Foundation of Special and

Inclusive Education

Josephine Calisay-Bermudez

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 Table of Contents

Module 1. Understanding Diversity

Introduction 1
Learning Outcomes 1
Lesson 1. Definition 2
Lesson 2. Loden's Diversity Wheel 3
Lesson 3. Ability (and Disability) as a Dimension of Diversity 4
Lesson 4. The Dilemma of Diversity 5
Assessment Task 6
Summary 6
References 7

Module 2. Addressing Diversity through the Years:

Special and Inclusive Education
Introduction 8
Learning Outcomes 8
Lesson 1. Model of Disability 9
Lesson 2. What is Special Needs Education? 10
Lesson 3. Why Inclusion? 10
Assessment Task 11
Summary 11
References 11

Module 3. Addressing Diversity through the Years:

Special and Inclusive Education (Continuation)
Introduction 12
Learning Outcomes 12
Lesson 1. Inclusion in Education 13
Lesson 2. The 2030 Agenda 14
Lesson 3. Philippine Laws for PWDs 15
Assessment Task 16
Summary 17
References 17

Module 4. Making Schools Inclusive

Introduction 18
Learning Outcomes 18
Lesson 1. Creating Inclusive Cultures 18
Lesson 2. Producing Inclusive Policies 19
Lesson 3. Evolving Inclusive Practices 20
Assessment Task 21
Summary 22
References 22

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Course Code: ED 06

Course Description: This course discusses the philosophies, theories

and legal bases of inclusive and special needs education, typical and
atypical development of children, learning characteristics of students with
special educational needs (gifted and talented, learners with difficulty
seeing, learners with difficulty hearing, learners with difficulty
communicating, learners with difficulty walking/moving, learners with
difficulty remembering/focusing, learners with difficulty with self-care) and
strategies in teaching and managing these learners in the regular classes.

Course Intended Learning Outcomes (CILO):

At the end of the course, students should be able to:

1. Explain the importance of special education in early childhood

education;
2. Construct and give unbiased and highly effective assessments;
3. Interact effectively with parents and children with developmental
delays and with their service providers; and
4. Design appropriate intervention plans, behavior management
technique and effective transition plans and methods of children with
developmental delays.

Course Requirements:
▪ Assessment Tasks - 60%
▪ Major Exams - 40%
_________
Periodic Grade 100%

Final Grade = Total CS + Final Exam x 70% + 30% of the

Midterm

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 MODULE 1
UNDERSTANDING DIVERSITY

Introduction

In this chapter, you will obtain a better understanding of what diversity is. Using
Loden's Wheel or Diversity. The various aspects that make one person different from the
others will enable you to discuss how each aspect contributes to each one's identity, beliefs,
practices, and behavior. You will also gain an understanding of why it is important to
recognize disability as part of diversity. You will learn about how diversity, as a positive
component, contributes to progress and productivity. It is important that we recognize and
accept diversity. This means accepting, respecting, and tolerating each other's differences.
It means awareness of laws. Policies and systems that uphold one's individuality and
uniqueness. These would mean a more peaceful and humane world.

Learning Outcomes

At the end of this module, students should be able to:

1. Discuss the meaning and significance of diversity;

2. Demonstrate the use of Loden’s Wheel of Diversity; and
3. Support diversity as a positive component of relationships, education and
organizations.

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Lesson 1. Definition
If group of people were asked to list down their characteristics and compare them,
the chances of having a good number with exactly the same characteristics will be zero.
Even twins will have different personalities and characteristics. There are many factors that
make one person different from the other person (Bryant , 2017).

There are marked differences that are visible. These are physical characteristics like
the color of skin, color or hair, shape of eyes, nose, height, weight, gender, age, socio-
economic class, occupation and many others. These characteristics are quite obvious and
noticeable. As you walk through a mall, you will easily notice the differences of people you
meet. There are other differences brought about by one's beliefs, mind-sets, values, sexual
identity, intelligence, personality and others that are not easily evident or it is the uniqueness
or catch one that is the root or diversity. The English noun that captures the essence of
difference is the word diversity. Diversity is from the Latin word divertere, which means to
turn away, separate, and oppose (Latin Dictionary n.d.). The Collins dictionary defines
diversity as "the state or quality of being different or varied; a variety or assortment; a point
of difference; the inclusion of people or different races, genders, religions, etc. in a group;
the relation that holds between two entities when and only when they are not identical; the
property of being numerically distinct."

In the United Nat ions Educational, Scientific and Cultural Organization's (UNESCO)
Guide on Ensuring Inclusion and Equity in Education (2017), diversity is defined as "people's
differences which may relate to their race, ethnicity, gender, sexual orientation, language,
culture, religion, mental and physical ability, class, and immigration status," (UNESCO 2017
as cited by Bryant, 2017).

Diversity is an issue we have to face and conquer. Presently, people recognize and
consider the differences of each person as important. We all live in a global village that
brings changing demographics both in the work force and education. As our communities
become more diverse, it is operative that we make an effort to understand the different
dimensions of diversity, which is not just all about accepting understanding, and tolerating
one's uniqueness or differences. Confronted with the need to live in one global village, it is
valuable that we discover and explore areas that could connection and allow us to do

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collaborative works. Accepting and celebrating the uniqueness of each individual will allow
for respecting different experiences and qualities of individuals that will open up more
avenues to solve problems and innovate. Collaboration and communication are skills that
are needed to develop and succeed. It is, therefore, important that we understand our
differences and master how these could use to harness tolerance, cooperation, and unity
that lead to productivity.

Lesson 2. Loden's Diversity Wheel (Bryant , 2017)

The Diversity Wheel pointed to the significance of our social characters and the ways
in which people develop their identity when they are able to establish a connection with a
specific group of people. The wheel consists of primary or core and secondary dimensions
of diversity. The categories put forward the effect of these differences on a person's beliefs,
expectations, and life experiences. The dimensions are the components that comprise the
whole person.

The primary or core dimensions are in the inner circle. These are the stronger ones.
These are the characteristics we were born with or established by significant experiences
we had or people we interacted with. These are considered to be distinctly persuasive in
establishing who we are—our principles, our sense of self, our image, our perceptions, and
how we think about others. These core dimensions or attributes are in place or established
and are the least likely to change. These core elements are age, ethnicity, gender, physical
abilities/qualities, race, income, sexual orientation, class, and spiritual beliefs.

The secondary dimensions are in the outer circle. These characteristics are also part
of our social identity, but they can change or be discarded as our life experiences impact us.
They are influenced by people. We encounter, places we go to or live in, and experiences
we go through. The second dimension is composed of geographical location, marital status,
religious beliefs, parental status, income, education, work experience, military experience,
first language, family status, and work and communication styles.

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 Together, the core or primary dimensions and the secondary dimensions notably
affect our prior experiences, viewpoints, and principles, guiding us an exclusive mind-set of
the world around us, making each one of us distinct individuals.

Figure 1.1. Loden's Diversity Wheel

Source: (Bryant , 2017)

Lesson 3. Ability (and Disability) as a Dimension of Diversity

(Bryant , 2017)
Another dimension of diversity that is the dimension of ability and disability. Diversity
covers the limitless domain an individual's unique characteristics, experiences, and
capabilities. Diversity encompasses respect and tolerance of differences that enables a
celebration of uniqueness.
According to the Collins English Dictionary, ability refers to the possession of the
qualities required to do something necessary skill or competence, or power. Disability on the
other hand, is defined by the World Health Organization (WHO, n.d.) as the umbrella term

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for impairments, activity limitations, and participation restrictions, referring to the negative
aspects of the interact ion between an individual (with a health condition) and that
individual's contextual factors (environmental and personal factors). This definition
underscores that disability is not only a health issue, but also an issue that affects a person's
state in life and the environment he/she is in. A person's self-identity and his/her
perspectives of world around him/her are affected by both ability and disability. The
American Disabilities Act of 1990 (ADA) "defines a person with as a person has a physical
or mental impairment that substantially limits one or more major life activity. This includes
people who have a record of such an impairments, even if they do not currently have
disability. It also includes individuals who do not have a disability but are regarded as having
a disability."
"Disabilities may affect one's senses or one's mobility; they may be states or
progressive, congenital or acquired, formal (affecting the shape of the body) or functional,
invisible or invisible".
A person's disability makes him/her a unique individual who is, at times, shunned
from places and activities. They have to be acknowledged as part of the spectrum of
diversity. They have to be recognized as human beings who should not be discriminated
against, but rather understood, accepted, and tolerated. They have to be accorded their
rights. Disabilities have to be seen as a natural part of life and a natural part of diversity.
People with disabilities have to be perceived and accepted as people with distinct abilities.
They have to identify themselves as having disabilities so that the world can accept them
and create avenues for them to live in.

Lesson 4. The Dilemma of Diversity (Bryant , 2017)

In this age of fast paced development where diversity plays a unique role, there are
still challenges that confront a lot of people who have been identified as "different."
Discrimination issues around race, gender, age, and intellect still abound inspire of charters,
laws, and policies that uphold diversity.
In some workplaces, women and people of color are still discriminated against and
not given positions in management or administration. People of a certain race are
stereotyped to be of a specific character. A number of times, Muslims have been taken
aside in immigration and interrogated. Non-married and same-sex couples are still not
accepted in some parts of the world. In some schools, children with special needs are

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shunned with the reason that they are not ready for school yet or are not suited for the
school. Children from indigenous groups have to go through an educational system that
does not consider their ethnic background, needs, and values. Though there is still so much
effort that needs to be put in so that diversity is accepted, respected, and tolerated, there
has been progress in a lot of areas. In more workplace there are systems and processes put
into place to intentionally promote diversity. Diverse ways of thinking and doing things bring
in creativity and productivity. Innovative thinking and collaboration are encouraged when
different people work to come up with solutions to problems or challenges. In schools,
diversity is the best way to teach what it means to be tolerant and respectful of each other's
differences. In government, the acknowledgment that diversity is an integral component of
community equates to laws and policies being passed to look out for the welfare of people of
diverse cultures and backgrounds. Diversity, therefore, is an integral component of life and
of living.

Assessment Task

Capture your own picture or photography that shows the impact and importance of
acknowledging, respecting and tolerating diversity. Write an essay on the issues pertaining
to diversity.

Summary

If group of people were asked to list down their characteristics and compare them,
the chances of having a good number with exactly the same characteristics will be zero.
Even twins will have different personalities and characteristics. There are many factors that
make one person different from the other person.

6
 The Diversity Wheel pointed to the significance of our social characters and the ways
in which people develop their identity when they are able to establish a connection with a
specific group of people. The wheel consists of primary or core and secondary dimensions
of diversity.

Another dimension of diversity that is the dimension of ability and disability. Diversity
covers the limitless domain an individual's unique characteristics, experiences, and
capabilities. Diversity encompasses respect and tolerance of differences that enables a
celebration of uniqueness.

In this age of fast paced development where diversity plays a unique role, there are
still challenges that confront a lot of people who have been identified as "different."
Discrimination issues around race, gender, age, and intellect still abound inspire of charters,
laws, and policies that uphold diversity.

References

Bryant, D. P. (2017). Teaching Students with Special Needs in Inclusive Classrooms. USA:
Sage Publications.
Latin Dictionary. (n.d.) Diversity. Retrieved from: https://latin.english-dictionary.help/english-
to-latin-meaning-diversity

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 MODULE 2
ADDRESSING DIVERSITY THROUGH THE
YEARS: SPECIAL AND INCLUSIVE EDUCATION

Introduction

This chapter shall allow you to look at Special Needs and Inclusive Education from
historical and philosophical contexts. The first step to becoming an effective Special Needs
and/or Inclusive teacher lies not in one's skill to teach strategically, but un one's willingness
and commitment to respect individual differences. As seen in the previous chapter, diversity
is a natural part of every environment and must be perceived as a given rather than an
exception.

Learning Outcomes

At the end of this module, students should be able to:

1. Discuss the special needs education;

2. Demonstrate the model of disability; and
3. Support the significance of inclusive education

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Lesson 1. Model of Disability (Bryant , 2017)
The concept of disability has been existent for ages. 'The Bible chronicles the
presence of persons who are blind and crippled who needed to be healed. Cultural
narratives like -"The Hunchback of Notre Dame" and "Kampanerang Kuba" depict disability
as a source of fear and ridicule. Even Philippine history has records of disability through the
Apolinario Mabini who was unable to walk because of a physically impairing condition called
poliomyelitis. Clearly, disability cuts across countries, cultures, and timelines. But perhaps it
is part of human nature to react negatively to anything perceived as different or out of the
ordinary. There is often resistance, especially when people are met with situations that they
are unfamiliar with. Persons with disabilities (PWDs) are not exempted from this type of
treatment.

Sociology reminds us that human behavior must always be studied in relation to

cultural, historical, and socio-structural contexts. In fact, the best way to understand why
people think or act the way they do is by looking at what was happening to their community
at a certain point in time. Events tend to shape one's beliefs and values system. As such, it
is important that we examine historical highlights to appreciate man's perspectives on
disability.

Figure 2.1. The Evolution of Models of Disability

Source: (Bryant , 2017)

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Lesson 2. What is Special Needs Education? (Bryant , 2017)
Merriam-Webster (n.d.) defines education as "the action or process of teaching
someone especially in a school, college or university". People typically go through this
teaching-learning. Process following a particular sequence: First, they are educated at home
by their parents; then they go through preschool, which prepares them for a more formal,
systematic, and rigorous type of learning. In elementary, secondary, and tertiary school,
people attempt to understand the world through various subjects and different types of
knowledge through typically singular teaching strategies.

Most graduates become part of the workforce while others choose to go beyond
tertiary education andd pursue higher academic degrees. Although there are countless
universities in every country, the education process pretty much stays the same for
everyone because the goal remains the same as well.

Lesson 3. Why Inclusion? (Bryant , 2017)

Inclusive education is an educational practice that places students with disabilities in

the general education classroom along with typically developing children under the
supervision and guidance of a general education teacher. It takes root in special needs
education and is anchored on the philosophy that every child has an inherent right to be
educated equally with his peers, no matter how different he or she may appear to society.
The global arena has been consistently vocal in its stand on children; persons with
disabilities, and education. In as early as 1948, there have already been worldwide
declarations on children and their right to be educated (Universal Declaration of Human
Rights 1948; United Nations Convention on the Rights of the Child 1989). In 1990, many
countries banded together for the world declaration of Education for All (EPA), which stated
that all children must have access to complete, free, and compulsory primary education.

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 Assessment Task

Make a reflective essay about “How important are models of disability? How can they
affect students and the different stakeholders of special needs and inclusive education?”

Summary

The concept of disability has been existent for ages. 'The Bible chronicles the
presence of persons who are blind and crippled who needed to be healed. Cultural
narratives like -"The Hunchback of Notre Dame" and "Kampanerang Kuba" depict disability
as a source of fear and ridicule.

Merriam-Webster Online (n.d.) defines education as "the action or process of

teaching someone especially in a school, college or university". People typically go through
this teaching-learning. Process following a particular sequence: First, they are educated at
home by their parents; then they go through preschool, which prepares them for a more
formal, systematic, and rigorous type of learning.

Inclusive education is an educational practice that places students with disabilities in

the general education classroom along with typically developing children under the
supervision and guidance of a general education teacher.

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 References

Bryant, D. P. (2017). Teaching Students with Special Needs in Inclusive Classrooms . USA:
Sage Publications.
Merriam Webster. (n.d.). Education. Retrieved from: tps://www.merriam-
webster.com/dictionary/education

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 MODULE 3
ADDRESSING DIVERSITY THROUGH THE
YEARS: SPECIAL AND INCLUSIVE EDUCATION
(Continuation)

Introduction

This chapter shall allow you to look at Special Needs and Inclusive Education from
historical and philosophical contexts. The first step to becoming an effective Special Needs
and/or Inclusive teacher lies not in one's skill to teach strategically, but in one's willingness
and commitment to respect individual differences. As seen in the previous chapter, diversity
is a natural part of every environment and must be perceived as a given rather than an
exception.

Learning Outcomes

At the end of this module, students should be able to:

1. Discuss the inclusion in education;

2. Identify the 2030 agenda; and
3. Support the significance of Philippine Laws for PWDs.

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Lesson 1. Inclusion in Education (Bryant , 2017)
The inclusion in education involves:
A. Valuing all students and start equally
B. Increasing the participation of students in; and reducing their exclusion from;
the cultures, curricula, and communities of local schools
C. Restructuring the cultures, policies, and practices in schools so that they
respond to the diversity of students in the locality
D. Reducing barriers to learning and participation for all students, not only those
with impairments or 'those who are categorized as 'having special
educational needs'
E. Learning from attempts 'to overcome barriers to the access and participation
of particular students to make changes for the benefit of students more widely
F. Viewing the difference between as resources to support learning, rather than
problems be overcome
G. Acknowledging the right of students to an education their locality
H. Improving schools for well as for students
I. Emphasizing the role of schools in building community and developing
values, as well as in increasing achievement
J. Fostering mutually sustaining relationships between schools and
communities
K. Recognizing that inclusion in education is one aspect of inclusion in society

Lesson 2. The 2030 Agenda (Bryant , 2017)

The goal of inclusion is for every fabric of society to embrace diversity. It is for this
reason that all these treatises state the need for a paradigm shift to address the issues of
inclusion in education. Inclusive education is not merely a call toward educational reform for
those with additional needs. It is simply a call to improve the quality of all learners, because
'every learner matters and matters equally". This is also reflected in the current framework
being followed for the implementation of inclusive practices, which is the Sustainable
Development Goals (SDGs).Most graduates become part of the workforce while others
choose to go beyond tertiary education and pursue higher academic degrees. Although

14
there are countless universities in every country, the education process pretty much stays
the same for everyone because the goal remains the same as well.

The SDGs are considered road maps or blueprints that were developed by the
United Nations to ensure a better and sustainable future for everyone "It consists of 17
global goals set by the United Nations for the year 2030, one specific area of development.
Of particular interest to community, however, is SDG 4: "Ensure inclusive and equitable
quality education and promote lifelong learning opportunities for all'* (United Nations
General Assembly). Therefore, the need to remove all barriers to inclusion by addressing all
forms of exclusion and marginalization is of utmost importance.

Lesson 3. Philippine Laws for PWDs (Bryant , 2017)

• BP 344 (1983) - Accessibility Law
• RA7277 (1992) - Magna Carta for Disabled Persons
o Equal rights and privileges of PWDs on employment, education,
telecommunications, auxiliary social services, accessibility, political, and civil
rights.
o Penalties for violations of law
• Administrative Order 35 (2002) - National Disability Prevention and Rehabilitation
(NPDR Week) every 3rd week of July
• Guidelines in the Admission of Students with Disabilities in Higher Education and
Post-Secondary Institutions in the Philippines (2004)
• RA 9442 (2007) - Amendment of RA 7277 (Privileges to PWDs)
o 20% discount privileges to PWDs
o Change name from "Magna Carta for Disabled Persons" to "Magna Carta for
PWDs"
o Added a clause on deliverance from public ridicule and vilification
• NCDA Administrative Order No. 001, s 2008 - Guidelines on the Issuance of PWD ID
Cards relative to RA 9442
• RA 10070 (2010) - Amendment of RA 7277 (Implementation of Programs and
Services for PWDs in every province, city, and municipality - PDAO Law)

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 • RA 10366 (2013) - Accessible Polling Places for PWDs and Senior Citizens
• Proclamation No. 688, S. 2013 - Declaring the Period of 2013-2022 as the Philippine
Decade of "Make the Right Real" for PWDs
• RA 10524 (2013) - Amendment of RA 7277 (Expanding the Positions Reserved for
PWDs)
o 1% of all government agencies, offices, and corps shall be reserved for
PWDs
o Private companies with over 100 employees are encouraged to reserve at
least 1% for PWDs
• RA 10754 (2016) —an Expanding the Benefits and Privileges of PWDs
o Exemption of VAT on the following sale of goods and services
o Inclusion of funeral services
• Civil Service Commission MC No. 20, s. 2017 - express lanes for PWDs in all
commercial and government establishments
• RA 11228 (2019) - Amendment of RA 7277
All PWDs shall be automatically covered by the National Health Insurance
Program (NHIP) or PhilHealth shall develop exclusive packages for PWDs that will
address their specific health and development needs.

Assessment Task

Make a reflective essay about the question: “Is it possible for medical practitioners to
embrace a social perspective of disability? How can they marry two seemingly opposing
concepts?

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 Summary

The inclusion of education have eleven (11) concepts. The goal of inclusion is for
every fabric of society to embrace diversity. It is for this reason that all these treatises state
the need for a paradigm shift to address the issues of inclusion in education. Inclusive
education is not merely a call toward educational reform for those with additional needs. It is
simply a call to improve the quality of all learners, because 'every learner matters and
matters equally".

Reference

Bryant, D. P. (2017). Teaching Students with Special Needs in Inclusive Classrooms . USA:
Sage Publications.

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 MODULE 4
MAKING SCHOOLS INCLUSIVE

Introduction

Previously, you learned about the history, context, and foundations of special needs
and inclusive education. By understanding the role that disability frameworks play, we can
now move on to finding out how to implement inclusive practices in the classroom. This
chapter shall provide insights and practical tips on cultivating inclusive habits and
implementing such practices in the classroom effectively.

Learning Outcomes

At the end of this module, students should be able to:

1. Discuss the creating inclusive cultures;

2. Identify producing inclusive policies; and
3. Support the evolving inclusive practices.

Lesson 1. Creating Inclusive Cultures (Bryant, 2017)

Inclusive is as much the responsibility of society as it is the responsibility of
schools. We realized from that the key to successful inclusive practices are merging-of
frameworks and aligning of definitions of disability. We shall learn that inclusive education is
an ongoing collaborative process that needs to be dynamically revisited. For it to truly work,
its essence has to all stakeholders of education.

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 In educational reform, stakeholders are those who have "invested in the welfare and
success of a school and its students.” In other words, these are the teachers, administrators,
school staff, officials and other workers, the parents and their families, the community, and
the government. They may also be collective entities like local businesses, advocacy
groups, the media, sociocultural institutions, and other organizations that may be directly or
indirectly involved in education. Stakeholders are important because they play a major role
in "connecting what is being taught in a school to its surrounding community".

In 2017, UNESCO reported that there has been significant global improvement in
accessing education, specifically in the primary level for the last 15 years. However, its 2016
Global Education Monitoring Report reveals that there are still an estimated 263 million
children and youth aged 6 to 17 all around the world who are still not in school at this time.
The report also confirmed the continuous plight of women against gender discrimination,
among others. With increasing globalization and international migration, the problem
pertaining to inclusive education and how it affects PWDs could not be more real.

Lesson 2. Producing Inclusive Policies (Bryant , 2017)

As reiterated in the previous chapters, the premise of inclusion starts with an
acceptance and embracing diversity. It is difficult to movement if this practice is not rooted
on a culture that assumes the right perspectives and values. For simultaneous paradigm
shifts to happen among its education stakeholders, schools must first create a new culture.

UNESCO (2005), as cited by Bryant (2017), realistically acknowledges that a societal

change in attitude need not be initially present in a community before inclusion can be fully
practiced. Rather, it must be viewed as a perspective or an ideal to work toward. Without
this realization, differences in standards and quality of education may surface as potential
problems. Just very recently, the pre-service education curriculum was restructured so that
special needs education units are not only given to special needs education majors but to
18
other education majors as well. This is a huge step for teachers and a nod to inclusive
education. The following is a list of other possible steps that educators can take to facilitate
the much-needed societal shift and inform policy:

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 • Involve other sectors of society
• Collaborate
• Recognize the shift in roles of teachers
• Include transitions in planning

Lesson 3. Evolving Inclusive Practices (Bryant , 2017)

Evolving inclusive practices is the third dimension to Booth and Airshow’s framework
for schools, where administrators must first try to create an inclusive culture among is
stakeholders, then build better, more all-encompassing policies. The goal of first two steps is
to ascertain habit-forming conditions, which make procedures that are otherwise unfamiliar
feel like second nature to us. We want to reach a point where inclusive teaching practices
are expected. Once this happens, we can start focusing on raising the participation and
success rates of learners with additional needs inside out classrooms.
Moreover, the term "evolving" assumes that we already have strategic place which
we just have revisited possible tweaking. It suggests advancement and positive growth,
which means we can look at these existing strategies and just adjust these according to the
needs of our students along the way. Two effective evidence-based inclusive practices that
can be used in classroom are Universal Design (UDL) and Differentiated Instruction.

• Universal Design for Learning

In architecture, universal designs refer to structures that were made in Suena way
that they can be-used by customers or clients with a wide range of needs. Such designs
ensure accessibility for all. For example, an architect designs commercial complex where
ramps, elevators, escalators, handrails, wide doorways and Sidewalks, and signs embossed
in Braille abound. It is a very user-friendly building. Obviously, the designer imagined that
some customers might walk into the complex in wheelchairs or white canes. The architect
does not know if or when it's going to happen, but he anticipated it and incorporated it into
his design anyway.

Differentiated Instruction
Differentiated (or differentiating) instruction is a teacher's response to students'
varying needs, interests, and learning styles: "It refers to a systematic approach to planning

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curriculum and instruction for academically diverse learners. It is a way of thinking about the
classroom with the dual goals of honoring each student's learning and maximizing student's
learning capacity." When teachers differentiate instruction, they use a variety of teaching
and learning strategies that are necessary to meet the diverse needs of students in any
class.

Assessment Task

Create a Venn diagram that shows the difference and similarities between universal
design for learning and differentiated instruction.

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Summary

Inclusive is as much the responsibility of society as it is the responsibility of schools.

We realized from the previous chapter that the key to successful inclusive practices are
merging-of frameworks and aligning of definitions of disability.

As reiterated in the previous chapters, the premise of inclusion starts with an

acceptance and embracing diversity. It is difficult to movement if this practice is not rooted
on a culture that assumes the right perspectives and values. For simultaneous paradigm
shifts to happen among its education stakeholders, schools must first create a new culture.

Two effective evidence-based inclusive practices that can be used in classroom are
Universal Design (UDL) and Differentiated Instruction.

Reference

Bryant, D. P. (2017). Teaching Students with Special Needs in Inclusive Classrooms. USA:
Sage Publications.

22