Republic of the Philippines

PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY

Botolan Campus
Zambales, Philippines

Course Title Foundation on Special and Inclusive Education

Course Code FTC 2
College College of Teacher Education
Professor/Instructor Ms. Carla Joan D. Schuck

MODULE 5
Making Schools Inclusive

Introduction
Previously, you learned about the history, context, and foundations special needs and
inclusive education. By understanding the role that disabili frameworks play, we can now move
on to finding out how to implement inclusiv practices in the classroom. This chapter shall
provide insights and practical tine on cultivating inclusive habits and implementing such
practices in the classroom effectively. It is entirely based on the Booth and Ainscow (2002)
framework to help schools determine their next steps in shifting to a more inclusive setting.
 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.

Objectives
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.

Discussion
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. “It takes on the social model of disability as its starting
point, builds on 8000 practice, and then organizes the index work around a cycle of activities in
guide schools through stages of preparation, investigation, develop review” (UNESCO 2005:30).
A three-dimensional framework was created Figure 3.1).
 Figure 3.1. Three dimensions of the Index (Booth and Ainscow 2002:7).

Booth and Ainscow (2002) explained that these three dimensions creating inclusive
cultures, evolving inclusive practices, and producing inclusive policies are interconnected and
“chosen to direct thinking about school change” (2002:7). Considered the backbone of the
framework is the laying down and establishing of an inclusive culture. Without this at the
foundation, it will be quite difficult to get people to shift policies and practices. A non-supportive
culture would most likely result in resistance from the school's direct stakeholders. 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
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 about policies and moment to moment
practice in classrooms, so that school development becomes a continuous process.

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 which 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.
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. Lessons are made responsive to student
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/carers, and local communities which can be mobilized to support learning
and participation.
(Source: The Dimensions and Sections in the Index of Inclusion.
Adapted from Booth & Ainscow, 2002:8)

I. CREATING INCLUSIVE CULTURES

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.

In educational reform, stakeholders are those who are "invested in the welfare and
success of a school and its students” (www.edglossary.org). 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 group, the media, sociocultural institutions, and other organizations at 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”
(www.edglossary.org).

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.

1. What Stakeholders Can Do

The rights-based approach to educational programming “insists that no right can exist
without a corresponding governmental obligation” (Van den Brule-Balescut & Sandkull 2005).
Thus, governments and communities are starting to understand how they are accountable to
children with additional needs in fulfilling their right to education and providing access to quality
education that is also safe, welcoming, and inclusive. Legally defining terms and formalizing a
system for setting up inclusive schools in areas where there are none to begin with ensures
uniformity, universality, consistency of implementation, and eventual success of inclusion in the
country. The following are some steps stakeholders can take to create inclusive cultures:
  Set the parameters for inclusion. The government has identified key people and
professions, and highlighted important factors leading to the success of inclusive
education-i.e., 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.
These clearly show not just an attempt to centralize inclusive practices, but an
initiative to make the welfare and development of children with additional needs
the responsibility of all. These are also consistent with what the UNESCO pushes
for in terms of getting every stakeholder involved.
 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. Most importantly, calls are made for continuing
research and forming of policies to be initiated by agencies such as the
Department of Education so as to further refine the inclusive process and have it
tailored to fit to the needs of children with additional needs. This is an important
factor that every nation has to constantly revisit as the needs of students across
continents, though similar, would have nuances depending on where they reside.
Educational frameworks cannot just be lifted and “copy-pasted” with the
expectation that what worked for one country will work for another. UNESCO
(2005) states that clarity of purpose, realistic goals, motivation, support,
resources, and an evaluation of policies and practices all contribute to a successful
shift toward inclusion.
 Identify and eradicate barriers. UNESCO's Guide for Inclusion (2005)
advocates for the identification and removal of obstacles that have to do with
transforming prevailing attitudes and values on a systemic level. 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

Part of what needs to occur when creating cultures is to also determine distinctions
among frameworks and practices. Most important in this scenario is to understand how different
special education, mainstreaming, and inclusive education are from each other. In the previous
chapter, we discussed how special education is often regarded as segregated and exclusive. It has
to be noted, however, that this perception is entirely due to its nature of addressing cases in a
highly individualized way. This is not to mean that special education is an environment that
violates human rights. Because special education assesses, instructs, and evaluates students
individually and intentionally, this type of educational setting is beneficial to those with very
unique needs as well.

Mainstreaming shares more similarities with inclusion than with special education. Both
look at integrating the child with additional needs into a general education setting. There are,
however, nuances between the two as well:

COMPARING SPECIAL EDUCATION, INCLUSION AND MAINSTREAMING

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

II. PRODUCING INCLUSIVE POLICIES

As reiterated in the previous chapters, the premise of inclusion starts with an acceptance
and embracing of diversity. It is difficult to start 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) 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 lucas work toward, Without this realization, differences in
standards and quay 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 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:

 Involve other sectors of society. Current training and awareness campaigns seem to
limit the movement of inclusion to a mere homeschool relationship. At most, these are
extended to the departments for social welfare and health. However, for an inclusive set-
up to truly be successful, active involvement of the entire community must be ensured.
For instance, those in the business, commercial, security, and religious sectors must also
be given representation in trainings. These campaigns must be wide enough in scope as to
cover supermarkets, restaurants, malls, public and government agencies not directly
associated with social welfare or health, transportation, land, airline and maritime
companies, the media, and even the research teams of our policy makers. At the same
time, they must be specific enough to reach the local churches, the subdivision
playgrounds, and the village stores. In recent years, students in the tertiary level from
various programs have been showing growing interest in the PWD community. For
instance, students belonging to architectural and interior design programs have been
working on theses and capstone projects where their main clients have additional needs.
The idea is for everyone-regardless of their training or exposure-to become more
 sensitive and aware of the PWD population. The more aware a community is, the more it
will be able to help.
 Collaborate. Whether creating an academic program specific to a child with additional
needs or creating a new legislative bill for the PWD community, collaboration is crucial.
Each member of the inclusive education team would have their own strengths and
weaknesses, and these have to be used wisely to benefit the child with additional needs.
Del Corro-Tiangco (2014) states that general education teachers are trained in the general
curriculum but would not know how to teach and manage children with additional needs;
while a special needs education teacher would be equipped to handle atypical behaviors
but would not know much about the general education curriculum. True collaboration
would guarantee an inclusive program that would cover as many areas as possible.
 Recognize the shift in roles of the teachers. With the shift to inclusive education, the
role of special education (SPED) teachers suddenly seems to be reduced to only “as
needed.” As a result, the SPED teacher's role no longer becomes that of an implementer
but that of a consultative nature instead. It also becomes the responsibility of the general
education teacher to know what to do when faced with a learner with additional needs in
his or her classroom. The SPED teachers' role-their trainings, their insights, and their
skills as a supposed prime mover in the inclusive education framework-must neither be
diminished nor disregarded. Instead, these must be used to ensure a good inclusive
program is provided to children with additional needs. Conversely, general education
teachers must go through skills training and capacity building workshops to ensure that
they are supporting all types of learners in their classrooms appropriately.
 Include transitions in planning. An abrupt systemic change that is not well-planned or
that disregards practices-whether existing or implied—may hinder the shift to inclusion
and cause resentment from all stakeholders. Instead, current practices have to be
respected and honored so as to facilitate a gradual shift to inclusive education.

Booth and Ainscow (2002) recommend that schools reflect on their current policies and
practices to check their readiness for an inclusive set-up. They also devised a questionnaire that
would help administrators, faculty, and other stakeholders comprehensively gather baseline data.
A move that would greatly help in informing policy would be to examine different aspects of the
school and the delivery of its services. Specifically, schools may look at the following:
 Student admissions
 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

III. EVOLVING INCLUSIVE PRACTICES

Evolving inclusive practices is the third dimension to Booth and Ainscow's framework
for schools (2002), where administrators must first try to create an inclusive culture among its
stakeholders, then build better, more all-encompassing policies. The goal of the 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 our classrooms.

Moreover, the term "evolving” assumes that we already have strategies in place which we
just have to revisit for 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 the
classroom are Universal Design for Learning (UDL) and Differentiated Instruction.

1. 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 (Dukes & Lamar-Dukes
2009 as cited in Salend 2011). Such designs ensure accessibility for all. For example, an architect
designs a 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.

Such is the mechanics of a Universal Design for Learning (UDL) approach to instruction.
UDL refers to the design of instructional materials and activities to make the content information
accessible to all children (Rose & Meyer 2006 as cited in Turnbull et.al. 2013). It is best used in
a general education 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
2. Multiple means of action and expression
3. Multiple means of engagement

In UDL, teachers are supposed to present information and materials in many different
ways, taking into consideration that some students may have not fully absorbed the lesson the
first time it was presented. The concept of multiple means of representation is meant to ensure
that all students are able to access and understand learning material. After this, teachers allow
students to express what they learned in various ways, and finally, the teacher uses different
techniques to reinforce learning at the students' optimal levels. The principles of UDL, which
sometimes overlap, are presented below with examples.

UDL principles adapted from Salend (2011:17-18)

UDL Principles UDL Principle and Inclusive Examples of UDL

Practices Implementation and
Inclusive Practices
Principle 1: Equitable Use Inclusive practices are • Use UDL principles
 designed to be useful, equitably
appealing, and safe for all • Use culturally
students, families, and responsive teaching strategies
professionals to use. and materials like MTBMLE
Individual differences and (mother tonguebased
various contexts are multilingual education)
respected.

Principle 2: Flexible Use Inclusive practices are

designed to accommodate the
individual preferences,
abilities, and needs of all
students, families, and
professionals. Flexibility in
providing choices for
methods and pacing are
exercised.

Principle 3: Simple and Inclusive practices are  Establish classroom rules

Intuitive Use designed to be easy for all to and routines
use and understand.  Use graphic organizers
for synthesizing material
 Develop scoring rubrics
with the students
Principle 4: Perceptible Inclusive practices are  Use technological and
Information designed so that they assistive devices to
communicate valuable support learning,
information to all through communicate with
various formats. parents, or share
information
Principle 5: Tolerance for Inclusive practices are  Teach study and learning
Error designed to minimize errors strategies
and unintended consequences  Teach self-regulatory
by providing safeguards and techniques
warnings to assist all in using  Encourage students and
them safely. foster their intrinsic
motivation
 Offer grading alternatives
that are valid and
appropriate
Principle 6: Low Physical Inclusive practices are  Chunk activities and give
Effort designed to be used more breaks
comfortably and efficiently  Teach mindfulness
without much effort from all.  Provide additional
support as needed
 Principle 7: Size and Space Inclusive practices are  Take advantage of seat
for Approach and Use designed for use by all, arrangements and
regardless of their mobility, classroom furniture (e.g.,
physicality, or way of specialized chairs,
communication. stability balls, use of
ambient music, and
appropriate lighting).
 Provide opportunities for
outdoor work
 Allow technology as
needed

Principle 8: Community of Inclusive practices are  Use project-based

Learners designed to promote social learning
interaction and  Promote collaborative
communication for all. activities such as fish
bowl discussions or think-
pair-share
 Establish strong
homeschool partnerships
 Classroom check-ins and
check-outs
Principle 9: Inclusive Inclusive practices are  Make students aware of
Environment designed to foster acceptance and comfortable with
and a sense of belongingness diversity
for all.  Emphasize social roles in
the classroom; (e.g., that
we students are there to
teach each other and learn
from each other.)
 Allow bonding activities
 Do team-building
exercises regularly and
integrate lessons in such
activities

2. Differentiated Instruction
According to Tomlinson (2010), 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 curriculum and instruction for academically diverse learners. It
is a way ofthinking about the classroom with the dual goals of honoring each student's learning
needs 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 (Friend & Bursuck 2009).
Why Differentiate Instruction?
All learners are unique and have varying interests, talents, strengthe as well as needs.
Hence, it is essential that teaching and learning experience reflect this diversity. To ensure
engaged, successful, and flourishing learners teaching and learning experiences need to be
designed in a way that provide opportunities for students to learn and demonstrate their
understanding in varied ways. Thus, Differentiating Instruction (DI) helps ensure that learners
are engaged in respectful tasks and provide diverse means of learning that reflect their strengths
and address their needs simultaneously.

How Is Instruction Differentiated?

Bender in 2002 (as cited by Gentry et al. 2013) identified elements of the curriculum that
can be differentiated: (1) content, (2) process, (3) product. and (4) learning environment in
response to the students' characteristics: interests, readiness, and learning profile. As an
overview, differentiation is achieved by providing materials and tasks:

a. at varied levels of difficulty;

b. with varying levels of instructional support;
c. by using multiple grouping arrangement;
d. that involve student choice; and e. use varied evaluation strategies.

As teachers, you must know your curriculum. You are suggested to revisit or identify
which are non-negotiable and negotiable learning objectives and tasks. You are also expected to
know your students' interests, readiness level (based on diagnostic data), and learning
styles/profile (strengths and needs). You may create a class profile to provide an overview of the
class's characteristics and needs. Next, you have to identify and plan what and how to
differentiate your material. The goal is to start small and take simple steps toward differentiating
instruction. The following provides a guide on how to effectively differentiate in the classroom.

DIFFERENTIATION STRATEGIES

CONTENT PROCESS PRODUCT LEARNING

ENVIRONMENT

What is taught? How is it taught? How is it assessed? How is the classroom

What is learned? How is it learned? How is learning arranged?
demonstrated?

 Provide  Choices of reading  Homework  Flexible

additional materials options grouping: whole
materials/skills  Varied presentation  Student choice on class, small
  Reduce styles: Say it, Show product (oral groups, one-on-
materials it, and Model it presentations, one, peer
Skills  Use media (video, written report, teaching, pairs,
 Explorations audio, computer, TV, role plays, partner learning,
by interest and manipulatives) simulations, etc.) independent
 Varied pacing  Varied journal learning, and
 Choice Boards prompts cooperative
 Reading buddies:  Think-Tac-Toe learning
-Read/ summarize-  Tiered activities  Flexible seating
Read/Question/ (by readiness and  Preferential
Answer-Visual interest) seating
organizer/  More items  Pull-out from
summarizer (advanced class (for learners
 Think-Pair-Share by learners) with special
readiness, interest,  Less items (with needs)
and learning profile special needs)
 Learning  Learning
centers/stations contracts
 Small-group  RAFT (Role,
instructions Audience,
 Jigsaw (expert Format, Topic)
groups)
 Cooperative learning
activities
 Teams, Games and
Activities
 Cubing
 Learning contracts

How is the Classroom Managed During Differentiated Learning?

Structure the classroom by establishing routines during differentiated learning activities.
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. Examples of anchor activities are: reading a chosen book (e.g., for book report),
journal writing based on a prompt, skills practice (spelling, math), use of manipulative
objects, etc.
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.
a. Facilitator
b. Recorder
c. Summarizer/Timekeeper
d. Presenter
 e. Errand monitor
4. Implement routines for collaborative work.
a. Establish working groups (by interest, by readiness, etc.)
b. Have a plan for "quick finishers”
c. Have a plan for when to ask for help (role of the errand monitor).

ANCHOR ACTIVITIES FOR DIFFERENTIATED INSTRUCTION.

Anchor Activity Options

(for secondary students)
 Journals or Learning logs
 “Project extensions”
 Independent reading
 Lab work
 Related course readings with questions or extension activities
 Test prep or practice test reviews for ACT or SAT
 Project Interest
 Learning packets
 Independent studies
 Computer skills
 WebQuests or telecollaborative projects

Anchor Activity Options

(for upper elementary/ middle school students)

 Work on your book report selection (read quietly until time is called). If you have already
finished your book, then work on your review (consult the hint book for guidelines).
 Complete one of the three journal prompts provided.
 Select a Learning Interest packet from the anchor option file box.
 Select at least one area of test prep practice you believe you need to review.
 Work on your Orbital or Independent Project.
ACTIVITY 1:
1. What is the difference between mainstreaming and inclusion? Answer in terms of
philosophy, teaching practices, services available, and student placement.
2. What is differentiation? How different are accommodations from modifications? When
should we accommodate and when do we modify?
3. explain the process of UDL
4. explain differentiation

REFLECTION:
Reflect
1. UDL is a classroom practice that ensures the participation and achievement of all types
of learners and where the teacher assumes diversity and uniqueness for all students in the
classroom. Given this, create a plan for UDL. Assume that you are a Grade 2 math teacher
teaching subtraction. Your class is composed of 35 students. Of the 35, one has an official
diagnosis of ADHD and you suspect that another might have a math learning disability.

2. Think about your current school and the extent to which it uses inclusive practices.
Using Booths and Ainscow's (2002) three dimensions-creating inclusive cultures, evolving
inclusive practices, and producing inclusive policies list down your school's current practices that
support inclusive education.

I. Reference

Aligada-Halal, Cristine Nieves, et.al. (2020) Foundations of Special and Inclusive Education.
Rex
Book Store
Michalle E. (1995). Managing Diversity Toward A Globally Inclusive
Workplace. Thousand Oaks CA: Sage Publications, Inc.
UNESCO. (2017). “Guide on Ensuring Inclusion and Equity in Education."
Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000248254 World Health
Organization (n.d.) Disability. 2019. Retrieved from https://
www.who.int/topics/disabilities/en/

Prepared by:

CARLA JOAN D. SCHUCK

Instructor