MAKING

SCHOOLS
INCLUSIVE
Nicole Cantillo
SPEAKER
 INDEX OF
INCLUSION
Aims to direct educational
institutions toward developing their own next
steps and action plans if they want to
restructure into becoming more inclusive.
DIMENSION A. Creating inclusive cultures

Section A.1 Building community

Section A.2 Establishing inclusive values
DIMENSION B. Producing inclusive policies

Section B.1 Developing the school for all

Section B.2 Organizing support for diversity
DIMENSION C. Evolving inclusive practices

Section C. 1 Orchestrating leaming

Section C.2 Mobilizing resources
CHARACTERISTICS
of
INCLUSIVE
and
SCHOOL COMMUNITY
Ronna Labarete
SPEAKER
Exclusive school systems have led to inequality and
social instability, especially in post-colonial societies.
As awareness of these issues grows, schools are
focusing more on inclusivity.

Singapore, since independence, has prioritized

inclusivity in education to avoid cultural bias. While
most schools aim to be inclusive, some still fall short,
disadvantaging minority and less affluent students.
Consequently, some parents in Singapore seek schools
that genuinely offer an inclusive environment.
Characteristics
of an

INCLUSIVE
SCHOOL
1. Commitment to Fairness
Inclusive schools strive to create a safe and
fair environment for all students,
acknowledging and addressing their biases.

2. Fair Opportunities

They recognize and understand student

differences to provide equal learning
opportunities for everyone.
3. Engagement with Communities

Inclusive schools actively connect with

diverse communities and celebrate various
cultures.

4. Focus on Growth

These schools emphasize continuous

improvement over perfection, helping
students grow and become well-rounded
individuals.
 5. Support for Staff

They encourage students to be leaders,

valuing their voices and promoting activism.

6.Empowering Student Leadership

They encourage students to be leaders,

valuing their voices and promoting activism.
7. Trust in Students

Inclusive schools strive to create a safe and

fair environment for all students,
acknowledging and addressing their biases.
What is an
INCLUSIVE
COMMUNITY?
 Inclusive communities are
characterized by the following
major traits:
 Diversity: Equity:

They embrace and They strive for fairness

celebrate diversity in and justice, so that
all its forms, including everyone has equal
but not limited to race, access to
ethnicity, gender, opportunities and
sexuality, religion, age, resources, and can
ability, language, participate fullyin
culture, and socio- community life.
economic status.
 Respect: Collaboration:

They treat all members They foster

with dignity and partnerships and
respect, and value collaborations among
diverse perspectives members of the
and experiences. community, including
individuals,
organizations,
businesses, schools,
and government, to
work together towards
 Empowerment: Accessibility:

They empower They provide physical

individuals and groups and social
who have been environments that are
historically accessible to all,
marginalized or regardless of their
excluded to have a abilities, and
voice and be active encourage inclusivity
leaders in shaping their in all areas of
communities. community life.
 Education:

They educate their members

about the importance of
diversity, equity, and inclusion,
and provide resources to help
them learn and grow.Overall,
inclusive communities strive to
create a sense of belonging and
support for all members,
fostering a positive and
cohesive social environment.
INDEX OF INCLUSION
THE THREE DIMENSION OF THE INDEX
Breakdown
CHARACTERISTIC OF INCLUSIVE SCHOOL
CHARACTERISTIC OF INCLUSIVE COMMUNITY
of Topics:
CREATING
INCLUSIVE
CULTURE

Justin Bulanadi
SPEAKER
What is Inclusive Culture?
 Inclusive Culture
• Inclusive Culture is an environment that values,
appreciates and welcomes employees of all backgrounds
and diverse characteristics. It's important to note that an
inclusive culture does not strive to ignore differences
between team members.
Creating an inclusive culture in schools involves making
every student feel respected, supported, and part of the
community.
 •Respect
Set of Values •Empathy
•Openness
which
•Curiosity
prioritize • Trust
inclusion • Fairness
•Accountability
 Ways to Create Inclusive Culture
1. Inclusive Curriculum
2. Staff Training
3. Support Systems
4. Student Voice
5. Anti-bullying policies
6. Celebrating Diversity
7. Family Engagement
8. Physical Accessibility
9. Inclusive Language
 1. INCLUSIVE CURRICULUM

Ensure the curriculum reflects diverse cultures,

perspectives, and histories, and promotes respect for all
backgrounds.
 2. STAFF TRAINING

Provide professional development for teachers and

staff on cultural competence, bias, and inclusive
teaching practices.
 3. SUPPORT SYSTEM

Establish support systems such as counseling, mentoring,

and resources for students from various backgrounds or
with special needs.
 4. STUDENT VOICE

Encourage student participation in decision-

making and listen to their feedback on school
policies and practices.
 5. ANTI-BULLYING POLICIES

Implement and enforce strong anti-bullying

policies, with a focus on preventing
discrimination and harassment.
 6. CELEBRATING DIVERSITY

Organize events and activities that

celebrate different cultures, traditions,
and identities.
 7. FAMILY ENGAGEMENT

Involve families in the school community

and ensure that communication is
accessible and inclusive.
 8. PHYSICAL ACCESSIBILITY

Make sure the school environment is

physically accessible to all students,
including those with disabilities.
 9. INCLUSIVE LANGUAGE

Promote the use of inclusive language in all

communications and interactions.
By integrating these practices, schools can
create a more inclusive environment that
benefits all students and fosters a positive,
supportive atmosphere.
 Inclusive School Culture

is driven by:
• values and a sense of belonging – by underpinning the above values
throughout the school, students with disability will feel more comfortable
participating
• beliefs and behaviours of the school community – as the community
becomes more open-minded about students with disability, long held
beliefs and behaviours which may have held those students back can be
broken down
 Inclusive School Culture

is driven by:

• systems and processes – revisiting school systems and processes to

ensure that they serve all students, including students with disability, can
lead to further participation
• universal design – designing the environment on a physical,
educational, and emotional level to support the participation of all
students, including those with disability.
 • Everyone is made to feel welcome.
• Students help each other.
Indicators • Staff collaborate with each
other.
for Creating • Staff and students treat one
another with respect.
Inclusive • There is a partnership between
staff and parents/carers.
Cultures •
together.
Staff and governors work well

• All local communities are

involved in the school.
THANK YOU!
INCLUSIVE CULTURE
SET OF VALUES WHICH PRIORITIZE INCLUSION
WAYS TO CREATE INCLUSIVE CULTURE
Breakdown
INDICATORS FOR CREATING INCLUSIVE CULTURE
of Topics:
PRODUCING
INCLUSIVE
POLICIES
TRICIA MAZO
SPEAKER
WHAT IS INCLUSIVE
POLICIES?
 PROVIDE ACCESS AND QUAL IT Y
INCLUSIVE EDUCATION

GOALS IN MINIMIZING BARRIERS

ALL CHILDRE N CAN L EARN AN D

PRODUCING
REACH THEIR FUL L POT ENT IA L
GIVEN OPPORT UNIT Y
APPROPRIATE L EARNING
INCLUSIVE ENVIRONMENTS
"ALL STUDENT S WIL L HAVE
POLICIES EQUITABLE OPPORTUNIT Y T O BE
INCLUDED IN T HE TYPICAL L E A R N I N G
ENVIRONMENT" (ALBERT A
EDUCATION 2010)
 THE FOLLOWING IS A LIST OF
POSSIBLE STEPS THAT
EDUCATORS CAN TAKE TO
FACILITATE THE MUCH-NEEDED
SOCIETAL SHIFT AND INFORM
POLICY:

STEPS IN INVOLVE OTHER SECTORS OF

SOCIETY
PRODUCING COLLABORATE
RECOGNIZE THE SHIFT IN
ROLES OF THE TEACHERS
INCLUSIVE INCLUDE TRANSITIONS IN
PLANNING
POLICIES
INVOLVE OTHER SECTORS OF SOCIETY

Active involvement of The goal is for people

the entire community to gain information and
must be ensured. Not become more aware of
simply training and the needs of all people
campaigns, but also with disabilities.
home schools and
social welfare and
health departments.
 COLLABORATE

Very crucial in creating a

program or creating a new
legislative bill for the PWD
community especially that
each member in inclusive
educational team have
their strengths and
weaknesses in fact
according to Corro-Tianco
2014.
RECOGNIZE THE SHIFT IN ROLES OF THE TEACHERS

It is the responsibility The importance of SPED

of the general teachers are their
education teacher to trainings, insights, and
know what to do talents as a supposed
when a learner with key mover and shaker in
special needs enters the inclusive education
his or her classroom. framework-must not be
minimized or ignored.
INCLUDE TRANSITIONS IN PLANNING

An abrupt systematic change

that is not well planned or that
regards practices whether
existing or implied may hinder
the shift to inclusion and may
cause resentment from all
stakeholders. Current practice
have to be respected and
honored so that we could
smoothly facilitate a gradual
shift into inclusive education.
 SPECIFICALLY, SCHOOL S MAY L OOK AT
Booth and Ainscow (2002)
THE FOLLOWING:
recommend that schools reflect
on their current policies and
practices to check their readiness STUDENT ADMISSION
for an inclusive set-up. They also ACCESSIBILIT Y TO UT ILIT IES A N D
devised a questionnaire that FACILITIES
would help administrators, faculty SUPPORTS AVAILABL E TO
and other stakeholders STUDENTS, PARENTS, AN D SCHOOL
comprehensively gather baseline PERSONNEL
data. A move that would greatly LEARNER ACCOMMODATION S
help in informing policy would be EXCLUSIONARY OR DISCRI MI N A T OR Y
to examine different aspects of the
INCIDENTS
school and the delivery of its
NUMBER OF BUL L YING CASES
services.
FACULTY AND STAFF PROMOT I ONS
INCLUSIVE POLICIES
GOALS IN PRODUCING INCLUSIVE POLICIES
Breakdown
STEPS IN PRODUCING INCLUSIVE POLICIES
of Topics:
EVOLVING
INCLUSIVE
PRACTICES
KAEZHEL MAE SANCHEZ
SPEAKER
WHAT IS EVOLVING INCLUSIVE PRACTICES ?

The third dimension to Booth and

Ainscow's framework for schools (2002)

refers to the ongoing development and

adaptation of educational strategies to
ensure that all students.
 Two effective evidence-based inclusive
practices that can be used in the classroom:

• Universal Design for Learning

(UDL)
• Differentiated Instruction
 UNIVERSAL DESIGN FOR LEARNING (UDL)

is a framework that guides the design of

instructional goals, assessments, methods, and
materials to ensure that all students can access
and participate in meaningful, challenging learning
opportunities.
PRINCIPLES/ELEMENTS OF UDL:

1. Multiple Means of Engagement

2. Multiple Means of Representation
3. Multiple Means of Action and
Expression
DIFFERENTIATED INSTRUCTIONS

is an educational approach that tailors teaching

methods, resources, and assessments to meet the
diverse needs of students. It recognizes that
learners have varying backgrounds, readiness
levels, interests, and learning profiles.
COMPONENTS OF DIFFERENTIATED
INSTRUCTIONS

• CONTENT • READINESS
• PROCESS • INTERESTS
• PRODUCT • LEARNING
PREFERENCE
CONTENT
What the students need to know, understand and do
something with.

PROCESS
The different ways that students make sense of the content

PRODUCT

The artifacts that students create to show what they know

and do not know.
READINESS
Students’ understanding of their own needs.

INTERESTS
Encouraging student involvement in
learning.

LEARNING PREFERENCE

Processing is in the mind of the thinker

EVOLVING INCLUSIVE PRACTICES
TWO EFFECTIVE EVIDENCE BASED INCLUSIVE PRACTICES
Breakdown
THAT CAN BE USED IN THE CLASSROOM
PRINCIPLES AND ELEMENTS OF UDL
COMPONENTS OF DIFFERENTIATED INSTRUCTIONS of Topics:
THANK YOU!