Diversity

and
Inclusive
Education

FRANCE M. BEJOSA, LPT

College Instructor
 OUTLINE OF THE
PRESENTATION

Diversity

Inclusive
Education
CONCEPT OF
DIVERSITY

 encompasses acceptance and respect. It means

unique, and
understanding that each individual is
recognizing our individual differences.

https://gladstone.uoregon.edu/~asuomca/diversityinit/definition.html
It is about understanding each other and moving
beyond simple tolerance to embracing
and celebrating the rich dimensions of diversity
contained within each individual.
https://gladstone.uoregon.edu/~asuomca/diversityinit/definition.html
DIMENSIONS:
race, ethnicity, sexua
orientation, socio-economic l status,
gender,
age, physical abilities,
beliefs, beliefs, or
religious
political other
ideologies

Loden’s Diversity Wheel


the exploration of these differences in a safe,
positive, and nurturing environment.
 https://gladstone.uoregon.edu/~asuomca/diversityinit/definition.html
ABILITIES VS.
(DIS)ABILITIES
“To Label vs. Not to Label”
“Person first”

“Dis
able
d
Chil
dren
”

“Children
with
Disabilities”
SHOULD A CHILD SUSPECTED
OF/DIAGNOSED WITH A
DEVELOPMENTAL ISSUE BE
LABELLED?
SPECIAL NEEDS/ADDITIONAL
NEEDS/DISABILITIES

vs.

Excess Deficit
 CATEGORIES OF LEARNERS WITH SPECIAL
EDUCATIONAL NEEDS
(PER CHED CMO NO. 77, S. 2017)
 Learners who are Gifted and Talented

 Learners with Difficulty Seeing

 Learners with Difficulty Hearing

 Learners with Difficulty Communicating

 Learners with Difficulty Walking/Moving

 Learners with Difficulty Remembering and Focusing

 Learners with Difficulty with Self-care

Learners who are Gifted and Talented

Giftedness
 when ability is significantly
ABOVE the norm for their
age
 may manifest in one or more domains such as
intellectual, creative, artistic, leadership, or in
a specific academic field such as language arts,
mathematics or science
(http://www.nagc.org/resources-publications/resources/what-gift
edness)
Learners with Difficulty Remembering and Focusing
Learners with Difficulty with Self-care

Intellectual Disability
 significant deficitsin both and intellectual
functioning adaptive
including conceptual, social and behavior,
practical skills
Learners with Difficulty Remembering and Focusing

Learning Disabilities (LD)

• normal mental ability
• no psychosocial and self-care delays
• difficulty listening thinking, speaking,
in , writing, spelling or doing
reading,
mathematical calculation
Learners with Difficulty Seeing

BLIND AND LOW VISION

(VISUAL IMPAIRMENT)

• difficulty performing visual task even w/ the

provision of corrective eye glasses
• include totally and partially blind (low vision)
• those who use large print reading materials
and other aids and devices to improve
their sight
LEARNERS WITH DIFFICULTY
HEARING

Hearing Impairment

• deaf and hard of hearing

• those whose hearing organs are
not functioning
• may or may NOT need hearing aid
 Learners with Difficulty Communicating

SPEECH AND LANGUAGE

DISORDERS/DELAYS
 tends to draw unfavorable attention to their
manner of speaking rather than to the idea they
are trying to communicate Lee Ridley

 usually occurs with other disabilities e.g. ID, autism, LD,

cerebral palsy and brain injury; may be caused by damage to
the brain or other nerves, by developmental abnormalities
such as cleft palate and environmental toxins; others have no
known cause
 LEARNERS WITH DIFFICULTY
WALKING/MOVING

Physically/Orthopedically Impaired
Impairment interferes either permanently
or temporarily, with normal functioning of
the nerves, joints, muscles or limbs
POLIO
Cerebral Palsy

Amputee Tetra-amelia syndrome

Learners with Difficulty Remembering and Focusing

AUTISM SPECTRUM DISORDER

Temple Grandin, PhD

A.Persistent deficits in social communication

and social interaction across multiple
contexts

B.Restricted, repetitive patterns of behavior,

interests, activities
LEARNERS WITH DIFFICULTY REMEMBERING AND
FOCUSING
Learners with Difficulty Remembering and Focusing
BEHAVIORAL DISORDERS/
PROBLEMS

 Socially maladjusted

 Emotionally disturbed

 Difficult circumstances
SPECIAL HEALTH PROBLEMS
• health conditions that persist for a long time and
may even lead to death
• Ex: heart diseases, diabetes, hypertension,
tuberculosis asthma, epilepsy, carcinoma, allergy,
seizure disorders, AIDS, hemophilia, lupus

Ruthell Moreno
SPECIAL EDUCATIONAL NEEDS IN
OTHER CONTEXTS
A. SITUATED IN ARMED
CONFLICTS
 Socially Maladjusted

 aggressive and willfully disobey authorities

 follow their own rules and repeatedly violate social and

moral conventions

 behaviors that are willful, deliberate, planned, or otherwise

within the control of the student.

 pattern of engagement in purposive anti-

social, destructive and delinquent behavior
 Emotionally Disturbed

 display symptoms of anxiety,

depression and low self-‐esteem

 worry excessively, present with physical complaints, and

display feelings of inferiority in social situations

 socially withdrawn, nervous, and lacking in self-

confidence

 inability to form interpersonal relationships

 Difficult Circumstances

 children who are abandoned,

neglected and abused whether
physically, verbally or sexually
The House of Representatives has approved the
lowering of Minimum Age of Criminal
Responsibility (MACR) from 15 years old to 12
years old. As a teacher (and possibly a parent),
how do you react to this policy shift?
B. MEMBERS OF MINORITY GROUPS
(EXTREME POVERTY AND NEGLECT)
WHY EDUCATE CHILDREN WITH
SPECIAL NEEDS?
LEARNERS WITH SPECIAL EDUCATIONAL NEEDS
HAVE A RIGHT TO BE EDUCATED ALONGSIDE THEIR
PEERS WHO DO HAVE SPECIAL NEEDS – MATTER
OF EQUITY AND
SOCIAL JUSTICE
Equality Equity JUSTICE
NORMALIZATIO
N

as making “the regular

circumstances and ways of life or
society” available to individuals with
learning difficulties (Nirje
1980)

https://link.springer.com/referenceworkentry/10.1007%2F978-1-4419-1698-3_185
• normalization was instrumental
reducing the infrequently inhumane
institutionalization of these
individuals and providing both
community-based and other alternative
services.

https://link.springer.com/referenceworkentry/10.1007%2F978-1-4419-1698-3_185
• normalization movement began in the
1960s and 1970s in Scandinavia, with
other European countries and the
United States following

https://link.springer.com/referenceworkentry/10.1007%2F978-1-4419-1698-3_185
 ADOPTION OF INTERNATIONAL
AGREEMENTS
 UN Conventions on the Rights of the Child (1989)

 World Declaration on Education for All (1990)

UNESCO Salamanca Statement and Framework for

Action (1994)
HOW YOU SEEN AN ADULT WITH
DISABILITY BEGGING IN THE
STREETS TO MAKE ENDS MEET?
WHAT IS SPECIAL EDUCATION?
-Special Needs
Education (SNE)

-Special Educational
Needs (SEN)

-
b
a
What makes it “special”? (Heward, 2009)

WHO [are involved]:

• exceptional
child/children with
special needs

• certified general
education and SPED
teachers
WHAT MAKES IT “SPECIAL”? (HEWARD, 2009)
What:
• General Education curriculum or
combination of general and
functional curriculum
• the use of IEP as guide for
each child
What makes it “special”? (Heward, 2009)
WHAT: USE OF SPECIALIZED OR
ADAPTED MATERIALS AND METHODS
What makes it “special”? (Heward, 2009)

What (placement):

• General Education classroom

• Residential school

• Resource room
 INSTRUCTION, AT NO COST TO
PARENTS, TO MEET THE UNIQUE
NEEDS OF A CHILD WITH A
Special Education DISABILITY.”
(IDEA, 2004)

Gifted Children with

Children Disabilities/Impairment
*SEAMLESS PHILIPPINE EDUCATION SYSTEM PROVIDES
FOR THE CONTINUOUS EDUCATION OF LEARNERS WITH
ADDITIONAL NEEDS

RA 10410 (Early Years Act)

Tertiary
Education
Grs. 11 to 12
Grs. 7 to 10
Grs.4 to 6
RA 10157 Grs. 1 to 3
(Kindergarten)

RA 10533 (K-12 Basic Education Curriculum)

INCLUSION DEFINED (QUIJANO, Y.S.)

• Reaching out to all learners

• Addressing and responding to diversity of needs of all

children, youth and adults

• Involves changes and modification in content,

approaches, structures and strategies
THE UNDERSTANDING OF INCLUSION IN
EDUCATION HAS TRANSCENDED THE
ASSUMPTION THAT INCLUSION IS ABOUT
STUDENTS WITH SPECIAL NEEDS. IT
CONCERNS THE INCLUSION OF ALL
CHILDREN.

*Qvortrup, Ane & Lars Qvortrup (2018). Inclusion: Dimensions of

inclusion in education. International Journal of Inclusive Education
(22:7)
MAIN FACTORS IN INCLUSIVE
EDUCATION
(DAVID MITCHELL, 2014)

• If handled appropriately, learners with

SEN will gain academically and socially,
and will improve self-esteem;
• other learners will gain appreciation of
diversity in society;
• greater recognition of social justice and
equality and more caring attitude
• Inclusive education is more economically
viable, the expense involved in transporting
and accommodating learners with special
schools, especially in rural areas
 Education system has full
responsibility to ensure right to Assessment
education

Support System
It is equipped and ready to
handle diversity through:
 Flexible modified curriculum ,
 teaching and learning methods
 Adaptation
 Augmentation
 Alteration
Remediation/ enrichment
Involvement of peers, parents and the community

Flexible teaching methods with innovative approaches to teaching

aids, and equipment assistive devices and learning resources
PROCESS
Responsive, child-friendly environment
of INCLUSION*
Professional environment working deliberately and actively
to promote inclusion for all
*Quijano, Y.S.
Most Integrated SPED instructional materials & equipment; enrolled in regular
day class PLAN 1
SPED instructional materials & equipment & educational
consultative services to regular day class PLAN 2 TYPE I CSNs

Itinerant or school- based SPED tutors; enrolled in a regular day

class PLAN 3

SPED resource room and teachers enrolled in a regular day class PLAN 4
TYPE II CSNs
Part-time special day class where enrolled receives no academic
instruction in a regular day class PLAN 5

Self-contained special day class where enrolled; received no PLAN 6

academic instruction in a regular day class

Combination of regular and special day school; received no

academic instruction in a regular day class PLAN 7
TYPE III CSNs
Special Day School PLAN 8
Special boarding school or residential facility
PLAN 9
Most Segregated

Hospital instruction PLAN 10

TYPED IV CSNs
Homebound instruction PLAN 11 *Inverted Pyramid Model in SPED (Camara)
TYPE OF SPECIAL LEARNERS
 enrolled in the regular program of the public or private schools;
 teacher in that program have failed in teaching them to such a degree
I  special supplemental instructional materials and equipment have been made available to teachers and/or
SPED consultative services to regular teachers who work with them; and special advantages are not
teaching the pupils

 who regular teachers have failed in teaching them to such a degree that;
 they receive direct instruction from one or more special educators
II  though they continue to receive part of academic instruction in the regular school program
 may be enrolled in either a regular or special class

 receives no academic instruction in the regular program of the public or private schools
III  are in self-contained programs

 are unable to attend any type of day-school program provided by the local school system but
IV  are in special boarding school or in on hospital or home bound instruction
*Inverted Pyramid Model in SPED (Camara)
HOW DO WE MAKE OUR SCHOOLS
INCLUSIVE?
INDEX FOR INCLUSION (BOOTH & AINSCOW, 2012)

3 Dimensions of the Index for Inclusion

INCLUSION IN EDUCATION
Involves:

 Valuing all students and staff equally

Increasing the participation of students in, and reducing their exclusion from
the cultures, curricula, and communities of local schools
Restructuring the cultures, the policies and cultures in schools so that they
respond to the diversity of students in the locality

 Reducing the barriers to learning and participation, not only those with
impairments or those who are categorized as “having special educational
needs”
INCLUSION IN EDUCATION
Involves:

Learning from attempts to overcome barriers to the access and

participation of particular students to make changes for the benefit
of students more widely

Viewing the differences between students as resources to support learning

rather than problems to be overcome

 Acknowledging the rights of students to an education in their locality

 Improving schools for staff as well as for students

INCLUSION IN EDUCATION
Involves:

Fostering mutually sustaining relationships between schools and

communities

 Recognizing that inclusion in education is one aspect of inclusion

in society
Based on your assessment, is your school
ready to implement “inclusion in
education”?

Ways to move forward?

SOCIAL BENEFITS (QUIJANO)

 Creates positive social and attitudinal changes in both

regular and disadvantaged children such as

a. Reducing and eliminating prejudices against disabled

children
b. Improving self-concept or self-esteem
c. Growth in social cognition
d. Encouraging greater participation in social progress
 Having SEN was a strong predictor for all four subthemes of
social participation (friendships, interactions, peer acceptance
and self-perception of social integration) .

 There is a clear need for action to foster the social

participation of students with SEN.

 Being educated in an inclusive class influences social

participation.

 Primary and secondary students don't differ in their social

participation.
Schwab S. (2015) Social dimensions of inclusion in education of 4th and 7th grade pupils in inclusive and
regular classes: Outcomes from Austria. Research in Developmental Disabilities 43-44:72-9. doi:
10.1016/j.ridd.2015.06.005.
 SOCIAL
ACCESS
(Attitudes)

Physical Access
(Infrastructure)

Access to Learning
(Curriculum)

Level of Access to Education for CSNs (Rivadello-Caballa, 2016)

Cross- LOWER autism STIGMA is
culturally, “heightened autism knowledge,
quality of contact
predicted by with autistic people, openness to
experience, REDUCED ACCEPTANCE OF
and
INEQUALITY”
- Kristen Gillespie-Lynch et al.*

*Factors Underlying Cross-Cultural Differences in Stigma towards

Autism among College Students in Lebanon and the
United States
SOCIAL BENEFITS (QUIJANO)
Challenges

 Inclusion may result in overcrowding and

 lowering of quality of education
ECONOMIC BENEFITS (QUIJANO)

• Leads to higher participation rate, cohort-survival or completion

rate
• There is higher simple and functional literacy rates.
• There is higher employment participation rate.
• Enable children to become independent and productive in later
years
CHALLENGES (QUIJANO)

• Inclusion education entails additional resources over and

above those provided to regular schools.

• Per pupil cost is relatively higher than the regular pupil.

PROPOSED INITIATIVES/RECOMMENDATIONS
(Quijano)
1. Ensuring education through early learning intervention
2. Rationalizing the establishment of more centers: special
education centers, community centers, drop-in centers
3. Capability building for teachers of diverse learners at pre
service levels
4. Adopting equivalency, testing and acceleration programs to
diverse learners
WHAT DOES NATURE
TELL US ABOUT
DIVERSITY AND
EQUALITY?