Chapter 3 Making Schools Inclusive | PDF | Differentiated Instruction | Inclusion (Education)
-Reporting Still Unfinished
Inclusion 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. In this chapter, 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 resonate to all stakeholders of education
1.What Stakeholders Can Do?
Set the parameters for inclusion- The government has identified key people and professions, and highlighted important factors leading to the success of inclusive placement process, committees, staffing and responsibilities, teacher training and compensation, incentives for private sector participation, and collaboration of the Department of Education with other branches of government.
Build key people- The government recognizes the need for teacher training, both in the special needs' education and general education levels. It also pushes for the use of evidence-based teaching frameworks, provision of student assistance, and access to instructional materials.
Identify and eradicate barriers- The Philippine government seems to be in consonance with this aspect in the light of its existing legislative policies that ground the undeniable importance of inclusion. It is also continuously reorganizing structures in education and implementing programs that highlight the need for primary stakeholders like the school, the parents, and other policy makers, to acquire more understanding and capacity-building to manage an inclusive environment.
Common Barriers to Inclusion
Attitudes, values systems, misconceptions, and societal norms - can lead to prejudices and/or actual resistance to implement inclusive practices (UNESCO 2005).
Physical barriers - the lack of building, facility, transportation, or road accessibility are types of physical barriers that can literally affect one's mobility.
Curriculum - a rigid "one size fits all" type of curriculum that does not allow room for individual differences can significantly stunt one's learning and opportunity for growth.
Lack of teacher training and low teacher efficacy- whether training in teaching strategies, using curriculum frameworks, or behavior and classroom management, lack of training as well as low confidence in one's own skills can directly affect how inclusive practices are implemented.
Poor language and communication - language barriers may also directly have implications on how well inclusive practices are implemented.
Lack of funding - enough funding can allow for training more teachers as well as coming up with more appropriate programs, instructional materials, or facilities: lack of funds can be limiting and debilitating to schools.
Lack of policies - policies have the ability to unify beliefs and mobilize resources; unfortunately, lack of it can become a convenient justification for inaction. Organization of educational systems - centralized systems may have some type of detachment in terms of implementing policies and seeing the reality of how such policies are affecting learners and other stakeholders.
Too much focus on performance-based standards - schools have also reportedly refused inclusion because of fear that the presence of learners with additional needs will pull down their rankings in standardized tests
2. Special Education vs. Mainstreaming vs. Inclusive Education
Learners
Special Education- Student who are not part of the classroom norm
Inclusion- All same-aged peers/learners are in one class regardless of ability
Mainstreaming- Selected learners are included in a general education class based on their readiness instead of their age.
Curriculum
Special Education- Strength-based and needs-based individualized curriculum
Inclusion- General education curriculum
Mainstreaming- Learner may have access to both general education curriculum and a more individualized curriculum
Assessment and Evaluation
Special Education- Mostly strengths based but is sometimes also standard-based
Inclusion- Norm-referenced
Mainstreaming- Both norm referenced and strength-based
Learning Placement and Delivery of Services
Special Education- All services happen inside the special education classroom but other services such as therapeutic interventions may be integrated into this setting or delivered separately
Inclusion- All services happen inside the general education classroom
Mainstreaming- Receives services in both the general Education classroom and outside through the use of resources rooms and therapeutic programs.
Philosophy
Special Education- Learner centered: Some learners have very specific needs that may not be appropriately addressed in a general education classroom
Inclusion- Rights-based: All learners have a right to access quality education that is available to others
Mainstreaming- Preparatory and Integrative: Learners are given access to general education but will need to catch up on skills first.
Foundation of Special and Inclusive Education
“If everyone was taught sign language at an early age, a deaf person would no longer be disadvantaged. If towns were built and planned with physical disabilities in mind and there was no social stigma attached to looking or sounding different, then having a physical impairment would no longer be disabling.”
- Dr. Nancy Doyle