Count Me In: Inclusion in the Teaching and Learning Process

[Audio] Count Me In: Inclusion in the Teaching and Learning Process Hello everyone! Yesterday we trekked the mountain of learning in making our schools resilient and empowered in emergent situations. Yes, we also have unlocked the chest to a child-friendly school. We need to remember that champions as we are do not stop learning. Today, we have the full accountability to be better in transcending child-friendliness into our classrooms through inclusion. Learn with me. Together, let's say: "Count Me In: Inclusion in the Teaching and Learning Process." Welcome to our first session!.

[Audio] SESSION OBJECTIVES At the end of the session, the participants should be able to: 1. describe learners in situations of disadvantage; 2. explain the need for inclusive education in the teaching-learning process; and 3. integrate inclusion strategies in school plans for teaching and learning..

[Audio] Is there a need for inclusion in your school? Why? Indeed, there is a need for inclusion in our schools since it is in the core of the curriculum and that no child is left behind. Being the captain in our school, it is an imperative that we see up-close, feel, master, and embrace inclusion in our everyday leadership and management. Thus, let's start this learning engagement with this activity!.

[Audio] Let’s Try It. Let’s Try It.

Task 1. OUR TRIPLE H for Inclusion Who are the learners in situations of disadvantage in your school? Describe them. Discuss how your school responds to their vulnerability using the Triple H tables below. Head ( Write the existing policy in your school on inclusion.) Heart (Write the core values and principles ingrained in the school policy for inclusion.) Hands ( Write the current practices (PPAs) in your school for inclusion. ) undefined.

[Audio] Share in a Circle It's time to share with your circle. (Circle must be a group of 5-6 participants.) From your group sharing, make a unified Triple H for Inclusion and be ready for the output presentation..

[Audio] Let’s Think About It How was the activity? What do your accomplished Triple H tables tell you? As school leaders, how can we promote inclusion in teaching and learning? Why is there a need to integrate inclusion in teaching and learning?.

[Audio] Let’s Talk About It. Let’s Talk About It.

[Audio] https://cdn.gutensite.com/web001/site/4209/1792416/1792416-custom.jpg Our learners are diverse. "Diversity includes learners from various cultures; with varied abilities and disabilities, sexual orientation, religion, socio-economic status, gender, age, race and ethnicity, and even language use" (Basham, Meyer, and Perry, 2010, p. 340). When variety is recognized and various learners' needs are met, there is the possibility of effective learner-centered learning (American Psychological Association Work Group, 1997; Jones and McLean, 2012). Education therefore must be celebrating diversity in every classroom!.

[Audio] Ensure an inclusive and equitable quality education and promote lifelong learning opportunities for all. https://miro.medium.com/max/3072/1*1-A2Y3EWTX6V8ISs7zgU_Q.png But, how? We can do this by working together for the 2030 Agenda for Sustainable Development to ensure an inclusive and equitable quality education and promote lifelong learning opportunities for all. This is the aim of the Sustainable Development Goal or SDG 4..

[Audio] INCLUSION INCLUSION a process where all learners, regardless of their background and abilities, are given an equal chance to play, learn, and interact together in the same learning environment and community. INCLUSIVE EDUCATION RA 11650 “Instituting A Policy Of Inclusion And Services For Learners With Disabilities In Support Of Inclusive Education Act“. To better understand this, let us know how inclusion and inclusive education are being defined by RA 11650 "Instituting A Policy Of Inclusion And Services For Learners With Disabilities In Support Of Inclusive Education Act". INCLUSION is a process where all learners, regardless of their background and abilities, are given an equal chance to play, learn, and interact together in the same learning environment and community. It is an approach where every learner is valued, supported, and given access to equal opportunities and learning experiences..

[Audio] INCLUSIVE EDUCATION Accommodation Modification Adaptation Individualization process of addressing and responding to the diversity of needs of all learners by moving towards the end-goal of full participation, presence and achievement in learning cultures and communities. content approaches structures strategies RA 11650 “Instituting A Policy Of Inclusion And Services For Learners With Disabilities In Support Of Inclusive Education Act“. Meanwhile, Inclusive Education refers to the process of addressing and responding to the diversity of needs of all learners by moving towards the end-goal of full participation, presence, and achievement in learning cultures and communities, which involves accommodation, modification, adaptation and individualization in content, approaches, structures and strategies..

[Audio] Learners in Situations of Disadvantage May be in unique situations and have different learning needs due to their personal, social, cultural, and economic context. Out of School Children or Youth (OOSCY) Living in Geographically Isolated and Disadvantaged Areas (GIDA) Children with disability (CWD) Disadvantaged Muslim Children and Youth Disadvantaged Indigenous Peoples Learners 4Ps beneficiaries/ In the poverty line Victims of Child Abuse Victims of War and Conflict In promoting equity and inclusivity, when we say ALL, it means ALL – putting a premium on accommodating and nurturing the lost, the least, and the last. They are our learners in situations of disadvantage. They may be in unique situations and have different learning needs due to their personal, social, cultural, and economic context. The LF reads what is on the slide..

[Audio] The Philippine Statistics Authority (PSA) estimated a total of 3.6 million Out-Of-School Children and Youth (OOSCY) aged 6-24 in 2017. poverty and the associated costs of attending school Now let us see the facts and figures of our learners in situations of disadvantage. The Philippine Statistics Authority (PSA) estimated a total of 3.6 million Out-Of-School Children and Youth (OOSCY) aged 6-24 in 2017. Overall, females represent 63.31% of total OOSCY, but they comprise 70% of OOSCY in the 16-24 age group. This is most likely due to early marriage, teen pregnancy, and demands from the family for them to stay home as child carriers and other family matters. However, the primary reason for not attending school is widely believed to be poverty and the associated costs of attending school..

[Audio] Geographically Isolated and Disadvantaged Areas (GIDA) high poverty incidence, presence of vulnerable sectors, communities in or recovering from a crisis or armed conflict isolated due to distance, weather conditions, and transportation difficulties Regions V, VIII, and IX have the most GIDA barangays, representing 31.23% of the total among the three regions. The government has identified geographically isolated and disadvantaged areas (GIDA) nationwide. This refers to communities with marginalized populations physically and socio-economically separated from the mainstream society and characterized by: Physical factors – isolated due to distance, weather conditions, and transportation difficulties (island, upland, lowland, landlocked, hard to reach, and unserved/underserved communities) and Socio-economic factors – high poverty incidence, presence of vulnerable sector, communities in or recovering from a crisis or armed conflict. Regions V, VIII, and IX have the most GIDA barangays, representing 31.23% of the total among the three regions..

[Audio] Children With Disability (CWD) insufficient number of special education centers lower access of girls to SPEd centers inaccessible infrastructure lack of trained teachers and specialists lack of adequate screening systems and comprehensive support to children with disabilities out of the estimated 444,294 children with disabilities or CWDs, only 112,810 are enrolled in 2021 Data from the Department of Education showed that out of the estimated 444,294 children with disabilities or CWDs, only 112,810 are enrolled in 2021. Despite the DepEd Order No. 72 series of 2009 on inclusive education, there are still barriers to access to education for children with disabilities. We can highlight the insufficient number of special education centers (84% of municipalities do not have SPEd centers), the lower access of girls to SPEd centers, the inaccessible infrastructure, the lack of trained teachers and specialists, the lack of adequate screening systems and comprehensive support to children with disabilities..

[Audio] Indigenous People (IP) Learners 9.48% of enrolment in SY 2019-2020 BARMM (15%) Region XI (12%) CAR (10%) Region IX (9.5%). IP learners are in 41,731 public schools nationwide, or 79.19% of all public schools (down to one learner). need to be approached differently in terms of curriculum contextualization and education governance IP students represented 9.48% of enrolment in SY2019-2020. Almost half of these (47.13%) come from just four regions: BARMM (15%), Region XI (12%), CAR (10%) and Region IX (9.5%). IP learners are in 41,731 public schools nationwide, or 79.19% of all public schools (down to one learner). Of this, 35,842 schools (85% of 41,731) have 50% and below IP learners' enrollment and thus need to be approached differently in terms of curriculum contextualization and education governance compared to schools that are dominantly IP learners. This is a significant area of work moving forward..

[Audio] Disadvantaged Muslim Children and Youth significant segments of the Muslim population suffer from poverty, discrimination, disability around 5% of total enrolment significant Muslim populations are found outside Mindanao Muslim learners represent around 5% of total enrolment. While being a Muslim is not automatically a disadvantage, significant segments of the Muslim population suffer from poverty, discrimination, disability, and others that warrant focused attention from DepEd. Muslim learners have grown steadily since 2015, exhibiting the same patterns as the general population. This is a positive development in integration and tolerance and highlights that significant Muslim populations are found outside Mindanao..

[Audio] DepEd Inclusive Education Policy Framework overall framework of implementation for programs that directly promote Inclusive Education responsive to the needs and demands of diverse learners So, the question now is… How do we respond to the vulnerability and diversity of our learners in situations of disadvantage? This is through the DepEd Inclusive Education Policy Framework. This policy framework is being adopted to provide an overall framework of implementation for programs that directly promote Inclusive Education and to ensure that every aspect of the K to 12 curriculum support system, across the governance levels of the Department, is responsive to the needs and demands of diverse learners..

[Audio] International Legal and Standard-setting Instruments 1989 Convention on the Rights of the Child upholds the rights of children and changed the way children are viewed and treated—from passive objects of care and charity to human beings with a distinct set of rights. 1994 Salamanca Statement all children should learn together, wherever possible, regardless of any difficulties or differences they may have. The principle of inclusion as a basis for development initiatives including education has been highlighted in international legal and standard-setting instruments, and Philippine laws. These laws and instruments are premised on the fundamental importance of recognizing the right to quality basic education of all learners, especially the disadvantaged and marginalized. Here are the legal bases which serve as pillars of this Inclusive Education Policy Framework. International Legal and Standard-setting Instruments The 1989 Convention on the Rights of the Child upholds the rights of children and changed the way children are viewed and treated—from passive objects of care and charity to human beings with a distinct set of rights. The 1994 Salamanca Statement provides that all children should learn together, wherever possible, regardless of any difficulties or differences they may have..

[Audio] United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) promote, protect, and ensure the full and equal enjoyment of all human rights and fundamental freedoms by all persons with disabilities, and to promote respect for their inherent dignity. 2007 United Nations Declaration on the Rights of Indigenous Peoples Indigenous Peoples (IPs) have the right to establish and control their educational systems and institutions and that indigenous individuals, particularly children, have the right to all levels and forms of education without discrimination. The United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) aims to promote, protect, and ensure the full and equal enjoyment of all human rights and fundamental freedoms by all persons with disabilities, and to promote respect for their inherent dignity. More specifically, Article 24 of the UNCRPD states that "the right of persons with disabilities to education must be recognized with a view to realizing this right without discrimination and on the basis of equal opportunity" and General Comment 4 outlines what inclusive education is and what countries must do to make it happen (UN Committee on the Rights of Persons with Disabilities (CRPD), 2016). The 2007 United Nations Declaration on the Rights of Indigenous Peoples stipulates that Indigenous Peoples (IPs) have the right to establish and control their educational systems and institutions and that indigenous individuals, particularly children, have the right to all levels and forms of education without discrimination..

[Audio] Education 2030 Framework for Action aims at mobilizing all countries and partners around the Sustainable Development Goal (SDG) on inclusive and equitable quality education and lifelong learning opportunities for all. The Education 2030 Framework for Action aims at mobilizing all countries and partners around the Sustainable Development Goal (SDG) on inclusive and equitable quality education and lifelong learning opportunities for all..

[Audio] Philippine Legal Mandates for Inclusive Education 1987 Philippine Constitution Republic Act No. 8371 Republic Act No. 10533 Republic Act No. 9344 Republic Act No. 9442 Republic Act No. 9710 Republic Act No. 10361 Republic Act No. 10157 Republic Act No. 9155 Republic Act No. 7610 of 1992.

[Audio] 1987 Philippine Constitution 1987 Philippine Constitution explicitly upholds the protection and promotion of the right of all citizens to quality education at all levels.

[Audio] Philippine Legal Mandates for Inclusive Education The Enhanced Basic Education Act of 2013, and its Implementing Rules and Regulations (IRR), define the inclusiveness of enhanced basic education through the implementation of programs designed to address the physical, intellectual, psycho-social and cultural needs of learners… 1987 Philippine Constitution Republic Act No. 8371 Republic Act No. 10533 Republic Act No. 9344 Republic Act No. 9442 Republic Act No. 9710 Republic Act No. 10361 Republic Act No. 10157 Republic Act No. 9155 Republic Act No. 7610 of 1992.

[Audio] Promoting Inclusion in Teaching and Learning UNIVERSAL design of product, environments, programs, and services to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design. Teachers must be aware of the different types of disabilities students may have. This includes everything from physical disabilities to learning disabilities. Teachers should be familiar with the accommodations and modifications that may be needed for these students to succeed in school. DESIGN FOR LEARNING Universal Design as defined in the "United Nations Convention on the Rights of Persons with Disabilities", refers to to the design of product, environments, programs, and services to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design. The core relevance of UDL in inclusive education lies in its capacity to remove barriers to learning. It enables educators to proactively design their teaching practices, materials, and assessments to be accessible to all students, promoting a truly inclusive learning environment. By integrating the principles of UDL, educators can better address the diverse needs of learners and create a supportive atmosphere where every student can engage meaningfully in the learning process..

[Audio] Universal Design as defined in the "United Nations Convention on the Rights of Persons with Disabilities", refers to to the design of product, environments, programs, and services to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design. The core relevance of UDL in inclusive education lies in its capacity to remove barriers to learning. It enables educators to proactively design their teaching practices, materials, and assessments to be accessible to all students, promoting a truly inclusive learning environment. By integrating the principles of UDL, educators can better address the diverse needs of learners and create a supportive atmosphere where every student can engage meaningfully in the learning process..

[Audio] Accommodations various formats By implementing UDL principles, educators can foster a learning environment that acknowledges and supports the varied needs and strengths of all students, ultimately promoting an inclusive and effective educational experience for everyone. UDL aligns closely with the concepts of providing accommodations, modifications, and adaptations by emphasizing the importance of flexibility, accessibility, and diverse methods of learning. Accommodations within UDL: UDL aligns with the provision of accommodations by offering multiple means of representation. It aims to present information in various formats, allowing students to access content in a way that suits their individual preferences or needs..

[Audio] TYPES OF CURRICULAR ACCOMMODATIONS Presentation Accommodations Large print or audio books Response Accommodations Dictation or typing Setting Accommodations Preferential seating Timing Accommodations Extended time of tests Scheduling Accommodations Scheduled breaks Organizational Accommodations Visual supports or organizers.

[Audio] Modifications diverse ways for demonstration of learning Individual abilities Learning styles UDL caters to the concept of modifications by supporting the provision of multiple means of action and expression. It encourages diverse ways for students to demonstrate their knowledge and skills, enabling adjustments that match individual abilities and learning styles..

[Audio] TYPES OF CURRICULAR MODIFICATIONS Simplified Content Simplify the curriculum by breaking it down into smaller, more manageable units. Alternative Materials Provide alternative learning materials such as audio recordings, visual aids, or adapted texts to accommodate various learning styles and needs. Extended Time Allow students with disabilities extra time to complete assignments, tests, or projects..

[Audio] 4. Modified Assignments: Modify assignments or projects to align with a student's individual strengths and needs. 5. Visual Supports Use visual aids, charts, diagrams, and graphic organizers to help students better understand and organize information. 6. Alternative Assessments Consider alternative assessments, such as portfolios, presentations, or project-based assessments, instead of traditional tests or exams..

[Audio] Adaptations Varied ways of motivation and involvement Interests Preferences Readiness levels UDL promotes adaptations by providing multiple means of engagement. It encourages varied methods to motivate and involve students in the learning process, allowing adjustments that match individual interests, preferences, and readiness levels..

[Audio] Common Disabilities Students with Learning Disabilities and Attention Deficit/Hyperactivity Disorder Student with Visual Disabilities Students who are Deaf and Hard of Hearing Students with Health-Related Disabilities Students with Mental Health Disabilities Students with Physical Disabilities Students with Autism I will be presenting the categories of the different disabilities, their limitations and the appropriate accommodations and strategies appropriate for these common disabilities in school. The LF reads the content on the slide..

[Audio] The first category is Students with Learning Disabilities and Attention Deficit/Hyperactivity Disorder These are often called "hidden disabilities", students with Learning Disabilities (LD's) and/or Attention Deficit/Hyperactivity Disorder (ADHD) make up the majority of students. Examples of LD's include Dyslexia - a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling; Dysgraphia - a neurological condition in which someone has difficulty turning their thoughts into written language for their age and ability to think, despite exposure to adequate instruction and education; Math Disorders or Dyscalculia is a learning disorder that affects a person's ability to do math; and Nonverbal Learning Disorders - a learning disorder in which kids have trouble with skills like understanding concepts, finding patterns, and organizing information. Students are diagnosed after a battery of testing with results that indicate lack of achievement at age and ability level and a severe discrepancy between achievement and intelligence..

[Audio] Inability to change from one task to another Difficulty scheduling time to complete short and long-term assignments Difficulty completing tests without additional time Students with Learning Disabilities and Attention Deficit/ Hyperactivity Disorder Difficulty following directions Limitations Difficulty concentrating in lectures Problems with grammar Image source: https://www.edutopia.org/article/setting-students-adhd-success/ Common limitations faced by these students are: Inability to change from one task to another Difficulty scheduling time to complete short and long-term assignments Difficulty completing tests without additional time Difficulty following directions Difficulty concentrating in lectures Problems with grammar.

[Audio] Impulsiveness Difficulty delaying resolution to a problem Poor self-esteem Difficulty taking notes Slow reading rate Poor comprehension and retention of material read Difficulty with basic math operations Difficulty with reasoning Other common limitations are: Impulsiveness Difficulty delaying resolution to a problem Poor self-esteem Difficulty taking notes Slow reading rate Poor comprehension and retention of material read Difficulty with basic math operations Difficulty with reasoning.

[Audio] Link previous lecture to current lecture Outline main points on overhead State class objective Write key terms Strategies Leave visual aids up longer When preparing lectures, and then presenting the materials, consider the following: Link previous lecture to current lecture Outline main points on overhead State class objective Write key terms Leave visual aids up longer.

[Audio] Identify patterns of organization Make lectures interactive Make notes available on the internet Students with Learning Disabilities and Attention Deficit/ Hyperactivity Disorder Maintain student attention by varying delivery approach Strategies Move around the room Summarize or draw conclusions at the end of the lecture SAY: Identify patterns of organization Make lectures interactive Make notes available on the internet Maintain student attention by varying delivery approach Move around the room - Seat the student with ADHD away from windows and away from the door. Summarize or draw conclusions at the end of the lecture.

[Audio] Extended time for testing Use of a computer with a spell-checking program Writing on the test Use of a calculator Commonly used accommodations for students with Learning Disabilities Copies of overheads, handouts, lecture notes Image source: https://www.thoughtco.com/physical-education-for-students-with-disabilities-3111349 Readers for exams Preferential seating Commonly used accommodations for students with LD's: Extended time for testing Use of a computer with a spell-checking program Writing on the test Use of a calculator Copies of overheads, handouts, lecture notes Readers for exams Preferential seating -.

[Audio] Reduced distraction environment for testing Extended time for activities Commonly used accommodations for students with ADHD Preferential seating near the front of the class Notetaking support Image source: https://www.childrens.com/health-wellness ADHD is one of the most common neurodevelopmental disorders of childhood. It is usually first diagnosed in childhood and often lasts into adulthood. Children with ADHD may have trouble paying attention, controlling impulsive behaviors (may act without thinking about what the result will be), or be overly active. Accommodations for students with ADHD may include: Reduced distraction environment for testing Extended time for activities Preferential seating near the front of the class Notetaking support.