Equality, Diversity, and Inclusive Practices: A Comprehensive Guide

This report delves into the concepts of equality, diversity, and inclusive practices within the UK context. It explores the definitions, benefits, and challenges associated with promoting equality and valuing diversity in educational settings. The report analyzes the impact of personal, social, cultural, cognitive, physical, and sensory factors on learning, and examines actions that can undermine equality and diversity. It also reviews legislation, employment regulations, and codes of practice relevant to the promotion of equality and diversity, and discusses how these frameworks influence organizational policies and individual practices. The report further explores the key features and benefits of an inclusive learning environment, and analyzes ways to promote inclusion. It examines strategies for effective liaison between professionals involved in inclusive practice, and explores how communication strategies can be used to promote equality and diversity. Finally, the report analyzes how individual behavior can impact an organization's culture in relation to equality and diversity.

EQUALITY AND DIVERSITY
AND
INCLUSIVE PRACTICES

TABLE OF CONTENTS
Introduction......................................................................................................................................1
TASK 1............................................................................................................................................1
1.1 Define the meanings of equality and diversity in the UK context.........................................1
1.2 Analyze the benefits of promoting equality and diversity for individual learners................3
4.2 Analyse ways to promote equality and value diversity.........................................................4
TASK 2............................................................................................................................................5
1.1 Review the impact of personal, social and cultural factors on learning................................5
1.2 Review the impact of different cognitive, physical and sensory abilities on learning..........5
4.1 Describe actions by individuals which can undermine equality and diversity......................6
4.2 Recommend modifications to systems and structures which do not promote equality and
diversity.......................................................................................................................................7
TASK 3............................................................................................................................................8
1.3 Define legislation, employment regulations and codes of practice relevant to the promotion
of equality and valuing of diversity.............................................................................................8
2.1 Reflect on how the promotion of equality and diversity can protect learners from risk of
harm.............................................................................................................................................8
3.3 Explain how working with other agencies can promote diversity.........................................9
2.1 Summarise policy and regulatory frameworks relating to inclusive practice......................10
2.2 Explain how policy and regulatory frameworks influence organisational policies relating to
inclusive practice.......................................................................................................................10
2.3 Explain how policy and regulatory frameworks influence own inclusive practice.............11
TASK 4..........................................................................................................................................12
3.1 Summarise own role and responsibilities relating to inclusive practice..............................12
4.1 Review key features and benefits of an inclusive learning environment............................12

4.3 Analyse ways to promote inclusion.....................................................................................13
2.2 Explain actions that can be taken to value individual learners............................................13
2.3 Explain good practice in providing individual learners with information...........................14
TASK 5..........................................................................................................................................15
3.2 Explain the relationship between own role and the roles of other professionals involved in
inclusive practice.......................................................................................................................15
3.3 Identify points of referral available to meet individual learning needs...............................15
4.4 Review strategies for effective liaison between professionals involved in inclusive practice
...................................................................................................................................................15
TASK 6..........................................................................................................................................17
3.1 Use communication strategies to promote equality and diversity.......................................17
3.2 Analyse how own behaviour can impact on an organisation’s culture in relation to equality
and diversity...............................................................................................................................17
TASK 7 (U18, 5.1, 5.2, 5.3; U 21 5.1, 5.2, 5.3)............................................................................19
Conclusion.....................................................................................................................................21
References......................................................................................................................................22

Introduction
Equality and diversity is used to promote the equal opportunity and this is the legal obligation
which is implemented in the organization so that equal opportunity must be provided to the
employees. This report will include the detailed discussion about the equality and diversity along
with the inclusive practices which is used to recognize the level of diversity between the
individuals. The report will provide the understanding about the various policies and regulations
included in the equality and diversity and inclusive practices. The report will also discuss about
the various types of impact on the organization and individual practices regarding these two
major topics.
1

TASK 1
1.1 Define the meanings of equality and diversity in the UK context
Equality and diversity
Equality and diversity in UK is used as the important term that promote equal opportunities and
conditions that defines the actual value in the society. It enhances giving equal freedom to all
individual in terms of achieving potential and freedom from prejudice and discrimination
(Thompson, 2016).
Areas need to be protected
In UK, under the equality act 2010 there are protected areas of nine characteristics that include
promoting equality within the areas. These areas mainly considered are age, gender, disability,
gender reassignment, pregnancy and maternity, race, religion, sexual orientation, marriage and
civil partnerships. Commission of equality and human rights aims to reduce the cases on
inequality, eliminate discrimination, promoting good relations, protection of human rights and
enforcing laws that are related to avoiding discrimination on areas of equality and diversity (Page
et.al. 2014).
1

Figure 1: protection with such areas
(Source: Author)
Definition of equality and diversity can be explained in following areas that include:
 Celebrating differences: Concept of equality and diversity and laws formed by the
government in case of its protection leads to motivate and encourage people to accept that
each of the people is different. For example, great school of London specially organise
such event to celebrate that people are different but all of them have equal opportunities
in UK. Issues in Achievement to gender or age: Discrimination is one of the issues that is done
on the basis of age and gender. Age discrimination happens when a person is treated
differently due to age. Genders include workplace making differences between men and
women in terms of giving opportunity and responsibility (Banks, 2015). Moreover,
equality act 2010 promotes protection against discrimination, harassment and
victimisation. Diversity also leaves people to act differently and show capabilities that are
fit for particular job.
2

 Opportunity in employment: Diversity and equality in the workplace are related to
providing equal chance to people without any of the regard to race, colour, gender, sex,
genetic characteristics, marital status, etc (Mertens, 2014). It is necessary for workplace
to hire people in accordance with laws of equality and diversity promotion at the
workplace.
1.2 Analyze the benefits of promoting equality and diversity for individual learners
Promoting Diversity and equality are the key concept that leads to development of the nation and
also will lead to change the positive mindset of the people regarding giving protection to areas.
Individual learners can possess different benefits from equality and diversity that is explained
below:
Promoting best practices: Equality and diversity can be beneficial in mode of education that will
allow individual to achieve education without facing any of the barriers. This include the
practices in case of teaching, learning, assessment, etc that will feature the individual learning
capabilities in understanding about the high standards of the equality. It is also required for
individual to consider the use of diversity by giving respect, understanding own responsibility
and promotion of effective learning (Mertens, 2014).
Promoting social integration: Inclusive policies are framed that will overcome the cases of
economic inequalities and poverty and promoting sustainable and equitable development. Social
integration can be promoted with developing relations in the society and acceptance of the
culture that each and everyone follows. Equality in individual will develop unity among the
citizens and present different skills of diverse people to achieve common objectives in individual
life.
Broadening workforce opportunity: If people of nation are being treated as equal and
opportunities are providing according to their age, skills and capabilities with enhance business
to appoint qualified workforce within the economy. Equality will lead to develop team working
in workplace and people are able to form effective relations that will lead to productivity of the
workplace (Greene and Kirton, 2015). In addition, individual will be able to accept different
nature and culture working in team that will lead to promote positive relationships within the
economy.
3

4.2 Analyse ways to promote equality and value diversity
It is duty of every citizen of the nation to promote the value for both equality and diversity.
Giving importance to both the concepts will bring development in the country and also promote
rights of every individual. Different ways can be considered to promote equality and offer value
to the diversity that includes:
 Engaging students Current generation have diversified culture and nature of students.
Government has supported to promote the level of education and people are that educated
that are taking steps towards their rights and freedom. Government is required to organise
events, programmes that are based on communicating about the rights of equality and
diversity. Initiatives can be presented in the areas of education that will motivate each
people to raise voice against cases of discrimination and inequality (Barak, 2016).
 Empowering individuals: It includes bringing development in confidence and
strengthens the individual efforts to achievement of lifetime goals and increasing the
level of potential to fulfil them. There are range of skills and abilities that individual
possess to meet with certain outcomes and achieve objectives (Hawkins, 2016). Equality
among individual will lead them to take initiatives for their personal life and learning
from diverse people that can lead to overcome their weakness and develop abilities.
Individual are responsible for bringing development in participating and taking actions
for interaction with people to develop relations.
 Team working in community: Different voluntary, social groups, government, etc can
lead to take actions regarding motivating the activities of leadership, diversity and
communication. Qualified leader will carry its team to achieve common goals. Diversity
includes acceptance of skills, culture, genders and thoughts to create positivity among
workplace environment (Benschop, 2016.). Communication is one of the important
elements that lead to value diversity and will deliver effective outcomes with team
working in order to avoid cases of discrimination, violence, etc.
4

TASK 2
1.1 Review the impact of personal, social and cultural factors on learning
Learning is the criteria that include abilities of individual to modify the key knowledge,
behaviour, skills and values to bring changes in the individual. However, there are different
factors that affect learning of the individual that includes:
Peer pressure: Education sector is providing huge pressure on students to have qualified and
reputed studies and majority of the students prefer to have education from food universities. It
have both positive and negative impact as peer pressure forces employees to gain education for
getting qualified job and negative impact on learning that can lead to face change due to
attitudes, values, behaviour, etc (Tatli et.al. 2015). It is not comfortable for each individual to
interest in groups that impact on their learning.
Educational backgrounds: Individual belong to different backgrounds that are educated, rich,
sound positioned, etc. Positive characteristics among the family will develop positive mindset
among the people to gain education and will have broad minded thinking regarding the society.
Good family standards will lead to provide good education to their children to gain effective
learning from different institutes and university (Wingate, 2015).
Social and cultural barriers: These are associated with originating social norms and cultural
barriers that include languages, religion, etiquette, social habits, etc. These factors effect on
learning as people expect different sources of learning in different manner. Learners are
comfortable in different environment and that can impact on communication problem at the
workplace with facing differences among such factors (Tatli et.al. 2105).
1.2 Review the impact of different cognitive, physical and sensory abilities on learning
Cognitive abilities: These are the abilities of developing brain skills that are needed to carry out
the task from simplest to the complex thinking situations. Individual needs to have different
skills such as learning, problem solving, paying attention, etc apart of having basic knowledge.
This will lead individual to learn more quickly that they learn from different activities in quicker
manner and can lead towards achieving personal and professional development.
5

Physical abilities: It includes ability of strength, endurance, flexibility and coordination.
Students may experience challenges of functional abilities that include writing use of pen,
learning, head movement, Etc that will reduce the over use of resources and learning quality in
shorter period of time (Yada and Savolainen, 2017). It is required for students to have strong
and physical fit strength that will lead to adapt more positive environment of learning from the
place.
Sensory abilities: This includes the focus of the single source of learning and also ability of the
individual to take decisions regarding particular subject and object. This can impact on
individual to interact socially in terms of body language, gesture, eye contact, facial expression,
non verbal communication, etc. Strong ability of individual will lead to produce the profound
image within the society and developing effective communication within the society.
4.1 Describe actions by individuals which can undermine equality and diversity
There are different barriers to equality and diversity that will lead to hinder the performance of
country overall and development of the individual. Some of the barriers are explained below that
can undermine equality and diversity that includes:
 Discrimination: This includes the prejudicial treatment among the individual on the basis
of race, age, sex, etc All of these factors undermine the activities of equality in form on
increasing the mental pressure and unfairness among the work practices that develops the
gap between the society and people among the nations (Mertens, 2014). Individual in
such situations adopt ending their life and also get frustrated from the workplace. Harassment: It includes forcing someone to do that thing that is beyond their level of
control. This covers the wide range of behaviour that is of an offensive nature that usually
disturbs one life and character upset. This cause to victim health and adds to the feeling
of shame guilt that destroys their professional and personal life. Increase in level of such
activities will avoid the actions that are for promoting equality and diversity. Social inequality: it includes resources of the society that are distributed unevenly
through specific gender patterns, lines of socially defined categories of person. Some of
the barriers include income gap, gender inequality, health care, social class, etc
Differences are created among the basis of birth, sexuality, social status of parents that
eliminated equality to greater extent (Greene and Kirton, 2015).
6

 Lack on self confidence: Promotion of equality and diversity is generally ascertained
with help of individuals (Banks, 2015). However, some of the people have lack in faith
and trust on their own abilities that will affect on how people think, how to feel about
others, how to get success in life, etc.
4.2 Recommend modifications to systems and structures which do not promote equality and
diversity
Some of the points are needed to be considered in case of promoting equality and diversity that
includes: Sharing good practices: Equality and diversity can be ascertained with the support of
community that will lead to cause development. Students must be communicated
regularly with sharing good information, past experiences, giving them appropriate
practices and bringing improvement in the learning that will lead to bring changes in the
mindset of the people. Promoting flexibility: Students can be involved in participating in activities of
management that will lead to ascertain flexibility. Students will be get valued that can
lead to promote the diversity at the workplace (Thompson, 2016). Moreover,
opportunities must be kept equal for all the students to develop the sense of equality. Encouraging teamwork: Better outcomes can be achieved with the help of bringing
solutions by working in team. Each student must be allowed to participate in different
activities related to equality and diversity that will encourage the efficiency of
overcoming the barriers that are undermining the equality and diversity. Delegating roles and responsibilities: There are different roles and responsibilities that
are offered to the students (Barak, 2016). Lectures needed to be offered to students
regarding taking actions regarding unethical practices and cases of barriers that are
disturbing the learning diversity.
7

TASK 3
1.3 Define legislation, employment regulations and codes of practice relevant to the promotion
of equality and valuing of diversity
Following are some of the legislations, employment regulations and codes of practices which
mainly promote the equality and diversity value:
Equality Act 2010: This Act of equality includes the age discrimination of the people at their
workplace. The equality Act promotes the avoidance of age, gender, caste, colour etc
discrimination in the organization.
Equality of opportunity: Equality of the opportunity refers that all type of the people can be
treated as the in the similar and equal manner. This regulation enhances the opportunity equality
while getting any employment so that biased condition can be avoided (Florian and Pratt, 2015).
Staff training: It is very essential for the organizations to train their employees so that they can
improve or overcome their lacking areas. This type of activities in the organization will also
promote equality and diversity values. This will also support the specific needs and requirements
of the employees regarding their professional and personal lives.
2.1 Reflect on how the promotion of equality and diversity can protect learners from risk of harm
There are some of the risks which are faced by the learners but with the help of legislations and
regulations of equality and diversity will help them to protect them from the harms. Following
are the risk of the harm and how the promotion of equality and diversity help to protect:
Tackling discrimination: The promotion of the Equality Act 2010, people or learners will get to
know about the regulations and handling of the discrimination situations at the workplace. The
promotion of equality and diversity help the learner to protect them from the discrimination
harm.
Rigorous mentoring: It is very essential for the learners to get teaches who can teach them with
politeness so that they can maintain effective and interpersonal relationship with their trainer.
But sometimes mentor are quite strict due to which proper training is not received by the learner.
With the help of the equality and diversity promotion they can reduce the chances of rigorous
mentoring (Finnis, 2016).
8

Training and qualified learning: All the individuals and employees of the organization have
the right to take the training from at their workplace. Sometimes employees will face the training
issues which can be reduce by the promotion of the staff training regulation.
Stress-related illness: Stress is the main problem or harm faced by the learner due to which
issues are occurred in the organization. With the help of equality promotion they will get the
chance to reduce the diversity in the organization and manage their critical conditions.
3.3 Explain how working with other agencies can promote diversity
Liaising with specialised supportive agencies
There are many organizations that get connected with the specialised agencies that promote the
equality and diversity. The national crime agency is one of the agencies which promote the
equality and reduce the rate of crime at the workplace.
Community groups
The individuals or learners work with the community groups or cultural groups as they promote
the welfare of the society and help the people are become victim of inequality at their places.
For supporting the students
People are working with the agencies that are dealing in the support of the diversity and equality
so that they can also get the educational and other moral support from the agencies which are not
following the discrimination while giving their services or support (Adams and Bell, 2016).
Contact with the employees
Supportive agencies will promote the diversity and equality which enhance the communication
and interpersonal relationship with the employee. So the agencies help to create an effective
relationship between the employer and employee.
9

2.1 Summarise policy and regulatory frameworks relating to inclusive practice
Professional Standards for Teachers
Inclusive practices are the teaching technique that is used to identify the diversity between the
students. This is the policy or regulatory framework which is used to develop the professional
teaching standards in the teacher so that students must be treated with the equality.
Trainers in training and education
This is also related to the inclusive practices because this will promote the identification of the
level of education and training is required to be provided by the trainers to the students for
recognizing the student diversity and help them to get engaged with each other (Peer and Reid,
2016).
Criminal Records Bureau
This is the agency which is responsible for collecting the crime data with the help of the Penal
code so that level of the diversity can be identified and further practices can be started.
Workplace regulations
Some of the workplace regulations are developed or implemented for conducting the inclusive
practices at the workplace. This will help to understand the importance of maintaining working
environment with the equality and diversity.
2.2 Explain how policy and regulatory frameworks influence organisational policies relating to
inclusive practice
Following are the influences which are implemented on the organizational policies due to the
policies and regulations of the inclusive practice implementation:
Influences on the organizational policies
 The policies and regulations of the inclusive practices influence the Criminal Record
Bureau procedures of the organization as they should required to manage the diversity of
the employees.
 Roles and responsibilities also get influences after recognizing the diversity of the
employees as the roles are divided as per their level of understanding (Gordon and Gray,
2015).
10

 Promotion and marketing of the courses available in the organization also get influenced
after implementing the inclusive practices because people will promote the courses as per
their requirement.
2.3 Explain how policy and regulatory frameworks influence own inclusive practice
Following are the influences which are implemented on the own practices due to the policies and
regulations of the inclusive practice implementation:
Influences on individual practices:
 The regulations and policies of inclusive practice will help the individual to get
awareness about the current available legislations.
 They can easily review and monitor their own approaches at their workplace and
effective implement the required improvements.
 They can also promote their own teaching approaches which will promote the diversity
and equality at the workplace.
11

TASK 4
3.1 Summarise own role and responsibilities relating to inclusive practice
Inclusive practices need adequate support of different individual within the place to overcome all
the factors that can cause risk of harm. There are some of the responsibilities that I will take care
for promotion of all such inclusive practices that includes:
 I will consider all the policies and plans of the organisation that are related to criteria of
teaching. It is necessary to work according to policies of place that include proper
timings, learning criteria, accessing course content, participating in learning activities,
etc.
 I will try to consider different activities that are related to challenging the inappropriate
behaviour of the workplace. It is also necessary for analysing such behaviour and take
action with the help of senior management to overcome the disputes that can occur with
such activities (Akalin et.al. 2014).
 Whenever any of the events and programs are organised at the workplace I will take
active participation in all such events and practices and also I will try to organise parties
for celebrating the success of the organisation that are related to promote offering
satisfaction to all students.
 Student’s inclusion can be promoted that means improving the level of teaching and
participating in entire learning activities to demonstrate the knowledge and strengthen the
capabilities of the students (Grisham-Brown et.al. 2017).
4.1 Review key features and benefits of an inclusive learning environment
Inclusive practices are concerned with teaching that recognises the diversity of students. This
will encourage students to access course content and participate in learning to develop abilities of
the students. Some of the benefits of inclusive learning environment include:
 This will motivate the students to adopt suitable criteria of learning that tends to promote
the diversity of students. Teachers will attract students to participate in learning activities
and demonstrate their knowledge and strengths at assessment.
12

 University will provide qualitative learning and achieve defined growth and student
professional career are ascertained. Celebrating achievement of success of students and
also universities will lead to develop inclusive learning environment.
 Students working in positive environment will develop the feeling of respect and
develops positive attitude towards adopting learning and application of those learning
into real life context (Kurth et.al. 2015).
 Learning will lead students to coordinate among each other to share different sources of
information and they can be enhanced to solve a common project with having key skills
of team working within them.
4.3 Analyse ways to promote inclusion
Approach of teaching: Teachers are well qualified and skills that have tactics to deliver
knowledge and skills to students. In case of difficult subject, teachers need to analyse the shortest
and easiest way to teach students for making them learn and understand about particular subject.
Working with others: Share of information is one of the effective strategies that can enhance
communication among people and lea to develop the learning environment. Students are needed
to be encouraged to have discussions regarding suitable topic that will promote the value of
diversity (Villa et.al. 2016).
Positive attitude: teachers are responsible to have polite nature and attitude so that they can form
effective relations with students. Level of forming relationships regarding learning, strengthening
key capabilities will lead to promote inclusive practices among the place.
Rewarding success: Degree of learning will lead students to achieve professional goals in future.
Success of organisation can be analysed by students that are delivering effective results (Sharma
et.al. 2012). Rewards are needed to be presented by management for success of students and also
achievement needs to be celebrated by parties or investing in learning methods and methods
offered for teaching to students.
2.2 Explain actions that can be taken to value individual learners
Promoting intrinsic and extrinsic motivation: These are the internal and external motivation
that can promote individual to learn from the particular environment. Faculty need to make the
13

learning interesting and motivating them to use such learning in achieving professional growth
and career.
Team dynamics: Tuckman stages of team development include preparing students to work in
team for common objectives. Team working will lead to form individual relation and each and
everyone will be able to share their key strength and adopt other skills and abilities for
developing effective knowledge that can be acquired in future.
Promoting personal values: Students have different aims and objectives within their life.
Individual learners can be valued by assessing their needs and expectation from their current
learning (Wingate, 2015). Personal characteristics of learning needed to be valued such as their
language, culture, social needs, etc for enhancing learning from the environment.
Awareness rising: University or college need to raise awareness regarding particular activity that
needs to be promoted with the help of campaigns or events. For example, equality and diversity
can be enhanced with providing lectures and sessions that will lead to develop the feeling of
standing for their own rights (Kurth et.al. 2015).
2.3 Explain good practice in providing individual learners with information
 Information to the learners is one of the essential factors that is required to be provided
by the place where they are learning. Information must be provided in appropriate
language that is understandable by the learners.
 Information shared must be accordance to the needs of the learners that will help them to
apply that information in real life context (Sharma et.al. 2012).
 According to growing technology, information can be shared with the help of systems
that will make students to learn through interest.
 Students must be involved to share own ideas and experience while working in team that
will help other individual learner to learn from the share information.
14

TASK 5
3.2 Explain the relationship between own role and the roles of other professionals involved in
inclusive practice
 Relationships are formed between teachers and the learners. There are some conditions
that are required to frame negotiations on the behalf of the students. Professional
generally talks with the students that will lead to improve relationships and promote
inclusive practices.
 Students are responsible to learn and maintain the discipline at the place. Management
appoints professional and practitioners that takes specific steps for improving key
capabilities and skills for improving the learning of the students.
 Professional needs to take specific actions regarding assessing the needs of the students
and actions are needed to be taken regarding improving the practices of learning, teaching
and motivating students to understand their responsibility and adjust according to
learning environment.
3.3 Identify points of referral available to meet individual learning needs
It is necessary for students to help them to develop their key set of skills and knowledge by taking
participation in lecture, sessions, etc that are provided by tutor. Students learning must be based
on their specific goal of learning by providing specialist subject support. Also management of
the organization can take help from external agencies that provide training and classes to
develop knowledge of students regarding particular subject. Work based learning criteria can be
communicated to each and every student by providing counselling sessions to students to
develop learning from the place (Akalin et.al. 2014). Employer needed to be appointed to
organise conferences and classes for enhancing the key capabilities and skills of students.
4.4 Review strategies for effective liaison between professionals involved in inclusive practice
Professional must be provided with plans and schedule about days, time, and place of lecture
that are related to inclusive practices. Professional and student relationships are needed to be
enhanced by guiding professional to talk to students and develop their interest in participating in
learning programs. Communication can be maintained with different sources with the
15

professional with the help of emails, phones, etc. In addition, meeting and conferences are
organised that will improve the communication between professionals and the students.
Information is needed to be transferred that will meet with needs of the students and teaching
practices are improved by applying the approach of teaching and developing interest of students
to learn and apply that that learning in professional context. Management need to maintain the
share of information that is up to date and same information must be transferred to both students
and professionals (Villa et.al. 2016).
16

TASK 6
3.1 Use communication strategies to promote equality and diversity
For promoting the equality and diversity it is important to use the effective communication
strategies such as lesson plan and assessor observation. With the help of lesson plan, the teacher
can effective teach and education the students about the equality and diversity. Teachers can plan
the equality and diversity lesson. The lesson plan is prepared by the teacher in which detailed
description of the equality and diversity is mentioned. This will provide the full guidance to the
students to understand the importance of equality and diversity. Assessor observation is also one
of the effective communication strategies that can be used to promote the equality and diversity.
This will represent the role of the assessor itself (Rees and Smith, 2017). This is the piece of the
evidence which show the performance evidence of the assessor. This is the interview of the
learner and record the performance of the learner. This will also communicate the understanding
of the equality and diversity. The main motivate of the assessor observation strategy for the
communication as to observe the behaviour of the assessor and then collect the evidence. These
communication strategies can be used tom promote the equality and diversity.
3.2 Analyse how own behaviour can impact on an organisation’s culture in relation to equality
and diversity
Organisational culture covers the values and the behaviour of the employees or workers which
contribute in the organization for maintaining the psychological and unique social environment
in the organization. Individual own behaviour create major impact in the culture of the
organization regarding the equality and diversity. Sharing of the effective practices also help to
manage the internal culture of the organization as this will help to manage the effective
understanding between the employees when they treat all the employees with equality. With the
use of the effective resources will also manage the proper utilization of the resources as per their
skills and knowledge (Klein, 2016).
Creating of the equal opportunity in the organization will also enhance the working environment
of the organization as they can give equal importance to all the members and provide them
opportunities as per the understanding and skills. They can also develop the inclusive learning
17

environment in the organization by providing and organizing training sessions to them. This will
help to motivate the employees and enhance their skills and learning capabilities. The above
mentioned contribution of the employees or individual will helps the organization to manage the
positive and effective culture at the workplace so that all the workers can work in efficient
manner.
18

TASK 7 (U18, 5.1, 5.2, 5.3; U 21 5.1, 5.2, 5.3)
Inclusive practices Effectiveness Strength Weakness
taking active
participation in schools
for learning
I am able to take active
participation in sessions,
learning and
understanding the
teaching according to
policies and plans of
organisation
Confidence to take
participation and
learning from
development of my
professional career
Communication and
understanding
behaviour of others
Attending regular
classes
It will lead to maintain the
flow of learning and that
learning I will be able to
apply in following my
dream to become the
lecturer in one of the
famous universities
(Grisham-Brown et.al.
2017)
Sensory abilities to
getting interaction in
social groups
Competitive and peer
pressure can hinder
the process of
learning
Support to learn
contribute in aspects of
activities of school
I am taking active
participating in events and
programs and also offered
suggestion to celebrate the
success of organisation in
terms of improving
workplace diversity
Self learning Decision making in
suitable areas can
lack learning
outcomes
Equality and diversity Effectiveness Strength Weakness
Treating staff and
member equally
Coordination with each
and every member of the
place
Sensory and mental
abilities to learn for our
own benefit
Communication skills
Creating inclusive nature Constant presentation of
nature
Gaining positive
feedbacks from
Discrimination at the
19

colleagues workplace
Ensuring equal
opportunity in learning
process
Active participation in
inclusive practices
Attending regular
classes and sessions
Peer pressure
Developing potential
with learning
Learning can be applied in
professional practice
Understanding from
practices of self learning
Barrier of language
can hinder process of
learning.
Skills for inclusive practices
and Equality and diversity
Opportunities Dates
Communication Will develop effective and
positive relationships with the
staff and members of the place
and will lead to work in teams
1 month
Leadership Can gain effective opportunity
to handle short team towards
promotion of organising event
or session for equality and
diversity that will lead to
develop leadership and team
working skills
1.5 month
Decision making Can lead to promote inclusive
nature and development of
promoting the common purpose
of equality and diversity
15 days
Influencing and persuading Will try to motivate and
influence members of schools to
adopt learning and practices of
workplace that will lead to value
diversity.
1 month
20

Conclusion
With reference to above study, equality and diversity are key essential elements that will
improve the practices at the workplace. Inclusive practices will enhance the mode of learning
and will lead learners to find development in skills and characterises to accept the environment
and develop effective relationships with other people. These factors are needed to be promoted
as it can lead to enhance capability of learners to learn. Actions are needed to be taken by
management to offer equal opportunity for individuals for developing their personal and
professional life.
21

References
Books and Journals
 Adams, M. and Bell, L.A. eds., 2016. Teaching for diversity and social justice.
Routledge.
 Akalin, S., Demir, S., Sucuoglu, B., Bakkaloglu, H. and Iscen, F., 2014. The Needs of
Inclusive Preschool Teachers about Inclusive Practices. Eurasian Journal of Educational
Research, 54, pp.39-60.
 Akalin, S., Demir, S., Sucuoglu, B., Bakkaloglu, H. and Iscen, F., 2014. The Needs of
Inclusive Preschool Teachers about Inclusive Practices. Eurasian Journal of Educational
Research, 54, pp.39-60.
 Banks, J.A., 2015. Cultural diversity and education. Routledge.
 Barak, M.E.M., 2016. Managing diversity: Toward a globally inclusive workplace. Sage
Publications.
 Benschop, Y., 2016. The dubious power of diversity management. In Diversity in the
Workplace (pp. 35-48). Routledge.
 Finnis, J., 2016. Equality and Religious Liberty: Oppressing Conscientious Diversity in
England.
 Florian, L. and Pratt, L., 2015. Embedding equality and diversity in the curriculum: an
education practitioner’s guide. Higher Education Academy.
 Gordon, S. and Gray, M., 2015. Rural and remote inclusive practice. Oxford University
Press.
 Greene, A.M. and Kirton, G., 2015. The dynamics of managing diversity: A critical
approach. Routledge.
 Grisham-Brown, J., Hemmeter, M.L. and Pretti-Frontczak, K., 2017. Blended practices
for teaching young children in inclusive settings. Brookes Publishing Company.
 Hawkins, S., 2016. The Long Arc of Diversity Bends Towards Equality: Deconstructing
the Progressive Critique of Workplace Diversity Efforts.
22

 Klein, U., 2016, January. Gender equality and diversity politics in higher education:
Conflicts, challenges and requirements for collaboration. In Women's Studies
International Forum (Vol. 54, pp. 147-156). Pergamon.
 Kurth, J.A., Lyon, K.J. and Shogren, K.A., 2015. Supporting students with severe
disabilities in inclusive schools: A descriptive account from schools implementing
inclusive practices. Research and Practice for Persons with Severe Disabilities, 40(4),
pp.261-274.
 Mertens, D.M., 2014. Research and evaluation in education and psychology: Integrating
diversity with quantitative, qualitative, and mixed methods. Sage publications.
 Page, M., Grisoni, L. and Turner, A., 2014. Dreaming fairness and re-imagining equality
and diversity through participative aesthetic inquiry. Management Learning, 45(5),
pp.577-592.
 Park, M.H., Dimitrov, D.M., Das, A. and Gichuru, M., 2016. The teacher efficacy for
inclusive practices (TEIP) scale: dimensionality and factor structure. Journal of Research
in Special Educational Needs, 16(1), pp.2-12.
 Peer, L. and Reid, G. eds., 2016. Special educational needs: A guide for inclusive
practice. Sage.
 Rees, G. and Smith, P. eds., 2017. Strategic human resource management: An
international perspective. Sage.
 Sharma, U., Loreman, T. and Forlin, C., 2012. Measuring teacher efficacy to implement
inclusive practices. Journal of Research in Special Educational Needs, 12(1), pp.12-21.
 Tatli, A., Nicolopoulou, K., Özbilgin, M., Karatas-Ozkan, M. and Öztürk, M.B., 2015.
Questioning impact: interconnection between extra-organizational resources and agency
of equality and diversity officers. The International Journal of Human Resource
Management, 26(9), pp.1243-1258.
 Thompson, N., 2016. Anti-discriminatory practice: Equality, diversity and social justice.
Palgrave Macmillan.
 Villa, R.A., Thousand, J.S., Van der Klift, E., Udis, J., Nevin, A.I., Kunc, N., Kluth, P.
and Chapple, J., 2016. Questions, concerns, beliefs, and practical advice about inclusive
education. Leading an Inclusive School: Access and Success for ALL Students.
23

 Weller, P. and Hooley, T., 2016. 8 Religion and belief, equality and inequality in UK
higher education. Religion, Equalities, and Inequalities, p.89.
 Wingate, U., 2015. Academic literacy and student diversity: The case for inclusive
practice. Multilingual matters.
 Yada, A. and Savolainen, H., 2017. Japanese in-service teachers’ attitudes toward
inclusive education and self-efficacy for inclusive practices. Teaching and Teacher
Education, 64, pp.222-229.
24