4.

1 Segregation vs Integration vs Inclusion

Segregation:
Education of students with disabilities is provided in separate environments designed for
specific, and in isolation from students without disabilities. Segregation occurs when the
education of students with disabilities is provided in separate environments designed or
used to respond to a particular or various impairments, in isolation from students without
disabilities.
Integration:
Integration is a process of placing persons with disabilities in existing mainstream
educational institutions, as long as the former can adjust to the standardized
requirements of such institutions.
Inclusion:
Inclusion involves a process of systemic reform embodying changes and modifications
in content, teaching methods, approaches, structures and strategies in education to
overcome barriers with a vision serving to provide all students of the relevant age range
with an equitable and participatory learning experience and environment that best
corresponds to their requirements and preferences.
Placing students with disabilities within mainstream classes without accompanying
structural changes to, for example, organisation, curriculum and teaching and learning
strategies, does not constitute inclusion. Furthermore, integration does not automatically
guarantee the transition from segregation to inclusion.

Aspect Segregation Integration Inclusion

Separate Embedding
educational Placing students students with
Definition settings for with disabilities into disabilities into
students with regular classrooms regular classrooms
disabilities with support
Regular
Specialized schools
classrooms, but
or classrooms Regular classrooms
students with
designed with full
Setting disabilities may be
exclusively for participation and
in separate areas
students with support
or participate less
disabilities
frequently
Social Interaction Limited interaction Some interaction, High level of
with typically but often in a interaction with
developing peers separate or limited typically developing
 capacity peers
Focused on Aim to bring Emphasis on
specialized students into the adapting the
Educational Goals instruction that may general curriculum general curriculum
not align with with occasional to meet all
general curriculum adjustments students’ needs
Regular teachers
Specialized Regular teachers
supported by
teachers with with support from
Teacher Role special education
expertise in specific special education
staff, with a focus
disabilities staff
on collaboration
Experience both
Full immersion in
segregated and
May feel isolated the general
integrated
Student from peers and education
environments,
Experience general school environment,
potentially leading
community fostering a sense of
to a dual
belonging
experience
Curriculum and
Tailored to specific Improved access to classroom
needs but may lack general curriculum, environment are
Accessibility
exposure to but often with adapted to ensure
broader curriculum limited involvement accessibility for all
students

Supported References:
1. Tim. (2024, January 9). Inclusion, Exclusion, Segregation, and Integration: How are they different?

Maryland Coalition for Inclusive Education. https://mcie.org/think-inclusive/inclusion-exclusion-

segregation-and-integration-how-are-they-different/

2. Yahoo forma parte de la familia de marcas de Yahoo. (n.d.).

https://images.search.yahoo.com/search/images;_ylt=Awr49TyMz95mnqkS.QNXNyoA;_ylu=Y29s

bwNncTEEcG9zAzEEdnRpZAMEc2VjA3BpdnM-?p=integration

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web&type=E210US91215G0&fr=mcafee#id=46&iurl=https%3A%2F%2Fimage.slideserve.com

%2F1287997%2F7-10-from-exclusion-segregation-to-inclusion-l.jpg&action=click

4.2 Inclusive Classroom Practices and Strategies

There are five inclusive classroom strategies for building a safe and supportive
community in classrooms:

1. Get to Know Your Students and Let Them Get to Know You

Establishing a bond with your students takes time. Creating opportunities for students to
share their interests, struggles, and aspirations with you and sharing yours with them
builds a connection that can continue to grow. Some teachers like to use surveys or
journals to find out more about their students. Think about what has worked for you in
the past and what hasn’t; what is something you can do consistently to connect with
each student?

2. Create a Safe Space for Students to Share

It’s essential to establish an environment where students feel safe to express

themselves without fear of judgment or ridicule. Encourage open discussions and
reassure students that their thoughts, ideas, and experiences are valued. Students also
need explicit time to establish connections with their peers. Regularly split students into
new small groups and use the “I see, I think, I wonder” strategy to digest something they
have learned about or a current event that may be on their minds. By modeling how this
should work and creating group norms, students can have fruitful conversations that
build empathy and share different opinions in a respectful way. Reinforcing social-
emotional skills like empathy and compassion in your classroom fosters positive
interactions between your students.

3. Deliver Instruction in a Variety of Ways

There is increasing evidence that shows that gamified lessons positively influence
student engagement. To appeal to different learning styles, reimagine existing lessons,
especially those that feel lecture heavy, with fresh videos, books, and gamified digital
activities. Every student learns differently, so it’s important to diversify teaching methods
to cater to various learning styles (visual, auditory, etc.). Incorporating videos, group
work, hands-on activities, and digital tools can make lessons more accessible and
engaging for all students, including those with different needs and abilities. By providing
multiple ways to access and engage with the content, all students can feel included and
have an opportunity to succeed.

4. Choose Relevant Literature

Part of culturally responsive teaching includes providing students with literary works that
highlight the human experience. Include indigenous, African-American and refugee
stories, as well as stories that include characters with a physical or learning disability.
Selecting texts that reflect a wide range of experiences, cultures, and identities helps
students see themselves in the curriculum. Literature that addresses diverse
perspectives also broadens students' understanding of the world and fosters empathy
for others. Relevant, inclusive literature encourages students to explore and appreciate
diversity, helping to build a more empathetic and inclusive classroom community.

5. Invite Guest Speakers to Share Their Stories

According to an article published in the Economics of Education Review, when students

can identify with a teacher or guest speaker’s racial or ethnic background they are more
likely to perform higher and be more engaged as they see a potential role model or
mentor in that person. By inviting a guest speaker as a part of an inclusive classroom
activity, you are providing your students access to an authentic learning experience they
may never otherwise have. Bringing in guest speakers from various backgrounds and
experiences allows students to hear firsthand about diverse perspectives. This could
include people from different cultural backgrounds, professions, or those with unique life
experiences. It enriches the classroom by connecting academic learning with real-world
perspectives. Guest speakers provide students with role models and help broaden their
understanding of the world, fostering an environment that values diversity and inclusion.

6. Use of Assistive Technology

Integrate tools such as text-to-speech software, audio books, speech recognition

programs, or visual organizers to support students with disabilities. These tools can help
overcome specific barriers to learning. Assistive technology enables students to work
more independently and enhances their ability to participate in class activities.

7. Flexible Grouping

Organize students into different groups based on their strengths, interests, and learning
needs. You can vary the group composition and tasks to ensure collaboration among
students with diverse abilities. This fosters peer learning, promotes social interaction,
and allows students to support one another, which enhances inclusivity.

8. Scaffolded Learning

Break down complex tasks into smaller, manageable steps and provide temporary
supports (scaffolds) like visual aids, checklists, or step-by-step instructions. Gradually
remove these supports as students gain confidence and competence.Scaffolding helps
students build on their skills at a pace that suits them, ensuring progress without
overwhelming them.

9. Visual Supports and Cues

Use visual aids like charts, diagrams, graphic organizers, or schedules to help students
understand instructions, follow routines, or process information. This is particularly
helpful for students with language processing or communication difficulties.Visual
supports enhance understanding, especially for students who struggle with verbal
instructions.
Supported Reference:

1. Pullum, L. (2024, May 23). 5 Inclusive Classroom Strategies to build a Safe community.

EVERFI. https://everfi.com/blog/k-12/inclusive-classroom-strategies/

4.3 Individualized Education Plans (IEPs)

Purpose: An IEP is a legally binding document designed for students with disabilities to
ensure they receive personalized support and accommodations in their educational
environment.
Key Components:
Performance Goals: Describes the student's current academic and functional
performance.
Annual Goals: Specific, measurable objectives the student is expected to achieve
within a year.
Special Education and Related Services: Details the special education services,
accommodations, and modifications the student will receive.
Participation in General Education: Specifies how the student will be included in
regular education classes and activities.
Assessment Accommodations: Describes any changes in testing conditions or
formats needed for the student to participate in assessments.
Transition Plan: For older students, outlines goals and plans for transitioning from
school to post-school activities (e.g., higher education, employment).
Process:
There are 7 steps of Individualized Educational Plan
1. Referral for special education evaluation
2. Evaluating child’s eligibility for special education services
3. Scheduling the IEP Meeting
4. Developing the initial IEP
5. Providing special education and related services
6. Monitoring the child’s progress
7. Reviewing the child’s IEP and performing reevaluation as needed

Referral for Special Education Evaluation

The first step in the Individualized Education Plan (IEP) process is the referral for a
special education evaluation. This referral can be initiated by a parent, teacher, or
school professional when there is concern that a child may have a disability that impacts
their ability to learn in a general education setting. This is a formal request to assess
whether the child requires special education services. The referral starts the process of
gathering data about the child's academic, social, and developmental performance to
determine whether further evaluation is needed.

Evaluating the Child’s Eligibility for Special Education Services

Once the referral is made, a comprehensive evaluation of the child is conducted. This
involves assessing various areas such as cognitive abilities, academic skills,
communication, motor skills, and emotional development. The evaluation is carried out
by a team of specialists, which may include psychologists, special educators, speech
therapists, and others. The goal is to determine if the child has a disability as defined
under the Individuals with Disabilities Education Act (IDEA), and if they qualify for
special education services based on their specific needs.

Scheduling the IEP Meeting

After the evaluation is completed and eligibility is established, the school is responsible
for scheduling an IEP meeting. The purpose of this meeting is to discuss the results of
the evaluation and, if the child qualifies, to begin developing an IEP tailored to their
needs. Parents, teachers, school administrators, and specialists involved in the child’s
care are all invited to participate. The meeting should be scheduled at a convenient time
for the parents, and they must be informed about their rights and the goals of the
meeting.

Developing the Initial IEP

In the IEP meeting, the team works together to develop the initial IEP for the child. The
IEP is a written document that outlines the child’s present levels of academic and
functional performance, specific goals, and the services the school will provide. This
includes special education instruction, related services like speech or occupational
therapy, accommodations, and modifications to the learning environment. The IEP also
sets measurable goals for the child’s academic progress and personal development,
ensuring the plan is individualized to meet the child’s unique needs.

Providing Special Education and Related Services

Once the IEP is developed and agreed upon, the school is responsible for implementing
the plan. This includes providing the special education and related services as outlined
in the IEP. The services are delivered in the least restrictive environment, meaning the
child should be educated with their peers in general education settings as much as
possible. Teachers, specialists, and other support staff work together to ensure that the
services meet the goals set in the IEP, and they document the child’s participation and
progress.

Monitoring the Child’s Progress

After the IEP is in place, the child’s progress toward the goals outlined in the IEP must
be closely monitored. This monitoring is ongoing and includes formal and informal
assessments. The school team regularly reviews how the child is performing
 academically, socially, and behaviorally in light of the IEP goals. Parents are kept
informed through progress reports and meetings, ensuring that they are aware of how
their child is advancing and whether any changes to the IEP might be necessary.

Reviewing the Child’s IEP and Performing Reevaluation as Needed

The IEP is reviewed at least annually to assess whether the child is meeting their goals
and to make any necessary adjustments to the services or supports provided. However,
if a child’s needs change significantly, the IEP can be revised at any time through
additional meetings. Reevaluation typically occurs every three years unless a sooner
evaluation is warranted. During reevaluation, the school determines if the child
continues to qualify for special education services and if the IEP still appropriately
addresses their needs. This ensures that the IEP remains current and effective in
supporting the child’s development.

Differentiated Instruction

Differentiation means tailoring instruction to meet individual needs. Whether teachers

differentiate content, process, products, or the learning environment, the use of ongoing
assessment and flexible grouping makes this a successful approach to instruction.
Teachers can differentiate at least four classroom elements based on student
readiness, interest, or learning profile:

 Content – what the student needs to learn or how the student will get access to the
information;
 Process – activities in which the student engages in order to make sense of or master
the content;
 Products – culminating projects that ask the student to rehearse, apply, and extend
what he or she has learned in a unit; and
 Learning environment – the way the classroom works and feels.

By implementing IEPs and differentiated instruction, educators can address individual

learning needs more effectively, ensuring that all students have access to a meaningful
and supportive educational experience.
Supported References:
1. Stober, R. (2023, April 10). What are the 7 steps in the IEP process? SpedTrack.

https://spedtrack.com/what-are-the-7-steps-in-the-iep-process/#:~:text=IEP
 %20development%20is%20part%20of,reevaluation%20of%20the%20student's

%20progress.

2. What is differentiated instruction? | Reading Rockets. (n.d.). Reading Rockets.

https://www.readingrockets.org/topics/differentiated-instruction/articles/what-

differentiated-instruction

4.4 Inclusive pedagogies and classroom management techniques.

Inclusive Pedagogy is a student-centered approach to teaching that engages the wealth
of intersecting social identities and positionalities that all students bring to the
classroom. The Inclusive Pedagogy Framework includes several practices that promote
inclusive teaching. This framework focuses on 3 main aspects of Inclusive Pedagogy i.e
inclusive communication, inclusive instructional practices, designing inclusive
curriculum. Inclusive pedagogies are practices that create equitable and socially just
learning environments, ensuring that all learners have an equal opportunity to
demonstrate their achievement of course learning outcomes. These practices are
based on ways of thinking about education that consider individual, curricular, and
social factors that impact students’ ability to learn effectively.
Inclusive Pedagogies:
Universal Design for Learning (UDL):
Create multiple means of engagement, representation, and action/expression to cater to
diverse learning needs and preferences.
Differentiated Instruction:
Tailor teaching methods, materials, and assessments to accommodate varying abilities,
learning styles, and interests.
Culturally Responsive Teaching:
Incorporate students' cultural backgrounds into the curriculum and use diverse materials
to make learning more relevant and engaging.
Collaborative Learning:
Encourage group work and peer-to-peer learning, allowing students to benefit from
different perspectives and strengths.
Flexible Grouping:
Use various group configurations (e.g., pairs, small groups, whole class) to ensure all
students have opportunities to interact and contribute.
Assistive Technology:
Utilize tools and resources that support students with disabilities, such as text-to-speech
software or adaptive keyboards.

Classroom Management Techniques:

Clear expectations:
Establish and communicate clear rules and procedures from the start. Consistent
expectations help create a stable learning environment.
Positive Reinforcement:
Use rewards and recognition to encourage desirable behaviors and motivate students.
Restorative Practices:
Focus on repairing relationships and resolving conflicts through dialogue and mutual
understanding rather than punitive measures.
Proactive Strategies:
Anticipate potential issues and address them before they escalate. This might include
arranging seating, planning engaging lessons, or implementing structured routines.
Inclusive Discipline:
Ensure disciplinary actions are fair and consider the diverse needs and backgrounds of
students, using strategies that support rather than alienate.
Emotional and Social Support:
Foster a supportive classroom environment where students feel safe and valued.
Incorporate activities that build emotional intelligence and social skills.
By integrating these inclusive pedagogies and management techniques, educators can
better meet the needs of all students and create a positive, supportive classroom
atmosphere.
Supported Reference:
1. Page, C., Hardwick, J., & Takacs, S. (2021, August 25). What are Inclusive Pedagogies?

Pressbooks. https://kpu.pressbooks.pub/inclusivepedagogies/chapter/what-are-inclusive-pedagogies/