MIDTERM Flashcards
Removing physical, social, and academic barriers
to ensure that all students can participate fully in
school activities
Accessibility
Valuing and respecting the unique contributions of
each student, promoting a culture of acceptance
and understanding
Diversity
Adapting teaching methods, materials, and
assessments to meet the diverse needs and
learning styles of students
Differentiated Instruction
Involving teachers, parents, support staff, and
the community in the education process to
create a supportive network for students
Collaboration
Providing additional resources and support to
students who need them to ensure that all
students have the same opportunities to
succeed
Equity
Encouraging students to take an active role in
their learning and to develop the skills they
need to thrive in society
Empowerment
Roles of the Teacher in Inclusive Education
Adapting Instruction
Creating a Supportive Environmt
Collaborating with Others
Professional Development
Advocating for Students
they define diversity as the presence of differences and variety among people in a give setting and created the Diversity Wheel
Loden and Rosener (1991)
a model that pointed to what is core to our social identities
Diversity Wheel
PWDs were viewed as:
menace, object of dread,
pity, comic relief, or ridicule,
as Holy Innocents, or as
forever children
Wolfensberger 1972
Models of disability serve
several purposes that
provide aligned definitions,
practices, and policies on
disability
Smart (2004)
a
person will tend to look at
disability as a personal defect
or impairment that causes
societal exclusion needs to be
addressed
Biomedical Perspective
Wa person
sees disability as a systemic
societal problem, where it is the
sociological structures that
cause a person’s disability
Social Perspective
Specifically upheld the value of
each person, that there was a
need for policies to safeguard the
well-being of all
Universal Declaration of Human Rights, 1948
In 1990, an international call
through world declaration was
made to make primary education
accessible, complete, free, and
compulsory to every child by 2015
Education for All (EFA)
In 1993, persons with disabilities’
right to education was recognized
including acknowledgement of the
importance of providing education in
integrated and general school settings
UN Standard Rules on the Equalization of Opportunities for Persons with Disabilities
Salamanca Statement anf Framework for Action on Special Needs Education
Mandated in 1994 is a landmark
global policy declaring that schools
should accommodate all children,
including the disabled, the gifted, and
the marginalized
Explicitly calls for the protection and promotion of right of every citizen to quality education at all levels.
Article XIV. Sections 1 and 2 of 1987
Philippine Constitution
Calls for equal rights and privileges of PWDs on employment, education, health, telecommunications, auxiliary social services, accessibility, political and civil rights as well as penalties for violations of law.
RA 7277 (1992) or also known as the Magna Carta for Disabled Persons
Has since been amended several times in order to install more protective measures for PWDs.
In 2013 and 2019, it was further amended to address PWD employment and health needs.
RA 7277 (1992) or also known as the Magna Carta for Disabled Persons
Also known as “Magna Carta for Disabled Persons and For Other Purposes” signed to law in 2007.
Provided 20% discount privileges to PWDs.
RA 9442. An Act Amending Republic Act No.
7277
Also known as “Policy Guidelines on the K to 12 Basic Education Program”.
It declared that Philippine education is fully embracing inclusive education.
DepEd Order No. 21, series of 2019
calls for
quality education that allows for the
presence, participation, and
achievement of all learners
UNESCO,
2005
Studies reveal that children do not
have prejudices toward others unless
they observe these in adults
UNESCO,
2005
Refers to the process of adjusting the
delivery of the K to 12 Curriculum
through accommodation and
modification to ensure its
responsiveness to the needs of
learners with disabilities
Curriculum Adaptation
Are the appropriate actions made
regarding the learning environment,
learning materials and other resources,
curriculum format, equipment, and
devices to allow learners with disabilities
be able to learn and develop
understanding of the content, and
competencies being taught or be able to complete the task/activities given to
them by their teachers
Accommodation
Maybe used to describe changes in the
curriculum. Modifications are made “for
learners with disabilities who are unable
to comprehend all of the content an
instructor is teaching” (Disabilities,
Opportunities, Internetworking, and
Technology, 2O2l, par. 2
Modification
Refers to those who have long term
physical, mental, intellectual or sensory
impairments which in interaction with
various barriers may hinder their full and
effective participation in society on
equal basis with others
Learners with Disabilities
The success of inclusive education is largely dependent on what teachers do in their classrooms.
European Agency for Development in Special Needs Education (Meijer, 2004)
Personal contexts that are considered in examining one’S practice:
• Geography
• Demography
• Culture
• Language
• Overall concept of what inclusion is
There does not seem to be a singular definition of inclusion
Each would have his/her own interpretation of what it is and how it should be executed.
(Ainscow, Booth, & Dyson 2006).
Factors hindering full implementation of inclusive education (UNESCO, 2005):
Existing attitudes and values
Lack of understanding of disability
Lack of necessary skills to address diverse needs in the classroom
Limited resources
Inappropriate organization and educational systems
Three areas that pose challenges in delivery of inclusive education (Eleweke & Rodda, 2002):
- Inadequate facilities and personnel training programs
- Lack of funding structure
- An absence of enabling legislation
Confirms that in his research site, Saudi Arabia, teachers were concerned about their lack of training in teaching students with disabilities.
His study also revealed that there seems to be a fear among educators that learners with disabilities may endangers others.
Alquraini (2010)
As a result of this biomedical perspective to inclusion, the belief in
“equal but separate” education for PWDs become a common standpoint.
Alquraini (2010)
There is a mismatch between what should be
and what actually is.
Despite the establishment of laws that legislate inclusive education, they observed a disparity between government services and services offered by private institutions.
Tuman et al (2008)
In their research site, Mexico, public special education policy is characterized by inadequate coverage, insufficient resources, and programs of questionable quality.
They also noted difficulties in getting services to reach families in lower-income levels, which include failure to identify or diagnose those with disabilities.
Tuman et al (2008)
Discrimination, marginalization, and exclusion are still existent.
Our country continuously battles inappropriate student-teacher ratio levels, and there remains to be the question of readiness among teacher-implementers.
Del Corro-Tiangco & Bustos, 2014
Notes that although teachers generally do not resist or question the practice of inclusion in their own settings, they are admittedly not sure:
1. If they understand inclusive education properly;
2. If their practices are effective and responsive enough to address their students’ needs
Muega (2016)
required all education-enrolled students, that is, non-Special Education majors, to take at least three units of Special Needs and Inclusive Education courses.
In 2017,
The Commission on Higher Education
School have been reported to exclude students with special needs in their activities including national examinations for fear that they could pull down institutional rank
Aligada-Halal et al (2020)
Nations are enjoined to build and upgrade their education systems and facilities so that they become child, disability- and gender- sensitive.
Sustainable Development Goal 4
All are also enjoined to provide safe and effective learning environments that are accessible to all learners
(UNESCO, 2017).
INNER OFDIVERSITY WHEEL
Age
Physical Abilities/Qualities
Ethnicity
Race
Sexual Orientation/Identity
Gender
OUTER OF DIVERSITY WHEEL
Communication Style
Education
Parental Status
Geographic Location
Thinking Styles
Socio-economic status
Religious Beliefs
Appearance
Index fo Inclusion
Creating Inclusive Cultures
Evolving Inclusive Practices
Producing Inclusive Policies
According to blank key element in the shift to inclusion is to introduce changes in the systemic and societal level so that transformative initiatives would be able to trickle down to the grassroots level.
UNESCO (2005)
center on how inclusion is practiced,
Descriptive description
refer to how inclusion is understood and how it is meant to be understood by others.
Prescriptive definition
