1.

Diversity income, marital status, and

religion.
Diversity refers to the presence of
differences within a given setting, such  Organizational dimensions:
as a workplace, school, or society. It Factors related to a person’s role
includes variations in race, ethnicity, in a workplace, including job title,
gender, age, religion, abilities, seniority, and department.
socioeconomic status, and more.
 Worldview dimensions:
Embracing diversity means recognizing
Individual beliefs, values, and
and valuing these differences to create
perspectives shaped by life
an inclusive and equitable environment.
experiences.
2. Loden’s Wheel of Diversity
4. Ability and Disability
Loden’s Wheel of Diversity is a model
 Ability refers to a person’s
developed by Marilyn Loden that
capacity to perform physical,
categorizes diversity into two levels:
mental, or social tasks.
 Primary dimensions: These are
 Disability is a condition that
fixed traits that shape our
limits a person’s ability to
identity, such as race, gender,
perform certain activities or
age, ethnicity, and physical
interact with the world around
abilities.
them. Disabilities can be physical,
 Secondary dimensions: These are sensory, intellectual, or
characteristics that can change psychological.
over time, such as education, Understanding ability and
work experience, income, and disability promotes accessibility
geographic location. and inclusion for all individuals.
This model helps organizations
5. The Dilemma of Diversity
understand the layers of diversity
and promote inclusivity. The "dilemma of diversity" refers to the
challenges that come with promoting
3. The Dimensions of Diversity
diversity while ensuring fairness and
Diversity is often classified into different unity. Some dilemmas include:
dimensions:
 Balancing cultural differences
 Internal dimensions: with workplace or social norms.
Characteristics people are born
 Ensuring inclusion without
with, such as age, race, ethnicity,
making individuals feel tokenized.
gender, and physical abilities.
 Avoiding discrimination while
 External dimensions: Aspects
addressing historical inequalities.
influenced by experiences and
environment, like education, 6. The Moral/Religious Model of
Disability
This model views disability as a result of  Instead of “fixing” individuals,
moral or spiritual causes. Some religious society should remove barriers
perspectives consider disability a test, and create inclusive
punishment, or blessing. While this environments.
model can offer comfort to some, it can This model promotes
also lead to stigma and discrimination if accessibility, equal rights, and
disabilities are seen as consequences of independence for PWDs.
wrongdoing.
3. The Rights-Based Model of Disability
7. The Biomedical Model of Disability
The rights-based model focuses on the
The biomedical model sees disability as human rights of PWDs, emphasizing that
a medical condition that needs to be they should have the same
diagnosed and treated. It focuses on opportunities, dignity, and legal
physical or mental impairments and how protections as everyone else. Key
they can be "fixed" through medicine or aspects include:
therapy. While this model helps in
 Protection against discrimination
medical treatment, it often ignores the
social and environmental factors that  Equal access to education,
affect people with disabilities. employment, and healthcare
1. The Function  Government responsibility to
uphold disability rights
The function of diversity and inclusion in
This model is the foundation for
society is to promote equal
laws and policies that protect
opportunities, respect, and
PWDs' rights.
understanding among individuals with
different backgrounds, abilities, and 4. What is Special Needs Education?
identities. In the context of disability, the
Special Needs Education (SNE) refers to
function of models (such as the social
educational programs and services
and rights-based models) is to help
designed for students with disabilities or
create policies and environments that
learning difficulties. It ensures that all
support persons with disabilities (PWDs).
learners, regardless of their challenges,
2. The Social Model of Disability receive appropriate support, such as:
The social model views disability as a  Individualized Education Plans
result of barriers in society rather than (IEPs)
just a person's physical or mental
 Specialized teaching methods
condition. It argues that:
 Assistive technologies (e.g.,
 Disability is created by external
Braille, speech-to-text)
barriers, such as inaccessible
SNE aims to help students reach
buildings, discrimination, and lack
their full potential and participate
of accommodations.
fully in society.
5. Why Inclusion?  SDG 4: Quality Education –
Ensuring inclusive and equitable
Inclusion is important because it:
education for all.
 Promotes equal opportunities for
 SDG 8: Decent Work and
all individuals.
Economic Growth – Creating job
 Encourages diversity and respect opportunities for PWDs.
in schools, workplaces, and
 SDG 10: Reduced Inequalities –
communities.
Ending discrimination against
 Improves learning and social PWDs.
skills by integrating people with The 2030 Agenda pushes for
and without disabilities. inclusive societies where no one
is left behind.
 Reduces stigma and
discrimination against PWDs. 8. Philippine Law for PWDs
Inclusive environments benefit
Several laws in the Philippines protect
everyone, not just PWDs.
the rights of PWDs, including:
6. Inclusion in Education Involves
 Republic Act No. 7277 (Magna
Inclusive education means that all Carta for PWDs) – Guarantees
students, regardless of ability, learn equal opportunities in
together in the same classroom with employment, education, and
appropriate support. It involves: healthcare.
 Accessible learning materials  Republic Act No. 9442 – Expands
(e.g., large print, sign language benefits like discounts on
interpreters) medicines and public
transportation.
 Trained teachers who use
inclusive teaching strategies  Republic Act No. 10524 –
Requires government agencies
 Support services like counseling,
and private companies to allocate
therapy, and assistive devices
at least 1% of jobs for PWDs.
 Policy and law enforcement to
 Republic Act No. 11215 –
ensure equal educational
Focuses on accessible healthcare
opportunities
for PWDs.
7. The 2030 Agenda
Here are the explanations for each topic:
The 2030 Agenda for Sustainable
Development, adopted by the United
Nations, includes Sustainable 1. Unifying Framework
Development Goals (SDGs) that
A unifying framework provides a
promote equality, including for PWDs.
structured approach to integrating
Some key points:
inclusion, diversity, and equity in  Encouraging respect and
education and society. It ensures that empathy among students and
policies, teaching methods, and support staff.
systems are connected and aligned to
 Promoting collaborative learning
create equal opportunities for all. This
where students help one another.
framework helps stakeholders
(teachers, policymakers, parents, etc.)  Providing safe spaces for
work together toward an inclusive discussions on diversity and
society. inclusion.

2. The Dimensions and Sections in the 4. What Stakeholders Can Do

Index
Stakeholders (teachers, parents,
The Index for Inclusion is a tool used to policymakers, community leaders) can:
guide schools in becoming more
 Teachers: Adapt teaching
inclusive. It has three dimensions:
strategies and provide support.
1. Creating Inclusive Cultures –
 Parents: Advocate for their
Building a welcoming and
children’s needs and work with
supportive school environment.
schools.
2. Producing Inclusive Policies –
 Policymakers: Create laws that
Developing rules and strategies
promote inclusive education.
that promote inclusion.
 Communities: Offer resources
3. Evolving Inclusive Practices –
and support systems for PWDs.
Implementing teaching and
learning methods that meet
diverse needs. 5. Common Barriers to Inclusion
Each dimension is broken into sections 1. Lack of resources (e.g., assistive
that focus on collaboration, leadership, devices, trained teachers).
curriculum adjustments, and
accessibility. 2. Negative attitudes (e.g.,
discrimination, stereotypes).
3. Rigid curricula that do not
3. Creating Inclusive Culture
accommodate different learning
An inclusive culture values diversity and needs.
ensures that all individuals feel
4. Physical barriers (e.g.,
respected, supported, and involved.
inaccessible buildings).
This is done by:
5. Limited policies and weak
enforcement of inclusion laws.
 3. Multiple Means of Action &
6. Special Education vs. Mainstreaming Expression – Allow students to
vs. Inclusive Education demonstrate learning in different
ways (e.g., projects,
 Special Education – Students presentations).
with disabilities are taught in
separate classrooms or schools.
9. Principles of Inclusive Education
 Mainstreaming – PWDs join
regular classes but only if they 1. Access for all – No student
can keep up with the curriculum. should be excluded.
 Inclusive Education – All students 2. Flexible learning – Adjusting
learn together with necessary teaching to meet different needs.
support and accommodations.
3. Supportive environment –
Ensuring every learner feels
7. Producing Inclusive Policies valued.

To create effective inclusive policies,

schools and governments should: 10. Differentiated Instruction
1. Ensure accessibility – Modify This approach adjusts teaching methods
infrastructure and teaching to meet diverse learning styles and
methods. abilities. It involves:
2. Train teachers – Provide  Content – What students learn.
professional development for
 Process – How students learn.
inclusive teaching.
 Product – How students
3. Engage communities – Involve
demonstrate learning.
parents and local organizations in
decision-making.
11. Why Different Instruction?
8. Three Elements of Universal Design Different instruction is needed because:
for Learning (UDL)
 Students learn in different ways
1. Multiple Means of (e.g., visual, auditory,
Representation – Present kinesthetic).
information in different ways
 It promotes inclusion and
(e.g., text, audio, visuals).
engagement.
2. Multiple Means of Engagement –
 It helps struggling learners keep
Keep students motivated using
up while challenging advanced
interactive and personalized
students.
approaches.
12. How Instruction Differs 16. Assessment
Instruction can differ in: Assessment is the process of evaluating
a student’s abilities, needs, and progress
 Pacing – Some students need
to determine the best educational
more time.
approach.
 Delivery – Using videos,
discussions, hands-on activities.
17. Assessment Purpose
 Assessment – Allowing tests,
projects, or presentations.  Identify learning needs.
 Monitor progress.
13. Components of Special and Inclusive  Guide instructional strategies.
Education
 Specialized support (e.g., speech 18. Methods of Assessment
therapy, assistive technology).
 Observations – Watching student
 Flexible curriculum to meet behavior.
different needs.
 Tests and quizzes – Formal
 Collaboration between teachers, evaluation of skills.
parents, and professionals.
 Portfolios – Collection of student
work.
14. Pre-Referral Process
A pre-referral process is done before 19. Assessment Principles
officially diagnosing a student with
special needs. It helps determine if 1. Fairness – Accommodating
minor changes in instruction can diverse needs.
support the student without needing 2. Reliability – Consistent and
special education services. accurate results.
3. Validity – Assessing what it
15. Pre-Referral Strategies intends to measure.
 Classroom adjustments (e.g.,
seating changes, extra time). 20. Placement
 Tutoring or peer support. Placement refers to where a student
 Behavior management with special needs receives education.
strategies. Options include:
  General classrooms with Unlike accommodations, modifications
support. change the curriculum or expectations,
such as:
 Specialized classrooms.
 Reducing the number of test
 Resource rooms for additional
questions.
help.
 Simplifying assignments for
students with disabilities.
21. Accommodation
Here are the explanations for each topic:
Accommodations adjust the learning
environment without changing the
curriculum. 1. Parent Involvement
Parent involvement refers to active
22. Response Accommodation participation of parents in their child's
education and development. It includes
Allows students to show their learning helping with schoolwork, attending
in different ways, such as: school events, and working with
 Answering orally instead of teachers to support learning at home.
writing. Benefits include better academic
performance, improved behavior, and
 Using assistive technology. stronger motivation in children.

23. Setting Accommodation 2. Home-School Communication

Changes the learning environment, such This refers to the exchange of
as: information between parents and
 Providing a quiet room for tests. teachers to ensure that children receive
proper support in both school and home
 Preferential seating in settings. Effective communication builds
classrooms. trust, encourages parental support, and
enhances student success.

24. Scheduling Accommodation

Adjustments in time-related aspects, 3. Parent-Teacher Conference
like: A parent-teacher conference is a
 Extended test time. meeting where teachers discuss a child’s
progress with their parents. Topics
 Breaking tasks into smaller parts. covered include academic performance,
behavior, strengths, areas for
improvement, and strategies for
25. Modification support.
4. Written Communication 8. Typical and Atypical Development
Among Children
This includes notes, newsletters, report
cards, and letters sent between home  Typical development follows the
and school to keep parents informed expected growth patterns in
about school activities, student progress, physical, cognitive, social, and
and upcoming events. emotional skills. Example: A child
walking by 12–15 months.

5. Digital Communication  Atypical development refers to

delays or differences in
This refers to using technology (emails, development, such as speech
messaging apps, school portals, or social delays, learning disabilities, or
media) to keep parents updated about autism.
their child’s education. It allows quick
and convenient communication
between parents and teachers. 9. Child Development and Its
Importance

6. Home-School Contracts Child development refers to the

physical, cognitive, emotional, and
A home-school contract is an agreement social growth of a child from birth to
between parents, teachers, and students adulthood. Importance:
outlining expectations, responsibilities,
and goals to improve learning and  Helps in identifying learning
behavior. Example: A contract stating needs.
that the student will complete  Ensures proper intervention for
homework daily, and parents will ensure developmental delays.
a quiet study space at home.
 Supports healthy emotional and
social growth.
7. Other Ways to Involve Parents
 Volunteering in school events. 10. Child Development Theories
 Attending workshops or training Theories of child development explain
sessions. how children grow, learn, and interact
 Assisting in classroom activities. with the world. Some key theories
include:
 Joining parent-teacher
associations (PTAs).  Erik Erikson’s Psychological
Development Theory (focuses on
 Encouraging learning at home emotional and social growth).
through reading and discussions.
  Jean Piaget’s Cognitive 8. Integrity vs. Despair (old age) –
Development Theory (explains Reflecting on life with
how thinking evolves in children). satisfaction.
 Lev Vygotsky’s Sociocultural
Theory (emphasizes social 12. Cognitive Development Theory of
interaction in learning). Jean Piaget
 Albert Bandura’s Social Learning Piaget identified four stages of cognitive
Theory (focuses on learning (thinking) development:
through observation).
1. Sensorimotor (0–2 years) –
Learning through senses and
11. Psychological Development actions.
Theories of Erik Erikson
2. Preoperational (2–7 years) –
Erikson proposed 8 stages of Using symbols and imagination
psychosocial development, where each but lacking logic.
stage presents a challenge that affects
3. Concrete Operational (7–11
personality development:
years) – Thinking logically about
1. Trust vs. Mistrust (infancy) – real events.
Learning trust from caregivers.
4. Formal Operational (12+ years) –
2. Autonomy vs. Shame and Doubt Developing abstract and
(toddlerhood) – Developing hypothetical thinking.
independence.
3. Initiative vs. Guilt (early 13. Sociocultural Theory of Lev
childhood) – Learning to take Vygotsky
initiative.
Vygotsky emphasized that social
4. Industry vs. Inferiority (school interaction and culture influence
age) – Developing confidence in learning.
skills.
 Zone of Proximal Development
5. Identity vs. Role Confusion (ZPD) – The gap between what a
(adolescence) – Forming a child can do alone and what they
personal identity. can achieve with guidance.
6. Intimacy vs. Isolation (young  Scaffolding – Support given by
adulthood) – Building close teachers or peers to help a child
relationships. learn.
7. Generativity vs. Stagnation
(middle adulthood) –
Contributing to society. 14. Social Learning Theory of Albert
Bandura
Bandura believed that children learn by
observing others. Key concepts: 16. Domains of Development
 Modeling – Copying behaviors Child development is divided into four
seen in parents, teachers, or domains:
peers.
1. Physical – Growth of the body
 Vicarious learning – Learning and motor skills.
from the consequences of others'
actions. 2. Cognitive – Thinking, problem-
solving, and language skills.
 Self-efficacy – The belief in one’s
ability to succeed. 3. Social/Emotional – Interaction
with others and self-awareness.
4. Moral – Understanding right and
15. Typical and Atypical Development
wrong.
 Typical development follows
expected milestones (e.g.,
walking at 1 year, talking at 2 17. Stages in Child Development
years). 1. Infancy (0-2 years) – Rapid
 Atypical development involves physical and sensory
delays or differences, such as: development.

o Speech delays (not talking 2. Early Childhood (2-6 years) –

by 2 years). Language and social skills
improve.
o Motor skill challenges
(struggling to hold 3. Middle Childhood (6-12 years) –
objects). Logical thinking develops.

o Social difficulties 4. Adolescence (12-18 years) –

(difficulty making friends). Identity formation and abstract
thinking.