IPE

Inclusive
Primary
Education
where diverse learners grow together
Rhodius T. Noguera, Ph.D.

For my loving family
For my endeared students
For the mind that seeks knowledge
For the heart that searches for meaning

Vanguard Asset Management
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Contents
1. Introduction 1
2. Inclusive Primary Education Framework 2
3. Inclusive School Processes 5
4. Inclusive Human Processes 6
5. Seven Dimensions of Child's Growth 8
6. Skills of Teachers in IPE 10
7. Roles of Teachers in IPE 11
8. Teacher Personal Value 13
9. Challenges in IPE 14
10. Practical Exercises 16
11. References 21

Introduction
Why do students behave differently?
Why do we have fast and slow learners?
What are the factors that affect students' learning
in a classroom setting?
How do we manage diverse learners?
These are only but few among the many questions
that we ask as teachers. Very often, a quick and easy
answer is difficult to find.
This manuscript does not intend to provide a quick
and easy answer to our common questions about
managing diversity in our classroom. This provides
a glimpse on different processes that are happening
with our learners in our classrooms. More than
providing vivid answers, it hopes to offer an
opportunity for reflection and personal discovery.
Above all, it hopes to raise more questions and
discourse to inquire and validate our current
pedagogical practices.
Let us now begin with our inclusive journey
towards the inclusive development of our diverse
young learners.
1

IPE Framework
2

What is
Inclusive Primary Education
(IPE)?
It is a philosophy that brings students, teachers, families, and
community to create a learning environment that is based on
acceptance and belonging.
It is a school and human processes that focus on positive and
productive relationship.
A learning process in a regular classroom that welcomes diverse and
unique children. Children are diverse in view of physical, emotional,
social, cognitive, communication, ecological, and spiritual
characteristics.
It is a collection of strategies that meets the needs of different learners.
It is a perspective that helps teachers see the diversity of children’s
needs and strengths,
It is student-centred learning process. Children feel valued. It focuses
on children’s growth and happiness.
It is a bridge between special and general education where diverse
children meet and help each other.
It is commitment to child’s physical, emotional, social, cognitive,
communication, ecological, and spiritual development.
3

cont.
What is
Inclusive Primary Education (IPE)?
In IPE, learning happens in different rates and paces. Never force
children to learn at a specific time.
In IPE, no two students present and learn exactly in the same way.
Children have unique personalities and perceptions. Children have
different option in understanding the content of learning.
In IPE, children develops self-regulation; being able to manage the
self in view of physical, emotional, social, cognitive, communication,
ecological, and spiritual development.
IPE is NOT a “One-Size-Fits-all solution” to educational challenges.
All learners have areas of strength and need based on their interests,
preferences, backgrounds, experiences, and knowledge. It is not about
labelling who are weak, strong, or average. It is about giving all the
children an equal opportunity. It is an unending discovery of
children’s strengths.
In IPE, we acknowledge that children are diverse in their learning
capacity, potential, and limitation.
4

Inclusive School Processes
Inclusive Primary Education can only be realized when schools take the
inclusive perspectives seriously. The following dimensions describe the
application of inclusiveness in school processes.
Inclusive Learners. The school is aware of the diversity of children in view of
physical, emotional, social, cognitive, communication, ecological, and spiritual
dimensions. On the other hand, the young learners are aware of their
differences and they respect diversity.
Inclusive Curriculum. The curriculum is designed to address diverse needs and
characteristics of children. The curriculum embraces diversity in all aspects.
Inclusive Pedagogy. Teachers explores diverse teaching and learning
methodology to address the diverse needs and characteristics of learners.
Inclusive Assessment. Teachers and learners view assessment not as
punishment but as a continuation of learning process. The planning,
implementation, and evaluation of assessment mirror the awareness of the
diverse learning needs of children.
Inclusive Classroom Management. The classroom should be able to provide an
opportunity for inclusive growth. The classroom design, materials, and
activities should be able to promote physical, emotional, social, cognitive,
communication, ecological, and spiritual growth for diverse learners.
Inclusive Community. The school should provide an environment and services
that cater to the diverse needs of children. The school should make the families
and community to be aware of the dynamics of children's diversity and the
support they can provide to empower diverse children.
5

Inclusive Human Processes
In inclusive primary education, teachers look at the human
development of young learners in inclusive way. The growth of
children has multiple dimensions and dynamics. These dimensions
and dynamics influence children's development in a classroom.
Child Development & Psychology of Learning
Teachers have to plan, implement, and evaluate educational processes within
the child development and psychology of learning perspectives. If teachers are
serious about the development and learning of each child in a classroom, they
have to make sure that each child will grow in the following areas.
Physical. A child has to be aware in taking care of the body.
Social. A child has to be aware in building positive relationship.
Emotional. A child has to be aware in managing emotions.
Cognitive. A child has to be aware of learning styles and cognitive strengths.
Communication. A child has to be aware of using different modalities in
expressing thoughts and feelings in positive, creative, and productive way. A
child can use speaking, listening, writing, reading, body language, and arts in
communicating.
Ecological. A child has to be aware of his/her relationship with nature. A child
has to know how to preserve and protect the nature.
Spiritual. A child has to be aware of her/his positive beliefs on self, others, and
God.
Brain, Sensory, & Memory
The dynamics of the brain, sensory, and memory work differently for each child.
That is why we have issues of fast and slow learner, autism, cerebral palsy, down
syndrome, diverse interest, and gifted learner. Teachers have to rediscover the
nature of brain, sensory, and memory to be able to nurture diverse learners.
Capacity, Potential, and Limitation
In view of development and learning, each child has her/his capacity, potential,
and limitation. When you observe children's physical, emotional, social,
cognitive, communication, ecological, and spiritual development, teachers will
discover their capacity, potential, and limitation.
Capacity is the current strength of a child.
Potential is the possible strength which the teacher and child have to
discover.
Limitation is the boundary of the child's capacity and potential.
6

Let's inquire...
Let us discourse...
How are the elements of the IPE framework
relate with each other?
7

The Seven Dimensions of
Child's Growth
Physical Growth
- Eats healthy food
- Plays sports or into body exercise
- Healthy medical condition
- Healthy hygiene
- Sufficient sleep
- Ability to identify safe & dangerous activities
Emotional Growth
- Ability to expresses emotions positively
- Ability to identify different emotions
- Ability to manage negative emotions
positively
- Respectful and sensitive to other's emotions
Social Growth
- Relates positively with classmates
- Relates positively with family
- Gets positive support from family
- Ability to work collaboratively
- Ability to help persons in need
- Ability to understand and respects cultural
differences
- Rejects any form of violence and promotes
peace and equality
Cognitive Growth
- Ability to follow instruction
- Ability to remember
- Ability to organize ideas
- Ability critically think
- Ability to creatively think
- Ability to ask question
- Awareness of cognitive capacity, potential, and
limitation
- Awareness of personal interest and strengths
- Awareness of personal learning styles
Communication Growth
- Ability to read
- Ability to speak
- Ability to listen
- Ability to write
- Ability to use body language
- Ability to communicate in creative ways
- Ability to tell a story
Ecological Growth
- Shows concern for nature
- Cleans learning space
- Disposes garbage properly
- Lives in a positive environment
- Takes good care of the learning space
Spiritual Growth
- Shows self-confidence
- Positive beliefs on self
- Positive beliefs in others
- Positive beliefs in God
As in inclusive primary
education teacher, I will
try my best that my
diverse students will
grow in physical,
emotional, social,
cognitive,
communication,
ecological, and spiritual
dimensions.
8

Let us reflect...
Even before we meet the young learners in our classrooms,
so many things have already happened in the first 7 years of
their lives. There are learnings and experiences that are
stored in their memories. They are influencing their
current behaviours in one way or another. This is the main
reason for their diversity. And managing diversity is not
easy.
Now, let us discover their diversity.
Physical diversity?
Emotional diversity?
Social diversity?
Cognitive diversity?
Communication diversity?
Ecological diversity?
Spiritual diversity?
9

Skills of Teachers in
IPE
Teachers should have the:
Ability to understand and manage diverse children
in view of physical, emotional, social, cognitive,
communication, ecological, and spiritual
development.
Ability to plan, implement, and evaluate
instructional, learning and assessment processes
for diverse learners.
Ability to create a positive and productive learning
climate for diverse learners.
Ability to utilize children's diverse strengths and
interests to develop their physical, emotional,
social, cognitive, communication, ecological, and
spiritual dimensions.
10

Roles of Teachers in IPE
Organize opportunities of learning for all the children.
Assess students’ readiness to learn.
Interpret students’ interest, learning preferences, and
needs.
Find different ways by which children can interact with
ideas and information.
Develop varied ways by which children will develop own
their ideas.
Make learning meaningful and useful.
Act as a coach to direct children's positive growth and
productivity.
Engage students in critical and creative thinking.
Record evidence of learning.
Never label children’s behaviour and learning output such
as fast, slow, special need, gifted, etc. Focus on their growth
and positive relationship.
Listen to children’s stories in their work, behaviour, and
body language.
11

cont.
Roles of a Teacher in IPE
Do not drown children’s brain with concepts. You
have a year with them.
Give the children the opportunity to breath from
loads of information.
Consider the psychology of time; check strategies
from the beginning up to the end of class; what
type of activity you have to apply. Maximize your
time so that you will able to do what you have to
do.
Give yourself a month or two to know the students’
capacity potential, and limitations.
Use this information to plan the growth of
children.
Record basic information.
Help students to achieve quality of output within
their capacity, potential, and limitation.
12

Teacher's
Personal Value in
IPE
Flexibility, being open to address needs, changes, and
challenges.
Positive relationship with students.
Personal maturity (a teacher should also grow in the
aspects of physical, emotional, social, cognitive,
communication, ecological, and spiritual
development. You can only give what you have. Grow
with students.
Passion for children.
Passion for learning, discovery, and knowledge.
Positive relationship with other teachers, family, and
community. Inclusive learning is challenging. You
need support from other people.
13

Challenges in IPE
It is difficult to do.
Very often there are no institutional supports in terms of
human, material, and financial resources.
There is not enough time to differentiate and give
students to process and apply information.
You have to follow the school curriculum which does not
support differentiation and inclusiveness.
You need to prepare for the high-stakes test by covering
all the learning materials. This is against the principle of
inclusive classroom.
The curriculum is overpacked. It will give you a hard time
to address the diverse needs of learners.
Crowded classrooms make differentiation difficult.
You will have other responsibilities in school aside from
teaching.
14

cont. challenges in IPE
Let the reality speak for you. Some schools are
into it but not into it. They want to differentiate
but the school’s curriculum, vision, and
assessment do not support differentiation.
You cannot control the school system (the
curriculum, assessment, and environment) but
you can change how you approach children in your
classroom: you can still be inclusive and
differentiate.
Learning processes of children fluctuate. It is like
a roller coaster.
The diverse and complicated needs of children
can be overwhelming and exhausting.
15

Let us solve a case.
CASE: Ali is shy and learns quite slow in all subjects. Let us explore the reasons
for Ali's shyness and slowness in learning?
Growth
Dimensions
Behavioural
Observations in
Classroom
Reason for
Behaviours
Possible
Intervention
Physical
Emotional
Social
Cognitive
Communication
Ecological
Spiritual
With your comprehensive information, what can you conclude
now about Ali's case?
Is being slow in learning a problem?
16

Record Basic Information
Growth
Dimensions
Student 1 Student 2 Student 3
Physical loves sports diabetic love sports
Emotional
Often happy
Moody prefer to
be alone
Often hostile
Social
Helpful
Cooperative
parents
Both parents
died in accident
Divorced
parents
Cognitive
Exceptional
Slow but
creative
Practical
learner
Communication
Very good in all
areas
difficulty in
speaking
loves music &
guitar
Ecological loves nature messy at times littering
Spiritual
Muslim
confident
Christian
Buddhist
By keeping a record of students'
development, an inclusive education
teacher will be able to:
- Monitor students' progress.
- identify students' areas of strengths and concerns.
- Utilize strengths to address concerns.
- Manage diversity.
- Plan, implement, and evaluate teaching, learning, and
assessment strategies.
17

Let us reflect...
Using the IPE framework, why do we have fast and
slow learners?
18

Let us explore...
What do brain,
sensory, and memory
have to do with the
issue of diversity in a
classroom?
Children are diverse
in their learning
capacity, potential,
and limitation. What
does this mean?
19

Mind Exercise
Try to answer the following questions:
1. What makes learners diverse?
2. Why do we have fast and slow learners?
3. How do we teach if we have fast and slow learners?
4. How do we give assessment if we have fast and slow learners?
5. How will you design a classroom for diverse learners?
6. How will you help a slow learner?
7. How will you manage children with different abilities?
8. Is it wrong to be a slow learner? Why?
9. What makes learning inclusive?
10. If you have students with autism, down syndrome, and dyslexia, what do
you need to consider as teacher?
11. How should diverse young learners grow in your classroom? What do
you need to consider?
12. What are the positive qualities of inclusive primary education teacher?
13. You have a shy student, what will you do?
14. You have a hostile student, what will you do?
15. What does brain have to do in the diversity of learners?
20

References
Aune, B., Burt, B., & Gennaro, P. (2010). Behavior solutions for the inclusive
classroom. Canada: Future Horizons.
Boyle, J. & Provost, M. (2012). Strategies for teaching students with
disabilities in inclusive classroom. USA: Pearson.
Brownwell, M., Smith, S., Crockett, J., & Griffin, C. (2012). Inclusive
instruction: Evidence-based practices for teaching students with disabilities.
NY: Guildford Press.
Downing, J. (2017). Teaching literacy with students with significant
disabilities: Strategies for the K-12 inclusive classroom. CA: Corwin Press.
Eredics, N. (2018). Inclusion in action: Practical strategies to modify your
curriculum. USA: Paul H. Brookes Publishing Co.
Gregory, G. & Chapman, C. (2017). Differentiated instructional strategies:
One size does not fit all. USA: Sage Publications.
McCarthy, J. (2017). So all can learn: A practical guide to differentiation.
Maryland: Rowman & Littlefield Publishing.
Olson, K. (2017). The invisible classroom: Relationships, Neuroscience, and
Mindfulness in School. NY: W.W. Norton & Company.
Tomlinson, C. (2017). How to differentiate instruction in academically diverse
classrooms. USA: ASCD.
Westman, L. (2018). Student-driven differentiation: Eight steps to harmonize
learning in the Classroom. London: Sage Publications.
21

Rhodius T. Noguera, Ph.D.
Clinical, Family, Community, & School Psychologist
Drama, Theatre, Arts, Trauma, & Wellness Psychotherapist
Qualitative Researcher
Current Research: Neuroscience & Cognition
www.wellness-intelligence.com
wellnessintelligence24@gmail.com