Inclusive Practice: Key Features, Benefits, and Strategies for Effective Implementation

This document provides an overview of inclusive practice in education, including its key features, benefits, and strategies for effective implementation. It discusses the role and responsibilities of teachers in promoting inclusive learning environments and highlights the importance of promoting equality and valuing diversity. The document also includes tips for improving skills in inclusive practice.

Inclusive Practice

Table of Contents
INTRODUCTION...........................................................................................................................3
TASK 1 ...........................................................................................................................................3
Covered in Brochure ..............................................................................................................3
TASK 2............................................................................................................................................3
3.1 Summarise your own role and responsibilities related to inclusive practice session.......3
3.2 Explain the relationship between my role and the roles of other professional involved in
this inclusive practice.............................................................................................................4
3.3 Identify the points of referral available to meet individual learning environment...........4
4.1 Review Key features and benefits of Inclusive learning environment.............................5
4.4 Review Strategies for effective liaison between professionals involved inclusive practice. 6
TASK 3 REPORT............................................................................................................................6
2.3 Explain how policy and regulatory frameworks influence your own delivered inclusive
practice session.......................................................................................................................6
4.2 Analyse ways to promote equality and value diversity in your delivered inclusive practice
session.....................................................................................................................................7
4.3 Analyse ways to promote inclusion into inclusive practice session.................................7
5.1 Review the effectiveness of your own delivered inclusive practice session....................8
5.2 Identify the own strengths and areas of improvement in relation to inclusive practice.. .8
5.3 Plan opportunities to improve own skills in inclusive practice........................................9
CONCLUSION................................................................................................................................9
REFERENCES..............................................................................................................................11

INTRODUCTION
Inclusive practice is a teaching method which provides a facility of learning for all the
people who wants to improve their learning abilities. Inclusive practice builds a confidence
among people so that they can easily communicate (Finkelstein, Sharma and Furlonger, 2019).
This brochure contains the various aspects through which the learning abilities of individual can
increase and they can learn effectively and efficiently.
TASK 1
Covered in Brochure
TASK 2
3.1 Summarise your own role and responsibilities related to inclusive practice session.
As my chosen topic is English in special education training area, my role and
responsibilities related to inclusive practice session is to provide a proper guidance to learners
and make them feel comfortable while learning the concepts of English. My duty is to make
learner understand and learn about English aspects and get to know more about the concept of
about English grammar that helps learners to easily read and write with fluency. It is important to
learn English effectively it helps to enhance communication and speaking skills of an individual
(Ismailos et. al., 2019). As a teacher my role is to guide students and overcome their problem
that they face while reading, writing and speaking English. I must develop a proper lesson plan
for my students so that they can learn something new on daily basis and encourage them to read
out in class properly which helps to boost confidence among students. A proper test session is
conducted for looking out who is able to understand the concept of English. I give essays and
homework to individuals that helps them to think and learn about lessons at home. As an English
teacher my role is also to make classroom environment friendly. My aim is to make students well
aware about English Language and helps in making their communication strong so that they can
speak without feeling any unskilfulness in front of others. Usually students face problem in
speaking English for overcome this problem they must read books and newspaper to enhance
their knowledge.

3.2 Explain the relationship between my role and the roles of other professional involved in this
inclusive practice.
There is a relationship between my role and the roles of other professional as our main
aim is to increase the knowledge of students and also getting them aware about the concepts of
subjects. Every professionals play different roles they provide guidance to students for attaining
better results. The professionals share each and every information of students abilities, their
learning power and capabilities so that we all get to know more about individuals performance in
School (Florian, 2019). The main motive is to enhance the skills and learning abilities of
Students. We Professionals work together for making our students learn efficiently and
effectively by increasing their knowledge.
3.3 Identify the points of referral available to meet individual learning environment.
The points which should be available to meet individual learning environment are as follows-
 Tutorial and Mentor Support-
The students must take help of tutor or mentor as they provide guidance and help in
increasing their knowledge. Sometimes students don't feel comfortable in asking their doubts and
questions from teacher they are comfortable with their mentor, they give advice and solve their
issues. Mentor can make their students feel confident and comfortable in asking any queries and
doubts freely (Rice, 2020). Tutorial and Mentor are other support of students who guide students
for achieving their tasks and learn efficiently.
 Specialist Subject Support-
The students can also meet individual learning environment by specialist subject support.
They can take help of the person who is specialised in particular subject who can advise and
guide them to enhance their knowledge and skills. Specialist Subject support helps them to gain
extra knowledge of any subject and clear the concepts or lessons more effectively.
 Work Based Learning Provider-
Work Based Learning Provider is a strategy that helps students to work their experiences
in real life so that by applying academic and technical skills they can develop their abilities and
knowledge (Friesen and Cunning, 2020). Work Based Learning Provider includes interviews,
paid internships, Non paid internship and Career related competitions. It is a type of program that
makes students more competitive for making career in real world.
 Traffic Light System-

Traffic light system means evaluating the performance and capabilities of learners for
understanding topic that could be assess on the basis of colours of traffic light. In which green
means understand, yellow means I'm not sure whereas Red means I don't understand. The traffic
light system is used for making students prepare for test.
4.1 Review Key features and benefits of Inclusive learning environment.
The various key features and benefits of Inclusive Learning environment are as follows-
 Motivating Students-
Through Inclusive Practice students get motivated and confident while learning, they are
fully aware about the concepts of lessons. The Learners can easily communicate to anyone
confidently. A Positive learning environment must be created by Teachers for making students
involve in Classroom. For encouraging students to learn efficiently and effectively, teachers must
provide right direction and offer rewards to make learning enjoyable.
 Creating a positive attitude-
Inclusive learning helps learners to build positive attitude towards learning. The positive
attitude can be created by involving each learners into group activities it helps them to connect
more and ask questions freely. Positive attitude helps students to self assess their skills and make
changes accordingly and if any support is needed must ask to their teacher.
 Celebrating achievement-
For making students more confident teachers must organise and celebrate the success. It
can be celebrate by complimenting or Holding an award ceremony in which students
achievement can be recognise and they feel valuable in School. By celebrating achievement
students get highly motivated and give their best in exams (Amor et. al., 2019).
 Collaborative Working-
To increase Collaborative working in classroom teachers can create groups for making
students learning more diversified. If learners work together they share their knowledge and
skills that makes each and every students to gain more ideas and knowledge from different
people. Collaborative working makes students more comfortable in performing their tasks and
learn new things with other students.
 Respect for others-
An Environment should be created for students in which they can learn how to respect
and behave with others. The teacher should make students learn about how to respect others by

giving them guidance like Don't make fun of others, don't talk about people behind their back,
Don't tease people, etc. With the help of inclusive learning environment, students can also learn
how to respect others. By respecting others value of learners increase in front of their colleagues,
teachers, family and school.
4.4 Review Strategies for effective liaison between professionals involved inclusive practice.
The strategies for effective liaison between professionalism involved inclusive practice are-
 Meeting-
A meeting must be conducted between professionals to provide advice and guidance.
Meeting is conducted for discussing matters of students, any development changes required and
concerning about status of profession (Kremsner, 2021). It helps in solving queries and make
decision for improving the learning of students.
 E-mail-
The teacher can also communicate with other tutor via E-mail. It generally means
electronic mail that helps in transferring messages from one person to another. The professionals
can send E-mail to other tutor if they want to share any information related to subject or students.
 Follow-up-
The professionals should take follow ups with other tutors related to performance of
students. Follow up helps teachers to know more about individual and their behaviour in other
tutor classroom session. By taking follow up I can also know more about the subjects in which
students are perfect and have better knowledge.
TASK 3 REPORT
2.3 Explain how policy and regulatory frameworks influence your own delivered inclusive
practice session.
There are various policy and regulatory frameworks which can influence inclusive
practice session they are as follows-
 Awareness of current legalisation-
The teacher must be aware about the current legislation so that they can work under the
rules and regulations provide by Government. The Schools and Universities must follow
legislation and ensures that they must not go against any laws and norms. Awareness of Current

legislation can influence the inclusive practice session if Institution and their faculty members
are not aware about current legislation provided by government.
 Reviewing own approaches-
The Educator must review their own approaches of teaching pattern so that students can
learn new things efficiently and effectively. If teachers doesn't review their own approaches it
may affect the inclusive practice session. So, reviewing own approaches can also influence the
delivered inclusive practice session (Ottley et. al., 2020).
4.2 Analyse ways to promote equality and value diversity in your delivered inclusive practice
session.
The ways to promote equality and value diversity in inclusive practice session are-
 Positive attitudes to individuals-
Positive attitude to individuals is one of the way to promote equality and value diversity.
The Teachers should ensure that every individual must access same opportunities and fair
treatment which helps in creating positive attitude towards others as all are at same level so there
will be no jealousy or hatred between students.
 Engaging students-
To promote Equality and value diversity in classroom teachers have to engage the
students in positive activities. The Teachers must make sure that there should be active
participation of students in classroom so that they can learn more about equality and value
diversity (Auhl and Bain, 2020).
 Encouraging team working-
For Encouraging team work teachers must divide students into groups and allot tasks so
that they can collaborate while working. The Faculty can encourage team work by rewarding an
individual with best performance or organising team games that helps in promoting equality and
value diversity in inclusive practice session by ensuring that all team member are equal.
4.3 Analyse ways to promote inclusion into inclusive practice session.
Inclusion means all people have right to get value and respect by others in society. The
main aim of teachers is to motivate students for making them to achieve their goals in inclusive
way, it is possible by providing equal opportunity to students.
 Own approach to teaching-

My own approach of teaching is that I put more emphasis on involving students in all
activities whether it would be participating in group discussion or in any sports activities. I will
ensure that every student must be fully included in all aspects of learning experience. A safe
environment is created for students in which there is no use of discriminatory remarks and jokes
in classroom (Classen and Westbrook, 2020).
 Working with others-
The inclusion can be promoted by working with others if teachers work collectively they
can improve the skills and knowledge of students which create an effect on their learning and
engagement. By working with others an individual could promote inclusion promptly as they
work with different people and could also encourage other students for promoting inclusion into
inclusive practice session.
 Tackling discrimination-
The Faculties must tackle the discrimination by staying engaged with students, they must
be engaged emotionally, socially, intellectually and morally with learners it helps in promoting
inclusion in classroom (Moriña, 2020).
5.1 Review the effectiveness of your own delivered inclusive practice session.
The Teacher can take review of their own delivered inclusive practice session by-
 Formal and Informal Evaluation from Students-
The Teacher must take feedback from learners related to their way of teaching style and
delivering inclusive practice session. These feedbacks can help faculty members to make
changes in their teaching pattern that makes students understand more about the concepts and
lessons (Swaffield and Major, 2019).
 Self Assessment review-
Through Self assessment review teachers can review their challenges, learning and
teaching goals. The Educator can take feedbacks from other tutor which helps in finding out
drawbacks in their teaching pattern. Thus, Feedbacks helps to review self assessment and
recommendations which helps Faculties to make changes in their way of teaching.
5.2 Identify the own strengths and areas of improvement in relation to inclusive practice.
As an English Teacher I have strength and weakness which could help in relation to inclusive
practice they are-

Strength-
My Strength is that I have expertise knowledge
in English. I can help learners to increase their
knowledge and improve their English.
Weakness-
My Weakness is that I can't help students in
other subjects as I don't have enough
knowledge in other subjects. I am not excellent
in making decision about the course of
subjects.
Opportunities-
I have an opportunity to grab the students who
knows language other than English and make
them learn about English language so that they
can communicate in English also.
Threats-
Threat could be if learners could not
understand the English language, they might
face difficulty while learning English.
5.3 Plan opportunities to improve own skills in inclusive practice.
Skills Gap Mitigation Time
Decision making My decision making
skill is not so good
that could create an
impact on inclusive
practice.
In order to improve
my decision making
skill I observe other
professionals.
2 months
Lack of subject
knowledge
My Knowledge of
other subjects is not
appropriate which can
impact on inclusive
practice.
To improve my
subject knowledge I
can read books of
other subjects.
1 month
CONCLUSION
From the above information it is being concluded that there are various factors which
may influence the learning abilities of Students. It is important to Overcome these factors so that
students can grab the knowledge easily and learn effectively. There are various policies and

regulatory framework related to inclusive practice which must be followed by Institutions. These
policies helps an Individual to assess equality in Schools and Universities.

REFERENCES
Books and Journals
Amor, A. M and et. al., 2019. International perspectives and trends in research on inclusive
education: a systematic review. International Journal of Inclusive Education, 23(12),
pp.1277-1295.
Auhl, G. and Bain, A., 2020. Do pre-service teachers develop a schema for inclusive classroom
practice?. Asia-Pacific Journal of Teacher Education, pp.1-17.
Classen, A. I. and Westbrook, A., 2020. Professional credential program: impacting early
childhood inclusive learning environments. International Journal of Inclusive
Education, pp.1-18.
Finkelstein, S., Sharma, U. and Furlonger, B., 2019. The inclusive practices of classroom
teachers: a scoping review and thematic analysis. International Journal of Inclusive
Education. pp.1-28.
Florian, L., 2019. On the necessary co-existence of special and inclusive education. International
Journal of Inclusive Education. 23(7-8). pp.691-704.
Friesen, D. C. and Cunning, D., 2020. Making explicit pre-service teachers’ implicit beliefs
about inclusive education. International Journal of Inclusive Education. 24(14).
pp.1494-1508.
Ismailos, L and et. al., 2019. Pre-service and in-service teachers’ attitudes and self-efficacy
beliefs with regards to inclusive education. International Journal of Inclusive
Education, pp.1-17.
Kremsner, G., 2021. Becoming an inclusive teacher: reducing gaps in theory and practice
through inclusive research. International Journal of Inclusive Education. pp.1-15.
Moriña, A., 2020. Faculty members who engage in inclusive pedagogy: methodological and
affective strategies for teaching. Teaching in Higher Education. pp.1-16.
Ottley, J. R and et. al., 2020. Integrating a Global Inclusive Perspective into Coursework for Pre-
service Teachers. Journal of International Special Needs Education. 23(1). pp.13-22.
Rice, B. M., 2020. Opportunities for Inclusive Practice: The Stories Our Students Tell.
In Inclusive Education Is a Right, Right? (pp. 132-144). Brill Sense.
Stenman, S. and Pettersson, F., 2020. Remote teaching for equal and inclusive education in rural
areas? An analysis of teachers’ perspectives on remote teaching. The International
Journal of Information and Learning Technology.
Swaffield, S. and Major, L., 2019. Inclusive educational leadership to establish a co-operative
school cluster trust? Exploring perspectives and making links with leadership for
learning. International Journal of Inclusive Education. 23(11). pp.1149-1163.