Inclusive Practices in Education: Strategies for Effective Implementation

Running head: INCLUSIVE PRACTICES IN EDUCATION
Inclusive Practices in Education
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INCLUSIVE PRACTICES IN EDUCATION
Executive Summary:
The present paper deals with inclusive practices in education. It is more of a report and
strategy for employing effective inclusive practice. To comprehend the notion, first the
concept and definition has been discussed. Further, theories of Maslow and Herzberg
explaining factors of inclusion have been discussed with regard to their impact on social and
personal factors of learning as well as teaching. The concept of equality and diversity has
been explained in reference to UK’s position and vision to promote them. Along with that,
the institutional individual policies implemented towards achieving inclusive education have
been discussed. With the aforementioned information and policies, a strategy improvising
effective methods of inclusive teaching has been tried to develop.

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INCLUSIVE PRACTICES IN EDUCATION
Table of Contents
Introduction................................................................................................................................4
Task 1: Social, Cultural and Personal Factors Impacting Education.........................................4
1.1 Maslow’s Theory of Hierarchy of Needs....................................................................4
1.2 Herzberg’s Two Factor Theory...................................................................................5
1.3 Factors affecting the students in my class...................................................................6
2. Policy and Regulatory Frameworks for Inclusive Education in the UK................................6
2.1 Theory and Policies for Inclusive Education...................................................................7
2.1.1 Policies for Inclusive Practices in UK......................................................................7
2.1.2 Methods and Policies Adopted by Hackney College to Promote Inclusive
Education............................................................................................................................7
2.2 Impact of Inclusive Education Policies on institutional Practices and Activities............8
2.3 Impact of institutional policies in the classroom.........................................................9
3 Personal Role and Vision Regarding Inclusive Practice..................................................10
3.1 Personal Responsibilities and Principles of a Teacher...................................................10
3.2 Relation between the Trainer and the Authority and Other Colleagues to Execute
Inclusive Practices................................................................................................................10
3.3 Identifying Points of Referral to Help Students with Individual Learning Needs....12
3.3.1 Understanding Points of Referral.......................................................................12
3.3.2 Flow of Points of Referral..................................................................................12
Classroom engagement..............................................................................................12
3.3.3 Ensuring Flow of Referral to Meet Individual Needs........................................13

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INCLUSIVE PRACTICES IN EDUCATION
4 Inclusive Education- features and practices.....................................................................14
4.1 Features and Benefits of Inclusive Education................................................................14
4.1.1 Features of Inclusive Education.........................................................................14
4.1.2 Benefits of Inclusive Education..............................................................................15
4.2 Promoting Equality and Diversity in Institutional Arena..............................................15
4.2.1 Understanding Equality and Diversity....................................................................15
4.2.2 Promoting Equality and Diversity in the Institution...............................................16
4.2.3 Promoting Equality and Diversity in the Classroom...............................................16
4.2 Ways to Promote Inclusive Practice..........................................................................17
4.3 Reviewing Liaison between Professionals................................................................17
5 Effectiveness of the Policy in Practice.............................................................................17
5.1 Reviewing Own Strategies and practices.......................................................................17
5.2 SWOT Analysis of my own teaching method................................................................18
5.3 Reviewing Personal Performance..................................................................................19
5.3.1 Identifying Scope of Improvement.............................................................................19
5.3.2 Personal and Professional Development Plan.............................................................19
Conclusion................................................................................................................................21
References................................................................................................................................21

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INCLUSIVE PRACTICES IN EDUCATION
Introduction
Inclusive education is an approach of training and education aimed at students,
irrespective of any challenges they may have, in an age-appropriate general education classes
to receive training, intervention and support (Daniels and Garner 2013). To elucidate,
students with mental, emotional or physical disabilities may be trained and groomed as
fundamentally competent individuals in the same premises with students without any
disability. In the United Kingdom, it is unlawful and unethical for any educational institute to
discriminate between students based on any disability, race, sex, gender, gender
reassignment, maternity status or religious belief under the Equality Act 2010. Hence, it
becomes imperative for educational institutes, including both private and public structures, to
employ Inclusive practices in education. Successful employment of inclusive practices in
training and education requires change in existing system and policies. In this paper, the
approaches and change of practices to execute inclusive education, that has been planned to
perform as a Customer Service Teacher, will be discussed and analysed. The chief question
that the paper deals with is as following: how can inclusive education be incorporated in a
college classroom? Along with that, the measures taken to include fellow trainers and the
college policies will be hereby discussed.
Task 1: Social, Cultural and Personal Factors Impacting Education
1.1 Maslow’s Theory of Hierarchy of Needs
The theory of “Hierarchy of needs” was developed by the social psychologist Abraham
Maslow in 1954. The theory states that human beings need to have certain fundamental

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INCLUSIVE PRACTICES IN EDUCATION
needs fulfilled to be able to sustain and realize its potential to the optimum level.
Inclusive practices in education can obtain an impetus from this theory as well. The more
levels are met, the more each student is to perform better. This applies most to the
students with disabilities. At the basic level, an individual requires physiological needs to
such as shelter, food etc. Once they are met, the second tier prescribes safety and security
needs. A student has to feel secure in a classroom environment, with the assurance that
they will not be harmed physically or mentally. According the third level, they must feel
a sense of belongingness and love to the rest of the peer group. This is a primary
responsibility of the trainer to make sure that they can fit in. Further, the classroom
environment must boost their self-esteem trough recognition and appreciation. This
eventually leads them to self-actualization in the fifth level of needs, where they can
explore their full potential and be confident about their ability to learn. Eventually, they
will be able to achieve the highest level on Maslow’s hierarchy model, which is self-
transcendence (Lester 2013).
1.2 Herzberg’s Two Factor Theory
Two-factor theory, also known as motivation-hygiene theory maintains that
there are certain factors in a workplace that ascertain the job satisfaction level of an
employee whereas some other prevent dissatisfaction. Herzberg, a behavioural
scientist, observes that hygiene factors Motivation factors are such that are essential
for enhancing the satisfaction level by pacifying the employees. Hygiene factors, on
the other hand, do not influence the employees to work hard directly. However, the
lack of their presence may discourage the employees from working hard.
Achievement, quality of work, responsibility, appreciation, growth are some the
motivating factors in a workplace. Hygiene factors are company policies, relationship
among the employees, work conditions, remuneration, security etc.