of teaching someone especially in a school,
college or university”. People typically go through this teaching-
learning process following a particular sequence. First, they are
educated at home by their parents; then they go through preschool,
which prepares them for a more formal, systematic, and rigorous
type of learning. In elementary, secondary, and tertiary school,
people attempt to understand the world through various subjects
and different types of knowledge through typically singular
teaching strategies. Most graduates become part of the workforce
while others choose to go beyond tertiary education and pursue
higher academic degrees. Although there are countless of schools
and universities in every country, the education process pretty
much stays the same for everyone because the goal remains the
same as well.
According to Prensky (2014), “the real goal of education
is becoming - becoming a ‘good person’ and becoming a more
capable person than when you started.” William Butler Yeats, in the
meantime, have said that “education is not the filling of a pail, but
the lighting of a fire” (Littky & Grabelle 2004). Either way, the
importance of life long learning cannot be emphasized enough.
Education plays a fundamental role in a human’s personal and
social development, given that man is both an individual and social
being; one simply cannot think of the human person outside the
context of a community. It is presumably because of education that
the world now faces problems such as poverty, oppression, and
war. Yet, it is also through education that all these problems are
expected to be addressed (Delors1996). Through the pillars of
education that the International Commission on Education for the
21st Century, 1996 as cited in Delors, 1996. Espouses, we are
taught that education has to address four aspects of learning:
Learning in order to know, learning in order to do learning so we
can live harmoniously with others, and learning in order tobe.
Additionally, for the goals of education to be realized, education
itself has to be available and accessible to all.
In its totality, the vision of education for humanity is
noble and appropriate. However, for any given population
statistical data shows that people possess different aptitude and
skill levels depending on standards or expectations that society
ultimately dictate and holds as true. This is what Clough refers to
as “pathology of difference” (Clough & Corbett 2000). A normal
distribution shown student performance would illustrate that there
will always be those performing closely with each other – what
statisticians and educators call the average population – but there
will also always be those who fall at the tail ends of the curve.
Those at the extremes would either possess exceptionally high
capabilities or extremely low skill levels. Sometimes, this is
because of a medical, developmental, or neurological disability that
a learner has. Other times, it is because they just happen to be
among highly exceptional people. Either way, the fact remains:
teaching strategies that normally work with the average
population will not work the same with those at the extremes.
The students would not be able to learn as far as much, and as well
as most. With scenarios like these, one eventually would have to
wonder --- how does education address this reality? This then
becomes the very definition of Special Education.
Historically, Special Education has been regarded as an
“attempt to increase the fairness of universal public education for
exceptional learners” because there are “those with special
difficulties or extraordinary abilities in learning” (Kauffman &
Hallahan 2005). Acknowledging learner differences, the essence of
special education lies in its goal to educate a certain population of
students, particularly those at the tail ends of a normal statistical
distribution of performance (Thomas & Loxley 2001). In other
words, special education tries to ensure that those perceived to
have difficulties learning will be taught, albeit in a different way.
Not everyone reacts to learner diversity the same way.
Unfortunately, the default framework societies seem to operate on
remains to be the medical model. As such, simply asking people to
take on a more sociological standpoint expected to shift paradigms.
Moreover, it is questionable if we can even reach the social model.
It has long been regarded that the key to nation-building is quality
education accessible to all types of learners. This accessibility is
the essence of inclusive education.
III. Why Inclusion?
Inclusive education is an educational practice that places
students with disabilities in the general education classroom along
with typically developing children under the supervision and
guidance of a general education teacher (DelCorro-Tiangco 2014).
It takes root in special needs education and is anchored on the
 EDUC 4: FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION
philosophy that every child has an inherent right to be educated
equally with his peers, no matter how different he or she may
appear to society. The global arena has been consistently vocal in
its stand on children, persons with disabilities, and education. In as
early as 1948, there have already been worldwide declarations on
children and their right to be educated (UniversalDeclaration of
Human Rights 1948; United Nations Convention on the Rights of
theChild 1989). In1990, many countries banded together for the
world declaration of Education for All (EFA), which stated that all
children must have access to complete, free, and compulsory
primary education.
Soon after, the UN Standard Rules on the Equalization
of Opportunities for Persons with Disabilities (1993) was
created. It is in this standard set of rules that each child's right to
education was affirmed. It is also in this directive that the
importance of providing education in integrated and general school
settings was first specified. This mandate was immediately
followed by the landmark policy on special education, The
Salamanca Statement and Framework for Action on Special
NeedsEducation (1994), which reiterated that schools should
accommodate all children, including the disabled, the gifted, and
the marginalized.
These ground breaking directives eventually formed the
foundation for other initiatives: the World Education Forum
Framework for Action and the MillenniumSummit of the United
Nations, both of which happened in 2000; the EFA Flagship on the
Right to Education for PWDs in 2001; the UN Disability
Convention in 2005; the UN Convention on the Rights of Persons
with Disabilities in 2006; and the Education 2030 Framework for
Action following the 2030 Agenda for Sustainable Development.
All of these were created with the same goal in mind: Inclusion.
TheGuidelines for Inclusion (2005) published by
UNESCO enumerates four key elements: (1) that inclusion is a
process, that is, “a never-ending search to find better ways to
respond to diversity." (2) that inclusion involves a preventive
dimension, specifically in identifying and removing potential
barriers to this process through collecting, collating, and evaluating
information” for improving policy and practice, (3) that inclusion is
all about the “presence, participation, and achievement” or learning
outcomes of all types of students; and (4) that inclusion puts
“particular emphasis on learners who may be at risk of
marginalization, exclusion, or underachievement.” and therefore,
they must be consistently monitored and represented in the
inclusive process.
Enumerated factors that are distinctly inclusive (Booth and
Ainscow 2002)
Inclusion in Education Involves:
F. Valuing all students and staff equally.
G. Increasing the participation of students in; and reducing
their exclusionfrom; the cultures, curricula, and
communities of local schools.
H. Restructuring the cultures, policies, and practices in
schools so theyrespond to the diversity of students in the
locality.
I. Reducing barriers to learning and participation for all
students, not onlythose with impairments or those who
are categorized as ‘having specialeducational needs’
J. Learning from attempts to overcome barriers to the access
andparticipation of particular students to make changes
for the benefit of students more widely.
K. Viewing the difference between students as resources to
supportlearning, rather than problems to be overcome.
A. Acknowledging the right of students to an education in
their locality.
B. Improving schools for staff as well as for students.
C. Emphasizing the role of schools in building community
and developingvalues, as well as in increasing
achievement.
D. Fostering mutually sustaining relationships between
schools andcommunities.
E. Recognizing that inclusion in education is one aspect of
inclusion insociety.
IV. The 2030 Agenda
The goal of inclusion is for every fabric of society to
embrace diversity. It is for this reason that all these treatises state
the need for a paradigm shift to address the issues of inclusion in
education. Inclusive education is not merely a call toward
educational reform for those with additional needs. It is simply a
call to improve the quality of education for all learners, because
“every learner matters and matters equally” (UNESCO 2017:12,
2005). This is also reflected in the current framework being
followed for the implementation of inclusive practices, which is the
Sustainable Development Goals (SDGs). The SDGs are considered
road maps or blueprints that were developed by the United Nations
to ensure a better and sustainable future for everyone. It consists of
17 global goals set by the United Nations for the year 2030, each
addressing one specific area of development. Of particular interest
to the global education community, however, isSDG 4: “Ensure
inclusive and equitable quality education and promote lifelong
learning opportunities for all” (United Nations General Assembly).
Therefore, the need to remove all barriers to inclusion by
addressing all forms of exclusion and marginalization is of utmost
importance.
“Philippine Laws for PWDs” (Pangalangan & Litong, 2014)
• BP 344 (1983) - Accessibility Law
• RA 7277 (1992) — Magna Carta for Disabled Persons
o Equal rights and privileges of PWDs on
employment, education, health,
telecommunications, auxiliary social services,
accessibility, political, andciViI rights
o Penalties for violations of law
• Administrative Order 35 (2002) — National Disability
Prevention andRehabilitation (NPDR Week) every 3rd
week of July
• Guidelines in the Admission of Students with Disabilities
in Higher Education andPost-secondary Institutions in
the Philippines (2004)
• RA 9442 (2007). Amendment of RA 7277 (Privileges to
PWDs)
o 20% discount privileges to PWDs
o Change name from "Magna Carta for Disabled
Persons" to "MagnaCarta for PWDs"
o Added a clause on deliverance from public ridicule
and vilification
• NCDA Adiministrative Order No 001, 2008 - Guidelines
on the Issuance of PWDID Cards relative to RA 9422
• RA 10070 (2010)-Amendment of RA 7277
(Implementation of Programs andServices for PWDS in
every province. city and municipality -PDAO Law)
• RA 10386 (20013)- Accessible Polling Places for PWDs
and Senior Citizens
• Proclamation No. 688, S. 2013- Declaring the Period of
2013-2022 as thePhilippine Decade of "Make the Right
Real" for PWDS
 EDUC 4: FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION
• RA 10524 (2013)- Amendment of RA 7277 (Expanding
the Positions Reservedfor PWD)
o 1% of all government agencies, offices, corps
shall be reserved for PWDS
o Private companies with over 100 employees are
couraged to reserve atleast 1% for PWDs
• RA 10754 (2016) - An Act Expanding the Benefits and
Privileges of PWDs
o Exemption of VAT on the following sale of
goods and services
o Inclusion of funeral services
• Civil Service Commission MC No. 20, 2017 - express
lanes for PWDs it allcommercial and government
establishments
• RA 11228 (2019) - Amendment of RA 7277
All PWDS shall be automatically covered by the
National Health InsuranceProgram (NHIF) of the PhilHealth
and that the PhilHealth shall develop exclusivepackages for
PWDs that will address their specific health and development
needs.
Chapter 3: Making Schools Inclusive
Introduction
Previously, you learned about the history, context, and
foundations of special needs and education. By understanding the
role that disability frameworks play, we can now move on to
finding out how to implement inclusive practices in the
classroom. This chapter shall provide insights and practical tips on
cultivating inclusive habits and implementing such practices in the
classroom effectively. It is entirely based on the Booth and
Ainscow (2002) framework to help schools determine their next
steps in shifting to a more inclusive setting.
• Diversity is the new “normal.”
• Inclusive practices must be dynamic and collaborative.
• To be truly inclusive, education must always check for the
presence, participation, and achievement of their leaners.
• Different play an important role in the success of inclusive
education practices.
A Unifying Framework
In 2002, Booth and Ainscow came up with an Index for
Inclusion, which aims to direct educational institutions toward
developing their own next steps and action plans if they want to
restructure into becoming more inclusive. “It takes on the social
model of disability as its starting points, builds on good practice,
and then organizes the index work around a cycle of activities
which guide schools through stages of preparation, investigation,
development, and review” (UNESCO 2005:30). A three-
dimensional framework was created.
Booth and Ainscow (2002) explained that these three
dimensions creating inclusive culture, 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 stakeholdrs. They explain that these three
dimensions also branch out into sections to further guide schools
into implementing more direct steps toward this paradigm shift.
The Dimensions and Sections in the Index
• Dimension A: Creating inclusive culture
Section A.1 Building community
Section A.2 Establishing inclusive values
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 classroom, so that school
development becomes a countinuous process.
• Dimension B: Producing inclusive policies
Section B.1 Development the school for all
Section B.2 Organizing support for diversity
This dimension makes sure that inclusion permeates all
school plans. Policies encourage the participaton of students and
staff from the moment they join the school, reach out to all students
in the locality, and minimize exclusionary pressures. All policies
involve clear strategies for change. Support is considered to be all
activities which increase the capacity of a shool to respond to
student diversity. All forms of support are developed according to
inclusive principles and are brought together within a single
framework.
• Dimension C: Evolvinfg inclusive practices
Section C.1 Orchestrating learning
Section C.2 Mobilizing resources
This dimension develops school practices which 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 identify
material resources and resources within each other, students,
parents/carers, and local communities which can be mobilized to
support learning and participation.
I. Creating Inclusive Cultures
Inclusion is as much the responsibility of society as it is
the responsibility of schools. We realized from the previous chapter
that the key to successful inclusive practices are merging of
frameworks, and aligning of definitions of disability. In this
chapter, we shall learn that inclusive education is an ongoing
collaborative process that needs to be dynamically revisited. For it
to trully work, its essence has to resonate to all stakeholders of
education. In education reform, stakeholders are those who are
“invested in the welfare and success of a school and its student”
(www.edglossary.org). In other words, these are the teachers,
 EDUC 4: FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION
administrators, school staff, officials and other workers, the parents
and their families the community, and the government. They may
also be collective entities like local businesses, advocacy groups,
the media, sociocultural institutions, and other organizations that
may be directly or indirect involved in education. Shakeholders are
important because they play a major role in ‘connecting what is
being taught in a school to its surrounding community”
(www.edglossary.org).
In 2017, UNESCO reported that there has been
significant global improvement in accessing education, specifically
in the primary level for the last 15 years. However, its 2016 Global
Education Monitoring Reports reveals that there are still an
estimated 263 million children and youth aged 6 to 17 all around
the world who are still not in school at this time. The report also
confirmed the continuous plight of women against gender
discrimination, among others. With increasing globalization and
international migration, the problem pertaining to inclusive
education and how it affects PWDs could not be more real.
1. What Stakeholders Can Do
The rights-based approach to educational programming
“insists that no right can exist without a corresponding
governmental obligation” (Van den Brule-Balescut & Sandkull
2005). Thus, governments and communities are starting to
understand how they are accountable to children with additional
needs in fulfilling their right to education and providing access to
quality education that is also safe, welcoming and inclusive.
Legally defining terms and formalizing a system for setting up
inclusive schools in areas where there are none to begin with
ensures uniformity, universality, consistency of implementation,
and eventual success of inclusion in the country. The following are
some steps stakeholders can take to create inclusive cultures:
• Set the parameters for inclusion.
The government has identified key people and professions,
and highlighted important factors leading to the success of
inclusive education—i.e., placement process, committees, staffing
and responsibilities, teacher training and compensation, incentives
for private sector participation, and collaboration of the
Department of Education with other branches of government.
These clearly show not just an attempt to centralize inclusive
practices, but an initiative to make the welfare and development of
children with additional needs the responsibility of all. These are
also consistent with what the UNESCO pushes for in terms of
getting every stakeholder involved.
• Build key people.
The government recognizes the need for teacher training, both
in the special need’s education and general education levels. It also
pushes for the use of evidence-based teaching frameworks,
provision of student assistance, and access to instructional
materials. Most importantly, calls are made for continuing research
and forming of policies to be initiated by agencies such as the
Department of Education so as to further refine the inclusive
process and have it tailored to fit to the needs of children with
additional needs. This is an important factor that every nation has
to constantly revisit as the needs of students across continents,
though similar, would have nuances depending on where they
reside. Educational frameworks cannot just be lifted and “copy-
paste” with the expectation that what worked for one country will
work for another. UNESCO (2005) states that clarity of purpose,
realistic goals, motivation, support, resources, and an evaluation of
policies and practices and all contribute to successful shift toward
inclusion.
• Identify and eradicate barriers.
Guide for Inclusion (2005) advocates for the identification and
removal of obstacles that have to do with transforming prevailing
attitudes and values on a systemic level. The Philippine
government seems to be in consonance with this aspect in the light
of its existing legislative policies that ground the undeniable
importance of inclusion. It is also continuously reorganizing
structures in education and implementing programs that highlight
the need for primary stakeholders like the school, the parents, and
other policy makers, to acquire more understanding and capacity-
building to manage an inclusive environment.
Common Barriers to Inclusion
• Attitudes, values systems, misconceptions, and societal norms
can lead to prejudices and/or actual resistance (o implement
inclusive practices (UNESCO 2005).
• Physical barriers – the lack of building, facility,
transportation, or road accessibility are types of physical
barriers that can literally affect one’s mobility.
• Curriculum – a rigid “one size fits all” type of curriculum
that does not allow room for individual differences can
significantly stunt one's learning and opportunity for growth.
• Lack of teacher training and low teacher efficacy – whether
training in teaching strategies, using curriculum frameworks,
or behavior and classroom management, lack of training as
well as low confidence in one's own skills can directly affect
how inclusive practices are implemented.
• Poor language and communication – language barriers may
also directly have implications on how well inclusive practices
are implemented.
• Lack of funding – enough funding can allow for training
more teachers as well as coming up with more appropriate
programs, instructional materials, or facilities; lack of funds
can be limiting and debilitating to schools.
• Lack of policies – policies have the ability to unify beliefs
and mobilize resources; unfortunately, lack of it can become a
convenient justification for inaction.
• Organization of educational systems – centralized systems
may have some type of detachment in terms of implementing
policies and seeing the reality of how such policies are
affecting learners and other stakeholders.
• Too much focus on performance-based standards – schools
have also reportedly refused inclusion because of fear that the
presence of learners with additional needs will pull down their
rankings in standardized tests.
2. Special Education vs. Mainstreaming vs. Inclusive
Education
Part of what needs to occur when creating cultures is to also
determine distinctions among frameworks and practices. Most
important in this scenario is to understand how different special
education, mainstreaming, and inclusive education are from each
other. In the previous chapter, we discussed how special education
is often regarded as segregated and exclusive. It has to be noted,
however, that this perception is entirely due to its nature of
addressing cases in a highly individualized way. This is not to
mean that special education is an environment that violates human
rights. Because special education assesses, instructs, and evaluates
students individually and intentionally, this type of educational
setting is beneficial to those with very unique needs as well.
Mainstreaming shares more similarities with. inclusion than
with special education, both look at integrating the child with
additional needs into a general education setting. There are,
however, nuances between the two as well.
 EDUC 4: FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION

Special Inclusion Mainstreaming majors but to other education majors as well. This is a huge step for
Education teachers and a nod to inclusive education. The following is a list of
Learners Students who All same- Selected other possible steps that educators can take to facilitate the
are not part of aged peers/ learners are much-needed societal shift and inform policy:
the class- learners are included in a
room norm. in one class general • Involve other sectors of society. Current training and
regardless education class awareness campaigns seem to limit the movement of inclusion
of ability. based on them to a mere home-school relationship. At most, these are
readiness extended to the departments for social welfare and health.
instead of their However, for an inclusive set-up to truly be successful, active
age.
involvement of the entire community must be ensured. For
Curriculum Strengths- General Learner may
instance, those in the business, commercial, security, and
based and education have access to
needs-based curriculum. both general religious sectors must also be given representation in
individualized education trainings. These campaigns must be wide enough in scope as
curriculum. curriculum and to cover supermarkets, restaurants, malls, public and
a more government agencies not directly associated with social
individualized welfare or health, transportation, land, airline and maritime
curriculum. companies, the media, and even the research teams of our
Assessment Mostly Norm- Both norm policy makers. At the same time, they must be specific enough
and strengths referenced. referenced and to reach the local churches, the subdivision playgrounds, and
Evaluation based but is strengths-based. the village stores. In recent years, students in the tertiary level
sometimes is from various programs have been showing growing interest in
also the PWD community. For instance, students belonging to
standards- architectural and interior design programs have been working
based.
on theses and capstone projects where their main clients have
Learning All services All services Receives
additional needs. The idea is for everyone—regardless of their
Placement happen inside happen services in both
and the special inside the the general training or exposure—to become more sensitive and aware of
Delivery of education general education class the PWD population. The more aware a community is, the
Services classroom but education room and more it will be able to help.
other services classroom. outside through • Collaborate. Whether creating an academic program specific
such as the use of to a child with additional needs or creating a new legislative
therapeutic resource rooms bill for the PWD community, collaboration is crucial. Each
interventions and therapeutic member of the inclusive education team would have their own
may be programs. strengths and weaknesses, and these have to be used wisely to
integrated benefit the child with additional needs, Del Corro-Tiangco
into this (2014) states that general education teachers trained in the
setting or
general curriculum but would not know how to teach manage
delivered
children with additional needs; while a special needs
separately.
education teacher would be equipped to handle atypical
Philosophy Learner- Rights- Preparatory and
centered: based: All Integrative: behaviors but would not know much about the general
Some learners learners Learners are education curriculum. True collaboration would guarantee an
have very have a right given access to inclusive program that would cover as many areas as possible.
specific needs to access General • Recognize the shift in roles of the teachers. With the shift to
that may not quality education but inclusive education, the role of special education (SPED)
be education will need to teachers suddenly seems to be reduced to only “as needed.”
appropriately that is catch up on As a result, the SPED teacher's role no longer becomes that of
addressed in a available to skills first. an implementer but that of a consultative nature instead. It
general others. also becomes the responsibility of the general education
education teacher to know what to do when faced with a learner with
classroom.
additional needs in his or her classroom. The SPED teachers'
role—their trainings, their insights, and their skills as a
II. Producing Inclusive Policies supposed prime mover in the inclusive education
framework—must neither be diminished nor disregarded.
As reiterated in the previous chapters, the premise of Instead, these must be used to ensure a good inclusive
inclusion starts with an acceptance and embracing of diversity. It is program is provided to children with additional needs.
difficult to start movement if this practice is not rooted on a culture Conversely, general education teachers must go through skills
that assumes the right perspectives and values. For simultaneous training and capacity- building workshops to ensure that they
paradigm shifts to happen among its education stakeholders, are supporting all types of learners in their classrooms
schools must first create a new culture. appropriately.
• Include transitions in planning. An abrupt systemic change
UNESCO (2005) realistically acknowledges that a that is not well-planned or that disregards practices—whether
societal change in attitude need not be initially present in a existing or implied—may hinder the shift to inclusion and
community before inclusion can be fully practiced. Rather, it must cause resentment from all stakeholders. Instead, current
be viewed as a perspective or an ideal to work toward. Without this practices have to be respected and honored so as to facilitate a
realization, differences in standards and quality of education may gradual shift to inclusive education.
surface as potential problems. Just very recently, the pre-service
education curriculum was restructured so that special needs Booth and Ainscow (2002) recommend that schools reflect on
education units are not only given to special needs education their current policies and practices to check their readiness for an
 EDUC 4: FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION

inclusive set-up. They also devised a questionnaire that would help optimal levels. The principles of UDL, which sometimes overlap,
administrators, faculty, and other stakeholders comprehensively are presented below with examples.
gather baseline data. A move that would greatly help in informing
policy would be to examine different aspects of the school and the UDL Principles UDL Principle Examples of UDL
delivery of its services. Specifically, schools may look at the and Inclusive Implementation
following: Student admissions; Accessibility to utilities and Practices and Inclusive
Practices
facilities; Supports available to students, parents, and school
Principle 1: Inclusive Practices -Use UDL
personnel; Learner accommodations; Exclusionary or
Equitable Use Inclusive practices principles
discriminatory incidents; Number of bullying cases; and Faculty are designed to be equitably
and staff promotions useful, appealing, -Use culturally
and safe for all responsive
III. Evolving Inclusive Practices
students, families, teaching strategies
Evolving inclusive practices is the third dimension to and professionals and materials like
to use. Individual MTBMLE (mother
Booth and Ainscow's framework for schools (2002), where
differences and tongue- based
administrators must first try to create an inclusive culture among its
various contexts multilingual
stakeholders, then build better, more all-encompassing policies. are respected. education)
The goal of the first two steps is to ascertain habit-forming Principle 2: Inclusive practices
conditions, which make procedures that are otherwise unfamiliar Flexible Use are designed to
feel like second nature to us. We want to reach a point where accommodate the
inclusive teaching practices are expected. Once this happens, we individual
can start focusing on raising the participation and success rates of preferences,
learners with additional needs inside our classrooms. abilities, and needs
of all students,
Moreover, the term “evolving” assumes that we already families, and
have strategies in place which we just have to revisit for possible professionals.
tweaking. It suggests advancement and positive growth, which Flexibility is
means we can look at these existing strategies and just adjust these providing choices
according to the needs of our students along the way. Two effective for methods and
evidence based inclusive practices that can be used in the pacing are
classroom are Universal Design for Learning (UDL) and exercised.
Differentiated Instruction. Principle 3: Inclusive practices -Establish
Simple and are designed to be classroom rules
Universal Design for Learning Intuitive Use easy for all to use and routines
and understand. -Use graphic
In architecture, universal designs refer to structures that organizers for
were made in such a way that they can be used by customers or synthesizing
clients with a wide range of needs (Dukes & Lamar-Dukes 2009 as material
cited in Salend 2011). Such designs ensure accessibility for all. For -Develop scoring
rubrics with the
example, an architect designs a commercial complex where ramps,
students.
elevators, escalators, handrails, wide doorways and sidewalks, and
Principle 4: Inclusive practices Use technological
signs embossed in Braille abound. It is a very user-friendly
Perceptible are designed so and assistive
building. Obviously, the designer imagined that some customers Information that they devices to support
might walk into the complex in wheelchairs or white canes. The communicate learning,
architect does not know if or when it's going to happen, but he valuable communicate with
anticipated it and incorporated it into his design anyway. information to all parents, or share
through various information.
Such is the mechanics of a Universal Design for formats.
Learning (UDL) approach to instruction. UDL refers to the design Principle 5: Inclusive practices -Teach study and
of instructional materials and activities to make the content Tolerance for are designed to learning strategies
information accessible to all children (Rose & Meyer 2006 as cited Error minimize errors -Teach self-
in Turnbull et al. 2013). It is best used in a general education and unintended regulatory
classroom where learners are different. Through the provision of consequences by techniques
delivering content and allowing student to construct learning in providing -Encourage
more than one way, UDL ensures that all students learn genuinely. safeguards and students and foster
warnings to assist their intrinsic
There are three elements to UDL: all in using them motivation
1 Multiple means of representation safely -Offer grading
2 Multiple means of action and expression alternatives that
3 Multiple means of engagement in UDL are valid and
appropriate
Teachers are supposed to present information and Principle 6: Low Inclusive practices -Chunk activities
materials in many different ways, taking into consideration that Physical Effort are designed to be and give more
some students may have not fully absorbed the lesson the first time used comfortably breaks
it was presented. The concept of multiple means of representation and efficiently -Teach
is meant to ensure that all students are able to access and without much mindfulness
effort from all. -Provide additional
understand learning material. After this, teachers allow students to
support as needed
express what they learned in various ways, and finally, the teacher
Principle 7: Size Inclusive practices -Take advantage of
uses different techniques to reinforce learning at the students’ and Space for are designed for seat arrangements
 EDUC 4: FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION

Approach and use by all, and classroom Bender in 2002 (as cited by Gentry et al. 2013) identified
Use regardless of them furniture (e.g., elements of the curriculum that can be differentiated: (1) content,
mobility, specialized chairs, (2) process, (3) product and (4) learning environment in
physicality, or way stability balls, use response to the students’ characteristics, interests, readiness, and
of communication. of ambient music, learning profile. As an overview, differentiation is achieved by
and appropriate providing materials and tasks: a. at varied levels of difficulty; b.
lighting).
with varying levels of instructional support; c. by using
-Provide
multiple grouping arrangement; d. that involve student choice;
opportunities for
outdoor work and e. use varied evaluation strategies: As teachers, you must
-Allow technology know your curriculum. You are suggested to revisit or identify
as needed which are non-negotiable and negotiable learning objectives and
Principle 8: Inclusive practices -Use project-based tasks. You are also expected to know your students’ interests,
Community of are designed to learning readiness level (based on diagnostic data), and learning
Learners promote social -Promote styles/profile (strengths and needs). You may create a class profile
interaction and collaborative to provide an overview of the class’s characteristics and needs.
communication for activities such as Next, you have to identify and plan what and how to differentiate
all. fish bowl your material. The goal is to start small and take simple steps
discussions or toward differentiating instruction. Table 3.3 provides a guide on
think-pair-share how to effectively differentiate in the classroom.
-Establish strong
homeschool Content Process Product Learning
partnerships What is How is it How is it Environment
-Classroom check- taught? taught? How is assessed? How How is the
ins and checkouts. What is it learned? is learning classroom
Principle 9: Inclusive practices -Make students learned? demonstrated? arranged?
Inclusive are designed to aware of and -Provide -Choices of -Homework -Flexible
Environment foster acceptance comfortable with additional reading options grouping:
and a sense of diversity materials/ materials -Student choice Whole class,
belongingness for -Emphasize social skills -Varied presen- on product (oral small
all. roles in classroom; -Reduce tation styles: presentations, groups, one-
(e.g. that we materials Say it, Show it, written report, onone,
students are there -Skills and Model it role plays, peerteaching,
to teach each other Ex- -Use media simulations, pairs, partner
and learn from plorations (video, audio, etc.) learning,
each other.) by computer, TV, -Varied journal independent
-Allow bonding interest and manipu- prompts learning, and
activities latives) -Choice Boards cooperative
-Do team-building -Varied pacing -Think-Tac-Toe learning
exercises regularly -Reading -Tiered -Flexible
and integrate buddies: - activities (by seating
lessons in such Read/ readiness and -Preferential
activities summarize - interest) seating
Differentiated Instruction Read/Question/ -More items -Pull-out
Answer - (advanced from class
According to Tomlinson (2010), differentiated (or Visual learners) (for learners
differentiating) instruction is a teacher's response to students’ organizer/ -Less items with special
varying needs, interests, and learning styles. “It refers to a summarizer (with special needs)
systematic approach to planning curriculum and instruction for -Think- needs
academically diverse learners. It is a way of thinking about the PairShare by -Learning
classroom with the dual goals of honoring each student’s learning readiness, contracts
needs and maximizing student’s learning capacity.” When teachers interest, and -RAFT (Role,
differentiate instruction, they use a variety of teaching and learning learning profile Audience,
strategies that are necessary to meet the diverse needs of students -Learning Format, topic)
in any class (Friend & Bursuck 2009).
presentations,
Why Differentiate Instruction? written report,
role plays,
All learners are unique and have varying interests, centers/
talents, strength as well as needs. Hence, it is essential that teaching stations -
and learning experiences reflect this diversity. To ensure engaged, Small-group
successful, and flourishing learners, teaching and learning instruction
experiences need to be designed in a way that provide opportunities -Jigsaw (expert
groups)
for students to learn and demonstrate their understanding in varied
-Cooperative
ways. Thus. Differentiating Instruction (DI) helps ensure that learning
learners are engaged in respectful tasks and provide diverse means activities
of learning that reflect their strengths and address their needs -Teams, Games
simultaneously. and Activities
-Cubing
How Is Instruction Differentiated? -Learning
contracts
 EDUC 4: FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION

MIDTERM EXAM IS ON APRIL 12, 2023 AT 9:00 TO 10:00