Inclusive Approach to Early Education (Foundation of Special and Inclusive Education).pdf

Michaelson Jasper P. Duyan, LPT
FOUNDATION OF SPECIAL AND
INCLUSIVE EDUCATION
(EDUC 103)
FOUNDATION OF SPECIAL AND
INCLUSIVE EDUCATION
(EDUC 103)
ST. JOHN PAUL II COLLEGE OF DAVAO
ECOLAND DRIVE, MATINA, DAVAO CITY

BE PREPARED CELL PHONE POLICY
HOUSE RULES :
BE ON TIME
Be on class at least
10 minutes
before class.
All your things
must be prepared
before joining the class.
Kindly place your cell
phone on silent mode
or vibrate mode.

HOUSE RULES :
DRESS APPROPRIATELY RAISE YOUR HAND LISTEN ATTENTIVELY
Wear something
comfortable but
presentable.
Raise your hand
when you have questions
and/or clarifications.
Especially when the
Teacher is discussing.

INCLUSIVE APPROACH TO
EARLY EDUCATION
Lesson Outcomes:
Define inclusion and inclusive education and relate these definitions
when they articulate their philosophy of education in teaching and
supporting children with special needs; and
Discuss/explain the concept of least restrictive
environment/alternatives and explain (state) the rationale for
inclusion/ inclusive education and early intervention
EDUC 103

Inclusion and
Inclusive
Education Defined
EDUC 103

Inclusion and Inclusive Education Defined
EDUC 103
INCLUSIVE PRACTICES
INCLUSIVE CLASSROOM STRATEGIES
VARIETY OF INSTRUCTIONAL FORMAT
UNIVERSAL DESIGN FOR LEARNING

Inclusive education means all children are in the same
classrooms, in the same schools. It means real learning
opportunities for groups who have traditionally been excluded
not only children with disabilities but speakers of minority
languages, too. Inclusive systems value the unique contributions
students of all backgrounds bring to the classroom and allow
diverse groups to grow side by side for the benefit of all.
DEFINITION OF INCLUSION
EDUC 103

Inclusive education - also called inclusion - is education that
includes everyone, non-disabled and people with disability
(including those with special educational needs) learning
together in mainstream schools, colleges, and together in
universities. This means the system must adapt to include people
with disability, they should not have to adapt to the system.
DEFINITION OF INCLUSION
EDUC 103

EDUC 103

Inclusive practice can be defined as attitudes and methods
that ensure all learners can access mainstream education.
Everyone works to make sure all learners feel welcome and
valued, and that they get the right support to help them develop
their talents and achieve their goals. When education is truly
inclusive it can benefit all learners, not only learners with
disability.
INCLUSIVE PRACTICE
EDUC 103

least Restrictive
Environment
EDUC 103

EDUC 103
“This means they are
with their peers
without disabilities to
the maximum degree
possible.”

There is a definite need for teachers to be supported in
implementing an inclusive classroom. A rigorous literature
review of studies found most teachers had either neutral or
negative attitudes about inclusive education (de Boer, Pijl, &
Minnaert, 2011).
EDUC 103

Establish Clear Expectations
Get to Know Your Students
Differentiate Instruction
Encourage Collaboration
Provide Multiple Means of Representation, Engagement,
and Expression
EDUC 103

Use Universal Design for Learning (UDL) Principles
Promote a Positive Classroom Culture
Provide Individualized Support
Celebrate Diversity
Seek Feedback and Reflect
EDUC 103

Start with whole-group instruction and transition to flexible
groupings which could be small groups, stations/centers, and
paired learning. With regard to the whole group, using
technology such as interactive whiteboards is related to high
student engagement. Regarding flexible groupings: for younger
students, these are often teacher-led but for older students,
they can be student-led with teacher monitoring.
USE A VARIETY OF INSTRUCTIONAL FORMATS
EDUC 103

Peer-support learning can
be very effective and
engaging and take the form
of pair work, cooperative
grouping, peer tutoring, and
student-led demonstrations.
USE A VARIETY OF INSTRUCTIONAL FORMATS
EDUC 103

All students need the opportunity to have learning experiences in line
with the same learning goals of the prescribed curricular content.
ENSURE ACCESS TO ACADEMIC CURRICULAR CONTENT
EDUC 103
PROVIDE MULTIPLE MODALITIES
USE ASSISTIVE TECHNOLOGY
SCAFFOLD LEARNING
PROVIDE ACCOMMODATIONS AND MODIFICATIONS
OFFER FLEXIBLE LEARNING OPTIONS

These are methods that are varied and that support many
learners' needs. They include multiple ways of representing
content to students and for students to represent learning
back, such as modeling, images, objectives and
manipulatives, graphic organizers, oral and written
responses, and technology.
APPLY UNIVERSAL DESIGN FOR LEARNING
EDUC 103

Characteristics of
Evidence-Based
Inclusive Schools
EDUC 103

Cook et al., (2012) define Evidence-based practices (EBP) as
practices that are shown to be effective through the high-
quality researcher to meaningfully improve student
outcomes. Simply put, EBPs are practices that are supported
by a strong high-quality evidence base that have seen
effects that positively impact students.
EVIDENCE-BASED INCLUSIVE EDUCATION
EDUC 103
Characteristics of Evidence-Based Inclusive Schools

EVIDENCE-BASED INCLUSIVE EDUCATION
EDUC 103

Students with disabilities need to receive effective,
scientifically-based instruction to help them reach their
potential. IDEA requires special educators to use sound
research in selecting methods and strategies to use in their
classrooms. As students with disabilities often have specific
and unique needs, this can be particularly challenging for
teachers one strategy does not fit all.
EVIDENCE-BASED PRACTICES IN SPECIAL EDUCATION
EDUC 103

EVIDENCE-BASED PRACTICES IN SPECIAL EDUCATION
EDUC 103

In 2001, the federal No Child Left Behind Act was passed, detailing
a plan that would improve education in all schools for all students.
This was the first time teachers were required by law to implement
scientifically-based practices in their classrooms. In the past 15
years, the curriculum has been rewritten as teachers and students
have been held to higher standards. The Individuals with Disabilities
Education Act (IDEA) of 2004 goes one step further in specifically
requiring the use of evidence-based practice in special education.
NO CHILD LEFT BEHIND
EDUC 103

EDUC 103
REFERENCE:
Boholano, D. B., Tizza Marie , D. M., Dr. Bernard Evangelicom
, J. V., & Cortes, D. M. (2024). Inclusive Education in Early
Childhood Settings. 10B Boston Street, Brgy. Kaunlaran,
Cubao Quezon City, Metro Manila, Philippines 1111: LORIMAR
PUBLISHING INC.

THANK
YOU FOR
LISTENING
SPENE 100

Michaelson Jasper P. Duyan, LPT
Special education
(cate 200)
Special education
(cate 200)

Inclusive Approach to Early Education (Foundation of Special and Inclusive Education).pdf

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Inclusive Approach to Early Education (Foundation of Special and Inclusive Education).pdf