ppt for inclusive education

Inclusion in education

UNESCO believes that every learner matters equally. Yet millions of people worldwide continue to be excluded from education for reasons which might include gender, sexual orientation, ethnic or social origin, language, religion, nationality, economic condition or ability. Inclusive education works to identify all barriers to education and remove them and covers everything from curricula to pedagogy and teaching. UNESCO’s work in this area is firstly guided by the UNESCO Convention against Discrimination in Education (1960) as well as Sustainable Development Goal 4 and the Education 2030 Framework for Action which emphasize inclusion and equity as the foundation for quality education.

What you need to know about inclusion in education

Global Education Monitoring Report 2020

Resource base on inclusive education

face exclusion from education on a daily basis

live with a disability globally

do not have minimum requirements for water, sanitation and hygiene

at the end of primary education if they learn in their mother tongue 

Monitoring SDG 4: inclusion in education

Resources from UNESCO’s Global Education Monitoring Report.

Centre for Teacher Education

Best practice: creating inclusive powerpoint presentations.

As PowerPoint is one of the most commonly used programmes in teaching, it is important that the presentations we create are suitable for all to use. Please be aware that some learners may require additional adjustments and you are encouraged to discuss these with them on a case by case basis (rather than making assumptions about what they need or do not need).

General Guidelines

• Slides should have a pastel-coloured background to eliminate glare, avoid white backgrounds.
• Use single colour backgrounds and avoid patterns as these can be distracting.
• Text should be dark and provide sufficient contrast to the background colour, use one font colour for each section.
• Avoid red, pink and green text as this can be problematic for individuals with a colour vision impairment.
• Use a simple font for all text, Arial, Verdana and Tahoma all have a high accessibility rating.
• Avoid large blocks of text and limit the number of words on each slide.
• Use bullet points rather than continuous prose.
• Aim for a font size in excess of 18, although this may not be possible in all instances.
• Break up the text with regular section headings and use bold text to indicate headings, underlining and italics should be avoided as it can make the letters and words run together.
• Avoid block capitals on slides as they can be difficult to interpret.
• Use the accessibility checker in power point to support.

Ensure any text on your slides is large enough to read. If in doubt spread the text across several slides and use a plain (san serif) font. Kunstler Script or Vivaldi may look pretty, but no-one in your audience will thank you for using these fonts. Use a glossary for specific terms and always explain acronyms when you first use them. Keep your sentences short and the language you use simple.

Do not use colour as the only way of conveying meaning. If you want to use colour you should always provide a text alternative for learners with visual impairments. In the first table below, the mandatory module is shown in red and the optional module is shown in green. This is not suitable for learners with red/green colour blindness or for learners who rely on screen readers, as the colours will not be picked up by the software.

A simple accessible alternative is:

Transitions and animations

Transitions and animations should be simple (or better yet avoided completely). Flashing animations can be distracting and can sometimes induce seizures in learners with certain conditions. It is good practice to provide text alternative versions of presentations in accessible PDF format as these are much smaller than the original presentations and therefore quicker and easier to download. Additionally specific software is not required to access these files. PDF documents will not display animations or transitions so think carefully about whether you really need to use them when creating your presentation. Also webinar software such as Blackboard Collaborate creates an image of each slide when you upload it, therefore any animations will be removed at this point.

Video and audio files

The guidance on using video and audio files in presentations is the same as the more general guidance on using this type of content. Please see the accessibility page for further information.

Visual content

Visual content includes images, SmartArt graphics, shapes, groups, charts, embedded objects and ink. The guidance on using visual content in presentations is the same as the more general guidance on using this type of content. Please see the accessibility page for further information.

When creating a presentation try to only use the built-in themes and colours to change how your presentation looks. These are available on the Design ribbon in PowerPoint. However, not all of the options displayed are suitable for all learners. Some of the themes have poor contrast between text and background and some of them have busy backgrounds that can make the slide content difficult to read. For example reading from left to right on the image below:

• the text on the first slide is much easier to read than the text on the third slide (black text on a white background is generally easier to read than green text on a white background)
• likewise the text on the first slide is much easier to read than the text on the fifth slide (the blue and white background pattern)

If you are planning to make printed copies of your presentation available as well as displaying it on a projector or laptop screen, you need to ensure that both versions of the presentation are equally accessible for your learners. What works on a screen may not work in printed form (and vice versa) so always check both versions for text contrast and background readability. On the image above the seventh slide from the left (the white text on the purple background) would probably work well on a projector or laptop screen but it would be difficult to read on a printed version.

Slide layout

You should always use the pre-formatted slide Layout menu in PowerPoint to format the content on your slides. This is really important from an accessibility perspective as it is the slide layout that screen readers use to format the order in which they read the content of the slide. If you add in extra formatting options (e.g. text boxes), these can cause the screen readers to read the content in the wrong order which will make your presentation incomprehensible.

Most of the built-in slide layouts have a slide title (normally near the top of the slide) and one or more placeholders where you can add text, images, tables etc. When using screen readers, this title is treated as a heading and will be the first item read out on a slide. Additionally, using a descriptive title (not just slide one, slide two etc.) will make the presentation much easier to follow for screen reader users.

Slide reading order

If it is not possible to use the slide layout option described above, then you can manually change the order of the items on each slide using the Selection Pane on the Home>Arrange dropdown menu. This will display the Selection Pane on the right hand side of your screen. Each piece of content that you have on your slide will be displayed on the pane. Be aware that the reading order for the content is from the bottom up (which seems counterintuitive at first but you do get used to it). To move an item, click and drag it into a new location on the list. There is no save button on this pane. Changing the order of content on the slide reading pane should not change the order that it appears on the screen during your presentation, but it may impact animations or transitions that you add, so you will need to recheck your presentation before using it.

As you can see on the slide above, Title 1 is the main title textbox and this is at the bottom of the list so it will be read first by any screen reader. Subtitle 2 is the lower textbox and this will be read next and then the image which shows as picture 12 on the list will be 'read' last of all. The image would need to have alt text attached to it explaining what it is and this it what the screen reader will process. Further information about making images accessible is available on the accessibility page .

Keep your tables as simple as possible and do not use nested tables (tables embedded within tables) as this is really poor practice from an accessibility perspective. One of the down sides with PowerPoint is that it is easy to set up tables without column and row headers. Whilst some screen readers will not identify table headers in PowerPoint anyway, it is still recommended that you identify table headers visually as it is a good habit to get into regardless of this; particularly if you are planning to convert your presentation into an accessible PDF document.

Add your table to your slide and then click in one of the cells to activate the Table Design ribbon. In the Table Style Options section on the far left of the ribbon, make sure that the Header Row checkbox is ticked. If you also want to add headings to the first column, add a tick to the First Column checkbox as well.

It is good practice to ensure that any Table Style that you choose has good contrast between individual rows and the table background and the text they contain. Finally, avoid splitting and merging cells within tables as the content in these types of cells is difficult for screen readers to interpret.

When you type a URL onto a slide, PowerPoint will recognise it and convert it into a clickable link. This is really convenient but these links frequently do not make much sense and are difficult for screen readers to interpret. A more accessible option is to edit the link text to make it more descriptive. Once you have added a URL to a page and it has been converted into a link, right click on it and choose Edit link from the drop down menu.

Change the text in the Text to display: field at the top of the dialogue box that appears and then click on OK .

Alternatively you can include a very clear description either above or below the link to explain what will happen when it is clicked on.

Accessibility checker

Microsoft PowerPoint has a built in accessibility checker that you can use to check how accessible your presentation is before you use it. Whilst this should not be solely relied upon, it does check the most basic accessibility components. To access it, click on the Review tab and then click on the Check Accessibility button on the ribbon.

Useful resources

• Warwick acronyms
• Office for National Statistics bullet point guidance
• Writing for dyslexic readers
• A11y project
• Six surprising bad practices that hurt dyslexic users
• Image descriptions on Twitter - a quick guide
• Hemingway Editor

Got any suggestions?

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• Inclusive education

Every child has the right to quality education and learning.

There are an estimated 240 million children with disabilities worldwide. Like all children, children with disabilities have ambitions and dreams for their futures. Like all children, they need quality education to develop their skills and realize their full potential.

Yet, children with disabilities are often overlooked in policymaking, limiting their access to education and their ability to participate in social, economic and political life. Worldwide, these children are among the most likely to be out of school. They face persistent barriers to education stemming from discrimination, stigma and the routine failure of decision makers to incorporate disability in school services.

Disability is one of the most serious barriers to education across the globe.

Robbed of their right to learn, children with disabilities are often denied the chance to take part in their communities, the workforce and the decisions that most affect them.

Getting all children in school and learning

Inclusive education is the most effective way to give all children a fair chance to go to school, learn and develop the skills they need to thrive.

Inclusive education means all children in the same classrooms, in the same schools. It means real learning opportunities for groups who have traditionally been excluded – not only children with disabilities, but speakers of minority languages too.

Inclusive systems value the unique contributions students of all backgrounds bring to the classroom and allow diverse groups to grow side by side, to the benefit of all.

Inclusive education allows students of all backgrounds to learn and grow side by side, to the benefit of all.

But progress comes slowly. Inclusive systems require changes at all levels of society.

At the school level, teachers must be trained, buildings must be refurbished and students must receive accessible learning materials. At the community level, stigma and discrimination must be tackled and individuals need to be educated on the benefit of inclusive education. At the national level, Governments must align laws and policies with the Convention on the Rights of Persons with Disabilities , and regularly collect and analyse data to ensure children are reached with effective services.

UNICEF’s work to promote inclusive education

To close the education gap for children with disabilities, UNICEF supports government efforts to foster and monitor inclusive education systems. Our work focuses on four key areas:

• Advocacy : UNICEF promotes inclusive education in discussions, high-level events and other forms of outreach geared towards policymakers and the general public.
• Awareness-raising : UNICEF shines a spotlight on the needs of children with disabilities by conducting research and hosting roundtables, workshops and other events for government partners.
• Capacity-building : UNICEF builds the capacity of education systems in partner countries by training teachers, administrators and communities, and providing technical assistance to Governments.
• Implementation support : UNICEF assists with monitoring and evaluation in partner countries to close the implementation gap between policy and practice.

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INCLUSIVE EDUCATION: THE PHILIPPINE PERSPECTIVE

Oct 10, 2013

5.97k likes | 12.86k Views

INCLUSIVE EDUCATION: THE PHILIPPINE PERSPECTIVE. Dr. YOLANDA S. QUIJANO Undersecretary of Programs and Projects Department of Education Philippines. OUTLINE. General Information on Inclusive Education

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INCLUSIVE EDUCATION: THE PHILIPPINE PERSPECTIVE Dr. YOLANDA S. QUIJANO Undersecretary of Programs and Projects Department of Education Philippines

OUTLINE • General Information on Inclusive Education Facts and Figures, Policies, Strategies for Disadvantaged Learners: Children with Disabilities, IPs, Muslim Children, Street Children, Abused children • Current Difficulties and Challenges • Lessons Learned • Proposed Initiatives/Recommendations

GENERAL INFORMATION onINCLUSIVE EDUCATION Children with disabilities Children of Indigenous peoples and Muslim children Child labourers Abused children Street children

FACTS and FIGURES • Children with disabilities who are in school are about 101, 762 (2011-2011). • Children with disabilities are still combating educational exclusion • 97.3 % of them are still unreached. • About 5,916 are mainstreamed in regular classes

Facts and Figures • Children of Indigenous peoples number about 12-15 million across the country. • These are spread in seven ethnographic areas with 117 ethno-linguistic groups. • Those in the elementary schools total 639, 483 while 158, 550 are in the secondary schools (2010-2011).

Facts and Figures • 140,570Muslim elementary and secondary pupils are attending ALIVE (Arabic Language and Islamic Values Education) in public schools

Facts and Figures • Street children are about 246, 000 thousand- 75% are children on the streets; 25% are children of the streets; 70 % are boys • Working children are growing in number • Number of abused children is being tracked down

EDUCATION POLICIES • The right to education is a basic human right. • All children and youth shall have access to quality education. • Inclusive education shall be concerned with all learners, with focus on those who have traditionally been excluded from educational opportunities. • Support system shall be organized and delivered holistically.

PUBLIC POLICY SUPPORT on INCLUSIVE EDUCATION • The 1987 Philippine Constitution • P.D. 603 - The Child and Youth Welfare Code • RA. 7610 – Special Protection of Children against Child Abuse, Exploitation and Discrimination Act • R.A. 7277- The Magna Carta for Disabled Persons amended by R.A 9442 • Policies and Guidelines in Special Education

PHILIPPINES ADOPTS INTERNATIONAL DOCUMENTS on INCLUSIVE EDUCATION • UN Conventions on the Rights of the Child (1989) • World Declaration on Education for All (1990) • UNESCO Salamanca Statement and Framework for Action (1994)

INCLUSION DEFINED • 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

STRATEGIES in INCLUSIVE EDUCATION for DISADVANTAGED LEARNERS The program, curriculum, learning materials, facilities, equipment

CHILDREN WITH DISABILITES

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

Partial mainstreaming towards inclusion - students are educated in regular classes at least half the day - receive additional help or specialized services - pull-out PHILIPPINE MODEL of INCLUSION

Full mainstreaming or inclusion - complete regular instruction - receive all special services in general classroom

SUSTAINING PROGRAMS for CHILDREN with DISABILITIES • Establishment of 276 Special Education Centers nationwide • Provision of SPED items • Downloading of funds

Sustaining Programs for Children with Disabilities • Conduct of training programs for teachers handling children with various disabilities • Conduct of training for school heads and supervisors • Development of instructional materials for children with disabilities

Sustaining Programs for Children with Disabilities • Conduct of advocacy strategies like the SPED caravan in regions and divisions without SPED centers or without SPED programs

Sustaining Programs for Children with Disabilities • Implementation of various intervention programs, like: Early Intervention Transition program Headstart program

INDIGENOUS PEOPLES EDUCATION • Policy actions To provide access to quality basic education To ensure the preservation, recognition, promotion and protection of the rights of indigenous peoples to ancestral domain, cultural identity and heritage • Objective: The National IP Education Policy Framework operationalized in all schools

Indigenous Peoples Education Activities • Launching of the Philippine’s Response to Indigenous Peoples and Muslim Education (PRIME)- a facility for IP and ME • Conduct of implementation planning activities for the national, & regional clusters • Celebrating IP month in October

MADRASAH EDUCATIONfor Muslim Children • Policy action: To provide acess to quality education To ensure the preservation, recognition, promotion, and protection of the rights of Muslim learners to religious identity and heritage • Objective: Institutionalization of the Madrasah Education Program at all levels in basic education

MadrasahEducation for Muslim Children • Development of MadrasahCurrriculum for Kindergarten (Tahderiyyah) • Implementation of the Madrasah Curriculum in the elementary level • Development of the Curriculum in the secondary level • Professionalizing the Asatidz through the Accelerated Teacher Education Program now on its fourth cycle

STREET CHILDREN EDUCATION • Enhancing the implementation of the “KaritonKlasrum” project in partnership with the Dynamic Teen Company • Street educator, EfrenPenaflorida awarded by CNN as Hero of the Year • Conducting stock-taking activities in selected sites that will implement the program

EDUCATION for CHILDREN SEXUALLY ABUSED • Institutionalization of Personal Safety Lessons in both elementary and secondary schools nationwide • On-going training of trainers for the basic education levels • Coordination with the agencies to ensure the welfare of the sector

ALTERNATIVE DELIVERY MODES for DISADVANTAGED CHILDREN • MISOSA- (Modified In-School and Off-School Approach for elementary) • Open High School Program for secondary • Distance Learning • Modular learning • On-line learning • Home-based learning

Alternative Delivery Modes in pictures

CURRENT ISSUES and CHALLENGES • Increasing the holding power of schools over these children • Making existing resources and other support systems adaptable and suitable to the needs of inclusive education

Current Issues and Challenges • Mobilizing parents and other duty bearers in supporting inclusive education • Providing post-school support to fully integrate and enable disadvantaged children to participate in gainful employment or productive work.

LESSONS LEARNED Social, Economic, and Financial Aspects

SOCIAL BENEFITS • Creates positive social and attitudinal changes in both regular and disadvantaged chidren such as: • Reducing and eliminating prejudices against disabled children • Improving self-concept or self-esteem

Social Benefits c.Growth in social cognition • Encouraging greater participation in social progress Challenge • Inclusion may result in overcrowding and lowering of quality of education

ECONOMIC BENEFITS • 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

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

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

Inclusion means: I – ntegration N – etworking C – ollaboration L – iving, learning, loving U – tilizing all available resources S – upport and social services I – mplementation of appropriate programs O – rganization of appropriate services N – on stop services to all

The challenge for educators is to find ways of sharing expertise and provide wider educational opportunities for the full implementation of inclusive education.

Thank You! Maraming Salamat!

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• Preferences

INCLUSIVE EDUCATION: THE PHILIPPINE PERSPECTIVE - PowerPoint PPT Presentation

INCLUSIVE EDUCATION: THE PHILIPPINE PERSPECTIVE

Inclusive education: the philippine perspective dr. yolanda s. quijano undersecretary of programs and projects department of education philippines – powerpoint ppt presentation.

• General Information on Inclusive Education
• Facts and Figures, Policies, Strategies for Disadvantaged Learners Children with Disabilities, IPs, Muslim Children, Street Children, Abused children
• Current Difficulties and Challenges
• Lessons Learned
• Proposed Initiatives/Recommendations
• Children with disabilities who are in school are about 101, 762 (2011-2011).
• Children with disabilities are still combating educational exclusion
• 97.3 of them are still unreached.
• About 5,916 are mainstreamed in regular classes
• Children of Indigenous peoples number about 12-15 million across the country.
• These are spread in seven ethnographic areas with 117 ethno-linguistic groups.
• Those in the elementary schools total 639, 483 while 158, 550 are in the secondary schools (2010-2011).
• 140,570 Muslim elementary and secondary pupils are attending ALIVE (Arabic Language and Islamic Values Education) in public schools
• Street children are about 246, 000 thousand-
• 75 are children on the streets
• 25 are children of the streets
• 70 are boys
• Working children are growing in
• Number of abused children
• is being tracked down
• The right to education is a basic human right.
• All children and youth shall have access to quality education.
• Inclusive education shall be concerned with all learners, with focus on those who have traditionally been excluded from educational opportunities.
• Support system shall be organized and delivered holistically.
• The 1987 Philippine Constitution
• P.D. 603 - The Child and Youth Welfare Code
• RA. 7610 Special Protection of Children against Child Abuse, Exploitation and Discrimination Act
• R.A. 7277- The Magna Carta for Disabled Persons amended by R.A 9442
• Policies and Guidelines in Special Education
• UN Conventions on the Rights of the Child (1989)
• World Declaration on Education for All (1990)
• UNESCO Salamanca Statement and Framework for Action (1994)
• 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
• Partial mainstreaming towards inclusion
• - students are educated in regular classes at least half the day
• - receive additional help or specialized services
• Full mainstreaming or inclusion
• - complete regular instruction
• - receive all special services
• in general classroom
• Establishment of 276 Special Education Centers nationwide
• Provision of SPED items
• Downloading of funds
• Conduct of training programs for teachers handling children with various disabilities
• Conduct of training for school heads and supervisors
• Development of instructional materials for children with disabilities
• Conduct of advocacy strategies like the SPED caravan in regions and divisions without SPED centers or without SPED programs
• Implementation of various intervention programs, like
• Early Intervention
• Transition program
• Headstart program
• Policy actions
• To provide access to quality basic education
• To ensure the preservation, recognition, promotion and protection of the rights of indigenous peoples to ancestral domain, cultural identity and heritage
• The National IP Education Policy
• Framework operationalized in
• all schools
• Launching of the Philippines Response to Indigenous Peoples and Muslim Education (PRIME)- a facility for IP and ME
• Conduct of implementation planning activities for the national, regional clusters
• Celebrating IP month in
• Policy action
• To provide acess to quality education
• To ensure the preservation, recognition, promotion, and protection of the rights of Muslim learners to religious identity and heritage
• Institutionalization of the Madrasah Education Program at all levels in basic education
• Development of Madrasah Currriculum for Kindergarten (Tahderiyyah)
• Implementation of the Madrasah Curriculum in the elementary level
• Development of the Curriculum in the secondary level
• Professionalizing the Asatidz through the Accelerated Teacher Education Program now on its fourth cycle
• Enhancing the implementation of the Kariton Klasrum project in partnership with the Dynamic Teen Company
• Street educator, Efren Penaflorida awarded by CNN as Hero of the Year
• Conducting stock-taking activities in selected sites that will implement the program
• Institutionalization of Personal Safety Lessons in both elementary and secondary schools nationwide
• On-going training of trainers for the basic education levels
• Coordination with the agencies to ensure the welfare of the sector
• MISOSA- (Modified In-School and Off-School Approach for elementary)
• Open High School Program for secondary
• Distance Learning
• Modular learning
• On-line learning
• Home-based learning
• Increasing the holding power of schools over these children
• Making existing resources and other support systems adaptable and suitable to the needs of inclusive education
• Mobilizing parents and other duty bearers in supporting inclusive education
• Providing post-school support to fully integrate and enable disadvantaged children to participate in gainful employment or productive work.
• Creates positive social and attitudinal changes in both regular and disadvantaged chidren such as
• Reducing and eliminating prejudices against disabled children
• Improving self-concept or self-esteem
• c. Growth in social cognition
• Encouraging greater participation in social progress
• Inclusion may result in overcrowding and
• lowering of quality of education
• 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
• Inclusion education entails additional resources over and above those provided to regular schools.
• Per pupil cost is relatively higher than the regular pupil.
• Ensuring education through early learning intervention
• Rationalizing the establishment of more centers special education centers, community centers, drop-in centers
• Capability building for teachers of diverse learners at pre service levels
• Adopting equivalency, testing and acceleration programs to diverse learners

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