MAKING SCHOOLS INCLUSIVE

FUNDAMENTAL PRINCIPLE OF THE INCLUSIVE SCHOOL

The fundamental principle of the inclusive school is that all children should learn together, wherever
possible, regardless of any difficulties or differences they may have. Inclusive schools must recognize
and respond to the diverse needs of their students, accommodating both different styles and rates of
learning and ensuring quality education to all through appropriate curricula, organizational
arrangements, teaching strategies, resource use and partnerships with their communities. There should
be a continuum of support and services to match the continuum of special needs encountered in every
school.

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. It takes root in special needs education is anchored on the 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 the 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 (Universal Declaration of Human Rights 1948; United Nations Convention on
the Rights of Child 1989). In 1990, 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.
The guidelines 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, especially 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.

Inclusion in Education Involves:

A. Valuing all students and staff equally

B. Increasing the participation of students in; and reducing their exclusion from; the cultures, curricula,
and communities of local schools
C. Restructuring the cultures, policies, and practices in schools so that they respond to the diversity of
students in the locality
D. Reducing barriers to learning and participation for all students, not only those with impairments or
those who are categorized as “having special educational needs’
E. Learning from attempts to overcome barriers to the access and participation of particular students to
make changes for the benefits of students more widely
F. Viewing the difference between students as resources to support learning, rather than problems to be
overcome
G. Acknowledging the right of students to an education in their locality
H. Improving schools for staff as well as for students
I. Emphasizing the role of schools in building community and developing values, as well as in increasing
achievement
J. Fostering mutually sustaining relationships between schools and communities
K. Recognizing that inclusion in education is one aspect of inclusion in society

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 point,
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”.

Booth and Ainscow (2002) explained that these 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.

The Dimensions and Sections in the Index

DIMENSION A. Creating inclusive cultures
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

This dimension makes sure that inclusive 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. Involving inclusive practices

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 in their knowledge and experience outside
school. Staff identifies material resources and resources within each other, students, parents/carers, and
local communities which can be mobilized to support learning and participation.

1. What stakeholders can do?

The rights-based approach to educational programming “insists that no right can exist without a
corresponding government obligation” (Van den Brule-Balescut & Sandskull2005). Thus, government
and communities are starting to understand how they are accountable to children with additional needs
in fulfilling their rights 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, universally, 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 professionals,
and highlighted important factors leading to the success of inclusive education – i.e, placement
process, communities, staffing and responsibilities, teacher training and compensation,
incentives for private sector participation, and collaboration of the Department of Education
with other branches of government.
 Build key people. The government recognizes the need for teacher training, both in the special
needs education and general educational levels. It also pushes for the use of evidence-based
teaching frameworks, provision of student assistance, and access to instructional materials.
 Identify and eradicate barriers. UNESCO’s Guide for Inclusion (2005) advocates for the
identification and removal of obstacles that have to do with transforming prevailing attitudes
and values in a system 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 social 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 skill 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 has 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 is from each other.

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.

Table 1: Comparing special education, inclusion, and mainstreaming

Special Education Inclusion Mainstreaming
Learners Students who are All same-aged Selected learners
not part of the peers/learners are are included in a
classroom norm in one class general education
regardless of ability class based on their
readiness instead of
their age.
Curriculum Strengths-based General education Learners may have
and needs-based curriculum access to both
individualized general education
curriculum curriculum and a
more individualized
curriculum.
Assessment and Mostly strengths- Norm-referenced Both norm-
Evaluation based but is referenced and
sometimes is also strengths-based
standards-based
Learning All services happen All services happen Receives services in
Placement and inside the special inside the general both general
Delivery of education education education
Services classroom but classroom. classroom and
either services such Outside through
as therapeutic the use resource
interventions may rooms and
be integrated into therapeutic
this setting or programs.
delivered
separately.
Philosophy Learner-centered: Rights-based: All Preparatory and
Some learners learners have a Integrative:
have very specific right to access Learners are given
needs that may not quality education access to general
be appropriately that is available to education but will
addressed in a others. need to catch up on
general education skills first.
classroom.
  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.
 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.
 Recognize the shift in roles of the teacher. With the shift to inclusive education,
the role of special education (SPED) teachers suddenly seems to be reduced to
only “as needed”.
 Include transmission in planning. An abrupt systematic 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.

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 admissions
 Accessibility to utilities and facilities
 Supports available to students, parents, and school personnel
 Learner accommodations
 Exclusionary or discriminatory incidents
 Number of bullying cases
 Faculty and staff promotions

III. EVOLVING INCLUSIVE PRACTICES

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. 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. 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 representation
2. Multiple means of action and expression
3. Multiple means of engagement

UDL Principles Adapted from Salend (2011)

UDL Principles UDL Principle and Inclusive Examples of UDL

Principle 1. Equitable Use
Principle 2. Flexible Use
Principle 3. Simple and Intuitive
Use
Practices Implementation and Inclusive
Practices
Inclusive practices are designed Use UDL principles equitably.
to be useful, appealing and safe Use culturally responsive
for all students, families, and teaching strategies and
professionals to use. materials like MTB-MLE.
Individual differences and
various context are respected.
Inclusive practices are designed
to accommodate the individual
preferences, abilities, and needs
of all students, families and
professionals. Flexibility in
providing choices for methods
and pacing are exercised.
Inclusive practices are designed Establish classroom rules and
to be easy for all to use and routines
understand. Use graphic organizers for
synthesizing materials
Develop scoring rubrics with the
students

Principle 4. Perceptible Inclusive practices are designed Use technological and assistive
Information so that they communicate devices to support learning,
valuable information to all communicate with parents, or
through various formats share information.
Principle 5. Tolerance for Error Inclusive practices are designed Teach study and learning
to minimize errors and strategies.
unintended consequences by Teach self-regulatory
providing safeguards and techniques.
warnings to assist all in using Encourage students and foster
them safely. their intrinsic motivation.
Offer grading alternatives that
are valid and appropriate.
Principle 6. Low Physical Effort Inclusive practices are designed Chunk activities and give more
to be used comfortably and breaks.
efficiently without much effort Teach mindfulness.
from all. Provide additional support as

Principle 7. Size and Space for Inclusive practices are designed
Approach and Use for use by all, regardless of their
mobility, physicality or way of
communication.
Principle 8. Community of Inclusive practices are designed
Learners to promote social interaction
and communication for all.
Principle 9. Inclusive Inclusive practices are designed
Environment to foster acceptance and a
sense of belongingness for all.
needed.
Take advantage of seat
arrangements and classroom
furniture (e.g., specialized
chairs, stability balls, use of
ambient music, and appropriate
lighting).
Provide opportunities for
outdoor work.
Allow technology as needed.
Use project-based learning.
Promote collaborative activities
such as fish bowl discussions or
think-pair-share.
Establish strong home school
partnerships.
Classroom check-ins and check
outs.
Make students aware of and
comfortable with diversity.
Emphasize social roles in the
classroom (e.g., that we
students are there to 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 thinking about the classroom
with the dual goals of honoring each student’s learning needs and maximizing student’s learning
capacity”. When teachers differentiate instruction, they use a variety of teaching and learning strategies
that are necessary to meet the diverse needs of students in any class.

How is Instruction Differentiated?

Bender in 2002 identified elements of the curriculum that can be differentiated: (1) content, (2) process,
(3) product and (4) learning environment in response to the students’ characteristics interests,
readiness, and learning profile. As an overview, differentiation is achieved by providing materials and
tasks:
a. at varied levels of difficulty;
b. with varying levels of instructional support;
c. by using multiple grouping arrangement;
d. that involve students choice; and
e. use varied evaluation strategies.
DIFFERENTIATION STRATEGIES
Content Process Product Learning Environment
What is taught? What How it is taught? How it is learned? How it is assessed? How is learning How is the classroom
is learned? demonstrated arranged?
 Provide  Choices of reading materials  Homework options  Flexible grouping
additional  Varied presentation styles (say it, show it,  Student choice on product (oral, (Whole class; Small
materials/skills. model it) written, role play, simulation, groups; One-on-one; Peer
 Use media (video, audio, TV, Computer, etc.) teaching; Pairs; Partner
 Reduce and manipulatives)  Varied journal prompts learning; Independent
materials.  Varied pacing  Choice boards learning; and Cooperative
 Reading buddies (read/summarize;  Think-Tac-Toe learning)
 Skills read/question/answer; visual organizer)  Tiered activities (by readiness
exploration by  Think-pair-share by readiness, interest and interest)  Flexible seating
interests and learning profile  More items (advanced learners)
 Learning centers/stations  Less items (with special needs)  Preferential
 Small group instruction  Learning contracts seating
 Jigsaw (expert groups)  RAFT (Role, Audience, Format,
 Cooperative learning activities Topic)  Pull out from class
 Teams, games and activities (for learners with
 Cubing special needs)
 Learning contracts
How is the classroom managed during differentiated instruction?

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 of chosen book (for book report); journal writing based on a
prompt, skills practice (spelling, math); use of manipulative objects.
3. Assign roles during small group activities/instruction to ensure accountability and a positive
learning environment. Learners should have opportunities to assume as facilitator, recorder,
summarizer/timekeeper, presenter, and errand monitor.
4. Implement routines for collaborative work (establish working groups, have a plan for quick
finishers and when to ask for help.

ANCHOR ACTIVITY OPTIONS

1. Journals or learning logs

2. Project extensions
3. Independent reading
4. Lab work
5. Related course readings with questions or extension activities
6. Test prep or practice test previews for ACT or SAT
7. Project interest
8. Learning packets
9. Independent studies
10. Computer skills
11. Webquests or telecollaborative projects