Inclusive Practice: Impacts, Policies, and Strategies

This document discusses the impacts of personal, social, and cultural factors on learning, policy and regulatory frameworks related to inclusive practice, roles and responsibilities, referral points, and benefits of inclusive learning environments.

Inclusive Practice

Table of Contents
INTRODUCTION...........................................................................................................................1
TASK 1............................................................................................................................................1
a). Impacts of...............................................................................................................................1
Personal, social and cultural factors on learning.........................................................................1
Different cognitive, physical along with sensory abilities on learning.......................................2
b). Policy and regulatory frameworks relating to inclusive practice...........................................3
c). Ways regulatory framework influences organisational policies and practice of child care
worker..........................................................................................................................................3
TASK 2............................................................................................................................................4
a). Summarising roles and responsibilities relating to inclusive practices..................................4
b). Identification of referral points that might be used for meeting learner needs......................5
c). Key features along with benefits of inclusive learning environments as well as strategies...5
TASK 3............................................................................................................................................6
a). Reviewing effectiveness of inclusive practice........................................................................6
b). Identification of strengths and improvement areas................................................................6
c). Analysing ways for promoting inclusion, equality and diversity of values...........................8
CONCLUSION................................................................................................................................8
REFERENCES................................................................................................................................9

INTRODUCTION
Inclusive practice is defined as the approach in which normal along with disabled
learners are accorded adequate support within educational school setting. It helps in recognising
benefits which diversity of students may bring in overall learning experiences. To understand
about inclusive practice, Keys Education is considered which provides education along with
child care facilities to children addition to young people having complex needs. It performs its
operations across Wales and England in UK with residential services together with schools. The
present report includes the impacts that certain factors have of learning (Key Education, 2020). It
further highlights about policies and regulatory frameworks related to inclusive practice which
influences policies and practice of the child care organisation. It also summarises about roles and
responsibilities, points of referral and characteristics with benefits of inclusive learning
environments and strategies. At last, reflective report is provided that encompasses effectiveness
of inclusive practice, strengths and improvement areas and ways to promote equality, diversity
and inclusions.
TASK 1
a). Impacts of
Personal, social and cultural factors on learning
There are various factors that impacts on learning of student (Amans, 2017). Learners have
to emphasis on their surrounding situations so to analyse what factors can impact and at what
extent on their learning. Some of the factors as identified by teacher of Key Education that
impacts on learning among students are as follows:
Personal factors: Age, gender addition to developing languages are certain personal
factors that impacts learning of children and student. For example, in Key Education people from
different age are provided education services. It is seen by teachers that children on young age
have excellent grasping memory which is important for learning but these children have low
level of concentration which impacts largely on their learning. However, students of old age so
not posses sharp memory as compared to young age but they posses high concentration in
learning that results in positive impacts to learn quickly (Arnold and Horan, 2017). Moreover, as
compared to boys, brains of girls develops faster that impacts on developing languages,
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confidence and motivation which encourages them the most to learn new things as quickly as
possible.
Social factors: Peer pressure, background influences and attitude are some social actors
that impacts on students learning. For example, a student having god educational background,
financial support from parents and have huge interest in studies than it impacts positively on its
learning. At same time, when a student has low interest in subject, poor educational background
and huge pressure from teachers that it results in negative impacts on their learning as they faces
huge challenges in learning journey as well as requires huge helps for tackling challenges
(Berman and MacArthur, 2017). In Keys Education, teachers adopt different approaches which
suits styles of learning of learners so that all students can gain success in learning journey.
Cultural factors: Culture of an individual have huge impacts on its learning abilities.
Cultural orientation of student is one of cultural factor that impacts impediment towards learning.
For example, in Key Education student belonging to different cultures are provided education
and other facilities. There are some cultures which support learning and states that learning is
very important in the competitive world (Dickens, 2016). While certain cultures do not favour
educational learning for students. Moreover, it is also seen that learners that are brought up in
multilingual setting founds it easy to learn new things as they have knowledge of different
languages used in various settings which positively impacts on their ability to learn.
Different cognitive, physical along with sensory abilities on learning
Skills and abilities also impacts on learning at huge extent. Some of abilities and skills that
impacts learning among students of Key education are as follows:
Cognitive skills: It is the ability of a human to process thoughts and information as well as
performs mental activities that are related with learning (Ekins, 2016). For example, few students
of Key Education have reading ability which finds easy to learn things quickly in comparison to
students that do not have excellent analytical skills. Effective cognitive skills impacts positively
on students learning as it helps them to analyse as well as understand complex concepts.
Physical abilities: Good physical abilities acts as booster in learning as this makes
students active to complete all activities connected with learning, for example, writing and
reading. Physical challenges learners in Key Education experiences problems in journey of
learning at the time when they do not have important supporting equipment that impacts
negatively to learn or complete learning tasks. However, physically fit students are able to attend
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classes, perform physical activities and engage in class which shows positive impact on their
learning.
Sensory abilities: Abilities connected with brain are very important in learning (Ferguson-
Patrick and Jolliffe, 2018). It is because sensory abilities develops brain of student and results in
impacting on abilities to learn. Teachers of Key Education pays more attention towards students
that have low brain development as it causes poor learning abilities among such students.
Sensory skills including body in space impacts positively on learners having high brain
development as it helps them to have information about the place at which they are when putting
among objects and people.
b). Policy and regulatory frameworks relating to inclusive practice
Inclusive practices have involvement of various policies and regulatory frameworks which
results in influencing practice of teacher and policies developed by the organisation (Hornby,
2016). Some pieces of legislation which influence policy and practices of teachers of Key
Education are underneath:
Equality act, 2010: The act is all about equal treatment to all workers in terms of
employment and other services. In Key Education, principle have devised and implemented to
policy of paying teachers as per their educational qualification and expertise in teaching field.
Data Protection Act, 2018: The legislation is related with using personal data as well as
flow of information in confidential manner (Data protection act, 2010). Human resource
department of Key Education works on the policy to keep information of employees and teachers
in registers.
Health and safety act, 2015: It legislation governs health and safety at organisational
workplace for its staff member (Hosford and O'Sullivan, 2016). The act defines about general
duties of everyone on the company for maintaining safety along with heath around them. Key
Education have policy of occupational health and safety that reflects about specific needs of
workplace and are regular reviewed and updated.
c). Ways regulatory framework influences organisational policies and practice of child care
worker
Equality act, 2010: Equality Act influences the policy through motivating the human
resource department to pay its teachers in equal manner and make certain modifications in the
organisational policy (Kitchen, Tidwell and Fitzgerald, 2016). At same time, it also influences
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practices of teachers of Key Education as teachers when paid equally ate motivated to work
additional for the entity.
Data Protection Act, 2010: Implementation of the act have influenced the policy of Key
Education as now they have to keep data of all teachers, students and others in computers in safe
and secure manner. The legislation also impact of practices of teachers as now teachers works
freely without ant tension about leakage of their personal data. Now they performs all their
practices to make students learn.
Heath and safety act, 2015: The legislation influences organisational policy of Key
Education as the company have to make various changes in the exiting policy which is quite time
consuming and needs efforts which delays others working. In context to child care teachers, their
practices are influenced in positive manner as they are now more focused towards health and
safety of all the students (Peer and Reid, 2016).
TASK 2
a). Summarising roles and responsibilities relating to inclusive practices
The roles and responsibilities of experienced teacher in Key Education in context to
inclusive practice are as summarised:
 Experienced teacher have role and responsibility of attending all educational related
meeting along with consult to other professionals for ongoing implementation of
effective practices for learners having types of disabilities (Reindal, 2016).
 Another role and responsibility of experienced teacher of Key Education is of fulfilling
range of duties in assisting students with disabilities, teachers, peers, parents and
paraeducators for ensuring inclusions are implemented successfully in educating students.
 Developing accommodations, modifications and so on is also role and responsibility of
experienced teacher of an education establishment. Moreover, providing information
about the adoptions and modification to other teachers so that they can assist students
having range of disabilities is also responsibility of the child care experienced teacher.
 Experienced teachers also perform role and responsibility of helping learners with ASD
develop along with practice social skills to encourage their learning (Sargeant and Gillett-
Swan, 2019).
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All the above summarised roles and responsibilities if experienced teachers of Key Education
are related with roles and responsibilities of various other professionals of the education care as
these professionals also work with and as experienced teach with the hope of developing learning
on all students in effective manner. Moreover, roles played by experienced teachers are relayed
to what other professionals performs in inclusivity. Both experienced teacher and other
professionals have roles and responsibility to meet stakeholders, conduct various types of tests
on students, providing security to each learner and so on while working in Key Education.
b). Identification of referral points that might be used for meeting learner needs
Certain referral points that can be used by experienced teacher of the Key Education are as
identified:
Legislation on inclusivity: This is one of good referral point that can be given to students
so that they understand and gain information about some legislation which guides inclusivity
practices at school (Valle and Connor, 2019). With this, students will be able to draw
information from regulatory frameworks and understand various actions which are prohibited by
law. It will also meet needs of learners for having knowledge about current policies in inclusive
learning.
Counsellors and psychologist: It is also effective referral point that might help in meeting
learner’s needs for inclusivity. For example, when experienced teachers of Key Education will
tell about the person that solves cases which are facing discrimination and harassment are
counsellors than students those who are suffering relevant conditions may visit these
professionals. Moreover, counsellors and psychologists posses enriching practical experience
that may help students to meet need for gaining knowledge about inclusivity.
c). Key features along with benefits of inclusive learning environments as well as strategies
Inclusive learning environment along with strategies are sad to the techniques adopted by
educational organisations for its students to provide then high ability of learning at same place
(Amans, 2017). The features of the inclusive learning environment and strategies adopted at
Key Education are as follows:
Respect diversity: It is one of key feature of inclusive learning environment and strategies
as such environment recognises diversity as well as respects all students regardless of their
gender, disability status, age and so on at Key Education.
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Culture of tolerance: It is another characteristic of inclusive learning environment addition
to strategies as they builds tolerance culture among teachers, stakeholders, learners and parents
tat encourage positive attitude for learning at Key Education.
The benefits that are experienced at Key Education from inclusive learning environment
and strategies are as follows:
Enhancement of shared responsibility: Inclusive learning environment addition to
strategies is beneficial for Key Education as it enhances shared responsibility between
stakeholders, teachers and students.
Increases productivity: The inclusive learning environment as well as strategies that are
adopted at Key Education benefits in enhancing collaboration that results in fostering
productivity of all types of learners and educators.
TASK 3
a). Reviewing effectiveness of inclusive practice
Effectiveness of inclusive practices of teacher are seen in their attempts for maintaining
effective and motivating environment wherein all students engage in learning process. The
teacher of Key Education have made huge efforts to stimulate children addition to young people
through using inclusive strategies including model inclusive language, establishing ground rules
for interaction, striving for fairness, providing health and safety to student with complex
disabilities and so on that shows effective results in meeting all needs of learners. The teacher
always tries to deliver maximum opportunities to all learners through considering needs of each
student. The teacher also follows the entire regulatory framework and uphold positive attitude to
inclusiveness that come of the path of practice (Berman and MacArthur, 2017). At same time,
they also work to eradicate situation of harassment and discrimination at education place in order
to treat all students equally and giving support to all. All the needs of learners are mandatory to
be address by a teacher and at various cases. The teacher of Key Education was successful. In
conclusion, it can be said that inclusive teaching practices is one of effective approach that a
teacher always try to improve for helping learners in better ways.
b). Identification of strengths and improvement areas
Teachers of Key Education are experienced as they have high degrees in professional
studies. They have also attended various training and development courses while studying
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teaching. In this duration, they have gained various skills and competences to handle different
types of students and manage things in teaching. They have also analysed that they lack in some
areas and have certain strengths within them. In this context, SWOT Analysis is conducted by
one of the Teacher of Key Education to analyse strengths and improvement areas. The SWOT
Analysis and ways to improve areas are the following:
Strengths:
 Teacher of Key Education are
adaptable to all types of changes
effectively.
 Teachers are courage to make
students learn tough things easily.
 Teachers are Open minded.
Weaknesses:
 Teachers make Unrealistic expectation
about some situation which is their
weakness.
 Teachers of Key Education ignore
opportunities in the path of development.
 Many times, teachers get fail in giving
feedbacks to disable students.
Opportunities:
 Teachers have opportunity of
attending seminars and other inclusive
learning
 Teachers through Taking part in
training events can tackle weakness.
 Opportunity of actively learning to
focus to things can help teachers in
developing career.
Threats
 Teachers have threats about different
needs of learner
 Teachers of Key Education faces threat
from pressure from professional teachers
 Changing behaviour of learners is also
threat for teachers.
From the above SWOT analysis, various improvement areas are identified that can be
improve practices through the following plan
Opportunity for
improving practice
Reason to take the
opportunity
How the opportunity
improve inclusive practice
Timeframe
Attending seminar The main reason to
attend seminar or other
learning practice is to
overcome weakness of
By attending seminars, the
teacher of Key Education will
learn different types of
feedbacks and how to provide
15 days
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giving feedbacks (Peer
and Reid, 2016).
them to learners.
Active learning The reason for taking it
as opportunity so that the
teacher so not ignores
things going around to
them.
Through talking with students
of different classes, engaging
in working with other
professionals, the inclusive
practice will be improved.
30 days
Participation in
training events
Reason to take it as
opportunity is to have
control on unrealistic
expectations as training
events helps in managing
expectations.
Participation in training event
will influence the teach to
only make realistic
expectations and stop making
unrealistic expectations so to
complete and achieve success
in workings (Valle and
Connor, 2019).
45 days
c). Analysing ways for promoting inclusion, equality and diversity of values
In a learning institution, there are various ways through which inclusions, equality and
values of diversity are promoted in general and society context. In context to Key Education,
teachers promote equality through providing access of similar content quality to all learners
which reduces learning gaps as well as results promotes equality. Moreover, creating
opportunities for all students types whether children or young people reduces situation of
biasness which results in promoting equality at all classrooms (Ferguson-Patrick and Jolliffe,
2018). At same time, inclusion is promoted at the child care organisation thorough sharing
opportunities and creating feeling among learners about sense of belonging reflects that all
learners takes part in inclusive practices. the style adopted by teachers in the learning
establishment determines that inclusion are promoted to huge extent.
The experienced professors of Key Education work with community as well as specialist
group that assist in enhancing diversity values at the learning place. It gives good experience to
learners about the ways people live and faces real life circumstances that make students
appreciating diversity. At same time, teamwork is also adopted by experienced teachers for
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enhancing diversity value at the place, when students are put together to study and learn in teams
that it ensures that all have access to same material and al students learns from activities and
knowledge of each other that reduces disparities resulting in promoting equality and fostering
diversity values (Arnold and Horan, 2017).
CONCLUSION
The above discussion concludes that inclusive learning is important teaching approaches
which identify differences among students and adopts it for ensuring that students gat access for
educational content as well as particulate with full motivation in learning. The factors which
impacts towards learning of student includes cultural factor, social factor, cognitive skills,
physical abilities and personal factors. Regulatory frameworks such as Equality act, Data
Protection Act and many more influences ways of organisational policies along with practices of
experts. The referral points such as legislation on inclusivity, counsellors and psychologist ca be
used with the purpose of meeting learners needs. Teamwork, working of teachers, creating
opportunities, developing positive attitude and working with community are some of ways
through which diversity, inclusion and equality are promoted at workplace.
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REFERENCES
Books and Journals
Amans, D., 2017. An introduction to community dance practice. Macmillan International Higher
Education.
Arnold, C. and Horan, J., 2017. Inclusive Educational Practice in Europe: Psychological
Perspectives. Trentham Books. Available from: UCL IOE Press, UCL Institute of
Education, 20 Bedford Way, London, WC1H 0AL, UK.
Berman, J. and MacArthur, J., 2017. Student Perspectives on School: Informing Inclusive
Practice. BRILL.
Dickens, K., 2016. Inclusive practice and sexuality. Christian Teachers Journal. 24 (3). p.6.
Ekins, A., 2016. Reconsidering inclusion: Sustaining and building inclusive practices in schools.
Taylor & Francis.
Ferguson-Patrick, K. and Jolliffe, W., 2018. Cooperative learning for intercultural classrooms:
Case studies for inclusive pedagogy. Routledge.
Hornby, G., 2016. Inclusive special education. Springer-Verlag New York.
Hosford, S. and O'Sullivan, S., 2016. A climate for self-efficacy: the relationship between school
climate and teacher efficacy for inclusion. International Journal of Inclusive Education.
20 (6). pp.604-621.
Kitchen, J., Tidwell, D. and Fitzgerald, L., 2016. Self-study and diversity II: Inclusive teacher
education for a diverse world. Springer.
Peer, L. and Reid, G. eds., 2016. Special educational needs: A guide for inclusive practice. Sage.
Reindal, S. M., 2016. Discussing inclusive education: An inquiry into different interpretations
and a search for ethical aspects of inclusion using the capabilities approach. European
Journal of Special Needs Education. 31 (1). pp.1-12.
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.
Valle, J. W. and Connor, D. J., 2019. Rethinking disability: A disability studies approach to
inclusive practices. Routledge.
Online:
Data Protection Act, 2010. 2020. [Online]. Available through: <
https://www.cookiebot.com/en/data-protection-act-2018/>
Key Education. 2020. [Online]. Available through:
https://www.keys-group.co.uk/services/residential/
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