Foundation of special & Inclusive education

UNDERSTANDING DIVERSITY will open more avenues to solve problems and

innovate.
 There are many factors that make one person  Collaboration and communication are skills
different from other people. needed to develop and succeed so it is
 Difference can be visible and invisible. They important that we understand our differences
can refer to the color of your skin, eyes, and master how these could be used to harness
weight, height, age, status, personality, tolerance, cooperation and unity that will lead
intelligence, and many more. to productivity.
 These unique characteristics are quite
noticeable to people you meet. The Loden’s Diversity Wheel
 There are other differences brought about by  In 1990, Marilyn Loden, an American
one’s beliefs, mindsets, values, sexual identity, writer and Judy Rosener, a professor at the
intelligence, personality and others that are not graduate school in the university of
easily evident or are invisible. California, Irvine developed a framework to
 You will need to get to know a person closer to respond to the flourishing divergence in
be able to observe that he/she is different from America’s labor force.
you or other people.  The goal was to capacitate people to make
 It is the uniqueness of each one that is the root their voices heard by pointing to diversity
of diversity. and its impact on their person, their rights
 Diversity is from the Latin word divertere, and their freedom.
which means to run away, separate, oppose  They both published a book entitled
(Latin dictionary) Workforce America! Managing Employee
 The Collins Dictionary defines diversity as Diversity as a Vital Resource and they
the state or quality of being different or introduced the Diversity Wheel Model.
varied; a variety or assortment; a point of  Loden recognized the demand for an
different races, genders, religious in a instrument that would help people better
group; there are two entities and they are understand how group-based differences
not identical; and property of being influence people’s social identities.
numerical distinct.  Dissatisfaction, distrust and competition would
 In the United Nations Educational Scientific ensue when different diversities are note
and Cultural Organization’s (UNESCO) recognized.
Guide on Ensuring Inclusion and Equality  Their research led them to maximize the
in Education (2017), diversity is defined as workforce of a diverse group of people,
people’s differences which may relate to managing diversities as assets to develop
their race, ethnicity, gender, sexual productive working relationships but the
orientation, language, culture, religion, model was revised around 1996 to cover
mental, and physical ability, class, and other aspects of differences not found on the
immigration status. first version.
 Diversity is an issue we have to face and  According to Loden, diversity discussions
conquer. Presently, people recognize and are about understanding social identities,
consider the differences of each person as acknowledging what is important and
important. learning to integrate into society so sub
 We all live in a global village that brings about groups feels excluded or one down (1991)
changing demographics both in the work force  Diversity points our significance of social
and education. characters and ways people develops their
 As our communities became more diverse, it is identity when establishing connection with
imperative that we make an effort to people.
understand the different dimensions of
diversity which is not just about accepting, Two Dimensions (The dimensions are
understanding and tolerating one’s uniqueness
components that comprise whole person)
or differences.
 The Primary Core dimensions are in the
 Since we live in a global village, it is valuable
inner circle. These are the stronger ones.
that we discover and explore areas that can
These are the characteristics we were born
make a collaborative works.
with or established by significant
 Accepting and celebrating the uniqueness of
experiences we had or people we interacted
everyone will cultivate respect for different
with. These are considered to be distinctly
experiences and qualities of individuals that
persuasive in stablishing who we are – our
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 Foundation of special & Inclusive education

principles, sense of self, image, perceptions,  Respect - treating others the way they wish to
and how we think about others. These core be treated
dimensions are in place and established and  Inclusion - making certain everyone on the
are the least likely to change. team is truly a part of the team's decision-
 The Secondary Core dimensions are the making process
outer circle. These characteristics are also part  Cooperation - actively helping others succeed
of our social identity but they can change or rather than competing or attempting to one-up
discarded as our life experiences impact us. (compete) someone
They are influenced by people we  Responsibility - managing personal behavior
encounter, places we go to and experiences to maintain a diversity-positive environment
we go through. and questioning inappropriate behavior when
 Together, both dimensions notable affects our it occurs
prior experiences, viewpoints, and principles,
giving us an exclusive mind-set of the world Ability and Disability as Dimension of
around us, making each one of us distinct Diversity
individuals.  Ability - refers to the possession of the
qualities required to do something;
necessary skill or competence or power.
(Collin's Dictionary)
 Disability - the umbrella of term for
impairments, activity limitations and
participation restrictions, referring to the
negative aspects of the interaction between
the individual (health condition) and the
individual's contextual factors
(environmental or personal factor). (WHO
World Health Organization)

Disabilities may affect the ff:

 senses or mobility
 Static, stagnant or progressive
How to use the Diversity Wheel?  congenital or acquired
 Loden (1991) states that the Diversity Wheel  formal (affecting shape of body) or functional
is useful in explaining how group-based  visible or invisible
differences contribute to individual  The person's disability makes him unique at
identities. The function of the wheel is to times shunned from places or activities.
encourage people to talk and discuss with
each other and generate new points of views  People with disabilities have to be
among each one in the group. In the two acknowledge as part of the spectrum diversity
dimensions of the wheel, each individual is  Have to be recognized as human beings who
made aware of his/her differences. should not be discriminated against but rather
 Once we find out we are different from each understood, accepted and tolerated
other what do we do next?  They have to exercise their rights
 At times it would be difficult to understand 
and even accept others who may be different
from us. It may be a daunting task to adjust to
the culture, spiritual beliefs and other different
of other people.
 4 Principles According to Loden to help
manage our behavior in order to successfully
interact with people in global context:
RESPECT, INCLUSION, COOPERATION
& RESPONSIBILITY(RICR)

Definition of Principles:

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 Foundation of special & Inclusive education

 Disabilities have to be viewed as a natural part

of life
 They have to be perceived as accepted and w/
distinct abilities
 THEY HAVE TO IDENTIFY W/ THEIR
DISABILITIES SO THAT THE WORLD
CAN ACCEPT THEM AND CREATE
VENUES FOR THEM TO LIVE IN

The Dilemma of Diversity

 Discrimination against race, gender, age and
intellect still abound even with the laws that
uphold diversity
 In workplaces, they discriminate people of
color, religions such as Muslim is taken aside
in immigration and interrogated.
 Some schools’ students with special needs are
denied because of their disabilities and told
they are not suited for their school program.

Habem Grima
 first deafblind person to graduate from
Harvard Law School. An advocate for equal
opportunities for people with disabilities,
she was named by former President Barack
Obama as a White House Champion of
Change

 Children from indigenous groups have to go

through an educational system that does not
consider their ethnic background needs and
values
 There is still so much need to be put in so that
diversity can be accepted and respected in a lot
of areas.
 In schools, diversity is the best way to teach
what it means to be tolerant and respectful
of each other's differences
 Government pass on laws that protect welfare
of diverse people
 DIVERSITY IS AN INTEGRAL
COMPONENT OF LIFE AND LIVING

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 Foundation of special & Inclusive education

DEFINITION, GOALS AND SCOPE OF

SPECIAL AND INCLUSIVE EDUCATION Basic Philosophy of Special Education
What is Special Education? - "Every child with special needs has a right to
- special-needs education, aided education, an educational program that is suitable to his
exceptional education, special ed or SPED needs."
- describes a wide variety of instructional - "Special education shares with regular
services that are based on a child's individual education basic responsibilities of the
needs. educational system to fulfill the right of the
- process involves the individually planned and child to develop to his full potential."
systematically monitored arrangement of
teaching procedures, adapted equipment and Scope of Special Education
materials, and accessible settings. These Academic, physical, cognitive and social-emotional
interventions are designed to help individuals instruction offered to children who are faced with one
with special needs achieve a higher level of or more disabilities.
personal self-sufficiency and success in
school and in their community What is Inclusive Education?
- an approach towards educating the children
with disability and learning difficulties with
that of normal ones within the same classroom.
- It implies all learners - with or without
disabilities being able to learn together
- values diversity and the unique contributions
each student brings to the classroom.
- Inclusion in education is an approach to
educating students with special educational
needs.
- Inclusion rejects the use of special schools or
classrooms to separate students with
What is Special Education? disabilities from students without disabilities.
- preparation of teaching procedures and
materials, and other interventions designed to There are 2 types of Inclusive Education
address the needs of a child with learning 1. Partial Inclusion:
differences, disabilities, and giftedness. - Children with disability are educated in the
- concern is the optimum development of the regular classrooms for most time of the day.
individual child to become a skillful, free and - they leave their regular classrooms to be with
purposive person, able to plan and manage his their special education teacher aide in a
own life and attain his highest potential in resource room to work on individual academic
society (UNESCO, 1988). skills or behavioral goals.
1. Full Inclusion:
Goal of Special Education - A child needs to be isolated because of a skill
To develop the maximum potential of the child with he uniquely needs.
special needs to enable him to become self-reliant and - Get all the special services they need in the
shall be geared towards providing him with the regular classroom and stay there all day.
opportunities for a full and happy life.
Two Methods of Adopting Inclusive
Specific Objective of Special Education Education
The development and maximization of learning Accommodation:
competencies, as well as the inculcation of values to - It is anticipated to learn similar curricular
make the learners with special needs as useful and content. It is carried out when there are little
effective members of society. changes in the services or arrangement that do
not alter the learning outcomes of the students.
The Ultimate Goal of Special Education - the student may be taught in a different way or
The integration or mainstreaming of learners with may require some changes in the environment.
special needs into the regular school system and Modification:
eventually into the community. - It is implemented when there are changes in
the curriculum to fit the student's ability. It is
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 Foundation of special & Inclusive education

usually used when a student is expected to the negative stigma in society towards disabled
learn a different curricular content. people.
3. Effective Use of Resources:
Common Misconceptions about Inclusive - An inclusion class often brings speech
Education: therapists, reading specialists and other service
Some opinions about inclusive education are based on providers into the classroom. These
unsound information. Three common myths about professionals can provide information and
inclusion are: suggestions to help not just disabled students,
 Myth 1: Separate is better. but also to abled students.
 Reality: Segregation doesn't work. Whether 4. Basis for Inclusive Society:
children are separated based on race, ability, or - A society that embraces and integrates an
any other characteristic, a separate education is inclusive education will naturally introduce the
not an equal education. Research shows that same culture of inclusion in its concepts of
typical children and children with disabilities civic participation, employability and
learn as much or more in inclusive classes. community relationships.
 Myth 2: children must be “ready” to be - The seeds of inclusion need to be planted in
included the young students so that they will learn the
 Reality: All children have to the right to be values, skills and knowledge to include others
with other children their own age. A child with who are different from them. Those with
disabilities does not have to perform at a disabilities can become pioneers of public
certain grade level or act exactly like the other projects and programs.
children in their class to benefit from being a 5. Human Resource Capitalization:
full-time member in general education. - Like any minority group, disabled people can
 Myth 3: Parents don't support inclusive also reach their maximum potential with
education additional help. Through Inclusion policies in
 Reality: Parents have been and continue to be the education system, a country can expand its
the driving force for inclusive education. The workforce by creating individuals who may be
best outcomes occur when parents of children disabled through unfortunate circumstances
with disabilities and professionals work but fully abled and functional in productivity.
together. Effective partnerships happen when 6. Better Academic performance:
there is collaboration, communication and, - Research has shown that students learning
most of all, TRUST between parents and together in the classroom improves academic
professionals. excellence. Students set higher expectations
for themselves due to the presence of others
with diverse abilities.
Needs and Importance of Inclusive - Students with disabilities challenge
Education themselves to perform optimally like their
1. Differentiated Instruction: classmates, while other students
- All students learn differently and their spontaneously set a high standard for
individual needs should be taken care of. themselves.
- Teachers meet everyone's needs by presenting 7. Development of leadership skills:
lessons in different ways and using Universal - Students in an inclusive education
Design for Learning (UDL). environment naturally learn to take up the
- One key teaching strategy is to break students responsibility of caring for one another.
into small groups. - This naturally can lead to a leadership skill.
2. Reduced Stigma: The school environment also encourages self-
- Stigma is a strong feeling of disapproval that discovery as students with diverse abilities
most people in a society have about find themselves performing roles and
something. functions they usually would not be exposed to
- Inclusive classrooms are filled with diverse if they had been separated.
learners. This lets students talk about how 8. Parental Involvement:
everyone learns in their own way, thus - Parents participation in the education of the
developing understanding about each other's child in an inclusive system can ultimately
strengths and weaknesses. It can also help define its success.
them build and maintain friendships. Inclusion - Inclusive education involves coming up with
in schools goes a long way in helping remove innovative and strategic methods of getting

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 Foundation of special & Inclusive education

parents involved and noticed by children in the

learning process.
- The process of creating educational contents
and other learning activities in an inclusive
system ensures a significant contribution of
parents through the planning stage.
9. Building Self Esteem and Self Worth:
- Attending classroom settings that depict the
true nature of the similarities and differences
that exist in the world helps children
appreciate diversity.
- Playing and learning alongside with other
children of different cultures and abilities
assist children to grow in understanding people
that are unique in skills due to physical, social
or other challenges.
- The culture of respect for one another also
grows when children are allowed to play with
one another without segregation.
10. Economical:
- By converting schools into inclusive schools,
we not only save the expense of constructing a
new establishment, but also get to retain the
experienced staff. However, the existing staff
will require additional training, which despite
its additional cost, is still more economical in
the long term.

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 Foundation of special & Inclusive education

Aims and Objectives of Inclusive Education children to school but also remove the social
1. To develop and utilize Individualized stigma around disabilities
Education Programs (IEP) as a means to
impart personalized and need based
Scope of Inclusive Education
educational experiences to all students, abled - The concept of Inclusion is often discussed as
or disabled. though it applies only to students with
2. To develop democratic thinking in young disabilities. In reality, Inclusive Education has
students and make democratization of much wider scope.
education possible. - According to Booth and Ainscow, Inclusion in
3. Provide educational opportunities to all education involves:
students, irrespective of their backgrounds and 1. Valuing all students and staff equally.
capabilities 2. Reducing student exclusion from schools and
4. To provide appropriate vocational services to focusing their increase participation in the
students with disabilities and direct them to cultures, curricula and communities of local
careers suited for them. schools.
5. To provide Transition Services and develop a 3. To respond to the diversity of students in the
post-secondary school plan for each student locality, there is a need for restructuring the
with a disability, so that they can acquire help culture, policies and practices in schools.
and adjust at the higher levels of education. 4. Reducing barriers to learning and participation
6. To provide a coordinated and comprehensive for all students in the schools. Especially those
instructional program from kindergarten who are categorized as having special
through high school. educational needs.
7. Help teachers in identifying the strengths and 5. Learning from attempts to overcome barriers
weaknesses of students and provide to the access and participation of particular
appropriate assistance wherever and whenever students to make changes for the benefit of
required. students more widely.
8. To make use of the latest ICT based and non- 6. Viewing the difference between students as
ICT based teaching learning tools in classroom resources to support learning, rather than as
to enhance the learning capabilities of not just problems to be overcome.
disabled students but also fully abled students 7. Acknowledging the right of students to an
as well education in their locality.
9. Making use of specialized instructors, medical 8. Improving schools for staff as well as for
experts, therapists, support agents and various students.
experts in the process of education. 9. Emphasizing the role of schools in building
10. To encourage students with disabilities to take community and developing values, as well as
up leadership roles and responsibilities, in increasing achievement
making them more independent and less 10. Fostering mutually sustaining relationships
reliant on other's help. between schools and communities.
11. Getting parents to be actively involved in their 11. Recognizing that inclusion in education is one
child's education by constantly communicating aspect of inclusion in society.
and coordinating the child's learning activities.
12. Develop the value of tolerance and acceptance The Scope of Inclusive Education on the basis of the
towards persons who are different in looks, persons caters to can be described as ones who are
color, race, gender, abilities etc. covered under the title of Children with Special
13. Sensitize the abled students about the Needs (CWSN) as well as ones who are fully abled,
problems and hardships faced by their disabled yet are at a very disadvantaged position.
classmates, and helping them appreciate what
they have, which develops mature sensibility CWSN includes children facing the
and outlook towards the world around them. following problems
14. Teachers in inclusive settings tend to develop 1. Physical/Motor - muscular dystrophy,
new skills and well as understanding about the multiple sclerosis, chronic asthma, epilepsy,
different needs of students, thus leading to etc.
professional development. 2. Developmental/Intellectual - down
15. Create social acceptance and awareness syndrome, autism, dyslexia, processing
regarding inclusive education through various disorders
awareness programs, which not only 3. Behavioral/Emotional - ADD, bi-polar,
encourages people to send their disabled oppositional defiance disorder, etc.
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 Foundation of special & Inclusive education

4. Sensory Impaired - Blind, visually impaired, - enable the entire community-including

deaf, limited hearing etc. mainstream and special educators, social
workers, parents, and students-to work
Children in disadvantaged positions together and participate in the design, delivery,
includes and monitoring of education, thereby
1. Children engaged in workforce (through child reframing inclusive education as a shared
labor or family profession) responsibility
2. Children in remote and secluded areas with - hold governments accountable for
minimal access to the outside world. implementing antidiscrimination legislation,
3. Children of migrant laborers and refugees legal mandates for inclusion, and policies to
(owing to natural calamities or war) remove barriers
4. Female Children living in unfavorable
circumstances (sex trafficking, child marriage) Making Inclusion a Reality
5. Children of minority group (exclusion based What you can do to promote inclusion for your child:
on caste, religion, race etc.) 1. Encourage your child to participate in
6. Children suffering from abuse at home (from activities where he/she can meet children
parents) her same age with different abilities.
When looking for activities, consider your child's
PRINCIPLES THAT GUIDE QUALITY interests. The local school, library, and recreation or
community centers are good places to check out. You
INCLUSIVE EDUCATION also may want to consider national organizations that
1. All children belong. encourage diversity, such as 4-H Clubs.
Inclusive education is based on the simple idea that 2. Search the Internet for activities or
every child and family is valued equally and deserves organizations that your child may want to
the same opportunities and experiences. Inclusive join.
education is about children with disabilities - whether Two community Web sites with numerous resources
the disability is mild or severe, hidden or obvious - are The Family Village and Kids Together: Information
participating in everyday activities, just like they for Children and Adults with Disabilities.
would if their disability were not present. It's about 3. Help your child develop friendships with
building friendships, membership and having classmates or other neighborhood children.
opportunities just like everyone else. Set up opportunities for your child to be with children
2. All children learn in different ways. he likes or children who show an interest in him. Teach
Inclusion is about providing the help children need to your child how to make and keep friends. For other
learn and participate in meaningful ways. Sometimes, recommendations, visit the article Let's Play Together:
help from friends or teachers works best. Other times, Fostering Friendships Between Children with and
specially designed materials or technology can help. Without Disabilities.
The key is to give only as much help as needed 4. Share your goals and expectations for your
3. It is every child's right to be included. child.
Inclusive education is a child's right, not a privilege. Before you meet with the school and decide upon your
The Individuals with Disabilities Education Act clearly child's Individualized Education Plan (IEP), meet with
states that all children with disabilities should be his teachers, therapists and others to discuss your
educated with non- disabled children their own age and goals, expectations, and future placement preferences
have access to the general education curriculum. for him.
5. Know the rights you and your child have to
How can we advance inclusive education? an inclusive education.
To make inclusive education a reality we need to do For more information on your rights, visit the article
the following: Family Rights: The Educational Rights of Children
- ensure that educators have the training, with Disabilities.
flexibility, and resources to teach students with
diverse needs and learning styles WHAT SCHOOLS CAN DO TO PROMOTE
- ensure that kindergartens and schools receive
adequate and sustainable financial support so
SUCCESSFUL INCLUSIVE EDUCATION:
that all activities and services are fully 1. Consider inclusive education first.
inclusive Special education services can be provided in many
- empower parents to assert their children's right different settings. Schools are required to consider the
to education in inclusive settings general education class before considering any other
setting for your child to receive special education
services.
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 Foundation of special & Inclusive education

2. Support each child's learning.

Teachers support learning in inclusive classrooms in
three ways. First, they teach so that students with
differing abilities and learning styles can understand
and participate. Second, they modify assignments
when they are too difficult. Third they model respect
and encourage friendships.

What families can do when they meet

resistance in accessing inclusive education
for their children:
1. Get and share information.
Some schools do not support a family's desire for
inclusion, because they are used to providing special
education services to students in separate classes. Or
they may not understand how to make inclusion work
for all children. Visit general education classes and
separate classes for students with disabilities. Carefully
explain to your child's teachers, principal or IEP team
why you believe inclusive education would be best for
your child. Share information with your child's school
about the benefits of inclusive education.
2. Enlist the help of others.
Sometimes it is helpful to bring in an expert or
advocate. This person will make sure that your
preferences about your child's placement are heard.
This person can also help explain the benefits of
inclusive education and how to make it happen in your
child's school. You may find someone to help by
contacting advocacy organizations, special education
parent groups in your child's school, and local colleges
with teacher training programs.
3. Become your child's advocate.
It takes time and energy to make inclusion happen in a
school that is resistant to change. Stay focused on what
you believe is best for your child. Listen carefully to
the arguments against your child's inclusion in a
general education class and use what you learn to
advocate for change. For example, if you are told that
your child is not ready for the general education class,
ask what supports could be provided to help make her
successful in the class.