Rhiamae Doma BEED 1-A (2nd Semester) They will consist of:

PROF ED 2 NOTES/REVIEWER
o Primary, or core
LESSON 1: UNDERSTANDING DIVERSITY o Secondary dimensions of diversity.

FACTORS:
 The category suggests how much influence these
o Physical Characteristics differences exert on a person's beliefs, expectations, and
life experience.
Color of skin, color of hair, shape of eyes, nose,
height, weight, gender age, socioeconomic class,  Loden presented six primary dimensions that help shape
occupation, and many others. our basic self-image and our worldviews: age, ethnicity,
gender, race, physical abilities/qualities, and sexual
o Invisible Characteristic
orientation.
Behavior, decision made, and words spoken.  The primary or core dimensions are stronger
DIVERSITY ones
 Characteristics we were born with OR
- comes from the Latin word “divertere” means to turn away, established by significant experience
separate and oppose.
 Considered to be distinctly persuasive in
o “The state or quality of being different or varied; a establishing who we are.
variety or assortment; a point of difference; the  The secondary dimensions Include: educational
inclusions of people of different races, genders,
background, income, martial status, work experience,
religion, in a group; the relation that holds between
two entities when and only when they are not military experience, religion and geographic location.
identical; the property of being numerically distinct.”  Can be change or can be discarded (people
(Collins Dictionary) interaction, the place we live)
o People difference which my relate to the races,
ethnicity gender, sexual orientation, language,
PRIMARY DIMENSION
culture, religion, mental, and physical ability, class,
immigration status. (UNESCO, 2017)
SECONDARY DIMENSION
o Diversity is the root of our uniqueness. Which also
not just all about accepting, understanding, and
tolerating one's uniqueness or differences. But
RICR PRINCIPLES
discovering and exploring areas that could connect
us and allow us to collaborative works. Respect, Inclusion, Cooperation, And Responsibility
o Lastly, collaborations and communication are skills RESPECT - Treating others the way we wish to be treated
that are also needed to develop and succeed
INCLUSION - making certain everyone on a team is truly a
therefore we understand our differences and master
part of the team decision making ensuring that everyone
how this could be used to harness tolerance
feels value and respected as an individual
cooperation and unity that will lead to productivity.
COOPERATION - actively helps others to succeed rather than
LODEN’S DIVERSITY WHEEL competing or attempting to be one of someone.
RESPONSIBILITY- managing personal behavior to maintain a
o In 1990, Marilyn Loden and Judy Rosoner developed diversity positive environment and questioning inappropriate
a framework for thinking about the different behavior when it occurs
dimensions of diversity within individuals and
ABILITY (AND DISABILITY) AS A DIMENSION OF DIVERSITY.
institution.
o Depicted as concentric circles this “Diversity Wheel” ABILITY - refers to the possessions of the qualities required
can be used in many different ways to encourage to do some necessary skills or power.
thinking about values, beliefs, and dimensions of DISABILITY - (WHO) it is umbrella term for impairments
identity for people and organizations. actively limitation and participation restriction
 Refers to the negative aspects of the interaction
between individuals (with health condition) and
individual context factors (environmental and
personal factors)
  Disability is not just a health issue but also an issue  PWD were seen social threats capable of contaminating
that affects a person's state in the life and and otherwise pure human species (kisanji 1999).
environment he or she in .
Moral / Religious Model Functional Rehabilitation Model
A person self-identity in her or his perspective of the world
around him or herself are affected by both ability and (Medieval Times / Age of (Medieval Times / Age of
Discovery) Discovery)
disability

AMERICAN DISABILITY ACT ADA ACT OF 1990 1500 -1600s 1970s onward

Disability - is a person who has physical or mental 5th – 8th Century Early 1900s – 1970s

impairment that sustains ably limits one or more major life

activities.
(Copernican / Scientific (Post-Modern Times)
Static or Progressive, Congenital or Acquired, Visible or Revolution)
Social Model Rights-Base
Invisible Biomedical Model Model Twin-Track
Approach
DILEMMA OF DIVERSITY
THE EVOLUTION OF MODELS OF DISABILITY
DIVERSITY – DIFFERENT - DISCRIMINATION
Smart study and 2004 (as cited and relief and Letsosa 2018)
 Some place women and people of color are still
discriminated Different religion is also discriminated emphasize that models of disability are important as they
serve several purposes:
 Non married same sex couples is still not accepted
 Children from indigenous group go to educational  They provide definitions of disability
system without considering ethnic backgrounds
 they offer explanations of casual and responsibility
values and beliefs
attribution
LESSON 2 ADDRESSING DIVERSITY  They are based on perceived needs
THROUGH THE YEARS SPECIAL AND
 They inform policies
INCLUSIVE EDUCATION
 They are not value neutral
MODELS OF DISABILITY  They define the academic disciplines that focus on
disability They shaped the self-identity of PWDS
 DISABILITY cuts across countries, cultures, and timeless
but perhaps it is part of human nature to react negatively  They can provide insight on how prejudice and
discrimination occur.
to anything perceived as different or out of the ordinary.
 This is often resistance especially when people are met This last statement in particular, has proven to be very
with situations that they are unfamiliar with. powerful and helpful as he how, to a certain extent, society is
unconsciously led to respond to disability.
 Persons with disabilities or PWDS are not exempted from
this type of treatment MORAL RELIGIOUS MODEL
 Historically, people form opinions and reactions toward
 Started during Medieval Age (AD 476) until late 1800s
disability. It was consistent for almost every country
leading towards the Renaissance age and Age of Discovery
society first took notice of those with physical disabilities
 This period was the time the church was the most influential
because they immediately stood out then they noticed
figures in Europe.
those with less apparent developmental conditions
 It is the oldest model of disability
because they act differently.
 As soon as the “deviants” were “identified,”  The idea of God as an all-powerful being was so strong in
man’s consciousness that it affected the way the society
segregation, inclusion, isolation, and other forms of
treated the PWDs.
violence are currently followed.
 Parents of children with disabilities were looked on as if God
 Prior to the age of enlightenment in the 1700s these
was punishing them for a sin that needs to be atoned.
were common practices highly accepted by society.
 On the other side, it is viewed as a blessing in the family,
 Such practices which are now considered discriminatory
wherein God gave them a special gift and only they have the
and violating human rights were evident in all aspects of capacity to take care of it.
the community: living spaces healthcare education and
work.
 The disability was the basis of a test of faith and an  Because of this those without disabilities has the
opportunity to redeem oneself through endurance, responsibility over the PWDS the interventions given to
resilience and piety (Niemann 2015) them make them catch up in the society and this practice is
evident until now
 Moral or religious model of disability sees disability as
either a blessing or a curse.  And 50th century a school for PWDS in Europe emerged but
it mostly caterers to sensory impairments
 It is characterized as charity and caretaking
 The curriculum for those s p e d schools were different from
 Jackson (2018) adds that protection is the main concern
the public schools because it focuses only on vocational
because there is the instinct to protect the PWD for their
skills
vulnerability and also protect the economic social order
 This is a clear sign that the biomedical model sees them as
 In one strand of the moral/ religious model, the disability is
different from the majority B
equated with sin, evilness or spiritual ineptness of either the
PWD or his family member.  Before they were only placed in institutions and asylums for
custodial care but it reaches its peak and it was too difficult
 This belief can not only lead to isolation for the PWD but
to manage already.
exclusion from communal events to his family.
 On the other hand, others view disability as a blessing
because it can either become ticket to heaven or an
opportunity towards character development.
 In other cultures, they believe that disability may impair
some senses but it can also heighten his other senses which
then grants him special abilities to reflect, perceive or be
spiritual.
 Although moral/religious model is not as dominant now as it
used to be during Medieval times but it is still reflected in
some places where religion plays a huge influence in
people’s lives

BIOMEDICAL INDIVIDUAL MODEL

THE FUNCTIONAL/REHABILITATION MODEL
 Happened around Copernican Revolution wherein Nicholas
Copernicus discovered that the sun was the center of the  This is quite similar to the biomedical model and it sees
universe and not earth PWDs having deficits.
 It was a controversial yet significant discovery because it  These deficits justify the need for them to undergo
contradicted the bible yet it was considered the rehabilitative interventions like therapies, counseling and
fundamental truth the like in the aim of reintegrating the disabled into the
society. The difference is the concept of habilitation and
 Most evident was its contribution to scientific and
rehabilitation.
technological advancements
 Biomedical suggests habilitation which means help given to
 It shifted the mindset of people from religious perspective
those whose disabilities are congenital to maximize their
to a more evidence-based model of disability called
function.
biomedical (medical) model
 Rehabilitation refers to assistance given by professionals to
 PWDs are seen as persons who are ill and meant to be
those who have just acquired the disability given by
treated or made more normal (Olkin 1999)
professionals in the hopes of gaining back their functions.
 He said that disability is seen as a medical problem that
 This started around World War I, wherein communities
resides in a person.
witnessed normal healthy people served the country and
 The goal is to care and amelioration of the physical came back either physically, mentally or neurologically
conditions and rehabilitation adjustments of person to his disabled.
environment with his condition
 They realized not all disabilities are inborn
 PWD is expected to veil of the existing service as the
 This was the time that Physical and Occupational Therapies
patients being helped by professionals
became modes of rehabilitation for the injured soldiers.
 The biomedical model sis disability as a glitch a person is
 Both the biomedical and rehabilitative models marked the
born that needs to be fixed with moral model sees it as
dawn of clinic-based assessments
something permanent
 The person's deficiency is compared to the moral states
THE SOCIAL MODEL
which then give us the idea that the PWDS have a problem
and that those without disabilities are superiors than them
 Models (whatever form) usually have a strong way of RIGHTS BASED MODEL AND TWIN TRACK APPROACH
influencing people’s belief, behaviors and the value system.
 This is similar with the social model
 Ex-Filipino student brought up in the US  Social Model reiterates social factors and dynamics that
 Particular cultures can strongly influence a person’s way of form our perceptions of disability, the Rights Based Model
life. moves beyond this and emphasizes on human dignity of
PWDs
 Clough (2000) points out that the social model becomes the
society’s reaction to how biomedical perspective views  It recognizes the PWDs vulnerability and tries to address this
disability. He was the one who made the term “social by upholding and safeguarding their identities and rights as
model” The medical field has reinforced their disabling human beings
views on disability.  Social Model is critical on public health policies and
 Disability occurs as a result of society’s lack of advocate the prevention of impairment, Human Rights
understanding of individual differences. Model recognizes the fact that formulated prevention policy
may be regarded as an instance of human right protection
 They are seen as disabled not because of their deficiencies
but because society insists, they are and they are at a  This model ensures and devotes to the realization that each
disadvantage. Norms after all are determined by the society. of them has the right to education. It states that education
is a basic human right so call should have access to it.
 The principle of this model is that disability is a social
construct.
 Standards and limitations are given by the society to THE 4 KEY ACTORS INVOLVED IN RIGHTS BASED
disabled people. MODEL:

 (Case Scenario) Mara with paraplegia - there’s elevator but ➢ Government

no public transport but Jana, all amenities are provided by ❖ duty bearers
her town.
➢ The Child
 This shows that what is truly disabling them is not their
physical condition but the lack of opportunities and ❖ the rights holder
restrictions from their community- the cause is the society. ➢ Parents
 World Health Organization differentiates disability from ❖ duty bearers and representative of the child
impairment.
➢ Teachers
o Impairment - loss or abnormality of psychological
❖ rights holders and duty bearers
or anatomical structure or function.
➢Twin Track Approach
o Disability - is the result from an impairment. A
restriction from or lack of ability to perform an ❖ combination of social model and the rights-based
activity in the range of what is considered normal model. These 2 perspectives allow for holistic changes
for the society. to occur while promoting individual needs whenever
necessary.
 These 2 terms may be confusing for some but it equates to
each other.
 Social Model reiterates that impairment should be seen WHAT IS SPECIAL EDUCATION?
normal in our life ➢ According to dictionary (Meriam Webster), education is the
 Society must plan ahead in anticipation possible solutions in action or process of teaching someone in the university, school
case IMPAIRMENT occurs so that it will not DISABLE or college.
anyone.  The key to nation building is quality education accessible to
 Kaplan (2000) believes that if a disability was seen as all types of learners this accessibility is the essence of
something natural and expected, it could change the way inclusive education.
we design our systems and our environments and change Why Inclusion?
our beliefs as well.  Is an educational practice that place students with a
disability and the general education classroom along with
typically developing children under the supervisions and
guidance of a general education teacher (Del Caro, Tiangco
2014)

 Guidelines for inclusions published by UNESCO (2005)

enumerate four key elements.
 DIMENSION A: Creating Inclusive Cultures
o That inclusion is a process that is a never-ending Section A.1 Building Community
search to find better ways to respond to diversity.
Section A.2 Establishing Inclusive Values
o That inclusion involves a preventive dimension
especially in identifying and removing potential This dimension creates a secure, accepting, collaborating,
barriers to this process through collecting, collating stimulating community, in which everyone is valued as the
and evaluating information for improving policy foundation for the highest achievements of all. It develops
shared inclusive values that are conveyed to all new staff,
and practice.
students, governors and parents/careers. The principles and
o That inclusions are all about the presence
values, in inclusive school cultures, guide decisions about
participations and achievement are learning policies and moment to moment practice in classrooms, so
outcomes of all types of students; and that school development becomes a continuous process.
o That inclusions puts the particular emphasis on
learners who may be at risk or marginalization
inclusions or under achievement and therefore DIMENSION B: Producing Inclusive Policies Section
there must be consistently monitored and Section B.1 Developing the School for All Section
represented in the inclusive process. Section B.2 Organizing Support for Diversity
This dimension makes sure that inclusion permeates
LESSON 3: MAKING SCHOOL ENCLUSIVE
all school plans. Policies encourage the participation of
 Inclusion is often associated with students who have students and staff from the moment they join the school
impairments or students seen as having special reach out to all students in the locality and minimize
educational needs. exclusionary pressures. All policies involve clear strategies
for change. Support is considered to be all activities
 However, in the Index, inclusion is about the which increase the capacity of a school to respond to student
education of all children and young people. diversity. All forms of support are developed according to
 The Index offers schools a supportive process of inclusive principles and are brought together within a single
self-review and development, which draws on the views frame work.
of staff, governors, students and parents/careers, as
well as other members of the surrounding
communities. DIMENSION C: Evolving Inclusive Practices

 It involves a detailed examination of how barriers Section C.1 Orchestrating learning

to learning and participation can be reduced for any Section C.2 Mobilizing resources
student. The Index is not an additional initiative but a
This dimension develops school practices which reflect
way of improving schools according to inclusive value.
the inclusive cultures and policies of the school. Lessons
are made responsive to student diversity. Students are
encouraged to be actively involved in all aspects of their
education, which draws on their knowledge and experience
outside school. Staff identify material resources and
resources within each other, students, parents/careers and
local communities which can be mobilized to support learning
and participation.

 Inclusion and exclusion are explored along three WHAT STAKEHOLDERS CAN DO?
interconnected dimensions of school improvement:
creating inclusive cultures, producing inclusive The following are some steps stakeholders can take to create
policies and evolving inclusive practices. inclusive cultures:

 These dimensions have been chosen to direct Set parameters for inclusion. The government has
thinking about school change. Experience with the identified key people and professions, and highlighted
Index indicates that they are seen, very widely, as important factors leading to the success of inclusive
important ways to structure school development. education – i.e., placement process, committees, staffing, and
The three dimensions are all necessary to the responsibilities, teacher training and compensation,
development of inclusion within a school. incentives for private sector participation, and collaboration
of the Department of Education with the other branches of
the government.
THE DIMENSIONS AND SECTIONS IN THE INDEX
Build key people. The government recognizes the need for MAINSTREAMING VS. INCLUSIVE EDUCATION
teacher training, both in special needs education and
general education level. It also pushes for the use of MAINSTREAMING
evidence-based teaching frameworks, provisions of student o Expectations from a Child
assistance, and access to instructional materials. Most
importantly, calls are made for continuing research and “Mainstreaming” refers to children with an IEP
forming policies to be initiated by agencies such as the (Individualized Education Program) attending a
Department of Education so as to further refine the inclusive regular classroom for their social and academic benefit.
process and have it tailored to fit the needs of children with These students are expected to learn the same material
additional needs as the rest of the class but with modifications in the
course and adjustments in the assessment. For example,
Identify and eradicate barriers. UNESCO’s Guide for if the class is reading about U.S. states, names and
Inclusion (2005) advocates for the identification and removal capitals, a mainstream child is expected to learn only the
of obstacles that have to do with transforming prevailing names of the states and the capital of the state where
attitudes and values on a systematic level. The Philippine he is living. The students are also expected to show
government seems to be in consonance with this aspect in improvement in their social skills and improvement in
the light of its existing legislative policies that ground the their academic performance.
undeniable importance of inclusion.
o Support in Teaching
A mainstreamed child does not have any other help in
COMMON BARRIERS TO INCLUSION the classroom except for the teacher. The support they
get is in the form of modifications in the course. For
 Attitudinal barriers are the most basic and contribute to example, if a child is dyslexic and has problems in reading
other barriers. For example, some people may not be or writing, they are occasionally given individualized
aware that difficulties in getting to or into a place can reading sessions. Their reading material is simplified, and
limit a person with a disability from participating in they are given simplified writing assignments
everyday life and common daily activities.
INCLUSION
 Communication barriers are experienced by people who
have disabilities that affect hearing, speaking, reading, o Expectations from a Child
writing, and or understanding, and who use different “Inclusion” refers to children with an IEP attending a
ways to communicate than people who do not have regular classroom for their social and academic benefit,
these disabilities. but these children are not expected to learn the same
 Physical barriers are structural obstacles in natural or material as the rest of the class. They have their own
manmade environments that prevent or block mobility individualized material, and they are not expected to
(moving around in the environment) or access. show improvement as per the class. They are basically
“included” in the class so that they have the opportunity
 Policy barriers are frequently related to a lack of to be with the students of their same age and have the
awareness or enforcement of existing laws and chance to get the same education. For example, if the
regulations external that require programs and class is reading about U.S. states, their names and
activities be accessible to people with disabilities. capitals, the inclusion child is expected to learn only the
 Programmatic barriers limit the effective delivery of a name of his own state and capital of the country.
public health or healthcare program for people with Emphasis is paid to their social skill development more
different types of impairments. than academic performance.
 Social barriers are related to the conditions in which An inclusion child does not always have disabilities. They
people are born, grow, live, learn, work and age – or are also students who are performing above their class
social determinants of health – that can level, also called “gifted students,” and students who
contribute to decreased functioning among people with speak the language in the classroom as their second
disabilities language.
 Transportation barriers are due to a lack of adequate o Support In Teaching
transportation that interferes with a person’s ability to The students in inclusion classrooms have a team
be independent and to function in society. supporting them. The regular teacher is given tips on
how to help the child with special needs. There are
specialists like speech therapists and physical therapists
who help the teacher understand the needs of the child.
The teacher is advised to know how to handle
technologies and equipment which assist a special needs
child.
PRODUCING INCLUSIVE POLICIES that they are supporting all types of learners in their
classrooms appropriately.
UNESCO (2005) realistically acknowledged that a societal
change is attitude in need not be initially present in a Include Transition in Planning.
community before inclusions can be fully practiced. Rather it An abrupt systematic change that is not valve plan or that
must be viewed as a perspective or an ideal to work toward. disregards practices - whether existing or implied - may
The following is a list of other possible steps that educators hinder the shift to inclusion and cause renouncement from
can take a facilitate the much-needed societal shift and stakeholders. Instead, current practices have to be respected
inform policy. and honored so as the facilitate a gradual shift to inclusive
education.
Involve Other Sectors of Society.
Booth and Ainscow (2002) recommended that schools reflect
o Current training and awareness campaign seems to limit on their current policies and practices to check their
the movement of inclusion to mare home-school readiness for an exclusive setup. They also device a
relationship. Almost these are extended to the questionnaire that would have administrator’s faculty and
departments for social welfare and health. For instance, other stakeholders comprehensively gather baseline data. A
those in the business, commercial security, and religious move that would greatly help in informing policy would be to
sectors must also be given presentation in training. At examine different aspects of the schools and the delivery of
the same time, they must be specific enough to reach the its services. Especially, schools may look at the following:
local churches, the subdivision playgrounds, and the
o Student admission
village stores.
o In recent years students in the tertiary level from the o Accessibility to utilities and facilities
various programs have been showing growing interest o Support available to students’ parents and school
and the PWD community. For instance, students belong personnel Learner accommodations
to architectural and interior designs program that have
o Inclusionary or discriminatory incident
been working on this cup stone projects where their
main clients have additional needs. The idea is for-every o Number of bullying cases
one-regardless for their training and or exposure - to o Faculty and Staff promotions
become more sensitive in aware of the PWD population.
The more aware the community is, the more it will be
o able to help. Evolving inclusive practices is the third dimension to
Booth and Ainscow's framework for schools (2002),
Collaborate. where administrators must first try to create an
o Weather creating an academic program specific to a child inclusive culture among its stakeholders, and then
with additional needs or creating a new legislative bill for build better, more all- encompassing policies. The goal of
the PWD community, collaboration is crucial. (Del Corro the first two steps is to ascertain habit forming conditions,
Tiangco 2014) states that the general education teachers which make procedures that are otherwise unfamiliar feel
are trained in the general curriculum but would not know like second nature to us. We want to reach a point
how to teach and manage children with additional needs; where inclusive teaching practices are expected. Once
while a special needs education teachers will be this happens, we can start focusing on raising the
equipped to handle a typical behavior but would not participation and success rates of learners with additional
know much about the general education curriculum. needs inside our classrooms.
Recognize The Ships in Roles of Teachers. Moreover, the term "evolving" assumes that we already have
strategies in place which we just have to revisit for possible
o With the shift to inclusive education the role of special
tweaking. It suggests advancement and positive growth,
education (SPED) teachers suddenly seems to be
which means we can look at these existing strategies and just
reduced to only “as needed” as a result the (SPED)
adjust these according to the needs of our students along
teacher’s role no longer becomes that of one implement
the way. Two effective evidence based inclusive
but that of a consultative nature instead. The (SPED)
practices that can be used in the classroom are Universal
teacher role - their trainings, their insights, and their
Design for Learning (UDL) and Differentiated Instruction.
skills as a supposed prime mover in the exclusive
education framework must neither be dismissed nor
disregarded. 1. Universal Design for Learning
o Instead, this must be used to ensure a good inclusive o In architecture, universal designs refer to structures
program is provide to children with additional needs. that were made in such a way that they can be
Conversely, general education teachers must go through used by customers or clients with a wide range
skills training and capacity - building workshop to ensure of need (Dukes & Lamar-Dukes 2009 as cited
in Salend 2011). Such designs ensure
 means of
accessibility for all. For example, an architect designs
a commercial complex where ramps, elevators,
escalators, handrails, wide doorways and sidewalks,
and signs embossed in Braille abound. It is a
very user-friendly building, Obviously, the designer
imagined that some customers might walk into the
complex in wheelchairs or white canes. The architect
action and
expression
does not know if or when it's going to happen, but
he anticipated it and incorporated it into his design
anyway.

o 3.
o Such is the mechanics of a Universal Design for
Learning (UDL,) approach to instruction. UDL refers
to the design of instructional materials and activities
to make the content information accessible to all
children (Rose & Meyer 2006 as cited in Turnbull et
al. 2013). It is best used in a general education
classroom where learners are different. Through the
Multiple
means of
provision of delivering content and allowing student
to construct learning in more than one way,
UDL ensures that all students learn genuinely.

o There are engagemen

three t
elements to o In UDL,
UDL: teachers
o 1. are
Multiple supposed
means of to present
representat information
ion and
o 2. materials in
Multiple many
o different multiple
ways, means of
taking into o represent
considerati ation is
on that meant to
some ensure
students that all
may have students
not fully are able
o absorbed to access
the lesson and
the first o understa
time it was nd learning
presented. material.
The After this,
concept of teachers
allow
 students to levels.
express The
what they principles
o learned of UDL,
in various which
ways, and o sometime
finally, the s overlap,
teacher are
uses presented
different below with
techniques examples
to (see Table
o reinforce 3.2)
learning
There are three elements to UDL:
1. Multiple means of representation
2. Multiple means of action and expression

at the 3. Multiple means of engagement

o In UDL, teachers are supposed to present

students’
information and materials in many different ways,
taking into consideration that some students
may have not fully absorbed the lesson the first
time it was presented. The concept of multiple

optional means of representation is meant to ensure

that all students are able to access and
understand learning material. After this, teachers
 allow students to express what they learned in Differentiated Instruction
various ways, and finally, the teacher uses According to Tomlinson (2010), differentiated (or
different techniques to reinforce learning at differentiating) instruction is a teacher's response to students'
the students’ optional levels. The principles of varying needs, interests, and learning styles. "It refers to a
UDL, which sometimes overlap, are presented below systematic approach to planning curriculum and
with examples (see Table 3.2) instruction for academically diverse learners. It is a way of
thinking about the classroom with the dual goals of
UDL PRINCIPLES ADAPTED FROM SALEND (2011:17- honoring each student's learning needs and
18) maximizing student's learning capacity." When teachers
differentiate instruction, they use a variety of teaching
UDL Principles and learning strategies that are necessary to meet the diverse
Principle 1: Equitable Use needs of students in any class (Friend & Bursuck 2009).
Inclusive practices are designed to be Why Differentiate Instruction?
useful, appealing, and safe for all students, All learners are unique and have varying interests, talents,
families, and professionals to use. strength as well as needs. Hence, it is essential that
Individual differences and various contexts teaching and learning experience reflect this diversity.
are respected. To ensure engaged, successful, and flourishing learners,
Principle 2: Flexible Use teaching and learning experiences need to be designed in a
way that provide opportunities for students to learn and
Inclusive practices are designed to accommodate
demonstrate their understanding in varied ways. Thus,
the individual preferences, abilities, and needs of
Differentiating Instruction (D1) helps ensure that learners are
all students, families, and professionals. Flexibility
engaged in respectful tasks and provide diverse means of
in providing choices for methods and pacing
learning that reflect their strengths and address their needs
are exercised.
simultaneously.
Principle 3: Simple and Intuitive Use
How Is Instruction Differentiated?
Inclusive practices are Designed be easy for all use
Bender in 2002 (as cited by Gentry et al. 2013)
and understand.
identified elements of the curriculum that can be
Principle 4: Perceptible Information differentiated: (1) content, (2) process. (3) product, and (4)
Inclusive practices are designed so that they learning environment in response to the students’
communicate valuable information to all through characteristics interests, readiness, and learning profile.
various formats. As an overview, differentiation is achieved by providing
materials and task:
Principle 5: Tolerance for Error
a. at varied levels of difficulty
Inclusive practices are designed to minimize and
unintended consequences by providing safeguards b. with varying levels of instructional support:
and warnings to assist all in using them safely. C. by using multiple grouping arrangement:
Principle 6: Low Physical Effort d. that involves student choice; and
Inclusive practices are designed to be used e. use varied evaluation strategies.
comfortably and efficiently without much effort
As teachers, you must know your curriculum. You are
from all.
suggested to revisit or identify which are non-negotiable and
Principle 7: Size and space for Approach and Use negotiable learning objectives and tasks. You are also
Inclusive practices are designed for use by all, expected to know your students' interests, readiness
regardless of their mobility, physicality, or way of level (based on diagnostic data), and learning styles/profile
communication. (strengths and needs). You may create a class profile to
provide an overview of the class's characteristics and needs.
Principle 8: Community of Learners Next, you have to identify and plan what and how to
Inclusive practices are designed to promote differentiate your material. The goal is to start small and
social interaction and communication for all. take simple steps toward differentiating instruction.
Table 3.3 provides a guide on how to effectively differentiate
Principle 9: Inclusive Environment in the classroom…
Inclusive practices are designed to foster How Is the Classroom Managed During Differentiated
acceptance and a sense of belongingness for Learning?
all.
Structure the classroom by establishing routines during
differentiated learning activities.
 Anchor
1. Explain to the students the reason for
differentiation. Make sure this is understood by all.
2. Use "anchor activities" which students can
automatically work on when completing assigned
tasks to maintain a productive work
environment and maximize instructional time.
Examples of anchor activities are reading chosen
Activity
book (e.g., for book report), journal writing based on
a prompt, skill practice (spelling, math), use of
manipulative objects, etc.
Options
3. Assign roles during small group
activities/instruction to ensure accountability and a
positive learning environment. These are
(for
secondary
suggested group roles, but older learners and
their teachers may decide on other roles Learners
should have the opportunity to assume each of the
roles.
a. Facilitator
b. Recorder
students)
 Journ
c. Summarizer/Timekeeper
d. Presenter 
e. Errand monito
4. Implement routines for collaborative work.
a. Establish working groups (by interest, by
als or
Learning
readiness, etc.)
b. Have a plan for "quick finishers
c. Have a plan for when to ask for help (role
of the errand monitor)
logs
 “Proj
ANCHOR ACTIVITY OPTIONS (FOR UPPER
ELEMENTARY/ MIDDLE SCHOOL STUDENTS)

 Work on your book report selection (read quietly
until time is called). If you have already finished your
book, then work on your review (consult the hint for
guidelines).
ect



Complete one of the three journal prompts
provided.
Select a Learning Interest packet from the anchor
extensions”

option file box.
Select at least one area of test prep practice you
believe you need to review.
  Inde
 Work on your orbital or independent project.
pendent
reading
  Lab  Proje 

work ct Interest
  Relat  Lear 

ed course ning
readings packets
with ANCHOR ACTIVITY OPTIONS (FOR SECONDARY
STUDENTS)

questions
 Journals or Learning logs
 “Project extensions”
 Independent reading

or 

Lab work
Related course readings with questions or extension
activities

extension 

Test prep or practice reviewers for ACT or SAT
Project Interest

activities  Learning packets

  Test
prep or
practice
reviewers
for ACT or
SAT