Creating an Inclusive Level Playing Field

This report discusses the factors and cultural variables specific to learning preferences, impacts of cognitive, physical and sensory abilities, policy and regulatory frameworks, roles and responsibilities in organizational context, and strategies for effective liaison between professionals involved in inclusive practices. It also explores ways to promote inclusion, equality and value diversity, and the effectiveness of inclusive practices.

Creating an inclusive level
playing field

TABLE OF CONTENTS
INTRODUCTION ..........................................................................................................................3
MAIN BODY...................................................................................................................................3
TASK 1............................................................................................................................................3
1.1 Factors and included cultural variables specific to learning preferences..............................3
1.2 Impacts of cognitive, physical and sensory abilities..............................................................4
2.1 Summarizing policy and regulatory frameworks...................................................................5
2.2 Policy and regulatory frameworks.........................................................................................5
2.3 Roles, responsibilities and boundaries in organizational context.........................................5
TASK B...........................................................................................................................................6
3.1 Summarization of own roles and responsibilities..................................................................6
3.2 Relationship between role of teacher and other professionals...............................................6
3.3 Points of referrals available to meet individual learning needs.............................................7
4.1 Features and benefits of inclusive learning environment......................................................7
4.4 Strategies for effective liaison between professionals involved in inclusive practices.........8
TASK C...........................................................................................................................................8
4.2 Analysation of ways to promote inclusion, equality and value diversity..............................8
4.3 Promotion of inclusion...........................................................................................................9
5.1 Effectiveness of inclusive practices.....................................................................................10
5.2 Identification of strengths and areas of development in inclusive practice.........................10
5.3 Planning opportunities to improve skills.............................................................................10
CONCLUSION..............................................................................................................................11
REFERENCES..............................................................................................................................12

INTRODUCTION
Inclusive practices for learning means to implement the practices of the students which
are cognitive or academic in the level of opportunities for their experiences. The factors which
are related to learning and legislation of the different inclusive practices are discussed. The roles
and responsibilities related to the inclusive practice for a teacher is also evaluated for this
learning environment. This report will help in creating and maintaining inclusive learning
environment for understanding the ways in which they are able to understand. Individual
inclusive practices will be evaluated in this organization for understanding their impacts. This
report is going to help in understanding the key features and benefits for the inclusive learning
environment of the organization.
MAIN BODY
TASK 1
1.1 Factors and included cultural variables specific to learning preferences
The impact of personal, social and cultural factors of learning are,
Personal :

As a teacher the decision made by us are considered to be the factor which effects the
learning preferences. In the personal factor of the learning the maturity, age, motivation and
previous learning intelligence, mental health, physical neds, diet and nutrition and interests are
the personal factors which affects the inclusive learning experiences of the learners.
Social :
The social factors which affect the learning practices of the organization are considered
to be the cultural backgrounds, social conditions, family arrangements and the society. These
factors impact the socio-economic status and also effects the learning outcomes of the students
and understand the ways they are able to establish the sociological research (Lister and
McFarlane, 2021).
Cultural :
Cultural factors effect the learning practices of the organization which are considered to
be the factor which influences learning and teaching styles. The differences in the culture are
considered to be the factor which effects the learning and teaching styles.
1.2 Impacts of cognitive, physical and sensory abilities
Impacts of the following abilities on the learning practices are,
Cognitive :
Different cognitive abilities like cognitive disabilities and cognitive thinking process are
considered to be the factor which affects the learning abilities. Having poor cognitive abilities
can result in learners struggling for their learning practices due to the requirement of the process
of information which can process information properly (Finkelstein, Sharma and Furlonger,
2021).
Physical :
These abilities are considered to be integral role of learning during the childhood because
of the engagement of the learners which into the physical activities are able to increase the
interaction of the world with the physical abilities of the more complex learning occurrence.
Sensory :
Sensory abilities of the learners can be the reason which causes anxiety, distress and
distraction for autistic pupils. Sense of agency, staff knowledge and resources are considered to
be the factor which help in the reduction of resources and also reduce the sensory impacts
(Pappas, Papoutsi and Drigas, 2018).

2.1 Summarizing policy and regulatory frameworks
The policies and regulatory framework is considered to influence the practices of the
learners in their inclusive practices as they provide information which is important for
accessibility and be informative to up to date legislation. Equality Act 2010 is the act which is
considered to be the law which provides the learner's ability to influence the ways in which they
are treated in the society.
Special Education Needs and Disability Act(2001) is also the law which clearly outlines
the responsibilities of the public bodies to include disable people and provide them the learning
services and support which they require. This is helpful for the learners with cognitive and
physical disabilities to also gain the learning experiences.
2.2 Policy and regulatory frameworks
The policy and regulatory frameworks of the individuals are considered to be the factor
which affects the growth of the organization.
 The IFT which is the institute of learning is responsible for the registering the teachers
and the trainers according to their skills. They are responsible for providing the teachers
with the status of Qualified teacher learning and skills, Associate Teacher Learning and
skills (ATLS).
 Duty of care is a legal obligation which is required by the school for taking reasonable
steps for the reduction of risk and reasonable foreseeable harm. This is considered to be
the personal injury factors which is able to damage the property. As the duty of the
teacher defined by this regulation for supervising the students adequately.
 Safeguarding in the learning practices explain the protection of children from the
maltreatment and prevention of the impairment of the children's health. This is helpful for
ensuring the growth of the children and also making the circumstances of the learning
very consistent and provision safe.
2.3 Roles, responsibilities and boundaries in organizational context
Roles and responsibilities of organization in learning are,
 Monitoring the learning practices of the students.
 Creation of organized space for learner to have proper learning experiences.
 Providing facilities for improving the learning experiences.
 Appointing teachers which can influence the learning of the students.

 They build the culture of the organization for promoting the learning practices of the
students.
 Considering students impacts as the core practices for the strategy of the organization.
Boundaries of the organization for learning practices is that they need to make sure that
their learning practices are taking part in the terms of business and legal and professional ways.
This is important for the students for fair treatment. The separation of the organizational motives
and giving importance to the learning of the students.
TASK B
3.1 Summarization of own roles and responsibilities
As a teacher I have some specific roles and responsibilities towards the students and their
learning. The national curriculum guidelines within their specialists subject areas are considered
to be the factor which affect the duties. The primary role of the teacher is to deliver the
classroom with instructions which helps the students learn. This is essential for accomplishing
the learning objectives for the students. I am able to prepare for effective lessons and grade the
students work on their offering of feedbacks. This is considered to be the factor which allows me
in managing the classroom materials, productivity and also the curriculum and collaborative
experiences of the learners. I have the role to be the demonstrator of the learning experiences of
the individuals which affects the growth of the organization. As a lecturer I am able to bring
growth in the tutor and also affect the growth of the employees as the key factor which
influences the operations of the learning experiences.
3.2 Relationship between role of teacher and other professionals
As a teacher I have some very important role in the learning experiences of the students.
However, there are other professionals also which play important role in their learning. For me
as a teacher it is essential for me to work in collaboration with colleagues, parents and health
care professionals for making the teaching practices even more effective. Students may face
issues when they are outside of the class, this is the duty of the teachers to collaborate with the
other professionals which are specialized in their area of work to resolve the issues. This is the
reason why this relationship is important as it helps in recognizing the importance of Pappas,
M.A., Papoutsi, C. and Drigas, A.S., 2018me not throwing out on the personal situations which
affect the professionalism of the individuals. I have understood that this relationship between the

teacher and other professional is very important to fulfil both our responsibilities towards the
learners.
3.3 Points of referrals available to meet individual learning needs
The point of referrals which I have identified for meeting the needs of the students
learning can be both internal and external.
INTERNAL
Internals :
 First Aider – For an emergency situation in the inclusive practices students may need first
aid for their safety.
 Language Interpreters – For the students which are from different cultural background
language interpreters is important for translating them what they have learnt (Promoting
equality and diversity in the classroom, 2020).
 Specialists colleagues – In certain situation In which I as a teacher am not capable
enough in such scenarios specialists are very important.
Externals :
 Carers – Some learners need carers in the absence of the teacher or parents.
 Charities – For students with lack of support from their family it is important to reach to a
charity for their support.
 Health Centres – My opinion towards this point of reference is that it is essential for
medical emergencies.
 Police – They are important for any kind of accidents (Lambrecht and et.al., 2020).
 Relevant websites- Students need information for their learning, and so they can be
suggested with websites which provide them.
4.1 Features and benefits of inclusive learning environment
My experience is able to identify the benefits of inclusive learning environment as the
following,
Tailoring teachers for all students :
Having an inclusive learning environment helps me to prepare myself for the different
types of leaner which I have to encounter. Through better environment teachers can give
opportunities to the learners for having a positive behavioural interventions and support in the
place.

Reduces Differences :
I have seen that in a class room there are diverse learners which can be demotivating
towards the slow learners. However due to the learning environment this gap is reduced between
the different types of learners.
Providing support to all students :
All the students are supported with the environment of the inclusive learning practices.
This is due to the factor that bring specialization to the students which need special education
due to their conditions (Meskhi, Ponomareva and Ugnich, 2019).
Increases expectations :
The environment of the inclusive practices is responsible for differentiating between the
academical standards and also affect the state of the individuals regarding the expectation from
their learning practices.
4.4 Strategies for effective liaison between professionals involved in inclusive practices
For developing an effective liaison between us and other professionals for the inclusive
practices the following strategies can be chosen.
 It is important for the teachers and other professional to trust each other for better
experiences (SANDOVAL and et.al.,2020.).
 Listening to each other is important for me as a teacher to improve the liaison with other
professionals.
 Asking essential questions improves the knowledge about the students so their inclusive
practices can be improved.
 Supporting the professionals is very important for better experiences for students in tehir
learning practices.
 Respecting the boundaries and limitations of the other professionals can help the
inclusive practices to be more effective.
TASK C
4.2 Analysation of ways to promote inclusion, equality and value diversity
As a teacher it is important for me to promote equality and value diversity as the
inclusive practices for the students. The ways I am able to do so are,

 I discuss how all the students are equal regardless of their religious beliefs, sexual
orientation, race and gender.
 I always teach my students to respect the differences which they identify and also
recognize the value of the diversity as the strength.
 For making my students value diversity I influence them with positive relationship with
other professionals.
 I have actively observed and promote the equalities and practices by the staff.
 All the incidences of prejudice or bullying are reported and challenged by me for the
students.
 I work very hard to raise the standards of the students and especially for those which are
the most vulnerable towards getting effected by diversity and equality.
4.3 Promotion of inclusion
Some of the most effective ways in which I am able to promote the inclusion in the
teaching practices are,
Make it personal :
Making the teaching practices personal in which I connect with my students is the most
effective way of growing inclusion in the learning practices.
Include Various Perspectives :
As there are different learners it is important for me to provide different perspective to
the teachings so that everyone can understand (Paseka and Schwab, 2020).
Know Your students :
Development of a personal relationship with the students is considered to be the key
factor which effects the ways in which they understand the topic.
Respecting Diverse People :
Inclusion also believes in teaching the student's ethics this is the reason I have found
respecting the diversity of people an important aspect of the students teachings.
Respect Diverse Talents :
It is important for me to recognize the talents in all the learners so that I can make them
feel special in a very diverse environment. This allows me to motivate them which is shown
from their learning results.

5.1 Effectiveness of inclusive practices
Effectiveness of my inclusive practices include the following,
 As a teacher of inclusive practices I focused on teacher my students all about the
diversity and equality.
 Development of my students empathy and sensitivity towards the people with different
nature was considered by me (Manzone and Nyberg, 2021).
 I was able to keep myself as the confidence and be the incorporation of the problem
solving practices which influenced the teamwork and collaboration into the different
types of lessons.
 I am always providing the students with different ways which can be used by me to
incorporate problem solving teamwork and collaboration into the lessons which can bring
me growth of operations.
 Promotion of the parental confidence which the children would be able to bring and
accept is considered to be the success factor for the school in establishment of growth.
5.2 Identification of strengths and areas of development in inclusive practice
In my experiences I was able to identify that my key strengths are in the areas in which
are known to be the factor which influences the growth which is required for the business. My
strengths include the areas in which I teach the students on how to collaborate with the other
professionals. This allows me to make my students to respect others and also give equal
importance to other individuals.
5.3 Planning opportunities to improve skills
In order to improve the inclusive practices and skills regarding them I can focus on the
following,
 Being flexible will be very helpful for me o bring growth to the operations.
 Having collaboration with all the professionals and parents is also a great way of
inclusive practices.
 It is important for the individual to be prepared for problem solving issues.
 It is going to be very important for me to understand the importance of language
translation of the students which don't understand.
 For me my management of the time will be a very important factor for the consideration
of the operations which provide me the growth I need.

CONCLUSION
With the help of this report it can be concluded that the learning experiences which are
related to the inclusive practices are considered to be effort of the teacher and other professional.
In this report the factors affecting the cultural variables in the inclusive practices have been
discussed. In this report highlights and the impact of policy, regulatory frameworks and also
different laws on the inclusive practices of the learners has been shown. This report is able to
provide a brief understanding of the personal experiences regarding the roles and responsibilities
of the teacher towards the students inclusive practices. This report helps in understanding the
ways in which they create and maintain the inclusive learning environment which is considered
to be effective for the learners and their experiences. In this report the final evaluation of the
inclusive practices and how they can be improved has been shown with effective strategies.

REFERENCES
Books and Journals
Finkelstein, S., Sharma, U. and Furlonger, B., 2021. The inclusive practices of classroom
teachers: a scoping review and thematic analysis. International Journal of Inclusive
Education. 25(6). pp.735-762.
Hellmich, F., Löper, M.F. and Görel, G., 2019. The role of primary school tPappas, M.A.,
Papoutsi, C. and Drigas, A.S., 2018eachers’ attitudes and self‐efficacy beliefs for
everyday practices in inclusive classrooms–a study on the verification of the ‘Theory of
Planned Behaviour’. Journal of Research in Special Educational Needs. 19. pp.36-48.
Lambrecht, J., and et.al., 2020. The effect of school leadership on implementing inclusive
education: How transformational and instructional leadership practices affect
individualised education planning. International Journal of Inclusive Education, pp.1-
15.
Lister, K. and McFarlane, R., 2021. Designing for wellbeing: An inclusive learning design
approach with student mental health vignettes. Open Praxis. 13(2). pp.184-200.
Manzone, J. and Nyberg, J., 2021. Instruction Expanded: Culturally-Mediated Talent
Development and Inclusive Access. In Building Integrated Collaborative Relationships
for Inclusive Learning Settings (pp. 240-265). IGI Global.
Meskhi, B., Ponomareva, S. and Ugnich, E., 2019. E-learning in higher inclusive education:
needs, opportunities and limitations. International Journal of Educational Management.
Pappas, M.A., Papoutsi, C. and Drigas, A.S., 2018. Policies, practices, and attitudes toward
inclusive education: The case of Greece. Social sciences. 7(6). p.90.
Paseka, A. and Schwab, S., 2020. Parents’ attitudes towards inclusive education and their
perceptions of inclusive teaching practices and resources. European Journal of Special
Needs Education. 35(2). pp.254-272.
SANDOVAL, M., and et.al.,2020. Student and Faculty Perspectives of Inclusive Teaching
Practices in Teacher Training Degree Programs. Revista Brasileira de Educação
Especial. 26. pp.551-554.
Online
Promoting equality and diversity in the classroom, 2020[Online]. Available through:
<https://cpdonline.co.uk/knowledge-base/safeguarding/promoting-equality-and-
diversity-in-the-classroom/>