Unit 21 Inclusive Practice

This document discusses the concept of inclusive practice in teaching, including the impact of personal, social, and cultural factors on learning. It also explores the role and responsibilities of teachers in inclusive practice, the relationship between their role and other professionals, and points of referral for meeting individual learning needs. Additionally, it covers the key features and benefits of an inclusive learning environment, strategies for effective liaison between professionals, the influence of policy and regulatory frameworks on inclusive practice, ways to promote equality and diversity, and ways to promote inclusion. The document concludes with an evaluation of the effectiveness of the author's own inclusive practice session, their strengths and areas for improvement, and plans for skill improvement.

Unit 21 Inclusive
Practice

Contents
INTRODUCTION...........................................................................................................................1
TASK 1............................................................................................................................................1
TASK 2............................................................................................................................................1
3.1 Summarise your own role and responsibilities relating to this inclusive practice session....1
3.2 Explain the relationship between your own role and the roles of other professional
involved in this inclusive practice...............................................................................................2
3.3 Identify points of referral available to meet individual learning needs.................................2
4.1 Key features and benefits of inclusive learning environment...............................................3
4.4 Strategies for effective liaison between professionals involved inclusive practice...............4
TASK 3............................................................................................................................................4
2.3 Explanation of how policy and regulatory framework influence own delivered inclusive
practice session............................................................................................................................4
4.2 Ways to promote equality and diversity in delivered inclusive practice session..................5
4.3 Ways to promote inclusion into inclusive practice session...................................................6
5.1 Effectiveness of own delivered inclusion practice session....................................................6
5.2 Own strengths and areas for improvement in relation to inclusion practice.........................7
5.3 Plan opportunities to improve own skills in inclusion practice.............................................8
CONCLUSION................................................................................................................................9
REFERENCES..............................................................................................................................10

INTRODUCTION
Inclusive practice can be defined as that process of teaching in which teachers are been
involved in recognising differences between students and this can be used to ensure that all
students make adequate use of educational content and are fully engaged in process of learning.
In this process teachers make sure that no two students are same and ensures that lessons and
activities accommodate to this. Inclusion practice is basically about ensuring that children from
any background, irrespective of their culture, value and belief participates fully in learning
activities which is being started by schools. Present report will lay emphasis on Review the
impact of personal, social and cultural factors on learning. It will also discuss about the impact of
different cognitive, physical and sensory abilities on learning. Assignment will summarise policy
and regulatory frameworks relating to inclusive practice.
TASK 1
(covered in Brochure)
TASK 2
3.1 Summarise your own role and responsibilities relating to this inclusive practice session
As one of the stakeholder in teaching institution, my first priority is to assure that inclusive
practice was being adopted by me in every learning session. I have analysed that planning,
assessing and making students learn was quite difficult task. There were so many challenges
which was being faced by me during the time of teaching. I have to assure that health and well-
being of students needs to be my first priority. I ensure that learning sessions are being
conducted in safe and secure place, so that no further issue is been faced by learners. I have
ensured to have an effective communication with my peers, so that any challenge which occurs
during the time of teaching session can be overcome. Emails were mostly used by me to
communicate with other staff members. My role was to make sure that adequate institutional
policies are been implemented (Haug, 2017). In this I have assured that all students are been
treated equally and also better supportive equipment’s needs to be provided those who are
physically challenged.
The organisational policies need to have policy related to equality and disability. This will
assist in enhancing learners experience. My role was to identify any type of inappropriate
behaviour which might be affecting learning procedure. My duty was to report such type of
behaviour. I also made sure that students are responsible for their own actions, this assists me in
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making the environment of institution better. I have also made sure that inclusive practices are
been used. In this all students are being treated equally irrespective of their colour, religion,
background. This has assisted me in making environment of educational institution better. I also
made sure that high quality teaching practices are been adopted in educational institutions, so
that learners can be able to grow.
3.2 Explain the relationship between your own role and the roles of other professional involved
in this inclusive practice
As a teacher it is my responsibility to make sure that inclusive practices are been used in
educational institutions. I will be involved in communicating with various agencies who are there
to support students. I will make sure that adequate funding is been provided to those who are in
need and are not been able to afford the education. I will be engaged in making sure that better
opportunities are been provided to those who are in need. Better resource’s will also be provided
to those learners who wanted to grow. I will also communicate with National Association of
Head teachers (NAHT), so that they can also check upon whether inclusive practices are being
adopted by organisation or not (Fedulova and et.al., 2019). I will make sure that staffing ratios
are being adequate. In this it will be my personal responsibility to keep a check on whether
adequate teachers are being available or not. I will also ask the agencies to conduct quality audit
in order to make sure that better quality of teaching and learning is been provided to students.
This will assist learners in growing and also their experiences related to learning will be
enhanced. I will also be engaged in meeting parents of different students, so that better
relationship can be developed by me and also it will lay positive impact on learning process of
learners. I would also invite learning support department so that cognitive and behavioural skills
of students can be enhanced. This will assist the learners in enhancing their ability to learn
different aspects. I will make sure that no students are been treated differently. This will assist
me in enhancing learning experience of students.
3.3 Identify points of referral available to meet individual learning needs
There are various points of referral which are being available to teachers so that they can
meet learning need of individuals. In this teachers can be engaged in making use of traffic light
skill audit system so that it becomes easier for them to identify the strength and weakness of
students. This can assist learner in growing and also because of this they will be able to enhance
the ability of learners to be increased. Legislation on inclusivity is a good reference point for
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learners to help them understand some of the laws that guide inclusivity practices in the general
social context. This will also assist them in making sure that no type of inappropriate behaviour
is been done by them. Learners can also go through existing policies related to inclusivity. This
will assist them in knowing about what are the basic rights of people and how they should not be
engaged in violating it. It has also been analysed that in order to meet individual learning needs,
teachers can also be involved in asking for the feedback from learners. By this they will be able
to identify needs of students and also it will assist them in enhancing quality of services given by
them. This will assist me in enhancing learning experience of students (Moriña, 2017).
4.1 Key features and benefits of inclusive learning environment
Inclusive learning environment plays a vital role as it helps students and teachers both in
increasing learning because in this environment, students’ entitlement are being appreciated,
teacher respect values of different background of students and they are being encouraged to take
participate in learning activities. Different factors of inclusive learnin environment have several
advantages such as:
Motivate students: Inclusive learning motivates and encourages learners or students towards
accomplish their learning goals and career development. An effective learning environment and
makes students able in learning new things from each other’s (Mag, Sinfield and Burns, 2017). I
believe that motivated students are more likely to help each other’s and stay concentrated that
helps in increasing memory and learning as well.
Increase parental participation: I experienced that when teachers respect values of all
backgrounds of students and they focus on developing learning programs then it may lead to
active participation of parents. When parents participate in learning activities with their children
then it improves their relation and they are more likely to understand each other’s. Nowadays,
parents are becoming busy in their lives for earning money and others so, they hardly find time
spending with their children. It is affecting children mentally and physically, But by promoting
or developing inclusive learning environment, or So, I personally feel that it is important for
parents to spend time with children and by participating in activities, they can solve this problem
that leads to better mental health.
Create positive attitudes: When teachers encourage and makes students aware about diversity,
when they have different backgrounds of students, team work then it allows learners to lead
positive attitude. Students in this inclusive learning environment are less likely to bully others
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and they help each others in completing tasks. It reduces conflicts at environment and students
stay focused and happy that also decrease absenteeism rate and lead to improved performance
(Scourbys, 2019).
4.4 Strategies for effective liaison between professionals involved inclusive practice
It is important for professionals or teachers to communicate and interact with students and other
staff members in an effective manner for making inclusive practice successful. For liaison, it is
important for professionals of having communication, negotiation, influencing, team working
and other skills. Some strategies involved:
Regular contact: For better communication and providing all information to each other I
believe that regular contact can help in improving liaison between professionals. When
professionals communicate and contact on continuous manner then it improves their relation,
remove miscommunication and helps in making environment inclusive or productive (Wozniak
and et.al., 2020). On some topics that were discussed in inclusive practice session, I felt that for
making students able to take participate in session and do not feel bored, we all staff members
require collaborating and for this regular contact via mail, meeting can help us out in increasing
decision.
Team meeting: For discussing about topics and better ways of increasing learning and making
students feel interested in session, we all staff members require team meeting. I believe that by
holding team meeting at least once in a week, we can identify better ways and can improve
liaison. It can also help us out in making better decision regarding learning and that leads to
improved inclusion session (Wu and et.al., 2018).
TASK 3
2.3 Explanation of how policy and regulatory framework influence own delivered inclusive
practice session
Policies and regulatory framework plays a vital role in improving overall performance and
making inclusive session successful.
Recognition of own roles: Proper knowledge of all policies and framework makes teachers able
to understand their roles and responsibilities. By understanding roles and responsibilities they
can promote better teaching and can help learners in accomplishing goals. It is important of
having knowledge of own roles as it helps professionals in improving performance and making
inclusion practice session successful.
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Protect against lawsuit. It is important for all to follow rules of legislation for performing all
works in an ethical manner. So, it can be said that it helps teachers in inclusive learning session
against some unethical acts and lawsuit. One of the main responsibilities of teachers is to
increase knowledge of students and without getting them bored increasing participation in
inclusive learning session so, by following rules and having knowledge of legislation, teachers
can accomplish this goal and can improve their own performance (Tuzovic and Kabadayi, 2020).
Create opportunities: By having knowledge of all policies related to inclusive practice and by
following all rules, teachers and professionals can take opportunities like career development,
promotional opportunities and others. It boosts confidence and motivates teachers towards
increasing performance by putting more efforts and helping out learners in increasing learning. It
can only be possible when teachers follow all rules and perform functions in ethical manner.
4.2 Ways to promote equality and diversity in delivered inclusive practice session
Diversity and equality is one of the main key of success of inclusion practice and it is element
that included in inclusion learning environment. It is important or teachers to identify ways of
promoting diversity because it can provide several benefits to them.
Team working: Students often bully to other students but by developing team working and
making able to all students if participating in group working, diversity can be promoted. When
students work in a team then they are more likely to communicate or interact with each others.
This interaction improves their relation and they respect values of each other’s and it reduces
discrimination hence lead to equality.
Opportunities for sharing diversity: Teachers can encourage students by celebrating acts of
students if they treat with all in a fair manner. By appreciating in front of other students and
celebrating for their ethical act when they treat others fairly, teachers can promote diversity at
inclusion learning session (Lister and et.al., 2020). It can lead to positive changes and attitudes in
students and help them out in career development in the future.
Positive attitudes to individuals: It is believed that students often learn those things that they
observe so, for leading positive changes and positive behaviour in students, teacher requires
performing acts in legal and ethical manner. When teachers, staff members and professional treat
all students in fair manner and talk nicely then students also do the same. That is why it is saying
that environment and surroundings play a vital role in developing behaviours in students.
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4.3 Ways to promote inclusion into inclusive practice session
Implementation of policies: There are several policies that can help teachers in promoting
diversity or inclusion at workplace such as equality act, anti discrimination and others. Under
this policy, all people at workplace, staff members, processionals, students and assessors require
following all rules and by following all rules they can promote diversity. Teachers can also make
students aware about reasons and benefits of promoting diversity or respecting values of all.
Open door policy: Open door policy at workplace can also help teachers in tacking problems
related to discrimination. There are some innocent students that can be bullied by others but they
do not do the same. So, by developing open door policy at workplace, teachers can provide
opportunity to students to come to responsible staff member and share their feelings. It can help
teachers in identifying ways of making students aware about diversity into inclusive practice
session (Macdonald and et.al., 2019).
Training: Training is one of the main key and ways of increasing knowledge among students
and making them aware about anything. By providing training to all students, teachers can tell
them actual meaning of diversity along with advantages that they can get if they promote it and
treat in equal manner with each others. It is effective teaching practice that can promote
inclusion, team working behavior into inclusion practice session.
5.1 Effectiveness of own delivered inclusion practice session
It is important for all teachers and staff members to know their effectiveness of performance as
what they have done effectively and in which area they require improvement. With the help of
SWOT analysis as well as peer evaluation, own strengths and weaknesses can be known that can
help in improving better inclusion practice in the future. My own strength and weaknesses as
teacher include:
Strengths:
 While discussing on topics to students in inclusion session, I found that I have effective
oral communication skills.
 Team working is other main skill that made me able in increasing learning and
identifying effective ways of teaching.
 I also analyse while teaching that I have leadership and motivating skill.
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Weaknesses
 I found that I lack in time management skill as at one time I cannot work several tasks
and sometimes it frustrated me in inclusion session.
 I also analysed that I am lacking behind in decision making skill and my superiors helped
me out in improving this skill.
Opportunities
 I got opportunity in increasing students’ participation rate with leadership and motivation
skill.
 Strength of team working can help me out in the future in becoming expertise and
improving relation (Resnawati, Kristiawan and Sari, 2020).
Threats
 Due to lack of time management it made me frustrated and depressed and it was the main
barrier in success.
Peer evaluation: My peers and superiors provided me feedbacks and told me some areas in
which I am lacking behind. In this regard, they told me about problem solving skill as I take too
much time in solving problem and it can affect my decision making skill. They told me that I am
very good in communication skill and it is my main key of increasing learning skills among
students.
5.2 Own strengths and areas for improvement in relation to inclusion practice
With self awareness and whole experience I identified my both areas of strengths and weakness
such as:
While working as teacher in inclusive session and from my whole experience it can be said
that I learned several things. I found that ability and skill of leadership plays a vital role. It helps
in making inclusion session successful and making students aware about importance of diversity.
There were several topics that were discussed in session. It is believed that teaching is the best
way of increasing learning in students and in ourselves as well. It helps me out in promoting
diversity by understanding negative impacts of discrimination and making students aware about
the same.
It is also experienced that lack of problem solving skill and decision making skill can affect
ability to responsiveness. Responding ability to anything is directly proportional with decision
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making and problem solving. So, it can be said that it was m main weakness area that I need to
improve for responding to things in an effective and quickly manner (Muñoz-Martínez, Monge-
López and Torrego Seijo, 2020).
Other main skill that I found was an ability of being proactive. This ability made me aware
about all things that was happening around me and was going to happen. It makes all of us able
and by making ourselves update about things we can make plan accordingly such as which topics
we have to cover in inclusion practice, ways of teaching and others.
5.3 Plan opportunities to improve own skills in inclusion practice
One of the main aims of identifying own strengths and weaknesses is to make or develop
plan for improvements. From above self analysis and peer reviewed analysis some areas have
been found that should be improved (Nasr, Mirshahjafari and Liaghatdar, 2016). By making an
effective plan all areas can be improved such as:
Areas need to be improved Tools and ways Timescale
Time management Some tools such as trello, time
matrix can help in increasing
this skill as it helps in telling
ways of prioritizing tasks and
working accordingly. By
reducing procrastination as
well, it can be improved.
15-20 days
Decision making Team working and training
can help out in increasing
decision making skill. It is
believe that for taking decision
it is important of having
ability of critical analysis. So,
by help of superiors and peers,
by observing others, ways of
decision making can be
learned.
Around 30 days
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Rather than this, by visiting other organizations, meeting with expertise in these tasks, all these
skills can be improved that can help out in developing better inclusion environment.
CONCLUSION
From the above study it has been summarised that inclusive practice means that every
student needs to be treated equally. There are various factors which can affect their learning such
as social, cultural and personal. If students are not serious in their life, then there are chances that
they might not be able to learn better. It has also been evaluated that equal opportunities must be
given to every learner. Policies are being implemented by criminal record bureau. They have
provided guidelines that those who are been engaged in committing discrimination crimes can be
traced. It has also been evaluated that teachers must make sure that high quality of learning is
being provided to students so that they can be able to grow. It has also been evaluated that better
supportive equipment’s has been provided to physically disabled students. This has assisted in
enhancing their learning ability.
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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.
Fedulova, I. and et.al., 2019. Inclusive education as a basis for sustainable development of
society. Journal of social studies education research, 10(3), pp.118-135.
Haug, P., 2017. Understanding inclusive education: ideals and reality. Scandinavian Journal of
Disability Research, 19(3), pp.206-217.
Lister, K. and et.al., 2020. Evaluating inclusion in distance learning: a survey of university staff
attitudes, practices and training needs. Innovation: The European Journal of Social
Science Research. pp.1-19.
Macdonald, R.H. and et.al., 2019. Accelerating change: The power of faculty change agents to
promote diversity and inclusive teaching practices. Journal of Geoscience
Education. 67(4). pp.330-339.
Mag, A.G., Sinfield, S. and Burns, T., 2017. The benefits of inclusive education: new challenges
for university teachers. In MATEC Web of Conferences (Vol. 121, p. 12011). EDP
Sciences.
Moriña, A., 2017. Inclusive education in higher education: challenges and
opportunities. European Journal of Special Needs Education, 32(1), pp.3-17.
Muñoz-Martínez, Y., Monge-López, C. and Torrego Seijo, J.C., 2020. Teacher education in
cooperative learning and its influence on inclusive education. Improving Schools. 23(3).
pp.277-290.
Nasr, A.R., Mirshahjafari, S.E. and Liaghatdar, M.J., 2016. Elaborating the purpose and content
of professional development plan for preschool teachers. Educational Research and
Reviews. 11(16). pp.1463-1472.
Resnawati, A., Kristiawan, M. and Sari, A.P., 2020. SWOT Analysis of Teacher’s Professional
Competency. International Journal of Progressive Sciences and Technologies. 20(1).
pp.17-25.
Scourbys, K., 2019. Removing Stigma Around Disabilities in the Classroom: The History and
Benefits of Inclusive Education.
Tomlinson, S., 2017. A sociology of special and inclusive education: Exploring the manufacture
of inability. Taylor & Francis.
Tuzovic, S. and Kabadayi, S., 2020. The influence of social distancing on employee well-being:
a conceptual framework and research agenda. Journal of Service Management.
Wozniak, L.A. and et.al., 2020. Successful implementation of a Fracture Liaison Service through
effective change management: a qualitative study. Archives of osteoporosis. 15(1). pp.1-
14.
Wu, C.H. and et.al., 2018. Identifying characteristics of an effective fracture liaison service:
systematic literature review. Osteoporosis International. 29(5). pp.1023-1047.
Zagona, A.L., Kurth, J.A. and MacFarland, S.Z., 2017. Teachers’ views of their preparation for
inclusive education and collaboration. Teacher Education and Special Education, 40(3),
pp.163-178.
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