TPFE104-003-making-schools-inclusive.pptx

Inclusive Education

1. Making Schools Inclusive Foundation of Special and Inclusive Education

2. Competencies at the end of the discussion, students must develop: Foundation of Special and Inclusive Education The ability to respond effectively to educational needs of students with additional needs; and The ability to create safe, inclusive, and culturally responsive learning environments for students with additional needs.

3. Index of Inclusion Foundation of Special and Inclusive Education Evolving Inclusive Practices Producing Inclusive Policies Creating Inclusive Cultures Figure 1: Three dimensions of the Index (Booth and Ainscow 2002)

4. The three are interconnected and “chosen to direct thinking about school change” Foundation of Special and Inclusive Education

5. The dimensions and section in the Index Foundation of Special and Inclusive Education DIMENSION A: Creating Inclusive Cultures SECTION A.1 Building a 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 achievements of all. It develops shared inclusive values that are conveyed to all new staff, students, governors, and parents/carers. The principles and values in inclusive school cultures, guide decisions policies, and moment-to-moment practice in classrooms so that school development becomes a continuous process.

6. The dimensions and section in the Index Foundation of Special and Inclusive Education DIMENSION B: Producing Inclusive Policies SECTION B.1 Developing the School for all SECTION B.2 Organizing Support for Diversity This dimension makes sure that inclusion permeates all school plans. 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. All policies involve clear strategies for change, Support is considered to be all activities that increase the capacity of a school to respond to student diversity. All forms of support are developed according to inclusive principles and are brought together within a single framework.

7. The dimensions and section in the Index Foundation of Special and Inclusive Education DIMENSION C: Evolving Inclusive Practices SECTION C.1 Orchestrating Learning SECTION C.2 Organizing Support for Diversity This dimension develops school practices that reflect the inclusive cultures and policies of the school. Lessons are made responsive to student’s diversity. Students are encouraged to be actively involved in all aspects of their education which draws on their knowledge and experience outside school. Staff identify material resources and resources within each other, students, parents, and local communities which can be mobilized to support learning and participation .

8. Creating Inclusive Cultures Foundation of Special and Inclusive Education What stakeholders can do Set the parameters for inclusion Build people Identify and eradicate barriers

9. Common Barriers to Inclusion Attitudes, values systems, 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 or educational systems Too much focus on performance standards.

10. Creating Inclusive Cultures Foundation of Special and Inclusive Education What stakeholders can do Special Education vs Mainstreaming vs Inclusive Education

11. Special Education Inclusion Mainstreaming Learners Student who are not part of the classroom All same-aged peers/learners are in class regardless of ability Selected learners are included in a general education class based on their readiness instead of their age. Curriculum Strength-based individualized curriculum General education curriculum Learners may have access to both general education and a more individualized curriculum. Assessment and Evaluation Mostly strengths-based but sometimes is also standards based Norm-referenced Both norm-referenced and strengths-based Learning Placement and Delivery All services happen inside the special education classroom but other services such as therapeutic interventions may be integrated into this setting and delivered separately All services happen in a general education classroom Receives services both the general education classroom and outside through the use of resource rooms and therapeutic programs. Philosophy Learner-centered: Some learners have specific needs that may not b appropriately addressed in a general education classroom. Right-based: All learners have a right to access quality education that is available to others. Preparatory and Integrative: Learners are given access to general education but will need to catch up on skills first. Comparing SpEd , IE and Mainstreaming

12. II. Producing Inclusive Policies Foundation of Special and Inclusive Education Involve other sectors of the society Collaborate Recognize the shift in roles of the teachers Include transition in planning

13. III. Evolving Inclusive Practices Foundation of Special and Inclusive Education Universal Design for Learning It refers to designing instructional materials and activities to make the content information accessible to all children.

14. III. Evolving Inclusive Practices Foundation of Special and Inclusive Education Universal Design for Learning 3 Elements Multiple means of representation Multiple means of action and expression Multiple means of engagement

15. UDL Principles UDL Principles UDL Principles and Inclusive Practices Examples Equitable Use Inclusive practices are designed to be useful, appealing, and safe for all students, families, and professionals to use, Individual differences and various contexts are respected. use culturally responsive teaching strategies and materials like MTBMLE (Mother Tongue-based multilingual education)

16. UDL Principles UDL Principles UDL Principles and Inclusive Practices Examples Flexible Use Inclusive practices are designed to accommodate the individual preferences, abilities, and needs of all students, families and professionals.

17. UDL Principles UDL Principles UDL Principles and Inclusive Practices Examples Simple and Intuitive Use Inclusive practices are designed to be easy for all to use and understand Establish classroom rules Use graphic organizers for synthesizing materials Develop scoring rubrics with the students

18. UDL Principles UDL Principles UDL Principles and Inclusive Practices Examples Perceptible Information Inclusive practices are designed so that they communicate valuable information to all through various formats Use technological and assistive devices to support learning, communicate with parents, or share information

19. UDL Principles UDL Principles UDL Principles and Inclusive Practices Examples Tolerance for error Inclusive practices are designed to minimize errors and unintended consequences by providing safeguards and warnings to assist all in using them safely Teach study and learning strategies Teach self-regulatory techniques Encourage students and foster their intrinsic motivation Offer grading alternatives that are valid and appropriate

20. UDL Principles UDL Principles UDL Principles and Inclusive Practices Examples Low Physical Effort Inclusive practices are designed to be used comfortably and efficiently without much effort from all. Chunk activities and give more breaks Teach mindfulness Provide additional support as needed.

21. UDL Principles UDL Principles UDL Principles and Inclusive Practices Examples Size and space for approach and use Inclusive practices are designed for use by all regardless of their mobility, physicality, or way of communication. Take advantage of seat arrangements and classroom furnitures (specialized chairs, stability halls, use of ambient music, and appropriate lightning. Provide opportunities for outdoor work Allow technology as needed.

22. UDL Principles UDL Principles UDL Principles and Inclusive Practices Examples Community of Learners Inclusive practices are designed to promote social interaction and communication for all Use of project-based learning Promote collaborative activities such as fish bowl discussion or think-pair-share Establish strong home-school partnerships Classroom check-ins and check-outs.

23. UDL Principles UDL Principles UDL Principles and Inclusive Practices Examples Inclusive Environment Inclusive practices foster acceptance and a sense of belongingness for all. Make students aware of and comfortable with diversity Emphasize social roles in the classroom (learn from each other) Allow bonding activities Do team-building exercises regularly and integrate lessons in such activities.

24. III. Evolving Inclusive Practices Foundation of Special and Inclusive Education Principle 1: Equitable use Principle 2: Flexible use Principle 3: Simple and Intuitive use Principle 4: Perceptible Information Principle 5: Tolerance for error Principle 6: Low Physical effort Principle 7: Size and space for approach and use Principle 8: Community of Learners Principle 9: Inclusive Environment

25. III. Evolving Inclusive Practices Foundation of Special and Inclusive Education 2. Differentiated Instruction It is a teacher’s response to students varying needs, interests, and learning styles. It refers to the systematic approach to planning curriculum and instruction for academically diverse learners.

26. III. Evolving Inclusive Practices Foundation of Special and Inclusive Education 2. Differentiated Instruction WHY DIFFERENTIATE? It helps ensure that learners are engaged in respectful tasks and provide diverse of learning that reflect their strengths and addfess their needs simultaneously.

27. III. Evolving Inclusive Practices Foundation of Special and Inclusive Education 2. Differentiated Instruction HOW DI is done? The elements of curriculum to be differentiated Content Process Product Learning environment

28. III. Evolving Inclusive Practices Foundation of Special and Inclusive Education 2. Differentiated Instruction HOW DI is done? Differentiation is achieved by providing materials and tasks: At varied levels of difficulty With varying levels of instructional support By using multiple grouping arrangement That involve student choice Use varied evaluation strategies

29. III. Evolving Inclusive Practices Foundation of Special and Inclusive Education 2. Differentiated Instruction HOW DI is done? Know your curriculum (the negotiable and non-negotiable competencies Know your students (interests, readiness level, learning styles/profile. Strengths and needs. Identify plan what and how to differentiate your material

30. CONTENT PROCESS PRODUCT LEARNING ENVIRONMENT What is taught? What is learned? Provide additional materials/skills Reduce materials Skills explorations by interest How is it taught? How is it learned? Choice of reading materials Varied presentation styles: say it, show it and model it. Use media (audio, video, comp, Tv etc ) Varied pacing Reading buddies: Read/summarize, read/question/answer Think-pair share by readiness, interests, and learning profile. Learning centers/stations Small group instruction Jigsaw (expert groups) Cooperative learning activities Teams/games and activities Cubing Learning contracts Hos is it assessed? How is learning demonstrated? Homework options Student choice on product (oral presentations, written report, role plays, simulations etc.) Varied journal prompts Choice boards Think-tac-toe Tiered activities (by readiness and interests) More items (advanced learners) Less items (with special needs) Learning contracts How is the classroom arranged? Flexible grouping: whole class, small groups, one-on-one, peer teaching, pairs, partner learning, independent learning, cooperative learning. Flexible seating Preferential seating Pull-out from class (for learners with special needs)

31. III. Evolving Inclusive Practices Foundation of Special and Inclusive Education 2. Differentiated Instruction HOW is the classroom managed during differentiated learning? Explain to the students the reason for differentiation. Make sure this is understood by all.

32. III. Evolving Inclusive Practices Foundation of Special and Inclusive Education 2. Differentiated Instruction HOW is the classroom managed during differentiated learning? 2. Use “anchor activities” which students can automatically work on when completing assigned tasks to maintain a productive work environment and maximize instructional time.

33. III. Evolving Inclusive Practices Foundation of Special and Inclusive Education 2. Differentiated Instruction HOW is the classroom managed during differentiated learning? 3. Assign roles during small group activities/instruction to ensure accountability and a positive learning environment. These are suggested group roles, but older learners and their teachers may decide on other roles. Learners should have the opportunity to assume each of the roles.

34. III. Evolving Inclusive Practices Foundation of Special and Inclusive Education 2. Differentiated Instruction HOW is the classroom managed during differentiated learning? Roles Facilitator Recorder Summarizer/Timekeeper Presenter Errand Monitor

35. III. Evolving Inclusive Practices Foundation of Special and Inclusive Education 2. Differentiated Instruction HOW is the classroom managed during differentiated learning? 4. Implement routines for collaborative work Establish working groups (by interest, readiness, etc ) Have a plan for “quick finishers” Have a plan for when to ask for help (role of errand monitor)

36. What is the difference between mainstreaming and inclusion? Foundation of Special and Inclusive Education

37. What is differentiation? Foundation of Special and Inclusive Education

38. Think about HTU and the extent to which it uses inclusive practices in college. Using the three dimensions, list down HTU’s current practices that support inclusive education Foundation of Special and Inclusive Education

39. Making Schools Inclusive Foundation of Special and Inclusive Education