Creating an Inclusive Playing Field - Impact, Policy, and Practice

This report discusses the impact of personal, social, and cultural factors on learning, policy and regulatory frameworks, and ways to promote inclusion in an inclusive learning environment. It also covers the strengths and areas of improvement in relation to inclusive practice and opportunities to enhance skills. The subject is inclusive practice and the course code and college/university are not mentioned.

Creating an inclusive
playing field

Contents
INTRODUCTION...........................................................................................................................4
MAIN BODY...................................................................................................................................4
TASK A...........................................................................................................................................4
1.1 Impact of personal, social and cultural factors on learning..............................................4
1.2 Impact of different cognitive, physical and sensory abilities in learning.........................5
2.1 Policy and regulatory frameworks relating to the inclusive practice...............................5
2.2 How policy and regulatory frameworks influence organizational policies relating to the
inclusive practice....................................................................................................................5
2.3 How policy and regulatory frameworks influence own inclusive practice......................6
TASK B...........................................................................................................................................6
3.2 Own role and responsibilities relating to the inclusive practice.......................................6
3.2 Relationship between own role and the roles of other professionals involved in the
inclusive practice....................................................................................................................7
3.3 Points of referral available to meet individual learning needs.........................................7
4.1 The key features and benefits of an inclusive learning environment...............................8
TASK C...........................................................................................................................................8
4.2 Ways to promote inclusion, equality and value diversity.................................................8
4.3 An analysis of ways of promoting inclusion....................................................................8
5.1 Ways to enhance effectiveness of own area of inclusive practice....................................8
5.2 Strengths and areas of improvement on inclusive............................................................9
5.3 Opportunities to improve skills on inclusive practices.....................................................9
CONCLUSION..............................................................................................................................10
REFERENCES..............................................................................................................................11
Books and Journals...............................................................................................................11

INTRODUCTION
Inclusive practice is an approach to teaching that helps to understand the diversity individual
students and enable them to access the course content to learn effectively. It helps to enhance the
knowledge of students and perform with all the knowledge and strengths (Morgan, 2017). I used
inclusive practice for placement at Ark Primary School, in year 2. There is discussion related to
the factors that have influence on learning. It is important to understand the impact of policies
and frameworks that support inclusive practices and they are also integral part of this report.
Afterwards the roles and responsibilities in regard to inclusive practices are also identified and
mentioned in this report. It is important to know about the benefits of improving learning
environment and the ways to promote inclusion so they are also evaluated in the report. In the
end of this report there is discussion related to the strengths and areas of improvement in relation
to inclusive practice and the opportunities that will help to enhance skills are also discussed.
MAIN BODY
TASK A
1.1 Impact of personal, social and cultural factors on learning.
 Personal Factors: The personal factors have impact on learning of the students. It includes
factors such as age, gender, and development of language that influence their learning
pattern. The students of small age are able to learn fast. The old age people on the other
side learn at slow rate. Along with that there is difference is gender as well as girls are
more attentive than boys and that also has influence on the learning (Mora and Towell,

2018). The personal motivation of the student is also a personal factor that has impact on
learning.
 Social Factors: It includes the pressure of peers as if we get a group where all the students
are learning in an effective way then we also work and learn effectively. There is direct
impact of the group on the learning of and student. It may impact the person in positive as
well as negative manner (Tuncay and Kizilaslan, 2021). The students from good
educational background that have supportive family are also able to learn effectively
rather than the one who do not have well settled educated families.
 Cultural factors: the culture also has impact on the learning of the student. It is important
to note that the culture is set by the teachers and parents and there are factors such as
collaboration communication and cooperation. A student gets all these factors then they
are able to learn quickly and effectively .on the other hand where they do not get
supportive background and are unable to communicate face difficulties in learning.
1.2 Impact of different cognitive, physical and sensory abilities in learning
 Cognitive skills: These are the skills that are related to the mind of an individual. These
have direct impact on the way a student learns. The learns that have good and effective
analytical skills are able to complete the assigned work on time. They are able to
understand the situation effectively and all this supports their learning.
 Physical abilities: Good physical abilities are necessary to complete the task such as
reading and learning in an effective manner. They do not need any extra support to work
and they are able to find their own way (le Rou, Kathard and Lorenzo, 2021). The
students that do not have good physical abilities are unable to study effectively.
 Sensory abilities: These are critical for development of brain. A well-developed brain
helps to learn in an effective manner. So the students are able to learn in an effective
manner. These skills help them in writing and reading effectively. It is necessary to have
good sensory abilities.
2.1 Policy and regulatory frameworks relating to the inclusive practice
There are numerous policy and frameworks that are related to inclusive practice. As per
Equality act, 2010 each and every student must be treated equally by the teacher so that there is
inclusive practice. The policies must be formulated in such a way by the institution that all the
students are given equal opportunities and are discriminated on any basis such as disability

gender or age. No matter what status the student has in the society they must be taught in the
same manner as the others are treated (Accolla and Jiang, 2019). There is another fact that is
disability act 2010 that is also taken care while providing teaching to the students. The disabled
students must also give proper care that the required and special attention must be given to them.
They must also be given disability allowance that helps them to get motivated towards their
learning and learn effectively.
2.2 How policy and regulatory frameworks influence organizational policies relating to the
inclusive practice
As in case of inclusive practice each and every student is give an equal opportunity and are
treated in such a manner that they are able to learn. The national policies and regulatory
frameworks help to develop policies that follow the inclusive principles and guidelines so as to
achieve the target (Nwachukwu, 2017). It is seen that all the educational institutions must follow
these guidelines in order to achieve success and eliminate it discrimination. Now it is important
as per the laws and regulations to take care of disabled students in the institution. No matter the
institute is public or private there must be inclusive principles followed that are enjoyed by law.
The teachers that are appointed must meet the inclusive criteria and should treat each and every
student equally. All the guidelines are cleared in the very beginning so that there is no problem
afterwards and the organisational policies related to inclusive practice are followed in an
effective manner. The staffing and recruitment process has been changed and all the guidelines
are stated in the very advance so that there is no problem afterwards that is faced by students or
by the teacher.
2.3 How policy and regulatory frameworks influence own inclusive practice
In case of primary school there is much more importance of inclusive practice. As the
students are so small at that level that they do not understand the diversity but the teachers must
ensure that all the students are given equal chance to learn. They are unable to understand the
social cultural and physical gap that they have (Kazakova, 2020). A teacher must ensure that
they provide best to the students no matter what age gender society group they belong to. With
that it is seen that some students are disabled and they must be treated with more care so that
they do not feel discriminated and must be given equal opportunities and learning practice is so
that they are able to effectively. All the policies and regulatory frameworks are formulated after
keeping in mind the equality as well as disability act.

TASK B
3.2 Own role and responsibilities relating to the inclusive practice
As a teacher my role is to support the students by following the policies that are in favour of
them. It is seen that it will be sufficient if proper strategies are developed in relation to inclusive
practices and the teacher's responsibility follow them and make students feel that they belong to
the organisation. Teachers play a crucial role in promoting participation of the students as they
are the work to help them to learn. The development of the schools and the policy is dependent
on how effectively the teacher follows the policies (Shore, Cleveland and Sanchez, 2018). Here,
I know that the students are so small and so primary school so I will make policy is that help to
engage them. It is important to treat each and every student equally so I will start such activities
in class that will make them feel motivated towards studies. The teachers must participate in the
decision making as they are able to change the policies according to the laws and make the
organisation achieve success.
3.2 Relationship between own role and the roles of other professionals involved in the inclusive
practice.
There are professional bodies as well as law for institutes that make laws and policies related
to inclusive practice. It is seen that the teachers have to follow them and try to build a
relationship with them. It is seen that the head teachers and principals formulate the laws and are
able to understand the concept of inclusive practice in an effective manner. Head teacher and
other professionals have to follow them and give suggestions in case of requirement (Ahonen,
2020). It is important for the teachers to understand the concept of inclusiveness and try to adapt
the same while they are teaching. It is important to contact with all the stakeholders such as
parents guardians so that we are able to know there perception and demand related to
inclusiveness and can follow the same. The teacher try to develop relationship with this institute
so that they are able to get proper training in related to the practices as well as are able to speak
when there is requirement to change (Mulligan, Calder and Mulligan, 2018). Teacher must
always take responsibility and grab the opportunity of following the programs related to same so
that there is overall development of students.

3.3 Points of referral available to meet individual learning needs
There are several points that must be considered to meet the needs of learning. Below is
discussion related to some of them:
Internal such as health and welfare officers. They help to know about the health and physical
condition of the students. The support staffs in institutions play a significant role in managing the
study pattern of the students. It is seen that mentor are able to know each and every thing about
the students. So they help them and provide good and effective experience to them. Counsellors
are a good reference point for students to learn on inclusivity (Das, 2021). It is seen that they
enhance practical experience of the students so that they learn in an appropriate manner. The
student support staffs of the primary school students know each and every thing about them
appropriately. So they are able to provide them reference to what they need to learn.
External factors are also able to help meet the individual needs. The awarding bodies also
play a significant role in helping the students. They are able to motivate them. Their careers and
help lines also play a significant role in providing them reference so that they are able to learn in
an effective manner.
4.1 The key features and benefits of an inclusive learning environment
There are several features of inclusive environment in first of them is respect for diversity. It
is seen that all kind of students are respected no matter what their age gender is. The learning
needs of the students are kept at it and they are being recognised to learn. It is seen that disabled
students are also provide it inclusiveness in learning so that they are able to learn effectively.
Inclusive learning environment is free from every kind of unfair treatment discrimination as well
as harassment. All the students are encouraged to learn and the fair practices are encouraged. All
these features are beneficial for the students as well as teachers so that they are able to take each
and everyone together. Motivation of lanners is kept at priority and they are given ample amount
of opportunities to learn (Montferret, 2017). The environment that is provided to the learners is
positive as well as comfortable where they are able to develop their skills. They are encouraged
to take classes and attend them so that they are able to enhance their knowledge and skills.

TASK C
4.2 Ways to promote inclusion, equality and value diversity
Each and every student in the class is given equal opportunity no matter what is the status
and society. It is seen that they are given teamwork so that they are able to engage with each
other and interact in an effective. For teachers work in such a manner that students are able to
develop relations among them and are able to value the diversity and equality (ennett, Macarthur
and Hennekam, 2020). Engaging teamwork a good way of enhancing communication among
them and filling the gaps that have been identified as team work help to promote equality as well
as value the diversity among the students.
4.3 An analysis of ways of promoting inclusion
The style of teaching as well as the way teachers delivers lectures helps to promote
inclusiveness. The policies and procedures that are used by teachers to help students at her
guidelines also show the value for inclusivity. Along with that with the help of positive attitude
towards other the teacher can also encourage the principles of inclusive fitness and help to bring
positive environment in the life of students.
5.1 Ways to enhance effectiveness of own area of inclusive practice.
In regard to primary schools students they must be taught from starting to treat everyone
equally. The students are engaged in such activities that help them to learn in an effective
manner (Cohen and et.al., 2018). The students must be given lessons here they start valuing
diversity. Along with that by following the principles and procedures formulated one is able to
enhance inclusive practices.
5.2 Strengths and areas of improvement on inclusive
In relation to my strengths I would first of all like to include self-awareness. I am such a
person that follows the rules and regulations of inclusiveness and also follow them in my life. I
am punctual and follow all the guidelines in an appropriate manner. I work to treat all the
students equally. I also want my colleagues to follow them and the students to learn from the
guidelines in relation to inclusive that is I want to learn more about the multicultural and
inclusive practice.

5.3 Opportunities to improve skills on inclusive practices
It is important to develop multicultural knowledge about inclusive practices as it helps to
understand different aspects of societies. It will help me to deal with students in more appropriate
manner than before having specialist knowledge regarding each and every area is important
below its continuous development plan that will help to enhance my skills:
Continuous development Plan
Skills Importance Actions Time taken
General knowledge It will help me to get
update knowledge
about each and every
field and use it for
inclusiveness
(Raguindin and Ping,
2020).
I will read books and
newspapers to
enhance by General
knowledge
6 Months
Communication skills It will help me to
deliver all the things I
have learnt to the
students. It is
necessary to have
knowledge as well as
ability to deliver the
same.
For this reason I will
practice speaking
front of mirror
3 Months
CONCLUSION
From the above report it is discussed that inclusive practices must be followed by each and
every organisation. There is discussion related to the factors that have impact on the inclusive
practices as well as the policies and frameworks that are related to inclusive practice. The own

role and responsibility that help to promote inclusiveness are also discussed in the report. The
features and benefits of learning environment are also part of this report. In the end there is
dispersion related to the strengths and areas of requirement in inclusive practice and the plan is
formulated to enhance the skills in inclusive environment.

REFERENCES
Books and Journals
Accolla, A. and Jiang, J., 2019. Creating an inclusive and participatory way-finding canvas for
All. Theoretical Issues in Ergonomics Science, 20(2), pp.166-177.
Ahonen, T., 2020. Creating an Inclusive Internal Talent Pool.
Bennett, D., Macarthur, S. and Hennekam, S., 2020. Developing inclusive practices in higher
music education: A study of women in composition. ISME Commission on the
Education of the Professional Musician (CEPROM), p.14.
Cohen and et.al., 2018. Preparing All Teachers for Inclusive Classrooms: Teacher Expertise for
Diverse Learners. In Teaching, Learning, and Leading With Schools and Communities
(pp. 111-130). Routledge.
Das, K., 2021. Inclusive Mathematics Education in Classroom Practice. Shanlax International
Journal of Arts, Science and Humanities, 8(3), pp.1-5.
Kazakova, L.A., 2020. Inclusive Educational Practice in Higher Education: Questions of Theory
and Applications. ARPHA Proceedings, 3, p.959.
le Roux, M., Kathard, H. and Lorenzo, T., 2021. Creating inclusive Performing Arts practices for
development of youth with disabilities: A critical ethnographic study. African Journal
of Disability, 10.
Montferret, A., 2017. Co-teaching Professional Development for Educators in Inclusive
Classrooms.
Mora, S.D. and Towell, D., 2018. CONVERSATIONS ABOUT ADVANCING INCLUSIVE
SCHOOLING.
Morgan, E., 2017. Breaking the zero-sum game: Transforming societies through inclusive
leadership. In Breaking the Zero-Sum Game. Emerald Publishing Limited.
Mulligan, K., Calder, A. and Mulligan, H., 2018. Inclusive design in architectural practice:
Experiential learning of disability in architectural education. Disability and health
journal, 11(2), pp.237-242.
Nwachukwu, K.E., 2017. Creating Environment for Inclusive Education Practice for
Learnerswith Special Needs in Nigeria. School Environment in Nigeria, Ghana and the
Philippines.
Raguindin, P.Z.J. and Ping, L.Y., 2020. Situating" children-supporting-children" Platform in the
Context of the Inclusive Agenda: A Phenomenological Exploration. International
Journal of Learning, Teaching and Educational Research, 19(6), pp.303-322.
Shore, L.M., Cleveland, J.N. and Sanchez, D., 2018. Inclusive workplaces: A review and model.
Human Resource Management Review, 28(2), pp.176-189.
Tuncay, A.A. and Kizilaslan, A., 2021. Pre-service teachers’ sentiments, attitudes and concerns
about inclusive education in Turkey. European Journal of Special Needs Education,
pp.1-14.