PREPARING

THE SCHOOL
FOR
INCLUSIVE
EDUCATION

MARIA ELENA T. PARAS

Education Program Supervisor
 Objectives:
Identify who are involved in the
implementation of IE;
Recognize the importance of the roles of all
school personnel and parents in the
implementation of IE;
 Planning

An essential component to ensure

the success of adopting inclusive
education in the school.
 Purposes of the Meetings

 Clarify issues on inclusion,

 Establish the commitment of all members
of the school for successful implementation
of inclusion,
 Discuss the phases of its implementation,
 Devise manners of documentation for
monitoring and evaluation.
 3 Phases of the Implementation
of Inclusive Education

 Initial Phase pertains to the time when the school

makes preparation for the practice of inclusion.
 Transition Phase is the period covering the initial
meetings done by the school personnel and other
activities prior to the actual implementation of the
inclusion program.
 Inclusion Phase refers to the period when children
with special needs are admitted to the regular classes.
A. INITIAL PHASE
1. Roles of the
Administrator Strategies

1.1 Accept DECS Order No. 26 s.

1997 (Institutionalization
• Reflect on the contents of the
of SPED Programs in All
order
Schools) with an open
heart and mind.

1.2 Review the school’s Vision- • Recall the provisions of EFA

Mission in the light of the global and examine the school’s
thrust of Education for All vision and mission
1. Roles of the
Strategies
Administrator
1.3 Network with the Division
Supervisor in-charge of Special
• Coordinate with the SPED
Education for linkages and to gather
supervisor
pertinent information of Special
Education

1.4 Meet with key personnel of the

school to discuss the DECS Order
• Organize group
and all pertinent information. Act as
discussions
a catalyst of change and a source of
information
1. Roles of the
Strategies
Administrator

1.5 Call for meeting with

the PTA Officers to elicit • Discuss the benefits of
support for the proposed inclusion
inclusion program
2. Roles of the Regular
Strategies
Teachers

2.1 Accept the idea of inclusive • Read books/articles about

education inclusive education

2.2 Support school plans for

• Get involved in activities
inclusive education

2.3 Establish a wholesome

• Attend school-based seminars
relationship with the SPED
planned by administrator
teacher
3. Roles of the SPED
Strategies
Teachers
• Go and tell the regular teachers
that you are very willing to work
3.1 Welcome regular teachers
with them
who are seeking information
about inclusive education
* Be part of the team to be
organized by the administrator

3.2 Accept a broader role as

• Organize small group sessions and
consultant in SPED not only a
share your expertise
SPED teacher

3.3 Share expertise during the • Help administrator in inviting

campaign period for inclusive SPED educators to enlighten
education teacher about inclusive education
4. Roles of Non-Teaching
Strategies
Personnel

4.1 Attend meetings/forum conducted by

•Participate in
the administrator regarding inclusive
discussions
education

4.2 Act as a supporting arm towards the

program. Remember that although your
unit does not directly handle the students • Get involved in
as compared to teaches, the preparation of activities
facilities and grounds can be crucial to the
success of the inclusion program.
5. Roles of Parents Strategies

5.1 Attend the meeting

•Participate in discussions
called by the administrator

•Create a committee that

5.2 Participate and will directly support the
support plans for inclusion school’s plan of adapting
inclusion
B. TRANSITION PHASE
1. Roles of the Administrator Strategies

1.1 Facilitate acceptance of CSNs and

conduct in-service training and orientation on
suggested topics:
• Know Special Learners
• Knowledge on Specific Handicapping
• Organize school-based
Conditions
training
• Knowledge About Special Needs
Education in Inclusive Schools
• Monitor the acceptance
• Roles of the Other Members of SPED
of CSNs in classes
Team
• Uses of Available Resources
• Adoption of Materials and Instructional
Methodologies to the Needs of Special
Learners
1. Roles of the Administrator Strategies

1.2 Conduct in-service training focusing in

teachers’ personhood • Organize school-based
• Understanding and accepting of oneself training
in terms of strengths and weaknesses
• Value formation and re-formation • Monitor teacher’s
• Group dynamics to increase empathy and attitudes and behaviors
sensitivity

1.3 Conduct classroom observation in • Observations and feed

schools that practice mainstreamed classes backing

1.4 Consult with other administrators of

• Visits to special schools
special schools
1.5 Facilitate meetings of the team members
• Organize meetings
of your school
1. Roles of the Administrator Strategies
• Organize small
1.6 Provide directions on how inclusion will
groups and share
be practiced by your school
information

1.7 Support teaching and non-teaching staff by

• Create a committee
giving commendation, providing resources, and
to formulate guidelines
drawing up incentives to all whenever possible

1.8 Determine the roles of each team members

and provide guidelines with their action plan.
• Discussion on the
The plan shall consist of:
development of action
• Target goals
plans
• Date of accomplishments
• Person (s) responsible
1. Roles of the Administrator Strategies

1.9 Mobilize student’ awareness of

children with special needs thru
information campaigns in coordination • Advocacy campaign
with the different subject area
coordinators

1.10 Make an ocular inspection of your

school and plan out with the head of
• Consult non-teaching
your non-teaching units on what
personnel
modifications can be done with your
existing facilities
2. Role of the Regular Strategies
Teachers

• Conduct a meeting to acquaint the

regular students on who these
2.1 Identify the prospective students for
children with special needs are
inclusion in terms of strengths and needs
and plan accordingly. If an assessment
• Invite a SPED teacher to talk on
from the professionals is available,
the proper relationship among
translate results into workable plans
students regardless of their abilities
and personal appearances
2. Role of the Regular Strategies
Teachers

• Conduct a Parents’
Meeting of both students.
2.2 Prepare the regular children in
Invite a speaker to talk on
welcoming the students with special
“Parents as Partners in
needs. Teach children to recognize the
Education”
importance of belonging and of
accepting others in the group
• Visit the school nurse or
regardless of their abilities and
doctor to find out students
personal appearances
with existing medical
problems
 Strategies
2. Role of the Regular Teachers
2.3 Collaborate with fellow teachers, special
• Encourage cooperative
education staff to provide an appropriate
planning
program

2.4 Provide the Resource-Teacher with

• Confer with the SPED
information (e.g. schedules, curriculum,
teacher
school program/activities)

2.5 Visit schools with SPED programs

2.6 Review existing instructional materials

• Study the materials
and determine what modifications are needed

2.7 Review constant areas to see when

• Study the areas
modifications are to be made
3. Roles of the SPED
Strategies
Teachers

3.1 Assist the regular teacher in

• Together with the regular
assessing the characteristics of the
teacher, visit and check the
inclusion setting which includes:
physical conditions of the
• physical variables (e.g.
classroom like proper
lightning, ventilation, seating
lightning and ventilation,
arrangements)
seating arrangements, etc
• classroom’s instructional
variables (e.g. curriculum
•Check the guides, books,
guides, books, teaching
materials, etc
techniques and materials etc.)
3. Roles of the SPED
Strategies
Teachers

• Visit and check the comfort

rooms, canteen, gym to insure
maximum safety
3.2 Assist the regular teacher in
measuring the characteristics of
• Consult the administrator for
related environment (e.g. comfort
needed repair of physical
rooms, canteen, gym, school
facilities
programs and in between class
activities)
• Request from the Division or
Regional Office curriculum
materials etc. in SPED
3. Roles of the SPED
Strategies
Teachers

3.3 Assist the regular teachers in

assessing the characteristics of the • Provide assessment tools
interpersonal/social relations in the and help teachers administer
regular setting (e.g. regular students’ them and interpret results
attitudes, students’ interaction)
4. Roles of the Non-
Strategies
Teaching Personnel

4.1 Take note on when inclusion

will be practiced in your school.
Your action plan must be in • Monitor activities
consonance with the overall plan
of the school

4.2 Prepare a list of possible

modifications on the school
• Consult administrators
facilities and present them to the
administrator
4. Roles of the Non-
Strategies
Teaching Personnel

4.3 Coordinate with teaching

• Consult teachers
staff regarding modifications

4.4 Provide list of existing

materials. Teachers may use with
their instructional materials
5. Role of the Parents Strategies

5.1 Monitor the progress of

the PTA committee in • Meet with the committee
consonance with the school’s members and get feedback
plan

5.2 Coordinate closely with • Discuss with the school

school personnel personnel
C. INCLUSION PHASE
1. Roles of the Administrator Strategies

1.1 Continue with in-service training on:

• curriculum modification
• teaching techniques and strategies • Invite SPED teachers and
• behavior management other experts
• Classroom management
• preparation of materials

1.2 Plan programs where children (regular

• encourage cooperative
and special children) work and perform
planning
together

1.3 Monitor the coordination of all team • Monitor activities and

members and commend each one on their provide feedback and
dedication and support incentives
1. Roles of the Administrator Strategies

1.4 Link-up with local government

for additional resources that may be • Advocacy campaign
used for improvements of facilities

1.5 Open and support inclusion in

• Provide directions
your school

1.6 Recognize the efforts of regular

• Provide awards and
children as they accept children with
incentives
special needs
2. Roles of the Regular
Strategies
Teachers

• Introduce the children with special needs

2.1 Welcome the students with as you would with any student. Let them
special needs as officially enrolled sit in between the regular students except
members of the class those that are suffering from poor vision,
hearing or learning impairment

• Conduct different tests/checklists to

2.2 Document significant
students. Assess their strengths and needs.
incidents that may be considered
Interpret the results and use them in
in the students program
planning their activities

• Make plans/schedules for implementing

2.3 Facilitate the implementation
objectives and activities. Submit such
of individualized educational plan
plans to the Resource Teacher for
(IEP)
reinforcement
2. Roles of the Regular
Strategies
Teachers
• Consult those people working for
2.4 Collaborate with other related
necessary advice in planning
professionals
programs

• Study the child’s strengths and

2.5 Modify the curriculum
needs and plan appropriate activities

2.6 Develop multi-modality instructional

• Seek help from SPED teachers
materials

2.7 Model appropriate ways of to develop

social relationships with other students

2.8 Facilitate appropriate interactions to

develop social relationships with other
students

2.9 Secure special equipment and

materials (e.g. brailler, hearing aids, etc.)
3. Roles of a SPED
Strategies
Teacher
• Based on the test results, level
3.1 Support students with
the children for proper grade
special needs
placement

• List down the individual’s

3.2 Advise teachers regarding strengths and needs. This will be
materials, equipment needed reference in planning activities
for them

3.3 Provide a checklist of • Look for appropriate materials,

expected academic and proper teaching strategies and
behavioral outputs for other activities to meet the needs
monitoring of the students
3. Roles of a SPED
Strategies
Teacher

3.4 Use teaching strategies and

skills development activities to • Evaluate every activity
meet the students’ needs

3.5 Provide in-service to the

• Conduct group sessions to try
school staff when training is
different teaching techniques
needed

3.6 Share expertise and

• Serve as consulting teacher to
knowledge concerning students’
other teachers
needs
3. Roles of a SPED
Strategies
Teacher

3.7 Develop students’

Individualized Educational Plans in
• Conduct collaborative planning
consultation with the regular teacher
throughout the year

3.8 Provide continuing support and

• Do regular classroom visits and
consultation with the regular teacher
provide the support needed.
throughout the year
 Practice of Inclusive Education
 Understanding
inclusion as a
continuing process, not
a one-time event.

 Strengthening and
sustaining the
participation of all
students, teachers,
parents and community
members.

 Restructuring the
cultures, policies and
practices in schools to
respond to the diversity
of pupils.
Practice of Inclusive Education
 Providing an
appropriate training
programs for
teachers and for all
students.

 Identifying and
providing support
for staff as well as
students.
Factors that determine the success
of inclusive classrooms

 Family-school partnerships
 Collaboration between general and special
educators
 Well-constructed Individualized Education
Program plans
Factors that determine the success
of inclusive classrooms

 Team planning and communication

 Integrated service delivery
 Ongoing training and staff development
A school good for children with
special needs

A better school
for all!!!
THANK YOU