Inclusive Practice: Key Features, Advantages, Ways to Promote Equality, Value Diversity, and Strategies for Effective Liaison

This report discusses the key features and advantages of inclusive practice, ways to promote equality and value diversity, and strategies for effective liaison between professionals. It covers subject matter related to inclusive practice, including the subject, course code and name, and college or university if mentioned.

Inclusive practice

Table of Contents
INTRODUCTION...........................................................................................................................1
MAIN BODY...................................................................................................................................1
4.1: Key feature and advantage of an inclusive learning environment..................................1
4.2: Ways to promote equality and value diversity................................................................3
4.3: Ways to promote inclusion..............................................................................................4
4.4: Strategies for effective liaison between professional which is involved in practice.......6
CONCLUSION................................................................................................................................8
REFERENCES................................................................................................................................9

INTRODUCTION
Inclusive practice is defined as the teaching style which help to acknowledge and generate
space for various ways that shows behaviour which is about children learning, and accept that
they have various benefits from the various of learning technique which is well depend on need
and support (Agbenyega, and Klibthong, 2022). The inclusive practice within children or student
develop a sense of belonging which is helpful to develop communication and relationship. The
effective inclusive practice provides all children with access to make new opportunities and
create support during the earliest and also most influential years of their learning and focusing on
the growth. It is also supportive in order to enablable the children to be a part of most of
confident in which they can aspire to their future. In this report, the major of study is based on
inclusive practice that provide the knowledge of feature and advantage of an inclusive learning
environment. Therefore, ways to promote equality and value diversity with proper ways to
promote inclusion and also strategies for effective that is based in liaison that is associated
inclusive practice is well covered (Blair, 2022).
MAIN BODY
4.1: Key feature and advantage of an inclusive learning environment.
The desired result of inclusive experience for the children with and without any aspect of
disabilities and shows families that usually include sense of belonging and membership, positive
social relational and friendship and formulate the aspect of development and learning in order to
reach such potential. The analysis is well indicated that it shows the feature of inclusive feature is
that teacher organises that classroom with scope of heterogeneity in the classroom which is
considered as:
 It usually creates value in term of diversity, where each child used to bring to the
classroom and facilities all with equal opportunities which help to take participation in
learning and growing (Cawthon and et. al., 2019).
 Therefore, inclusive education that help to improve the quality and making with term of
provision of education for all.
 It also helps to provide the provision to include disabled children along with the normal
children in the regular with the term of classroom environment.
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 It is also referring to education system that usually help to accommodate all children
regardless of their physical, social, emotional, linguistic or other condition which is
showing the proper aspect to develop inclusive environment.
 It is also referring as the process which is focus on the diversity in a group with respect to
any aspect which is well appreciated and in which they can show the aspect which is well
recognised and taking under respected that they are worthy (Chege and et. al., 2019).
 It is analysing as efforts that ensure that learning which is related with diversity. It also
useful in context with teacher because inclusive practice enable teacher to provide quality
of learning and teaching by taking outline towards the learner ability.
 It also encourages inclusive and interactive behaviour that develop sense of belonging
which develop indication that nobody feels left out.
 It also helps to improve learner self-image if they are feeling like that they are included
for activities and other scenario which is taken out in classroom for engagement of
children.
 Useful for developing ideas and thought in classroom when the number of children are
involved that create aspect from which children gain perception (Cotán Fernández and et.
al., 2021).
Overall, discussion is helpful in order to provide key feature which is associated with
inclusive practice where children are getting engage towards each other with reference to some
activities that is part of inclusive practice. On the other hand, advantage is well clear due to
inclusive practice that promote learning and growth with involvement of children from diverse
background. At all, inclusive practice is important for classroom to get involve and engaged with
children to create an environment which is supportive and interactive. There is other advantage
which is also related with inclusive education in classroom is that it formulates and provide
acceptance and better understanding towards the need of student and also determine variation,
difference, diversity and cultural background of the student. The student has trait and
characteristic which show difference such physical, cognitive, literary and social abilities.
Moreover, they also learn about to respect their own individuality and also that of other. It also
helps to enhance their emotional quotient as they can develop patience and passion for classmate
(Ellery, 2019).
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4.2: Ways to promote equality and value diversity.
Equality and diversity is referring as part of multiculturalism with notion of accepting and
exploring the people variation in term of culture, region and others. The main goals while taking
participation in promotion of equality and diversity is to enhance awareness and ensure that all
individual are treated equally and in proper ways. It may be associated with various age, gender,
religion disability, sexually orientation or race. It is also analysed that the equality and diversity
is an important aspect which is must follow within school in order to make support towards the
environment that help all student to develop skills and knowledge. This growth allows to become
more productive member of social group from early age. It is also referring as the giving all
student with an equitable start, teacher and school staff is used to lead way for better social and
economic outcome in reference to the society as whole. In addition, student usually give all that
that require thrive and level of respect which is formulated between the teaching staff and student
(Fovet, 2020). As a teacher, there are some of responsibilities that they used to follow in order to
promote equality and diversity which may include:
 Making it so clear that help the student to conduct the level of conduct that it is expect to
see their communication and commerce with suitable ways and punctually with bad
performance.
 In addition, they search for proper opportunities for student in order to work together in
diverse group within the teaching routine or time table.
 Finding respectful and creative ways to use the diversity of student in order to improve
the overall learning experience for the number of people.
In addition to this, there are various of ways used by school in order to promote equality and
diversity in the school.
 Challenging negative attitude which is among student.
 Avoiding stereotype in curricular resource and example.
 In addition, the setting clear rules regarding how people treat each other’s.
 Treating all student and staff similarly and justly (Frumos, 2020).
 Creating with all-inclusive environment bring the student and staff sense of belonging
which is also an aspect which is useful to promote inclusive behaviour.
 Use actively such resource which is well associated with multicultural aspect of theme.
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 Working in order to make proper promotion of lesson that is well associated with
multiculturalism.
 It is must ensure that student or children in classroom have equal study matter and also
have same level of opportunities to take participation.
 Ensuring that all process and policies is based on discriminatory approach.
 It also ensures that classroom material never create stigmatisation and discrimination
against the anyone and also accessible to all even create the adaption towards the audio,
large print and video (Garner, 2019).
Overall, the discussion well provides the informative aspect that provide wide range of study
which is related with ways that promote inclusion. As per this, classroom require inclusion to
promote behaviour and positive environment which taking engagement of children from diverse
group. In addition, inclusion used to promote healthy behaviour where proper engagement and
interaction has been taken that create aspect which is well focus on inclusive part of practice.
4.3: Ways to promote inclusion.
Inclusive teaching is referring as the various of teaching approach that help to address the
need within classroom which is well associated with children. The inclusive teaching help to
provide the learning experience that allow the student from diverse background, learning style
and abilities which is successful. Inclusive teaching strategies that used to contribute to an
inclusive learning that show the environment in which all student feel equally valued. Inclusivity
in the aspect of classroom which implies that the classroom environment must be inclusive and
perspective are equally valued and respected (Hunter, and Serret, 2020).
There are some of the ways to promote the inclusion which is helpful to refine the inclusivity. It
includes:
Make it personal: It also enable various opportunities for student in order to share experience
and perception. There are number of student that used to learn from each other and show various
perspective and existing skills and knowledge their fellow student brings to table.
Include of various perceptive: Provide a variety of perception on the inclusive practice. For
example, literature that comes from only one perspective lack depth. Therefore, it is also
analysed that number of various perspective is usually offer with the new ideas and unique
views.
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Respect diverse people: Established respect for the values of diverse people that show specific
example which is well related with the inclusive practice. Example is usually help to elaborate
the respect and appreciation for diverse people and culture. The use of language that is well
related with gender determination of student (Johnsen and et. al., 2020).
Respect diverse talents: Student is not only come from the diverse condition, they also come
from various background. It includes, ethnicities, race and gender children within classroom is
also have various talent and style which is based on learning. All student shows the number of
opportunity which provide learning in such a way which work and provide ability to provide
showcase for talents.
Other ways to promote inclusion: There are some additional strategies which is well used in
order to promote inclusion which is useful in term of classroom. These are offer a diverse library
learning tool come in various shape, size and colour that include books. Therefore, they also
include diverse content, material and ideas which make proper support and aspect that rationale
for generation of inclusive behaviour within classroom among student (Lancaster, and Bain,
2019). The ways of inclusion are various advantage that is based on classroom that is challenging
for kid with special need because they require special needs. The advantage of inclusion far that
provide outweigh that can often have mitigated.
Role model: Inclusion is better for the children with proper need because they can be see other
typical kids and emulate them. As per this, opportunities to learn acceptable social behaviour and
to learn from peers.
Social and emotional development: School is not about academic needs. Kids social and
emotional needs also must be considered. It is essential for kids to normal a school experience as
possible.
Enhanced tolerance: Inclusion is better for kids without special needs than keep their children
with special isolated. The more kids with special need which is well included more peers start to
see their kids for who actually they are.
Overall, the ways of inclusion are helpful to get engaged with the children and develop
sense of belonging which help to support the children to live such environment where proper
support and care is taken. It is also analysing that disable children sometime require special
support to perform inclusion practice that create aspect of sense of belonging and interaction
aspect.
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4.4: Strategies for effective liaison between professional which is involved in practice.
There are various of strategies and ways which is used in order to promote the effective
liaison between professional that is involved in the practice of inclusion. Inclusion is essential
aspect which is take under the analysis which have single motive to get engaged with everyone
and create environment which is positive and based on learning. In addition, communication
between the professional engaged in inclusive is accompanied through mobile phone, emails and
teleconferencing. As per this, the liaison between different professional is well associated with
the effective variety of means, including the casual exchange. There are some ways listed below
which is helpful to understand effective liaison between professional in term of inclusive practice
(Aubenstein and et. al., 2019). It includes:
Arranging meeting: In addition to this, the professional may also take meeting which is related
with student to deliver the proper and appropriate motivational lecture as per their best practice.
Sharing of information and data and staying up to the date that help to improve cooperation
among professional that show engaged in term of inclusive practice. As per this, adherence to
term of policies and show context of regulation which help to aid in provide strength of
collaboration within teacher or professional engaged in inclusive meeting. As a teacher, it is
essential to arrange some meeting with aspect to create better understanding which allow
inclusive approach among student where they can share their ideas and thought. Therefore, some
of the consultation which is well incorporated into term of lesson plan which help student to stay
with current with current events. It is also determining that new lesson or chapter is enacted
where example is used to taken that usually provide context of discussion and the analysis that
incorporated into the lesson plan which learner will learn about new thing.
Overall, the meeting is useful from teacher to all the student to get understanding of lesson
which is added within syllabus and additional query is also solved by teacher. Such kind of
meeting is referring as the part of inclusive practice which allow classroom to get engaged with
review of lesson plan (McGarrigle, Beamish, and Hay, 2021).
Cooperation and coordination: It is also analysed that they can be incorporated by improving
coordination activities and informing the other professional of any development. Regular training
and program on the inclusive practice which can help to assist ensuring effective communication
which also show the professionals. Children within classroom must know the discipline and
positive habit that ensure that the study help to counter the
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Networking: Network and active relationship is also show the aid of formation of strong bond
that is well related with between professionals. In order to improve cooperation which is helpful
in order to make the continuous growth that maintain the activities and set of an example of
inclusive practices. The professionals have the positive attitude which is also important for the
proper communication and interaction. In addition, professional show their engagement in
inclusive practice which can help to provide the effective liaison where they can maintain
positive attitude in their work (Rossi, 2018).
Overall, the above mentioned strategies are useful to create environment which is best in
inclusive practice. As per this, when the proper elaboration is used to take that is based on above
statement with reference to inclusive classroom is that must provide sensitive environment which
allow children to get nourishing environment and atmosphere which help children or student for
their personal growth and other associated growth such as emotional as well as physical. It helps
to provide motivation and guide learning that enable the children to stay with new learning
because it creates sense of belonging with teacher due to practice which is inclusive (Thomas,
2022). Therefore, sometime peace is required which must require proper quit area where proper
brain storming is used to taken that generate wellbeing and other factor which is well taking into
the consideration of inclusive classroom. Therefore, the most appropriate ways which is
undertaken in order to formulate inclusive practice is that among children must express positive
regard and support. These kind of appreciation help children to boost their mental health and
provide motivation to perform activities or task in proper way that also a part of inclusive
practice where student are getting engaged with each other. In addition, the review is undertaking
under meeting regards with any complain or section of improvement that must be needed to
change or taking into transition that is focus on positive outcome and inclusive aspect (Sewell,
Kennett, and Pugh, 2022).
As refer as the inclusive practice, it is referring as approach that address the need of student
with the variety of background, learning modalities and abilities. Such strategies are well
contributed to an overall inclusive learning environment in which all student are required to
perceive that must be valued and able to make success. At last, the requirement of inclusive
practice is essential for classroom in order to enhance the skills of student with or without
disabilities. The skills may include motor skills, physical skills, cognitive skills and so on. In
context with disable student, it is equivalent to take contribution in age appropriate activities so
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that they can enhance level of confidence. The typical student has chance to enhance friendship
with disability among children. inclusive practice within classroom allow student to develop
relationship and such bond which is connected with emotional level where proper understanding
for other is also perceived (Stavroussi, Didaskalou, and Greif Green, 2021).
CONCLUSION
As per the discussion, it is concluded that inclusion is refer as positive aspect within
classroom that create sense of belonging with proper engagement of student. As per this, it is
also analysed that ways and strategies are mentioned which is useful to provide advantage. The
inclusive practice has number of key feature which help to explain the benefits and need of
inclusive practice in classroom. Overall, the inclusive practice is required in every classroom to
develop relationship with student and it also support to get better understanding that is well
related with student. The communication and interaction is also foster with the help of inclusive
practice.
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REFERENCES
Books and Journals
Agbenyega, J.S. and Klibthong, S., 2022. Giving voice: inclusive early childhood teachers’
perspectives about their school leaders’ leadership practices. International Journal of
Leadership in Education, pp.1-17.
Blair, K.A., 2022. The Individual Singing Voice in the Studio and Classroom: An Inclusive
eBook Design for Beginning Singers and Their Teachers. Arizona State University.
Cawthon, S.W., Davidson, S. and Schley, S., 2019. Supporting Inclusive Teaching through
Student Observations (Practice Brief). Journal of Postsecondary Education and
Disability, 32(4), pp.453-460.
Chege, L., Juma, S., Kiambati, F. and Wambua, M.T., 2019. Delivering Quality Education
Through inclusive Teacher Professional Development Pedagogies in Kenya.
Cotán Fernández, A., Aguirre, A., Morgado, B. and Melero, N., 2021. Methodological Strategies
of Faculty Members: Moving toward Inclusive Pedagogy in Higher Education.
Ellery, T., 2019. Belonging as a Pathway to Inclusive: An Inquiry into Supporting Inclusive
Practice in Secondary Schools. Kairaranga, 20(2), pp.52-62.
Fovet, F., 2020. Universal design for learning as a tool for inclusion in the higher education
classroom: Tips for the next decade of implementation. Education Journal, 9(6), pp.163-
172.
Frumos, L., 2020. Inclusive education in remote instruction with universal design for
learning. Revista Romaneasca pentru Educatie Multidimensionala, 12(2Sup1), pp.138-
142.
Garner, R.L. ed., 2019. Exploring Digital Technologies for Art-based Special Education: Models
and Methods for the Inclusive K-12 Classroom (Vol. 40). Routledge.
Hunter, F. and Serret, N., 2020. Inclusive planning for learning. In Purposeful Planning for
Learning (pp. 14-20). Routledge.
Johnsen, B., Igrić, L., Rapaić, D., Salihović, N., Jacova, Z., Košir, S., Zečić, S., Džemidžić
Kristiansen, S., Angeloska-Galevska, N., Cvitković, D. and Dizdarević, A.,
2020. International classroom studies of inclusive practices: Comparing teaching-learning
processes (pp. 213-422). Oslo: Cappelen Damm Akademisk.
Lancaster, J. and Bain, A., 2019. Designing university courses to improve pre-service teachers'
pedagogical content knowledge of evidence-based inclusive practice. Australian Journal
of Teacher Education (Online), 44(2), pp.51-65.
Laubenstein, D., Guthöhrlein, K., Lindmeier, C., Scheer, D. and Sponholz, D., 2019. The
‘Learning Office’as an Approach for Inclusive Education in Mathematics: Opportunities
and Challenges. Inclusive Mathematics Education, pp.107-121.
McGarrigle, L., Beamish, W. and Hay, S., 2021. Measuring teacher efficacy to build capacity for
implementing inclusive practices in an Australian primary school. International Journal of
Inclusive Education, pp.1-14.
Rossi, L., 2018. Instructional Readiness in the Inclusive STEM Classroom. Special Education
and STEM Education Teacher Credentials and Instructional Preparedness for Inclusive
STEM Education, p.83.
Sewell, A., Kennett, A. and Pugh, V., 2022. Universal Design for Learning as a theory of
inclusive practice for use by educational psychologists. Educational Psychology in
Practice, pp.1-15.
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Stavroussi, P., Didaskalou, E. and Greif Green, J., 2021. Are Teachers’ Democratic Beliefs about
Classroom Life Associated with Their Perceptions of Inclusive Education?. International
Journal of Disability, Development and Education, 68(5), pp.627-642.
Thomas, F.B., 2022. The Effective Practice of Assistive Technology to Boom Total
Communication Among Children With Hearing Impairment in Inclusive Classroom
Settings. Intelligent Systems for Rehabilitation Engineering, pp.223-238.
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