SAINT FRANCIS OF ASSISI COLLEGE

MAKING SCHOOLS INCLUSIVE A

UNIFYING FRAMEWORK
Group 1
Presented in Ms. Jocel Ann Jimenez’s Class
GROUP MEMBERS:

Atasha Kelsey Matthew Kristine Ann Mark Rodnel

Cuajao Endaya Mangupit Salditos
Creating Inclusive Cultures
Strategies for promoting inclusivity in schools

Diverse Representation
Safe and Welcoming Environment
Culturally Responsive Teaching
Promote Inclusive Language
Student Voice and Participation
Professional Development
Celebration of Diversity
Addressing Bias and Discrimination
Support Services
Community Engagement
what stakeholders can do?

School Administrators
Teachers and Support Staffs
Students
Parents and Families
Community Organizations
Government and Policy Makers
Special Education
vs.
Mainstreaming
vs.
Inclusion
Special Education
It is the practice of educating students in a way that addresses
the individual difference and special needs.

MainStreaming
It is a practice of placing students with special education services
in a general education classroom during specific time periods
based on their skill.

Inclusion
Students with special needs spend most of their time with non-
special or general education student.
 Special Education Mainstreaming Inclusion

Selected learners are

included in a general All same-aged
Students who are not education class peers/learners are in
Learners
part of classroom norm based on their one class regardless of
readiness instead of ability
their age

Learners may have

Strengths-based and access to both
needs-based general education General education
Curriculum
individualized curriculum and a curriculum
curriculum more individualized
curriculum

Mostly strengths-based Both norm-

Assessment and
but is sometimes is also referenced and Norm-referenced
evaluation standards-based strengths-based
 Special Education Mainstreaming Inclusion

All services happen inside Receives services in

the special education both the general
Learning Placement classroom but other education classroom All services happen
services such as
and Delivery therapeutic interventions
and outside through inside the general
Services may be integrated into this the use of resource education classroom
setting or delivered rooms and
separately therapeutic programs

Learner-centered: Some Preparatory and

learners have very Integrative: Learners are Right-based: All learners
specific needs that may given access to general have a right to access
Philosophy not be appropriately education but will need quality education that is
addressed in a general to catch up on skills first available to others
education classroom
PRODUCING INCLUSIVE POLICIES
Premise of inclusion: Acceptance and
embracing diversity
Schools must create a new culture for
paradigm shifts
UNESCO (2005): Societal change in
attitude not initially required; an ideal to
work toward
STEPS FOR FACILITATING SOCIETAL
SHIFT AND INFORMING POLICY
Involve other sectors of society
(business, social, security, religious,
etc.)
Collaborate across disciplines and
stakeholders
Recognize the shift in roles of teachers
Include transitions in planning
INVOLVE OTHER SECTORS
Current campaigns limit inclusion to
home-school relationship
Extend to departments for social
welfare, health, business, security,
religious sectors
Reach local communities (churches,
playgrounds, stores)
Increase awareness and sensitivity
towards PWD population
COLLABORATE
General education teachers trained in
curriculum, not teaching children with
additional needs
Special needs education teachers
equipped for a typical behaviors, not
general curriculum
Collaboration is important
RECOGNIZE SHIFT IN TEACHER ROLES
Role of special education (SPED)
teachers reduced to "as needed"
SPED teachers' role should not be
diminished; consultative nature
General education teachers need skills
training for supporting all learners
INCLUDE TRANSITIONS IN PLANNING
Abrupt systematic change may hinder
shift to inclusion
Respect and honor current practices for
gradual shift
Examine different aspects of school and
service delivery
AREAS TO EXAMINE
Student admission
Accessibility to utilities and facilities
Supports available to students, parents,
and school personnel
Learner accommodations
Exclusionary or discriminatory incidents
Number of bullying cases
Faculty and staff promotions
evolving Inclusive practices
INCLUSIVE PRACTICE
A teaching approach that recognizes the
differences between students and use this
to ensure that all students can access
educational content and participate fully
in their learning.
It understand that no two pupils are the
same and ensures that the lesson and
activities accommodate this.
WHAT IS THE PURPOSE OF INCLUSIVE
PRACTICE?
Inclusive practices aim to minimize or
remove these barriers and support the
success of all students whilst ensuring that
academic standards are not compromised.
UNIVERSAL DESIGN
FOR LEARNING
(UDL)
UNIVERSAL DESIGN FOR LEARNING (UDL)
Universal Design for Learning is a
practice and an approach to
instruction that is designed to be
accessible and effective for all
learners, regardless of their abilities
or backgrounds.
UDL involves designing
instruction with three
core principles in mind.
MULTIPLE MEANS OF REPRESENTATION
-presenting information in multiple ways.

Providing text-based materials along with visual aids

such as diagrams, charts, and videos to explain a
concept.
Offering audio recordings or podcasts in addition to
written instructions for learners who prefer auditory
learning.
Using real-world examples and analogies to illustrate
abstract concepts for better comprehension.
MULTIPLE MEANS OF ACTION AND EXPRESSION
-providing learners with multiple ways to
demonstrate their understanding.

Allowing students to choose from various assessment

formats, such as essays, presentations, videos, or
projects, to demonstrate their understanding.
Providing alternative tools and technologies for
completing assignments, such as speech-to-text
software for students with writing difficulties.
Offering flexible deadlines or extended time for
assignments to accommodate diverse learning styles
and needs.
MULTIPLE MEANS OF ENGAGEMENT
-making instruction engaging and relevant to
learners.

Incorporating interactive activities and simulations to

actively engage students in the learning process.
Connecting lessons to students' interests and
experiences to increase motivation and relevance.
Encouraging collaborative learning through group
projects, discussions, and peer feedback to promote
social interaction and learning from peers.
In a science class, a teacher might
use UDL by presenting information in
multiple ways. For example, the
teacher might provide a written text,
a video, and an audio recording
about a topic, so that learners can
choose the format that works best
for them.
In a social studies class, a teacher
might use UDL by providing
multiple options for learners to
demonstrate their understanding
of a topic. For example, the
teacher might offer a choice of
projects, such as creating a video,
writing a report, or creating a
visual display.
DIFFERENTIATED
INSTRUCTION
(DI)
DIFFERENTIATED INSTRUCTION (DI)
Differentiated Instruction involves
adjusting the learning experience
to meet the individual needs of
each learner. This can include
varying the content, process, or
product of instruction based on a
learner's strengths, interests, and
challenges.
Teachers who use DI often use pre-
assessments to identify learner's
strengths and weaknesses, and
then use this information to create
learning experiences that are
tailored to individual needs.
DI allows learners to work at their
own pace, and can help to keep
learners engaged and motivated.
In an English class, a teacher might
use DI by offering students a choice
of reading materials based on their
own reading level and interests. For
example, struggling readers might
be offered books that are at a lower
reading level or that simpler
vocabulary, while advanced readers
might be offered more challenging
texts.
THANK YOU!