Inclusive Practice in Education and Training

This report discusses effective ways to promote inclusive practice in education and training, including reviewing personal, social, and cultural factors, cognitive, physical, and sensory abilities, and policies and regulatory frameworks. It also covers ways to promote inclusion, equality, and value diversity, and own roles and responsibilities relating to inclusive practice. The report includes a table of contents and references.

Inclusive Practice in
Education and Training
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Table of contents
INTRODUCTION...........................................................................................................................3
MAIN BODY..................................................................................................................................3
Task A..............................................................................................................................................3
1.1 Reviewing personal social and cultural factors, specific learning needs and preferences,
attitudes and behaviours along with barriers to learning.............................................................3
1.2 Reviewing cognitive, physical and sensory abilities and including their impact on learning
.....................................................................................................................................................3
2.1 Policy and regulatory frameworks relating to inclusive practice..........................................4
2.2 Policy and regulatory framework, relevant legislation, duty of care and safeguarding........4
2.3 Organizational policies including roles, responsibilities and boundaries..............................4
Task B..............................................................................................................................................5
3.1 Own roles and responsibilities relating to inclusive practice................................................5
3.2 Relationship between own role and roles of other professionals involved in inclusive
practice.........................................................................................................................................5
3.3 Points of referral available to meet individual learning needs..............................................6
4.1 Reviewing key features and benefits of an inclusive learning environment.........................6
4.4 Reviewing strategies for effective liaison between professionals involved in inclusive
practice.........................................................................................................................................6
Task C..............................................................................................................................................7
4.2 Ways to promote inclusion, equality and value diversity......................................................7
4.3 Ways to promote inclusion....................................................................................................7
5.1 Reviewing effectiveness of own inclusive practice...............................................................8
5.2 Identify strengths and areas for development in relation to inclusive practice along with
developmental opportunities........................................................................................................8
5.3 Planning opportunities to improve own skills in inclusive practice......................................8
CONCLUSION................................................................................................................................9
REFERENCES..............................................................................................................................11
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INTRODUCTION
Inclusive practice is defined as the teaching approach which helps in recognizing the
difference between learners and providing them education (Finkelstein, Sharma and Furlonger,
2021).
The report will analyse the effective ways to promote the inclusive teaching and learning
practice which are done. Reflection of own practice will be evaluated and identified. Action plan
will be framed for improving the skills which are needed for teaching within the inclusive
practice.
MAIN BODY
Task A
1.1 Reviewing personal social and cultural factors, specific learning needs and preferences,
attitudes and behaviours along with barriers to learning
There are some specific social factors are – collaborative and cooperative learning in the society
effectively, social interaction with other classroom students effectively. The cultural factors are –
socialization, language, socio – cultural effects, biological effects are some cultural factors that
the there in the process of learning (Flores and Bagwell, 2021). There are different learning
styles and preferences which are adopted by learners and they are analyzing the ways through
which there are perspectives which are perceived by children. There are also certain barriers
which are related to learning and these are - emotional factors, learning experience, lack of
motivation, lack of previous knowledge. These are some barriers to learning process. These
barriers should be removed as they are creating problems and issues in the process of learning
and inclusive learning practice.
Impact of personal, social and cultural factors on learning are described as – age, gender,
confidence, peer pressure, cultural or religious attitudes, educational backgrounds, financial
situations development of language, multilingualism, social and cultural barriers on learning
(Flores and Bagwell, 2021). There are various challenges which the learners face and these are
related to learning – some learners might face the disabilities regarding the physical, cognitive
and sensory impacts at large scale due to which they lose the ability of hearing and
understanding the concepts of learning and education.
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1.2 Reviewing cognitive, physical and sensory abilities and including their impact on learning
The cognitive abilities in learning are concerned with the aspects of how the memorizing
and remembering is done by learners. With the help of cognitive abilities there are concerns
which are related to how effectively the learners are able to learn something new and are
memorizing it (Johnson, 2019). The physical abilities consist of the different aspects which help
in describing that the learners are physically fit and are able to learn and memorize what is being
taught to them in the learning process. There are certain sensory abilities which impacts the
learners are the sight, touch, hearing as these are the senses which stimulates and mentions the
importance of learning.
Impact of learning on of cognitive, physical and sensory abilities is analysed as – nature v/s
nurture, reading ability, analytical skills, skill development, aptitude, specific learning
disabilities, physical impaired, visual awareness and hearing impairment (Johnson, 2019). When
having ADHD or disabled, the lesson will be adapted in specific manner which will help in
addressing the specific needs and learning outcomes which will be made to be understood to the
individuals at large scale. This will affect their learning as they will be made more active towards
learning in a different manner and styles as per their convenience and requirements.
2.1 Policy and regulatory frameworks relating to inclusive practice
The policy and regulatory frameworks are related to learning in an effective and prominent
manner which helps in initiating and creating value of how effectively the inclusive practice in
learning is being done. The legislation in the UK prohibits discrimination in education and
supports the inclusive learning practice (Johnson, 2019). The UK government is providing all
facilities and needs for the learners to incur the inclusion practise and this helps in understanding
that learning is very important for the aspects of addressing and creating value for the learners
effectively and in appropriate manner. There is framework which helps in stating that how the
inclusion practice is providing the concerns of how there are positive concerns and measures for
supporting the inclusive learning.
Equality Act 2010, is the Act of Parliament of UK which was passed for the purpose of
legally protecting individuals from the discrimination in the workplace and in the society at large
scale. It is important that the deaf awareness, visual awareness and equality of opportunity are
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being concerned relating to the inclusive practice at large scale. These are some of the key points
which are to be included within the structure of inclusive practice.
2.2 Policy and regulatory framework, relevant legislation, duty of care and safeguarding
The policy is that the children with disabilities should go to regular schools, not NGO’s or
special schools, but special teachers should be appointed for each school. This provides positive
learning needs and practices which are fulfilled and are creating concern for how effectively and
in appropriate manner this policy should be worked in the aspects of learning processes
(Sormunen, 2020). The safeguarding includes specific training to the staff members and
supporting the learners who are facing the abuse in their learning practices. The duty of care
includes providing an opportunity to all learners so that they are able to create value of how
effectively and in appropriate manner they are concerned with their learning.
The policies and regulatory frameworks influence organizational policies relating to
inclusive practice at large scale. The policies and regulatory frameworks influence the
organizational policies which impacts the working and the other process and procedures at large
scale. Duty of care and safeguarding are the two measures which are indicative of the care being
provided to the individuals within the workplace which is very necessary (Sormunen, 2020). It is
very important to analyse and addresses that the safeguarding is an important concern and this
will help the workplace to achieve care and facilities provided to the individuals.
2.3 Organizational policies including roles, responsibilities and boundaries
There are certain organizational policies which are to be taken into concern. There are also
certain roles and responsibilities which are related to inclusive learning practices and this
constitutes – proper learning materials, fair inclusive learning practise with no partiality among
the learners. Providence of appropriate teachers so that there is proper learning practice which is
taken place (Amor, Hagiwara and et.al., 2019). Organization is responsible for providing the
proper and fair inclusive learning environment to the learners so that they are able to create value
for the learning materials and are able to incur the best learning process. This also includes the
teaching of the teachers which helps in creating value of learning and provides the learners with
effective and efficient learning materials which are provided by the organization.
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There are also certain boundaries which are represented and are taken into concern for the
process of inclusive learning and this helps in creating value of how the learners are able to learn
and the organization is initiating the process of effective learning at large scale. There are
inadequacies in the policies and legal support, resources and facilities, teacher training, flexible
curriculum to be followed, specialized staff (Sormunen, 2020). These are some of the boundaries
due to which there are some facilities and needs which are not provided to the learners and this
analyses that these boundaries should be broken so that there is proper learning process which is
incurred and is initiated by the learners. It is very important to remove and eradicate these
boundaries as they are creating hindrances in the process of inclusive learning practice. It is very
important to remove the boundaries.
The policies and regulatory frameworks influence own inclusive practice as this gives rise
to the aspects and concerns regarding disclosure and barring service procedure, giving more time
to dyslexic students, staffing ratios for visits, nominated roles and responsibilities, quality
assurance procedures, compliant procedures, marketing and promotion of courses, organizational
policies, staff and students charter, requirement for CPD and accessibility (Sormunen, 2020).
Task B
3.1 Own roles and responsibilities relating to inclusive practice
My roles and responsibilities by being a teacher are mentioned and framed as –
 I role is to guide and delegate the learners so that they are responsible for their own work
and are creating value of how learning is done.
 My role is to plan and prepare the courses which are being assigned for learners (Pit-ten
Cate, Markova and et.al., 2018).
 To demonstrate the competence and encourage the learners to learn something new and
engage in the inclusive learning practice.
 To plan and implement management effectively so that there are proper practices being
undertaken.
3.2 Relationship between own role and roles of other professionals involved in inclusive practice
My role for inclusive practice is concerned with the aspects of how effectively and in
appropriate manner I am providing the learners best learning courses which are related to their
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learning process. I am also assigned for preparing my own course notes and work while
compared to other professionals in inclusive practice (Sánchez, de Haro-Rodríguez and
Martínez, 2019). The role of other professionals in inclusive practice is – training the other staff
members, providing classrooms and other details which are related to their inclusive practice.
There is much difference which is indicative of how the other professionals are practising their
work professionally.
3.3 Points of referral available to meet individual learning needs
There are three different types of referrals which are considered as the steps which are
taken by the teacher in order to get extra assistance from the students with whom they are
working and are creating value of their work (Dewsbury and Brame, 2019). These three points of
referral available to meet the individual learning needs are – referrals for disciplinary issues,
special education evaluations and counselling services. These points of referral are very
important to be considered in the process of how the learning is being done at large scale within
the inclusive practice. This also helps in addressing the individual learning needs.
4.1 Reviewing key features and benefits of an inclusive learning environment
Key features and benefits of an inclusive learning environment is mentioned as –
 It helps in generating and providing confidence towards fulfilling the needs and
requirements of the learners.
 It helps in identifying the differences within the process of teaching and learning.
 It helps in analysing and identifying the cultural background and diversity measures of
the learners (Pit-ten Cate, Markova and et.al., 2018).
 The learners’ characteristics and abilities along with skills are also analysed and helps in
providing the aspect of including all the measures such as physical, social abilities,
cognitive abilities.
4.4 Reviewing strategies for effective liaison between professionals involved in inclusive
practice
There are some strategies for effective liaison between professionals involved in inclusive
practice and these are –
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Arranging Meetings – Professionals are allowed and may attend the meetings which are
delivered by the students. Sharing of information and staying up to date is the best manner on
which there can be aspects of how effectively and in appropriate manner meetings can be done
(Sánchez, de Haro-Rodríguez and Martínez, 2019).
Coordination and Cooperation – It can be done with the help of proper coordinating activities
so that there is growth and development which is mentioned and is provided as guidance to other
professionals. This can be done by regular training and programs.
Networking – With the help of network there is string bond between the professionals which
helps them to communicate effectively and in proper manner.
Task C
4.2 Ways to promote inclusion, equality and value diversity
These are some ways to promote inclusion, equality and value diversity which are mentioned as
–
 To challenge any negative attitude.
 Setting of clear rules in regard to how the learners and people should be treated.
 Avoidance of any type of stereotype (Walton, 2018).
 Treating all the staff and learners in fair and equal manner.
 Using of resources so that the individuals are included and are diverted towards how the
inclusion, equality and value diversity are promoted.
4.3 Ways to promote inclusion
There are three major ways which helps in promoting inclusion and these are –
 Offering a diverse and large management library so that the learners are able to create
value for their learning and are addressing to the aspects of how effectively different tools
of learning can be provided to the learners.
 Including the diverse content, material and the ideas for how the growth and development
in the process of learning is being done (Ewing, Monsen, and Kielblock, 2018).
 Supporting is the main inclusion aspect which helps in addressing the major concerns of
how effectively and in appropriate manner there are aspects of how the learners are being
supported.
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5.1 Reviewing effectiveness of own inclusive practice
In my teaching process, I treat all my learners equally and fairly (Moriña, 2022). I need
some individual support so that I am able to provided and fulfil all the needs and requirements of
the learners. As I teach in the special need organization, I need some positive learning
environment so that there are positive concerns of how effectively and in appropriate manner I
am able to create value of work and deliver my teaching process in the most easy and effective
manner.
5.2 Identify strengths and areas for development in relation to inclusive practice along with
developmental opportunities
My strengths are – I have good communication skills, I am also engaged into active listening, I
incur to practice of having patience which helps me in understanding and valuing what the
learners wish to communicate to me (Moriña, 2022). There are some developmental
opportunities which help in addressing the concerns of how effectively and in appropriate
manner I am able to engage myself in fairly providing the benefits of learning and the
opportunities which are to be grabbed from the learning environment.
5.3 Planning opportunities to improve own skills in inclusive practice
For planning the opportunities to improve own skills in inclusive practice I need to take
some action for improving my teaching and this constitutes (Ewing, Monsen, and Kielblock,
2018).
The action plan is framed as follows –
Target Resource/Strategy Long/Short Term
Action
Personal
Development
Time
To improve
adaptability
skills.
Reading the case studies, books,
articles, online courses.
I will improve my
adaptability skills
by engaging more
and more with other
professionals in
teaching career.
By improving this
skill, I will be able to
achieve my future
goals and objectives.
2 months.
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To improve
interpersonal
skills.
I will read articles, blogs, books
and courses.
I will Improve my
interpersonal skills
by engaging into
activities and tasks
in an appropriate
manner.
It will help me in
building my career of
how I can practice
more teaching
profession.
1 month.
CONCLUSION
The report analysed the effective ways to promote the inclusive teaching and learning
practice being done. Reflection of own practice were evaluated and identified. Action plan was
framed for improving the skills which are needed for teaching within the inclusive practice.
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REFERENCES
Books and Journals
Amor, A.M., Hagiwara, M. and et.al., 2019. International perspectives and trends in research on
inclusive education: A systematic review. International Journal of Inclusive Education.
23(12). pp.1277-1295.
Dewsbury, B. and Brame, C.J., 2019. Inclusive teaching. CBE—Life Sciences Education. 18(2).
p.fe2.
Ewing, D.L., Monsen, J.J. and Kielblock, S., 2018. Teachers’ attitudes towards inclusive
education: a critical review of published questionnaires. Educational Psychology in
Practice. 34(2). pp.150-165.
Finkelstein, S., Sharma, U. and Furlonger, B., 2021. The inclusive practices of classroom
teachers: a scoping review and thematic analysis. International Journal of Inclusive
Education. 25(6). pp.735-762.
Flores, C. and Bagwell, J., 2021. Social Justice Leadership as Inclusion: Promoting Inclusive
Practices to Ensure Equity for All. Educational Leadership and Administration:
Teaching and Program Development.
Johnson, K.M., 2019. Implementing inclusive practices in an active learning STEM
classroom. Advances in physiology education. 43(2). pp.207-210.
Moriña, A., 2022. Faculty members who engage in inclusive pedagogy: methodological and
affective strategies for teaching. Teaching in Higher Education. 27(3). pp.371-386.
Pit-ten Cate, I.M., Markova, M. and et.al., 2018. Promoting Inclusive Education: The Role of
Teachers' Competence and Attitudes. Insights into Learning Disabilities. 15(1). pp.49-
63.
Sánchez, P.A., de Haro-Rodríguez, R. and Martínez, R.M., 2019. Barriers to student learning and
participation in an inclusive school as perceived by future education
professionals. Journal of New Approaches in Educational Research (NAER
Journal). 8(1). pp.18-24.
Sormunen, K., 2020. From inclusive practices to personal strategies: Teachers and students
designing together digitally supported science learning. Helsinki Studies in Education,
number 76.
Walton, E., 2018. Decolonising (through) inclusive education?. Educational research for social
change. 7(SPE). pp.31-45.
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