LESSON 1
•In the United Nations Educational,
UNDERSTANDING DIVERSITY
VISIBLE MARKED DIFFERENCES
•These are physical characteristics like the
skin, color of hair, shape of eyes, nose,
height, weight, gender, age, socio-economic
class, occupation, and many others.
•These characteristics are obvious and
noticeable.
•As you walk through a mall, you will easily
notice the differences of people you meet.
INVISIBLE MARKED DIFFERENCES
•There are other differences brought about
by one's beliefs, mind-sets, values, sexual
identity, intelligence, personality, and
others that are not easily evident or are
invisible.
•These characteristic are not seen but are
manifested through behavior, decisions
made, and words spoken.
DIVERSITY
•is from the Latin word divertere, which
means to turn away. separate, oppose
(Latin Dictionary).
•According to Collins dictionary, diversity is
"the state or quality of being different or
varied; a variety or assortment; a point of
difference; the inclusion of people of
different races, genders, religions, etc.
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.
WHAT SKILLS ARE NEEDED FOR DIVERSITY?
•COLLABORATION
•COMMUNICATION
•In 1990, Marilyn Loden, An American
writer, and Judy Rosener, a professor at the
graduate school in the University of
California, Irvine developed framework to
respond on a the flourishing divergence in
America's labor force.
•Loden and Rosener published the book
"Workforce America! Managing Employee
Diversity as a Vital Resource" (Irwin
Publishing 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 consist 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.
 •They are influenced by people we
•The dimensions are the components that encounter, places we go to or live in, and
comprise the whole person. experiences we go through.

•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.
•The second dimension is composed of
geographical location, marital status,
religious beliefs, parental status, income,
education, work experience, military
experience, first language, family status,
and work and communication styles.
(Loden and Rosener's Diversity Wheel
(Loden 1991).)

•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 core elements are age, ethnicity.

gender, physical abilities/qualities, race,
income, sexual orientation, class, and
spiritual beliefs.

•These 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.
ABILITY (AND DISABILITY) AS A DIMENSION
OF DIVERSITY
•According to the Collins English Dictionary,
ability refers to th possession of the
qualities required to do something;
necessary skill competence, or power.
•Disability on the other hand, is defined by
the World Health Organizatio (WHO) as the
umbrella term for impairments, activity
limitations, ar participation restrictions,
referring to the negative aspects of th
interaction between an individual (with a
health condition) and th 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
impairment that substantially limits one or
more major life activity.
•"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).
•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 the,
and create avenues for them to live in.
THE DILEMMA OF DIVERSITY
(DISCRIMINATION)
•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.
•A number of times, Muslims have been
taken aside in immigration and
interrogated.
•Non-married and same-sex couples are
still not accepted in some parts of the
world.
•In some schools, children with special
needs are shunned with the reason that
they are not ready for school yet or not
suited for the school.
•Diversity, therefore, is an integral
component of life and of living.
LESSON 2
Addressing Diversity Through The Years:
Special and Inclusive Education
Inclusive Education -Focuses from the view
of disability that results on how to cope
from the interaction between the
environment and the condition of the
person with disability.
-Look on the necessary adjustments to the
learning community and will develop or
enhance a teaching strategy involving
person with disabilities.
Special Education -Emanates from a
medical view of disability.
-Focuses on correcting deficits of persons
with disabilities to enable them to function
effictively in society.
Department Of Education Handbook Von
Inclusive Education 2000 Edition
•Envisioned that the child with special
needs will get full parental and community
support for his/her education without any
discrimination of any kind.
•This special child should be provided with
a healthy environment along with the
leisure and recreation and social security
measures.
•It does not only include students with
disabilities but also to the gifted and
talented students.
•Technical Committee on Specil Education
coined as "students with additional needs"
Goals Of Inclusive Education
•To provide children with special needs
appropriate educational services with the
mainstream of basic education.
•To enhance strategical key areas in human
resource development, family involvement
and active participation of government and
non-government organizations or the
NGOs.
To achieve the goals in inclusive education,
the following principles should be met;
1. Responsiveness to rights
2. Sensitivity and Responsiveness to Context
3. "No learner left behind"
John Piaget's Cognitive Development
(4 Stages of Development)
•SENSORIMOTOR STAGE
The child begins to interact with the
environment. (0-2)
•PREOPERATIONAL STAGE
The child begins to represent the world
symbolically. (2-6 or 7)
•CONCRETE OPERATIONAL STAGE
The child learns rules such as conservation.
(7-11 or 12)
•FORMAL OPERATIONAL STAGE
The adolescent can transcend the concrete
situation and think about the future. (12-
Adulthood)
Models Of Disability
-tools for defining impairment and,
ultimately, for providing a basis upon which
government and society can devise
strategies for meeting the needs of disabled
people.
1. The Moral/Religious Model
2. Biomedical/Individual Model
3. The Functional/Rehabilitation Model
4. The Social Model
A. THE MORAL/RELIGIOUS MODEL
•The religious model of disability, also
known as the moral model of disability,
perhaps is the oldest model of disability.
The concept is found in various religious
traditions. It was perhaps the earliest
attempt of human beings to understand or
define disability.
•Disability, according to the religious
model, is a result of the wrath of God. It is
believed that disability is inflicted upon a
person by God as a result of a sin
committed by the person.
•The theory of the religious model of
disability has been used for ages to preach
to the general population about good
behaviors and moral practices. The fear of
disability has been used as a tool to prevent
the general mass from deviating from the
prevailing moral standards of the religion
and society.
•Another theory of the religious model of
disability explains disability as a 'test of faith
• Next theory projects persons with
disabilities as the 'blessed souls'.
• Another theory of the religious model of
disability relates disability to mysticism or
some kind of metaphysical blessings.
B. BIOMEDICAL/INDIVIDUAL MODEL
•With the development in the field of
medical science, the medical model of
disability came into prominence. This model
also referred to as the "biomedical model",
sees disability as a disease or medical
problem that resides in the individual. This
is sometimes also referred to as a
"personal-tragedy model of disability".
•Disability, in this model, is defined
fundamentally as negative. Therefore the
focus is on curing the disability.
• The medical model of disability tends to
categorize an able-bodied person as
comparatively superior to those with a
disability.
•The sole purpose of persons with a
disability according to the theory should be
on bringing themselves as much at par with
the non-disableds as possible.
C. The Functional / Rehabilitation Model
•Functional Model - This model is similar to
the medical model in that it conceptualizes
disability as an impairment or deficit.
•Disability - is caused by physical, medical
or cognitive deficits. The disability itself
limits a person's functioning or the ability to
perform functional activities.
•Rehabilitation Model - Similar to the
medical model, it views disability as
deficiency that needs to be fixed by a
professional and people with disabilities are
seen as failures if they are unable to
overcome the issue.
What is the focus of
Functional/Rehabilitation Model?
- It focuses on learning new skills. On the
other hand, functional or rehabilitation
model refers to the assistance given by
professionals to those who have an
acquired disability, in the hang of gaining
back one's functionality.
D. The Social Model
•According to the social model, 'disability' is
socially constructed.
• The social model seeks to change society
in order to accommodate people living with
impairment. It does not seek to change
persons with impairment to accommodate
society. It supports the view that people
with disability have a right to be fully
participating citizens on an equal basis with
others.
• The social model of disability contrasts
with what is called the medical model of
disability.
LESSON 3
MAKING SCHOOLS INCLUSIVE
•INCLUSIVE EDUCATION
Inclusive education is a community
designed, a flexible education that can
adopt and adjust differences of challenge of
all situations.
•A UNIFYING FRAMEWORK
In 2002, Booth and Ainscow came up with
an Index for Inclusion, which aims to direct
educational instruction toward developing
their own next steps and action plans if they
want to restructive 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).
•Three Dimensions of the Index
Booth and Ainscow (2002) explained that
these 3 dimensions are interconnected:
1. creating inclusive cultures
2. evolving inclusive practices,
3. . producing inclusive practices
•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.
DIMENSION B
(Producing inclusive policies)
Sectiom B.1 Developing the scholl 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.
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. Lesson 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 identify material resources and
resources within each other, students,
parents/carers, and local communities
which can be mobilized to support leaming
and participation.
•CREATING INCLUSIVE CULTURES
-Inclusion is as much the responsibility of
society as it is the responsibility of schools.
-In educational reform, stakeholders are
those who are "invested in theo welfare
and success of a school and its students.
WHAT STAKEHOLDERS CAN DO?
01. Set the parameter for inclusion
-The govemment has identified key people
and professionals, and highlighted
important factors leading to the success of
inclusive education, 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.

02. Build key people
-The government recognizes the need for
teacher training, both in the special needs
education and general education levels.
03. Identify and eradicate barriers
-UNESCO Guide for inclusion (2005)
advocates for the identification and
removal of obstacles that have to do with
transforming prevailing attitudes and values
on a systematic 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.
•COMMON BARRIERS TO INCLUSION
>Attitudes, values sytem,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
efficiency
-Whether training in teaching strategies,
using curriculum frameworks, or behavior
and classroom management, lack of training
as well as low confidence in ones own skills
can directly affect how inclusive practices
are implemented.
>Poor language and communication
-Language barriers may also directly have
implications on how wel 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.
COMMON BARRIERS TO INCLUSION
► 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 leamers with additional needs will pull
down their rankings in standarlized tests.
SPECIAL EDUCATION VS. MAINSTREAMING
VS. INCLUSIVE EDUCATION
•Special education is the practice of
educating students in a way that
accommodates their individual differences,
disabilities, and special needs.
•Mainstreaming is the practice of placing
student with special education needs in a
general education classroom during specific
time period base on their skills.
•Inclusive education refers to all students
being able to access and gain equal
oppurtunities to education and learning.
PRODUCING INCLUSIVE POLICIES
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.
POSSIBLE STEPS THAT EDUCATOR CAN
TAKE TO FACILITATE THE MUCH-NEEDED
SOCIETAL SHIFT AND INFORM POLICY
1. Involve other sectors of society
Current training and awareness campaigns
seem to limit the movement of inclusion to
a mere homeschool relationship.
2. Collaborate
Whether creating an academic program
specific to a child with additional needs or
creating a new legislative bill for PWD
community, collaboration is crucial.
3. 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 ony “as
needed”.
4. Include transitions 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. Instead, currenet
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. Specially,
schools may look at the following:
Ø Students admissions
Ø Accessibility to utilities and facilities
Ø Supports available students,
faculties , and school personnel
Ø Learner accomodations
Ø Exclusionary or discriminatory
incidents
Ø Number of bullying cases
Ø Faculty and staff promotions
EVOLVING INCLUSIVE PRACTICES
Administrators must first try to create an
inclusive culture among its stakeholders,
then build better, more all-encompassing
policies.
The term “evolving” assumes that we
already have strategies in place which we
just have to revisit for possible tweaking.
Two effective evidence-based inclusive
practices that can be used in the classroom
are Universal Design for Learning (UDL)
and Differentiated Instruction.
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 with a
wide range of needs (Dukes & Lamar-Dukes
2009 as cited in Salend 2011).
There are three elements in UDL:
1. Multiple means of representation
2. Multiple means of action and
expression
3. Multiple means of engagement
DIFFERENTIATED INSTRUCTION
Ø According to Tomlinson (2010),
differentiated instruction is a
teacher’s response to students’
varying needs, interests and learning
styles.
WHY DIFFERENTIATE INSTRUCTION
Ø All learners are unique and have
varying interests, talents, and
strengths as well as needs.
HOW IS INSTRUCTION DIFFERENTIATED
Ø 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.
 Ø 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 groupings arrangement;
d. That involve student choice; and
e. Use varied evaluation strategies.
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.
2.Use “anchor activities”
3.Assign roles during small-group
activities/instruction
Learners should have the opportunity to
assume each of the roles.
a. Facilitator
b. Recorder
c. Summarizer/Timekeeper
d. Presenter
e. Errand monitor
Implement routines for collaborative work
a. establish working course
b. have a plan for “quick finishers”
c. have a plan for when to ask for help
Anchor Activity Option (for secondary
student)
• Journal or learning logs
• “Project extensions”
• Independent reading
• Lab work
• Related course reading with
questions or extension activities
• Test prep
• Project interest
• Learning packers
• Independent studies
• Computer skills
• WebQuests
Anchor Activity Option ( for upper
elementary/middle school students )
• Work on your book report selection
• 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