Inclusive Learning Practices in Education: A Comprehensive Analysis

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Diploma in education and training 1
Diploma in education and training

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Table of Contents
Introduction.................................................................................................................................................3
Task 1..........................................................................................................................................................3
Understand factors which influence learning...............................................................................................3
Define inclusive practice and evaluate the factors...................................................................................3
LO1.1 Review the impact of personal, social and cultural factors on learning........................................4
Task 2..........................................................................................................................................................6
Analysis and evaluate the impact of cognitive ability and environment of learning....................................6
1.2Evaluate and measure the impact of different cognitive, sensory and physical abilities on learning. .6
Task 3..........................................................................................................................................................8
Identify and explain how policy framework and organizational policies affect inclusive practice in
education.....................................................................................................................................................8
2.1 Policy and regulatory frameworks relating to inclusive practice.......................................................8
2.2 How policy and regulatory frameworks affect organizational policies relating to inclusive practice 9
2.3 How policy and regulatory frameworks influence own inclusive practice.........................................9
Task 4........................................................................................................................................................10
A.Professional roles to meet the requirements of students.........................................................................10
3.1 Roles and responsibilities relating to inclusive practice...................................................................10
3.2 Relationship between own role and the roles of other professionals involved in inclusive practice 11
3.3 Points of referral to meet individual learning requirements.............................................................11
B.Five steps or strategies will use to implement or initiate a culture of inclusion in the school................12
4.1 Key features and advantages of an inclusive learning environment.................................................12
4.2 Ways to promote value diversity and equality.................................................................................12
4.4 Strategies for effective and dynamic liaison between professionals involved in inclusive practice. 13
Task 5. Reflection......................................................................................................................................14
A.The impact of practice...........................................................................................................................14
B. Identify own strengths in designing inclusive practice..........................................................................14
5.1 Review the effectiveness of own inclusive practice.........................................................................14
5.2 Own strengths and areas for enhancement and improvement in relating to inclusive practice.........15
C.Five continuous development plan.........................................................................................................15

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5.3Plan opportunities to improve own skills in inclusive practice.........................................................15
Conclusion.................................................................................................................................................16
References.................................................................................................................................................17

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Introduction
The main purpose of this task is to provide a brief information and overview about the
significance and role of inclusive learning and practice. An inclusive learning supports in
refining learning skills and abilities. The impact of personal, social and cultural elements will be
discussed in the paper. Moreover, the paper will explain the impact of different sensory, physical
and cognitive skills on learning. A brief overview about the policy and framework relating to
inclusive learning also will be presented in the paper. On the other hand, the paper will depict
how policy and regulatory framework will affect own inclusive practice and learning. Roles and
responsibilities related to inclusive practice and learning would also be shown in the task briefly.
Furthermore, the paper will elaborate key features, benefits and effectiveness of learning and
inclusive practice. The five ways to improve and boost skills and talents in inclusive practice
would be highlighted in the paper effectively.

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Task 1
Understand factors which influence learning
Define inclusive practice and evaluate the factors
Inclusive practice may be defined as an approach and method to teaching that identified and
analyzes the diversity of students, allowing all the students to access and evaluate the course
content, full contribute in learning initiatives and show their knowledge, experience and
strengths at assessment. An inclusive practice is significant and unique because it promotes and
enhances a culture of equality of opportunity and high attainment of all children, by promoting
the enhancement and enlargement of more flexible attitudes, norms, policies and everyday
practices. In this way, inclusive practice is vital in teaching highly (Inclusiveeducation, 2017).
There are various factors that that are considered in designing or making of inclusive teaching
and learning during teaching practice. The first is sound policy and leadership based on shared
Canadian committed to insertion and diversity that have been nurtured in the post charter period.
More and more work need to be done in this area, specifically in some shires but the challenge is
more about getting inclusion done than getting agreement that it is preferred goal and objective.
The sound and strong policy helps in implementing of inclusive teaching and learning during
teaching practice. The second element of an inclusive practice is putting in place the classroom
and school practices and activities required to support teachers and students (Akalin, et al, 2014).
This entails developing a collaborative and cooperative school environment, helping students
with paraprofessionals and putting in place trained support teachers and more. This area needs

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sustained and dynamic endeavors over time to put in place what is required. The third factor that
required to make inclusion work efficiently for teachers and students in the enhancement and
improvement of a set of instructional practices and activities that can be optimized by classroom
teachers in an effective way on a regular basis. The teachers also focus on the curriculum,
instructional approach, dynamic outputs, specific learning requirements, instructional sessions
and strengths of students. In this way, the teachers can design an inclusive learning and teaching
while providing education to the students (Kang and Im, 2013).
LO1.1 Review the impact of personal, social and cultural factors on learning
The impact of various factors like personal, social and cultural elements on learning are
discussed below.
Personal: The personal factors include personal choice, offending behavior, housing status,
disabilities, abilities and personal learning style. These factors put direct impact on the learning.
Questions arise whether a learner or student actually select to be an individual they are and
behave the manner that they do or whether this is an outcome of their personal situation. Thus, if
affect the learning of the student largely. Additionally, disabilities like physical, learning and
mental disabilities need innovative adaptations to learn many things. Besides this, everybody has
various leadership styles, this need to be taken into account when building and enhancing lessons
plans, procedures and ensure that there is a mi of learning materials that provide for all different
and unique learning styles. In this way, personal factors have impacted on the learning (Hanko,
2016) .
Social: These factors entail exclusion, marginalization, and peer’s view on training. It is noted
that most of the learners are excluded and marginalized from the community. Thus, it is needed

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to develop rapport and loyalty with learners otherwise the learners may resist. On the other hand,
if leaner’s social groups do not see the value and worth of education and training they would put
pressure on learners not to attend disruptive in class. In this way, it has impacted on the learning
and education (Gaytan, 2015)
Cultural: These factors entail religious beliefs, cultural beliefs, and custom. It is worth analyzed
that values and cultural would affect learner’s ideas and thinking patterns, consideration needs to
be provided for these elements and these beliefs and values could direct in seeking at varying
viewpoints and may create deeper knowledge and experience on a subject.
In this way, social, cultural and personal factors put ample of impacts on learning and knowledge
of the learners (Chimhenga, 2014) .
Task 2
Analysis and evaluate the impact of cognitive ability and environment of learning
1.2Evaluate and measure the impact of different cognitive, sensory and physical abilities on
learning
The impact of different cognitive, physical and sensory abilities on learning is discussed below.
Cognitive: It has been studied that cognitive ability would affect the learning ability largely. The
cognitive skills include concentration, perception, memory, logical thinking that may impact on
the learning widely. Concentration is the ability to monitor and focus attention solely on the task
and duties in hand, If the people have high concentration ability then it will help in learning more
things. Training will help in assisting and guiding the learner’s ability to understand and adopt

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the information that they are learning effectively. Perception is the interpretation of what people
sense. If the learner does not have enough experience and knowledge then this would more likely
to result in misinterpretation. The perception is also affected by the past experience, knowledge
and learnt behaviors that arise from these experiences and knowledge. Furthermore, memory is
the most significant and dynamic cognitive function. It is stated that poor and ineffective short
term memories may result in understanding, processing and formulating issues and problems. It
is evident that people forget 80% of what they have learnt in the last 24 hours, so long term
memory skills and abilities need to enhanced and developed. To guide in knowledge entering the
long term memory, practice and repetition is needed. Logical thinking is another cognitive ability
that may be defined as a learnt process where sequential thoughts, ideas and reasoning are
optimized to make conclusions. It is unique and dynamic to enhance cognitive skills in learners;
to build these skills and talent teachers need to enable learners to exercise these skills and render
real world circumstances which mirror leaner’s actual knowledge and experience. By practicing
and implementing in a safe and secure environment learners are able to fine tune and promote
these cognitive skills and capabilities highly. In this way, cognitive abilities influence the
learning. Cognitive and behaviorists will use training and dynamic process to explore and
develop skills and knowledge. The learners who do not learn easily and effectively in a
classroom setting they are less likely to attain and more likely to develop attitudinal and
behavioral concerns and issues. Thus, training method is adopted to teach them effectively and
efficiently (Asonitou, et al, 2018).
Physical: These issues can progressive, congenital and the result of disease and injury. An
individual with an undiagnosed or diagnosed situation can exhibit the following, little
independence, inability to make decision, disappearing challenging behavior, low self-respect

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and withdrawing, they can further have poor and ineffective motor skills. It is needed that the
learning environment and innovative resources are used to meet any particular physical needs
and requirements (Zimmerman and Schunk,2011).
Sensory: The specific requirements entail visual impairment, hearing loss and sensory
processing complexities and could be the output of tremendous elements. Many learners have
various sight problems that affect the learning effectively. Thus, assistance and guidance need to
be provided because learners are failed to see recipes.
By using these abilities, learners more likely to attain and continue to engage in the lifelong
learning and knowledge process (Durlak, et al, 2011).
Task 3
Identify and explain how policy framework and organizational policies affect inclusive
practice in education
2.1 Policy and regulatory frameworks relating to inclusive practice
The policies and regulatory frameworks relating to inclusive practice include the following:
The equality act 2010 and human right act (1998): The University will need to meet the needs
and requirements of the equality duty to ensure that equality activities and practices are
embedded and effectively aligned to the objectives and aims of the university strategy. The
equality diversity and inclusion team renders a wide range of specialist services to support the
university attain its equality diversity and inclusion objectives and to meet its public sector
equality duty (Flacks, 2012). Along with that, human right act protects children and individual

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from being differentiated against. By protecting the rights, this act helps in providing education
to children and individual as well (Solanke, 2011).
Moreover, competence standards shall be implemented to attain long term objectives and goals
of inclusion practice. Furthermore, the government undertakes an extensive international
research policy on good and effective practice in inclusive education globally. As a result, it is
committed to a policy and approach framework mandating inclusion children with disabilities in
mainstream schools. The government also introduced a national special education plan and a
national education act that protect the rights of people with disabilities (Csie, 2019).
2.2 How policy and regulatory frameworks affect organizational policies relating to
inclusive practice
It has been studied that policy and regulatory frameworks affect organizational policies, and
strategies dynamically relating to inclusive practice. The equality act 2010 protects people from
discrimination and inequality at the workplace and in community. Thus, it highly influences
inclusive practice widely (McLeskey and Waldron, 2011). This act replaced previous anti-
discrimination laws and rules with a single act, making the law and rules easier to understand,
evaluate and strengthening protection in some circumstances. It helps in treating people fairly
and effectively. This act also protects people from any type of discrimination like the sex, age,
religion, pregnancy, belief, marriage and civil partnership. It is also revealed that equality act
2010 also encourages equality and reduces inequality. It further provides rights to people and
helps in increasing awareness among them. In addition, ample of opportunities for women and
men can be taken with the help of equality act 2010. In this way, policy and regulatory
framework influence organizational policies relating to inclusive practice (Naidoo, et al, 2011).

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2.3 How policy and regulatory frameworks influence own inclusive practice
It is investigated that policy and regulatory framework also put direct impact on the own
inclusive practice. The equality act and human right act also help in preventing and minimizing
discrimination in classes and schools on the basis of race, caste, sex and gender. These acts
permit children and their family freedom of thoughts, ideas, and permits all the family and
children to be appreciated and effective. The policy such as competence standard and act help in
generating a work atmosphere in which no workers are excluded, demoted, and treated unfairly.
These policies and framework also promote and enhance practices and programs related to
education and detect barriers and issues (George, et al, 2012).
Task 4
A.Professional roles to meet the requirements of students
3.1 Roles and responsibilities relating to inclusive practice
The roles and responsibilities related to inclusive practices are shown below.
Roles
 The teacher plays a major role in focusing and identifying professional activities and
initiatives within the inclusive practice.
 Teachers play a significant role in assessing the skills that would promote and develop
equality, inclusion and diversity.
 Being a teacher, it is a main role of tutor to conduct initial assessment and evaluation that
help to identify and measure the learner’s knowledge, skills and requirements.

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Responsibilities
 It is a responsibility of teachers to plan effective, dynamic and coherent learning
programs that build and augment equality and employ with diversity.
 Furthermore, teachers are accountable to maintain a diversified and dynamic culture for
the learners.
 Tutor is liable to make learning environment a safe and secure place for complying with
the health and safety at work act.
 Evaluator role also is played by the teachers in inclusive practice.
3.2 Relationship between own role and the roles of other professionals involved in inclusive
practice
There is a close relationship between own role and the roles of other professionals involved in
inclusive practice. Being a coordinator, the main role of coordinator is to evaluate and measure
own practice and activities on regular basis like own opinions on the subject and how it can be
made better next time. On the other hand, other professionals like experts and teachers are also
liable to assess and observe the own skills, practices and activities on constant basis. Being a
teacher, my role is to provide proper guidance and assistance to learners. On the other hand,
other professionals are also accountable to minimize and eradicate the discrimination issues and
obstacles. In this way, there is a close relationship between own role and the roles of other
experts who are involved in inclusive practice (Abu-Rish, et al, 2012).
3.3 Points of referral to meet individual learning requirements
There are various occasions when a teacher or tutor is made aware of the needs and requirements
of an individual learner that are affecting upon their learning. A teacher shall refer medical or