EVOLVING

INCLUSIVE
PRACTICES
• The term “Evolving” Assumes that we already have strategies in
place which we just have to revisit for possible tweaking. It
suggest advancement and positive growth, which means we can
look at these existing strategies and adjust these according to the
needs of our students along the way.
TWO EFFECTIVE EVIDENCE-BASED PRACTICES
THAT CAN USED IN CLASSROOM
• Universal Design for Learning
• Differentiated Instruction
• Universal Design for Learning
• In architecture universal designs refer to structures that we made
in such a way they can be used by customers or clients with
wide range needs. Such as designs ensure accessibility for all.
• Ex. An architect designs a commercial complex where ramps,
elevetors, escalators, handrails, wide doorway and sidewalks,
and signs embossed in braille abound.
• UDL refers to the design of instructional materials and activities
to make content information accessible to all children. 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 that one way.
UDL ensures that all students learn genuinely.
THREE ELEMENTS OF UDL

• Multiple means of representation

• Multiple means of action and expression
• Multiple means of engagement
UDL PRINCIPLES ADAPTED FROM SALEND (2011)

UDL PRINCIPLES UDL PRINCIPLE AND EXAMPLE OF UDL

INCLUSIVE PRACTICES IMPLEMENTATION AND
INCLUSIVE PRACTICES
Principle 1. Equitable Use Inclusive practices are Use UDL principles
designed to be useful, equitably, use culturally
appealing and safe for all responsive teaching
students, families, and strategies and materials like
professionals to use, MTB-MLE
individual differences and
various context are
respected.
Principle 2. Flexible Use Inclusive practices are
designed to accommodate
the individual preferences,
abilities, and needs of all
students, families and
professionals. Flexibility in
providing choices for
methods and pacing are
exercised.
Principle 3. Simple and Inclusive practices are Establish classroom rules
intuitive use designed to be easy for all to and routines use graphic
use and understand. organizers for synthesizing
materials develop scoring
rubrics with students
Principle 4. Perceptible Inclusive practices are
information designed so that they
communicate valuable
information to all through
various formats.
Principle 5. Tolerance for Inclusive practices are
Error designed to minimize errors
and unintended
consequences by providing
safeguards and warning to
assist all in using them
safely.
Use technological and
assistive devices to support
learning, communicate with
parents or share information.
Teach study and learning
strategies. Teach self-
regulatory techniques.
Encourage students and
foster their intrinsic
motivation. Offer grading
alternatives that are valid and
appropriate.
Principle 6. Low Physical
Effort
Principle 7. Size and Space
for Approach and Use
Inclusive practices are
designed to be used
comfortably and effectively
without effort from all.
Inclusive practices are
designed for use by all,
regardless of their mobility.
Physicality or way of
communication.
Chunk activities and give
more breaks. Teach
mindfulness. Provide
additional support as needed.
Take advantage of seat
arrangements and classroom
furniture (e.g., specialized
chairs, stability balls, us
ambient music, and
appropriate lighting).
Provide opportunities for
outdoor work. Allow
technology as needed.
Principle 8. Community of Inclusive practices are Use project-based learning.
learners designed to promote social Promote collaborative
interaction communication activities such as bowl
and for all discussions or think-pair-
share. Establish strong home
school partnerships.
Classroom check-ins and
check outs.
Principle 9. Inclusive Inclusive practices are Make students aware of and
Environment designed to foster acceptance comfortable with diversity.
and a sense of belongingness Emphasize social roles in the
for all. classroom (e.g., that we
students are there to teach
each other and learn from
each other). Allow bonding
activities. Do team building
exercises regularly and
integrate lessons in such
activities.