Inclusive Practice in Education: Features, UDL, and Collaboration

This report discusses inclusive educational practices, universal design for learning, and collaboration in education. It covers the features of inclusive classrooms, differentiation, and facilitating factors for successful inclusive practice. It also emphasizes the importance of collaboration between educators, parents, and professionals. The report provides insights on how inclusive practices can benefit students with disabilities and promote diverse learning. It also highlights the barriers to inclusive practices and the need for trained teachers and adequate funding.

Inclusive educational practice

Table of Contents
INTRODUCTION...........................................................................................................................1
MAIN BODY...................................................................................................................................1
Journal entry 1..................................................................................................................................1
Journal entry 2..................................................................................................................................3
Journal entry 3..................................................................................................................................5
Journal entry 4..................................................................................................................................8
REFERENCES .............................................................................................................................11

INTRODUCTION
Inclusive educational practice is defined as teaching approach which identifies student
diversity and make equal access of education to everyone. It gives equal opportunity to students
to succeed in academics. All the schools need to promote inclusive practices in academic activity
and teaching process to make equal access of eduction to all group of students. It makes
understand the benefits of student diversity and how it can applicable to overall learning
experience. In this report essential features of inclusive educational practice will be described.
Design of differentiation and learning has been also globally described and there is a brief
discussion over the relationship between design for differentiation and learning. This report is
going to describe the number of factors behind influencing inclusive practices and parental
insight for children facing challenges due to disability tends to help their children and attitude of
society. This report will also going to describe the UDL means universal design for learning,
which is a approach to design a educational framework so student may get equal access for all
group of students. Finally this report will going to include the Collaboration in inclusive
practices and the three key messages which will achieve from this report.
MAIN BODY
Journal entry 1
All the students nonetheless of any difficulties they may have, get admission in their
nearby schools to get high quality instruction, support and intervention that make them enable to
participate in academic as well as in extra curriculum activities and meet success. This type of
practices make disable students to sit and learn together with children with no disabilities.
Inclusive practices meets with the different educational needs of all students and also provide
special educational requirements. Offering inclusive practices deals with both the physical spaces
that makes sure that all the students are getting equal access to educational resources, classroom
rules and teaching style. For example if students living with disabilities need special equipment
for their learning such hear aid and glasses, are being provided to them (Nave, 2021). This type
of education practices helps in skills development as well as it also boosts friendship and
encourages social skills. As a classroom teacher it is very compulsory to make sure that all the
children are getting all the requirements according to their needs. Teachers should make sure that
all the students are being valued equally. Inclusive education practices is all about developing,
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improving and implementing plans and strategies that enhance the participation of every single
child in extra curriculum activities of students living with disabilities. Inclusive practices gives
the opportunity to meet behavioural requirements and diverse learning. Education students
without and with disabilities helps to make them feel that they are also a part of the community
and have equal right for getting education. It helps to develop a team and collaboratively solve
the problems to identify challenges and difficulties related to student learning (Meier and Rossi,
2020). Students know the importance of enhancing capabilities to support and assist all
classmates with a sensitivity. Inclusive practices enables strengthening friendship and
development of a positive self image and it also promotes chances to communicate. Inclusive
studies are not only beneficial for students only teachers can also take advantages such as
exchanging information and knowledge about academic activities and teaching strategies and in
this way they can expand the skills. Inclusive practices helps to develop team work and promotes
the identification and appreciation which makes students participate in academic activities. A
successful inclusive education can only achieved by understanding, attending and accepting to
student diversity, may include social, cognitive, physical and academic (Johnston and Castine,
2019). The principle of inclusive practices to make every individual student supported and
welcomed which is done by hiring a regular educational teacher and special education teacher.
Other faculty members and staffs are also responsible to make student feel supported. Through
inclusive eduction children with or without disabilities learn more, improve their skills and
achieve high. Inclusive education make student realize that they have higher self- concept and
motivate them to do better. Inclusive education practices provide better quality education
(eritano, Campbell and Hopkins, 2021).
The Features of inclusive classrooms includes teachers organise the classroom with the
aim of heterogeneity, teacher shows sympathy to disabled children, teacher makes requirements
available to students, teacher support disable student and teachers seek support of specialist to
deal with disable or slow learners. Strategies implemented to promote inclusion includes know
about students, watching problematic assumption, respect and treat students equally, respect
diverse talents and make all the educational equipments available to all students. Facilitating
factors of successful inclusive practice includes specialized support staff, differentiated
curriculum , focusing on adaptive behaviour, focusing on social, tangible opportunities and
emotional abilities and enhancement of participation. Structuring the classroom for inclusive
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teaching involves facilitating respectful classroom conversation, helping students prepare for
discussion, ensuring every individual student has a opportunity to be heard and his opinion is
being valued. There a number of factors behind influencing inclusive practices and perceptions
of parents of children with disabilities and their challenges in assisting their children with
disabilities and the general attitude of society (Costa-Renders, 2019). All these features are very
essential for a successful inclusive practice because without framing such structure it is not
possible to ensure that every individual is getting equal access to educational resources and all
the disable students are also getting the equal opportunity to perform and teachers can get all the
requirements which are required to give quality education. Inclusive learning features are very
crucial to make students and special need students share same physical space and make them
interact in order to access equal distribution of educational resources. Inclusive educational
programs are conducted to accept and understand students for who they are. This helps student
overcome their weaknesses and also help them to find out their speciality for developing their
talents. Inclusive educational practices makes sure that all the students are getting love, support
and encouragement to build up their confidence and evaluate that they are doing well even facing
challenges. Diverse learning is promoted just because disable people may feel that they not
different from others and have equal rights over educational resources (Achille, Mbeng, and
Soatto, 2018). Disable children who sit and learn together with other normal students, can learn
better and take advantages of diverse learning. Disable students who go to particular inclusive
classroom have all the accessories which re required for their learning and easily gain the things
what is being taught in the classroom. Shortage of learning accessories lead to misreading and
this is reason behind disable children do not want to go to learning schools. Illiteracy among
these does not give equal access to get job and creates discrimination at workplace. There is a
need to make parent aware about inclusive learning so they can send their off springs to inclusive
classrooms in order to develop their skills (Lambert, 2021).
Journal entry 2
UDL is considered as a significant approach to design a educational framework so
student may get equal access for all group of students. Universal design learning make sure that
every single student is getting all the requirements regardless of their needs and capabilities.
Universal frame for learning are designed with the intention of eliminating the hurdles comes in
a way of learning and make educational resources easily available to students. Strategies
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implemented for universal design for learning includes taking advantages to software supports,
sharing content in different ways, using digital materials when applicable, offering choices for
how students demonstrate their knowledge and to know about students. Differentiation education
refers as adapting guidance to meet every individual student needs. Differentiated learning is also
known as differentiated instruction provides a framework for effective teaching which provides
diverse classroom to students to make equal access of educational resources. UDL is use a
number of teaching methods to eliminate the hurdles to education and provides equal chances to
perform and to get opportunities for job. UDL is mostly student centred learning which provide
good learning experience and the main purpose of designing is to provide more options that are
accessible for every learner. Multiple means of action, representation and commitment provided
by universal learning design. The main aim of differentiation is to provide a health education al
environment to all students where they get equal opportunities to perform. UDL and
differentiation both are excellent initiatives towards education because both prioritize students.
The specific thing about UDL which makes it different that it eliminates the hurdles comes in
way of learning. In differentiation modifications and adjustments are made in order to meet
individual requirements of students. After a data is collected based on a analysis differentiation is
done and the focal point is to provide optimal learning environment for disable or slow learners.
It make strategies implemented in order to provide quality educational resources (Pabel and et.
al., 2018). The UDL works to make sure that all the learners get access to all the requirements for
their learning including their special requirements where as differentiation refers to
implementing strategies which focus on identifying individual learner level of interest, learning
profiles and interest. These two are totally relevant as they both are educational framework. Four
key elements of differentiated learning includes product, content, process and environment. UDL
makes to design the strategies, set goals and assessment in view different student requires from
the very starting . Universal design of learning motivates teachers to apply stuff that can be
modified according to learners need. With the help of UDL it is rectified if any learner is not
accessing information , can not learn it. UDL make student access many options for reading,
digital, including print and audiobooks. As for example designing a classroom routines that assist
learners to be secured and it is really helpful for disable students such students suffering with
autism. To use universal designing for learning it is important to ensure the flexibility of the
physical learning environment and establishing clear learning goals with students. Calculating
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the class of content that helps to get best learning is also done by UDL (Neudecker and et. al.,
2021).
A learner who is suffering with autism may experience barrier while studying in class
because he would not be able to understand what is being taught. He need special and specialised
teachers who are skilled and develop an non stimulating environment, design a structure with
certain routines, provide with some choices, adopt continuous motions while working for a
project, maintain low voice and clear instructions while teaching and maintain limitation of
physical contact. Autism suffering learns need extra care so they can get equal access to
education and get job opportunities (Rao, 2019). They get the opportunity to sit and learn
together with students having no disability and thus diverse learning is promoted. Seven
principle of UDL includes flexibility of uses, toleration towards error, appropriate space and size
for approach and use, minimal physical approach, intuitive and simple use. By eliminating the
barriers of learning it enhances learning experiences and make disable learners receive quality
education. Barriers comes in way of providing inclusive practices includes inappropriate
curriculum, untrained teachers, attitudinal barriers, physical barriers, organization of the
education and inadequate funding. one of the biggest barriers being faced by learners is
attitudinal barrier. In our society there is stigma over disable students and nobody like to interact
with them. Lack of interaction decreases their self esteem and make them feel they are one of us.
There is scarcity of aids and technologies to deal with a student having special kind of difficulty.
Advanced technology make learners build up their abilities and participate in academic and extra
curriculum activities. Extra curriculum activities is one of the important impediments which
helps for development of inclusive education. Designing the curriculum such a way that learner
with or without disabilities both can participate in order to get success. Teachers who are
appointed for inclusive learning should be skilled and trained because untrained teachers can not
deliver information to learners living with disability. A teacher is only responsible to make equal
access of education to every individual learner if a teacher is not doing so then a successful
inclusive learning can not be achieved. Funding plays an important role for implementing plans
and strategies. Advanced technology is also needed and that is why scarcity of funding is a main
threat to the implementation of technologies. Poor organisation of the education system is also a
hurdle for inclusive learning because the focus of the educational management remains towards
workers where as inclusive practices is student centred.
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Journal entry 3
Collaboration in inclusive practices refers to the co-teaching, in which inclusive learning
community work collaboratively to assist students by planning lessons, by monitoring the
progress of students towards the planned program, by teaching and managing the class or group
of students. Collaboration is the process of working together to achieve a common goal . In case
of teaching, the aim is always is to improve the knowledge and skills of learner group. Co-
teaching involves the activities like, Debating, Discussion, Problem-solving behaviour. The
collaborative learning is advantageous as when group of students sit together then their along
with their learning skills, they also able to develop the skills of interaction with the peers, they
able to gain new knowledge (Chávez and Quijije, 2018). Collaboration develops the higher-level
thinking, communication skills, skills of self management as well as leadership skills develop.
Interaction between students and faculty is important for maintenance of good relationship
between the learner and the educator for development of effective learning skills and open
discussions regarding the issues faced during learning process.
Collaboration between educator and parents is important to support the academic
performance of the child in a efficient manner. This interaction allows parents to know about
their child's performance and behaviour at institutional level and educator also able to know the
behaviour of student at homely environment. The institutions/schools organise the parent-teacher
meeting program to avail the interaction and facilitate proper two-way communication.
Collaboration with other professionals allows to explore new territory and create a better learning
experience. Teacher collaboration is effective in impacting the student's achievements is a
positive way. The team of educators is generally supposed to be best when they tends to
complement each other's working and skills. Collaborating teachers can work by sharing the
responsibilities and planning the tasks on the basis of their interest and strengths in order to
enhance the skills of the learner.
The discussion on benefits of collaboration in inclusive practice when educators
collaborated with the learners is being included (Collins and et. al., 2019). In a classroom, a
teacher have to deal with many types of students with different skills, abilities, calibre, interests.
Dealing with many types of students facilitate teacher an opportunity to explore and discover
their potential and they are able to identify some unique teaching styles for students. When share
a typical class, students from various backgrounds and different abilities are exposed to learn a
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lot of things. Students able to learn the skills of interaction with peers, teachers, and also learn to
deal with different situations effectively. The students within a classroom become friends,
competitors, mates, and even enemies sometimes due to any sort of clashes. These all situations
make them understand better the value of collaboration and corporation. According to many
researchers, this has been found that students with disabilities are better performers and have
some extra skills or creativity than other students. Through inclusive education, Students with
disabilities (SWD), get opportunity to perform better, learn new things, establish good
relationships with peers, and involve in new activities equally. Such practices make them feel
like they are equally important for the society and able to give their contribution for the
betterment of things with their skills. The peers of SWD students are generally serves as an
example and motivate the students without disabilities to perform better and frame a supportive
and positive mindset towards disable children (Dewsbury and Brame, 2019). The children
involved in inclusive practices develops the broad perspective and open-minded nature which
helps them to accept the differences and encourage them to help each other in every situation.
The students are able to learn the moral values, human values, time management, better
communication, leadership, and team work spirit. Good interaction between the educator and
learner help in maintaining good relationship between them. It gives students confidence to talk
openly with their teachers regarding their problems and teachers helps their students to rectify
the issues.
The factors that may influence the effectiveness of inclusive practices are:
 Cultural impact: Culturally relevant pedagogy is a theory-based model that has been
designed to concentrate on various aspects of student achievement and provide support to
them in order to uphold their cultural identities. The research conducted on the
importance of culture in the classroom and its impacts on the student's life reveals many
factors related to the topic. Culture plays a very crucial role in everyone's life as it defines
the mindset and mentality of students. Culturally relevant pedagogy focus on students to
develop critical perspectives. In reference to children; the development of mind set,
thoughts, beliefs are highly influence by the culture in which a student is growing and
shaping up. Same goes with the culture of classroom in which many students are
supposed to deal with each other as well as teachers tackle with the different students
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(Dewsbury and Brame, 2019). Cultural environment can impact the knowledge and
learning positively and negatively.
 Dynamic Learning: Human brain is the main element that allows individual to learn new
things, and development of unique skills. The human brain continues to evolve
throughout life. Brain never stops working in any situation. It has been found in many
studies that the brain tends to develop in different ways depending on the experience of
individual. Development of more neurons and good circulation of blood takes place in the
areas of the brain which are used more often. In context to UDL; process of learning
directly associated with the function of brain. Learning is a fine and slow process that can
be represented by offering information in various format and can be expressed by
interacting effectively. UDL encourages professionals included in profession of teaching
to find and focus on multiple ways in order to motivate students.
 Learning Strategies and Mental Model: Mental model has its unique role in
development of knowledge and skills. Many studies and experiments have shown the
results that it is not just enough to learn the knowledge theoretically but practicality is
also crucial. Students need to apply learning to real-world scenarios. So educators indulge
students in examination process to check their learning and give them tasks to evaluate
their knowledge, what they are able to learn and what not. All students are not similar.
They all have different abilities and capacities towards different things. So educators need
to develop skills to tackle all the students and carry them forward equally.
Three messages that I have learnt from the topic includes:
 Importance of collaboration to encourage students towards better and effective learning.
 Importance of maintaining good cultural environment within the institute which
encourage positive mind-set, productive thoughts and helping, collaborative nature
among the students (Kurth and et. al., 2020).
 Importance of making learning strategies that help a teacher in carry forward all the
students with the same pace without any partiality.
I can practice these learnings in my life as a teacher and associate all the learnings in my
profession to perform responsibilities in an efficient manner. The strategies will help me to
understand the students who are comparatively not that smart and slow learners, so I can
collaborate with them and help them to grow and develop skills.
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Journal entry 4
The three key messages that I have learnt from the topic are : the positive impact of inclusive
education on society and academics, the importance of highly qualified professionals, the need
for well established support system and financial mechanism.
In order to apply financing mechanism; service pupil premium is additional funding for
schools. It assist to make the process easy for schools in order to effectively mange the
spendings. In 2022, schools get 320 euro for very pupil along with parent serving in HM forces.
It is important to understand that financing plays a crucial role in establishing a well maintained
inclusive education system (Lakkala and et. al., 2019). Many European countries believe that the
way of funding education impacts the policy goals of educational inclusive practices. The
determination of financial laws and regulations impacts the decision-making and
implementation. The laws are implemented on the basis of learner's needs, and the use of
procedures during assessment and diagnosis. Funding and support system concern with inclusive
education is far different from general education financing. AS inclusive educational practices
focus on quality education and it is relayed to the multiple levels (Nilholm, 2021). Many
stakeholders are involved in support of inclusive educational practices which implement many
policies and provisions. It also non-educational aspects of educational provision and these non-
educational cover many factors like accessibility of the specialist support, physical environment,
financial support for families in order to provide them cost if education, etc. Effective inclusive
education system can be achieved by implementing the policies appropriately rather than
collecting the high amount of funds solely. Better establishment of proper inclusive educational
system can be achieved by consider and following the strategies that can manage the
manipulation and deployment of resources in schools.
Inclusive education designed and implemented in schools and classrooms to involve all
the children to participate in activities and make them active, knowledgable and skilful. The
inclusive practices involves the development of children in societal aspects also. Through these
practices children learn the ways to develop relationships, friendships, respect for other students,
teachers, and relatives, maintaining good interactive skills, communication, etc. that may help
them to succeed in life. Inclusive education does not mean to focus on the academic performance
only (Pit-ten Cate and et. al., 2018). But it also targets the children to be of involving behaviour
and to reflect positive impact on society. It deals with the finding of ways to make children
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think about the creativity, participate in curriculum activities, learn them the behaviour of
cooperation and collaboration with other children, among society, as well among home.
Professionals are the main elements of the inclusive practices. It is impossible to achieve
target policy goals without having highly qualified professionals in the field. Empirical
evidence of the teaching is the information gained through observation and documentation of
certain behaviour and patterns or through an experiment. Teaching literature analysis cab be
done by considering 6 points includes; emphasise small details, encourage exploration, promote
controversial stances, explain why small choices matter and subjectivity along with objectivity.
Theoretical framework in teaching is the structure that can support a research-based theory. The
theoretical framework explains the reason behind existed research problems. This framework is
found to be helpful to limit the scope of the related data by seeking concentration on specific
variables and explaining the appropriate viewpoint. Teachers at the school level are the main
assets that directly come in contact with the children. They are the major inspiration of the
students. So it is important that professionals should always be well behaving and good examples
for them which may inspire them towards good deeds and help and support them in their issues.
Teachers should learn them cooperate and collaborate and deal with the problems in a effective
manner. Co-teaching technique can be adopted by the professionals to learn from each other and
collectively teachers can plan something more fruitful for the students on the basis of their
strengths and interests. Good collaboration and cooperative behaviour of teachers can inspire the
students to help and support each other when in need.
The challenges that may impacts the implementation or appropriate running of the
inclusive practices in schools are: lack of resources, non-inclusive curriculum, unsupportive
culture, unaware society and parents, lack of positive attitude and professionalism among
teachers, infrastructural problems, improper execution of policies. So on behalf of the key
messages that I have learnt from the topic, some of the challenges that I feel to create hurdles
during establishment of support system and financial mechanism is the lack of resources.
Money is the important asset to establish any sort of planning (Pit-ten Cate and et. al., 2018).
This hurdle can be solved by finding people who are able to invest and explain them the benefits
of the plan for the betterment of society, students and professionals. The complete understanding
may convince them to invest in the planning and even their business minded strategies may help
in implementing the plan efficiently.
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Another message that I have learnt is the positive impact of inclusive education.
Undoubtedly, inclusive education practices are the wholesome for the student. The plan deals
with all value that ate important to be develop in a child at that particular age and it surely
impacts the life of students positive and them to develop skills and knowledge. But challenge
that may be faced are the unaware parents, unsupportive culture and improper execution of
policies. The policy goals set up by the organisation are important to be executed properly.
Unaware parents does not convince with the policies and do not encourage their children to
participate in activities. This may result in undeveloped skills of the students and such students
are not able to get involved in curriculum activities.
Professionalism is the behaviour that needs to be build in every child. The children have
a tendency to inspire with the people around them. So it is important to interact the students with
the person who inspires them in a positive and productive way. Unavailability of professional
teachers is a challenge that may be create a hurdle during plan implementation. Proper training
should be given to the teachers to guide them about how to deal with the students, to tell them
that they have to carry all the students forward equally without nay partiality or showing nay
favouritism (Pit-ten Cate and et. al., 2018). Each and every children upholds the right to be
treated well and every professional should respect that right.
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REFERENCES
Books and Journals
Chávez, S.A.R. and Quijije, K.K.B., 2018. A Challenge for Teachers of Inclusive Higher
Education. International research journal of management, IT and social sciences, 5(2),
pp.129-135.
Collins, A., Azmat, F. and Rentschler, R., 2019. ‘Bringing everyone on the same journey’:
revisiting inclusion in higher education. Studies in Higher Education, 44(8), pp.1475-1487.
Dewsbury, B. and Brame, C.J., 2019. Inclusive teaching. CBE—Life Sciences Education, 18(2),
p.fe2.
Emmers, E., Baeyens, D. and Petry, K., 2020. Attitudes and self-efficacy of teachers towards
inclusion in higher education. European Journal of Special Needs Education, 35(2), pp.139-
153.
Kurth, J.A., Miller, A.L. and Toews, S.G., 2020. Preparing for and implementing effective
inclusive education with participation plans. TEACHING Exceptional Children, 53(2),
pp.140-149.
Lakkala, S., Takala, M., Miettunen, H., Kyrö-Ämmälä, O., Sarivaara, E. and Kielinen, M., 2019.
Steps towards and challenges of inclusive education in Northern Finland. Including the
North: a comparative study of the policies on inclusion and equity in the Circumpolar
North.
Nilholm, C., 2021. Research about inclusive education in 2020–How can we improve our
theories in order to change practice?. European Journal of Special Needs Education, 36(3),
pp.358-370.
Pit-ten Cate, I.M., Markova, M., Krischler, M. and Krolak-Schwerdt, S., 2018. Promoting
Inclusive Education: The Role of Teachers' Competence and Attitudes. Insights into
Learning Disabilities, 15(1), pp.49-63.
Rabi, N.M., Ghazali, N.H., Rohaizad, N.A.A. and Zulkefli, M.Y., 2018. Readiness of pre-service
teacher to teach student with special needs through inclusive education
course. International Journal of Academic Research in Progressive Education and
Development, 7(4), pp.200-210.
Vincent, L. and Chiwandire, D., 2019. Funding and inclusion in higher education institutions for
students with disabilities. African journal of disability, 8(1), pp.1-12.
Achille, A., Mbeng, G. and Soatto, S., 2018. The Dynamics of Differential Learning I:
Information-Dynamics and Task Reachability.
Costa-Renders, E.C., 2019. Pedagogy of Seasons and UDL: the multiple temporalities of
learning involving the university as a whole. In Transforming Higher Education Through
Universal Design for Learning (pp. 159-178). Routledge.
Ieritano, C., Campbell, J.L. and Hopkins, W.S., 2021. Predicting differential ion mobility
behaviour in silico using machine learning. Analyst, 146(15), pp.4737-4743.
Johnston, S.C. and Castine, E.E., 2019. UDL in apprenticeships and career training programs that
serve youth with untapped talent. In Transforming Higher Education Through Universal
Design for Learning (pp. 131-158). Routledge.
Lambert, R., 2021. The Magic Is in the Margins: UDL Math. Mathematics Teacher: Learning
and Teaching PK-12, 114(9), pp.660-669.
Meier, B.S. and Rossi, K.A., 2020. Removing instructional barriers with UDL. Kappa Delta Pi
Record, 56(2), pp.82-88.
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Nave, L., 2021. Universal Design for Learning UDL in Online Environments: The HOW of
Learning. Journal of Developmental Education, 44(3), pp.34-35.
Neudecker and et. al., 2021. Informing nuclear physics via machine learning methods with
differential and integral experiments. Physical Review C, 104(3), p.034611.
Pabel and et. al., 2018. Randomised controlled trial on differential learning of toothbrushing in 6-
to 9-year-old children. Clinical Oral Investigations, 22(6), pp.2219-2228.
Rao, K., 2019. Instructional design with UDL: Addressing learner variability in college courses.
In Transforming Higher Education Through Universal Design for Learning (pp. 115-130).
Routledge.
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