The presentation was created to introduce the concepts of diversity and inclusive education to teachers of a secondary school located in a far-flung area. The whole activity was part of the extension project of the college.

1. Arvin Kim Arnilla, PhD, LPT, RC
Assistant Professor of Teacher Education
the
hows
of
i.e.

2. Outline of the Presentation
Diversity
Inclusive Education

4. • Travelled outside the Philippines
• Spouse of an OWF
• Uses “gluta” soap
• Arthritis
• Parent to his/her siblings’ kids
• Left-handed
• Diabetic
• Hypertensive
• End “Ang Probinsyano”
• Participated in a marathon
• Parent to his/her own kid/s

5.  encompasses acceptance and respect. It means
understanding that each individual is unique, and
recognizing our individual differences.
https://gladstone.uoregon.edu/~asuomca/diversityinit/definition.html
Concept of Diversity

6. It is about understanding each other and
moving beyond simple tolerance to
embracing and celebrating the rich dimensions
of diversity contained within each individual.
https://gladstone.uoregon.edu/~asuomca/diversityinit/definition.html

7. race, ethnicity, gender, sexual
orientation, socio-economic status,
age, physical abilities, religious
beliefs, political beliefs, or other
ideologies
Dimensions:
the exploration of these differences in
a safe, positive, and nurturing
environment.
https://gladstone.uoregon.edu/~asuomca/diversityinit/definition.htmlLoden’s Diversity Wheel

8. Abilities vs. (Dis)Abilities

9. “Disabled Children”
“Children with Disabilities”
“Children with Special/Exceptional
(Educational) Needs”
“To Label vs. Not to Label”
“Person first”
“Children with Additional Needs”

10. Should a child suspected of/diagnosed
with a developmental issue be
labelled?

11. Excess Deficit
vs.
Special Needs/Additional Needs/Disabilities

12. Categories of Learners with Special Educational Needs
(Per CHED CMO No. 77, s. 2017)
 Learners who are Gifted and Talented
 Learners with Difficulty Seeing
 Learners with Difficulty Hearing
 Learners with Difficulty Communicating
 Learners with Difficulty Walking/Moving
 Learners with Difficulty Remembering and Focusing
 Learners with Difficulty with Self-care

13. Giftedness
 when ability is significantly
ABOVE the norm for their
age
Learners who are Gifted and Talented
 may manifest in one or more domains such as
intellectual, creative, artistic, leadership, or in
a specific academic field such as language arts,
mathematics or science (http://www.nagc.org/resources-publications/resources/what-giftedness)

14. Intellectual Disability
 significant deficits in both intellectual
functioning and adaptive behavior,
including conceptual, social and practical
skills
Learners with Difficulty Remembering and Focusing
Learners with Difficulty with Self-care

15. Learning Disabilities (LD)
• normal mental ability
• no psychosocial and self-care delays
• difficulty in listening, thinking, speaking,
reading, writing, spelling or doing
mathematical calculation
Learners with Difficulty Remembering and Focusing

17. • difficulty performing visual task even w/ the provision
of corrective eye glasses
Blind and Low Vision
(Visual Impairment)
Learners with Difficulty Seeing
• those who use large print reading materials and
other aids and devices to improve their sight
• include totally and partially blind (low vision)

18. • deaf and hard of hearing
• those whose hearing organs are not
functioning
• may or may NOT need hearing aid
Hearing Impairment
Learners with Difficulty Hearing

19. Speech and Language Disorders/Delays
 tends to draw unfavorable attention to their
manner of speaking rather than to the idea they
are trying to communicate Lee Ridley
Learners with Difficulty Communicating
 usually occurs with other disabilities e.g. ID, autism, LD,
cerebral palsy and brain injury; may be caused by damage to
the brain or other nerves, by developmental abnormalities
such as cleft palate and environmental toxins; others have no
known cause

20. Physically/Orthopedically Impaired
Impairment interferes either permanently
or temporarily, with normal functioning of
the nerves, joints, muscles or limbs
Learners with Difficulty Walking/Moving

21. Polio
Cerebral Palsy
Amputee Tetra-amelia syndrome

22. Autism Spectrum Disorder
A. Persistent deficits in social communication
and social interaction across multiple
contexts
B. Restricted, repetitive patterns of behavior,
interests, activities
Temple Grandin, PhD
Learners with Difficulty Remembering and Focusing

24. Learners with Difficulty Remembering and Focusing

25. Behavioral Disorders/ Problems
 Socially maladjusted
 Difficult circumstances
 Emotionally disturbed
Learners with Difficulty Remembering and Focusing

26. Special Health Problems
• health conditions that persist for a long time and
may even lead to death
• Ex: heart diseases, diabetes, hypertension,
tuberculosis asthma, epilepsy, carcinoma, allergy,
seizure disorders, AIDS, hemophilia, lupus
Ruthell Moreno

27. Special Educational
Needs in other Contexts

28. A. Situated in Armed Conflicts

29.  Socially Maladjusted
 aggressive and willfully disobey authorities
 follow their own rules and repeatedly violate social and
moral conventions
 behaviors that are willful, deliberate, planned, or otherwise
within the control of the student.
 pattern of engagement in purposive anti-
social, destructive and delinquent behavior

30.  Emotionally Disturbed
 display symptoms of anxiety,
depression and low self-‐esteem
 socially withdrawn, nervous, and lacking in self-confidence
 inability to form interpersonal relationships
 worry excessively, present with physical complaints, and
display feelings of inferiority in social situations

31.  Difficult Circumstances
 children who are abandoned,
neglected and abused whether
physically, verbally or sexually

32. The House of Representatives has approved
the lowering of Minimum Age of Criminal
Responsibility (MACR) from 15 years old to 12
years old. As a teacher (and possibly a
parent), how do you react to this policy shift?

33. B. Members of Minority Groups (extreme
poverty and neglect)

34. Why educate children
with special needs?

35. Learners with special educational needs have a
right to be educated alongside their peers who
do have special needs – matter of equity and
social justice

36. Equality Equity Justice

38. Normalization
as making “the regular
circumstances and ways of life or
society” available to individuals with
learning difficulties(Nirje 1980)
https://link.springer.com/referenceworkentry/10.1007%2F978-1-4419-1698-3_185

39. • normalization was instrumental in
reducing the frequently inhumane
institutionalization of these
individuals and providing both
community-based and other alternative
services.
https://link.springer.com/referenceworkentry/10.1007%2F978-1-4419-1698-3_185

40. • normalization movement began in the
1960s and 1970s in Scandinavia, with
other European countries and the
United States following
https://link.springer.com/referenceworkentry/10.1007%2F978-1-4419-1698-3_185

41.  UN Conventions on the Rights of the Child (1989)
 World Declaration on Education for All (1990)
 UNESCO Salamanca Statement and Framework for
Action (1994)
Adoption of International Agreements

42. How you seen an adult with disability
begging in the streets to make ends
meet?

43. What is Special Education?
- basically teaching
- Special Needs
Education (SNE)
- Special Educational
Needs (SEN)

44. WHO [are involved]:
What makes it “special”? (Heward, 2009)
• certified general
education and SPED
teachers
• exceptional
child/children with
special needs

45. What:
What makes it “special”? (Heward, 2009)
• the use of IEPas guide for each child
• General Education curriculum or
combination of general and
functional curriculum

46. What: use of specializedor
adapted materials and methods
What makes it “special”? (Heward, 2009)

47. What (placement):
What makes it “special”? (Heward, 2009)
• General Education classroom
• Residential school
• Resource room

48. Special Education
Gifted
Children
Children with
Disabilities/Impairment
"Specially designed instruction, at no
cost to parents, to meet the unique
needs of a child with a disability.”
(IDEA, 2004)

49. *Seamless Philippine Education System provides for the
continuous education of learners with additional needs
RA 10410 (Early Years Act)
RA 10533 (K-12 Basic Education Curriculum)
RA 10157
(Kindergarten)
Grs. 1 to 3
Grs. 7 to 10
Grs. 11 to 12
Tertiary
Education
Grs.4 to 6

50. INCLUSION DEFINED (Quijano, Y.S.)
•Reaching out to all learners
•Addressing and responding to diversity of needs of all
children, youth and adults
•Involves changes and modification in content,
approaches, structures and strategies

51. The understanding of inclusion in education has
transcended the assumption that inclusion is
about students with special needs. It concerns the
inclusion of ALL CHILDREN.
*Qvortrup, Ane & Lars Qvortrup (2018). Inclusion: Dimensions of inclusion
in education. International Journal of Inclusive Education (22:7)

52. Main Factors in Inclusive Education
(David Mitchell, 2014)
• If handled appropriately, learners with
SEN will gain academically and socially,
and will improve self-esteem;
• other learners will gain appreciation of
diversity in society;
• greater recognition of social justice and
equality and more caring attitude

53. • Inclusive education is more economically
viable, the expense involved in transporting
and accommodating learners with special
schools, especially in rural areas

54. Education system has full
responsibility to ensure right to
education
It is equipped and ready to
handle diversity through:
 Flexible modified curriculum ,
 teaching and learning methods
 Adaptation
 Augmentation
 Alteration
Involvement of peers, parents and the community
Flexible teaching methods with innovative approaches to teaching
aids, and equipment assistive devices and learning resources
Responsive, child-friendly environment
Professional environment working deliberately and actively
to promote inclusion for all
PROCESS
of INCLUSION*
Assessment
Support System
Remediation/ enrichment
*Quijano, Y.S.

55. PLAN 1
PLAN 2
PLAN 3
PLAN 4
PLAN 5
PLAN 6
PLAN 7
PLAN 8
PLAN 9
PLAN 10
PLAN 11
SPED instructional materials & equipment; enrolled in regular
day class
SPED instructional materials & equipment & educational
consultative services to regular day class
Itinerant or school- based SPED tutors; enrolled in a regular day
class
SPED resource room and teachers enrolled in a regular day class
Part-time special day class where enrolled receives no academic
instruction in a regular day class
Self-contained special day class where enrolled; received no
academic instruction in a regular day class
Combination of regular and special day school; received no
academic instruction in a regular day class
Special Day School
Special boarding school or residential facility
Hospital instruction
Homebound instruction
TYPE I CSNs
TYPED IV CSNs
TYPE II CSNs
TYPE III CSNs
MostIntegratedMostSegregated
*Inverted Pyramid Model in SPED (Camara)

56. TYPE OF SPECIAL LEARNERS
 enrolled in the regular program of the public or private schools;
 teacher in that program have failed in teaching them to such a degree
 special supplemental instructional materials and equipment have been made available to teachers and/or
SPED consultative services to regular teachers who work with them; and special advantages are not
teaching the pupils
I
 who regular teachers have failed in teaching them to such a degree that;
 they receive direct instruction from one or more special educators
 though they continue to receive part of academic instruction in the regular school program
 may be enrolled in either a regular or special class
II
 receives no academic instruction in the regular program of the public or private schools
 are in self-contained programs
 are unable to attend any type of day-school program provided by the local school system but
 are in special boarding school or in on hospital or home bound instruction
III
IV
*Inverted Pyramid Model in SPED (Camara)

57. HOW DO WE MAKE OUR SCHOOLS INCLUSIVE?

58. Index for Inclusion (Booth & Ainscow, 2012)
3 Dimensions of the Index for Inclusion

59. Inclusion in education
Involves:
 Valuing all students and staff equally
 Increasing the participation of students in, and reducing their exclusion from
the cultures, curricula, and communities of local schools
 Restructuring the cultures, the policies and cultures in schools so that they
respond to the diversity of students in the locality
 Reducing the barriers to learning and participation, not only those with
impairments or those who are categorized as “having special educational
needs”

60. Inclusion in education
Involves:
 Learning from attempts to overcome barriers to the access and
participation of particular students to make changes for the benefit of
students more widely
 Viewing the differences between students as resources to support learning
rather than problems to be overcome
 Acknowledging the rights of students to an education in their locality
 Improving schools for staff as well as for students

61. Inclusion in education
Involves:
 Fostering mutually sustaining relationships between schools and
communities
 Recognizing that inclusion in education is one aspect of inclusion in society

65. Based on your assessment, is your school
ready to implement “inclusion in
education”?
Ways to move forward?

66. SOCIAL BENEFITS (Quijano)
Creates positive social and attitudinal changes in both
regular and disadvantaged children such as
a. Reducing and eliminating prejudices against disabled
children
b. Improving self-concept or self-esteem
c. Growth in social cognition
d. Encouraging greater participation in social progress

67. Schwab S. (2015) Social dimensions of inclusion in education of 4th and 7th grade pupils in inclusive and regular
classes: Outcomes from Austria. Research in Developmental Disabilities 43-44:72-9. doi:
10.1016/j.ridd.2015.06.005.
 Having SEN was a strong predictor for all four subthemes of
social participation (friendships, interactions, peer acceptance
and self-perception of social integration) .
 There is a clear need for action to foster the social
participation of students with SEN.
 Being educated in an inclusive class influences social
participation.
 Primary and secondary students don't differ in their social
participation.

68. Level of Access to Education for CSNs (Rivadello-Caballa, 2016)
Social Access
(Attitudes)
Physical Access
(Infrastructure)
Access to Learning
(Curriculum)

69. Cross-culturally, LOWER autism STIGMA is
predicted by “heightened autism knowledge,
quality of contact with autistic people, openness to
experience, and REDUCED ACCEPTANCE OF
INEQUALITY”
- Kristen Gillespie-Lynch et al.*
*Factors Underlying Cross-Cultural Differences in Stigma towards Autism
among College Students in Lebanon and the United States

70. SOCIAL BENEFITS (Quijano)
Challenges
 Inclusion may result in overcrowding and
 lowering of quality of education

71. ECONOMIC BENEFITS (Quijano)
• Leads to higher participation rate, cohort-survival or completion
rate
• There is higher simple and functional literacy rates.
• There is higher employment participation rate.
• Enable children to become independent and productive in later
years

72. CHALLENGES (Quijano)
• Inclusion education entails additional resources over and above
those provided to regular schools.
• Per pupil cost is relatively higher than the regular pupil.

73. PROPOSED INITIATIVES/RECOMMENDATIONS
(Quijano)
1. Ensuring education through early learning intervention
2. Rationalizing the establishment of more centers: special
education centers, community centers, drop-in centers
3. Capability building for teachers of diverse learners at pre
service levels
4. Adopting equivalency, testing and acceleration programs
to diverse learners

74. What does nature tell
us about diversity
and equality?

75. Arvin Kim Arnilla, PhD, LPT, RC
Aklan State University
Banga, Aklan
kimpoiarnilla@gmail.com