MODULE

3- Making Schools Inclusive

INTRODUCTION
The definition of inclusive school
impinges on human rights, dignity and
equalization of opportunities.The 2000
Agenda for Sustainable Development further
built on these principles and the  on Education
and the Education 2000 Framework for
Action emphasize Education for All as a way
to conceptualize inclusive education, and
make a pledge to “leave no one
behind”. Education for All takes into account
“the needs of the poor and the most
disadvantaged, including working children,
remote rural dwellers and nomads, ethnic and linguistic minorities, children, young
people and adults affected by conflict, HIV/AIDS, hunger and poor health; and those
with special learning needs”. DepEd order 72, S. 2009,addresses the right of the children
with special needs within the regular or “inclusive setting”. Inclusive Education embraces
the philosophy of accepting all children in the school community.

LEARNING OUTCOMES

After working through this module you should be able to :

a. explain the concept of Inclusive Education

b. demonstrate inclusive values
c. shares salient features of Inclusive Education
d. describe ways on how to accommodate learners with disability in the inclusion program.
e. Identify curriculum instructions for learners with exceptionalities.

LEARNING APPROACH

A. ACTIVATE PRIOR KNOWLEDGE

Please watched the animated video by clicking the link below.
https://www.youtube.com/watch?v=8HPh4RoV63s-Inclusive Education -
Education Equity Now
https://www.youtube.com/watch?v=6SnXBKEfr2s

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 B. ANALYSIS
Describe the pictures using the three words EQUALITY,EQUITY and LIBERATION.
Explain your answers

C. ABSTRACTION
Concepts and Definition of inclusive education
The definition of inclusive school impinges on human rights, dignity and equalization of
opportunities. Inclusion describe process by which a school attempts to respond to all pupils as
individuals by reconsidering its curricular organization and provision. Through this process, the
school builds capacity to accept all pupils from the local community who wish to attend and in
so doing, reduces the need to exclude pupils.
Inclusion is a right, not a privilege for a select few( Oberti vs. Board of Education in
Clementon School District). Usually families, professionals and advocacy groups would initiate
the move for inclusion.
Inclusion also means providing all students within the mainstream appropriate
educational programs that are challenging yet geared to their capabilities and needs as well as
any support and assistance they and/or their teachers may need to be successful in the
mainstream. But inclusive school is a place where everyone belongs, is accepted and is supported
by his peers and other members of the community in the course of having his or her educational
needs met (Stainback&Stainback, 1990).
D. Conceptualization of Integration, Mainstreaming, and Inclusion

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 Integration was the term used for the past last forty years for the program that allowed
children and youth with disabilities to study in regular classes and learn side by side with their
peers. At present, when it is no longer unusual to find blind, deaf and even mentally retarded
students participating in regular class activities at certain periods of the school day, the
preferred term is mainstreaming.
In mainstreaming, children who have moderate or severe forms of disabilities are
mainstreamed (not officially enrolled) in regular classes in non-core subjects.
On the other hand in inclusion, children with disabilities are enrolled in regular classes and
may recite in non-core subjects or in all subjects.
Below are the concepts that summarize the framework of inclusive education.
Inclusive education is a flexible and individualized support system for children and
young people with special educational needs (because of a disability or for the other reasons) It
forms an integral component of overall education system and it is provided in regular schools
committed to an appropriate education for all.
Inclusive education preferably takes place in regular class, in the student’s nearest regular
school. Separation from the regular class environment, weather partially, or in exceptional
cases, fully occurs only where there is evidence that education in a regular class, accompanied
by supplementary support and services, fails to meet the student’s educational, emotional and
social needs.
Inclusive education recognizes and responds to the diversity of children’s needs and abilities,
including differences in their ways and places of learning
This requires a fundamental change both in educational practice and in the design of
educational services. This reality is that inclusion involves changes in philosophy, curriculum,
teaching strategy and structural organization.

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 E. SALIENT FEATURES OF INCLUSIVE EDUCATION

Inclusive school is described as one that embraces diversity with the following features:

First, inclusion means implementing and maintaining warm and accepting

classroom communities that embrace diversity and honor differences.

Teachers who are concerned with creating classroom in which all students are accepted
take active steps to understand individual differences and create an atmosphere of
respect.

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 Second, inclusion means implementing a multi-level, multi-modality
curriculum.

A broader curriculum which include multi-modality, child-centered, interactive and

participatory activities make inclusion easier. The trend is moving away from rigid use of
textbooks and basal-driven frontal teaching to cooperative learning.

Third, inclusion means preparing and supporting teachers to teach

interactively.

The classroom model for one teacher trying to meet the needs of an entire group of
children single-handedly is being replaced by structures in which students work together,
teach one another and actively participate in their own and their classmate. Students in
the classroom do not compete with each other but learn with and from others.

Fourth, inclusion means providing ongoing support for teachers in the

classroom and breaking down barriers of professional isolations.

The hallmarks of inclusion include co-teaching, team teaching, collaboration and

consultation and other ways of assessing skills and knowledge with support from
colleagues. A more cooperative atmosphere that prevents isolation of professionals is
thus achieved.

Fifth, inclusion means involving parents in the planning process in meaningful

ways.

Parental involvement becomes a key feature in inclusive school. It relies heavily on input
of parents for their child’s education. In fact, the whole family is part of the educative
process.

4 A’s” of inclusive education

1. Availability: whether educational system is physically there
2. Accessibility: fees, regulations, location (transport, safety); limitations deciphering
whether child can access education
3. Acceptability: quality of education, acceptably meeting educational needs
4. Adaptability: ability to adapt to relevance and needs of child

F. POTENTIAL BENEFITS OF INCLUSION

Some teacher’s pupils often expressed concerns before experiencing inclusion, those familiar
with inclusion indicated that not disabled students actually benefited from the relationship with
children with special needs. Below are identified positive themes:

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 1. Reduced fear of human differences accompanied by increased comfort and
awareness
Students in inclusive schools attributed their reduced fear of people who looked or behaved
differently to having had interactions with individuals with disability. In addition to feeling more
accepting of others, children also learn to value the contributions that individuals make.
2. Growth in social cognition
Nondisabled students learned to be more to tolerant of others as they became more aware of the
needs peers of peers with disabilities. Students demonstrated more positive feelings about
themselves after spending time helping classmates with disabilities. They also learned skills to
enable them not only to communicate more effectively but also to be more supportive of disabled
persons in their daily interactions.
3. Improvement of self-concept
Many nondisabled students have experienced an increase in self-esteem as result of their
relationship with individuals with disabilities. Teachers reported that students who act as
buddy/peer tutor give them a sense of belonging.
4. Development of personal principles
Many non-disabled students experienced a growth in their commitment of personal, moral and
ethical principles as a result of their relationship with students with disabilities. Parents also
reported that their children showed less prejudice towards people with disabilities.
5. Warm and caring friendship
Students who act buddies/peer tutors to disabled children develop friendship with their buddies
or tutees. They are friends not only in school but in the community as well.
ADDRESSING CONCERNS ON CLASSROOM INSTRUCTION OF
CHILDREN WITH SPECIAL NEEDS

The essential features for effective teaching include providing classroom conditions that
encourage learning of all pupils; seeing differences between pupils and respecting their
individuality; and responding to each pupil’s learning needs successfully. For children with
special needs in the regular classes, these features include: proper classroom setting,
modifications or adaptations of curricular instructions and activities and program modifications.

A. PROPER CLASSROOM SETTING

The teacher needs to organize the learning environment to ensure that the child with special
needs will be truly involved in any classroom activities and accepted by his/her classmates.

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 1. Build a positive class climate
Personal relationship between the child with special needs and his/her teacher is very
important. The teacher should show a genuine concern for the child’s feeling at the same
time demonstrate control over his/her behavior. The child with special needs has to
behave from the start in the most relaxed and friendly environment.

In the classroom, what matters most is the kind of relationship and interaction that occur
and the teacher has always to model the appropriate attitudes toward the child with
special needs. This relationship has considerable potential in influencing other children to
view the child with special need as one of them.

2. Position the pupil’s seat for inclusion

The child with special needs has to be grouped with the class like everyone. This type of
arrangement will foster friendship and acceptance. If he/ she is separated from the group,
there must be a good reason for it. Perhaps, he/she can’t concentrate and can be easily
distracted when other children are around, or even requires an extra space for extra
equipment or to maneuver a wheelchair. These are the things to be addressed.

3. Build opportunities for friendship

The teacher should ensure that there are classroom activities that involve working and
playing together. In this way, each one will discover the needs and potentials of each and
will learn how to provide assistance.

4. Make instructions clear, and equipment and materials accessible

A pupil with hearning impairment might miss the instruction on what to do and where
things are at the start of an activity along with 45 hearing students. Teachers should form
the habit of writing instructions on the board as well as saying them. These strategy is
helpful for all students.

A pupil with intellectual disability may find it harder to remember where things are kept
in the room. Teachers could use picture or color code for the boxes, trays and equipment
found in the room.

5. Supply the pupil with the standard books and equipment

Even a pupil with very severe developmental delay will probably be aware if he/she does
not have a reading book like the others do.

6. Involve the pupil in all class activities possibilities

No matter what the skill level or disability of a pupil, he/she can always be involved in
some ways in class activity. This is not only better for the pupil’s learning but it means
the pupil feels included, that he/she is really a member of the class.

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 7. Affirm the pupil
Teachers have to highlight the pupil’s strengths when an opportunity arises. Be sure to
draw attention and praise his/her achievements rather than the disability.

8. Set rules and routines

Rules and routines have to made clear so that less disruptions occur in the classroom and
activities will conducted smoothly.

POSITIVE WAYS TO HELP CHILDREN IN THE INCLUSIVE CLASSROOM

 Encouraging young children to practice writing in the sand using two fingers not one.
 Use a highlight to color text when displaying a lesson on overhead.
 When the child has made a spelling mistake e.g. “tryed” change the mistake by using a
color marker.
 So the correction will look like this:
tryed becomes tried
 So this way the child still has gained some achievement of success and this is a more
positive way to encourage a child with spelling.
DISPLAYING THE LESSON
 At the beginning of the lesson have the schedule of the lesson displayed either on the
blackboard or with an overhead where everyone can see it.
 The alternative is to provide a copy of the lesson. Although these suggestions seem time
consuming think about how many times you have to stop teaching because a child says
"What did you say was next"?
“Could you repeat what I was to do after page 5"?
"Did you say I had to do from page 5 to 9?
Or was it pages 5 and 9"?
 Also at the end of a lesson you will be left 5 to 10 minutes where you can get the whole
class to verbally summarize the lesson, this can be a great enforcer for those who were
not sure if they understood everything.

EXAMPLES ON HOW YOU MIGHT TALK TO CHILDREN IN YOUR CLASSROOM

Learn how to change your commands
to increase the chances of getting children to comply

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 TO THIS…
CHANGE THIS…
 Please sit down. I'm going to start now.  I'll begin as soon as you are seated.
 Please be quiet. It's time to begin.  I'll be glad to start as soon as you show me
 I'm not going to line you up until everyone that you are ready.
is quiet.  I'll be lining people up as soon as it is quiet.
 Don't talk out. Raise Your hand.  I'll listen to people
 Turn your Homework in on time or you'll  I'll give full credit for papers turned in on
get a lower grade. time.

How to begin…
 START SMALL: try a differentiated task for a small block of time
 GROW SLOWLY BUT GROW: take notes so you can see what works and what
doesn’t for various learners; assess before you teach a new topic and use results to guide
the differentiation
 ENVISION IN ADVANCE HOW AN ACTIVITIY WILL LOOK: write out
procedures for yourself and directions for the students, think about what might go wrong,
plan alternative options

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  STEP BACK AND REFLECT: ask yourself questions like – were all students engaged
in learning? did grouping (size, arrangements) work? Note what to keep as wellas what
requires modification.

REFERENCES
K.Eileen Allen and Ilene S. Schawrtz, The Exceptional Child. Inclusion in Early Childhood Education.

Booth, T. and Ainscow, M.(2013). Inclusion: developing learning and participation in schools.

Inciong, T., Quijano, Y., Capulong, Y. & Gregorio, J. (2007). Introduction to Special Education.
Quezon City: Rex Printing Press Company, Inc.
Handbook on Inclusive Education,SPED Division
Handbook in Special Education SPED Division
https://www.youtube.com/watch?v=8HPh4RoV63s-Inclusive Education - Education Equity Now
https://www.pinterest.com/pin/475903885594757807/

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 MODULE 4- Learners with Additional Needs
Learners who are Gifted and Talented

INTRODUCTION

This module covers the central concepts on giftedness and talent, the
theories and definition of human intelligence with an expanded presentation
on the multiple intelligences. The ground work for a lifetime of intelligence
traces the essential concepts on the development of the brain and the man’s
intellectual capacity. The emerging paradigms and various definitions of
giftedness and talent, the characteristics of the gifted and the talented
persons, assessment procedures and instructional system are presented as
well.

LEARNING OUTCOMES

After working through this module you should be able to :

a. compare and contrast the definition of giftedness and talented
b. enumerate and discuss the multiple intelligence
c. enumerate the characteristics of gifted and talented
d. describe the assessment procedure, curricular program and instructional systems for
gifted and talented students.

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LEARNING APPROACH

A. ACTIVATE PRIOR KNOWLEDGE

Is it a myth or a fact?

_______ 1. Children with gifts and talents are represented in all

cultural, ethnic, and socioeconomic groups.
_______ 2. Gifted students come from white middle- and
upper-class families.
_______ 3.Some gifted students are also learning disabled.
_______ 4.Children with gifts and talents are represented in all cultural,
ethnic, and socioeconomic groups.
_______ 5. Gifted kids are good at everything they do.

B. Analysis

After finding out the fact and myth about gifted and talented. What is your notion about giftedness and
talented learners?

_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
________________________

C. Abstraction

• Definition of Gifted and Talented

The Gifted and Talented Children’s Act of 1978 defined gifted and talented
children as those ”possessing demonstrated or potential abilities that give evidence of
high performance capability in such areas as intellectual, creative ,specific, academic or
leadership ability, or in the performing or visual arts and who, by reason thereof
require service or activities not ordinarily provided by the school”

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 Renzulli’s Three-Trait- stated that giftedness results from the interaction of:
1.above-average general abilities 2.a high level of task commitment and 3.
Creativity.
• Piirto’s 1999 definition states that the gifted are ”those individuals who, by the
way of having certain learning characteristics such as superior memory, observational powers,
curiosity, creativity and the ability to learn school-related subject matters rapidly and accurately
with a minimum of drill and repetition, have a right to an education that is differentiated
according to those characteristics”.
Characteristics of the Gifted and Talented Children
The giftedness and talent are a complex condition that covers a wide range of human
abilities and traits. That is why it must be clearly understood that giftedness and talent
vary according to social contexts. Some students may excel in the academic subjects but
may not show special talents in the arts. On the other hand students who show
outstanding talent in sports and athletics, visual and performing arts or those with
leadership abilities may show only average or above average performance in academic
subjects.

Highly gifted students, according to Silverman’s studies (1995) have IQ scores 3 standard
deviations or greater above the mean. The IQ score is greater than 145, or 35 to 55 points
more or even higher than the average IQ scores of 90 to 110. Among American children,
there is only 1 child in 1,000 or 1 child in 10, 000.

Characteristics of the Gifted and Talented Children

• Keen powers of observation.
• Learned or read very early, often before school age.
• Reads widely and rapidly.
• Well developed vocabulary-takes delight in using unusual and new words.
• Has great intellectual curiosity.
• Absorbs information rapidly - often called sponges.
• Very good memory - can recall information in different circumstances.
• Have the ability to concentrate deeply for prolonged periods.
• Very good powers of reasoning and problem solving.
• Have intense interests.
• Have a great interest in "big" questions, e.g. the nature of the universe, the problem of
suffering in the world, environmental – issues.
• Very sensitive perhaps getting upset easily.
• Very concerned about rights and wrongs, concerned about injustices.
• Possess unusual imagination.

Bright Child vs Gifted Learner

• Knows the answer * Asks the questions – sometimes

deep, probing, abstract
questions
• `Top group • * Beyond top group
• Absorbs information * Manipulates information

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 • Learns with ease * Already knows
• Is pleased with own learning * Is highly self-critical – can be
perfectionistic to the point of
tantrums when young
• Enjoys school * Enjoys learning – but may hate
school
 Completes assignments * Initiates projects

Gifted students generally have unusual talent in one or occasionally two areas. Below are six
areas where we will find giftedness. No child will be gifted in all six, but some may be in more
than one area. Within specific academic ability, students again usually have one or two subjects
that they are best in and passionate about.
• Creative Thinking
• Leadership
• General Intellectual Ability
• Psychomotor
• Specific Academic Ability
• Visual/ Peforming Arts
•

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 Assessment of Gifted and Talented Children

Similar to the screening and location and identification and assessment of exceptional
children, the following processes are employed:
1. pre- referral intervention
Exceptional children are identified as early as possible. Teachers are
asked to nominate students who may possess the characteristics of giftedness and
talent through the use of a Teacher Nomination Form.

2. Multifactored evaluation
Informations are gathered from a variety of sources using the following materials:
 Group and individual intelligence test
 Performance in the school-based achievement tests
 Permanent records, performance in previous grades, awards received
 Portfolios of student work
 Parent, peer, self-nomination

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 Strategies for Teaching
Gifted and Talented Students

• Create alternative activities that go beyond the regular curriculum.

• Work with students to design an independent project that they would be interested in
completing for credit.
• If possible, involve students in academic competitions in your area.
• Create tiered assignments, which have different expectations for different levels of
learners.

Five Ways to Support Gifted Students in Your Classroom

Do you struggle to support the needs of gifted children in your classroom? Teachers often
find it difficult to understand the specific needs of gifted students, which means they often don't
get the support they need in the classroom. Find out how you can better support the gifted
students in your classroom below!

1. Learn how gifted students think.

If you want to support gifted students in your classroom, it's important that you make an effort to
learn how they think and learn about the different struggles they face. Understanding that gifted
students have special needs, requirements, and trends in behavior will help you meet their needs
and better support them in the classroom.

2. Created tiered assignments for students.

Tiered assignments can help you meet the needs of all students. Choose the basic standard
objective and design an assignment on that standard to make the middle tier. Once the middle
tier is finished, you make the other tiers by adding support for at-risk children and adding
challenge for gifted students. Here are two simple ways you can add challenge to assignments:

 Give gifted students more complex numbers in a math assignment or a more difficult text
to read.
 Add a second component to assignments, such as having them apply the skill they've
learned to a real-world situation or asking them to write an explanation of their thinking.

3. Include a variety of levels in your classroom library.

Make sure your classroom library has a variety of texts to support the reading ability and
interests of gifted students. You can also encourage students to bring reading materials from
home, but make sure the materials they bring challenge them to learn new words and increase
their reading skills.

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4. Utilize their talents and interests.

Gifted students are often asked to do busy work when they finish assignments ahead of others.
Instead of taking that approach, try utilizing gifted students' talents and interests to further
explore a skill. For example, students could write or draw something related to the
assignment/skill or they could act out solutions to the problem or project.

5. Explore real-word application.

Gifted students understand math algorithms, science concepts, and grammar rules very quickly.
You can encourage them to move beyond the skill they're learning by applying it in the real
world. For example, they can explore how area and perimeter affect an architect's design or how
scientists use animal classification to understand animal life and how it functions.

Create a differentiation strategy for your classroom with the educational materials and resources
available in our Elementary section.

REFERENCES

K.Eileen Allen and Ilene S. Schawrtz, The Exceptional Child. Inclusion in Early Childhood Education.
Booth, T. and Ainscow, M.(2013). Inclusion: developing learning and participation in schools.
Inciong, T., Quijano, Y., Capulong, Y. & Gregorio, J. (2007). Introduction to Special Education.
Quezon City: Rex Printing Press Company, Inc.
Handbook on Inclusive Education,SPED Division
https://lifelearners.ng/myths-and-facts-about-gifted-children/

https://files.eric.ed.gov/fulltext/EJ914587.pdf

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