Chapter 3 Making Schools Inclusive

CHAPTER 3
MAKING SCHOOLS INCLUSIVE

Introduction
This chapter shall provide insights and practical tips on cultivating inclusive habits and
implementing such practices in the classroom effectively.
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, which aims to direct
educational institutions toward developing their own next steps and action plans if they want to
restructure into becoming more inclusive
A three-dimensional framework was created

Without this at the foundation, it will be quite difficult to get people to shift policies and
practices. 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 achievement of all.
DIMENSION B Producing Inclusive policies
Section B.1 Developing the school for all
Section B.2 Organizing support for diversity
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.
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.
In 2017, UNESCO reported that there has been significant global improvement in accessing
education, specifically in the primary level for the last 15 years.
In 2016, Global Education Monitoring Report reveals that there are still an estimated 263
million children and youth aged 6-17 all around the world who are still not in school at this time
1. What Stakeholders Can Do?
 Set the parameters for inclusion
 Build key people
 Identify and eradicate barriers
Common Barriers to inclusion

 Attitudes, values system, misconceptions, and societal norms
 Physical Barriers
 Curriculum
 Lack of teacher training and low teacher efficacy
 Poor language and communication
 Lack of funding
 Lack of policies
 Organization of educational systems
 Too much focus on performance-based standards
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.
- ensure accessibility for all.
- refers to the design of instructional materials and activities to make the content information
accessible to all children.
- It is best used in a general educational 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

- to ensure that all students are able to access and understand learning material.
2. Multiple means of action and expression

- teachers allow students to express what they learned in various ways.
3. Multiple means of engagement

- teachers uses different techniques to reinforce at the students optimal levels.
Differentiated Instruction
"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 students learning needs and maximizing students learning capacity"
SPED- Special Education
Why Differentiate Instruction?

Because it helps students connect with different learning styles.
How is Instruction Differentiated?

a. at carried level of difficulty
b. with varying levels of instructional support;
c. by using multiple group arrangement;
d. involve student choice and
e. use varied evaluation strategies
How is the classroom managed during differentiated learning?

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. Example of anchor activities are: reading a choose book, journal writing, skill
practice (spelling, math) use of manipulative objects.
3. Assign roles during small-group activities. These are suggested group roles.

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CHAPTER 3

MAKING SCHOOLS INCLUSIVE

 Inclusive practices must be dynamic and collaborative

A three-dimensional framework was created

Common Barriers to inclusion

Universal Design for Learning

There are three elements to UDL:

1. Multiple means of representation

2. Multiple means of action and expression

3. Multiple means of engagement

SPED- Special Education

Why Differentiate Instruction?

How is Instruction Differentiated?

How is the classroom managed during differentiated learning?

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