Report: Unit 21 Inclusive Practice - Higher Education Module

This report, focusing on Unit 21 Inclusive Practice, delves into the multifaceted aspects of inclusive education within a higher education context. It begins by examining the impact of individual, social, and cultural factors on learning, along with the influence of mental, physical, and sensory abilities. The report then explores relevant policies and regulations, including the Equality Act 2010 and the 14-19 program, and their impact on organizational policies. It addresses the roles and responsibilities in inclusive practices, considering individual student needs and the relationship between educators and other professionals. The report also analyzes the features and benefits of inclusive learning, strategies for promoting gender equality and diversity, and ways to foster inclusion. Furthermore, it evaluates the effectiveness of inclusive practice and includes a CPD plan for skill improvement, referencing key concepts and legislative frameworks to provide a comprehensive overview of inclusive education.

Unit 21
Inclusive Practice

Table of Contents
Task 1...............................................................................................................................................3
1.1 Impact of individual, social and cultural factors on learning................................................3
1.2 Influence of different mental, physical and sensory abilities on learning.............................4
2.1 Policies and regulations for inclusive use..............................................................................6
2.2 Impact of policies and regulations on organizational policies for inclusive use...................7
TASK 2............................................................................................................................................8
3.1 Consider your roles and responsibilities in relation to inclusive practices............................8
3.2 Describe the relationship between you and other professionals involved in inclusion.........9
3.3 Consider landmarks to meet individual student needs........................................................10
4.1 Consider the features and benefits of inclusive learning.....................................................11
4.4 Effective interactions between experts, review of strategies used to engage with inclusive
practices.....................................................................................................................................12
Task 3.............................................................................................................................................13
2.3 How policies and regulations affect our inclusive approach...............................................13
4.2 Explore ways to promote gender equality and value diversity in inclusive practice...........14
4.3 Consider how to promote inclusion in inclusive practice....................................................14
5.1 Effectiveness of inclusive practice......................................................................................15
5.2 Identify strengths and areas for improvement.....................................................................15
5.3 CPD plan to improve skills..................................................................................................15
References......................................................................................................................................17

Task 1
1.1 Impact of individual, social and cultural factors on learning
Personal
There are many factors that affect student learning. Learning influences personal factors such as
age, gender and language skills. Teenagers have a good learning memory but low concentration,
which can affect learning (Schmeck, 2013). On the other hand, older people may not have the
same visual memory as younger people, but are focused on learning. When it comes to sex,
women pay more attention than women. Women have more power in language and the
humanities, and men have more power in technical areas such as mathematics than women.
Studies have shown that girls' brains tend to develop faster than boys, and this can be explained
by the higher density of girls in the classroom than boys. Self-confidence and language
development affect learning. Very confident students can learn easily because they have the
confidence to keep trying even difficult problems. Students with a developed language are easier
to teach than students who are not.
As pointed out by these famous creators: Granitz, Koering and Harich (2009) believe that
teaching does not usually lead to change and therefore the structure that makes up coherence, but
instead develops and supports a behavioral climate in which learning could accept its appropriate
position. The clock here is a trust as part of building a behavioral climate in which learning can
take place. Having a reactive character reduces the likelihood of behavior, however not all
teachers can have the answers to the answers to every question except this one. One situation
would be a reversal of a strong promise by monitoring that study and making sure to think about
responding to it in the following exercise.
Social factor
Social factors, such as peer pressure, have a significant effect on learning. The type of activity a
student takes influences student behavior, including attitudes to teach (Schmeck et al., 2013).
When students use drugs and lack of education, it affects their ability to learn why drugs affect
their mental health. A student's level of education is positively or negatively affected by his or
her ability to learn. Well-educated students and backgrounds can be easy in all learning

activities, but untrained students have difficulties in the learning path. A student's financial
circumstances can affect learning ability in a number of ways. Students from wealthy families
are more likely to receive good education and support, and students from poorer families do not
receive such support, which adversely affects their ability to study.
Cultural factor
The social side of understudies can uphold or prevent learning (Hollins, 2015). A culture that
invigorates learning assists understudies with building up their acquiring abilities as they acquire
a comprehension of the significance of learning. Then again, a culture that doesn't uphold
learning influences the learning capacity of understudies when they connect socially in a climate
that doesn't energize learning. Understudies brought up in a multilingual climate can adapt
effectively in light of the fact that they can identify with the dialects verbally expressed in
various circumstances. These understudies can likewise decipher materials from different
dialects into the language they see best to empower learning. In all cultural environments, as well
as in educational and learning ones, three elements must precede: collaboration, cooperation and
communication (Kershner and Chaplain, 2014).
1.2 Influence of different mental, physical and sensory abilities
on learning
Cognitive
Cognitive skills are significant for acquiring. A portion of the psychological abilities essential for
mastering incorporate perusing. It is simpler to show an understudy to peruse than an understudy
who can't peruse. Understudies with great scientific abilities show improvement over
understudies without great logical abilities. Great logical abilities are a help for acquiring since
understudies can break down and comprehend complex ideas (Bower, 2008). Visual keenness is
a decent mental ability needed for successful mastering. Now and again, understudies should
have the option to review data in visual pictures. Understudies with great picture handling
abilities are simpler to acquire than understudies without great picture preparing.
Physical abilities
Good physical skills motivate students to learn as all learning activities, such as reading and
writing, are easy to complete. Students with disabilities may have learning difficulties; especially

if they do not have the help they need (Bower et al., 2008). Students with a disability may have
difficulty writing and visually impaired people need learning support. Physical health is
important for learning because students can attend classes, attend classrooms, and participate in
the physical activities essential for great learning. Nonetheless, instructors should discover a
record called Useful Student Profiles which gives definite data about an understudy, including a
fitness test page that obviously clarifies whether the understudy is good for reason and, all the
more significantly, the date of takeoff. This report is altogether different from the Personal
Learning Plan (ILEP), where introductory and critical evaluations should mirror the understudy's
circumstance and the date of the yearly audit. An example is a blind student who needs more
resources and finger reading.
Sensory abilities
Sensory abilities are important for learning. The development of awareness is critical to mental
health (McGann, 2015). Mental health is significant in advancing learning. A completely
evolved cerebrum makes it simple for individuals to dominate all abilities and exercises. Low
mental health is related with helpless learning capacity. Mindfulness underpins understudies'
psychological advancement to build up their mastering abilities. Tangible abilities, for example,
"body in space" help understudies know where they are among items and people. The sensory
abilities of the body in space are used for social interaction during learning and are essential for
the development of visual motor skills which are also essential for writing skills. Side sensor
technology is required for eye movement and lateral or left-sided recognition and is an essential
reading and writing skill for learning. Balance and mediation awareness skills are helpful in
developing the body's communication and coordination systems essential for effective learning.
Students suffer from hearing loss as they have to rely on specialized teachers. Good listening is
important for effective learning. Students who listen to what they are learning can learn better
than students with hearing problems. Conscious memory, one of the basic models of information
processing, uses stimuli (e.g. images, sounds, smells, etc.) from the Earth around us to turn them
into data that can be extracted for understanding (Woolfolk, 2007). Memory is typically short for
a few seconds, but the timeout is large and you get more data than you can prepare. Conscious
memory uses observation to identify tremors. Researchers believe that human ideas are examples
or connections.

2.1 Policies and regulations for inclusive use
A bunch of rules and systems have been created to guarantee expansive instructing and learning.
One of the current administrative systems is the Equality Act 2010 (Armstrong, Armstrong and
Barton, 2016). At the public level, this is called administration and at the school, college, school
or office level, it is called strategy which should be synchronized and upheld. Both ought to
reflect European qualities just as more significant British qualities. Equity was tied in with
wiping out segregation in the public eye. The Equality Act 2010 doesn't need segregation
dependent on age, sex and incapacity. Everybody ought to be dealt with similarly, paying little
heed to their status in the public eye. Youthful and old ought to be dealt with similarly.
Individuals with inabilities ought to have similar rights as everybody in the public arena.
Pregnant ladies and individuals of different races are qualified for equivalent rights and treatment
under the Persons with Disabilities Act 2010. Individuals ought not to be oppressed in light of
their religion or gender. A person's sexual orientation should not be the way they are treated in
society (Armstrong, Armstrong and Barton, 2016).
The 14-19 program and capabilities change is another strategy structure we need to present. The
educational plan is adjusted to the instructive requirements of different understudies to guarantee
joining. The educational plan gives understudies the fledgling, fundamental, moderate and
progressed levels of the program. Most educational plans are far reaching and intended to
address instructive issues, paying little mind to sex, age, religion or state of being. Ofsted
Conversation, one of the primary administration gatherings to impact comprehensive practice,
brings up the issue of how to address understudies with unique necessities. Ofsted doesn't work
different frameworks for irregularity in school instructive necessities (SEN). All things
considered, handicap assets are taken a gander at as a component of the school's general
initiative.
Section 142 of the Ofsted School Inspection Guide requires reviewers to assess "the extent to
which school education addresses school stability issues", including students with disabilities,
before arriving at a final assessment of general fitness of the school with AAA.

Pearson is also another governing body for continuing education (FE) whose policies contribute
in addition to national regulations. A copy of the policy can be found in EV3 of my package. The
health and safety policy aims to address student incompetence.
2.2 Impact of policies and regulations on organizational
policies for inclusive use
National policy and regulatory framework are the most important influences on an institution's
policy. For an organization to adhere to the principles and guidelines for inclusion, it is necessary
to establish standards and thresholds for inclusion that meet the core objectives (Armstrong,
Armstrong and Barton, 2016). Existing laws ensure that organizations respect the principle of
inclusion and criminalize all forms of discrimination based on sex, race, age and disability.
Recruitment rules of public and private bodies require organizations to apply the principle of
inclusion in the recruitment process (Alexiadou, 2014). The law requires organizations to respect
gender-based recruitment procedures and to consider marginalized and disabled people. All
recruitment processes must meet statutory criteria. Organizations that do not meet employee
inclusion criteria must be held accountable.
Schools and educational institutions should provide access and services for people with
disabilities (Alexiadou, 2014). Educational materials and resources for people with disabilities
are essential for educational institutions. The building must be designed to be accessible to
people with disabilities.
There are also laws designed to deal with people who do not follow the principle of inclusion.
Schools should have a comprehensive curriculum so that people are willing to follow
instructions quickly. There are also guidelines for hiring employers who must meet certain
criteria when hiring staff. Policies and regulations are the only pillars that promote inclusion in
society.

TASK 2
3.1 Consider your roles and responsibilities in relation to
inclusive practices
It is analyzed that teacher plays a significant role in building career of students by providing
them basic fundamentals about career. This knowledge is essential not only to make professional
career in large corporate but be a humble, kind as well as empathic person that is a part of overall
personality. Further, teacher provides guidance to students so that they can make right choices in
personal and professional life (Berman and MacArthur, 2017). They also play a great role in
bring inclusive practice among learners so that they can effectively coordinate with each other. It
also helps to alien the efforts of all individuals that develop sense of belongingness and
friendship. Here, they all collaboratively participate in activities which are essential cultural
diversity within classroom. Being a faculty member, it’s my responsibility to demonstrates right
path to pupils that will help them to make profound career in diversify fields. For this, I will
prepare several policies to bring inclusiveness among students. With this, I will be able to bring
coordination and collaboration among students that is vital to attain common goals and
objectives.
In addition, I will use inclusive practice so that students can interact with each other. For this, my
responsibility is to organize activities on timely basis in order to bring diversity within class
room. There are student belong from different cultures take part in class activities where they
work as a team. With this, they get an opportunity to get familiar with different cultures. Being a
teacher, it is my responsibility to prevent wrong behavior of students and show them right
direction. Here, I straightforward tell learners where I found them wrong so that they do not
repeat the same mistake overtime. Further, it is my responsibility to get familiarity to students
regarding their roles, responsibilities toward peer members and others. I get them understand that
they are responsible for their own task and behavior so that they have to take its accountability
also. So, there are ample of role and responsibilities which I need to follow in order to justify
with my profession. Being a faculty, there are huge responsibilities to ensure that learners get
appropriate guidance in terms of personal and professional life. It will help them to make an
enrich career and to be a good person.

3.2 Describe the relationship between you and other
professionals involved in inclusion
There are several professional involved in practice of inclusion. These professionals also play a
crucial in their individual’s capacity to bring inclusiveness among individuals. There are
professionals such as social worker who undertake several functions for overall societal
development and growth (Borkett, 2020). Main motive of social workers is to eliminate
discrimination and ensure equal opportunities to all individuals that is significant for societal
growth. So, they are entitled to adopt inclusive practice in order to bring higher coordination and
collaboration among individuals. For this, their role is to interact with students and get their
opinion, thoughts so that they can promote inclusive practice in better manner. My role as a
faculty is to have strong association with social workers so that I can also give my significant
contribution for good cause.
Another professional in inclusive practice is language and speech therapist who are able to
interact with all the students in their mother tongue. They play a crucial role in getting
individuals familiar with different cultures so that they can adjust with other students belong
from different culture (Brannan and Kaufman, 2020) . In current diversify world where people
belong from different culture work together, role of speech and language therapist is highly
important in terms of inclusive practice. My role as a faculty is to communicate with different
students belong from diversify culture. For this, I have to acquire knowledge of different cultures
so that I can perform my roles and responsibilities in an effective manner.
Here, psychologist also plays a vital role in the current scenario. Now, students are going through
with higher stress, anxiety due to this they are not able to concentrate on studies with free mind
set. In this, psychologist plays a significant role in identifying problems and constraints faced by
students (Brown and Palaiologou, 2016). They are able to interact with students in significant
manner with higher empathy. I realized that being a faculty my role is to resolve the problems
and constraints faced by individuals within classroom. It will help me to perform my roles and
responsibilities as a faculty in an effective manner.
Therefore, there are a lot of other professionals such as social worker, speech and language
therapist, psychologist and other professional members are present in inclusive practice. Their
individual roles and responsibilities are completely different with each other but final goal of

each member is to promote inclusion. So, my role has great relationship with the roles of other
professional members that will surely help me to perform my roles & responsibilities in an
efficient manner.
3.3 Consider landmarks to meet individual student needs
Point of referral depict that all the individuals have different opinions, thoughts so teacher needs
to understand their requirement and provide solution accordingly. It is really essential to reduce
the level of stress, anxiety among students as they are getting personalized attention. Sometimes,
it happens that mentor is not able to exactly get the problem of students so they need to refer it to
most suitable person or agency where they can find appropriate solution of their problem. In
point of referral, there are some steps are undertaken by teacher while they feel that a student
needs extra assistance and intervention (Fink, 2020). Generally, there are three type of referrals
such as referrals for disciplinary, special education and counseling services. It requires higher
documentation and rigorous process. Here, the first step is recognition where teacher needs to
identify different behavior of students that they are lacking in grasping the concept in better
manner. It may possible that a student is not able to understand a particular subject like others.
After then, a document is prepared in which it is mentioned that all the available teachers have
used all the possible ways to deal with this problem. Then, teachers, guardian of student can
demand for evaluation as per which government will determine special education criteria for
learners. At the end, results are interpreted as per which special education is provided to student.
It is not necessary that students is lacking in all the areas. There might be some specialized
subjects as well as areas. For which they can take help of subject specialist. In this situation,
support of guardians as well as teachers is really important as it helps to boost the morale of
students (Karavatzis, Giovanardi and Lichrou, 2017). For this, teacher needs to analyze skills,
competencies as well as areas in which they are lacking and provide assistance accordingly.
Here, a concept called traffic light is often use in classroom to check the level of confidence
among students on a particular topic. It provids an quick response to teachers that students can
apply a particular concept or not. With results, they can adjust their teaching methodology that
will helpful for learners. In point of referral, this concepts play a crucial role in identifying level
of students whether they required any kind of personal assistance and intervention. Being a
faculty, it is my responsibility to analyze the behavior, attitude of students during class and

provide them help accordingly. For this, I organized ample of class activities so that I can
interact with learners individually that helps me to understand their point of view and thoughts.
4.1 Consider the features and benefits of inclusive learning
Features of inclusive learning
 It is monitored that there in inclusive practice diversity of each and every student is
respected in inclusion as there are ample of students belong from different culture study
together in classroom. So, it helps to bring higher coordination and collaboration among
individuals.
 Here, inclusive practice enables each & every student to take part in class activities so
that they all can collectively contribute in attainment of common goals. So, inclusive
learning helps to facilitate sense of belongingness, togetherness among students.
 In this practice, it is ensured that all the students meet with their personal needs,
requirements regardless of their culture, values and other diversities. For this, there
should be no discrimination among learners (Loreman, 2017).
Benefits of inclusive learning environment
 It provides appropriate education programs to all students so that they can grow and
enrich in career. Here, I personally used inclusive practice in class in order to enhance
interaction among learners. It also helps to minimize conflicts, ambiguity rather promote
feeling of friendship, togetherness and more among individuals within classroom.
 Inclusive practice also plays a crucial role in motivating students so that they take part in
class activities. During activities all the students regardless their culture, values work as a
team (Manful, Cudjoe and Abdullah, 2020). So, it is also helpful to develop team sprit in
learners that will help to perform future roles and responsibilities in an efficient manner.
For this, I provide opportunities to students, celebrate their success and achievement so
that they get motivated to perform well in upcoming activities.
 Another most important benefit of inclusive practice is to provide better learning
opportunities to students. During inclusive practice students not only interact with each
other but also learn different things from each other which will benefit them in terms of

getting new knowledge and experiences. I arrange several activities during classroom
session and encourage more and more students to take part in it.
4.4 Effective interactions between experts, review of
strategies used to engage with inclusive practices
Liaison is a process that is used to interact with other members in an effective manner who is
involved in team. It facilitates effective communication among individuals that is essential to get
positive outcomes (Richards and Armstrong, 2015). It helps to minimize ambiguity, confusion
among people by facilitating effective communication. There are ample of strategies used by me
in order to maintain effective liaison among different professionals:
Cooperation and coordination: It is monitored that there are several professionals such as
speech and language therapist, psychologist and more with whom I need to coordinate
effectively. This coordination will help all the professionals to attain predefined goals of
inclusive learning environment. So, it is a crucial practice which is used for effective liaison by
me in order maintain highly inclusive environment within classroom (Richards and Armstrong,
2016).
Sharing information: This is also a crucial way to maintain effective communication among all
the professionals. I used several methods such as email, chat and more to stay connected with
other professional member (Westwood, 2018). Here, all the persons are involved to get inclusion
so it is vital to share information with each other so that common goals and objectives can be
achieved. It will help all the respective parties to interact with each other in an effective manner
with an aim to bring inclusion.
Regular meetings and follow ups: It is also considered as an effective strategy of liaison. In this,
people face to face interact with each other that is helpful to reduce problems at minimum level.
For this purpose, I organized meetings on timely basis with professionals who have taken part in
inclusive practice. Here, we discussed strategies along with the way to bring inclusion. During
meeting, I also take feedbacks of members in order to get their opinion and thoughts regarding
improvement in current practice. So, this strategy will help me to bring inclusion among students
within classroom.