Chapter 3

MAKING SCHOOLS INCLUSIVE

Desired Learning Outcomes: At the end of the unit, students should be able to:
1. Identify the different aspects of diversity in relation to one’s self
2. Compose an essay explaining the significance of diversity in the society
3. Articulate their insights about diversity as a positive component of relationships,
education, and organizations
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.
The Dimensions and Sections in the Index
DIMENSION A Creating inclusive cultures
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/careers.
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.
DIMENSION B Producing inclusive policies
Section B.1 Developing the school for all
Section B.2 Organizing support for diversity
This dimension makes sure that inclusion permeates all school plans. Policies encourage the
participation 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 school 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 Evolving 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/careers, 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 truly work, its essence has to resonate to all stakeholders of education.
In educational reform, stakeholders are those who are "invested in the welfare and
success of a school and its students" (www.edglossary.org). In other words, these are the
teachers, 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 indirectly involved in education. Stakeholders 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 Report reveals that there are still an estimated 263 million children
and youth aged 6 to 17all 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 needs 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-pasted" 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 all contribute to a
successful shift toward inclusion.
Common Barriers to Inclusion
• Attitudes, values systems, misconceptions, and societal norms - can lead to prejudices
and/or actual resistance to 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 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 debililating to schools
• Lack of funding – enough funding 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 debililating to schools
• Lack of policies – policies have the ability to unify beliefs and mobilize resources;
unfortunately, lack of it can become convenient justification of inaction.
• 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 ranking in standardized tests.
Figure 3.3. Barriers to inclusion.

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 (see Table 3.1).
 Table 3.1 Comparing special education, inclusion and mainstreaming
Special Education Inclusion Mainstreaming

Students who are not All same aged Selected learners

part of the classroom peers/learners are in are included in a
norm one class regardless general education
Learners
of ability. class based on their
readiness instead of
their age.

Strengths-based and General Education Learner may have

needs-based Curriculum access to both
individualized general education
Curriculum
curriculum curriculum and a
more individualized
curriculum.

Mostly strengths- Norm-referenced Both norm

based but is referenced and
Assessment
sometimes is also strengths-based
standards-based

Special Education Inclusion Mainstreaming

All services hap-pen All services happen Receives services,

inside the special inside the general in both the general
education classroom education education class-
Learning Placement but other services classroom. room and outside
and Delivery of such as therapeutic through the use of
Services interventions may be resource rooms and
integrated into this therapeutic
setting or delivered programs.
separately.

Learner-centered: Rights-based: All Preparatory and

Some learners have learners have aright Integrative: Learners
very specific needs to access quality are given access to
that may not be education that is general education
Philosophy
appropriately available to others but will need to
addressed in a catch upon skills
general education first.
classroom.

II. PRODUCING INCLUSIVE POLICIES

 As retreated in the previous chapters, the premise of inclusion starts with an acceptance
and embracing of diversity. It is difficult to start movement if this practice is not rooted on a
culture that assumes the right perspectives and values. For simultaneous paradigm shifts to
happen among its education stakeholders, schools must first create a new culture.
UNESCO (2005) realistically acknowledges that a societal change in attitude need not
be initially present in d community before inclusion can be fully practiced. Rather, it must be
viewed as a perspective or an ideal to work toward. Without this realization, differences in
standards and quality of education may surface as potential problems. Just very recently, the
pre-service education curriculum was restructured so that special needs education units are not
only given to special needs education majors but to other education majors as well. This is a
huge step for teachers and a nod to inclusive education. The following is a list of other possible
steps that educators can take to facilitate the much-needed societal shift and inform policy:
• 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 trainings. These campaigns must be wide enough in
scope as to cover supermarkets, restaurants, malls, 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 policy makers. 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 in the tertiary level from
various programs have been showing 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.
• Collaborate. Whether creating an academic program specific to a child with additional
needs or creating a new legislative bill for the PWD community, collaboration is crucial.
Each member of the inclusive education team would have their own strengths and
weaknesses, and these have to be used wisely to benefit the child with additional needs.
Del Corro-Tiangco (2014) states that general education teachers are trained in the
general curriculum but would not know how to teach and manage children with additional
needs; while a special needs education teacher would be equipped to handle atypical
behaviors but would not know much about the general education curriculum. True
collaboration would guarantee an inclusive program that would cover as many areas as
possible.
• Include transitions in planning. An abrupt systemic change that is not well-planned or
that disregards practices-whether existing or implied-may hinder the shift to inclusion
and cause resentment from all stakeholders. Instead, current practices have to be
respected and honored so as to facilitate a gradual shift to inclusive education.
 • 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 trainings, 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 look at the following:
• Student Submission
• Number of Bullying cases
• Faculty and Staffs promotion

III. EVOLVING INCLUSIVE PRACTICES

Evolving inclusive practices is the third dimension to Booth and Ainscow's framework for
schools (2002), where administrators must first try to create an inclusive culture among its
stakeholders, then build better, more all-encompassing policies. The goal of the first two steps is
to ascertain habit forming conditions, which make procedures that are otherwise unfamiliar feel
like second nature to us. We want to reach a point where inclusive teaching practices are
expected. Once this happens, we can start focusing on raising the participation and success
rates of learners with additional needs inside our classrooms.
Moreover, the term "evolving" assumes that we already have strategies in place which
we just have to revisit for possible tweaking. It suggests advancement and positive growth,
which means we can look at these existing strategies and just adjust these according to the
needs of our students along the way. Two effective evidence-based inclusive practices that can
be used in the classroom are Universal Design for Learning (UDL) and Differentiated
Instruction.
1. Universal Design for Learning
In architecture, universal designs refer to structures that were made in such a way that they
can be used by customers or clients with a wide range of needs (Dukes & Lamar-Dukes 2009
as cited in Salend 2011). Such designs ensure accessibility for all. For example, an architect
designs a commercial complex where ramps, elevators, escalators, handrails, wide doorways
and sidewalks, and signs embossed in Braille abound. It is a very user-friendly building.
Obviously, the designer imagined that some customers might walk into the complex in
wheelchairs or white canes. The architect does not know if or when it's going to happen, but he
anticipated it and incorporated it into his design anyway.
Such is the mechanics of a Universal Design for Learning (UDL) approach to instruction. UDL
refers to the design of instructional materials and activities to make the content information
accessible to all children (Rose & Meyer 2006 as cited in Turnbull et al. 2013). It is best used in
a general education classroom where learners are different. Through the provision of delivering
content and allowing student to construct learning in more than one way, UDL ensures that all
students learn genuinely. There are three elements to UDL:1. Multiple means of representation2
2. Multiple means of action and expression3 Multiple means of engagement.

Figure 3.2. Retrieved from

http://www.scandihub.com.

There are three elements to UDL:

1. Multiple means of representation
2. Multiple means of action and expression
3. Multiple means of engagement
In UDL, teachers are supposed to present information and materials in many different
ways, taking into consideration that some students may have not fully absorbed the lesson the
first time it was presented. The concept of multiple means of representation is meant to ensure
that all students are able to access and understand learning material. After this, teachers allow
students to express what they learned in various ways, and finally, the teacher uses different
techniques to reinforce learning at the students' optimal levels. The principles of UDL, which
sometimes overlap, are presented below with examples (see Table 3.2).

UDL Principles UDL Principle and Inclusive Examples of UDL

Practices Implementation and
Inclusive Practices

Principle 1: Equitable Use Inclusive practices are • Use UDL principles

designed to be useful, equitably
appealing, and safe for all
 • Use culturally
responsive teaching
students, families, and strategies and
professionals to use. Individual materials like
differences and various MTBMLE (mother
contexts are respected. tongue-based
multilingual
education)

Inclusive practices are

designed to accommodate the
individual preferences, abilities,
and needs of all students,
Principle 2: Flexible Use
families, and professionals.
Flexibility in providing choices
for methods and pacing are
Exercised.

• Establish classroom
rules and routines
• Use graphic
Inclusive practices are
Principle 3: Simple and organizers for
designed to be easy for all to
Initiative Use synthesizing material
use and understand.
• Develop scoring
rubrics with the
students

• Use technological
Inclusive practices are
and assistive devices
designed so that they
Principle 4: Perceptible to support learning,
communicate valuable
Information communicate with
information to all through
parents, or share
various formats.
information

Principle 5: Tolerance for Inclusive practices are • Teach study and

Error designed to minimize errors learning strategies
and unintended consequences
• Teach self-regulatory
by providing safeguards and
techniques
warnings to assist all in using
Encourage students
them safely.
and foster their
intrinsic motivation
• Offer grading
 alternatives that are
valid and appropriate

• Chunk activities and

Inclusive practices are give more breaks
Principle 6: Law Physical designed to be used
• Teach mindfulness
Effort comfortably and efficiently
without much effort from all. • Provide additional
support as needed

• Take advantage of
seat arrangements
and classroom
furniture (e-g,
Inclusive practices are specialized chairs,
designed for use by all, stability balls, use of
Principle 7: Size and Space
regardless of their mobility, ambient music, and
for Approach and Use
physicality, or way of appropriate lighting).
communication.
• Provide opportunities
for outdoor work
• Allow technology as
needed

• Use project-based
learning
• Promote
collaborative
Inclusive practices are activities such as
Principle 8: Community of designed to promote social fishbowl discussions
Learning interaction and communication or think pair share
for all. • Establish strong
home-school
partnerships
• Classroom check-ins
and check-outs

• Make students aware

Inclusive practices are
of and comfortable
Principle 9: Inclusive designed to foster acceptance
with diversity
Environment and a sense of belongingness
for all. • Emphasize social
roles in the
 classroom; (e.g., that
we students are
thereto teach each
other and learn from
each other.)
• Allow bonding
activities
• Do team-building
exercises regularly
and integrate lessons
in such activities

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
thin king 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).
Why Differentiate Instruction?
All learners are unique and have varying interests, talents, strengths, as well as needs.
Hence, it is essential that teaching and learning experiences reflect this diversity. To ensure
engaged, successful, and flourishing learners, teaching and learning experiences need to be
designed in a way that provide 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.
How Is Instruction Differentiated?
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:
1. at varied levels of difficulty;
2. with varying levels of instructional support;
3. by using multiple grouping arrangement
4. that involve student choice; and
5. use varied evaluation strategies.

Table 3.3 provides a guide on how to effectively differentiate in the classroom.

 LEARNING
CONTENT PROCESS PRODUCT
ENVIRONMENT

How is it assessed? How is the

What is taught? How is it taught?
How is learning classroom
What is learned How is it learned? arranged?
demonstrated?

• Provide • Choices of • Homework • Flexible

additional reading options grouping:
materials/skill materials whole
• Student
s class, small
• Varied choice on
groups,
• Reduce presentation product (oral
one-on-
materials styles: Say it, presentations
one, peer-
Show it, and . written
• Skills teaching.
Model it report. role
Explorations pairs,
plays,
by interest • Use media partner
simulations,
(video, audio, learning,
(etc.)
computer, TV, independen
and • Varied journal t learning,
manipulatives) prompts and
cooperative
• Varied pacing • Choice learning
Boards
• Flexible
seating

• Reading • Choice • Preferential

buddies: - Boards seating
Read/
• Think-Tac- • Pull-out
summarize -
Toe from class
Read/Question
(for learners
/ Answer - • Tiered
with special
Visual activities (by
needs)
organizer/ readiness
summarizer and interest)
• Think-Pair- • More items
Share by (advanced
readiness, learners)
interest, and
learning profile • Less items
(with special
• Learning needs)
centers/station
s • Learning
 • Small-group contracts
instruction-
• RAFT (Role,
• Jigsaw (expert Audience,
groups) Format,
Topic)
• Cooperative
learning
activities
• Teams, Games
and Activities
• Cubing
• Learning
contracts

How Is the Classroom Managed During Differentiated Learning?

Structure the classroom by establishing routines during differentiated learning activities.
1. Explain to the students the reason for differentiation. Make sure this is understood by all.
2. Use "anchor activities" which students can automatically work on when completing
assigned tasks to maintain a productive work environment and maximize instructional
time. Examples of anchor activities are: reading a chosen book (e.g., for book report),
journal writing based on a prompt, skills practice (spelling, math), use of manipulative
objects, etc.
3. Assign roles during small-group activities/instruction to accountability and a positive
learning environment. These are suggested group roles, but older learners and their
teachers may decide on other roles. Learners should have the opportunity to assume
each of the roles.
A. Facilitator
B. Recorder
C. Summarizer/Timekeeper
D. Presenter
E. Errand monitor
4. Implement routines for collaborative work.
a) Establish working groups (by interest, by readiness, etc.)
b) Have a plan for "quick finishers"
c) Have a plan for when to ask for help (role of the errand monitor).
Anchor Activity Options
(for secondary students)
• Journals or Learning logs
• "Project extensions"
• Independent reading
• Lab work
• Related course readings with questions or extension activities
• Test prep or practice test reviews for ACT or SAT
• Project Interest
• Learning packets studies
• Computer skills
• WebQuests or telecollaborative projects
Anchor Activity Options
(for upper elementary middle school students)
• Work on your book report selection (read quietly until time is called). If you have
already finished your book, then work on your review (consult the hint book for
guidelines)
• Complete one of the three journal prompts provided.
• Select a Learning Interest packet from the anchor option file box
• Select at least one area of test prep practice you believe you need to review
• Work on your Orbital or Independent Project.
Review
1. What is the difference between mainstreaming and inclusion? Answer in terms of
philosophy, teaching practices, services available, and student placement.
2. What is differentiation? How different are accommodations from modifications?
When should we accommodate and when do we modify?
3. Explain the process of UDL.
4. Explain differentiation.
Reflect
1. UDL is a classroom practice that ensures the participation and achievement of all
types of learners and where the teacher assumes diversity and uniqueness for all
students in the classroom. Given this, create a plan for UDL. Assume that you are a
Grade 2 math teacher teaching subtraction. Your class is composed of 35 students.
Of the 35, one has an official diagnosis of ADHD and you suspect that another might
have a math learning disability.
2. Think about your current school and the extent to which it uses inclusive practices.
Using Booths and Ainscow's (2002) three dimensions-creating inclusive cultures,
evolving inclusive practices, and producing inclusive policies- list down your school's
current practices that support inclusive education.
Practice
Practice Making sure to follow the UDI. framework, create two lesson plans (one good for one
week and the other good for a day of that particular week) for a subject and topic of your choice
in the:
1. Elementary level
2. Junior High School level
3. Senior High School level