05 Making Schools Inclusive

Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: PROFED4 -2S-2021-2022
COLLEGE OF TEACHER EDUCATION

Bayombong Campus
DEGREE BEEd COURSE NO. PROFED 4

PROGRAM
SPECIALIZATION General COURSE Foundations of Special Education
TITLE and Inclusion
YEAR LEVEL 1 TIME FRAME 3hrs WK NO. 5 IM NO. 5
I. UNIT TITLE/CHAPTER TITLE: MAKING SCHOOLS INCLUSIVE
II. LESSON TITLE: A Unifying Framework
III. LESSON OVERVIEW

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, educators must always check for the presence, participation,
and achievement of their learners.
• Differentiation plays an important role in the success of inclusive education practices.
IV. DESIRED LEARNING OUTCOMES
At the end of the lesson, the students are expected to:

a. respond effectively to educational needs of students with additional needs; and
b. create safe, inclusive, and culturally responsive learning environments for
students with additional needs.
V. LESSON CONTENT
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" (UNESCO 2005:30). A three-dimensional framework was created (see Figure
3.1).
Creating inclusive cultures

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Figure 3.1. Three dimensions of the Index (Booth and Ainscow 2002:7).
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.l 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 classrooms, so that school development becomes
a continuous process.
DIMENSION B Producing inclusive policies
Section B.l 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.I 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.
(Source: The Dimensions and Sections in the Index of Inclusion.

Adapted from Booth & Ainscow, 2002:8)
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1. CREATING INCLUSIVE CULTURES
Inclusion is as much the responsibility ofsociety 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 successofa
school and its students" (www.edglossary.org).Inother 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
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.
I. 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, staffng 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.
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 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.
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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 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 (see Table 3.1).
Table 3.1. Comparing special education, inclusion, and mainstreaming
Special Education Inclusion Mainstreaming

Learners Students who are not All same-aged Selected learners are
part of the classroom peers/learners are in included in a general
norm one class regardless education class based on
of ability. their readiness instead of
their age.
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Curriculum Strengths-based and General education Learner may have access
needs-based curriculum to both general education
individualized curriculum and a more
curriculum individualized curriculum.
Assessment and Mostly strengths Norm-referenced Both norm referenced and
Evaluation based but is strengths-based
sometimes is also
standards-based
Learning All services happen All services happen Receives services in both
Placement and inside the special inside the general the general education
Delivery of education classroom education classroom. classroom and outside
Services but other services through the use of
such as therapeutic resource rooms and
interventions may be therapeutic programs.
integrated into this
setting or delivered
separately.
Philosophy Learner-centered: Rights-based: All Preparatory and
Some learners have learners have a right Integrative: Learners are
very specific needs to access quality given access to general
that may not be education that is education but will need to
appropriately available to others. catch up on skills first.
addressed in a
general education
classroom.
II. PRODUCING INCLUSIVE POLICIES
As reiterated 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 a 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 homeschool 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.
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• 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.
• 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.
• 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.
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 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
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.
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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 in 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 general education classroom where learners are different. Through
the provision of delivering content and allowing student to construct learning in more than
the 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
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).
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Table 3.2. UDL principles adapted from Salend (2011:17-18)
UDL Principles UDL Principle and Examples of UDL

Inclusive 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
students, families, and teaching strategies and
professionals to use. materials like
Individual differences and MTBMLE
various contexts are (mother tongue-
respected. based multilingual
education)
Principle 2: Flexible Use 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.
Principle 3: Simple and Inclusive practices are • Establish classroom rules

Intuitive Use designed to be easy for all and routines
to use and understand. • Use graphic organizers for
synthesizing material
• Develop scoring rubrics with
the students
Principle 4: Perceptible Inclusive practices are • Use technological and

Information designed so that they assistive devices to support
communicate valuable learning, communicate with
information to all through parents, or share information
various formats.
Principle 5: Tolerance for Inclusive practices are • Teach study and learning
Error designed to minimize strategies
errors and unintended • Teach self-regulatory
consequences by providing techniques
safeguards and warnings to • Encourage students and
assist all in using them safely. foster their intrinsic
motivation Offer grading
alternatives that are valid
and appropriate
Principle 6: Low Inclusive practices • Chunk activities and give

Physical Effort are designed to be more breaks
used comfortably and efficiently • Teach mindfulness
without much effort from all. • Provide additional support
as needed
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Principle 7: Size and Inclusive practices are • Take advantage of seat

Space for designed for use by all, arrangements and
Approach and regardless of their mobility, classroom furniture (e.g.,
Use physicality, or way of specialized chairs, stability
communication. balls, use of ambient music,
and appropriate lighting).
• Provide opportunities
outdoor work
• Allow technology as needed
Principle 8: Community of Inclusive practices are • Use project-based learning

Learners designed to promote social • Promote collaborative
interaction and communication activities such as tish bowl
for all. discussions or think-pair-
share
• Establish strong
homeschool partnerships
• Classroom check-ins and
check-outs
Principle 9: Inclusive Inclusive practices are • Make students aware of

Environment designed to foster acceptance and comfortable with
and a sense of belongingness diversity
for all. • 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 (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
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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:
a. at varied levels of difficulty;
b. with varying levels of instructional support;
c. by using multiple grouping arrangement;
d. that involve student choice; and
e. use varied evaluation strategies.
As teachers, you must know your curriculum. You are suggested to revisit or identify which are
non-negotiable and negotiable learning objectives and tasks. You are also expected to know your
students' interests, readiness level (based on diagnostic data), and learning styles/profile (strengths
and needs). You may create a class profile to provide an overview of the class's characteristics and
needs. Next, you have to identify and plan what and how to differentiate your material. The goal is
to start small and take simple steps toward differentiating instruction. Table 3.3 provides a guide on
how to effectively differentiate in the classroom.
Differentiation Strategies
Content PROCESS PRODUCT LEARNING

ENVIRONMENT
How is it taught? How is it assessed? How is the classroom

How is learning arranged?
How is it learned?
demonstrated?
• Flexible grouping:
What is taught? • Homework options whole class, small
• Choice of Reading
groups. one-on-one,
What is learned? materials • Student choice on peer-teaching. pairs,
product (oral partner learning.
• Varied presentation presentations. independent learning,
styles: Say it, Show written report, role and cooperative
• Provide plays, simulations, learning
it, and Model it etc.)
additional
materials/skills • Use media (video. • Flexible seating
• Reduce • Varied journal
audio, computer, TV, prompts
materials • Preferential seating
• Skill and manipulatives)
• Choice Boards
Explorations • Varied pacing • Pull-out from class (for
by interest • Think-Tac-Toe learners with special
• Reading buddies:
• Tiered activities (by needs)
-Read/summarize
readiness and
Read/Question/Answer
interest)
- Visual organizer/
summarizer
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-Think-Pair-Share by • More items
(advanced
readiness, interest, and
learners)
learning profile
• Less items (with
• Learning centers/ special needs)
stations
• Learning contracts
• Small-group • RAFT (Role,
instruction Audience,
Format. Topic)
• Jigsaw (expert
groups)
• 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 ensure 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).
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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
• Independent studies
• Computer skills
• WebQuests or telecollaborative projects
Anchor Activity Options

(Tor 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.
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VI. LEARNING ACTIVITY (60 pts)
1. What is the difference between mainstreaming and inclusion? Answer in terms of

philosophy, teaching practices, services available, and student placement. (15 pts)
2. What is differentiation? How different are accommodations from modifications? When

should we accommodate and when do we modify? Cite your own examples. (15 pts)
VII. ASSIGNMENT
1. Explain the process of UDL.
2. Explain differentiation.
VIII. EVALUATION
IX. REFERENCES
Domalanta, M.B. (2017) , “Special Education” A Comprehensive Study Guide

for Teachers, Parents and Learners.
Halal, C., Yuzon, M.R, Padilla, C.R., Ligon, C.C., (2020). Foundations of Special
Education and Inclusive Education
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Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION

DEGREE BEEd COURSE NO. PROFED 4

I. UNIT TITLE/CHAPTER TITLE: MAKING SCHOOLS INCLUSIVE

II. LESSON TITLE: A Unifying Framework

III. LESSON OVERVIEW

IV. DESIRED LEARNING OUTCOMES

At the end of the lesson, the students are expected to:

Creating inclusive cultures

The Dimensions and Sections in the Index

This dimension creates a secure, accepting, collaborating, and stimulating community,

DIMENSION B Producing inclusive policies

Section B.l Developing the school for all

(Source: The Dimensions and Sections in the Index of Inclusion.

Common Barriers to Inclusion

• Organization of educational systems — centralized systems may have some type of

2. Special Education vs. Mainstreaming vs. Inclusive Education

Table 3.1. Comparing special education, inclusion, and mainstreaming

Special Education Inclusion Mainstreaming

II. PRODUCING INCLUSIVE POLICIES

• Include transitions in planning. An abrupt systemic change that is not well-planned or

III. EVOLVING INCLUSIVE PRACTICES

Such in the mechanics of a Universal Design for Learning (UDL) approach to

UDL Principles UDL Principle and Examples of UDL

Principle 2: Flexible Use Inclusive practices are

Principle 3: Simple and Inclusive practices are • Establish classroom rules

Principle 4: Perceptible Inclusive practices are • Use technological and

Principle 6: Low Inclusive practices • Chunk activities and give

Principle 7: Size and Inclusive practices are • Take advantage of seat

Principle 8: Community of Inclusive practices are • Use project-based learning

Principle 9: Inclusive Inclusive practices are • Make students aware of

Content PROCESS PRODUCT LEARNING

How is it taught? How is it assessed? How is the classroom

• Teams, Games and

How Is the Classroom Managed During Differentiated Learning?

• Structure the classroom by establishing routines during differentiated learning activities.

Anchor Activity Options

• Journals or Learning logs

Anchor Activity Options

VI. LEARNING ACTIVITY (60 pts)

1. What is the difference between mainstreaming and inclusion? Answer in terms of

2. What is differentiation? How different are accommodations from modifications? When

1. Explain the process of UDL.

Domalanta, M.B. (2017) , “Special Education” A Comprehensive Study Guide

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