Inclusive Practice in Education and Training

This report analyses the impact of personal, social and cultural factors on learning, the impact of cognitive, physical, and sensory abilities on learning, summarises policy and regulatory frameworks, and how they influence organisational policies and own inclusive practice. It also covers the teacher's role and responsibilities, relationship with other professionals, ways to promote equality and value diversity, ways to promote inclusion, and strategies for effective liaison. The report concludes with a review of the effectiveness of own practice.

Inclusive Practice in
Education and
training

Table of Contents
INTRODUCTION......................................................................................................................3
MAIN BODY.............................................................................................................................3
Task A........................................................................................................................................3
1.1 Impact of personal, social and cultural factors on learning.............................................3
1.2 Impact of cognitive, physical, and sensory abilities on learning.....................................3
2.1 summarise policy and regulatory frameworks.................................................................4
2.2 How policy and regulatory frameworks influence organisational policies......................4
2.3 How policy and regulatory frameworks influence own inclusive practice......................5
TASK B......................................................................................................................................5
3.1 summarise own role and responsibilities.........................................................................5
3.2 relationship between own role and the roles of other professionals................................5
3.3 points of referral...............................................................................................................6
4.1 features and benefits of inclusive learning environment..................................................6
4.2 Ways to promote equality and value diversity.................................................................6
TASK C......................................................................................................................................7
4.3 Ways to promote inclusion...............................................................................................7
4.4 review strategies for effective liaison..............................................................................7
5.1 review effectiveness of own practice...............................................................................8
5.2 identify own strengths and areas for improvement..........................................................8
5.3 plan opportunities to improve skills.................................................................................8
CONCLUSION..........................................................................................................................8
REFERENCES.........................................................................................................................10
Books and Journals:.............................................................................................................10

INTRODUCTION
Education is found to be one of the important sectors in which the country is investing
a good amount so that each and every student are able to become self-Reliance and educated
so that they will be able to generate growth opportunities for the country(Dewsbury and
Brame, 2019). This can be possible only when the teachers are very effective to provide
knowledge to the students. Without effective teaching, it is not possible for students to
become literate and self-independent. This is the reason that this report aims to analyse the
inclusive practice of learning which is possible through effective teaching. This report will
increase the factors which influence learning and the impact of policy on inclusive practice.
In addition to this, it will also cover the roles and responsibilities relating to inclusive practice
and how the teacher needs to maintain an inclusive learning environment.
MAIN BODY
Task A
1.1 Impact of personal, social and cultural factors on learning
It is very important to understand that there are many factors that provide an impact
on learning in which it includes personal, social and cultural factors. As a teacher, it becomes
necessary for them to analyse each factor so that they are able to develop a strategy for
reducing the negative impact of these factors (Ntamu and Oyo-Ita, 2022). The factors include
cultural variables, style of learning, attitude, specific learning needs and preferences,
motivation and barriers to learning. These are the important factors which create an impact on
learning. It may provide positive as well as negative impacts on learning.For example, due to
cultural factors, the students' background is not necessary to be the same because which
creates many problems for the students to learn in the same class. It creates more problems
for teachers as compared to students because they have a goal to meet the individual needs of
learners. So, it makes pressure and tough for teachers to provide inclusive learning to the
students.With the help of these examples, it becomes very clear that personal, social and
cultural factors all provide an impact on learning. It is analysed that these factors should be
considered in the learning process as it provides a negative impact on learning if these are not
considered.

1.2 Impact of cognitive, physical, and sensory abilities on learning.
It is important for the Teachers to understand the impact of different cognitive,
sensory and physical abilities on learning. It is identified that learning is depending on the
different abilities of learners and these are mainly categorised or classified into three
important abilities which include cognitive, sensory and physical. These abilities generally
include reading ability, analytical skills, physical disabilities, skills development, visual
awareness, etc. It becomes necessary for the Teachers to analyse these abilities of the students
so that day can provide learning to the students accordingly (Nieminen and Pesonen, 2021).
For example, if the teacher founds that students are not able to hear their voice, then they
need to make sure about using appropriate tools and types of equipment which helps to
provide learning to the students. This is the reason that different abilities provide an impact
on learning.It is analysed that a teacher should understand the impact of these important
abilities because then only they will be able to provide effective learning to the students
because every person has their own ability.
2.1 summarise policy and regulatory frameworks
Inclusive practice in education is very important and it is known by every teacher but
they require to follow some important policies in the framework deleting the inclusive
practice so that they will be able to achieve the individual needs of learners. Policy and
regulatory frameworks related to inclusive practice include The Equality Act, 2010. This act
is found to be very important in inclusive practice as it protects human rights and replaces
much former equality legislation such as the discrimination Act 2005 and the special
educational needs and disability act 2001 (Lisa, 2021). It is necessary for the Teachers to
understand the importance of the equality act 2010 and they need to follow all the roles and
responsibilities accordingly. If they do discrimination against students of any type then they
have a right to sue the teacher.It is analysed that every education organisation has their own
policy and regulatory frameworks in which some of which are very common and necessary to
be considered by every type of educational organisation. It is also analysed that if these
policy and regulatory frameworks are not considered then teachers or not able to establish an
inclusive learning environment.

2.2 How policy and regulatory frameworks influence organisational policies
It is identified that the policy and regulatory framework influence organisational
policy related to inclusive practice. It is not surprising because when an organisation such as
an educational institution requires to make policies then they need to ensure all the legislation
related to inclusive practice should be followed because without it they will not be able to
provide inclusive learning to the student. For example, it becomes necessary for the principal
of the educational institution to follow equality and make policies accordingly which is not
able to discriminate against any student. There are many schools founds that are doing
discrimination against poor students as they are not afforded an expensive education. So
that's why in order to protect from these types of incidence it becomes necessary to follow the
policy and regulatory framework which influence organisational policies.
2.3 How policy and regulatory frameworks influence own inclusive practice
It is found that policy and regulatory framework provided a direct or indirect impact
on own inclusive practice. It is identified that its influence on inclusive practice is by
providing easily accessible information (Shelton and Dodd, 2020). With the help of equality
act 2010, it enables an individual to study the documents at any time as it is right. This
framework helps individuals to get a clear understanding of their own roles and
responsibilities. With the help of this regulatory framework, an individual is able to ensure
the expected outcomes and they will definitely achieve them because they know their rules in
responsibilities in an effective way.
TASK B
3.1 summarise own role and responsibilities
As a teacher, it is important to know my own roles and responsibility related to
inclusive practice. It becomes very necessary to impart my knowledge and skills to all owners

and should prepare them for assessments. This is my first responsibility which helps to meet
the identified needs of students. It is also important for me to plan and design the lessons for
the classroom in such a way that it will ensure that appropriate resources should be placed
effectively. I need to use assessment such as initial and diagnostic which helps an individual
to understand the course which they choose or may get choose. It is important to identify the
nature and required level of support for the students so that I will be able to support them in
an effective way. I also need to use formative and summative assessment which helps an
individual or students to stay on the objective of getting good marks which is possible only
with learning (Titijevski, 2022). I also need to ensure inclusivity in the classroom and should
promote appropriate behaviour with the application of organisation policies and guidelines.
3.2 relationship between own role and the roles of other professionals
It is identified that teachers have a limitation on meeting the needs of learners and
that's why they need to take advises from other professionals as they have a relationship
between their own rules and the roles of other professionals. In educational institutions, the
relationship between own role and other professional roles is important because it provides
assistance to achieve the organisational goals and objectives. In the educational institution,
there are many team meetings and discussions conducted so that colleagues and other line
managers are able to provide a good forum for discussing and gathering good ideas in order
to improve the lesson plan. It is found that when a teacher work in collaboration with other
professionals then they will definitely provide effective learning.
3.3 points of referral
It is necessary to understand that one of the important and major responsibilities of a
teacher is to identify the different needs of learners and should address their needs. If the
teacher found that there are some students who require additional resources so they need to
use a point of referral which includes additional counselling sessions for the students. It is
very important to note that individual teachers can achieve their goals and objectives only
when they meet individual learning needs (Williams Jr, Ernst and Rossi, 2018). So they can
use point of referral but for that purpose, they need to identify the nature and level of students
so they will be able to provide support.
4.1 features and benefits of inclusive learning environment
The main motive of an educational institution is to provide an inclusive learning
environment so that each and every student are able to get engage in the classroom and gain

all the knowledge. It is found that there are many features identified in the inclusive learning
environment which include motivation of students, respect for others, a celebration of
achievements, a culture of tolerance, collaborative working and empowerment of students. It
is found that the inclusive learning environment helps an individual to effectively use
varieties of teaching in learning approaches which will definitely able to meet the individual
needs of learners. With the help of an inclusive learning environment, a teacher is able to
inspire the learners that they should engage in the classroom which will definitely provide
success for them.
4.2 Ways to promote equality and value diversity
It is identified they are many different ways found which ensure equality and diversity
to get promoted in the classroom. It can be possible with the help of celebration of diversity,
positive attitude, engaging learners, sharing of opportunities and teamwork empowerment.
Equality and diversity are found to be very important and they are interrelated. It entails the
acceptance and promotion of differences in people (Minott, 2019). Equality and diversity can
be promoted with the help of incorporating the equality analysis process in own performance.
That means if I am able to analyse my performance, I will definitely ensure inclusivity and
accessibility. It is important for me to motivate the learners and should encourage them for
sharing their diverse experiences so that they are able to provide their experiences.The ways
which are considered for promoting equality and value diversity should be analysed and
evaluated in an effective way so that a teacher is able to take the right action and make sure
that every student gets inclusive learning. Each and every way of promoting equality and
value diversity should be evaluated by assessing their strength and weakness.
TASK C
4.3 Ways to promote inclusion
Inclusion is very important in study and educational institutions. This is the reason
that inclusion should be promoted and it can be possible by studying, understanding and
falling of all policies and procedures in the education institution (Udvari-Solner and
Thousand, 2018). It is important for an individual that they need to understand their own
organisational guidelines only they will be able to promote inclusion in their own practice. It
is also found that policies and guidelines are used in the teaching so that I will be able to
ensure compliance which results in maintenance of quality and continuous improvement.
With the help of this step, I will ensure that students are able to get all benefits of inclusion as

they get involved in teaching in an effective way. It is important for the teachers and students
that they should inform of the expectations and standards of behaviour management. It should
be followed and used then the educational institutions are able to perform good behaviour
which results in safety and security. Inclusion is also get promoted with the help of adopting
of variety of learning and teaching approaches. It is very obvious that if the teachers are able
to identify the needs of learners, then they can easily ensure that no students will be at a
disadvantage in learning.Inclusion is the first objective of teaching that's why the ways used
for promoting inclusion in educational institutions should be evaluated so that a teacher is
able to find which one way is beneficial for the learners. For example, feedback is found to
be one of the important ways for promoting inclusion because it encourages students to
interact in the classroom.
4.4 review strategies for effective liaison
It is necessary to understand that there should be harmony between professionals and
that only they will be able to make an inclusive practice and for that purpose, they need to use
some strategies (Shi and Tan, 2020). Some of the important strategies include arranging
meetings, corporation and coordination and networking. These strategies are able to provide
effective liaison between professionals. It is identified when the organisational institutions are
arranging meetings then professionals are delivering motivational lectures to the student.
With the help of sharing information and staying up to date, professionals are able to improve
their corporation with other professionals and also able to engage in inclusive practice. With
the help of cooperation, professionals are able to improve coordinating activities and develop
skills and knowledge. For that purpose the requirements they have to provide regular training
and programs on inclusive practice which will help in ensuring effective communication.
5.1 review effectiveness of own practice
It is necessary for the teacher to review the effectiveness of phone inclusive practice
and in my business subject, I always focused on analysing and evaluating my own practice. It
will really helpful for me to improve my performance as it provides me with the direction
where I need to develop. I will be able to track my progress and involvement in inclusive
practice. This is the reason that reviewing the effectiveness of own inclusive practice is very
important. For that purpose, I focused on the regular evaluation of my own practice and try to
find whether students are taking part or not in the classroom.

5.2 identify own strengths and areas for improvement
With the help of reviewing the effectiveness of my own inclusive practice, I identify
some strengths and areas for improvement. I identify that I am good in my subject areas so if
any student is asking any question and query then I will be able to answer each query. But I
am not good at communication skills and this becomes one of my lack areas which also
reduces my strength. The students are not able to feel free to communicate with me and they
are not asking any questions.
5.3 plan opportunities to improve skills
It is important for me to improve the area in which I am lacking as then only I will be
able to make an inclusive learning environment. So that's why I am planning the
opportunities which help to improve my own skills that will result in inclusive practice. I will
focus on communication skills and try to improve them with the help of taking classes or with
regular practice. Then I will be able to improve my skills.
CONCLUSION
It can be concluded from the above discussion that every day the need for inclusive
practice is continuously increasing and because of that teachers are required to more focus.
This report analyses the factors which affect learning. In addition, this report also covered
many important aspects such as the impact of different cognitive abilities on learning. It is
analysed that the teacher should know their duties relating to the inclusive practice as it
provides an impact on an inclusive learning environment. In order to make an inclusive
learning environment, a teacher should promote equality and value diversity.

REFERENCES
Books and Journals:
Dewsbury, B. and Brame, C.J., 2019. Inclusive teaching. CBE—Life Sciences
Education, 18(2), p.fe2.
Lisa, S., 2021. Fostering Inclusive Learning: A Guide for Faculty in Higher Education.
Minott, M., 2019. Reflective teaching, inclusive teaching and the teacher’s tasks in the
inclusive classroom: A literary investigation. British Journal of Special
Education, 46(2), pp.226-238.
Nieminen, J.H. and Pesonen, H.V., 2021. Politicising inclusive learning environments: how
to foster belonging and challenge ableism?. Higher Education Research &
Development, pp.1-14.
Ntamu, B.A. and Oyo-Ita, M., 2022. Identifying and catering for gifted learners in an
inclusive classroom: A means of reducing delinquency, school drop out rate and
increasing national development in Nigeria. Global Journal of Educational
Research, 21(1), pp.35-46.
Shelton, J. and Dodd, S.J., 2020. Teaching note—Beyond the binary: Addressing
cisnormativity in the social work classroom. Journal of Social Work
Education, 56(1), pp.179-185.
Shi, M. and Tan, C.Y., 2020. Beyond oral participation: A typology of student engagement in
classroom discussions. New Zealand Journal of Educational Studies, 55(1), pp.247-
265.
Titijevski, A., 2022. Shaping an inclusive environment in an EFL classroom (Doctoral
dissertation, University of Zagreb. Faculty of Humanities and Social Sciences.
Department of English language and literature. University of Zagreb. Faculty of
Humanities and Social Sciences. Department of Pedagogy).
Udvari-Solner, A. and Thousand, J., 2018. Effective organisational instructional and
curricular practices in inclusive schools and classrooms. In Towards inclusive
schools? (pp. 147-163). Routledge.
Williams Jr, T.O., Ernst, J.V. and Rossi, L., 2018. Teaching credentials in the inclusive
STEM classroom.