Inclusive Practice in Education and Training

This article discusses inclusive practices in education and training, including personal factors that influence learning, ways to promote inclusivity, and strategies to improve inclusive practices. It also explores the benefits of inclusive learning and how to identify strengths and areas for development. The article emphasizes the importance of accommodating the needs of all learners and promoting diversity and inclusion in the classroom.

Inclusive Practice in Education and training

Table of Contents
INTRODUCTION...........................................................................................................................1
MAIN BODY...................................................................................................................................1
Task : A..................................................................................................................................1
Task : B...................................................................................................................................3
TASK C..................................................................................................................................5
4.2: Analysing different ways that promotes inclusion..........................................................5
4.3: Ways to promote inclusivity............................................................................................6
5.1: Effects of inclusion..........................................................................................................6
5.2 Identifying strengths and areas for development..............................................................6
5.3: Plans to improve own skill in inclusion..........................................................................6
CONCLUSION................................................................................................................................7
REFERENCES ...............................................................................................................................8

INTRODUCTION
Inclusive practice in education means Appling practices which gives same opportunity to
all children belonging to different communities to learn and grow. Designing different
curriculums which is organised to appreciate different culture is an example of inclusive practice.
It makes student learn to respect all the cultures. It brings all the children under one roof to grow
together and they also get the chance to know individual differences. To ensure the inclusive
practices in education it is very important to give equal respect to the children and parents
belonging to different cultures. It is needed to enjoy every single child uniqueness. Making sure
that every individual is participating in extra curriculum activities and supporting them ensures
inclusive practices in schools. Principles of inclusive education includes strengthen all
communities, children belong to different cultures are equally valued and all students are allowed
to full fill their potential. In this assessment the major discussion is based on impact of cultural
social and personal factors on learning.
MAIN BODY
Task : A
Personal factors that influence learning includes age, gender and development of
language. Young age have good learning skills but lack of concentration affect their learning
outcomes. Some another personal factors which affects learning are emotion, need, motivation,
intelligence, age and boredom. The leaning outcome is based on the learners mental and physical
health. Learners behaviour is also very important and thus if it is required it can be changed. The
special kind of training to required for such changes in learners behaviour. Product of learning is
affected by ultimate goals of individual life. Specific learning needs include skills, knowledge,
confidence, belief, perspective and reassurance. Some children have special learning needs such
as dyslexia, dyscalculia, speech and languages and autistic spectrum disorder. Dyslexia is
difficulty faced by children while reading where as dyscalculia is difficulty faced while applying
mathematical principles. Visual, auditory, reading, writing and kinaesthetic are different styles of
learning. Positive attitudes towards learning makes students focus, concentrate and gather the
knowledge what they have learnt. Motivating children foe their studies make them adhere to the
learning. Absence of motivation creates fear of failure in their mind. Some barriers comes in way
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of learning are emotional factors, learning styles, lack of motivation, lack of previous knowledge
and learning experiences.
Cognitive style of learning helps children to increase their brain potential and helps to
gather information and generate new ideas. Cognitive skills makes children gather information
with new materials. It generate curiosity among children. Any sensory issue creates barrier to
learning thus need to be resolved. Children having sensory issue do not participate in extra
curriculum activities. Activities related to touch, smell, movement, balance, sight and hearing
stimulates children sense abilities. Sensory activities let children use scientific process and
explore new things while playing. Scientifically, Physical activity increases flow of oxygen to
the brain and thus increasing the number of neurotransmitter. It is really helpful to focus,
concentrate and do better in studies. Physical disabilities creates barriers to children in
participating extra curriculum activities and demotivate them to learn and play. Physical disable
students may face problems such as difficulties in movement, manipulating objects, managing
the distance between different learnings and communication. Some physical disabilities are
cerebral palsy, spinal chord injuries, amputation and musculoskeletal injuries. These physical
disabilities make children less active and children do not able to give their best. Children having
cognitive disabilities face problem to gather new information and explore new things.
Multisensory teaching is defined as a teaching where information in presented and learners are
using their three primary sense like auditory, visual and motor.
Policies related to inclusive practices includes having special teacher in every school for
disable children and it should be mandatary for all to come school daily. Going school and
studying with others make them feel like a normal child. All the requirements should be
available to meet the needs of physical disable children. Skilled teachers are required to make
equal access of education to them. In UK, legislation inhibits discrimination among children with
physical disabilities. Policies make sure that every single child has equal access to education.
Legislation includes special educational needs and disabilities act 2001 and equality act 2011
which are related to inclusive practices. Factors affecting inclusive development includes
inequity, social exclusion, poverty, disparity and displacement. Giving easily accessible
information on up to date legislation and this is how policy and regulatory frameworks influence
own inclusive practice.
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In UK, according to the policies children with disabilities do not go to a special school.
They go and learn with the others so they do not feel cut off from the rest of society. The relevant
legislation to inclusive learning includes the special educational needs and disability act and
equality act. This acts defines roles and responsibilities of public bodies and schools providing
inclusive learning. This legislations ensures that children living with disabilities are not excluded
from society and have same access to education. The equality act came into force in 2010 and it
covers all discrimination which are illegal. IFL stands for institute of learning. The role of
teacher is not only to teach students but also develop their skills and to maintain equality among
children. Qualities of professional includes ability to teach, adaptability and integrity.
Characteristics of ethical teaching includes empathy, knowledge, courage, reasoning and
interpersonal skills. Safeguarding responsibilities includes to be aware of sign of abuse and
neglect, identify the sign of abuse, make children feel safe, value their own ideas and thoughts.
Policies of inclusive practices includes children who need special requirement to learn
and perform are provided their requirements. Children living with disabilities having equal
access to education and participating in extra curriculum activities. Inclusive learning allows all
children sit together and learn to have such interaction in classrooms. Specialist support in
inclusive learning includes speech therapy, medical services, counselling for disable children,
counselling for parent those who are having disable kids, physical therapy, educational therapy
and resources materials. The role of teacher in inclusive learning teaching children without any
discrimination and make their requirements accessible to them. A teacher's responsibility is also
to act professionally and and do the job with intergrity.
Task : B
Teachers play a important role for providing all the material to the students and they also
support and encourage children to participate in extra curriculum activities. Guidelines are also
responsible to consider student and family first. Teachers develops models and other
requirements for inclusion classrooms and implement those models. The responsibility of a
teacher is to know the need, ability and requirements of very individual child. The principal has
the most critical role in inclusive education. Parents supporting their child for learning is also
matters for inclusive learning. Parents contacting regularly about their child activities, behaviour,
well being is also a kind of participation.. promoting student voice and ideas and giving them
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chance to perform and explore eliminates barriers. Being a teacher it is required to see every
single child equally. For a teacher every single child matters and children's ideas are valued.
Partiality makes children hesitate to come to a teacher and ask questions. As a teacher it is
required to identify student social, emotional, behavioural and physical strength and disabilities.
Planning lessons and method to teach before taking lecture is also very important. Creating
inclusive practices in classrooms as a teacher includes defining clear minimum standard for
behaviour, creating opportunities to listen to every single child, being aware of particular need of
every single child and dealing with low level disruption in a sensitive way (Roznowski,
Conover, and Kasevich, 2020).
Professionals involved involved in inclusive practice also support and educate children to
make them them realise their potential, working, ability, speciality and improve their
communication and learning skills. They make education equally accessible to children
belonging to different culture. They provide all the requirements needed by the disable students.
Professionals involved in inclusive classrooms include classrooms assistants, therapists and
therapy assistants. Others are educational psychologists, health visitor, counsellor, occupational
therapist, physiotherapist and designated medical officer. Al professionals work together to
provide better learning to children. Special education professional support service provider. The
main difference between a professional and a teacher is a teacher only has the responsibility
regarding teaching but a professional does all the duties which is relate to providing a better
education. The responsibility of a professional is not only about teaching. Teacher only know
about the environment of school but a professional must know about all the law and legislation.
A teacher knows personality of every single child but for a professional it is not required much.
Professionals also creates individualized education plan for an individual student (Nguyen,
2019).
Points of referral available to meet individual learning needs includes referrals for
disciplinary, special education evaluation and counselling services. Leaner can be referred to
someone or any organisation or institute that will help him. Six steps in the referral process
includes landing page, self detail, learner detail, reason for referral, recommendation and
conformation. Referral in teaching is a initial point and requested for an evaluation. Referral may
be made by parent classroom teacher or any member of school district. The four keys of a
successful referral programs includes capitalize on movement of delight to ask for referrals,
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making clear that what type of idea searching for, nurturing customers towards referral program
and provide customers with feedback (Mkonto, 2021).
Advantages of inclusive learning includes make student respect diversity, enables
participation, remove barriers and includes a number of learning needs and preferences. With the
help of inclusive learning teacher support disable children and make things available to them
according to their need. Specialists are also their to support slow learner. Many psychologists are
there for treating children with mental disability. Inclusive learning make single children learn
with special techniques and make all the student come to school regularly. All children can take
advantage of proper educational programs and extra curriculum activities. Inclusive learning
make every single child supported by their parents (Aghdasi, 2020). Children who need special
care and facilities have also the equal access of education. Children learns how to respect others
individuality and increase their patience. Children start respecting others culture and ideas.
Children learn how to work within a team and develop a leadership quality. All the barriers
comes in way in learning can be removed with the help of inclusive learning.
Strategises to promote inclusion includes special teacher training, ensuring that every
single leaner is getting learn, promoting positive learning climate, promote diversity learning and
encouraging student interaction. Defining clear minimum standards for behaviour and enforcing
them continuously is also a kind of strategises. Meeting with special need of every single child
improves inclusive learning (Hyater-Adams, 2021).
TASK :C
4.2: Analysing different ways that promotes inclusion
Inclusion is said to be creating an interesting and an inspiring learning opportunities for
all the learners . This practice ensures that all the learners are contributed and they are not
disadvantaged by any mean or method, language or source of material. In inclusion practice, it is
necessary that the teachers use efficient tasks and assign useful resources to children so that they
involve themselves thoroughly. Inclusion is also an approach to teaching and training by giving
an encouragement to the fullest participation of all the learners. Learners can also gain
knowledge from one another in sessions which can be done in small groups. Equality and
diversity simply indicates that everyone is different from one another but we all have equal rights
(Ainscow and Messiou, 2018). So teaching should be committed to enabling learners to
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participate in practising their different cultures according to their beliefs without any
discrimination.
4.3: Ways to promote inclusivity
Inclusivity can be promoted in different ways and they include: it can done by offering
library with diverse information and learning tools in all the shapes, sizes and colours including
all kinds of books. By including diverse content of materials and ideologies related to study
material. By supporting each and every student to promote and develop their skills (Ainscow,
2020).
5.1: Effects of inclusion
Inclusivity or inclusion practice enables teachers to recognise the needs of the all the
learners and accommodate their requirements by trying to remove and get rid of any barrier to
their learning. This practice help learner to promote progress through the extra curriculum, it can
be through personal, any social development or land based skills. This inclusion practice has also
helped in developing their skill in communication efficiently. By picking up ideas from the
learning and making them into practice in their day to day life has supported them in their
individual learning (Dewsbury and Brame, 2019).
5.2 Identifying strengths and areas for development
There are benefits of inclusivity for kids with or without inability and disabilities and
they are friendship skills, some peer models and their strategy to problem solving skills. Self
image in positive and respect for others. Parents play an important role at homes by giving their
kids opportunities to trickle down to them as well in every aspect, teaching parents and families
always to be more accepting of differences to their kids as help them grow positively (Pit-ten
Cate and et. al., 2018).
5.3: Plans to improve own skill in inclusion
To improve one's own inclusive practice, one should teach and guide their kids in such a
way that they actively involve themselves in their parts and engages themselves during their
learnings in sessions. Teacher should provide with giving feedbacks whether in written or verbal
form to their works and speak to them in very clear language to avoid any difficulty (Ponton,
2018). Teacher should plan resources and matter of information at more of an appropriate and
efficient level for the learners.
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CONCLUSION
From the above discussion it is concluded that inclusive learning is very important to
make education accessible to all children. Teachers play a important role for providing all the
materials to the students. A number of legislation are there for inclusive learning. Identifying the
strength and areas of development is really important for the development. Different plans are
designed to improve inclusive practices. Diversity in learning makes children respect other
culture and others individuality.
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REFERENCES
Books and Journals
Aghdasi, M.T., 2020. Self-esteem changes and motor proficiency influenced by manipulating the
environment of an extracurricular physical education class using the new inclusive learning
method in a boy with developmental coordination disorder: A mix method study. Research
in Sport Management and Motor Behavior, pp.0-0.
Ainscow, M. and Messiou, K., 2018. Engaging with the views of students to promote inclusion
in education. Journal of Educational Change, 19(1), pp.1-17.
Ainscow, M., 2020. Promoting inclusion and equity in education: Lessons from international
experiences. Nordic Journal of Studies in Educational Policy, 6(1), pp.7-16.
Dewsbury, B. and Brame, C.J., 2019. Inclusive teaching. CBE—Life Sciences Education, 18(2),
p.fe2.
Hyater-Adams, S., 2021. Factors Needed to Cultivate Inclusive Learning Environments. Bulletin
of the American Physical Society, 66.
Mkonto, N., 2021. Understanding Safe and Inclusive Learning Spaces at a South African
University. Creating Effective Teaching and Learning Spaces: Shaping Futures and
Envisioning Unity in Diversity and Transformation, p.45.
Nguyen, T.A., 2019. Towards inclusive learning environment for students with disabilitiesin
Vietnam’shigher education: case study of Vietnam National University, Hanoi.
Obla, M. and Ukabi, E., 2021. Education in the Virtual Space: A Sustainable Strategy for
Achieving Tension-free and Inclusive Learning in COVID-19 Dispensation. Journal of
Studies in Science and Engineering, 1(2), pp.17-35.
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.
Ponton, V., 2018. Utilizing Pacific methodologies as inclusive practice. Sage Open, 8(3),
p.2158244018792962.
Roznowski, R., Conover, C. and Kasevich, H., 2020. Temperament-Inclusive Learning: Essential
Strategies for Educators. In The Introverted Actor (pp. 85-98). Palgrave Macmillan, Cham.
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