MAKING

SCHOOL
INCLUSIVE
CHAPTER 3
 r o d u c t i o n
in t
This chapter builds on previous knowledge of
special needs and inclusive education by focusing
on practical strategies for implementing inclusivity
in the classroom. Using Booth and Ainscow’s (2002)
framework, it provides insights and tips to help
schools transition toward a more inclusive
environment.
Diversity is the new
"normal."
Inclusive practices must be
dynamic and collaborative.
 R o d u c t i o
in t
n
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.
 p e t e n c i
co m
es
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 need.
a unifying
framework
In 2002, Booth and Ainscow
created the Index for Inclusion
to help schools become more
inclusive. It follows the social
model of disability and builds
on good practices. The
framework guides schools
through four stages:
preparation, investigation,
development, and review. It
has three key dimensions to
a unfying
framework

es
tic
Pro icie
po
Booth and Ainscow (2002) identified

ac

du s
l
pr
three key parts of the Index for

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iv e
Inclusion.

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lus

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These three areas work together to

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i nc
help schools change. The most

ive
important step is building an

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inclusive culture first because,

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without it, people may resist

Ev
changes in policies and practices. Creating inclusive
Each part is further divided into cultures
sections to guide schools in making
these changes effectively.
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 helps create a safe,
welcoming, and supportive school
community where everyone is
valued. It promotes shared
inclusive values that are taught to
all staff, students, and parents.
These values guide school policies
and daily classroom practices,
DIMENSION b Producing inclusive
policies
Section b.1 Developing the school
for all b.2 Organizing support for
Section
diversity
This dimension ensures that
inclusion is part of all school plans.
Policies help students and staff feel
involved from the start, welcome
all local students, and reduce
exclusion. They include clear
strategies for change and support
all students based on inclusive
DIMENSION c evolving inclusive
practices
Section c.1 Orchestrating learning
Section c.2 Mobilizing resources
This dimension ensures that school
practices match its inclusive
culture and policies. Lessons are
designed to meet the needs of all
students. Students take an active
role in their learning, using their
own experiences. Teachers,
parents, and the community work
together to support learning and
i. CREATING INCLUSIVE
CULTURES
• Inclusive education is the responsibility of
both society and schools. For it to work,
everyone involved in education—teachers,
staff, parents, communities, and the
government—must support it. These people,
called stakeholders, help connect schools to
the community.
• UNESCO reported progress in education
access, especially in primary schools.
However, in 2016, 263 million children and
youth were still out of school. Issues like
gender discrimination and challenges faced
by people with disabilities (PWDs) remain,
especially with globalization and migration.
Inclusive education must be a continuous
effort to address these problems.
 [Link] Stakeholders Can
Do
Governments and communities must ensure that all children,
including those with special needs, have access to safe, quality,
and inclusive education. This requires clear laws and systems to
ensure consistency and success. Stakeholders can take the
following steps:
[Link] clear guidelines for inclusion – Governments identify
key people, processes, and resources needed for
inclusive education, such as teacher training, student
placement, and collaboration between education
departments and other agencies.
[Link] and support educators – Teachers need proper
training, access to teaching materials, and ongoing
research to improve inclusive education. Since student
needs vary by country, policies must be adapted to fit
local conditions rather than copying other models.
 [Link] Stakeholders Can
Do
3. Remove barriers to inclusion – Governments and
organizations must change outdated attitudes and
improve policies to support inclusion. Schools,
parents, and policymakers need training to better
manage inclusive environments.

By following these steps, countries can make

inclusive education more effective and sustainable.
 Common Barriers to
Inclusion – Negative beliefs
1. Attitudes and misconceptions
and societal norms can lead to resistance against
inclusive education.
2. Physical barriers – Lack of accessible buildings,
transportation, and facilities can limit mobility.
3. Curriculum issues – A rigid, one-size-fits-all
curriculum does not support individual learning
needs.
4. Lack of teacher training and lo teacher efficacy –
Without proper training and confidence, teachers
may struggle to implement inclusive practices.
5. poor language and communication –
Communication difficulties can make inclusion harder
to achieve.
 Common Barriers to
Inclusion
6. Lack of funding – Without enough money, schools
struggle to train teachers, create programs, and
improve facilities.
7. Lack of policies – Clear policies help unify efforts,
and without them, inaction is more likely.
8. Centralized education systems – When decisions
are made far from local schools, policies may not fit
real needs.
9. Overemphasis on test scores – Some schools avoid
inclusion, fearing it will lower their rankings on
standardized tests
 2. Special Education vs.
Mainstreaming vs. Inclusive
Education
When building inclusive cultures, it's important to understand
the differences between these three approaches:

[Link] Education – Focuses on students with unique

needs by providing individualized instruction. While it is
sometimes seen as separate or exclusive, it is designed
to support students who require specialized learning.
[Link] – Similar to inclusion, it integrates
students with special needs into general education.
However, there are key differences between the two.
 2. Special Education vs.
Mainstreaming vs. Inclusive
Education
Comparing special education, inclusion, and
mainstreaming
special education inclusion
mainstreaming Involves all
Helps students Places students
with unique students, with special
Learners needs in a including those needs in regular
separate setting. with special classes but may
needs, fully in separate them
regular classes. sometimes.
Uses a Uses the same Follows the regular
customized curriculum for all curriculum but
curriculum students, adapts it for
curriculum to students with
meet each making
adjustments to special needs.
student's
individual needs. include
everyone.
 2. Special Education vs.
Mainstreaming vs. Inclusive
Education
Comparing special education, inclusion, and
mainstreaming
special education inclusion
mainstreaming All students are Students with special
Assessment is
individualized, assessed using the needs are assessed
Assessment same methods, using the regular
and Evaluation focusing on the
specific needs and with adjustments assessment
progress of each made to support methods, with some
student. individual needs. accommodations.
Students are Students are fully Students are placed
Learning placed in separate integrated into in regular
Placement and settings with regular classrooms, classrooms for part
Delivery of with support and of the day, with
specialized services provided additional support
Services
services tailored to within that setting. outside of the class.
their needs.
 2. Special Education vs.
Mainstreaming vs. Inclusive
Education
Comparing special education, inclusion, and
mainstreaming
special education inclusion
mainstreaming
Focuses on Believes all Aims to integrate
meeting individual students, students with
Philosoph needs through regardless of special needs into
y separate, ability, should general education,
specialized learn together in but with some
instruction. the same separation.
environment.
ii. PRODUCING INCLUSIVE
POLICIES
Inclusion starts with accepting and
valuing diversity. A cultural shift is
needed in schools and
communities to create inclusive
education policies. UNESCO
(2005) says that society’s attitude
doesn’t need to change first—
rather, inclusion should be seen as
a goal to work toward.
 Steps to Support Inclusive
Policies:
1. Involve the Whole Community – Inclusion should extend
beyond schools to businesses, public spaces,
transportation, media, and even local organizations. Raising
awareness in all areas helps support people with disabilities
(PWDs).
2. Encourage Collaboration – Teachers,
policymakers, and specialists must work together.
General teachers know the curriculum, while
special education (SPED) teachers understand the
needs of PWD students. Combining their
expertise creates better learning experiences.
 Steps to Support Inclusive
Policies:
3. Redefine Teacher Roles – In inclusive education,
SPED teachers become consultants rather than
direct instructors. General teachers need training
to support diverse learners effectively.
4. Plan for a Smooth Transition – Sudden changes
can cause resistance. Schools should gradually shift
to inclusive education while respecting current
practices.
 Reviewing School Policies
for Inclusion To check
readiness for inclusion,
Booth and Ainscow (2002)
suggest evaluating:
• Student admissions
• Accessibility of school facilities
• Support for students, parents, and staff
• Accommodations for different learning needs
• Incidents of exclusion or discrimination
• Bullying cases
• Faculty and staff promotions
termS
• UNESCO -The United
Nations Educational,
Scientific and
Cultural Organization
• UDL-Universal Design
for Learning
iii. Evolving Inclusive
Practices
• UDL is a teaching approach that makes
learning accessible to all students, just
like universal design in architecture
makes buildings accessible to everyone.
Teachers plan lessons in a way that
considers different learning needs in
advance, ensuring all students can
engage with the material.
• UDL ensures that all students, regardless
of ability, have equal opportunities to
learn and succeed.
Three Key Elements of UDL:
1. Multiple Means of Representation – Presenting
information in different ways (e.g., visuals, audio, hands-on
activities) to help all students understand.
2. Multiple Means of Action and Expression – Allowing
students to show what they have learned in different ways
(e.g., writing, speaking, drawing, or using technology).
3. Multiple Means of Engagement – Using different
strategies to keep students motivated and involved in
learning.
UDL Principle and Inclusive
Practices
UDL
UDL Principle and UDL Principle and
Inclusive Practices Inclusive Practices
Principle
1. Equitable Make learning safe Use culturally
Use and accessible for responsive
all teaching.
Adapt to different
2. Flexible learning needs and
Use paces

3. Simple & Make instructions Use graphic organizers

Intuitive Use easy to understand. and clear rubrics.
Establish classroom
rules
Develop scoring rubics
and rountines
ith
UDL Principle and Inclusive
Practices
UDL
UDL Principle and UDL Principle and
Inclusive Practices Inclusive Practices
Principle
4. Use graphic Provide Use assistive
organizers information in technology
and clear
multiple formats.
rubrics.
5. Tolerance Reduce mistakes Teach study skills
for Error and provide and motivation
support techniques
5. Low
6. Tolerance
Physical Ensure learning is Give breaks and
for Error comfortable and
Effort teach
efficient
mindfulness.
UDL Principle and Inclusive
Practices
UDL
UDL Principle and UDL Principle and
Inclusive Practices Inclusive Practices
Principle
7. Size & Design classrooms Flexible seating and
Space for Use for all mobility outdoor learning.
needs.
8. Community Encourage social Group work and
of Learners interaction. home-school
partnerships.
5. Inclusive
9. Tolerance Promote Diversity
for Error
Environment acceptance and awareness and
belonging. team-building
activities.
2. Differentiated Instruction

Differentiated Instruction means

teachers adjust lessons to fit
students' different needs, interests,
and learning styles. It helps all
students learn in the best way for
them. Teachers use different
teaching methods to make sure
every student understands and
Why Differentiate Instruction?
Every student is different, with
unique strengths, interests, and
needs. Differentiated Instruction (DI)
helps make learning fair and
engaging for all by using different
ways to teach and assess students.
This ensures that all students can
learn in a way that works best for
them.
How to Differentiate Instruction?
Teachers can adjust four key areas:
1. Content – What students learn
2. Process – How students learn
3. Product – How students show
what they learned
4. Learning Environment – The
classroom setup
To do this, teachers can:
• Use materials at different difficulty
levels
• Offer different levels of support
• Use different groupings (individual,
pairs, or groups)
• Give students choices in learning
• Use different ways to assess learning
To do this, teachers can:
Teachers should know their curriculum
and their students' abilities, interests,
and learning styles. They should start
small, making simple changes to
better meet students' needs.
 Differentiation strategies
Learning
Content Process Product Environment
-How is it -How is it
-What is taught? -How is learning
-How is it
taught? assessed?
- What is -Choices
learned? of demonstrated?
learned? - reading -Homework
Provide -Varied
materials options
-Student choice
additional presentation on product (oral
materials/skills styles: Say it, presentations,
-Reduce Show it, and written report,
materials - Model it role plays,
Skills -Use media simulations, etc.)
Explorations by (video, audio,
computer, TV,
interest.
and
manipulatives)
 Differentiation strategies
Learning
Content Process Product Environment
-Varied pacing -Varied journal
-Reading prompts
-Think-Pair-
Share by -Choice Boards
readiness, -Think-Tac-Toe
interest, and
-Learning
learning profile -Tiered activities
centers/stations (by readiness
-Small-group and interest)
instruction -More items
-Jigsaw (expert (advanced
groups)mall-group
instruction
learners)
 Differentiation strategies
Learning
Content Process Product Environment

-Cooperative -Less items

learning (with special
activities needs)
-Teams, Games -Learning
and Activities contracts

-Cubing -RAFT (Role,

Audience,
-Learning Format, Topic)
contract
 How to Manage a Classroom
During Differentiated Learning
• 1. Explain Differentiation – Tell students why
lessons are different for each person, so
they understand and accept it.
• 2. Use Anchor Activities – These are
tasks students can do independently
when they finish their work. Examples
include reading, writing in journals,
practicing skills like spelling or math,
and using hands-on tools.
 How to Manage a Classroom
During Differentiated Learning
• 3. Assign Group Roles – When working in
groups, give students different roles to keep
things organized and fair. Roles can include:
• Facilitator – Leads the group
• Recorder – Writes down ideas
• Summarizer/Timekeeper – Keeps track of
time and key points
• Presenter – Shares the group’s work with
the class
• Errand Monitor – Helps get supplies or
asks the teacher for help
 How to Manage a Classroom
During Differentiated Learning
• 4. Set Up Classroom Routines – Make sure
students know how to work together
effectively by:
• Grouping them based on interests or
skill levels
• Giving activities to students who
finish early
• Setting clear rules on when and how
to ask for help
 Anchor Activity Options
Anchor activities are tasks students can work
on independently. Options for different levels:
For Secondary Students (High School)
• Writing in journals or learning logs
• Doing extra projects
• Reading books
• Doing lab work
• Answering questions based on class readings
• Preparing for ACT or SAT tests
• Working on personal projects
• Completing learning packets
• Learning computer skills
• Doing research online
 Anchor Activity Options
For Upper Elementary/Middle School Students

• Reading a book for a report or working on a

review
• Writing in a journal based on a given topic
• Choosing an activity from a learning packet
• Practicing test questions
• Working on an independent project
 assignment;
Making sure to follow the UDL framework,
create two lesson plans (one good for one
week and the other good for a day of that
particular week) for a subject and topic of
your choice in the:

1. Elementary level
2. Junior High School level
3. Senior High School level
thank you