Quotes

“We will never successfully

restructure schools to be effective
until we stop seeing diversity in
our children as a problem – Grant
Wiggins”
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 Inclusive
Reported by:
Deramas, Marjory
Esquejo, Jinrick
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 Why inclusivity?

Why bringing special education and general

education students together is a good thing?
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 Common Dilemmas
❑ Offer Special Education Instead Inclusion
The standard for denying a student access to inclusion is high. The law clearly states that students
with disabilities may be removed from the regular Education environment only; when nature or
severity of the disability is such that education in regular classes with the use of supplementary aids
and services cannot be achieved satisfactory.
❑ Lack of Understanding the Laws
School district leaders and school principals should understand the federal law can avoid lawsuit and
enhanced Education experiences for students with and without disabilities, and toward the
development of school communities that are egalitarian, just, and democratic for all.
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The organization of schooling
comes out of an explicit
examination of the goals of
public education and the
realization that the goals go
beyond academics and are the
same for the children.
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Inclusivity
Schooling must be based on upon Students with disabilities
new assumptions about our global,
acquire greater mastery of
multilingual and multicultural
academic and social
society and the skills, attitudes,
dispositions for success in such content in Inclusive
setting.
society.
 “Special needs students in regular
classes to do better academically and
socially than comparable students in
non Inclusive setting – Baker, Want &
Walberg (1994/1995)”
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― Irene M. Pepperberg
 How can institution make
school Inclusive?

It starts with a system approach. Inclusive

education requires 4 systems-level practices;
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 Making Inclusive Education Work

School leaders should communicate to educators and families administrators must take action to publicly articulate new
that best practice to facilitate inclusion are identical to best vision, build consensus for new vision, and lead all stakeholders
practices for educating students. for to active involvement

To facilitate this role redefinition, some schools have developed some Teaching models in which general and specialized personnel
job for all professional educators that clearly articulates as expected work together as a team are effective and efficient ways of
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job functions collaboration and shared responsibility for educating

arranging adult support to meet diverse student needs
all of a community’s children and youth
 ADULT SUPPORT
Supportive
Consultation Teaching
Coteaching

Support personnel The classroom Complementary Teaching Support personnel

Parallel teaching
provide assistance to teacher takes the coteach alongside
the general educator, lead role, and
Support personnel-for example, a The support person the general
enabling him or her to special educator, a Title I teacher, support personnel
teach all the students in a psychologist, or a speech does something to education teacher
rotate among the
the inclusive class. therapist-and the classroom complement the
teacher rotate among students. instruction provided
heterogeneous groups of students
in different sections of the general by the classroom
education classroom. teacher.
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 Promoting Inclusion in the Classroom

Current Theories of learning Teaching Practices Authentic Alternatives

Multiple intelligences and
constructivist learning
To paper-andpencil assessment
Make subject matter more relevant
(such as portfolio artifact collection,
and meaningful .
role playing, and demonstration.

Thematic/Interdisciplinary
Balanced Approach to Differentiated Instruction
curriculum approaches
Literary development
Combines whole-language and Teachers should know students own unique
Connects subject areas through the use
phonics instruction. gifts and challenges interests, attitudes and
of broad themes learning styles.
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 How teachers can prepare
for school Inclusivity?

Teacher should be reminded of:

Case-based teaching is an active pedagogy that
aims at placing students at the heart of complex
situations.
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 Case pedagogies
Involves analyzing problems from multiple perspective;
questioning assumptions and beliefs; framing and reframing
problems; generating and evaluating a range of possible
solutions; and considering the personal, academic, political, and
ethical consequences of solution ( Gore, 1987; Gore & Zeichner,
1991; Schon, 1983, 1987; Zeicher, 1992: Ziechner & Liston,
1996)
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 PREPARING FOR CASE DISCUSSIONS
(before actual instruction)

Deciding on Your Goals and Selecting Cases

Decide what you want to accomplish with them in your courses.

Creating a Community
an environment that fosters trust,of Learners
listening for understanding, the expression of multiple
perspectives, and risk taking allows such inquiry to occur.

Thinking About Your Role as Facilitator

The teacher’s role is not to be the authority in the classroom and to transmit a prescribed
and fixed body of knowledge to students, but rather to foster conditions in which
students are encouraged to construct knowledge themselves.
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 CONDUCTING CASE DISCUSSIONS
(during and after actual instruction)

Keeping Track of and Guiding the Bringing Closure to the Discussion

Discussion End-of-the-discussion activities, in which
Ensuring students are following throughout students learn more about relevant issues
discussion. through library work or action research, or role-
playing activities involving collaborative
problem solving encourage socio constructivist
learning rather than a reliance on the teacher to
define the case’s one right meaning and solution.
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 ASSESSING YOUR SUCCESS
• Having student write their own cases

• To diminish the tendency of certain students to dominate

discussions, students in one course suggested that everyone receive
chits at the beginning of class, which would be relinquished each time
an individual spoke in a discussion.

• With better understandings of our students’ conceptions and beliefs

provided by research findings, we are better prepared to guide
discussions toward our goal of critical reflection.
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THE END!
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 Villa, R. & Thousand, J. (2005). Creating an
inclusive school. 2nd Ed. Virginia; Association for
Supervision and Curriculum Development.
Wade, S. (2000). Preparing teachers for inclusive
education: Case pedagogies and curricula for
teacher educators. New Jersey: Lawrence
Erlbaum and Associates.
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