Creating an Inclusive Playing Field: Inclusive Practice

This report on inclusive practice covers the impact of personal, social, and cultural factors on learning, policy and regulatory frameworks, and ways to promote equality and inclusion. It includes tasks on reviewing key features and benefits of an inclusive learning environment, identifying points of referral for individual learning needs, and analyzing ways to promote equality and value diversity.

Inclusive practice

Table of Contents
INTRODUCTION...........................................................................................................................4
MAIN BODY...................................................................................................................................4
Task A..............................................................................................................................................4
1.1Review the impact of personal, social and cultural factors for learning................................4
1.2 The impact of different cognitive, physical and sensory abilities on learning......................5
2.1 Summarise policy and regulatory framework relating to inclusive practice.........................5
2.2 explain how policy and regulatory framework influence organisational policies relating to
inclusive practice.........................................................................................................................6
2.3 explain how policy and regulatory framework influence own inclusive practice. ...............6
Task B..............................................................................................................................................6
3.1 Summarise own role and responsibilities relating to inclusive practice...............................6
3.2 Explain the relationship between own role and the roles of other professional involved in
inclusive practice.........................................................................................................................7
3.3 Identify points of referral available to meet individual learning needs. ..............................7
4.1 review key features and benefits of an inclusive learning environment...............................8
4.4 review strategies for effective liaison between professionals involved in inclusive practice
.....................................................................................................................................................8
Task C..............................................................................................................................................8
4.2 analyse ways to promote equality and value diversity .........................................................8
4.3 analyse ways to promote inclusion ......................................................................................9
5.1 review the effectiveness of own inclusive practice...............................................................9
5.2 identify own strength and areas for improvement in relation to inclusive practice..............9
5.3 Plan opportunities to improve own skills in inclusive practice. .........................................10
CONCLUSION..............................................................................................................................10
REFERENCES..............................................................................................................................11

INTRODUCTION
The report aims to provide a whole criterion on learning and teaching for inclusive
practice. Inclusive practice. as approach of teaching and learning are helpful to provide students
an effective learning and strengthen their knowledge and capabilities. An inclusive practice
considers all the factors regarding understanding, analysing and pull down those barriers which
affect the learning for children. it includes the practice of teaching and learning create a diversify
environment irrespective of background and culture of the individual (Kormos, and Nijakowska,
2017). This report is going to identify various factors like personal, social and cultural that are
necessary to undertake while creating an inclusive learning platform for individuals. As in an
area of specialisation in Cesos college there is requirement of summarising all the policies and
regulatory frameworks while boosting individual knowledge and capabilities. This report covers
3 section in which first will reflect upon all the frameworks and legislation about social and
cultural learning. task B is going to summarise upon own role and responsibility in order to meet
with learning environment. At last task c will focus on promoting equality and diversity by
analysing own strength and areas for improvement through creating an action plan for inclusive
practices.
MAIN BODY
Task A
1.1Review the impact of personal, social and cultural factors for learning.
Factors like personal social and cultural plays an important role and influence on the learning
environment.
Personal factors include gender, age, skills of an individual. As student who have good and
sharp memory they can learn and grasp easily. Girls are more of concern about histories and
paying attention on vocabulary where as men mainly adapt technical field easily.
Social factor: The factor consists society behaviour towards learning. It includes the
background and surrounding in which learner is grasping knowledge will automatically influence
on then learning. For example, a student having poor educational background, negative
surroundings will reflect in their education.
Cultural factor: It also plays an important role to increase the value and significance of
learning among individuals. When a student work in a learning culture and born and brought up

by managing their time and learning languages and focusing on critical aspects will create
intensive learning. Students belong to different culture and background could not easily
understand other languages which require various method and technique of teaching to make
them understand and acknowledge about the concepts.
1.2 The impact of different cognitive, physical and sensory abilities on learning.
The abilities in learning focus on overall learning outcome of an individual.
Cognitive skills: these skills are essential and vital for learning which makes the
individual prepared for undertaking more critical knowledge in future. Skills like reading,
analytical and awareness skills are necessary in learning. These skills prepare the students to
learn in a more accurate manner and easily grasp complex concepts. These skills will in
developing abilities to learn and think critically which could be done through multi sensory
classroom teaching.
Physical abilities: these skills are required to present the learning and knowledge
acquired through writing skills. Individual who is physically active could take advantage of good
learning environment by being a part of classes, present their thoughts in written way and be able
to perform various activities like playing and fitness (Finkelstein, Sharma, and Furlonger, 2021).
A person who is disable with hands or any body parts is required more appropriate techniques
and resources to make their learning happen.
Sensory abilities: these skills are required to develop a critical thinking and experiencing
knowledge. In which, the brain works in all the situation and be aware about surrounding
condition. A learner will have all the ability to hear, watch and analyse different aspects
simultaneously.
2.1 Summarise policy and regulatory framework relating to inclusive practice
As inclusive practice is considered to be a vital for learning and teaching. So that there are
various regulatory frameworks and policies which influence on the teachers as well as the
learners. These legal frameworks are related with equality act 2010 in which teachers are not
supposed to create any discrimination environment regards with age Gender and disability. All
the students are required to treat in a fair and equal manner. There should be no bias for people
who disable and must be liable for all the right an authority is. There are also legal regulations
about curriculum development in which teachers are required to prepare and design curriculum
as per the educational needs. Their main aim must be to promote understanding and knowledge

rather than creating pressure among individuals. All the practices regarding teaching must be
followed under a positive classroom environment that would not hurt or harm the feelings of any
learner. It is essential to develop learning abilities in individual as surroundings and behaviour
attract the most of learning power. There are also many regulation regarding disability act in
which year disable are entitled to get benefits in education fees for support from institution. As
per education and skills act 2010 every students is required to get education and development
of skills. Race relation Act is required to be maintain within education system.
2.2 explain how policy and regulatory framework influence organisational policies relating to
inclusive practice.
Organisational policies and regulatory frameworks the influence on inclusive practice for both
teachers and learners. Organisations are entitled to work upon all the regulatory principles before
going towards making any new plans. They are required to create standards about working
culture, classroom discipline admissions and providing education must be based on the all the
guidelines set under legal aspects (Alexander, and Alexander, 2021). These policies are all about
eliminating discrimination about gender religion and disability. This organisation is entitled to
enable their recruitment process as per regulatory guidelines. While recruiting, they must be no
discrimination about gender or ability so that all the people will get equal opportunity.
2.3 explain how policy and regulatory framework influence own inclusive practice.
The policy and regulations are essential for maintaining a control over inclusive practice of
teaching and learning. In my own learning practice, I get assure about all the standards set by the
college before going to take any decision and do not break the law. As my working profession, I
create learning classroom in which all the students weather girls or boys would actively
participate in quiz competition and undertaking knowledge. I always get a surety while teaching
that no one would harm or create any action which make negative impact on other students. In an
area of specialisation, I prefer to make contact with all the teachers and get concerned about each
and every individual to make them treat fairly and equally. There is need to provide all the
updates and changes in regulation to the students and other parties. So that I work as a
responsible teacher to give equal opportunities and information for all. I make my presence in all
the decision making so that the institution take the best which are in favour for all.

Task B
3.1 Summarise own role and responsibilities relating to inclusive practice
As a teacher, there are many roles and responsibilities are entitled with inclusive practice of
learning and teaching. My own roles and responsibilities are scattered at wide range of platforms
as a detail not only provide knowledge about subject related things but also make overall
development of a student. I make a positive environment and policy in my classroom regarding
treating everyone equally and does not indulge with any unfair actions. I always take
responsibility to share and update the children about legal regulations and provide solution at the
time of any miss happening. I always come up with different subject matters and articles in order
to showcase in my class so that students will learn about dignity and fairness while working with
others. In order to make this concept clearer. I always provide projects and quizzes in a group
activity so that all students will get coordination and cooperative skills. Also, I maintain my
practices over GDPR regulation in which the data and information kept within security as the
projects all Computer Based which remains under password protected software’s to ensure
privacy concerns. My role is to be a leader, mentor, friend and admin to carry out all the teaching
essential to drive student interest in the classroom.
3.2 Explain the relationship between own role and the roles of other professional involved in
inclusive practice
In ascertaining inclusive practice at a learning institution, all the professionals are entitled
with some or other rules which are in favour of student and their future. As per my rule, I believe
in good training and demonstration of the learning outcomes to the students as well as other
teachers. I launched many programs and learning sessions which are helpful in gaining
knowledge about inclusivity (Black-Hawkins, Maguire, and Kershner, 2021). I always aware my
students and make them encouraged to take participate in various activities of inter school
programs so that they co-ordinate and communicate with others. This encouragement performs
with favour of other professional department of teaching and institution in which head of
association help me to conduct programs and training so that I could deliver effective practices
on inclusive learning

3.3 Identify points of referral available to meet individual learning needs.
Referral points are those which make an individual understand about the practices of
inclusive learning. there are many referral points such as legislation, School curriculum,
psychologist and counsellors, and teachers. All these points are helpful for the individuals to
analyse whether their environment and learning that prices are all inclusive. These point help
them to ensure the principles of humanity and dignity towards others (Stepaniuk2019). As
mentors help them to achieve right knowledge and regulate awareness about human rights and
opportunities for all the society. As per internal referral points, students have teachers, first-aid
providers, heads, professors. External point of referral are agencies, NGOs and many other
educational institution.
4.1 review key features and benefits of an inclusive learning environment.
An inclusive learning is an environment of humanity, respect dignity and diversity in an
institution. The role played by teachers will create a direct impact on learning of individual.
Therefore, it included in religious practices create a sense of positivity among learners. They saw
an equal respect to be given for every individual and people with any disability or problems are
providing fair treatment even extra resources and care will not harm the integrity of normal
individual. as they will get to know about organisation policy and standard rules of better
learning.
4.4 review strategies for effective liaison between professionals involved in inclusive practice
In an organisation of learning and teaching, there comes a situation of liaison among
different professionals while making inclusive practice. It could be achieve through applying
Maslow hierarchy theory which consist needs of social, safety, love, esteem and self
actualisation needs which all the professionals and students wants. For example, regular
communication is required to be maintain in order to get update and sharing ideas for regulating
work practices (Sathy, and Hogan, 2019). Therefore, the meetings social media and mobile
phones can be utilised for exchanging thoughts and information. Strategy for maintaining
coordination is also vital as it undertake many benefits to promote inclusive learning and make
students participate in group activities in a more appropriate manner. Motivation, Interpersonal
relations are also necessary aspects that promote good Intelligence and working on teaching
objectives for learners. Good relations help in relieving stress and having a support system
during critical situation.

Task C
4.2 analyse ways to promote equality and value diversity
Equality and Diversity are both major concepts for learning and teaching that must be
inconsideration for effective environment. In order to promote this kind of environment, there is
need to create wide awareness and showcase the significance of diversity in a broader context. It
creates a sense of belongingness and humanity towards others. Teachers and students needs to
enable a positive attitude and conduct mainly group activities which will fill the gap of poor
communication and interpersonal relations ( Haug, 2017). Teamwork is a great way to bound all
the individuals together in order to gain appropriate knowledge. Engaging students in practical
life situations and programs will encourage their behaviour and attitude towards society. This
will help them to take decisions as per their own abilities that show how much they are
undertaking inclusive practice.
4.3 analyse ways to promote inclusion
Inclusion or inclusivity is unnecessary concern for organisation who provide opportunities
for learning and development. This could be enhancing and promote through creating awareness
about policies and regulatory frameworks that will keep the student and teacher under the control
of head of association. Another strategy that could be used to promote inclusion is to empower
student and make them feel valued and appreciated for what they have done to regulate
positivity. A motivation and appreciation play a vital role in creating inclusion as all other
students will try to achieve the same appreciation by indulging in act of inclusive practices. As a
teacher, I must not make any leniency while seeing any act of discrimination and take necessary
action on prompt basis.
5.1 review the effectiveness of own inclusive practice
In my own area of specialisation my inclusive practice is effective as I have capabilities to
consider and regulate all the legislation while working among individuals. I could easily identify
what is wrong and right so that I could take prompt action so that the mistakes would not be
carry forward in future (Pirogova, 2018). This way, I keep an equality and decide environment in
which all the students feel safe and motivated toward their goals. Also, I always push students
towards teamwork and coordination and that results in great learning aspect. I do not only work

equally with my students but perform a responsible role with my colleagues. I believe in regular
communication and training that enhance the productivity of Institution.
5.2 identify own strength and areas for improvement in relation to inclusive practice.
Strength weakness
 my strength for providing inclusive
practices are mainly self-confidence.
 I am a responsible personality that
other to all the rules and make my
students aware about it.
 I myself does not prepare any
discrimination and unfair practices
which I keep ensure in the classroom.
 I lack in communication skills
 I do not have much extrovert
behaviour.
 I could not manage problems at
uncertain situations.
Opportunity Threat
 This factor helps me to take decisions
about right and wrong.
 I am good at giving practical life
examples through which the students
learn more easily and apply the solution
by their own (Dell’Anna, Pellegrini,
and Ianes, 2021).
 This shows that they are being
motivated and dedicated towards
inclusive practice.
 There is threat for competitive
environment and children behaviour
which makes change in teaching
practice.
 Threat of uncertain risk and
environment in curriculum
development.
Also, there are some areas of improvement such as communication, security and privacy
control, personality development and good leadership.
5.3 Plan opportunities to improve own skills in inclusive practice.
Date Skill to improve Why it is time resources

necessary
6 October Good leadership To create
coordination and
respectful
environment
with others
01/01/22 Projector,
equipment’s and
mic.
20 October Adopt
challenges.
To promote
healthy decision
making without
harming others
efforts(Carabajal,
and Atchison,
2020).
15/02/22 Playing field,
board, internet.
1 November Communication to make good
relation and
touch he heart
and mind of
others.
30/03/21 Mic, projector
and articles.
CONCLUSION
The report has concluded that includes an area of learning and teaching is become a
necessary Concept for modern look practices. It concerns about value of equality diversity and
respect and humanity while working with others. The report has identified various factors and
abilities that influence learners. Also, the role of equality and diversity in an area of
specialisation which require some improvement that has shown through an action plan. There is
an evaluation of the ways to promote inclusion and diversity such as teamwork and coordination
motivation and group activities.

REFERENCES
Books and Journals
Kormos, J. and Nijakowska, J., 2017. Inclusive practices in teaching students with dyslexia:
Second language teachers’ concerns, attitudes and self-efficacy beliefs on a massive
open online learning course. Teaching and Teacher Education, 68, pp.30-41.
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.
Alexander, K.E. and Alexander, R.G., 2021. Evidence of Weight Bias in the College Classroom:
A Call for Inclusive Teaching Practices for Students of All Sizes. College Teaching,
pp.1-8.
Black-Hawkins, K., Maguire, L. and Kershner, R., 2021. Developing inclusive classroom
communities: what matters to children?. Education 3-13, pp.1-15.
Sathy, V. and Hogan, K.A., 2019. Want to reach all of your students? Here's how to make your
teaching more inclusive. The Chronicle of Higher Education.
Pirogova, N., 2018. Implementation of Inclusive Approach to Teaching English as a Foreign
Language.
Carabajal, I.G. and Atchison, C.L., 2020. An investigation of accessible and inclusive
instructional field practices in US geoscience departments. Advances in
Geosciences, 53, pp.53-63.
Dell’Anna, S., Pellegrini, M. and Ianes, D., 2021. Experiences and learning outcomes of students
without special educational needs in inclusive settings: a systematic
review. International Journal of Inclusive Education, 25(8), pp.944-959.
Haug, P., 2017. Understanding inclusive education: ideals and reality. Scandinavian Journal of
Disability Research, 19(3), pp.206-217.
Stepaniuk, I., 2019. Inclusive education in Eastern European countries: a current state and future
directions. International Journal of Inclusive Education, 23(3), pp.328-352.