CHAPTER 1 UNDERSTANDING DIVERSITY

Objectives:

At the end of the chapter you will be able to:

● discuss the meaning and significance of diversity.

● demonstrate the use of Loden's Wheel of Diversity, and support diversity as a positive
component of relationships, education and organizations.

In this chapter, you will obtain a better understanding of what diversity is. Using Loden's Wheel
of Diversity, the various aspects that make one person different from the other will enable you to
discuss how each aspect contributes to each one's identity, beliefs, practices, and behavior. You
will also gain an understanding of why it is important to recognize disability as part of diversity.
You will learn about how diversity, as a positive component, contributes to progress and
productivity. It is important that we recognize and accept diversity. This means accepting,
respecting, and tolerating each other's differences. It means awareness of laws, policies, and
systems that uphold one's individuality and uniqueness. These would mean a more peaceful and
humane world.

I. DEFINITION

If a group of people were asked to list down their characteristics and compare them, the chances
of having a good number with exactly the same characteristics will be zero. Even twins will have
different personalities and characteristics. There are many factors that make one person different
from the other person. There are marked differences that are visible. These are physical
characteristics like the color of skin, color of hair, shape of eyes, nose, height, weight, gender,
age, socio-economic class, occupation, and many others. These characteristics are quite obvious
and noticeable. As you walk through a mall, you will easily notice the differences of people you
meet. 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
characteristics are not seen but are manifested through behavior, decisions made, and words
spoken. You will need to get to know a person closer to be able to observe that he/she is different
from you or other people. Visible and invisible characteristics of diversity are not necessarily
connected because there are times when a visible characteristic like skin color will easily be
related to a disposition or trait. For example, people from Africa who have a dark skin color are
believed to be poor and unschooled. This is not necessarily true, but biases play a role in these
assumptions (Mor Barak 2005). It is the uniqueness of each one that is the root of diversity. The
English noun that captures the essence of difference is the word diversity. Diversity is from the
Latin word divertere, which means to turn away, separate, oppose (Latin Dictionary n.d.). The
Collins dictionary defines diversity as "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. in a group; the relation that holds between two entities when and only when they are not
identical, the property of being numerically distinct." In the United Nations Educational,
Scientific and Cultural Organization's (UNESCO) Guide on Ensuring Inclusion and Equity in
Education (2017), diversity is defined as "people's differences which may relate to their race,
ethnicity, gender, sexual orientation, language, culture, religion, mental and physical ability,
class, and immigration status." (UNESCO 2017). Diversity is an issue we have to face and
conquer. Presently, people recognize and consider the differences of each person as important.
We all live in a global village that brings about changing demographics both in the work force
and education. As our communities become more diverse, it is imperative that we make an effort
to understand the different dimensions of diversity, which is not just all about accepting,
understanding, and tolerating one's uniqueness or differences. Confronted with the need to live in
one global village, it is valuable that we discover and explore areas that could connect us and
allow us to do collaborative works. Accepting and celebrating the uniqueness of each individual
will allow for respecting different experiences and qualities of individuals that will open up more
avenues to solve problems and innovate. Collaboration and communication are skills that are
needed to develop and succeed. It is, therefore, important that we understand our differences and
master how these could be used to harness tolerance, cooperation, and unity that will lead to
productivity.

II. LODEN'S DIVERSITY WHEEL

In 1990, Marilyn Loden, an American writer, and Judy Rosener, a professor at the graduate
school in the University of California, Irvine developed a framework to respond to the
flourishing divergence in America's labor force. Their goal was to capacitate people to make
their voices heard by pointing to their diversity and its impact on their person, their rights, and
their freedom (Lou and Dean 1991). Loden and Rosener published the book "Workforce
America! Managing Employee Diversity as a Vital Resource" (Irwin Publishing 1991). In this
book, the original version of the Diversity Wheel model was introduced. Loden recognized the
demand for an instrument that would help people better understand how group-based differences
influence people's social identities. Dissatisfaction, distrust, and competition would ensue when
the different dimensions of diversity are not given recognition. Loden and Rosener's extensive
research led them to maximizing the workforce of a diverse group of people, managing
diversities as assets to develop productive working relationships. The model was revised in 1996
to cover additional aspects of group differences that were implied in the first model. The changes
were to recognize the experiences of people who identified these aspects as most important to
their personhood. The different components in the Diversity Wheel played significant roles in
building character and possibly forming stereotypes. She hoped that this could be used to further
discuss diversities not only in the work force but globally. In her book, Loden states, "I think
diversity discussions are really about understanding our social identities, acknowledging what is
important and learning to integrate into society so that no sub-group feels excluded or one down"
(Loden and Rosener 1991). The Diversity Wheel pointed to the significance of our social
characters and the ways in which people develop their identity when they are able to establish a
connection with a specific group of people. The wheel consists of primary or core and secondary
dimensions of diversity. The categories put forward the effect of these differences on a person's
beliefs, expectations. and life experiences. The dimensions are the components that comprise the
whole person. The primary or core dimensions are in the inner circle. These are the stronger
ones. These are the characteristics we were born with or established by significant experiences
we had or people we interacted with. These are considered to be distinctly persuasive in
establishing who we are-our principles, our sense of self, our image, our perceptions, and how
we think about others. These core dimensions or attributes are in place or established and are the
least likely to change. These core elements are age, ethnicity, gender, physical abilities/qualities,
race, income, sexual orientation, class, and spiritual beliefs.The secondary dimensions are in the
outer circle. These characteristics are also part of our social identity, but they can change or be
discarded as our life experiences impact us. They are influenced by people we encounter, places
we go to or live in, and experiences we go through. The second dimension is composed of
geographical location, marital status, religious beliefs, parental starus, income, education, work
experience, military experience, first Janguage, family status, and work and communication
styles.Together, the core or primary dimensions and the secondary dimensionsnotably affect our
prior experiences, viewpoints, and principles, giving us an exclusive mind-set of the world
around us, making each one of us distinctindividuals.

A. How to use the Diversity Wheel

Loden (1991) states that, "The Diversity Wheel is useful in explaining how group-based
differences contribute to individual identities." The function of the wheel is to encourage people
to talk and discuss with each other and generate new points of view among each one in the
group. In the two dimensions of the wheel, each individual is made aware of his/her differences.

B. The Diversity Wheel (Loden Model)

Before the start of this activity, define each factor in the twodimensions of the Diversity Wheel.
A clear understanding of what eachfactor means allows each individual to explain what this is
for him/her.

Title of Activity: How Diverse Is Your Class?

Materials:

● a blank piece of paper with two columns: one that is headed Primary.
● the other Secondary
● a poster of the Diversity Wheel

Directions:

1. Under each heading, write down the dimensions as shown on the wheel. Next to each
dimension, write in your personal information.

2.Next to each dimension, write in your personal information

3. Choose a volunteer in the class to organize the information into a graph or spreadsheet that
describes each dimension(i.e., how many in your class are catholic, female, etc.).

4. Discuss your findings.

For example:

● Primary
● Secondary

Age: 18

Work Experience: None

First Language: English

Gender: female

Education: First Year, Tertiary

Race: Malay

Spiritual belief: Muslim

The next big question is, "What's next? What do we do after finding out that we are different
from each other in so many aspects?" It will be such a daunting task to understand everything
about each culture, each person, each spiritual belief, etc. Loden presents four principles for
managing our own behavior in a global context and interacting successfully with people globally.
"The four principles are respect, inclusion, cooperation, and responsibility or RICR" (Loden
1996). She defines each principle as: "respect: treating others the way they wish to be treated;
inclusion: making certain everyone on the team is truly a part of the team's decision-making
process cooperation: actively helping others succeed rather than competing or attempting to one-
up someone; responsibility: managing personal behavior to maintain a diversity-positive
environment and questioning inappropriate behavior when it occurs."By using the Diversity
Wheel, one can consider how different aspects for example, spiritual belief and cultural
differences, may form other people's identities and perspectives in the world. Knowing all these
should give each one an open and more accepting stance on a variety of opinions and differences
in behavior. The attitude a person should, therefore, take is one of tolerance and cooperation in
coming together to work for a common goal or objective. The kind of world we live in will be
determined by the efforts we all make to bridge diversity and come together and to contribute
what he/she can for the betterment of the world.
III. ABILITY (AND DISABILITY) AS A DIMENSION OF DIVERSITY

Another dimension of diversity that is significant is the dimension of ability and disability.
Diversity covers the limitless domains of an individual's unique characteristics, experiences, and
capabilities. Diversity encompasses respect and tolerance of differences that enables a
celebration of uniqueness. According to the Collins English Dictionary, ability refers to the
possession of the qualities required to do something; necessary skill or competence, or power.
Disability, on the other hand, is defined by the World Health Organization (WHO n.d.) as the
umbrella term for impairments, activity limitations, and participation restrictions, referring to the
negative aspects of the interaction between an individual (with a health condition) and that
individual's contextual factors (environmental and personal factors). This definition underscores
that disability is not only a health issue, but also an issue that affects a person's state in life and
the environment he/she is in. A person's self-identity and his/her perspectives of the world
around him/ her are affected by both ability and disability. The American Disabilities Act of
1990 (ADA) "defines a person with a disability as a person who has a physical or mental
impairment that substantially limits one or more major life activity. This includes people who
have a record of such an impairment. even if they do not currently have a disability. It also
includes individuals who do not have a disability but are regarded as having a disability."

Disabilities may affect one's senses or one's mobility; they may be static or progressive,
congenital or acquired, formal (affecting the shape of the body) or functional, visible or
invisible" (Couser 2005). A person's disability makes him/her a unique individual who is, at
times shunned from places and activities. They have to be acknowledged as part of the spectrum
of diversity. They have to be recognized as human beings who should not be discriminated
against, but rather understood. accepted, and tolerated. They have to be accorded their rights.
Disabilities have to be seen as a natural part of life and a natural part of diversity. People with
disabilities have to be perceived and accepted as people with distinct abilities. They have to
identify themselves as having disabilities so that the world can accept them and create avenues
for them to live in.

IV. THE DILEMMA OF DIVERSITY

In this age of fast paced development where diversity plays a unique role, there are still
challenges that confront a lot of people who have been identified as "different. Discrimination
issues around race, gender, age. and intellect still abound inspite of charters, laws, and policies
that uphold diversity.

In some workplaces, women and people of color are still discriminated against and not given
positions in management or administration. People of a certain race are stereotyped to be of a
specific character. 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 are not suited for the school. Children from indigenous groups have to go
through an educational system that does not consider their ethnic background, needs, and values.
Though there is still so much effort that needs to be put in so that diversity is accepted, respected,
and tolerated, there has been progress in a lot of areas. In more workplaces. there are systems and
processes put into place to intentionally promote diversity. Diverse ways of thinking and doing
things bring in creativity and productivity. Innovative thinking and collaboration are encouraged
when different people work to come up with solutions to problems or challenges. In schools,
diversity is the best way to teach what it means to be tolerant and respectful of each other's
differences. In government, the acknowledgment that diversity is an integral component of
community equates to laws and policies being passed to look out for the welfare of people of
diverse cultures and backgrounds. Diversity, therefore, is an integral component of life and of
living.
CHAPTER 2 ADDRESSING DIVERSITY THROUGH THE YEARS: SPECIAL AND
INCLUSIVE EDUCATION

Introduction

This chapter shall allow you to look at Special Needs and Inclusive Education from historical
and philosophical contexts. The first step to becoming an effective Special Needs and/or
Inclusive teacher lies not in one's skill to teach strategically, but in one's willingness and
commitment to respect individual differences. As seen in the previous chapter, diversity is a
natural part of every environment and must be perceived as a given rather than an exception.

How then do we proceed from here? Below are key points to summarize this chapter.

Everyone has a right to education. Having a disability should not be an excuse for being deprived
access to schools; neither should poverty, religion, nor race. Inclusive education is an inevitable
direction to take and must be properly understood, appreciated, and prepared for within the
context of society being accepting of individual differences.

For a nation to be truly inclusive, one must start from a humane perspective of disability and a
transformative mindset on inclusion. Thus, the success of inclusive education starts with an
appreciation and acceptance of diversity, reinforced by a supportive and genuinely inclusive
mind-set among our general education teachers.

Competencies:

This chapter aims for you to develop the following competencies:

1. The ability to create a safe, inclusive, and culturally responsive learning environment for
students with additional needs;

2. The ability to use your knowledge of general and specialized curricula to individualize
learning for students with additional needs; and

3. The ability to demonstrate reflective thinking and professional self- direction.

1. MODELS OF DISABILITY

The concept of disability has been existent for ages. The Bible chronicles the presence of persons
who are blind and crippled who needed to be healed. Cultural narratives like "The Hunchback of
Notre Dame" and "Kampanerang Kuba" depict disability as a source of fear and ridicule. Even
Philippine history has records of disability through the Apolinario Mabini, who was unable to
walk because of a physically impairing condition called poliomyelitis. Clearly, disability cuts
across countries, cultures, and timelines. But perhaps it is part of human nature to react
negatively to anything perceived as different or out of the ordinary. There is often resistance,
especially when people are met with situations that they are unfamiliar with. Persons with
disabilities (PWDs) are not exempted from this type of treatment.

How PWDs were once treated is not something any nation would be proud of. Historically,
people formed opinions and reactions toward disability in a similar pattern. It was consistent for
almost every country: society first took notice of those with physical disabilities because they
immediately stood out, then they noticed those with less apparent developmental conditions
because they acted differently. As soon as the "deviants" were "identified," segregation,
exclusion, isolation, and other forms of violence and cruelty followed. Prior to the Age of
Enlightenment in the 1700s, these were common practices highly accepted by society. Such
practices, which are now considered discriminatory and violating of human rights, were evident
in all aspects of community: living spaces, health care, education, and work..

For instance, there was a time when the status of PWDs was in question. In earlier times, PWDs
were seen as social threats capable of contaminating an otherwise pure human species (Kisanji
1999). Therefore, as much as communities needed to be protected from them, PWDs also had to
be protected from society. Some people saw them as menaces, while others treated them as
objects of dread, pity, entertainment, or ridicule. At best, they were put on a pedestal and
perceived as Holy Innocents or eternal children who could do no wrong (Wolfensberger 1972).
At worst, they were killed or treated as subhumans devoid of any rights (Kisanji 1999,
Wolfensberger 1972). Sociology reminds us that human behavior must always be studied in
relation to cultural, historical, and socio-structural contexts. In fact, the best way to understand
why people think or act the way they do is by looking at what was happening to their community
at a certain point in time. Events tend to shape one's beliefs and values system. As such, it is
important that we examine historical highlights to appreciate man's perspectives on disability
(see Figure 2.1). Smart's study in 2004 (as cited in Retief and Letsosa, 2018) emphasizes that
models of disability are important as they serve several purposes: (1) they provide definitions of
disability, (2) they offer "explanations of causal and responsibility attributions", (3) they are
based on "perceived needs," (4) they inform policy, (5) they are not "value-neutral," (6) they
define the academic disciplines that focus on disability, (7) they "shape the self-identity of
PWDs," and (8) they can provide insight on how prejudices and discriminations occur. This last
statement, in particular, has proven to be very powerful in helping us see how, to a certain extent,
society is unconsciously led to respond to disability.

The Moral/Religious Model

The Medieval age is said to have started from AD 476, the year the Western Roman Empire fell,
and ended toward the early 1800s, eventually ushering in the Renaissance age and Age of
Discovery. This period saw the Church as one of the most influential figures in Europe. The idea
of God as an all-powerful being was so strong in man's consciousness that it affected the way
society treated PWDs at the time. Parents who bore children with disabilities were seen from
within a spectrum where on one end, God was punishing them for a sin that needed to be atoned,
and at the other extreme, He was blessing the family by giving them a precious gift that only
they could care for. The middle ground was to see disability as a test of faith and an opportunity
to redeem oneself through endurance, resilience, and piety (Niemann 2005 as cited in Retief and
Letsosa 2018).Such perspectives are rooted in a moral or religious model of disability, which
sees disability as either a blessing or a curse. It is characterized by notions of charity and
caretaking. However, Jackson (2018) adds that protection is also a primary concern as there is an
instinct to protect both persons with disabilities for their vulnerability and the economic and
social order which might be disrupted by "deviant members" of society. It is considered the
oldest model of disability and is evident in many religious traditions. For instance, biblical
scripture would refer to persons with chronic illnesses like leprosy as unclean, while those
considered demonically possessed may actually have had mental illnesses (McClure 2007 as
cited in Retief and Letsosa 2018) or seizure disorders. In one strand of the moral/ religious
model, disability is equated with the sin, evilness, or spiritual ineptness of either the PWD or of a
PWD's family member. Such a belief can then cause not just the PWD's isolation but also the
exclusion of the entire family unit from communal events (Rimmerman 2013 as cited in Retief
and Letsosa 2018). On the other hand, for those who view disability as a blessing, disability
either becomes one's ticket to heaven or an opportunity toward character development.

In addition, some cultures who ascribe to a moral/religious model of disability may also lean
toward a type of mystical narrative. Their belief is that disabilities may impair some senses yet
heighten others, thereby "granting him or her 'special abilities to perceive, reflect, transcend, be
spiritual" (Olkin 1999 as cited in Retief and Letsosa 2018). For the most part, the core response
to this model was the establishing of segregated institutions where PWDs could be kept. In the
United States, United Kingdom, and Australia, asylums for the "mentally ill, retardates
degenerates, and defectives" were built (Jackson 2018). Segregated residential schools and
workhouses with dormitories located miles away from town centers were also erected. Although
the moral/religious model is not as dominant now as it used to be during the Medieval times, the
perspective is still reflected in some places where religion plays a huge influence on daily life. B.
The Biomedical/Individual Model Historians and scientists alike consider the Copernican
Revolution, that is, the discovery of Nicolaus Copernicus that the center of the universe was the
sun and not the Earth, is one of the most controversial yet significant discoveries of all time. It
was revolutionary and bold because it dared to contradict the Bible as well as then-considered
fundamental truths. But it was a breakthrough that triggered major changes in the fields of
science, philosophy, theology, and education. Most evident was its contribution to scientific and
technological advancements. What was not as apparent was how it paved the way for people to
also shift mind-sets from a religious perspective to a more evidence-based model of disability
called the biomedical (medical) model. Here, PWDs are seen as persons who are ill and meant to
be treated or "made more normal." Olkin (1999 as cited in Retief & Letsosa 2018: 2-3) wrote:
"Disability is seen as a medical problem that resides in the individual. It is a defect in or failure
of a bodily system and as such, is inherently abnormal and pathological. The goals of
intervention are cure, amelioration of the physical condition to the greatest extent possible, and
rehabilitation (i.e., the adjustment of the person with the disability to the condition and to the
environment). Persons with disabilities are expected to avail themselves of the variety of services
offered to them and to spend time in the role of patient or learner being helped by trained
professionals" (p. 26). Whereas a moral/religious perspective sees disability as something
permanent, the biomedical (medical) model considers disability as a "glitch" the PWD is born
into, which needs assessment and fixing. While Oliver (1990) refers to the model as the
individual model, Nankervis, 2006 as cited in Jackson, 2018, p.3 describes it to be a normative
model based on a person's levels of deficiency "compared to a normative state" (Jackson 2018).
Such a perspective pushes forth the idea that PWDs have problems. It also reinforces the notion
that those "without disabilities" (i.e., the able-bodied or typically developing) are superior than
those with disabilities, and that they have a primary responsibility over the welfare of the
disabled. Most interventions are thus devoted to making sure that the PWD catches up with

Figure 2.2. The Medical Model of Disability. Reprinted from Taxi Driver Training Pack, n.d.,
Retrieved from http://www.ddsg.org.uk/taxi/medical-model html. Copyright 2003 by Democracy
Disability and Society Group.

It was during the 15th century when more schools for PWDs started to emerge in Europe. These
first special schools were built by private philanthropic institutions. Although they initially
catered only to those with sensory impairments such as deafness and blindness, other schools
soon started accepting other disability types into their student roster. Interestingly, the curriculum
for such educational institutions was different from that of public schools (Kisanji 1999). In
special schools, the main focus was on building the vocational skills of students-a clear sign that
the biomedical model sees PWDs as different from the majority. The idea of institutionalizing or
bringing PWDs to asylums or hospitals for custodial care when they have become too difficult to
manage also reached its peak with the reinforcement of the biomedical model (Jackson, 2018;
Pritchard, 1960 and Bender, 1970 as cited in Kisanji, 1999).

C. The Functional/Rehabilitation Model

The scientific breakthroughs experienced from the time of Copernicus up until the early 1900s
brought about changes in all aspects of life, including warfare and the concept of power. When
World War I happened, communities witnessed perfectly healthy people leave to serve the
country only to come back disabled physically, neurologically, or mentally. It was then that
people started to realize that not all disabilities are inborn. Physical and Occupational Therapies
soon became prevalent modes of rehabilitation for much of the service-related injuries the
soldiers sustained (Shaik & Shemjaz 2014) (National Rehabilitation Information Center, 2018).
The functional/rehabilitation model is quite similar to the biomedical model in that it sees the
PWD as having deficits. These deficits then justify the need to undergo rehabilitative
intervention such as therapies, counseling, and the like in the aim of reintegrating the disabled
into society. The main difference between the two models is in the concept of habilitation and
rehabilitation. The biomedical model often suggests habilitation, which refers to help given to
those whose disabilities are congenital or manifested very early in life in order to maximize
function. On the other hand, the functional/rehabilitation model refers to the assistance given by
professionals to those who have an acquired disability in the hope of gaining back one's
functionality. The biomedical and rehabilitative models, together with the dawn of clinic-based
assessments in the 1950s and its proliferation during the 1960s onward, show how much society
has placed value on convention. performance, and achievement. Anyone whose performance
does not fall within the norm of a population is automatically deemed different and deficient. In
living spaces, such persons were shunned by society. In educational settings, such students were
advised to transfer schools for a more specialized type of education (Clough in Clough & Corbett
2000). In workplaces, they were segregated or refused opportunities. Either way, both models
constantly put the PWD at a disadvantage. They become easy targets for pity or recipients of
charitable work. Moreover, both promote an expert- client type of relationship between the "non-
disabled" and the "disabled," where the PWD is automatically perceived as inferior. At the very
least. this relational exchange benefits the client as the expert can help improve his or her state.
However, at the extreme, this collaboration "undermines the client's dignity by removing the
ability to participate in the simplest, everyday decisions affecting his or her life" (Jean 2012).

D. The Social Model

What we need to understand about models and frameworks is that they have a strong yet subtle
way of influencing a person's beliefs, behaviors, and values systems. For example, a Filipino
born and raised in the United States who comes to the Philippines would most likely act more
American than Filipino, not because he resists his roots but because of his exposure to
Americans, not Filipinos. He may not have been raised this way intentionally but constant
interaction with others of a particular culture can strongly influence a person's way of life.

Clough (Clough & Corbett 2000) points out that the social (sociological) model became society's
reaction to how the biomedical perspective viewed disability. In fact, Mike Oliver, a lecturer in
the 1980s who coined the term "social model" and is considered one of its main proponents,
wrote a position paper directly reacting against how the medical field has been reinforcing a
disabling view of PWDs. According to the sociological response, disability occurs as a result of
society's lack of understanding of individual differences, PWDs are seen as disabled not because
they are deficient but because society "insists" they are deficient and disadvantaged. Norms, after
all, are determined by society. Professor David Pfeiffer challenges the concept of norms: "It
depends upon the concept of normal. That is, being a person with a disability which limits my
mobility means that I do not move about in a (so-called) normal way. But what is the normal
way to cover a mile...? Some people would walk. Some people would ride a bicycle or a bus or
in a taxi or their own car. Others would use a skateboard or in line roller blades. Some people use
wheelchairs. There is, I argue, no normal way to travel a mile." (Kaplan 2000: 355). The
underlying principle of the social model of disability is that disability is a social construct, where
standards and limitations that society places on specific groups of people are what disable a
person. With this perspective, everything from government laws to education to employment
opportunities to access to communal facilities take on a different meaning. For instance, Mara, a
person with paraplegia (a condition that causes impaired functioning of the legs) who uses a
motorized wheelchair, should be able to go around on her own. The mayor in her town put up an
elevator by the foot bridge to help people get to the top easily without having to climb up the
stairs. Although there are facilities in the foot bridge to get her from one side of the highway to
the other, she wonders how she could get to the foot bridge from her house. Public
transportation, unfortunately, is not accessible from her home. And even if it were, none of the
transports would be able to take a wheelchair. Jana, on the other hand, also has paraplegia but
lives in a neighboring town as Mara's, where the local government provides shuttles for those
with physical disabilities. She has a wheelchair herself, though it is not motorized. Despite this,
Jana is able to go around by herself because her town provides continuous access from one point
to the next. This example shows that what is truly disabling is not the physical condition the way
the medical model would adhere to, but the lack of opportunities and restrictions given to a
person, as the social model would push for (see Figure 2.3).
The World Health Organization (1980) differentiates between disability and impairment.
Impairment is seen as "any loss or abnormality of psychological or anatomical structure or
function" while disability refers to "any restriction or lack (resulting from an impairment) of
ability to perform an activity in the manner or within the range considered normal for a human
being". Most people seem to confuse the two terms, most of the time equating them to each
other. The social model, however, reiterates that impairment should be seen as a normal aspect of
life and when it happens, it should not cause a stir. Instead, society must plan in anticipation of
possible impairment occurrences so as not to disable anyone. Kaplan (2000) agrees that if
disability were to be seen as something natural and expected, it could change the way we design
our systems and our environments. Wendell (1996 as cited in Kaplan 2000: 356) relates: "The
cultural habit of regarding the condition of the person, not the built environment or the social
organization of activities, as the source of the problem, runs deep. For example, it took me
several years of struggling with the heavy door to my building, sometimes having to wait until a
person stronger came along, to realize that the door was an accessibility problem, not only for
me, but for others as well. And I did not notice, until one of my students pointed it out, that the
lack of signs that could be read from a distance at my university forced people with mobility
impairments to expend a lot of energy unnecessarily, searching for rooms and offices. Although I
have encountered this difficulty myself on days when walking was exhausting to me, I
interpreted it, automatically, as a problem arising from my illness (as I did with the door), rather
than as a problem arising from the built environment having been created for too narrow a range
of people and situations."

E. Rights-Based Model and Twin Track Approach

The rights-based model of disability is a framework that bears simintirishith the social model.
Although most practitioners see the two as one and the same, Degener (2017 in Retief & Letsosa
2018) argues their nuances. While the social model reiterates social factors and dynamics that
form our perceptions of disability, the rights-based model "moves beyond explanation, offering a
theoretical framework for disability policy that emphasizes the human dignity of PWDs"
(Degener 2017:43). It immediately recognizes the PWDs' vulnerability and tries to address this
by upholdinga safeguarding their identities and rights as human beings. Moreover, while "the
social model is mostly critical of public health policies that advocate the prevention of
impairment, the human rights model recognizes the fact that properly formulated prevention
policy may be regarded as an instance of human rights protection for PWDs" (Degener 2017:52).
A rights-based approach to education ensures that all energies are devoted to the realization of
each learner's right to education. It is built on the principle that education is a basic human right
and therefore all must have access to it. There are four key actors directly involved in such a
model: (1) the government as duty-bearers, (2) the child as the rights-holder, (3) the parents not
only as duty-bearers but also as representatives of the child, and (4) the teachers, both as rights-
holders and duty-bearers (Van den Brule- Balescut & Sandkull 2005). At best, lobbyists and
practitioners now promote a twin track approach, which combines the social model and the
rights-based model. A marrying of the two perspectives allows for holistic changes to occur, with
the option of promoting individual needs whenever necessary. For instance, in education, this
would mean allowing a PWD to join the mainstream, yet be given opportunities for disability-
specific programs in case additional support is needed (Chassy & Josa 2018).

II. WHAT IS SPECIAL NEEDS EDUCATION?

Merriam-Webster Online (n.d.) defines education as "the action or process of teaching someone
especially in a school, college or university". People typically go through this teaching-learning
process following a particular sequence. First, they are educated at home by their parents; then
they go through preschool, which prepares them for a more formal, systematic, and rigorous type
of learning. In elementary, secondary, and tertiary school, people attempt to understand the
world through various subjects and different types of knowledge through typically singular
teaching strategies. Most graduates become part of the workforce while others choose to go
beyond tertiary education and pursue higher academic degrees. Although there are countless of
schools and universities in every country, the education process pretty much stays the same for
everyone because the goal remains the same as well. According to Prensky (2014), "the real goal
of education is becoming- becoming a 'good person' and becoming a more capable person than
when you started." William Butler Yeats, in the meantime, have said that "education is not the
filling of a pail, but the lighting of a fire" (Littky & Grabelle 2004). Either way, the importance
of lifelong learning cannot be emphasized enough. Education plays a fundamental role in a
human's personal and social development, given that man is both an individual and a social
being; one simply cannot think of the human person outside the context of a community. It is
presumably because of education that the world now faces problems such as poverty, oppression,
and war. Yet, it is also through education that all these problems are expected to be addressed
(Delors 1996). Through the pillars of education that the International Commission on Education
for the 21st Century, 1996 as cited in Delors, 1996. Espouses, we are taught that education has to
address four aspects of learning: Learning in order to know, learning in order to do, learning so
we can live harmoniously with others, and learning in order to be. Additionally, for the goals of
education to be realized, education itself has to be available and accessible to all. In its totality,
the vision of education for humanity is noble and appropriate. However, for any given
population, statistical data shows that people possess different aptitude and skill levels depending
on standards or expectations that society ultimately dictates and holds as true. This is what
Clough refers to as a "pathology of difference" (Clough & Corbett 2000). A normal distribution
showing student performance would illustrate that there will always be those performing closely
with each other-what statisticians and educators call the average population-but there will also
always be those who fall at the tail ends of the curve. Those at the extremes would either possess
exceptionally high capabilities or extremely low skill levels. Sometimes, this is because of a
medical, developmental, or neurological disability that a learner has. Other times, it is because
they just happen to be among highly exceptional people. Either way, the fact remains: teaching
strategies that normally work with the average population will not work the same with those at
the extremes. The students would not be able to learn as fast, as much, and as well as most. With
scenarios like these, one eventually would have to wonder how does education address this
reality? This then becomes the very definition of Special Education. Historically, Special
Education has been regarded as "an attempt to increase the fairness of universal public education
for exceptional learners" because there are "those with special difficulties or extraordinary
abilities in learning" (Kauffman & Hallahan 2005). Acknowledging learner differences, the
essence of special education lies in its goal to educate a certain population of students,
particularly those at the tail ends of a normal statistical distribution of performance (Thomas &
Loxley 2001) (see Figure 2.4). In other words, special education tries to ensure that those
perceived to have difficulties learning will be taught, albeit in a different way. Not everyone
reacts to learner diversity the same way. Unfortunately, the default framework societies seem to
operate on remains to be the medical model. As such, simply asking people to take on a more
sociological standpoint appears much more difficult than it seems. It is unclear as to how society
is expected to shift paradigms. Moreover, it is questionable if we can even reach that point given
the discomfort and resistance others have shown against the social model. It has long been
regarded that the key to nation-building is quality education accessible to all types of learners.
This accessibility is the essence of inclusive education.

III. WHY INCLUSION?

Inclusive education is an educational practice that places students with disabilities in the general
education classroom along with typically developing children under the supervision and
guidance of a general education teacher (Del Corro-Tiangco 2014). It takes root in special needs
education and 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 its stand on children, persons with disabilities, and education. In as
early as 1948, there have already been worldwide declarations on children and their right to be
educated (Universal Declaration of Human Rights 1948; United Nations Convention on the
Rights of the 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. Soon after, the UN Standard Rules on the Equalization of
Opportunities for Persons with Disabilities (1993) was created. It is in this standard set of rules
that each child's right to education was affirmed. It is also in this directive that the importance of
providing education in integrated and general school settings was first specified. This mandate
was immediately followed by the landmark policy on special education, The Salamanca
Statement and Framework for Action on Special Needs Education (1994), which reiterated that
schools should accommodate all children, including the disabled, the gifted, and the
marginalized. These ground breaking directives eventually formed the foundation for other
initiatives: the World Education Forum Framework for Action and the Millennium Summit of
the United Nations, both of which happened in 2000; the EFA Flagship on the Right to
Education for PWDs in 2001; the UN Disability Convention in 2005; the UN Convention on the
Rights of Persons with Disabilities in 2006; and the Education 2030 Framework for Action
following the 2030 Agenda for Sustainable Development. All of these were created with the
same goal in mind: Inclusion. 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,
specifically in identifying and removing potential barriers to this process through "collecting,
collating, and evaluating information" for improving policy and practice, (3) that inclusion is all
about the "presence, participation, and achievement" or learning outcomes of all types of
students; and (4) that inclusion puts "particular emphasis on learners who may be at risk of
marginalization, exclusion, or underachievement," and therefore, they must be consistently
monitored and represented in the inclusive process. Figure 2.5 enumerates factors that are
distinctly inclusive (Booth and Ainscow 2002).

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 benefit 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

1. Emphazising 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.

IV. THE 2030 AGENDA

The goal of inclusion is for every fabric of society to embrace diversity. It is for this reason that
all these treatises state the need for a paradigm shift to address the issues of inclusion in
education. Inclusive education is not merely a call toward educational reform for those with
additional needs. It is simply a call to improve the quality of education for all learners, because
"every learner matters and matters equally" (UNESCO 2017:12, 2005). This is also reflected in
the current framework being followed for the implementation of inclusive practices, which is the
Sustainable Development Goals (SDGs). The SDGs are considered road maps or blueprints that
were developed by the United Nations to ensure a better and sustainable future for everyone. It
consists of 17 global goals set by the United Nations for the year 2030, each addressing one
specific area of development. Of particular interest to the global education community, however,
is SDG 4: "Ensure inclusive and equitable quality education and promote lifelong learning
opportunities for all" (United Nations General Assembly). Therefore, the need to remove all
barriers to inclusion by addressing all forms of exclusion and marginalization is of utmost
importance.

"Philippine Laws for PWDs" (Pangalangan & Litong, 2014) BP 344 (1983)-Accessibility Law

RA 7277 (1992)-Magna Carta for Disabled Persons

• Equal rights and privileges of PWDs on employment, education, health, telecommunications,

auxiliary social services, accessibility, political, and civil rights

• Penalties for violations of law Administrative Order 35 (2002) - National Disability Prevention
and Rehabilitation (NPDR Week) every 3rd week of July

Guidelines in the Admission of Students with Disabilities in Higher Education and Post-
Secondary Institutions in the Philippines (2004)

RA 9442 (2007) - Amendment of RA 7277 (Privileges to PWDs)

• 20% discount privileges to PWDS

• Change name from "Magna Carta for Disabled Persons" to "Magna Carta for PWDs"

• Added a clause on deliverance from public ridicule and vilification

NCDA Administrative Order No. 001, s. 2008-Guidelines on the Issuance of PWD ID Cards
relative to RA 9442

RA 10070 (2010)-Amendment of RA 7277 (Implementation of Programs and Services for

PWDs in every province, city, and municipality - PDAO Law)

RA 10366 (2013)-Accessible Polling Places for PWDs and Senior Citizens

Proclamation No. 688, S. 2013-Declaring the Period of 2013-2022 as the Philippine Decade
of "Make the Right Real" for PWDs

RA 10524 (2013) - Amendment of RA 7277 (Expanding the Positions Reserved for PWDs)
1% of all government agencies, offices, corps shall be reserved for PWDs

• Private companies with over 100 employees are encouraged to reserve at least 1% for PWDs

RA 10754 (2016) - An Act Expanding the Benefits and Privileges ofPWDS

• Exemption of VAT on the following sale of goods andservices

Inclusion of funeral services

Civil Service Commission MC No. 20, s. 2017 express lanes for •PWDs in all commercial and
government establishments

RA 11228 (2019) - Amendment of RA 7277 All PWDs shall be automatically covered by the
National Health Insurance Program (NHIP) of the PhilHealth and that the PhilHealth shall
develop exclusive packages for PWDs that will address their specific health and development
needs.
CHAPTER 3

Introduction

Previously, you learned about the history, context, and foundations of special needs and inclusive
education. By understanding the role that disability frameworks play, we can now move on to
finding out how to implement inclusive practices in the classroom. This chapter shall provide
insights and practical tips on cultivating inclusive habits and implementing such practices in the
classroom effectively. It is entirely based on the Booth and Ainscow (2002) framework to help
schools determine their next steps in shifting to a more inclusive setting.

Diversity is the new "normal."

Inclusive practices must be dynamic and collaborative.

To be truly inclusive, 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.

Competencies:

This chapter aims for you to develop the following competencies:

1. The ability to respond effectively to educational needs of students with additional needs; and

2. The ability to create safe, inclusive, and culturally responsive learning

environments for students with additional needs.

A UNIFYING FRAMEWORK

In 2002, Booth and Ainscow came up with an Index for Inclusion, whic aims to direct
educational institutions toward developing their own next step and action plans if they want to
restructure into becoming more inclusiv "It takes on the social model of disability as its starting
point, builds on goo practice, and then organizes the index work around a cycle of activities whi
guide schools through stages of preparation, investigation, development, a review" (UNESCO
2005:30). A three-dimensional framework was created ( Figure 3.1).

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/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.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/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)

1. 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 17 all around the world who are still not in school at
this time. The report also confirmed the continuous plight of women against gender
discrimination, among others. With increasing globalization and international migration, the
problem pertaining to inclusive education and how it affects PWDs could not be more real.

1. What Stakeholders Can Do

The rights-based approach to educational programming "insists that no right can exist without a
corresponding governmental obligation" (Van den Brule-Balescut & Sandkull 2005). Thus,
governments and communities are starting to understand how they are accountable to children
with additional needs in fulfilling their right to education and providing access to quality
education that is also safe, welcoming, and inclusive. Legally defining terms and formalizing a
system for setting up inclusive schools in areas where there are none to begin with ensures
uniformity, universality, consistency of implementation, and eventual success of inclusion in the
country. The following are some steps stakeholders can take to create inclusive cultures:

Set the parameters for inclusion. The government has identified key people and professions, and
highlighted important factors leading to the success of inclusive education-i.e., placement
process, committees, staffing and responsibilities, teacher training and compensation, incentives
for private sector participation, and collaboration of the Department of Education with other
branches of government. These clearly show not just an attempt to centralize inclusive practices,
but an initiative to make the welfare and development of children with additional needs the
responsibility of all. These are also consistent with what the UNESCO pushes for in terms of
getting every stakeholder involved.

Build key people. The government recognizes the need for teacher training, both in the special
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.

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 andmobilize 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

Figure 3.3. Barriers to inclusion.

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).

Special Education

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 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.

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 fraining and capacity- building
workshops to ensure that they are supporting all types of learners in their classrooms
appropriately.

6An 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:

1. Student admissions
2. Accessibility to utilities and facilities
3. Supports available to students, parents, and school personnel
4. Learner accommodations
5. Exclusionary or discriminatory incidents
6. Number of bullying cases
7. 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.

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 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).

2. Differentiated Instruction

 Use project hased 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; (eg., 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 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 neededere unique
and have weaching and learning experiences reflect this diversity. To ensure engaged,
successful, and flourishing learners, teaching and learning experiences need to be designed in
opportunities for students to learn and demonstrate their understanding 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. in

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.

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).

*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(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.