Scribd
Upload
89 views

Making School Inclusive

The document discusses creating inclusive school cultures by establishing three interconnected dimensions: inclusive cultures, practices, and policies. It emphasizes that an inclusive culture is the foundation for shifting policies and practices. Stakeholders can take steps to build inclusion, such as setting parameters, training teachers, and identifying and removing barriers like attitudes, physical obstacles, rigid curricula, lack of training, poor communication, insufficient funding, absent policies, and an overly centralized system focused on test performance. Common barriers include prejudices, inaccessible facilities, inflexible lessons, deficient teacher preparation, language issues, inadequate resources, lack of guidance, and detached administration.

Uploaded by

johnmauro alapag
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
89 views

Making School Inclusive

The document discusses creating inclusive school cultures by establishing three interconnected dimensions: inclusive cultures, practices, and policies. It emphasizes that an inclusive culture is the foundation for shifting policies and practices. Stakeholders can take steps to build inclusion, such as setting parameters, training teachers, and identifying and removing barriers like attitudes, physical obstacles, rigid curricula, lack of training, poor communication, insufficient funding, absent policies, and an overly centralized system focused on test performance. Common barriers include prejudices, inaccessible facilities, inflexible lessons, deficient teacher preparation, language issues, inadequate resources, lack of guidance, and detached administration.

Uploaded by

johnmauro alapag
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 8

MAKING SCHOOL INCLUSIVE

Booth and Ainscow (2002) explained that these three dimensions—


creating inclusive cultures, evolving inclusive practices. and
producing inclusive policies
• are interconnected and "chosen to direct thinking about school
change" (2002:7). Considered the backbone or the framework is
the laying down and establishing of an inclusive culture. Without
this at the foundation. It will be quite difficult to getpeople (or shift
policies and practices.
• A non-supportive culture would most likely result in resistance from
the school's direct stakeholders, They explain that these three
dimensions also branch out into sections to further guide schools
into implementing more direct steps toward this paradigm shift.
• What Stakeholders Can Do
• The rights-based approach to educational programming •insists that
no right can exist without a corresponding governmental obligation-
(Van den "rule-Balescut & Sandkull 2005). Thus. governments and
communities are starting to undersfand how they are accountable to
children with additional needs in fulfilling their right to education and
providing access to quality education that is also safe, welcoming.
and inclusive, Legally defining terms and formalizing a system for
setting up inclusive schools in areas where there are none to begin
with ensures uniformity.
The following are some Steps stakeholders can take to Create inclusive Cultures:
Set the parameters for inclusion.
The government hits identified key people and professions. And highlighted
important factors leading to the success of inclusive education placement process.
Committees, staffing and responsibilities, teacher training and compensation.
Incentives for private sector participation. And collaboration or ‘he Department of
Education with other branches of government.

Build key people.


The government recognizes the need for teacher training. Both In the special needs
education and general education levels. It also pushes the use of evidence based
teaching frameworks, provision of student assistance, and access to instructional
materials.
Identify and eradicate barriers.
UNESCO’s Guide for Inclusion (2005) advocates for ‘he identification and
removal of that nave to do with transforming prevailing and values on systemic
level

The Philippine government seems to be in consonance with this aspect in the


light leg’sialive policies that ground rhe undeniable importance or also
continuously reorganiting structures in education and Implementing progranu
highlight ‘he need for primary stakeholders like ‘he school
• Common Barriers to Inclusion
•
Attitudes, values systems, misconceptions, and societal norms – can lead to
prejudices and/or actual resistance ro Implement inclusive practices (UNESCO
2005).

Physical barriers — the lack of budding. Facility. Transportation. Or road accessibility


are types of physical barriers that Can literally affecl one’s mobility.

Curriculum —a rigid “one size fits all” type of curriculum that does not allow room for
Individual differences can significantly stunt one’s learning and opportunity for
growth.
Lack or teacher 'raining and low teacher efficacy— whether training in
teachingstrategies, using curriculum frameworks. or behavior and classroom
management. lack of training as well as low confidence in one's own skills can
directly affect how inclusive practices are implementer
•
• Poor language and communication - language barriers may also directly
have implications on how well inclusive practices are implemented
•
• Lack of funding — enough funding can allow for training more teachers as
well as coming up with more appropriate programs, instructional materials,
Or facilities; lack of funds can be Limiting and debilitating to schools.
• Lack of policies — policies have the ability to unify beliefs and mobilize
resources; unfortunately, lack of it can become a convenient justification for
inaction.

• Organization of educational systems — centralized systems may have some


type of detachment in terms Of implementing policies and seeing the reality
of how such policies are affecting learners and other stakeholders.

• Too much focus on performance-based standards — schools have also


reportedly refused inclusion because of fear that the presence of learners
with additional needs will pull down their rankings in standardized tests.

You might also like