How to be Inclusive in Teaching: Factors, Impact, and Policies

This article discusses the importance of inclusive teaching and the factors that impact it, including personal, social, and cultural factors. It also covers policies and regulatory frameworks, such as the Equality Act 2010 and Disclosure and Barring Service, and provides tips on how to use professional and vocational standards in teaching. The article concludes with a reflection on the author's own strengths and weaknesses in inclusive teaching.

PADLET

TABLE OF CONTENT
HOW TO BE INCLUSIVE.............................................................................................................3
I wanna be inclusive:...................................................................................................................3
Factors:........................................................................................................................................3
Impact of the factor:.....................................................................................................................3
Physical disabilities and hearing impairment:.............................................................................4
Policies and regulatory framework part 1:...................................................................................4
14/19 curriculum:.........................................................................................................................5
Increased flexibility programme:.................................................................................................5
Professional and vocational standards:........................................................................................5
how to use in teaching:................................................................................................................5
How I work with other professionals:.........................................................................................5
Specific factors................................................................................................................................6
Policies and regulation framework part 2....................................................................................7
DBS:............................................................................................................................................7
Organizational policies:...............................................................................................................7
Mind map:....................................................................................................................................7
My strength and weakness:..........................................................................................................8
CONCLUSION................................................................................................................................8
REFERENCES................................................................................................................................1

HOW TO BE INCLUSIVE
I wanna be inclusive:
I want to be inclusive as I want to promote cultural diversity in educational area, I believe
inclusive teacher understand learners need and focus on development of learner mainly
belonging to diverse culture (Tirri and Laine, 2017).
Factors:
Personal Factors
The learning process is impacted by the range of personal factors, a knowledge of all of these
factors are very necessary for the teachers and the parents to understand child in better manner.
Social Factors
Social factors directly impact the quality of education with the availability of education there are
several factors including; Parental education level, Gender, Race that impact the learner's
learning.
Cultural Factors
Whenever the educators thoughts about the diversity in the classrooms, culture is the main factor
that comes up in their mind, some major cultural factors that affect the learning include:
Socialization of childhood, Social-Cultural hardness.
Impact of the factor:
Age: Age play vital role when it comes to process of inclusive teaching, teacher need to avoid
any kind of age discrimination while addressing different age group to make their teaching
inclusive.
Gender: while addressing learner, teacher need to avoid any kind of gender difference to make
their teaching inclusive.
Peer pressure: peer pressure can both, positive and negative. Teacher need to avoid any kind of
pressure on learner, this simply means learner should feel valuable if they have achieved
something in class.
Cultural and religious belief: teacher need to respect religion and belief of learner and try to
avoid any statement that hurt their belief that will make their teaching inclusive.

Financial barrier: financial barrier can be seen when learner do not have enough money to
continue their education, in this area teacher need to allow learner to continue education with
flexible payment condition or other option.
Physical disabilities and hearing impairment:
Inclusive teacher respect each and every learner avoiding their physical form, teacher need to
provide care teaching to those learners who are physically disabled or having hearing problem.
Teacher need to boost motivation of learner with the help of certain activities, they can allow
them to explore area of development avoiding barrier of physical disabilities.
Some example from own practice:
As a inclusive teacher, I have responsibility to ensure learner never feel demotivated because of
being physical disable, I ensure they explore development area with mentality of growing
effectively even after physical damage. I believe disable learner should get more opportunities as
this will help them to become stable in career process.
Policies and regulatory framework part 1:
Equality Act 2010: Equality act 2010, says that the discrimination in selection and recruitment
of employees is illegal but nowadays it has a become a real world issue, rejecting candidates
according to their eligibility criteria is okay but rejecting them according to their personal feature
can never be done personal feature such as Age, disability, race, sex etc.
Deaf/visual awareness:
Under Equality Act 2010, person with physical disabilities secure every right mainly equality. In
teaching and learning area, learner with deal impairment should get equal opportunity whereas
learner with visual impairment should get equal opportunity.
Tomlinson's report:
Tomlinson report highlight that in educational area, person with disabilities were excluded with
main stream opportunities which means they are not capable to participate in the greater
opportunities in educational. This report state that disable person should get equal right in every
opportunity provided in educational area.
Moser's report:
Moser's report allow teacher to understand serious problem due to limited basic skills which
include literacy, writing and other academic skills. This report highlight duty of teacher to ensure

they provide effective teaching to better learning and help learner to explore different skills in
academic session.
Higginson report:
Higginson report highlight educational process should follow GCE (General Certificate of
Education) A while performing education. This document contains professional action while
addressing learner.
Kennedy Report:
Kennedy report reflect that GP's (General practitioner) hold the answer to every problem of the
society, they focus on their professional area to solve any issue that arrive in the society. In
education, this report focus on practitioner of education while addressing need of society.
14/19 curriculum:
14/19 curriculum series of educational process in which age group from 14 to 19 will be consider
and provide teaching for learning basic skills, this curriculum is set to ensure learner at early
stage develop clear understanding about some basic skills that will help them in further
educational process.
Increased flexibility programme:
IFP is one of the most effective educational programme that allow both teacher and learner to be
flexible, this simply means learning will be more flexible where student can gain knowledge
with the help of work based learning.
Professional and vocational standards:
Website <https://www.et-foundation.co.uk/professional-standards/>
how to use in teaching:
I will be using professional and vocational standard while addressing learner, this framework
allows me to ensure my learner gain enough knowledge through my professional practice. I will
be focusing on becoming vocational specialist that will help me to address learner and their
needs in the educational process (Sharma and Mullick, 2020).
How I work with other professionals:
Team leader: as a team leader of other professional, I will be provided clear guidance. With the
help of leadership skills and ability, I will ensure every professional fulfil demand of learner.

Principal: as a principal, I will be creating healthy workplace environment and focusing on this
curriculum activity that will bring effectiveness in learner and push teacher to be more
professional.
SEN/SENCCO: as Special educational needs coordination I will be identifying and fulfilling
educational needs of the learner, working closely with head teacher and understand demand of
learner.
Other teacher: I will be leading them effectively to ensure effective teaching.
IT staff will work effectively to ensure to gain IT knowledge.
Specific factors
Cognitive factor:
it is the ability of the single person to focus the attention on a thought or subjective, while
studying impact there are two phases of concentration, these are good concentration level which
can lead the learner to score well and lack of concentration level which causes the fatigue and
boredom in the student.
Physical factor:
Physical abilities are the activities a person undertake for the purpose of physical development,
great physical abilities increase the memory and concentration power of the learners. The gross
motor skills includes some physical exercises like sit up, crawl, running etc. the regular
participation in all of these activities helps in improving academic skills and results.
Sensory factor:
This includes the effect are caused from the problem in sensory functions like ear, nose, skin,
tongue and eyes. The problem in sensory abilities is known as sensory processing disorder,, it
usually exists whenever the sensory signals are not correctly detected or received by the learner,
this impacts a huge disturbance for learner or student causing him various hurdles in learning.
Nature v/s nurture: in this the nature means the psychology of the learner which is affected by
genetical factor and nurture means the psychology of the learner that is affected by learning
experiences.
Analytical: It can be said as the major skill of cognitive as each and every skill is interlinked to
memory, memory affects the learning ability of the students in both positive and negative way
depending on the feature of memory.

Policies and regulation framework part 2
Policies and regulatory framework play vital role when it comes to inclusive teaching,
government provide legal process to promote cultural diversity in the teaching and learning
process.
DBS:
Disclosure and Barring Service: this is one of the most important framework that allow
educational organization to ensure that teacher are safe to work with children despite any
criminal background.
Organizational policies:
Policies of organization play vital role when it comes to providing inclusive teaching,
organization need to have those policies to become stable with the help of effective teaching.
Mind map:
Roles and
responsibility
:
role model: I believe it is
responsibility of inclusive teacher to
become role model of every learner
with their skills and knowledge they
carry.
tutor: as a tutor, I will be providing
effective teaching to learner and
meeting their demand.
mentor: as a inclusive teacher I
will be considering effective
mentoring to solve any issue faced
by learner.
marker: as a marker, I will be
considering effective marking that allow
me to mark those improvement area of
learner.

My strength and weakness:
My strength lies in skills I carry, I have basic skills like effective communication, team building
skills, critical thinking skills and leadership skills (Hargie, Dickson and Tourish, 2017). My
weakness lies in certain other important skills including time and self-management skills.
CONCLUSION
This study report in regard with inclusive practices have taught so many things for self’s as well
as for other the impact of social, political and cultural factors on inclusive practice like teaching
is of high range also this has taught the factor in regard with cognitive skills later on this report
has told about the policy and procedures of the inclusive practice also it has shown the roles and
responsibilities of inclusive practice, this report has shown my own self reflection considering
my development plan and strength and the weakness.

REFERENCES
Books and journals
Hargie, O., Dickson, D. and Tourish, D., 2017. Communication skills for effective management.
Macmillan International Higher Education.
Sharma, U. and Mullick, J., 2020. Bridging the gaps between theory and practice of inclusive
teacher education. In Oxford Research Encyclopedia of Education.
Tirri, K. and Laine, S., 2017. Teacher education in inclusive education. The SAGE handbook of
research on teacher education.
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