The Impact of Personal, Social and Cultural Factors on Inclusive Learning

Inclusive practice Assignment
Introduction
In an educational school environment, inclusive practice denotes to a method in which
both normal and handicapped pupils are given appropriate help. Inclusive learning is a
type of education in which special needy students are included in regular classrooms.
1.1The impact of personal, social and cultural factors on learning
A student’s early life experience and his or her surrounding culture influence his or her
learning expectations and processes. In addition, learning expectations cultural values,
and interactions between classroom experiences, etc., are all closely linked to a
student's academic performance
AGE
Under-sensation and perception, weariness and monotony, maturation, emotional
state, needs, interests, and motivation are some of the personal elements that impact
the learning process. However, the memory of young people tends to be quite sharp
which creates conducive conditions for learning. But it should also be noted that their
level of attention may be low in some cases, which may hinder their learning (Schmeck,
2013). Old individuals, in contrast, may not have as keen a recall as young people, but
they have high levels of attention in terms of learning. In case of gender, females pay
greater attention than gentlemen. In addition to linguistics and humanities, women are
stronger than males, while men are stronger in technical disciplines like mathematics.
Studies have shown that girls 'brains grow faster than their boys' peers, which may be
associated with higher attention in girls than in boys (Parks, 2005).
Confidence
High self-confidence might help you comprehend a problem or issue better. But the
more a person's self-confidence, the more crucial his or her knowledge of an issue or
difficulty will be. Thus, comprehending a problem in the classroom through teaching and
learning activities would increase knowledge of the supplied content. On the other
hand, Students with low self-esteem or confidence question their capacity to achieve,
making them unwilling to participate in learning as well as take necessary academic
risks(Parks, 2005) .
Peer pressure

Another aspect to consider while developing inclusive practices is peer pressure. If we
have a high-ability student, there is a chance that they may look down on others who
are lower-ability, making them feel inferior. To discourage this and guarantee that the
school is inclusive, I made sure that all of my students were included. I advise the high
ability learners to be mindful of the variations in each individual, and Learners to assist
others who are less capable.
SOCIAL FACTORS
The education of individual children provides them with the information and skills
necessary to improve themselves and their country economically. The standard of
education development, efficiency, the standard of economic development of the
country is greatly influenced by the education of the parents, race, gender etc. (Parks,
2005).
A family's financial situation affects many aspects of a child's ability to get an education.
While rich families can afford to send their children to expensive schools, hire tutors and
provide other educational materials, poor families cannot (Parks, 2005).
The relevance and effect of learning in the lives of children is exactly proportional to the
level of education of their parents. Parents who are educated may analyze their
children's academic strengths and shortcomings in order to assist them enhance their
overall academic performance.
Access to education for girls and women varies by country. Gender prejudices in
different societies have led to some obstacles in the spread of girls' education. Some
cultures allow girls and women to go to school, but limit or distort the elements of
education to prepare them for certain social responsibilities (Oswick and Noon, 2012)
CULTURAL FACTORS
According to Dr. Christine Bennett learning is influenced by five cultural factors: (1)
childhood socialization, (2) sociocultural tightness, (3) ecological adaptability, (4)
biological impacts, and (5) language (Irvine, 1995).
Socialization process in childhood denotes to a culture's standard child-rearing methods.
The method in which a culture's caregivers raise their children has an impact on the
children's developing abilities. The degree to which a culture is high-context or low-
context determines its sociocultural tightness. Time is viewed in a polychronic fashion in
high-context societies, which implies timetables are dependent on people and events
(Nejabat, 2016).

1.2 Cognitive, physical and sensory abilities in learning
Learning is based on the abilities of learners, which may be divided into three
categories: cognitive, physical, and sensory skills. Nature vs. nature, reading ability,
analytical skills, skill development, particular learning impairments, physical limitations,
visual awareness, and hearing impairment are just a few examples of these talents.
Health, physical development, nutrition, visual and physical deformities, and glandular
abnormalities (thyroid and pituitary) that impact behavior are all physical variables that
influence learning (Chen et al., 2020).
Physical disabilities (e.g., hearing, vision, and speech impairments) have a detrimental
influence on learning, necessitating the implementation of measures to satisfy these
requirements in such a manner that they do not hinder their ability to attain their full
potential (Chen et al., 2020).
These procedures entail the provision of specialized resources (equipment and
facilities) that are appropriate for the type and severity of their requirements. Students
with visual impairments are required to sit in the front row, read braille, and get speech
and language therapy (McLendon, 2021).
Intellectual disorders (e.g., autism, dyslexia) that have a major influence on learning are
known as specific learning disabilities. To ensure inclusivity and to ensure learners
benefit from learning, those who have English as a Second Language and/or are
struggling with the language despite not being SEN should be provided with EAL support
in the form of visual aids and one-to-one support/extra sessions, and the language of
instructions should be broken down to simple and easy to understand English language
to improve their vocabulary, phonics, and mastery of the language (Chen et al., 2020).
Learners' learning processes are influenced by factors such as a lack of mastery,
incorrect study/work techniques, and a lack of experience. Before going on to additional
areas/topics, I always assess the students' levels of competence to ensure that they are
learning and comprehending. Basic addition, for example, assists in the understanding
of multiplication before moving on to fractions (Nur'Aini, 2021).

2.1 Policy and regulatory frameworks relating to the inclusive practice
Inclusive practice is very pivotal in teaching and learning to ensure education for both
children and people of all ages. It sets out the complete course of how our own
attitudes, values, and behaviors can guide that inclusive practice, how to challenge
discrimination, and how to encourage some important anti-discrimination and inclusive
practices. Inevitably, policy and regulatory frameworks are needed to be implemented
in order to practice inclusion in learning. There are many policy and frameworks
regarding inclusive practice. Some of these policies and acts are Equitable act 2010,
increased flexibility programs, children act 2004 etc. (Saunders, 2006).
Increased Flexibility Programs (IFP) is a program that encourages schools, further
education (FE) colleges, and career-oriented institutions to create vocational learning
opportunities for students between the ages of 14 and 18. This partnership effort has
included a quarter of students in England. IFP helps schools to diversify curricula at 4
critical stages. One such basis is to arrange vocational competitions. In the second year
compared to the first year of the program Colleges are able to further expand the
national vocational qualifications and other vocational qualifications in addition to the
general efforts are made to make inclusive practice in secondary education certificate
courses in the vocational field (Chenoweth, 2012).
The Equality Act 2010 ensures equality to all students regardless of age, religion, sex,
ethnicity, Gender disability, marriage, partnership and all kinds of ethnic groups etc. As I
am a teacher, I always try to bring maximize inclusivity in my class, following equitable
act 2010. I have class with a lot of students from various diverse group including various
ethnic groups and child with disabilities. Ensuring equality does not mean that all should
be treated in the same way, rather treating individuals according to their way. For
example, child with disability needs extra care than the normal ones. As part of
inclusivity, disabled child gets enough support from my part during class time as well as
playing time so that they cannot feel segregated from other children (Mitchell, 2005).
The Disability Discrimination Act (DDA) of 1995 prohibits discrimination based on
disability. This is a law that was enacted to safeguard disabled people. This law prohibits
discrimination against handicapped people in job applications, purchases of services and
commodities, education, rental, and employment. This statute ensures that
handicapped adults and children have the same opportunity to have the same
experiences and independence as the rest of the population. They covered the right of
children to attend a mainstream institution as well as equitable treatment for
everybody, including the handicapped, in this legislation. Provides rights to all children
and parents so that their learning (meets the same standards as everyone else's).