Eulogio Amang Rodriguez

Institute of Science and Technology

Nagtahan, Manila

Second Semester S.Y 2016 2017

Reporter: Balinas, Bianca C.

Section: BEED SPED III B
Instructor: Dr. Sarah Javier
Subject: Inclusive Education
Topic: Classroom Design and Other
Services for Inclusive
Learners
Date: June 19, 2017

Introduction

Inclusive Education is a program wherein regular

classroom accepts Children with Special Needs. Special
children have the opportunity to be included with the non-
disabled peers. The focus is on giving every child the help
she/he needs to learn. Classroom Designing is very important
for the teacher to prepare when a child is entering an
inclusive class. Creating a warm and well decorated classroom
will be a really big help for a child to adapt easily in a
new environment. The way the teacher teaches his/her students
will benefit too in modifying the classroom design.
Decorating a classroom with some kind of warmth can help
promote a sense of comfort and security for the children.
Adding a design with match colors can bring life to a new
environment. Support services are given also to children with
special needs even they are in inclusive class. This can help
to them to easily adjust in there new environment. Inclusive
education still provides support services to the students for
continuous intervention. Support services helps children in
special education and are provided when necessary to help
students benefit from special education. This services must
be included in the treasure chest of accommodations and
supports were exploring.
Content
Classroom Design
Creating an inclusive learning environment isn't just
about changing attitudes, support systems, and activities. It
is also about rearranging the physical space to accommodate
the various needs that exceptional children have. Below are
several suggestions teachers can use to facilitate inclusion
in a classroom by appropriately arranging the physical
environment:

Place Student Desks in Groups. Put desks in small groups

(24 desks per group) so that all students have the
opportunity for cooperative learning, collaboration, and
discussion. The teachers desk should also at the center
for easily access to the students.

Provide Centers. Centers appeal to various learning

styles, but they must be accessible and open. As well,
the materials and manipulative at each center must be
appropriate and stored where all students can reach
them. Placing books on a high shelf is limiting for a
smaller student or one who is in a wheelchair.

Meeting Spot. Create one area of the classroom where the

students can come together to have discussions, develop
social skills, and participate in large group
activities. This space must have enough room for ALL the
students to gather.

Classroom Dcor. An inclusive classroom needs to be

decorated in a way that does not create distraction and
sensory overload. Too many bright colors, posters,
clutter, and furniture can easily distract the most
focused child.

Safety/Emergency Preparedness. Ensure adequate space for

all students to move safely around the room. Clear
clutter, stabilizes furniture, tape down wires and
cables, and place signs and symbols around the room that
point out exit and entry ways in case of an emergency.

10 items that can make your classroom more inclusive

Inclusive education is largely based on an attitude
towards educating students with special needs. Essentially,
it does not differentiate between students who are typically
developing and students who are not. It is about educating
all students, alongside same-age peers and peers with varying
abilities, in a general education classroom. Inclusive
education is reliant on student access to curriculum. Schools
must create opportunities using activities, space and
materials so that all students can learn. Nicole Eridics, an
elementary educator gives 10 useful items for an inclusive
classroom:
Large Table- There is no piece of furniture more
important in an inclusive classroom than a table large
enough for small groups of students. Having a table
allows the teacher to bring students together and
provide them with various types of instructional
programming that meet the needs of the group. In
addition, students can meet at the table to work together
on projects, have discussions or use as an alternate
work space. The table is usually placed in a prominent
area of the room, and facilitates many opportunities for
students to be members of a group.
Technology- It is vital to the 21st century classroom.
Not only does it allow students to keep up with our
changing world, it provides accessibility to the
curriculum for learners with special needs. Whether it
is a computer, iPad, audio/visual equipment or assistive
devices, technology can play various roles in the
inclusive classroom. It can offer educational software,
provide an accessible curriculum to children with
special needs and help differentiate lessons. Highly
engaging, technology appeals to most groups of students
and supports inclusion in numerous ways.
Manipulatives- Inclusive classrooms provide curriculum
for different types of learners. For some learners, they
prefer a hands-on approach to help them understand
lessons. Manipulatives can support this process by
allowing students to demonstrate their knowledge,
develop new levels of understanding and explore deeper
concepts.
Visual Aids- visual aids are, undoubtedly, very
important items in the inclusive classroom. They attract
student interest, explain an idea or help a student
understand a lesson. Visual aids come in many forms and
there should be a variety available in a classroom to
facilitate inclusion. Some examples include: schedules,
posters, number lines, charts, diagrams, graphic
organizers and different types of paper such as lined,
plain or graph. Inclusive classrooms always have
numerous types of visual aids handy to help deliver,
accommodate or modify a lesson.
 High-Interest Leveled Books- Inclusive classrooms
recognize that students learn in different ways in
different rates. Not only do teachers want to provide
lessons that address the varying abilities, but also
provide classroom materials that all students can use.
As well as textbooks, an inclusive classroom should also
provide books that can be read for enjoyment. Offering
books (or audio books) that are age-appropriate,
interesting and can be read by readers at different
levels are an important way of making a classroom more
inclusive.
Job Chart- It serves several purposes in a classroom.
First, it helps keep the classroom running smoothly.
Second, it enlists the help of the students and makes
the workload lighter. Finally, and most importantly, it
allows all students to contribute to the successful
operation of the classroom. Class jobs are usually
rotated weekly, with students participating in the best
way they can for the betterment of the group. Often
overlooked, yet very effective, a class job chart can
include every student in the classroom in numerous ways.
Student Information Binder- because an inclusive class
welcomes learners of all abilities, it is extremely
important that teachers track the strengths and needs of
each student. Important data such as assessments,
observations, IEPs and notes can be kept together in one
place. The teacher can use this information to ensure
that all students are included and participating in the
classroom program. A teacher can easily combine
information into a Student Information Binder which will
support the implementation of an inclusive curriculum.

Other Services
1. General Education Programs- students with a disability
receive the same services and supports available to all
students. These services include, when necessary,
academic intervention services in the content areas,
specialized reading instruction.
2. Special Class- provided in district if a students needs
are such that a combination of other services within the
general education environment is not successful.
3. Communication and Social Development- designed
specifically to improve social interactions along with
expressive and receptive communication skills.
Instruction involves the use of visual supports for
communication and social skill development.
 4. Developmental Skills-serves students in grades
Kindergarten through first grade with multiple needs
including low cognitive ability, physical impairments,
communication deficits, medically fragile etc. The class
size is limited to eight in order to provide intensive
instruction in basic skills.
5. Functional Skills- uses a modified curriculum to serve
students who require more individualized attention due
to their low cognitive ability usually accompanied by
language delays and impaired adaptive behaviors. The
focus is on functional curriculum and activities
necessary for successful adult living. Class size is
limited to twelve students and instruction is provided
outside the general education environment.
6. Academic Skills- designed for students with significant
learning difficulties. A modified general education
curriculum is offered with emphasis on reading and
written language in the content areas. The class size is
limited to fifteen in order to meet the individualized
needs of the students.
7. Behavior Development/Support- provides individualized
instruction for students with significant social and
emotional needs. It offers the structure and adult
support necessary for students who require intensive
management systems for their combined social,
communication and academic needs. The class size is
limited to eight students. These programs are limited to
students with dual-diagnosis or other unique needs that
cannot be met in any other environment. Location of
program depends on student needs and availability.
8. School to Work Transition Services- usually combined
with an Academic or Functional Skills program and
available to students in grades 10, 11 and 12. Students
who plan to graduate with an IEP diploma must complete
a vocational component in their junior and senior years
as part of their graduation requirement.
9. Residential Programs- These programs are limited to
students with dual-diagnosis or other unique needs that
cannot be met in any other environment. Location of
program depends on student needs and availability.

Related Services

Related services means transportation and such

developmental, corrective, and other supportive services as
are required to assist a child with a disability to benefit
from special education, and includes:
 speech-language pathology and audiology services
interpreting services
psychological services
physical and occupational therapy
recreation, including therapeutic recreation
early identification and assessment of disabilities in
children
counseling services, including rehabilitation
counseling
orientation and mobility services
medical services for diagnostic or evaluation purposes
school health services and school nurse services
social work services in schools
This is not an exhaustive list of possible related
services. There are others (not named here or in the law)
that states and schools routinely make available under the
umbrella of related services. The IEP team decides which
related services a child needs and specifies them in the
childs IEP.

Supplementary Aids and Services

One of the most powerful types of supports available to

children with disabilities are the other kinds of supports or
services (other than special education and related services)
that a child needs to be educated with nondisabled children
to the maximum extent appropriate. Some examples of these
additional services and supports, called supplementary aids
and services in IDEA, are:

adapted equipmentsuch as a special seat or a cut-out

cup for drinking;
assistive technologysuch as a word processor, special
software, or a communication system;
training for staff, student, and/or parents;
 peer tutors;
a one-on-one aide;
adapted materialssuch as books on tape, large print, or
highlighted notes; and
Collaboration/consultation among staff, parents, and/or
other professionals.
The IEP team, which includes the parents, is the group
that decides which supplementary aids and services a child
needs to support his or her access to and participation in
the school environment. The IEP team must really work together
to make sure that a child gets the supplementary aids and
services that he or she needs to be successful. Team members
talk about the childs needs, the curriculum, and school
routine, and openly explore all options to make sure the right
supports for the specific child are included.

Synthesis:

It is very helpful for a teacher handling an inclusive

class to modify his/her classroom. Designing and planning the
classroom environment will benefit the child to easily adjust
for a new environment. Teachers should know what the strengths
and weaknesses, the inability of the child for him/her plan
before the classes starts. Support services is very important
for the child while entering an inclusive class. Even if they
are entering a regular class, does not mean that they dont
need the support services. They need it to perform well in
class and continue to belong in a regular class.

References:
http://www.friendshipcircle.org/blog/2014/02/21/10-
items-that-can-make-your-classroom-more-inclusive/
http://www.wholechildeducation.org/blog/designing-a-
classroom-for-inclusive-learning
http://corescholar.libraries.wright.edu/cgi/viewconten
t.cgi?article=1102&context=ejie
Evaluation:
Identification:
1. Students with a disability receive the same services and
supports available to all students.
2. This attract student interest, explain an idea or help a
student understand a lesson.
3. These programs are limited to students with dual-
diagnosis or other unique needs that cannot be met in
any other environment. Location of program depends on
student needs and availability.
4. This allow students to demonstrate their knowledge, develop
new levels of understanding and explore deeper concepts.
5. This program provides individualized instruction for
students with significant social and emotional needs.

Enumeration:

6-10) Give at least 5 supplementary aids and services

11-15) Give at least 5 related services.

Essay: (16-20)

What is the importance of classroom designing as a future

special education teacher? Will it help you as well as your
students? How and why?
Assessment

Key of Correction

1. General Education Services

2. Visual Aids
3. Residential Program
4. Manipulatives
5. Behavior Development/Support
6. Adapted equipment
7. Training for staff, student, and/or parents;
8. Assistive Technology

9. Collaboration/consultation among staff, parents, and/or

other professionals.
10. Peer Tutor
11. Speech-language pathology and audiology services
12. Interpreting services
13. Psychological services
14. Physical and occupational therapy
15. Recreation, including therapeutic recreation
16-20.) Essay