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ning MAIDEN B. MARTESANO

Guid GED 110-Diversity of Learning

KARL EDDIE T. MALABANAN

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 TABLE OF CONTENTS

Self-Paced Learning Guide for Inclusive Education

Introduction

Principles of Equity, Diversity and Inclusion

Objectives of Self-Paced Learning Guide for Inclusive Education

Global Documents on Inclusive Education

Module 1 Policies and Frameworks for Inclusive Education
1:1 Conceptualizing Inclusive Education in the Philippines
1:2 The International Policy Context
1:3 Salamanca Statement and Framework
for Action on Special Needs Education
Module 2 Barriers and Challenges to Inclusive Education
2:1 Access to Quality Education for Children
with Special Educational Need
2:2 Inclusive Education and Cross-Sectoral Collaboration
between Education and Other Sectors
2:3 Promoting Inclusive Practices in Education: Bridging
Gaps and Fostering Independence
Module 3 Innovative Approaches and Best Practices in
Inclusive Education
3:1
3:2 Impact of Universal Design for Learning (UDL) on
Student Engagement and Achievement In Inclusive
Education
3:3

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 GED110: MILESTONE 1

Title: Self-Paced Learning Guide for Inclusive Education

Learning Objectives
 Understand key concepts and frameworks in inclusive education.
 Explore local, regional, and global policies that support inclusive education.
 Identify effective practices and strategies for fostering inclusivity in various educational
contexts.
 Analyze case studies and real-world examples of successful inclusive education initiatives.

INTRODUCTION

What is inclusive education?

An education system that includes all students, and welcomes and supports them to learn,
whoever they are and whatever their abilities or requirements. This means making sure that teaching
and the curriculum, school buildings, classrooms, play areas, transport and toilets are appropriate for
all children at all levels. Inclusive education means all children learn together in the same schools. No
one should be excluded. Every child has a right to inclusive education, including children with
disabilities.

What is the importance of EDI in educational settings?

EDI includes extensive differentiation, to acknowledge individualized learning needs, and

scaffolding, which presents new information in a collaborative manner, and progressively builds on it.
A typical lesson begins with teacher-directed instruction and incorporates check-ins and opportunities
for students to demonstrate understanding in different ways. Then it transitions to a gradual release to
independent tasks. This method supports whole and small groups, as well as individual instruction. It
also enables the teacher to assess each student’s comprehension of the material being taught
historical context and evolution of inclusive practices
Inclusive education is a widely accepted pedagogical and policy principle, but its genesis has
been long and, at times, difficult. For example, in 1948, the Universal Declaration of Human Rights
included statements about rights and freedoms that have, over the decades, been used to promote
inclusive educational practices. Article 26 of the Declaration stated that parents “have a prior right to
choose the kind of education that shall be given to their children.” This declaration later helped some
parent groups and educators to advocate for equal access to schooling in regular settings, and for
parental choice about where their child would be educated.
Following the widespread influence of the human rights-based principle of normalization, the
concept of inclusive education received major impetus from the Education of All Handicapped
Children Act in the United States in 1975, the United Nations (UN) International Year of Disabled
Persons in 1981, and the UN Convention on the Rights of Persons with Disabilities in 2006. A major
focus of the UN initiatives has been the right of people with a disability to participate fully in society.
This focus has obvious consequences for the way education is provided to students with a disability
or other additional educational needs. For many years, up to the last quarter of the 20th century, the
major focus for such students was on the provision of separate specialized services, with limited
attention to the concept of full participation in society. Toward the end of the 20th century and into the
21st century, there has been increasing acceptance, through parental action, systemic policy, and
government legislation, of inclusivity as a basic philosophical principle. Both the type of instruction
that should be provided to students with a disability and the location of that instruction in regular or
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specialized settings have been topics for advocacy and research, sometimes with mixed and/or
controversial conclusions.

Module 1
POLICIES AND FRAMEWORKS FOR INCLUSIVE EDUCATION

Documents discussing inclusive education in the local serve several crucial purposes:
1. Policy Framework: National and local policies provide a structured approach to inclusive
education, establishing standards and guidelines that schools and educational institutions must
follow.
2. Promoting Equity: These documents aim to address disparities in educational access and
outcomes. By highlighting the importance of inclusivity, they work towards creating equitable
learning environments for marginalized groups, including children with disabilities, indigenous
populations, and those from low-income families.
3. Guidance for Implementation: Policies and local studies offer practical recommendations
for educators and school administrators. They outline strategies for accommodating diverse
learning needs, such as differentiated instruction, resource allocation, and staff training
Introduction
In the Philippines, inclusive education is a vital component of the national education agenda,
aimed at ensuring that all learners, regardless of their backgrounds or abilities, have access to quality
education. Various documents, including national policies and local studies, provide a framework for
advancing inclusive education across the country. Key national policies, such as the Inclusive
Education Policy Framework and the Special Education Act, outline the government's
commitment to creating an inclusive educational environment. These documents emphasize the need
for educational institutions to accommodate diverse learners, including those with disabilities,
indigenous peoples, and marginalized groups. They provide guidelines for the implementation of
inclusive practices in schools, aiming to foster an equitable learning environment where every student
can thrive.

1:1 CONCEPTUALIZING INCLUSIVE EDUCATION IN THE PHILIPPINES

The Philippines has been actively implementing a range of programs and initiatives to promote
inclusive education. The "Inclusive Education for All" program is an initiative that aims to enhance the
abilities of teachers, parents, and school administrators in effectively addressing the diverse needs of
students.
The efforts to promote inclusive education have involved teacher training. The collaboration
between the Department of Education (DepEd) and the United Nations Educational, Scientific and
Cultural Organization (UNESCO) enhances the skills of teachers in integrating students with
disabilities into mainstream classrooms. It encompasses various topics constructs inclusive
education, including adapting instruction to meet the needs of students with disabilities, fostering a
supportive learning environment, and promoting effective collaboration with parents.
Likewise, the Philippines has been actively engaged in the development of policies aimed at
promoting inclusive education. One policy being implemented is the establishment of Special
Education (SPED) schools that cater specifically to students with special needs. The schools
mentioned offer various services and accommodations, including smaller class sizes, specialized
instruction, and adaptive technology. This landscape is designed to support student's academic
success and enable them to thrive in their educational environment. Additionally, the Alternative
Learning System (ALS) is a policy that supports inclusive education by offering non-traditional
learning options to students who have discontinued their education or cannot attend regular classes
due to health or other circumstances. ALS programs provide a range of courses, encompassing
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vocational training and basic literacy and numeracy courses. These offerings enable students to learn
at their own speed and in a comfortable setting.
The Department of Education (DepEd) released DepEd Order No. 21 in 2019, titled Policy
Guidelines on the K to 12 Basic Education Program. This order encompasses a policy framework on
inclusive education. The framework aims to ensure that every Filipino has access to a high quality,
fair, and inclusive education rooted in their cultural context and covers all essential aspects. Former
President Rodrigo Roa Duterte enacted Republic Act No. 11650 on March 11, 2022. This law, titled
"Instituting a Policy of Inclusion and Services for Learners with Disabilities in Support of Inclusive
Education Act," aims to promote inclusive education and provide the necessary support for learners
with disabilities. The policy seeks to establish and clarify the rights of individuals with disabilities. It
also aims to provide strategies for enhancing accessibility to education and various services.
Additionally, the policy seeks to identify specific areas that require further assistance and support.

Promoting Equity: (Key organizations, their missions, and contributions)

In the Philippines, Republic Act No. 10533, or the Enhanced Basic Education Act of 2013,
aims to transform Philippine basic education into one that is concerned with and responds
appropriately to the wide range of needs, intellectual and cultural facility, circumstances and
uniqueness of learners, schools and communities. Section 8 of its Implementing Rules and
Regulations (2013) incorporates inclusive education as the implementation of at least five (4)
programs that provides diverse learners access to basic education.
(1)The first of these programs is a wide scope of programs for gifted and talented learners in
all levels of basic education.
(2) The second is an array of programs of home-, school-, center-, or community-based
programs for learners with disability.
(3) Third is the Madrasah program for Muslim learners in private and public schools.
(4) Fourth is composed of various educational initiatives for Indigenous Peoples through
formal, non-formal and informal modalities.
These programs provided in order to address the physical, intellectual, psychological, and cultural
needs of all learners. Efforts to address diverse learners date back to 1907 with the establishment of
the Insular School for the Deaf and Blind in Manila. Subsequent programs addressed giftedness in
the 1960s and the needs of out-of-school youth and adults in the 1970s. International instruments,
especially the World Declaration on Education for All and Millennium Development Goals, provided
the impetus for the Basic Education Sector Reform Agenda (BESRA), which expanded educational
access, participation an achievement for Filipino learners through complete community support.

The World Conference on Special Needs Education held in Salamanca, Spain

(UNESCO, 1994) called upon governments worldwide to prioritize policy and budget allocation for
educational reform that would allow the participation of children with disability or learning difficulties in
general education. The Salamanca Statement encouraged regular schools to adopt an inclusive
perspective and place the learner at the heart of curricular planning and instruction with the intention
of effectively address their educational needs. It suggested that schools oriented towards the
inclusion of children with disabilities are better able to resist prejudice, create communities that
embrace differences, and build societies that allow the physical, social and instructional integration
of diverse individuals.

In striving to educate as many children as possible and with limited funds to build a separate
special education infrastructure to cater to the needs of children with disabilities, inclusive education
was officially adopted in 1997 by the Department of Education in the Philippines as a viable
educational alternative. This article reports on the current state of affairs for including children with
disabilities within regular schools in the Philippines. The ‘Silahis Centres’ (‘school within the school’
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concept) is presented as a feasible model for implementing and promoting the inclusion of children
with disabilities within regular schools throughout the Philippines. Other aspects related to inclusive
education such as teacher education, policies as well as lessons learned so far from inclusion efforts
and future challenges are also described.
Teresita G. Inciong &Yolanda S. Quijano
Pages 173-191 | Published online: 02 Jan 2013

Through the Kabataang Aralin Sa Lahat Ibahagi or KASALI project, Save the Children is
working towards the inclusion and protection of learners with disability.
Neil enrolled Shalani in the Special Education (SPED) class at Eusebio C. Santos Elementary
School, one of schools supported by Save the Children’s Kabataang Aralin Sa Lahat Ibahagi or
KASALI project. KASALI project works towards the protection and inclusion of children with disability
from early childhood to basic education by training teachers, village councils, and parents and
caregivers in the cities of Taguig and Paranaque, and in the municipality of Pateros. Through the
support of the KASALI project, Shalani was able to continue the much needed speech and
occupational therapy sessions. “Shalani has improved so much. She did not speak before but after
therapy she can now say whole sentences. KASALI project also trained Shalani’s teachers on
different teaching strategies that will support the different learning needs of children and positive
teaching approaches to actively engage children in their own learning. Through the advice of her
teachers and therapists, Neil can also better support Shalani’s learning even at home.
To address the need for accessible therapy for children with disability, the project also trained
village officials and community volunteers to establish Community-Based Inclusive Development
(CBID) sites. The CBID site in Taguig City will serve as a resource hub for families with children with
disability and aims to sustain therapy services utilizing existing spaces and volunteer para-therapists
for speech, occupational and physical therapy needed by children like Shalani. Through the support
of the IKEA Foundation, Save the Children’s KASALI project has reached over 78,000 children and
facilitated the enrolment of more than 700 children with disability into school since 2014. The project
aims to ensure that all children have access to inclusive and protective education through
partnerships with the local government, schools, community groups and other key stakeholders. The
KASALI project further strengthens its interventions on inclusive education in 2019 as it improves the
capacity of governments to implement programs, develops or enhances policies, establishes a
system that strengthens the continuum of services in communities, and generates research to inform
and improve education programs for out of school children.
https://www.savethechildren.org.ph/our-work/our-stories/story/inclusive-education-for-every-learner/

1: 2 THE INTERNATIONAL POLICY CONTEXT

Legal framing for the education of children with disability is provided by the
aforementioned Rights of Persons with Disabilities Act, 2016. It stipulates (Chapter 3, Section 16)
that all educational institutions funded or recognized by the government must provide inclusive
education to children with disabilities and admit them without discrimination, ensure accessible;
provide reasonable accommodation; provide necessary individualized support; and provide
transportation facilities to the children with disabilities and also the attendant of the children with
disabilities having high support needs. Its implementation has been supported through development
of a number of guidelines including on barrier-free access. Specific programmatic provisions for
inclusive education are made in the Samagra Shiksha Abhiyan(India’s national flagship scheme for

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school education, henceforth SMSA) which are supplemented by state specific schemes. SMSA in
particular recognizes equity as a key approach and defines equity as not “only equal opportunity, but
also creation of conditions in which the disadvantaged sections of the society –children of SC, ST,
Muslim minority, landless agricultural workers and children with special needs, transgender children
etc. can avail of the opportunity in an inclusive environment free from discrimination.” Specific policy
recommendations on education of CWDs and IE have been made in the same. The RTE Act
includes all categories of children with disabilities covered by prevailing disability-related
legislation within its purview.
Additional provisions have been made as part of state RTE Rules including free-transportation
(all states except Gujarat and Uttarakhand). However, only Karnataka and Kerala include
provisions for reasonable accommodation. Among the 10 states, only Bihar and AP provide for
inclusion of parents of children with disability in the School Management Committee. Different
states, furthermore, either have their own State Policies on education (eg. Karnataka) or include
dimensions of education in their state policies for persons with disabilities (eg. Bihar). Allocations
for education of children with disabilities remain low, being under 1% of the allocation under SSA in
UP and Bihar in 2016-2018). However, there are inter-state variations with almost a quarter of
Maharashtra’s allocations under RMSA going towards Inclusive Education. In terms of provisions
under the PWD Act, only four States have appointed a nodal officer in the District Education
Office to deal with matters relating to admission of children with disabilities (only MP from sample)
and only half states have started issuing disability certificates pertaining to the new disabilities added
in the Act (including MP, TN, UP and WB). Inclusive practices in the 10 sample states have
included a conscious effort towards early intervention for children with disabilities, setting up
of a State Resource Centre for Inclusive Education (TN), efforts to ensure transportation for
children and parents/escorts of CWDs (AP, Maharashtra) and representation of parents of CWDs
in the SMC (Bihar, AP).
The Constitution of India grants equality to women and provides for positive
discrimination measures in favors of women to neutralize historic disadvantaged faced by
them. Both the RTE Act and the draft New Education Policy (dNEP) recommend seek to address
gender based discrimination and the latter considers gender concerns as being cross cutting.
The dNEP, furthermore, recommends the setting up of a “Gender Inclusion Fund” with particular
focus on the education of girls and transgender children. India’s policy for Empowerment of
Women(2001, currently in process of being replaced) commits India to equal access to education for
women and girls; special measures will be taken to eliminate discrimination, universalize education,
eradicate illiteracy, create a gender-sensitive educational system, increase enrolment and retention
rates of girls and improve the quality of education to facilitate life-long learning as well as
development of occupation/vocation/technical skills by women. The dNEP considers women’s
education to be a critical concern requiring particular emphasis. It is also embedded in State
Policies including the Karnataka State Education Policyand the Gujarat State Policy for Gender
Equitythat reiterate the need for stronger focus on girls’ education. The specific provisions have
included direct a range of policy options listed below. Increasing immediate benefits of schooling
to families and reducing costs of attending school: These include financial benefits (conditional
cash transfers to households for keeping girls enrolled in school and scholarships), free provision
of incentives to school going students such free textbooks, uniforms, bicycles hot meals under
the MDM scheme. Specific examples include the Balika Samridhi Yojana (nationally), “Cycle
programmes” taken at state level (initiated in Bihar, adopted by states including WB, MP, UP,
Gujarat, Karnataka and hence mainstreamed as part of SMSA). Karnataka makes education freefor
all girls from Class 1 to graduation in all government and government aided educational institutions.
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Provision of residential schooling facilities to enable girls to complete school. These include
the national Kasturba Gandhi Balika Vidyalayas (setup to provide upper primary educational facilities
for girls belonging to Scheduled Castes, Scheduled Tribes, Other Backward Classes, minority
communities and families below the poverty line in Educationally Backward Blocks, or where
the female literacy rate is below the national average; recently extended to Grade 12) and
provision of hostel facilities in schools(eg. Scheme for Construction and Running of Girls’ Hostels
for students of Secondary and Higher Secondary Schools, 2008). It has been pointed out that doing
so overemphasizes social and familial barriers to girls’ education (eg. early marriage and household
duties) instead of addressing systemic reasons (eg. poor quality of schools, absence of female
teachers, concerns about safety).

https://unesdoc.unesco.org/ark:/48223/pf0000373670

1:3 THE SALAMANCA STATEMENT AND FRAMEWORK FOR ACTION ON SPECIAL NEEDS
EDUCATION
1. This Framework for Action on Special Needs Education was adopted by the World
Conference on Special Needs Education organized by the Government of Spain in co-operation with
UNESCO and held in Salamanca from 7 to 10 June 1994. Its purpose is to inform policy and guide
action by governments, international organizations, national aid agencies, nongovernmental
organizations and other bodies in implementing the Salamanca Statement on Principles, Policy and
Practice in Special Needs Education. The Framework draws extensively upon the national experience
of the participating countries as well as upon resolutions, recommendations and publications of the
United Nations system and other intergovernmental organizations, especially the Standard Rules on
the Equalization of Opportunities for Persons with Disabilities. ’ It also takes account of the proposals,
guidelines and recommendations arising from the five regional seminars held to prepare the World
Conference.

2. The right of every child to an education is proclaimed in the Universal Declaration of Human
Rights and was forcefully reaffirmed by the World Declaration on Education for All. Every person with
a disability has a right to express their wishes with regard to their education, as far as this can be
ascertained. Parents have an inherent right to be consulted on the form of education best suited to
the needs, circumstances and aspirations of their children.

3. The guiding principle that informs this Framework is that schools should accommodate all
children regardless of their physical, intellectual, social, emotional, linguistic or other conditions. This
should include disabled and gifted children, street and working children, children from remote or
nomadic populations, children from linguistic, ethnic or cultural minorities and children from other
disadvantaged or marginalized areas or groups. These conditions create a range of different
challenges to school systems. In the context of this Framework, the term special ‘ educational needs’
refers to all those children and youth whose needs arise from disabilities or learning difficulties. Many
children experience learning difficulties and thus have special educational needs at some time during
their schooling. Schools have to find ways of successfully educating all children, including those who
have serious disadvantages and disabilities. There is an emerging consensus that children and youth
with special educational needs should be included in the educational arrangements made for the
majority of children. This has led to the concept of the inclusive school. The challenge confronting the
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inclusive school is that of developing a child-centred pedagogy capable of successfully educating all
children, including those who have serious disadvantages and disabilities. The merit of such schools
is not only that they are capable of providing quality education to all children; their establishment is a
crucial step in helping to change discriminatory attitudes, in creating welcoming communities and in
developing an inclusive 6 society. A change in social perspective is imperative. For far too long, the
problems of people with disabilities have been compounded by a disabling society that has focused
upon their impairments rather than their potential.

4. Special needs education incorporates the proven principles of sound pedagogy from which
all children may benefit. It assumes that human differences are normal and that learning must
accordingly be adapted to the needs of the child rather than the child fitted to preordained
assumptions regarding the pace and nature of the learning process. A child-centred pedagogy is
beneficial to all students and, as a consequence, to society as a whole. Experience has demonstrated
that it can substantially reduce the drop-out and repetition that are so much a part of many education
systems while ensuring higher average levels of achievement. A child-centred pedagogy can help to
avoid the waste of resources and the shattering of hopes that is all too frequently a consequence of
poor quality instruction and a one ‘ size fits all’ mentality towards education. Child-centred schools
are, moreover, the training ground for a people-oriented society that respects both the differences
and the dignity of all human beings.

5. This Framework for Action comprises the following sections: I. New thinking in special needs
education II. Guidelines for action at the national level A. Policy and organization B. School factors C.
Recruitment and training of educational personnel D. External support services E. Priority areas F,
Community perspectives G. Resource requirements III. Guidelines for action at the regional and
international level.
Reference: https://unesdoc.unesco.org/ark:/48223/pf0000098427

Takeaway

Researching inclusive education frameworks and policies at the global, national, and local
levels is critical for understanding the hurdles, problems, and opportunities for increasing
inclusiveness in education. By investigating how global ideas are adapted and applied in various
national and local contexts, researchers can help to create more effective, equitable, and sustainable
education systems. Finally, the goal is to build an education system that truly values and
accommodates all learners, guaranteeing that no one falls behind in their pursuit of a quality
education.

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 MODULE 2: BARRIERS AND CHALLENGES TO INCLUSIVE EDUCATION

Documents that offer a regional perspective on inclusive education, such as multi-country guidelines
or studies, serve several important purposes:
1. Comparative Analysis: These documents facilitate the comparison of inclusive education
practices across different countries or regions. By analyzing varying approaches, stakeholders
can identify effective strategies and learn from successful models implemented elsewhere.
2. Shared Standards and Best Practices: Regional documents often establish common
standards and best practices for inclusive education. They provide a framework that countries
can adapt to their specific contexts, ensuring a cohesive approach to inclusivity across the
region.
3. Cultural Contextualization: They recognize the unique cultural, social, and economic
contexts of different countries. This understanding allows for the development of guidelines
that are culturally relevant and sensitive, promoting inclusivity in ways that resonate with local
communities.

INTRODUCTION

These documents provide a perspective on inclusive education, such as multi-country guidelines and
studies, play a vital role in advancing educational equity across diverse contexts. These documents
synthesize best practices, share insights, and establish common standards that countries can adapt
to their unique cultural and socio-economic landscapes. By fostering collaboration and knowledge
exchange, they support policymakers and educators in developing effective inclusive education
strategies that ensure all learners, especially those from marginalized backgrounds, have access to
quality education. Furthermore, these documents often incorporate research and evidence-based
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recommendations, enhancing the capacity for informed decision-making and continuous improvement
in inclusive practices across the region.

2:1 ACCESS TO QUALITY EDUCATION FOR CHILDREN WITH SPECIAL EDUCATIONAL

NEEDS

This policy memo provides an overview of the policy and practice of EU Member States in
offering children with special educational needs (SEN) access to education. It sets out the policy
framework, the main approaches taken by Member States, and identifies five key challenges for
policy-makers and practitioners. While acknowledging there are significant gaps in the evidence base,
we also seek to highlight examples of practices from across the EU. Access to quality schooling
remains a central concern for many parents of children with SEN and the options available differ
widely across Member States. According to a report prepared for the European Commission by the
Network of
The European Agency for Special Needs and Inclusive Education (EASNIE) has defined inclusive
education as ‘the provision of high quality education in schools that value the rights, equality, access
and participation of all learners’4 EASNIE’s operational definition of an ‘inclusive setting’
encompasses all education where the pupil with SEN follows education in mainstream classes
alongside their peers for the largest part – 80 per cent or more – of the school week.
The right of children to have access to inclusive education is widely supported in international human
rights law; international conventions ratified by its members and the majority of human rights
instruments. The concept and practice of inclusive education has gained worldwide attention in the
past few decades. From the launching of the Universal Declaration of Human Rights in 1948 to the
more recent UN Convention on the Rights of Persons with Disabilities, the global community has
supported the vision of transforming policy and practice toward educating all children. Several key
instruments that support the goal of creating inclusive environments for learning without
discrimination on any grounds include: Salamanca Statement (1994) on Inclusive Education
The World Conference on Special Needs Education in June 1994 is considered to be the impetus for
inclusive education worldwide. The Salamanca Statement, a product of the conference, and
accompanying framework for action represent a worldwide consensus on future directions for the
education of children with special needs. The statement affirms the right to education of every
individual, regardless of individual differences, within the regular education system and the right of
children with special educational needs to receive whatever extra support they may require to ensure
their effective education. Governments and the international community are urged to adopt the
principle of inclusive education among several other actions.

2:2 INCLUSIVE EDUCATION AND CROSS-SECTORAL COLLABORATION BETWEEN

EDUCATION AND OTHER SECTORS
A crucial first step in developing integrated services to improve inclusive education and
outcomes is identifying the populations these services aim to serve. Equally necessary is having a
holistic understanding of these groups’ wide-ranging needs and understanding how and why existing
service delivery arrangements fail to address these needs. In this context, strategies of early
identification, intervention and prevention taken during the child’s early years are by far the most
(cost-)effective. Indeed, a large body of research has shown that prevention and early
intervention are far more effective in terms of tackling disability, disadvantage vulnerability and
social exclusion than corrective measures taken at a later stage (European Commission 2016;
UNESCO 2006). The costs of tackling the multiple, complex issues vulnerable children and
youth face (e.g. low educational attainment, lack of literacy and numeracy skills, school drop outs,
poverty, and exclusion more generally) once they have occurred are considerable not only for
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individuals but also societies at large (OECD 2015). Some studies also suggest that strategies that
are prevention-oriented facilitate cooperation and communication across agencies and allow for a
greater focus on the family as a whole than those more concentrated on corrective measures
and child protection (CfBT Education Trust 2010).
Many countries have also developed comprehensive, targeted tools to identify and assess the
needs of vulnerable children and families. The “Dream Start” centers in South Korea, for example,
provide targeted early-year support for children who most need it. Vulnerable families are identified
on the basis of national administrative data records, and subsequently approached through
letters and home visits (Korean Ministry of Health and Welfare, 2012). Another identification
tool is the “Framework for the Assessment of Children in Need and their Families (FACNF),” that
was initially developed in England and Wales and which has since been adopted in more
than 15 countries. The Common Assessment Framework (CAF), used as part of the “Every Child
Matters” Strategy in England, similarly takes a standardized approach to assess children and their
families, identify their needs and provide support in a coordinated matter. Unlike many other
frameworks, CAF seeks to provide coordinated, additional services for those below the
threshold of intensive support, such as child protection Available evidence on the
effectiveness of these frameworks suggests that they encourage taking a client-centered
approach, improve collaboration within and across different sectors, and increase target groups’
access to services (ibid). Studies examining the clients’ perspective and experiences, however, are
lacking (Holmes et al 2012; Léveille and chamber land 2010; OECD 2015). Importantly, evidence
from countries that have adopted the FACNF suggest that not only can improved identification
of need lead to improvements in interagency working, but also vice versa (Léveillé and chamber land
2010).
The development of these identification strategies is not limited to OECD countries. For
example, South Africa’s ongoing and ambitious “National Strategy on Screening, Identification,
Assessment and Support” (NSSIAS), first established in 2014, is part of a broader commitment to
improve inclusive education, integrate learners with special needs in the existing education
system, and to better respond to the needs of children at risk of marginalization and learners in
special education (South African Department of Basic Education 2019). The strategy was
developed as part of a collaborative process between different government agencies, schools and
stakeholders, and paved the way for providing additional services through district-and institution-
based support teams and special school centers. To assess the complex challenges disabled
and vulnerable learners face, education professionals, parents, schools and districts complete a
“Support Needs Assessment,” that helps professionals and partners identity barriers to learning and
to develop a support strategy for overcoming these barriers.

https://unesdoc.unesco.org/ark:/48223/pf0000373664

2:3 PROMOTING INCLUSIVE PRACTICES IN EDUCATION: BRIDGING GAPS AND FOSTERING

INDEPENDENCE
Inclusive education is not just a goal; it is a commitment to making sure that every student,
regardless of his or her unique needs, can learn, grow, and thrive in a diverse classroom. However,
as we explore the world of inclusive practices, it becomes evident that there are challenges to
overcome, but also innovative solutions to celebrate. This issue of TEACHING Exceptional
Children explores the theme of inclusive practices in education, drawing insights from several recent
articles that shed light on key strategies and principles.
Johnson and colleagues set the stage by addressing a crucial challenge: the preparation of general
education teachers to meet the academic and behavioral needs of students with extensive support
needs (ESN). Teachers, at times, cite limited training and experience as barriers to effective
12
inclusion. However, this article asserts that the success of inclusion should not be dependent on
teachers' prior preparation. It proposes adaptive strategies, demonstrating how approaches used for
students without disabilities can be harnessed to create an inclusive classroom that promotes active
engagement and progress for all it is about flexible teaching strategies that cater to all students.
Scheef and colleagues call attention to the role of paraprofessionals in special education. While their
intentions are often well meaning, there is a risk that students with disabilities may inadvertently
become overly reliant on them impeding their independence. The article advocates for a shift in focus
from direct to indirect paraprofessional support and offers practical recommendations for fading this
support to promote student independence.
The article by Carpenter and team supports the benefits of inclusive education for all students,
including those with intellectual and developmental disabilities (IDD). It acknowledges the supportive
stance of educators towards inclusive classrooms but recognizes that challenges persist. The article
offers a systematic process to identify and arrange the necessary support for successful inclusive
educational experiences for students with IDD.
Shifting our perspective slightly, Rentschler and colleagues highlight the impact of high school staff in
fostering inclusive communities for students with autism. Staff members possess the power to create
an environment where all students have access to various groups and activities. By implementing
strategies, such as starting new groups, raising awareness about neurodiversity, and connecting
students with common interests, they facilitate a shift towards a more inclusive campus.
From there Smith and team introduce WRITE PM, a digital formative assessment tool designed to
overcome barriers hindering classroom teachers from effectively assessing student writing. This tool
aims to streamline the assessment process, addressing time constraints and facilitating effective
writing instruction for improved student outcomes. By including this tool in classroom practices,
teachers can transform their approach to supporting struggling writers, freeing up time that would
have been spent grading papers for more effective instructional strategies.
Finally, Speight and Welsh-Young emphasize the importance of efficient tools for supporting student
behavior in secondary settings. With a focus on countering punitive strategies, the article introduces
interdependent group contingencies as effective measures integrated into existing classroom
management systems. The provided process supports practitioners in developing tailored
contingencies for diverse adolescent learners, cultivating conducive learning environments and
positive behavior.
In presenting this diverse collection of articles, we offer insights, strategies, and stories that
underscore our commitment to inclusive education. The journey may have obstacles, but it is a
journey worth taking. We extend our heartfelt gratitude to the authors, reviewers, and dedicated
readers for their unwavering support and commitment to TEACHING Exceptional Children. We look
forward to continuing this journey of learning, growth, and inclusivity, and we hope the articles within
these pages inspire you to drive change, break down barriers, and foster independence in your
educational communities.

Shaqwana Freeman-Green, Ph.D., Pamela Williamson, Ph.D. Kyena E. Cornelius Ed.D. University of North Florida, USA
https://journals.sagepub.com/doi/full/10.1177/00400599231223785

13
 MODULE 3: INNOVATIVE APPROACHES AND BEST PRACTICES IN INCLUSIVE EDUCATION

These purposes collectively aim to create educational environments where diversity is embraced, and
every learner is supported to reach their full potential.

1. Promote Equal Access to Quality Education for All Students

The primary purpose is to ensure that all students, regardless of their individual differences
(e.g., disabilities, learning difficulties, cultural or linguistic backgrounds), have equal access to high-
quality education. By introducing innovative approaches and best practices, the goal is to break down
barriers to learning, making education more accessible, engaging, and effective for all learners
2. Enhance Learning Outcomes for Diverse Learners
Another purpose is to improve academic, social, and emotional outcomes for all students.
Inclusive education practices, such as differentiated instruction, universal design for learning (UDL),

14
and assistive technologies, are designed to meet the unique needs of each student, thus fostering
better engagement and achievement for all, including those with disabilities and other special needs.
3. Support and Empower Educators to Implement Inclusive Practices
The third purpose is to provide educators with the knowledge, resources, and tools needed to
effectively implement inclusive education strategies in their classrooms. This includes professional
development, collaborative learning models, and access to support systems that equip teachers to
adapt their teaching styles, materials, and assessments to meet the needs of a diverse student
population.

3:1 EDUCATION TRANSFORMS LIVES

More than seventy years have passed since the twenty initial signatories to UNESCO’s
Constitution proclaimed their belief in ‘‘full and equal opportunities for education for all’’ (UNESCO
1945, p. 2). This principle was reaffirmed three years later in the United Nations Universal Declaration
of Human Rights (Article 26), which states unambiguously that ‘‘Everyone has the right to education’’
(UN 1948). There is no denying the advances, which have been made since the Second World War
in terms of access to education. To take just one key indicator – adult literacy – we can observe a
dramatic progression from the 1950s, when UNESCO estimated that just a slight majority (55%) of
the world’s population could be termed ‘‘literate’’ (UNESCO 1957), to the present day, when that
same designation is applied to 86 per cent of humanity (UNESCO 2015). However, not even the
greatest optimist would argue that we are anywhere close to realizing the vision set out in 1945.
Despite repeated initiatives and targets (notably at Jomtien in 1990 and Dakar in 2000, and with the
Millennium Development Goals and Sustainable Development Goals), Education for All remains
elusive. Is it simply that a vision of equal opportunity is no less utopian than one of wealth equally
divided; that the pie we hope to slice more equitably is really just pie in the sky? The problem appears
to lie with the fact that inequality – in education, as in other areas of human life – tends to be systemic
rather than specific. Thus, ‘‘making inclusive education a reality requires transforming education
systems in all their elements and processes across formal and non-formal education’’ (UNESCO
2013). Moreover ‘‘system change’’ is a tricky business. It is a truth universally acknowledged that
education and economic development go hand in hand. Not only is lack of education generally
recognized as a cause of poverty, it has come to be recognized as one of three core ‘‘dimensions of
poverty’’, & Stephen Roche [email protected] 1 UNESCO Institute for Lifelong Learning,
Hamburg, Germany 123 132 S. Roche alongside living standard and health (World Bank 2016).
Despite strong economic growth throughout most of the so-called ‘‘developing world’’, poverty
persists, and at levels which are causing many observers to doubt the meaning of ‘‘development’’. It
thus becomes ever more important to understand the relationship between equity and development.
Equity is not merely equivalent to a process of inclusion; of ensuring equal access to a specific
‘‘good’’, such as healthcare, education or income. It is also an objective ideal whereby achievements
depend on personal effort, choice and initiative rather than on predetermined characteristics such as
race, gender and socioeconomic background. As such, equity is a moral principle predicated on the
belief that all people should enjoy equal access to chances in life. While evidence suggests that
education builds healthier, richer, more equitable societies, research on this has focused
predominantly on primary and secondary schooling. The authors of our first paper – Chavanne
Peercy and Nanette Svenson – examine ‘‘The role of higher education in equitable human
development’’. They begin with an extensive review of existing research, then report on their own
study, which explored connections between tertiary education and development using equity as a
reflection of human development. They carried out a cross-national statistical analysis designed to
15
examine the relationship between tertiary enrolment levels and a composite equity variable. Their
results indicate a strong association between higher levels of access to post-secondary education
and higher levels of social equity. Our next article considers educational development. Composed of
more than 7,000 islands and with a population exceeding 100 million, the Philippines is one of the
most marine-dependent countries in the world. It is therefore a country for which sustainable
development is not merely desirable but imperative. Not only is this archipelago particularly
vulnerable to the risks associated with global warming, such as unpredictable weather and rising sea
levels, but tens of millions of Filipinos depend directly on marine fisheries for their livelihoods and
food security. Education has a crucial role to play in sustaining these vulnerable resources.
Educational development in the Philippines is complicated by the legacy of three centuries of
colonialism: huge income inequality and a widely dispersed, multilingual and multi-ethnic population.
However, that should not imply a lack of progress. For example, according to the 2015 Education for
All Global Monitoring Report, the Philippines reached the target of raising the adult literacy rate by 50
per cent compared to the 2000 level (UNESCO 2015). material and human resources enable or
disable graduates’ employment. Their results show that material and human resource challenges in
most public and some private centers have led to gaps in skills training.
Stephen Roche1 Published online: 13 April 2016 Ó Springer
Science+Business Media Dordrecht and UNESCO Institute for Lifelong Learning 2016

3:2 IMPACT OF UNIVERSAL DESIGN FOR LEARNING (UDL) ON STUDENT ENGAGEMENT AND
ACHIEVEMENT IN INCLUSIVE EDUCATION

This review examines the impact of Universal Design for Learning (UDL) on student
engagement and achievement within inclusive education settings. Inclusive education aims to create
environments where all students, regardless of their backgrounds, abilities, or learning styles, can
thrive. UDL is a proactive framework designed to remove learning barriers through its core principles
of multiple means of engagement, representation, and action and expression. A systematic search of
scholarly databases including ERIC, Education Research Complete, and PsycINFO was conducted,
employing keywords such as "Universal Design for Learning," "inclusive education," and "student
engagement." The synthesis of research indicates that UDL significantly enhances student
engagement by providing diverse ways for students to connect with learning material and promotes a
sense of ownership and self-regulation. Additionally, UDL correlates with improved academic
achievement by offering multiple pathways for demonstrating knowledge, particularly benefiting
students with learning disabilities. While UDL shows promise in transforming inclusive classrooms,
the research highlights the importance of ongoing professional development and fidelity of
implementation to maximize its benefits.
Inclusive education strives to create learning environments where all students, regardless of
their backgrounds, abilities, or learning styles, can thrive alongside their peers" (UNESCO, 2020).
This approach aims to dismantle barriers and ensure equal access to quality education, promoting a
sense of belonging and the holistic development of all learners. One powerful framework that
supports the goals of inclusive education is the Universal Design for Learning (UDL). UDL is a
proactive approach to curriculum design that emphasizes flexibility and removes barriers to learning
(CAST, 2018). It operates on three core principles:
This principle focuses on capturing students' interest and motivation in diverse ways. UDL
teachers provide a variety of options for students to connect with the learning material, such as
offering choices in activities, incorporating technology, and encouraging collaboration (CAST, 2018).
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 UDL recognizes that students learn and process information differently. This principle ensures
that content is presented in a variety of formats, including text, audio, visuals, and hands-on
experiences (CAST, 2018). It acknowledges the diverse ways students can demonstrate their
understanding. This principle provides multiple pathways for students to show what they have
learned, such as through written assignments, oral presentations, projects, or performances (CAST,
2018).
By incorporating these core principles, UDL creates a more inclusive learning environment that
caters to the individual needs and strengths of all students. This review aims to examine the existing
research on the impact of Universal Design for learning on student engagement and achievement in
inclusive education settings.
Student Engagement: A growing body of research suggests that Universal Design for
Learning (UDL) can significantly enhance student engagement in inclusive classrooms (Lang et al.,
2012; Meyer et al., 2014). Engagement is a critical component of learning, as it encompasses
students' emotional, cognitive, and behavioral involvement in educational activities (Fredricks,
Blumenfeld, & Paris, 2004). UDL addresses this by providing multiple means of engagement, thereby
catering to diverse learning styles and interests. Research by Hall, Meyer, and Rose (2017) highlights
that students are more likely to be motivated and actively participate when they can access material
in ways that resonate with them. For example, some students might engage better with visual aids,
while others might prefer hands-on activities or auditory inputs. By incorporating various methods of
presenting information, UDL ensures that students are not only passive recipients of knowledge but
active participants in their learning process. UDL strategies that promote choice and collaboration
have also been shown to promote a sense of ownership and self-regulation in learning (Rose et al.,
2018). Providing students with choices in how they learn and demonstrate their understanding can
increase their intrinsic motivation and engagement. For instance, allowing students to choose
between writing an essay, creating a video, or developing a project to demonstrate their knowledge
can cater to their strengths and interests, making the learning experience more engaging and
meaningful. Moreover, collaborative learning environments encouraged by UDL can enhance student
engagement. Peer interactions and group work can provide social support and enrich learning
experiences (Vygotsky, 1978). In inclusive settings, such collaborative efforts ensure that students of
all abilities work together, promoting a sense of community and shared learning objectives. Student
Achievement Studies have reported positive correlations between UDL implementation and improved
student achievement in inclusive settings (McDonnell & Koziol, 2017; Sutherland et al., 2019).
Achievement in this context refers to the measurable performance outcomes that students achieve in
their educational endeavors, including grades, test scores, and skill acquisition. UDL helps improve
student achievement by removing barriers to understanding and providing various pathways to
demonstrate knowledge. This approach is crucial for students with learning disabilities or those who
struggle with traditional instructional methods (Ainsworth et al., 2011). For example, a student with
dyslexia may struggle with reading extensive texts but could demonstrate a comprehensive
understanding of the material through oral presentations or multimedia projects. By offering multiple
means of representation and expression, UDL allows students to engage with content in ways that
best suit their abilities and learning styles (CAST, 2018).
Research by Meyer, Rose, and Gordon (2014) shows that students in UDL-implemented
classrooms often outperform their peers in traditional classrooms. This performance boost is attribute
to the customized and flexible learning environment that UDL promotes. Students are not constrained

17
by a single method of instruction, which can be particularly beneficial for those who do not thrive
under conventional teaching methods. Additionally, UDL’s emphasis on formative assessments and
ongoing feedback can significantly enhance student achievement. Continuous assessment allows
teachers to monitor student progress and provide timely support, ensuring that students do not fall
behind. This approach aligns with the principles of differentiated instruction, which aims to adapt
educational experiences to meet individual student needs (Tomlinson, 2001). Addressing Diverse
Learner Needs The core principles of UDL directly address the needs of diverse learners in inclusive
classrooms. Diversity in the classroom includes a wide range of differences among students, such as
cultural backgrounds, language proficiencies, cognitive abilities, and physical disabilities. UDL’s
flexible and inclusive framework ensures that educational content is accessible to all students,
regardless of their individual differences. Multiple means of representation ensure that students with
different learning preferences can access and comprehend the content. For example, students with
visual impairments might benefit from audiobooks or graphic organizers, while auditory learners can
engage with lectures or podcasts (CAST, 2018). These varied methods of content delivery ensure
that all students have equitable access to learning materials, thereby enhancing their understanding
and retention of information. Similarly, offering various means of action and expression allows
students with motor skill challenges or language difficulties to demonstrate their understanding
through alternative methods. For instance, a student with fine motor difficulties may find it challenging
to write essays by hand but could effectively use speech-to-text software to articulate their thoughts.
Technology assisted presentations, such as digital storytelling or interactive simulations, can also
provide students with innovative ways to express their knowledge and skills (Meyer, Rose, & Gordon,
2014). Furthermore, UDL's emphasis on multiple means of engagement addresses the motivational
and emotional aspects of learning. By incorporating students' interests and providing choices in
learning activities, UDL promotes a sense of autonomy and relevance in the educational experience
(Deci & Ryan, 2000). This approach not only increases student motivation but also supports the
development of self-regulation and perseverance, essential skills for academic success. The UDL
framework also promotes a culturally responsive pedagogy, which is crucial in diverse classrooms.
Culturally responsive teaching recognizes and respects the cultural backgrounds of students,
incorporating culturally relevant materials and examples into the curriculum (Gay, 2002). By doing so,
UDL helps create an inclusive and respectful learning environment where all students feel valued and
understood.
Improved Achievement Research demonstrates a clear correlation between UDL implementation and
improved academic performance for students in inclusive classrooms (McDonnell & Koziol, 2017;
Sutherland et al., 2019). UDL removes barriers to understanding and offers multiple pathways for
demonstrating knowledge, allowing all students to reach their full potential. This is particularly
beneficial for students with learning disabilities or those who struggle with traditional instructional
methods (Ainsworth et al., 2011). UDL helps to close the achievement gap by ensuring that all
students have the necessary tools and strategies to succeed. It is important to acknowledge that the
effectiveness of UDL implementation can vary depending on several factors, such as the quality of
teacher training, the specific needs of the student population, and the fidelity of UDL implementation.
While the research is promising, ongoing professional development and a commitment to ongoing
monitoring and adjustments are crucial for maximizing the benefits of UDL. Overall, the findings paint
a compelling picture of UDL's potential to transform inclusive classrooms. By creating a flexible and
multifaceted learning environment that addresses the needs of diverse learners, UDL empowers
students to become active participants in their own educational journey, leading to both increased
engagement and improved academic outcomes.
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 The reviewed research offers a compelling body of evidence for the positive impact of UDL on
student engagement and achievement in inclusive classrooms. A key strength of this research is the
focus on diverse student populations, demonstrating UDL's effectiveness for a wide range of learners
(Lang et al., 2012; McDonnell & Koziol, 2017). Additionally, many studies employ quantitative
methods with pre- and post-tests, allowing for a measurable assessment of UDL's influence on
academic outcomes (Sutherland et al., 2019). However, some limitations are worth considering.
Sample sizes in some studies are relatively small, potentially limiting the generalizability of the
findings (Ainsworth et al., 2011). Furthermore, research designs often focus on short-term
implementations of UDL, making it difficult to assess the long-term sustainability of its effects.
Additionally, a challenge lies in isolating the specific impact of UDL from other factors that might
influence student engagement and achievement.
IMPLICATIONS FOR TEACHERS AND INCLUSIVE EDUCATION
Despite these limitations, the reviewed research offers valuable insights for teachers working
in inclusive settings. The findings emphasize the importance of creating flexible and engaging
learning environments that cater to diverse student needs. UDL provides a practical framework for
achieving this goal, offering teachers a set of principles and strategies to guide their instructional
design (Meyer et al., 2014; Rose et al., 2018). By incorporating UDL principles, teachers can increase
student motivation and participation: Offering a variety of entry points to the material and adapting
student choice can spark interest and ownership in the learning process. - Remove barriers to
learning: UDL strategies such as providing multiple representations of content and alternative
assessment methods can ensure all students have an equal opportunity to succeed. - Promote self-
regulated learning: UDL encourages students to take ownership of their learning by providing them
with options and strategies to manage their progress. Implementing UDL effectively requires ongoing
professional development and a commitment from school leaders to provide ongoing support and
resources. However, the potential benefits for both student engagement and achievement make UDL
a powerful tool for teachers who strive to create truly inclusive classrooms.
https://www.ijnrd.org/papers/IJNRD2408322.pdf

3:3 CONVENTION ON THE RIGHTS OF PERSONS WITH DISABILITIES

The Convention on the Rights of Persons with Disabilities and its Optional Protocol
(A/RES/61/106) was adopted on 13 December 2006 at the United Nations Headquarters in New
York, and was opened for signature on 30 March 2007. There were 82 signatories to the Convention,
44 signatories to the Optional Protocol, and 1 ratification of the Convention. This is the highest
number of signatories in history to a UN Convention on its opening day. It is the first comprehensive
human rights treaty of the 21st century and is the first human rights convention to be open for
signature by regional integration organizations. The Convention entered into force on 3 May 2008.
The Convention follows decades of work by the United Nations to change attitudes and
approaches to persons with disabilities. It takes to a new height the movement from viewing persons
with disabilities as “objects” of charity, medical treatment and social protection towards viewing

19
persons with disabilities as “subjects” with rights, who are capable of claiming those rights and
making decisions for their lives based on their free, and informed consent as well as being active
members of society.
The Convention is intended as a human rights instrument with an explicit, social development
dimension. It adopts a broad categorization of persons with disabilities and reaffirms that all persons
with all types of disabilities must enjoy all human rights and fundamental freedoms. It clarifies and
qualifies how all categories of rights apply to persons with disabilities and identifies areas where
adaptations have to be made for persons with disabilities to effectively exercise their rights and areas
where their rights have been violated, and where protection of rights must be reinforced.
The Convention was negotiated during eight sessions of an Ad Hoc Committee of the General
Assembly from 2002 to 2006, making it the fastest negotiated human rights treaty.
Department of Economic and Social Affairs
Social Inclusion

https://social.desa.un.org/issues/disability/crpd/convention-on-the-rights-of-persons-with-disabilities-crpd

3:2 EQUIPPING EDUCATORS FOR INCLUSIVE DIGITAL TEACHING AND LEARNING

The Learn In initiative is the regional approach of UNICEF’s commitment to Reimagine
Education aimed at closing the digital divide and mobilizing digital technology to improve learning
opportunities for all children, with an explicit focus on the most vulnerable.

Aligned with the overall vision of 2030 Agenda for Sustainable Development, UNICEF supports the
governments in developing inclusive eco-systems for digital and blended learning. Learn In approach
acknowledges the interconnectivity and inter-dependence of the different elements of a digital eco-
system, such as accessibility of connectivity, devices, learning platforms, teacher capacity, policy
environment and learners’ engagement.

With the generous support of the European Union, UNICEF launched a project in the Western
Balkans and Turkey to mitigate the impact of COVID-19 on the lives of children and their families to
respond to the increasing urgency for remote and online learning through mobilizing digital
technology. Improving inclusive and quality education for all children is pursued through:

1. capacity development of teachers and school personnel;

2. improving accessibility of the learning platforms, and
3. enhancing the policy framework for digital learning.

The implementation draws on the continuous reflection and evidence obtained until now and builds
on the momentum of existing initiatives on digital learning being implemented across countries.

The project builds on the close collaboration between the UNICEF Regional Office and Country
Offices in participating countries and aims to identify synergies and complementarities to benefit the
economy of scale.

A key deliverable developed to support the capacity development of teachers and school personnel is
The Educators’ Digital Competency (EDC) Framework. The framework was developed as a common
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frame of reference that can be adapted accordingly to different needs across countries to support
national, regional and local efforts in building educators’ digital competence.

The EDC Framework accompanied by five packages of training materials on the following topics:

1. Formative Assessment for Quality, inclusive Digital and Distance Learning during and
beyond the COVID-19 Pandemic.
2. Technology-Enhanced Teaching Competence
3. Pedagogical approaches for inclusive digital and blended learning for all students.
4. Your guide to selecting tools for quality and inclusive teaching and learning.
5. Shifting your teaching for Digital Learning

Each training package includes a module, a manual for teachers’ trainers and a digital interactive
course that could be easily integrated into other national platforms to support the development of
educators’ digital-pedagogical competencies.

https://www.unicef.org/eca/stories/equipping-educators-inclusive-digital-teaching-and-learning

3:3 OVERCOMING CHALLENGES AND PROMOTING POSITIVE EDUCATION IN INCLUSIVE

SCHOOLS: A MULTI-COUNTRY STUDY

Resources:
Local government education department websites
Community organizations and support groups
Activities:
Conduct interviews with local educators and practitioners
Analyze local case studies
Module 3: Regional Practices and Policies
Focus:
Explore regional frameworks and legislation related to inclusive education
Compare practices across neighboring districts or regions
Resources:
Regional education authority publications
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Networking platforms for EDI practitioners in your region
Activities:
Participate in regional workshops or webinars
Create a regional inclusive education policy comparison chart
Module 4: Global Insights and Best Practices
Focus:
Examine international frameworks (e.g., UN Sustainable Development Goals, UNESCO guidelines)
Investigate successful global case studies
Resources:
Reports from global organizations (e.g., UNICEF, World Bank)
Online platforms for sharing global best practices
Activities:
Research and present a global case study on inclusive education
Engage in online discussions with international EDI practitioners
Module 5: Strategies for Implementation
Focus:
Develop actionable strategies to implement inclusive practices in your context
Address common challenges and barriers to inclusivity
Resources:
Toolkits and guides for implementing inclusive education
Webinars focused on overcoming challenges in inclusivity
Activities:
Create an inclusive education action plan for your organization
Role-play scenarios to practice addressing inclusivity challenges
Assessment and Reflection
Self-Assessment:
Complete a self-reflection questionnaire on your learning journey.
Assess your understanding of inclusive education concepts and practices.
Peer Review:
Share your action plan with peers for feedback.
Collaborate with fellow practitioners to refine strategies and share resources.
Conclusion
By completing this self-paced learning guide, you will be equipped with the knowledge and skills to
advocate for and implement inclusive education practices in your context. Continuous learning and
engagement with diverse resources will further enhance your impact as an EDI practitioner.
Additional Resources
Online courses (e.g., Coursera, edX on inclusive education)
Podcasts featuring experts in EDI
Social media groups and forums for EDI practitioners

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