How to Be Inclusive in the Classroom

This assignment discusses the importance of inclusive practice in the classroom, factors that impact student learning, and the impact of different abilities on learners. It also explores frameworks, policies, and challenges faced by teachers with differently abled students.

HOW TO BE INCLUSIVE
IN THE CLASSROOM

TABLE OF CONTENTS
1.1....................................................................................................................................................1
1.2....................................................................................................................................................2
2.1....................................................................................................................................................3
2.2 and 2.3........................................................................................................................................3
CONCLUSION................................................................................................................................4
REFERENCES................................................................................................................................5

1.1
Inclusive practise is a kind of teaching approach that help teachers in recognizing
difference between students. This approach is used to ensure that all the students complete and
proper access to educational content so that they can easily and completely participate in
learning. This practise is extremely important for teachers so that they can develop feeling of
belongingness within children so that they can actively participate in learning and if any student
face any kind of difficulty then it can be resolved easily (Haug, 2017). It is important as it
enhances engagement of students in learning, help teachers in understanding their moral and
legal responsibility. Other than this, this practise helps teachers and school to adhere Equality
Act 2010, and Human Rights Act 1998. This report will focus upon inclusive practice
importance for teachers, factors that impact learning of students, impact of different kinds of
abilities on learners, frameworks and policies, and problem dealt by teachers with different abled
students.
There are various kinds of factors that can impact learning of students in class and some
of them are:
 Age is the first factor that impact learning of students because if a student is underage then it
can become a bit difficult for them to learn higher concepts.
 Gender can impact learning of students because there are many countries where boys
dominate girls or in other words girls are not provided with much education opportunities.
 Confidence of students directly impact their ability to learn because if student is not
confident enough then learning will be challenge for them.
 Peer pressure or pressure of families or parents also impact learning of students because
excessive pressure of parents can reduce interest of students from learning
 Cultural/ religious belief impact ways in which children participate in learning like at many
places cultural belief of students do not allow them to attend class in which both boys and
girls study together (Harvey and et. al., 2016).
 Educational background: many times, when students are from high educational background
families they are forced to perform well within their studies and it can impact their learning.
 Financial hardship is another factor that can impact learning of students because students
who are from poor financial background face difficulty in carrying out their education
without any kind of barriers.
1

 Development of language is another main factor that can impact students like students from
other cities or country many times face language barrier.
 Teachers are required to be Multilingualism i.e. should known more than three languages so
that it can become easier for students to understand and interact with teachers.
 Social and cultural barriers directly impact students because many times due to social or
cultural barriers students face difficulty in terms of education.
1.2
Cognitive can be defied as with thinking or conscious mental processes. Cognitive training
to teachers helps in development of cognitive skills like problem solving skills etc. It helps
teachers in maintaining inclusive education environment (Graham and et. al., 2017).
Physical can be defined as a kind of impact that can bring positive or negative changes
within learning of leaners. It can impact learning of learners in many ways like any kind of
physical disability of learners can make it difficult for them to learn normally within class.
Sensory can be defied as a kind of impact learning ability of students because of which
learning can become difficult for them.
 Nature -versus- Nurture: nature impact overall behaviour of learners and it can impact
interest of students in learning and their behaviour towards others. Whereas nurture is
influence of external factors upon students like life experience of students that can directly
impact learning of students.
 Reading ability of students directly impact learning of students because of a child faces
difficulty in reading and do not have proper reading skills then it can become much difficult
for them to read and learn.
 Special learning difficulties like colour blindness or dyslexia can made learning difficult for
students because they will be requiring special and additional assistance for the same.
 Physical disability like walking disability also makes learning difficult for students because
they fail to function normally like other normal students and without special assistance they
cannot learn normally and properly (Nelissen, 2018).
 Blindness, visual and hearing problem also impact learning of learners because it can create
difficulties in listening reading or viewing learning material in a proper manner.
2

2.1
Framework is a kind of law that helps in specifying constitution in a more appropriate manner.
there are many different kinds of framework that has helped in making learning much easier for
different kinds of learners.
 Equality Act, 2010: under this act it is unlawful for educators to discriminate between
students. It is important for educators to trat all the students equally and if it is observed that
any student has been discriminated or treated unequally then they are liable to face legal
consequences.
 Deaf awareness, visual awareness: Deaf awareness, visual awareness are weeks celebrated to
raise awareness among hearing and visuals of students. These weekly celebrations help in
increasing awareness among educators and students to understand ways in which they need
to trat students with hearing or visual impairments.
 Tomlinson: this helps in explaining different kinds of learning styles for learners. So that
educators can understand different types of learning for different kinds of students including
disabled students or students with special needs.
 Moser: it focuses upon covering stimulating techniques to motivate pupils and support their
progress (Kirby and Welch, 2016).
 Higginson: it is a school of early learners with complete inclusion of students with
disabilities and students in regular education. So that these special students can also get an
opportunity to learn and get education.
 Kennedy: it leverages partnership between universities for delivery of on-demand soft skills
training and a brighter future to students
 Equality of Opportunity: it helps in providing fair and equal access to a good quality
education to learners regardless of their background, gender, religion.
 14-19 curriculum: it includes set of skills that can be applied to eery young learner regardless
of any path they choose.
 Increased flexibility programmes (IFP): it is a kind of program that supports schools,
colleges, work- based learning in efforts to improve opportunities for vocational learning for
14- to 16-year-old students.
3

2.2 and 2.3
Organisational policies are statements that explain how an organization intend to conduct
their business. For example, some of the schools have:
 Attendance policy: it says that students with less than 75 percent of attendance will not be
allowed to give exams.
 Cell phone policy: it says that students are not allowed to bring cell phones to schools and
teachers cannot use cell phones while taking class (Niemann, Martens and Teltemann,
2017).if students are found using cell phones during class then strict actions is required to be
taken against them.
 Bullying policy: this policy says that none of the students or teachers are allowed to bully
other students and if any student or teachers are found bullying any student then strict action
would be taken against them.
Two practical examples of two learners with problem and ways in which it was resolved are:
Learner 1: Learner with Dyslexia: Used assistive technology and tools like used colourful
keyboards so that so that larger colourful keyboards can make typing much easier for such
students. Such learners were allowed to use these keyboards in class so that they can make
their own notes by hearing in class.
Learner 2: Learner with hearing problem: attended training classes so that so that I can use
gesture and facial expression while speaking so that it becomes easier for such students to hear.
Students with hearing problem will further provided with visual technology or system where
they will be able to read or understand what teachers are explaining so that none of the factors
are left by them
CONCLUSION
From the above assignment it has been summarised that there are various kinds of problems and
issues that are faced by learners that make learning difficult for them as well as make teaching
difficult for teachers. It has been analysed that it is important for organizations in this sector to
develop some policies that make learning and teaching much easier. Not only this, inclusive
schools should also use assistive technology so that student’s with difficulties can learn without
any problem.
4

5

REFERENCES
Books and Journals
Graham, S., and et. al., 2017. Early language learning: The impact of teaching and teacher
factors. Language Learning. 67(4). pp.922-958.
Harvey, M., and et. al., 2016. A song and a dance: Being inclusive and creative in practicing and
documenting reflection for learning. Journal of University Teaching & Learning
Practice. 13(2). p.3.
Haug, P., 2017. Understanding inclusive education: ideals and reality. Scandinavian Journal of
Disability Research. 19(3). pp.206-217.
Kirby, A. and Welch, D., 2016. The Equality Act 2010, specific learning difficulties and the
police: Two sides to every coin. The Police Journal. 89(3). pp.227-240.
Nelissen, J., 2018. Emergent Numeracy: Nature, Nurture and Meaning. Curriculum and
Teaching. 33(2). pp.5-22.
Niemann, D., Martens, K. and Teltemann, J., 2017. PISA and its consequences: Shaping
education policies through international comparisons. European Journal of
Education. 52(2). pp.175-183.
6