Enhancing Inclusive Practice for Student Success

The assignment provided focuses on enhancing inclusive practice in educational settings. It discusses the significance of understanding personal, social, and cultural factors influencing learnings, as well as the impact of policy and regulatory frameworks on inclusion practices. The document also draws a plan for opportunities to develop skills within inclusive practice, making it an essential resource for students and educators alike.

INCLUSIVE PRACTICE

INTRODUCTION
In recent times it is very important to change the way of teaching. There are many
diversified students in university. Each student belongs to different background, caste, creed, etc.
So each one is having varied needs that should be fulfilled. Moreover, skills and knowledge of
teacher also impact of learning activities.
This report will show impact of several factors on learning. Also, it will describe policy and
regulatory framework and how it influence inclusive practice (Walker, 2017). Moreover, own
roles and responsibilities and its relation with other professional roles will be explained. The
features and benefits of learning environment and how diversity and equality can be promoted is
described. The effectiveness of inclusive practice and own strength and weakness is discussed.
TASK 1
1.1
There are several factors which can impact on learning. It is a challenging task for teacher
to identify those and mitigate it. They are discussed as :-
Personal- It includes availability of personal resources and education. When a person is not
having any that resource it will affect on learning.
Social – It is another factor in which parent’s think that students needs may vary as disabled and
normal from one another. So, the curriculum may not be appropriate for their development.
Cultural – It highly impacts on learning of student (Dimitrellou and Male, 2019). The cultural
beliefs and values may restrict student to make learn with others. The caste, creed, etc. may
result in discrimination among them.
1.2
Apart from above factors there are some other factors as well due to which learning is
impacted. The disabled student may not feel comfortable to learn with ordinary children. Besides
this, they may require additional time to learn things.
Moreover, student may have suffered an external injury or disease due to which they are not
able to learn and gain knowledge. In sensory it may happen that a child is hearing problem or
visual impairment due to which they are not able to hear properly. So, it highly impact on their
way of learning. The student may not be able to learn things in effective way. This also affect on
their future growth and development.
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TASK 2
2.1
There are separate policy and legislation to be included in inclusive education. They are
been set by government to ensure every child is given education (Gray, Wilcox and
Nordstokke, 2017). The policy are as follows :-
Human right act 1998- It states that every student is having right to education. The act allows
student freedom of thoughts, practice of religion, etc.
Special educational needs of code of practice (2001)- This act state that how student with
special educational need should be supported. It includes all plans and activities that are required
to be given to children.
Special educational needs and disability act (2001)- this act allows children with special
educational needs to access it.
UNCRC 1990 – It is an international organisation that grants several rights to all children below
age 17. In this special children should be protected and given assistance in education and
healthcare.
Children act 2004- this act is related to improving the well being of children. It restricts
authorities to become more responsible in relation to improve educational practices.
2.2
The organisational policies are formed on basis of above policies and framework. So, any
change in above policy impact directly on organisation. For instance – overall procedure are
changed, staff roles and responsibilities are modified, etc. Also, on basis of it continuous
professional development plan is developed (Lancaster and Bain, 2019). In this it is shown that
on what areas will be focused, etc. Moreover, how quality assurance of education will be
ensured, what measures will be taken are based on policy. When there is any change in
framework it changes organisation way of marketing and promotion. They also have to modify
complaint procedure to deal with children. The organisation code of practice is completely
based on policy. It allows in ensuring health and safety, providing equal opportunities, etc. to
student.
2.3
The change in policies and legislation not only influence organisational policy but it also
impact on own inclusive practice as well. The roles affect inclusive practice as the boundaries are
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set within which teacher has to provide teaching. Also, the selection of materials and using it is
changed which influence teaching style and experience. For example- if framework of using
external support is changed, then inclusive practice may not be provided in effective way. it
hinders the teaching style and developing plans.
TASK 3
3.1
In inclusive practice there are several roles of a teacher. The first is to provide inclusive
learning to students in proper way (Specht and et.al., 2016). Here, plan is developed by
identifying need and gathering information. The inclusive teacher has to communicate with other
professionals teachers as well. They have to follow procedure and system to maintain quality and
teaching standards. Alongside it, teacher role is to maintain records, register, etc. of student
performance and results.
The teacher role is to ensure that health and safety is maintained at workplace in order to
ensure student safety. Furthermore, they have to follow organisational policies and procedure in
their practice. This enables in providing high quality teaching. In addition to it, inclusive teacher
role is to identify barriers and take measures to remove it. Beside this, they need to encourage
learner to learn and to analyse their behaviour (Developing Inclusive Practice: A Role for
Teachers and Teacher Education?, 2018). Therefore, it can be stated that the main role is to
provide effective support to teacher to enable student with disability to participate in sessions and
activities. Therefore, main role is to communicate with parents to determine needs of students.
Henceforth, it can be stated that inclusion specialist is certified teacher who has specialised
knowledge of various subjects.
3.2
In inclusive learning other professional also plays an important role. They have to maintain
relationship with inclusive teacher. Here, local agencies support teacher in learner referral. It
helps in developing framework. Also, by integrating in local and regional areas inclusive
teaching is provided.
Inclusive teacher role is to interact with many other teams such as regulatory bodies,
quality assurance teams, external bodies, etc. this enable in identifying needs and developing
plan (Taras, 2019). They both find out opportunities through which learning can be provided.
The inclusive teacher seeks guidance from other professional to develop plan, policy, etc. in
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organisation. Along with it, additional support is required to learn additional knowledge and
skills.
Thus, relationship of inclusive teacher with other assist in fulfilling individual needs. They
communicate to support each other in analysing behaviour of student and dealing with it.
3.3
In inclusive practice each individual needs vary from one another. So, it is important to fulfil
those needs. For this needs have to be identified. There are several referrals available through
which needs can be identified and met. They are as below :-
Initial assessment- It is a process in which assessment of student is done at initial level. From
this it is easy to fulfil the basic education needs (Mangope and et.al., 2018).
Using support system- the support system includes other professional teachers and agencies.
They can provide teaching lessons to disabled students. It will help in fulfilling their needs.
Tutorials – Here, tutorials can be started in which disabled student can be given a separate
learning. It will help in meeting their needs.
Specialist subject – This referral consist of subject in which student who lack in particular
subject can be given teaching. It will help in focusing on that particular subject and area. Thus,
by this individual needs are met.
Functional skills tutors- they are those tutors who are experience or qualified in literacy,
numeracy, etc. through this student who are weak in numbers can be identified and their needs
are fulfilled.
TASK 4
4.1
Inclusive classroom is general education classroom in which students with and without
disabilities enhance their core learning (Dimitrellou and Male, 2019). Therefore, it is opposite to
special education classroom in which student with disabilities can enhance their learning with
student with disabilities. Inclusive education practices is term that look over the ways s schools,
classrooms, programmes and lessons are designed to children so that they particpate and learn
new and innovating things to enhance their practical skills. In addition to this, inclusive
education is practise that aids to develop creative skills of students. Therefore, it also means to
find out the ways that can aid to develop friendship, relationship and mutual respect between all
children and teacher within the school. In addition to this, the one of the foremost feature of
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inclusive teaching is to promote inclusion in manner as to access the needs of individuals,
learning preference and goals. Henceforth, the beneficial aspects of inclusive education defined
in below contexted manner as-
 All children are able to take participation in community and to develop the sense of
belonging and can able to become better prepared for life in community as children and
adults.
 It is effective term that provide better opportunities for learning. Henceforth, children
with different abilities are often motivated when they learn in class that surrounded by
other children (Inclusive Education and its Benefits, 2018).
 This is very effective process that allows children to work on individual goals while
being with other students their own age.
 It motivates the involvement of patents in the education of their children to lean about
and accept the differences of individuals.
 This is term that fosters the culture of respect and belongingness. Henceforth, this
provides the opportunity to learn and accept about the individual differences.
4.2
Promoting equality and diversity in education is one of the core factor that is essential for
both teacher and students. Therefore, the main aim is to create the classrooms environment in
which all students thrive together to understand the individual characteristics. Promotion equality
and diversity at the workplace is primarily concerned with preventing discrimination at the
educational institution (Gray, Wilcox and Nordstokke, 2017). Thus, it can be stated that the
climate and culture of school directly impact student success. Additionally, positive environment
of classroom aids student to communicate effectively with people of varied background.
Diversity plays crucial role in education as it aids to build understanding and assist individuals to
make educated opinions and judgements.
Diverse group of individual enhance everyone's potentials to be successful. Henceforth,
diversity is one of crucial aspect that also allows people to be creative. Teaching diversity
prepares student to be global citizen by exposing them to people different cultures and social
groups. Therefore, equality within the schools is mainly about to ensure individuals in terms to
treated fairly, equally and religion and sexual orientation. It is crucial to create safe and secure
learning environment that needs to be free from harassment, bullying and victimization. In order
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to build positive working environment this is very important to bind with specific policies and
procedures. By actively promoting the equal opportunity that inclusive of reference and by using
the examples of variety of cultures, religion, tradition in learning resources.
4.3
Inclusive teaching practices and learning refers to modes of teaching and learning that are
needed to designed actively engage, include and challenge to all students. Integration and
involvement are key ingredients for enhancing student retention and promoting success.
Inclusion means all individuals of the classrooms, regardless of abilities, disabilities and heath
care needs. Henceforth, working together and to create a partnership with families is crucial and
that can also assist children to reach development potentials. Additionally, strategic that promote
inclusion are also plan of action that can aids to promote and meet children individual
developmental level. This is very beneficial for all children. Henceforth, there are ways to
promote inclusive classroom environment and this defined in following manner as-
 To promote the positive classroom climate.
 With help of enhancement in student diversity.
 To raise the cultural competence of all individuals within classroom.
 By enhancing the student interaction within classroom.
 To foster the community of learners within the classroom activities.
4.4
There are number of method that can be matched with more skilled tutor in the same field
of professionals. Thus, it defined in below contexted manner as are-
 Mentoring- Tutor in the educational institution can be matched with more skilled tutor in
the same field who can able to provide relevant advice and guidance (Developing
Inclusive Practice: A Role for Teachers and Teacher Education?, 2018). Henceforth, the
men-tee can observe the mentor in practice to see that how principles can be applied.
 Sharing of resources- It is assist in pool resources and pool of knowledge. Therefore,
more diverse this pool promotes more better inclusive practice. This reduce the costs.
 Minimise risk- Under this, all kind of referrals are needed to be accompanied with risk
assessment. It is duty of care to protect the all learners and some learner my be volatile to
attend.
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 The number of media can assist with range of contacts to liaise with and by the use of
effective technological advancement people can able to liaise with other people easily.
TASK 5
5.1
The inclusive learning practice was first identified in the year 1996, with the release of
Tomlinson report. Therefore, I have tried and reflect inclusive learning in my teaching and helps
to learn more effectively to learner. Herein, I have identified that inclusive practice allows to
teachers to recognize and accommodate all requirements of learner. In my won teaching
practices, I have treated all learner fairly and equally. Thus, learner was having the difficulties
and I also gave individual support to achieve positive learning outcome. In order to set the better
and positive learning outcomes I worked as to devise effective learning program and targets for
my learners. I have fest at that I am good in communication skill as I tried to get connect with the
all learner and help them out to their difficulties. To enhance mt own inclusive learning skills I
get connected with number of colleagues who have better experienced in the session planes and
teaching experience. Therefore, I also get communicated with learning support staff as they have
idea about the individual learner needs. In may teaching and learning environment, I have
identified that resources are considered to be one of the most valuable tool. Learners must be
kept engaging in various class activities and task so that there can be progression in learning with
use of appropriate resources. Thus, specific resources are as worksheet, power point slides and
interactive whiteboards.
5.2
The strength and weakness related with inclusive practices are needed to be identified in
order to identify the areas for improvement. Thus, it is defined in following manner are as-
Strength-
 I have identified that I am very effective in making communication with student and
inclusive learner. This has helped me to full fill the individual needs of learner.
 Thus, I worked with them by encouraging them and enhanced their moral support so that
their learning skills can get enhanced and they can develop their knowledge in better
manner.
 I am good at listening skills as I worked as to listen the needs and requirement of learners
and takes initiatives to full fill their needs as soon as possible.
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Weakness-
 I have identified that I am not that much effective in managing one task at a period of
time. Due to it, I became unable to manage with more than one task at a period of time.
 I am not good in time management skill. This skill affects my overall performance in
inclusive learning of student. I used to take more time to do a task and this affects my
deadline they have allotted to each task.
5.3
Required areas for
improvement
Resources that aids to bring
improvement
Time period
Time management This can be improved with
help of assigning priorities to
each task.
The task should be scheduled
so that proper action can be
taken.
Practicing about managing
time aids to achieve task
within stipulated period.
2 to 3 months
Management skill By framing specific table of all
activities that are significant
aids to manage the whole task
in required time manner.
2 months
CONCLUSION
From the above report it can be summarized that inclusive practice is an approach of
teaching that aids to identify the diversity of student that enables all student to access course
content. Thus, it secures the opportunity for students with disabilities to learn alongside with
their non-disabled peers in general classrooms.
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However, present assignment is based on inclusive practice that aids to enhance the
learnings of individuals within classrooms. Therefore, report has covered the activities as to
review the personal, social and cultural factors on learnings, to define how policy and regulatory
frameworks influence the inclusion practice. Lastly, assignment has drawn plan of opportunities
to own skills within inclusive practice.
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REFERENCES
Books and Journals
Dimitrellou, E. and Male, D., 2019. Understanding what makes a positive school experience for
pupils with SEND: can their voices inform inclusive practice?. Journal of Research in
Special Educational Needs.
Gray, C., Wilcox, G. and Nordstokke, D., 2017. Teacher mental health, school climate, inclusive
education and student learning: A review. Canadian Psychology/Psychologie
Canadienne. 58(3). p.203.
Lancaster, J. and Bain, A., 2019. Do judgements about pre-service teachers’ self-efficacy covary
with their capacity to design and deliver evidence-based practice?. International Journal of
Inclusive Education. pp.1-16.
Mangope, B. and et.al., 2018. Teaching Practice Experiences in Inclusive Classrooms: The
Voices of University of Botswana Special Education Student Teachers. International
Journal of Whole Schooling. 14(1). pp.57-92.
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.
Taras, M., 2019. Innovative, inclusive, student-centred assessment practice supported by theory
and empirical research.
Walker, S., 2017. Cultural Context and Socially Inclusive Practice. In Critical Issues in Child
and Adolescent Mental Health (pp. 101-117). Macmillan Education UK.
Online
Developing Inclusive Practice: A Role for Teachers and Teacher Education?. 2018.
[Online]Available through:<https://www.abdn.ac.uk/eitn/journal/46/>
Inclusive Education and its Benefits. 2019. [Online]Available
through:<https://nbacl.nb.ca/module-pages/inclusive-education-and-its-benefits/>
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