Inclusive Practice: Impact, Policy, and Strategies

This document explores the impact of personal, social, and cultural factors on learning, policy and regulatory frameworks for inclusive practice, and strategies to promote equality and inclusion. It also discusses the role and responsibilities of individuals in inclusive practice and ways to improve skills in this area.

Inclusive practice
Table of Contents

INTRODUCTION...........................................................................................................................1
MAIN BODY...................................................................................................................................1
Impact of personal, social and cultural factors on learning....................................................1
Impact of different cognitive, physical, and sensory abilities on learning.............................2
Policy and regulatory frameworks relating to inclusive practice...........................................2
Policy and regulatory frameworks influence organisational policies relating to inclusive
practice...................................................................................................................................3
Policy and regulatory frameworks influence own inclusive practice.....................................3
Own role and responsibilities relating to inclusive practice...................................................4
The relationship between own role and the roles of other professionals involved in inclusive
practice...................................................................................................................................4
Points of referral available to meet individual learning needs...............................................5
Key features and benefits of an inclusive learning environment...........................................5
Analysis of ways to promote equality and value diversity.....................................................5
Analysis of ways to promote inclusion..................................................................................6
Strategies for effective liaison between professionals involved in inclusive practice...........6
Identify own strengths and areas for improvement in relation to inclusive practice..............7
Plan opportunities to improve own skills in inclusive practice..............................................7
CONCLUSION................................................................................................................................9
REFERENCES................................................................................................................................9

INTRODUCTION
Inclusive practice is mainly associated with the process understanding, identifying and
breaking down all the barriers present to participation and belonging during the learning process
(Brown, 2016). The inclusive parties are mainly focused on ensuring that all the young students
and other participants would get a fair participation and learning opportunity irrespective of
whatever their background or situation is. The current assignment comprises of review of impact
lead by personal, social and cultural factors and different cognitive, physical, and sensory
abilities on learning. Further, a summary about regularly and policy framework relating to
inclusive practises is also there along with own role and responsibilities to inclusive prcatises.
Further, some points are also indentify to meet individual learning needs along with review of
key features and befits of inclusive learning to promote equality and inclusion. At last, various
ways to promote inclusion are also analysed along with identification of strengths and areas for
improvement in inclusive practice.
MAIN BODY
Impact of personal, social and cultural factors on learning
Impact of personal factors
There are various personal factors which lead impact on learning that comprises of
motivation level which drives there attention and interest in learning along with the intellectual
ability of an individuals in which the learning and understanding capacity of an student relies to a
great extent which lead significant impact on learning. Further, attention spans and prior
knowledge about the topic and subject also affect and lead significant impact on learning through
influencing the IQ level of students and with interest and focus level of learner (Sargeant and
Gillett-Swan, 2019). Beside this, age, gender and development language also lead impact on
learning as it has been that young student have better grasping power and girls seems to have
more maturity with higher concentration level. Confidence and development of language also
leads impact on learning as it maintain the courage and make it easy to understand and
Possessing responsive for better learning.
Impact of social factor
The social factor lead a vital influence on learning through impacting the language and
experience environment of an individual which stimulate and affects the level of mind growth
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and systematically impact the learning habits of a student. Beside this, the type of company and
environment of upbringing of children would lead significant impact on their attitude and
behaviour towards learning as educational background, work preference and communication
tone of family and society leads a direct impact on learning of student.
Cultural factors
Cultural factors consists of what is actually believed by people and determine the ways of
communication, understanding and learning style thus, lead impact on learning of a student to a
great extent (Jørgensen and Allan, 2020). Apart from this, a culture of cooperation and
collaboration lead most effective and optimistic impact on learners by supporting different
strengths and also promotes diversity to improve learning and efforts of each other through
supporting strengths and overcoming weakness.
Impact of different cognitive, physical, and sensory abilities on learning
Cognitive skills are taken essential for learning as it reflects critical skills comprises of
reading and other analytical skills. Cognitive skills lead significant impact on learning abilities as
an individuals with efficient reading ability would find it easy to learn and memorise things. On
other side, good analytical skills also lead impact on learning by boosting learning through
enhancing ability to analysis and understand complex concepts. Physical abilities also leads a
vital impact on learning as physically strong individuals find it easy to learn and support various
activities of learning like attending class and engage in other activities while a physically
challenged individuals and learner find it difficult to maintain balance with these learning
activities. Beside this, sensory abilities are also essential for learning as leads a crucial impact on
brain development and learning skills and behaviour of students (Bond, 2019). Further, sensory
abilities like, good hearing ability and laterality sensory skills like necessary eye movement lead
influence on learning through reflecting the confidence and interest level of an individual and
student towards learning process. Sensory abilities or needs are define as visual or loss in
impairment processing and also physical disabilities which generally occurs in various reasons,
like disease, injury and congenital conditions.
Policy and regulatory frameworks relating to inclusive practice
There are many policy and regulatory framework that are related with leading and creating
inclusive practices in learning which comprises of Equality act, 2010 which is provided by the
parliament of UK with primary emphasis on eliminating all kind of discrimination and
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victimisation on the basis of age, gender or any other physical characteristics to ensure inclusion
and equality in learning process. Thus, Equality act 2010, supports impartiality and fairness for
all students in all aspects of life and provide equal learning opportunities for all through
protecting them from discrimination and harassment. Further, the 14-19 curriculum and
qualification reforms also set out another policy and legal framework to the support inclusivity
through offering equal opportunities and chances to all people regardless of their gender, age,
background, physical status and religion to take entry in foundation, intermediated and advanced
program level. Apart from this, the Section 142 of Ofsted’s (Office for Standards in Education,
Children's Services and Skills) School Inspection handbook also provided effective polices and
framework to the support inclusive practises through regularly inspecting educational institution
and all other independent schools to maintain fairness and standard of learning (Serna, 2017).
Policy and regulatory frameworks influence organisational policies relating to inclusive practice
The policy and regulatory framework that support inclusive practises lead a significant
influence on organisational practises as it lead out a pressures on educational institution to offer
equal opportunities and fair chances of learning for all individuals irrespective of any kind of
discrimination on the basis of their culture, background or physical appearance or status. Further,
influence is lead by equality act, 2010 as it make necessary and essential for all organisational
policies relating to inclusive practice to lead a fair and positive environment for all learners
through violating and avoiding all kinds of victimisation and chances of harassment or criticism
at educational institutes. Further, the Section 142 of Ofsted’s (Office for Standards in Education,
Children's Services and Skills) also lead influence on prcatises of organisation and educational
institution through leading more emphasis and focus on maintaining standards of education and
ensuring better and equal standards of living and opportunities for all learners (Hoppey, Black
and Mickelson, 2018). Apart from this, the policies and framework are taken as sole pillars to
promote inclusivity which leads significant influence on organisational policies relating to
inclusive practice by leading curriculum and teaching styles that prepare learners at their early
stage to promote equality and inclusion in society.
Policy and regulatory frameworks influence own inclusive practice
The policy and regulatory framework also leads a vital influence in own inclusive prcatises
of an individual by the way of leading guidelines and prcatises which leads and support for
inclusivity at place of work. Further, legal laws and framework set a base of responsibility for
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individuals to make critical decisions which observed and set out for the aspect of inclusivity.
The legal laws, like Equality act, 2010 keeps a check and monitor own prcatises of an individual
to ensure that they do not break any law based on inclusivity. Further the impact of Policy and
regulatory frameworks influence on own inclusive practice as individuals are required to
communicate government gazettes with its associated members based on inclusivity by means of
emails or other platform to keep its staff and fellow being aware about inclusive practise to
ensure equality and fairness in learning process (Plows and Whitburn, 2017). Further, leading
proper inclusive training for oneself and staff members is also a vital influence of Policy and
regulatory frameworks to lead and ensure better implication of inclusion and equality in learning
system.
Own role and responsibilities relating to inclusive practice
The own role and responsibilities of an individual relating to inclusive practises comprises of
leading effective planning, assessing and proper delivery of lessons to support professional
development and inclusive behaviours in learners. Further, organising meeting and conferencing
to communicate and make all associated parties aware about the inclusive policies are also vital
and crucial role and responsibility of an individual. Apart from this, efforts to ensures strict
adherence to inclusive policies and prcatises to treat all people in an equally and fairly means is
also a crucial role and responsibilities relating to inclusive practice. Development of internal
programmes and learning sessions along with peer assessment prcatises to train and encourage
all learners and associated members about the existing policies is also vital individual role and
responsibilities relating to inclusive practice (Bennett, Mander and Richards, 2016).
The relationship between own role and the roles of other professionals involved in inclusive
practice
A close relationship is exists between own role and prcatises of an individual and other
professionals involved in inclusive practises with in an educational institution and learning
places as own efforts and practises of an individual teacher or staff would be vain if proper
support and implication of head and chief of institution is not involved. As a teacher or staff an
individual is required to ensures inclusion and equality in its classroom and among its students
while as a head or principle a professional is required to adopt inclusive prcatises in a wider
organisational context. A relationship is exits between own role and role of other professional as
the new and more inclusive ways of teaching are adopted by an individual but they would result
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on optimistic way only when their professionals and heads support and come in relationship with
these prcatises (Fleer, 2018). Further, a close relationship with other professionalism like a guest
speakers would also leads to better inclusive practises by an own individual through leading
support and motivating students and learners towards better implication and adoption of
inclusive practises.
Points of referral available to meet individual learning needs
Many points of referral are available to meet individuals learning needs which comprises of
review of existing legislation and rules made for adopting inclusive prcatises like Equality Act,
2010. Analysis of provisions of equality act, 2010 would lead to better understanding and
awareness in an individual to meet its learning needs and implicate inclusive practises. Further
existing policies and curriculum on inclusion are also good reference for individuals to meet its
learning needs as they provided proper guidelines and addendum disclaimers based on inclusive
learning to enhance understanding of a learner (Cocks, 2019). Apart from these referral,
counsellors and psychologist along with reviewing teachers guideline notes are also vital referral
available to meet individual learning needs for an individual to improve learning and also
ensures implication of inclusive in learning system.
Key features and benefits of an inclusive learning environment
Key feature of inclusive learning environment comprises of fairness and respect for all
participants and learner irrespective of their diversified cultures, background, physical
appearance, family status or any other kind of disability to meet learning needs and preferences
of all people. Further, the benefits of an inclusive learning environment comprises of enhanced
respect for others along with encouragement to inclusion and diversity to provide a positive and
comfortable learning environment to all individuals. Apart from this, creation of a culture of
tolerance and respect among all learners, teachers and other shareholders is also a key feature
and benefit of inclusive learning environment which leads a sense of collaboration to increase the
productivity and efficiency level of both learner and educator to ensure a positive and optimistic
learning process (Sit, Xiao and Chunxiao, 2019).
Analysis of ways to promote equality and value diversity
There are many ways to promote equality and value diversity by a learning institution which
comprises of providing equality of learning through ensuring same content and learning
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opportunities for all individuals to reduce and minimize learning gap which promotes equality.
Apart from this, setting engagement among learners and empowering individuals through taking
necessary action are also vital to lead equality and demonstrate diversity. Further, treating all
members and students in a fairy and equally way along with creating and leading all inclusive
culture for staff and students by the way of avoiding stereotypes, harassment and discrimination
is also an effective way to promote equality and value diversity (Curran and Hawbaker, 2020).
Providing regular cultural and diversity training along with emphasising on adoption of equality
act, 2010 and other inclusion policies are also a crucial way to promote equality and value
diversity.
Analysis of ways to promote inclusion
Adherence to inclusion legislation and policies is a vital way to promote inclusion within
learning process and education system. Further, excellence in teaching and learning style along
with more emphasis on equality and collaboration are efficient way to promote and encourage
inclusion at place of work and during learning. Apart from this, emphasising on teamwork and
promotion a positive earning climate is a vital way which ensures promotion of inclusion through
leading and ensuring enhanced connection and interaction among students and learners. Apart
from this, embracing student’s diversity and encouraging the enhanced interaction and
collaboration among diversified group of people and learner with the help of effective
communication and interaction channels are also the vital ways to promote and encourage
inclusion in learning process (Specht and et. al., 2016).
Strategies for effective liaison between professionals involved in inclusive practice
The strategies which could be adopted to bring liaison and positive relation between
professionals involved in inclusive practice comprises of leading regular communication and
interaction by the way of face to face meetings or use of digital platforms. The best way to set a
collaboration and effective coordination in professionals involved in supporting inclusive
practises comprises of constant sharing and development of information by means of effective
and regular communication with the help of e-mails ad other online modes along with face to
face meeting and conferencing (Walker, 2017). Further, good practises of cooperation and
collaboration by the means of regular culture and diversity training is also a viable way to lead
and support liaison among professionals. Apart from this, cooperative learning along with
visualization and proper behaviour management and cooperation are viable Strategies for
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effective liaison between professionals involved in inclusive practice by the means of setting and
leading continuous communication and interaction among professionals to bring and lead
inclusion.
Review effectiveness of own inclusive practice
Inclusive learning was first defined in 1996 with release of Tomlinson Report, this
learning in teaching as from this there must not be focus on learner's disabilities but people have
to reflect as learner have to focus on the way people are behaving in more effective manner. In
individual learning plan learner have knowledge about the procedure which is require for
recording, accrediting and accessing achievement. With inclusive practice this enables teachers
for recognise and also accommodate needs of all learners which helps in removing barriers of
learning. When an individual teach somebody they treat all as equally and fairly. For
effectiveness in inclusive practice there must be good communicating skills which helps for
targeting more learners. There must be support of all staff members which leads for reviewing
inclusive practice. When there is curiosity which helps in stimulating and preparing the brain
which is done by learning. The students hold and get more facts which is due to effect of
curiosity in mind of students which helps in inquiring strengthens content and also increases core
concepts which helps in promoting in more comprehension of all contents. With help of
inclusive building self course and initiative which helps in improving skills.
Identify own strengths and areas for improvement in relation to inclusive practice
The own strengths and positive aspects identified by me that lead to support and ensure
inclusive practises comprise of engaging students and all other associated parties to ensure and
adopt inclusive practises by means of my collaborative skills. Efforts are made by me to ensure
effectiveness and inclusiveness in my practises through adoption and implication of legal
policies and regulation which comprise of equality act, 2010 and other legal framework. Further,
strict adherence and control over discrimination or any kind of harassment or victimisation is
also my strength which ensures a positive and fair environment for efficient learning. Beside this,
use of reflective practises and keeping adherence with set rules and regulations to ensures respect
and encouragement with diversity are also my strength.
The main areas of improvement that are evaluated by me to become more cooperative
and lead betterment in relation to inclusive practice comprises of effective communication and
leadership skills along with emphasising mores on teamwork and cooperative activities to ensure
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and bring equality and respect diversity for better implication and adoption of inclusive practises
in learning process.
Plan opportunities to improve own skills in inclusive practice
It has been evaluated by me that my awareness and understanding towards legal legislation
and policies supporting inclusive practises along with cooperative skills are my strength which
support inclusive practises. But it has been also evaluated that some improvement and
encouragement are required to have betterment in my communication, leadership and team
working skills. Thus, following action plan is prepared to set and grab plan opportunities for
leading improvement in my desired skills to support more efficient inclusive practises.
Objective Purpose Duration required
for improvement
Resources and
opportunities available
To have
improvement in
communication
skill
To lead better
interaction and
communication with
learners, students and
other associated parties
belonging to diversified
group to support better
encouragement for
inclusive practises
6 months The resources and
opportunities available
for improving my
communication
comprises of
understanding of three
levels i.e. physical, verbal
and psychological
communication which
can be improved by
taking parts in
presentation and focusing
more on tone and
reflective learning
opportunities
(Finkelstein, Sharma and
Furlonger, 2019).
To have betterment
in leadership skills
The purpose and reason
behind adopting for
improvement in
5 months The resources that could
be adopted to garb
opportunity of betterment
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leadership skills is that it
ensures more effective
motivation, guidance
and direction of
students, learners and
other associated parties
to support inclusion and
collaborative practices.
in leadership skills
comprises of taking
training and practical
learning programmes to
improve knowledge and
understanding about the
theories and styles of
leadership to ensure
proper guidance and
direction for learners to
support inclusive
prcatises.
To have improved
teamwork skills
The main reason behind
leading and seeking
improvement in
teamwork and
management skills is
that ensures enhanced
capabilities to support
cooperation and
effective collaboration
among diversified
students and other
associated parties to lead
and support inclusive
practises .
6 months The plan opportunities to
improve team working
skills comprises of better
understanding of theories
and models to built and
lead effective teams
which consists of Belbin
team roles which ensures
more better cooperation
and coordination among
diversified set of people
to work together which is
vital to support and
encourage inclusive
practices.
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CONCLUSION
On the basis of above assignment a conclusion can be drawn that inclusive practices are vital
and important to ensure and lead positive learning process which support and respect equality
and diversify to provided fair opportunities of learning to all individuals. Further, it has been
summarised that personal, social and cultural factors lead significant impact on learning by
influencing attitude and behaviour of a learner. Further, it has been also summarised that there
are many policy and regulatory frameworks like Equality act, 2010 which are related with
inclusive prcatises and lead influence in adoption of inclusive practises by an individual. Apart
from thus, it has been evaluated that effective communication and regular training are vital ways
to support equality and diversity along with brining inclusion and positive relationship among
professionals involved in inclusive practises. At last, a conclusion can be made that improvement
in communication, leadership and team-working skills are required to support inclusive prcatises.
REFERENCES
Books and journal
Brown, Z. ed., 2016. Inclusive Education: Perspectives on pedagogy, policy and practice.
Routledge.
Sargeant, J. and Gillett-Swan, J.K., 2019. Voice-inclusive practice (VIP): A charter for authentic
student engagement. The International Journal of Children's Rights, 27(1), pp.122-139.
Jørgensen, C.R. and Allan, J., 2020. Education, schooling and inclusive practice at a secondary
free school in England. British Journal of Sociology of Education, pp.1-16.
Bond, S., 2019. The essential role of the father: fostering a father-inclusive practice approach
with immigrant and refugee families. Journal of Family Social Work, 22(1), pp.101-123.
Serna, G.R., 2017. Undocumented students and strategic enrollment management: Guidance and
considerations for finance, policy, and inclusive practice. Strategic Enrollment
Management Quarterly, 5(1), pp.38-47.
Hoppey, D., Black, W.R. and Mickelson, A.M., 2018. The evolution of inclusive practice in two
elementary schools: Reforming teacher purpose, instructional capacity, and data-
informed practice. International Journal of Educational Reform, 27(1), pp.22-45.
Plows, V. and Whitburn, B. eds., 2017. Inclusive education: Making sense of everyday practice.
Springer.
Bennett, K., Mander, S. and Richards, L., 2016. Inclusive practice for families. Inclusive
Education: Perspectives on Pedagogy, Policy and Practice, pp.48-62.
Fleer, M., 2018. Digital Bridges Between Home and Preschool: Theorising Conceptually
Inclusive Practice in Digital Environments. In Digital Childhoods (pp. 33-48). Springer,
Singapore.
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Cocks, J., 2019. Family Inclusive practice in child welfare: report of a Churchill Fellowship
study tour. Children Australia, 44(4), pp.202-211.
Sit, C., Xiao, L. and Chunxiao, L., 2019. Cultural factors currently affecting inclusive practice–
Asia. Inclusive Physical Education Around the World: Origins, Cultures, Practices.
Curran, C.M. and Hawbaker, B.W., 2020. Cultivating Communities of Inclusive Practice:
Professional Development for Educators–Research and Practice. In Accessibility and
Diversity in Education: Breakthroughs in Research and Practice (pp. 906-939). IGI
Global.
Specht, J. and et. al., 2016. Teaching in inclusive classrooms: Efficacy and beliefs of Canadian
preservice teachers. International Journal of Inclusive Education, 20(1), pp.1-15.
Walker, S., 2017. Cultural Context and Socially Inclusive Practice. In Critical Issues in Child
and Adolescent Mental Health (pp. 101-117). Macmillan Education UK.
Finkelstein, S., Sharma, U. and Furlonger, B., 2019. The inclusive practices of classroom
teachers: a scoping review and thematic analysis. International Journal of Inclusive
Education, pp.1-28.
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