INCLUSIVE

EDUCATION
 Table of Contents

01
Definition of 02 Legal 03 Principles
Inclusive Mandates of Inclusion
Education of Inclusive
Education

04 05 06
Guidelines for Benefits of
Inclusion Inclusion Accommodation

and
Modification
“Everyone fits in here”
Loden’s Diversity Wheel
 Inclusive
Education
● Inclusive education aims to mainstream students with
special needs in a flexible learning environment for
acquiring quality education that optimizes their potential
for holistic development (Dela Fuente, 2021).

● Inclusive education means all children in the same

classrooms, in the same schools. (UNICEF, 2005)
Nonetheless, "inclusion" does not
just refer to placing students with
disabilities in regular education
programs. The way a school community
supports and responds to each child's
unique needs must undergo a
fundamental transformation as part of
this process. When they attend
regular classes, it is expected that
they will receive the same treatment
as other students.
Let’s Differentiate
Segregation
Exclusion is separating a group from
starts from the idea
the population. It means
that people who have
that those who have
disabilities are
disabilities should be
inferior and are left
separated from those who
out by society
do not have.
because they are not
“normal”.
Inclusion
Integration is sometimes confused with
integration. However, inclusion is
far ahead. It is associated with the
the idea of “normality” ability of people to accept the
is maintained, but it is other and live in harmony
accepting differences. Moreover, it
considered that people does not focus on the disability of
who manage to adapt the person rather on the capability
will be considered part of the person. The basis is the
principle of fairness and
of society. cooperation.
 “Fairness is not giving
everyone the same thing.
Fairness is giving each
person what they need to
succeed.”
― Irene M. Pepperberg
Legal Mandates
of Inclusive
education
The practice of inclusive education in
the country is primarily enshrined in
Section 8 of the Department of
Education Order No. 43 or the Enhanced
Basic Education Act (Department of
Education, 2013). The policy provides a
clear framework to achieve
inclusiveness in designing and
implementing the country’s educational
agenda.
RA 11650, an act instituting a policy of
inclusion and services for learners with
disabilities in support of inclusive
education, establishing inclusive
learning resource centers of learners
with disabilities in all school
districts, municipalities and cities,
providing for standards, appropriating
funds therefor, and for other purposes.
Principles for
Inclusive
education
Guidelines for
Inclusion
Benefits of
Inclusion
Theoretical
Perspectives in
Inclusive
Education
I. BIOLOGICAL PERSPECTIVES

Thomas and Loxley (2001, 2007) argue that biological

perspectives on impairment and disability place
insufficient emphasis on the wider environment on which
learning occurs. The medical model adopts a therapeutic
discourse in that biological difficulties are diagnosed and
cured by medical professionals who provide appropriate
‘treatment’. At the turn of the twentieth century, science
as a discipline was held in high esteem and scientific
processes such as testing and measurement were
aligned with the growth of positivism as a research
I. BIOLOGICAL PERSPECTIVES

Thomas and Loxly (2001, 2007) make the point that this
focus on specialist pedagogy made general classroom
teachers think that special children required special
teachers and a special curriculum, when in reality all that
really matters in education is that pupils need to be
taught by teachers who are enthusiastic, patient and
sensitive.
II. SOCIOLOGICAL PERSPECTIVES

During the latter half of the twentieth century,

sociological theories started to pose a direct challenge to
scientific paradigms. The growth of disability theory in
particular started to introduce the idea that disability is a
product of an oppressive and exclusive society rather
than arising from a biological impairment (Avramidis and
Norwich, 2012).
II. SOCIOLOGICAL PERSPECTIVES

The social model denies that impairments have any

implications for disability (Avramidis and Norwich, 2012)
and emphasizes that disability is society created through
physical, social, cultural, political, and economic barriers
that have disabling effects. The disability movement
started to focus on the rights of people with disabilities.
II. SOCIOLOGICAL PERSPECTIVES

A sociological perspective of inclusion emphasizes

equality, respect, participation in decision making, rights,
democracy, social justice and collective belonging. It has
a set of principles distinct from the biological model that
emphasizes ‘needs’, diagnosis, intervention and cure.
Roaf and Bines (1989) argued that a focus on ‘needs’
detracts from an emphasis on ‘rights’.
II. SOCIOLOGICAL PERSPECTIVES
Roaf and Bines (1989) argued that a focus on ‘needs’
detracts from an emphasis on ‘rights’. The sociological
perspective on inclusion moves away from notions of
‘learning difficulties’ to notions of ‘rights’. These might
include: the right to a good education; the right to be
accepted; the right to belong; the right to be respected;
the right to be equal but different; the right to express
personal views, to be listened to and for those views to
be acted upon; the right to participate; the right to
protection; the right to information; the right to privacy;
the right to have freedom of thought; and, the right to
survive.
II. SOCIOLOGICAL PERSPECTIVES
A sociological perspective on disability places a
responsibility on society for the creation of
disablement, exclusion, marginalization and
oppression. It has a distinct set of values which, when
combined together, aim to create a better, fairer and
more socially just society. It also examines inclusion
from a broader perspective by incorporating aspects
such as race, gender, sexuality, disability and religion
into the melting pot, and it interrogates fundamental
factors within society (including housing, employment,
poverty, finance), which can result in social exclusion
and marginalization.
III. PHILOSOPHICAL PERSPECTIVES

Philosophical perspectives of inclusion present

challenging questions about inclusion as a
philosophical concept. These include but are not
restricted to the following: Can we include? Is
there a limit to inclusion? And, Is inclusion a
logical concept in the first place?
IV. POLITICAL PERSPECTIVES

A political perspective on inclusion necessitates

a critical interrogation of current policy texts in
order to identify what current and recent
governments mean or have meant by the term
inclusion. While a caring discourse of inclusion
(Corbett, 1992) emphasizes treating children with
respect and dignity, the language within policy
texts (DfE, 2010, 2011, 2014) focuses on raising
standards for pupils with special needs and
closing the achievement gap between pupils with
IV. POLITICAL PERSPECTIVES

Policy texts emphasize a particular version of

inclusion that adheres to the principles of
neoliberalism. Pupils are expected to be able,
productive, skilled, independent and enterprising,
and pupils who find any of these challenging are
effectively marginalized by an education system
that fails to meet their needs. Academic literature
consistently emphasizes the plurality of inclusion.
Inclusion means different things to different
groups and individuals with different vested
Accommodatio
ns and
Modifications
An accommodation is a change that helps a
student overcome or work around the
disability. These changes are typically physical
or environmental changes. Allowing a student
who has trouble writing to give his answers
orally is an example of an accommodation.
This sort of accommodation extends across
assignments and content areas.
What are accommodations? Here are a few examples:
• Teacher provides notes/outlines, allows type-written work, allows
printed work, provides a peer notetaker, allows the use of wider lined
paper f or written tasks, provides highlighted text, allows the use of
spell-checker,
• Daily agenda checks between home/school, additional progress
reports
• Preferential seating, ability to leave room without permission, peer
buddy, behavior reward system
• Extended time on assignments, shortened assignments,
simplification of directions Tests read aloud to student, verbal
response acceptable in lieu of written response, f ewer multiple
choice responses (2 instead of 4), multiple -choice response instead
of f ill -in -the -blank or short answer/essay, word banks provided f or
f ill in the blank questions
Modifications are generally connected
to instruction and assessment;, things
that can be tangibly changed or
modified. Usually a modification
means a change in what is being
taught to or expected from the student.
What are modifications?
Here are a few examples:
• Reduction of homework, reduction of class work
• Omitting story problems, using
specialized/alternative curricula written at lower
level, simplified vocabulary and concepts,
alternative reading books at independent reading
level
• Tests are written at lower level of understanding,
preview tests provided as study guide, picture
supports are provided, use of calculator
• Grading based on pass/fail, grading based on
work completion
Let’s Try
et’s Try
Thank you!
 Solve the
puzzle
On the following slide, remove the pieces one at a time
and guess what the hidden image is! How many pieces
did you need to remove to figure it out? Change the
background to use your own pictures.
Credits.
Presentation Template: SlidesMania

Sample Images: Unsplash

Fonts used in this presentation: Lexend Deca and Denk One

Editable Icons
Free themes and templates for
Google Slides or PowerPoint

Sharing is caring!
NOT to be sold as is or modified!
Read FAQ on slidesmania.com
Do not remove the slidesmania.com text on the sides.