INCLUSIVE PRACTICE
Inclusive Practice
Name
Instructor
Institution
Date
1
INCLUSIVE PRACTICE
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Table of Content
Introduction ..................................................................................................................................... 3
TASK 1 ........................................................................................................................................... 3
1.1 The Impact of Personal, Social and Cultural Factors on Learning ....................................... 3
1.2 The Impact of Cognitive, Physical, and Sensory Abilities on Learning ............................... 4
TASK 2 ........................................................................................................................................... 5
2.1. Summarise policy and regulatory frameworks relating to inclusive practice. ..................... 5
2.2. Explain how policy and regulatory frameworks influence organisational policies relating
to inclusive practice. .................................................................................................................... 6
2.3. Explain how policy and regulatory frameworks influence own inclusive practice ............. 7
TASK 3 ........................................................................................................................................... 7
3.1. Own role and responsibilities relating to inclusive practice. ............................................... 7
3.2. The relationship between own role and the roles of other professionals involved in
inclusive practice. ........................................................................................................................ 8
3.3. Points of referral available to meet individual learning needs ............................................. 9
TASK 4 ......................................................................................................................................... 10
4.1 Review key features and benefits of an inclusive learning ................................................. 10
4.2 Analyse ways to promote equality and value diversity ....................................................... 10
4.3. Analyze ways to promote inclusion. .................................................................................. 11
4.4. Review strategies for effective liaison between professionals involved in inclusive
practice. ..................................................................................................................................... 11
TASK 5 ......................................................................................................................................... 12
5.1. Review the effectiveness of own inclusive practice........................................................... 12
5.2. Identify own strengths and areas for improvement in relation to inclusive practice. ........ 13
5.3. Plan opportunities to improve own skills inclusive practice. ............................................. 14
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Introduction
Teaching is an important element of education as it impacts the students’ ability to gain
knowledge. The activity is usually conducted by individuals who have the knowledge and
experience, ensuring that students learn new concepts at the end of every session. Spring Joy is a
recognized kindergarten and grade school offering a favourable learning environment for
children living in the UK. Through an inclusive curriculum and effective procedures and codes
of conduct, the school has managed to influence the performance of children. Spring Joy believes
in the vision of every student, and as such, creates a learning environment that is
accommodative. This report covers the key elements of inclusive learning in relation to the
school cohort, and how different factors influence learning. Furthermore the report addresses the
roles and responsibilities of teachers in promoting and understanding inclusive practice.
TASK 1
1.1 The Impact of Personal, Social and Cultural Factors on Learning
Personal factors such as age, gender, learning abilities, learning needs, and selfconfidence influence the way an individual learns in the classroom. Every student has a unique
personality profile and characteristics aspects that make each one of them unique (Kahu and
Nelson 2018, p. 61). Based on their cognitive and emotional wellbeing, every student has
different level of interest towards learning, and in individual subjects, which eventually affect the
learning outcome. In my classroom, I learned that the majority of the children have strong traits
that resulted in their resistance of mastering new language or culture.
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In reference to socio-cultural factors, it is evident that different norms and beliefs
influence the style of learning. According to Efthymiou and Kington (2017), some cultures are
trained to believe in the ideas they are taught through acceptance without asking question. In
such cases, an individual is trained to ‘gift wrap’ the new information. On the other hand, some
cultures may encourage discovery of new ideas. Such cultures motivate individuals to analyse
and question the information they obtain, and further explore the ideas. The students were taught
about the benefits of learning in a multicultural environment, and introducing them to a diverse
team through activities such as playing games and discussing music events.
1.2 The Impact of Cognitive, Physical, and Sensory Abilities on Learning
Research has shown that cognitive, physical, and sensory abilities are key determinant of
an individual’s learning abilities. Cognitive skills refer to the mental abilities that aid in the
processing and acquisition of knowledge. In the case where individual learners possess strong
cognitive skills, they are able to learn easier and faster. Physical abilities such as gross motor
skills are also essential in determining learning. The skills involve the use of larger muscles in
the body to walk, hop, skip, run, crawl, and sit up (Kunter et al. 2013, p. 805). Learners who are
physically able are more likely to perform better because they have improved cognitive functions
such as memory and attention. At Spring Joy, students were involved in mental development
through visual learning, role playing, reading of books, and engaging in group discussions. By
sharing ideas, the students were able to improve their thinking and decision making abilities,
thus, improving cognitive development. The educators also ensured that students engaged in
physical education at least three lessons a week to ensure that they remain active in the
classroom.
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Sensory skills relate to the ability of an individual to have sense of touch, sight, and
hearing. These skills are important to learners as they influence the engagement and
concentration of learners, management of anxiety levels, self-regulation of behaviour and
emotions, and in planning sequencing, and organizing of tasks (Efthymiou and Kington 2017).
During the lessons, it became apparent that leaners with hearing loss were slow in mastering the
classroom content because they reacted slowly to instructions, only had intermittent hearing, and
were more likely to misinterpret information.
TASK 2
2.1. Summarise policy and regulatory frameworks relating to inclusive practice.
One of the important legislations relating to inclusive practice is the Convention on the
Rights of Persons with Disability (CRPD). Article 24 of the legislation asserts that every
individual has a right to education, which must be provided in inclusivity at all levels (Anderson
2019). It requires that children with disabilities are included in the general education system with
others within the community. In a learning environment with students with special needs, there is
need to design the learning resources in a manner that they foster inclusion. Similarly, the
Equality Act of 2010 posit that every person has the right to education, employment, and other
services regardless of their physical abilities, age, gender, or race (Knowles 2017, p. 16). This
means that the education system is expected to consider key steps that can promote physical
features that prevent learning barrier among those with special needs. The Child Protection
Guidelines also requires institutions to exercise their function while putting into consideration
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the welfare of all children and the most vulnerable against any inappropriate behaviour. This
involves mandatory Criminal Records Bureau checks.
The Deaf and Visual Awareness are important frameworks that guide trainers towards
creating a more inclusive learning environment for students. The frameworks focus on providing
tips needed by teaches on how to communicate to learners who have hearing or sight
impairments. The Deaf Awareness stipulates that educators should take precautionary measures
to ensure that learners with hearing problems cope in the classroom (Anderson 2019). This
involves maintaining an eye contact, not covering the mouth while speaking, and making sure
that the learner pays attention before the start of speech. The education curriculum also
influences inclusive practice. According to Knowles (2017), the implementation of the
curriculum can influence the act of inclusivity among educators. A curriculum often focuses on
engaging the students in learning and acquiring the skills and competencies needed for survival
in the society. The Code of Professional Practice covers the codes of conduct among teachers,
and how they are to behave within the learning environment (Knowles 2017, p. 15. The key
principles guiding the code include respect, professional practice, responsibility, professional
integrity, criminal offense disclosure, responsibility, and reasonable care.
2.2. Explain how policy and regulatory frameworks influence organisational policies
relating to inclusive practice.
The highlighted policy and regulatory frameworks play a major role in the development
of organizational policies. They act as guidance towards establishing institutional policies that
can promote quality assurance practices and inclusivity (Pit-ten CateMarkova, Krischler, and
Krolak-Schwerdt 2018, p. 49). Through the Child Protection Guidelines, for instance, the
Disclosure and Barring Service requires that thorough criminal background check is performed
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among teachers who intend to interact with children at school. In particular, individuals with
criminal record are barred from working with children, and employers who knowingly employ
such individual may face criminal sanctions (Kunter et al. 2013, p. 805). The state curriculum
often influences an institution’s curriculum, and as such would include all inclusivity clauses as
stipulated.
2.3. Explain how policy and regulatory frameworks influence own inclusive practice
The policy and regulatory framework also influences how individual teachers implement
inclusive practice. These policies make the teachers aware of the current inclusivity legislation,
recognizing their roles and responsibilities in promoting inclusive learning. The school
curriculum also acts as the foundation of inclusivity through which teachers review and set their
own inclusivity standards (Pit-ten CateMarkova, Krischler, and Krolak-Schwerdt 2018, p. 50). If
the curriculum creates learning materials that consider students with Autistic spectrum, for
instance, teachers will design their own lessons in a manner that caters for both the general and
special need students. Inclusion policies equally promote collaboration among teachers towards
creating an environment that supports all children towards effective learning.
TASK 3
3.1. Own role and responsibilities relating to inclusive practice.
My responsibility as a teacher is to demonstrate inclusive practice through the
instructional models and the learning environment. One of my roles involves crafting a
curriculum design that ensures the needs of learners with special needs are met. The teacher is
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expected to modify the lesson plans and instructions as well as consider supplemental learning
materials to address the needs of specific students with speech, text, visual, or hearing needs
(Kunter et al. 2013, p. 805). At Joy Spring, every educator examines the strengths, weaknesses,
and interests of every learner when crafting lessons. This ensures that the implemented teaching
strategies help to achieve the learning objectives.
In the classroom, educators demonstrate a co-teaching model where both the special
education and general teachers work together in the classroom to provide inclusive lessons. As a
teacher, I adopt a learner-centred model of learning, which often involves holding brainstorming
and dialogue sessions regarding different issues in the learning curriculum (Anderson 2019,
p.2158244019826000). For instance, in my persuasive writing class, after a period of
brainstorming and dialogue with my students, I allowed them to decide on which topic they
would like to explore. That way, my students were able to explore fields that they were interested
in, resonated with, and had background information about. According to Mitchel 2010), this
model of teaching improves learner performance because they are encouraged to be responsible
for own actions.
3.2. The relationship between own role and the roles of other professionals involved in
inclusive practice.
Every teacher needs support and feedback to navigate the curriculum of inclusive
learning in the classroom environment. The school should examine their professional practice
framework to ensure that teachers understand the best practice for delivering inclusive learning,
including the use of educational technology and different teaching materials (Pit-ten
CateMarkova, Krischler, and Krolak-Schwerdt 2018, p. 50). As a teacher, I always seek support
and guidance from my fellow teachers whenever needed to ensure I practice inclusive teaching.
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Guidance from colleagues helps in ensuring that I adapt to the practices of inclusive learning,
including the use of verbal and non-verbal cues to promote cohesion.
To achieve an all-inclusive learning environment, it is important for teachers to also liaise
with other agencies to support learners. Depending on the needs of learners, a teacher may seek
guidance from additional services such as educational psychiatrist, vision support team, family
support workers, early years support team, speech therapy, occupational therapy, and school
nurses (Avramidis 2006, p. 110). In my case, I do work with vision support team because I have
dealt with children with vision impairment. These agencies aid in the support for additional
learning needs.
3.3. Points of referral available to meet individual learning needs
Meeting the needs of every student requires that a teacher understands the specific needs,
especially during the induction process and in the classrooms. To make sure that the teacher
meets these requirements, there is need to consult appropriate resources. One point of reference
is working within learning needs organisational policies (Florian 2002, p. 35). In the case of Joy
Spring, teachers work with the curriculum and the stipulated Codes of Practice to ensure that the
right inclusivity techniques are adopted. Teachers also utilise the support systems available,
including parents, colleagues, functional skills, and the school administration to make sure that
the social and cognitive needs of the children are met.
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TASK 4
4.1 Review key features and benefits of an inclusive learning
The key features of inclusive learning includes, creating a learning environment that
respects diversity, promotes participation, anticipates leaning needs without excluding any
student, tolerance and empowerment, and improved engagement through the use of variety of
learning materials. One of the benefits of inclusive learning is that it promotes a favourable
learning environment among students. Inclusive learning recognizes that students learn different
(Messiou 2019, p. 770). As such, teachers use unique designed instructions that can help every
individual student to progress. Inclusivity equally requires that teachers use differentiated
instruction, including visual aids, colored materials, and manupulatives to help students with
needs learn new concepts (Mitchel 2010, p. 5). In a general classroom, students with special
needs will develop the sense of belonging because they will be learning in the same environment
as other students. With various models of teaching, an inclusive approach ensures that students
benefit from a diversity, thus, developing better cognitive and social skills.
4.2 Analyse ways to promote equality and value diversity
In order to promote equality and diversity in the learning environment, teachers must
adopt clear inclusivity rules as guided by the Codes of Practice and the curriculum. Students
must be treated fairly and equally regardless of their potential and capabilities (Pit-ten
CateMarkova, Krischler, and Krolak-Schwerdt 2018, p. 50). Teachers should also learn to avoid
stereotypes that exclude students with needs from the general population. To proote diversity,
there is need for adopting different teaching and assessment methods that address the unique
needs of individual students.
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4.3. Analyze ways to promote inclusion.
It is important to provide a learning atmosphere that is secure and devoid of harassment
and victimization. As a result of the organizations' specific regulations and activities, their tutors
will not be able to offer this service to pupils who are engaged in violence, among other things
(Avila 2019, p. 25). Additionally, inclusion requires the creation of an environment conducive to
intentional learning in which students may learn in a way that makes them feel good about
themselves, comfortable, optimistic, and appreciated. To begin with, I will check that the school
where I want to teach adheres to health and safety regulations, as well as that the classroom is
adequately prepared to accommodate students (Baldiris 2019, p. 242). It is agreed upon by
students that the basic rules will be implemented as yet another means of establishing a safe and
welcoming learning environment. Because I implicitly comply with the laws of the learners, I
believe that this is a good approach in my class because the laws are less likely to be broken if I
comply with them explicitly. If I'm not including the pupils with the fundamental guidelines, I
may tell the others what I expect of them in a general sense. Along with this, I suggest that we
establish positive relationships with our students.
4.4. Review strategies for effective liaison between professionals involved in inclusive
practice.
Tutors may be partnered with a professional instructor in the same subject area in order to
provide practical guidance and assistance. The teacher will also be able to see how the ideas are
being applied because of the activity. Resource sharing is important. In this process, tools and
information networks are brought together; the more representative this network may be, the
greater the likelihood that it will promote egalitarian action. It also has the additional benefit of
lowering costs. According to Avila (2019), it also has the additional benefit of lowering the risk.
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Certain sources must be consulted in order to conduct a risk assessment. Once such risks have
been identified, they are evaluated to decide whether or not the candidate is willing to
participate. Because we have a duty to safeguard all kids, and some students may be too volatile
to participate, it is critical that we do so. If hazards cannot be, then the inclusive practice comes
to an end since we do not have a service to give them in this situation (Baldiris 2019, p. 243).
It is essential that liaisons have extra opportunities to create or replace learning
experiences since effective methods are most likely to result in stronger working relationships.
Professional employees that can offer professional counsel and expertise, as well as knowledge
of legal requirements, are very important when dealing with exceedingly unusual issues and
solutions that cannot be solved at home. It is usually associated with a cost, and this is true for all
time (Chao 2016, p. 1145). In the future, however, legal disputes that may be more expensive
both professionally and in terms of reputation should be avoided.
TASK 5
5.1. Review the effectiveness of own inclusive practice.
To measure my success in implementing inclusive practice, I always assess student
performance by checking whether whether they understood the lesson concepts, and give them
some assistance such as personal tuition, as Chao (2016) suggests. I also think about my own
teacher training utilizing Gibbs' (1988) reflective cycle, which consists of six stages of reflective
thought. In the first step, I go through the details of the lessons, clarifying the objectives and
what I was able to achieve. I would try to describe what I was thinking and how I conveyed that
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to the students. When the event unfolds, I'll provide instances of how I felt, and how it made the
learners feel. In my following phase, which is evaluation, I would try to figure out what
occurred. Through the process of reflection, I am always able to improve my lesson plan, so that
I influence the performance of all the students. As a teacher, I'll ask individuals to fill up
feedback forms at the conclusion of each block of courses, which will assist us in developing and
retrieving the course. I'm attempting to figure out what's worked out well.
5.2. Identify own strengths and areas for improvement in relation to inclusive practice.
Because training takes the surroundings into consideration, I consider it an important
quality in myself to value teaching highly. I encourage instructors to bring their personal views
to the classroom by serving as an example throughout the teaching procedure. Due to the positive
effects of this route, the negative effects of previous educational encounters would be minimized.
Kirkpatrick's 4-tier idea, which he developed, will be a part of my work process more often
going forward (Attri 2018, p. 34). The first step is to gauge how students feel about training or
studying, which is known as the learners' reaction phase. Students are assessed for academic
growth at two levels throughout their studies. Inquiring minds want to know if pupils are
learning and encountering the material they're supposed to study. (Attri 2018, p. 35) This third
dimension focuses on how the student transmits knowledge, skills, and attitudes, and how the
learner has changed his or her behavior as a result of the learning experience. I should look at the
kids' behavior, development, and objectives to the extent that is practical. In the end, Kirkpatrick
discusses the outcome, which is his last point. If the student's results are in line with
expectations, I should evaluate how well the course has gone. I may use the student training plan
as an assessment tool.
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5.3. Plan opportunities to improve own skills inclusive practice.
There are many ways to improve one's inclusive education knowledge, such as working
with others to identify and develop one's own activities. Additionally, other people's
contributions expand your professional opportunities since they bring a higher level of
knowledge and insight to the table. Continuous development may be better coordinated by
talking about and exchanging ideas. Classes in CPD and networking exercises have been set up
every day by the organization to ensure that all instructors like myself take an interest in their
own job (Black-Hawkins and Florian 2012, p. 568). My ability to improve student learning is
enhanced as a teacher by incorporating contemporary ideas that motivate students on a regular
basis. Another option is to compliment or encourage new pupils, or to gently challenge them
while reiterating their previously established goals and ambitions. In addition, I should do more
to let students explain topics they don't fully understand on their own when appropriate. Aside
from professional growth and knowledge, I can also adapt and seek out new skill sets if I keep
my information up to date and update it often. Progress such as peer evaluation will be used to
the fullest degree possible by me.
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