Comprehensive Analysis of Inclusive Practice in Education and Training

This report delves into the multifaceted aspects of inclusive practice within the education and training sector. It begins by elucidating the purposes and advantages of inclusive education, emphasizing its role in fostering a sense of belonging and providing equitable learning opportunities for all students. The report then examines the impact of social and cultural factors on learning, highlighting how these elements can either facilitate or impede a student's educational journey. Further analysis is provided on the influence of various cognitive, physical, and sensory abilities on learning outcomes. The report also reviews relevant policies and legislative frameworks that shape a school's and teacher's approach to inclusion, including an examination of the Equality Act 2010 and other key legislations. Strategies for promoting inclusion, equality, and valuing diversity in the classroom are discussed, along with methods for effective communication among professionals involved in inclusive practice. Finally, the report assesses ways to evaluate the effectiveness of inclusive practices within a school setting, and it concludes with a self-assessment of strengths and areas for improvement, along with a proposed action plan.

Inclusive Practice

Table of Contents
TASK-1............................................................................................................................................3
Explain the purposes and benefits of inclusive practice in education and training sector...........3
Explain social and cultural factors impacting learning................................................................4
Analyse the impact of different cognitive, physical and sensory abilities on learning................5
TASK-2............................................................................................................................................6
Review policies and legislative frameworks influencing a school and teacher’s practice of
inclusion.......................................................................................................................................6
TASK-3............................................................................................................................................9
Explain the purpose of point of referral in meeting the individual needs of learners................9
Discuss five professionals which a teacher can work with to promote inclusion in schools.....10
TASK-4..........................................................................................................................................11
Analyse how a teacher can promote inclusion, equality and value diversity in the classroom. 11
Identify five strategies for effective liaison between professionals involved in inclusive
practice.......................................................................................................................................13
TASK-5..........................................................................................................................................14
Analyse ways of reviewing the effectiveness of inclusive practice in the school and Identify
own strengths and areas for improvement and produce an action plan for improvement.........14
References......................................................................................................................................18

TASK-1
Explain the purposes and benefits of inclusive practice in education and training sector
Inclusive education refers to various ways of looking at the designs of schools, programs,
classrooms in lessons through which children are participating in learning. Inclusion also is about
finding various ways of teaching in order to make sure that all the learners are involved in class.
It also includes finding ways to develop relationships, friendships and mutual respect between all
the learners in a class. Inclusive education is not only for learners, it also includes the teachers or
the one who is communicating information (Distel, Coutts and Davis, 2018). It also includes
participation of children and how are they learning from the classes. Inclusive education includes
creative learning so that innovation can be brought in pupils. It is required that teachers are
teaching in various ways and designing and the lessons so that pupils appreciate and accept them
throughout their life.
The major goal of inclusive education system is to make sure the students are provided with
appropriate learning environment and opportunities which is better for them to achieve all their
goals and objectives according to their potential. It also helps in spreading awareness and
supporting school community which is in a sensual part of inclusive education. It also helps in
providing a balance between group and individual rights within the setting of a class room.
 There are a number of benefits which inclusive education is providing to the pupils.
Various importance and benefits of inclusive education are mentioned below:
 The pupils learn to be a part of society and community and also develop a sense of
belonging while inclusive education learning. They also become more prepared for life in
community with adults.
 Inclusive education also provides better opportunities for learning. There are a number of
pupils with the different abilities they are also motivated when they learn in classes which
have more children of their own ages.
 There are a number of expectations from all the students which are very high. When
using successful inclusive education it develops strengths of individuals successfully.

 It also helps students to successfully work on their individual goals while they are
learning with children of their own ages.
 It also encourages involvement of parents of children in education and they can take part
in various activities taking place in schools and classes.
 It also helps in fostering a culture of respect and belonging in the society. It provides a lot
of opportunities to learn about various differences among people and also accepting those
differences in cultures, values and believes (Shevlin and Rose, 2017).
 Inclusive education provides children with various opportunities to develop friendship
with each other in classroom. Friendship also provides with role models and an
opportunity for growth to these pupils.
Explain social and cultural factors impacting learning
There are a number of different cultural factors which are impacting learning. The social
and cultural factors are also encouraging toughness, smartness and bravery amongst children.
There are different types of cultural factors which can be seen affecting learning of children.
Various social factors impacting learning also include the pressure from peer of learning in a
number of phases. There is various type of company which a learner keeps and this influences
their behaviour and attitudes towards their learning process. If a learner is indulged in with
people who are skipping classes it may also affect their learning ability. Whereas if a learner is
indulge with people who are successfully attending all the classes and paying attention in
learning the same will be reflected by a learner (Udvari-Solner and Thousand, 2018).
Educational background of learner is also affecting their ability which can be positive or
negative. The journey and background through which the learner has overcome helps them in
tackling with various challenges while learning. One of the major way of achieving social factors
also helps in excepting current trends in society.
Looking at cultural factors affecting learners they can either support them or impediment
them to their learning. Cultures which are helping to increase learning also improve learning
abilities in a learner as the learners are brought up in a way to understand the importance of
learning. When looking on the other side the cultures which are not supporting education find it
difficult to understand the importance of learning. The three major factors which are affecting
learners significantly through culture which are collaboration, communication and cooperation.

All of these elements collaborate together to prove that there are a number of ways through
which effective learning can be conducted. It also helps in putting together various trends and
supporting each other in the weaknesses. These strengths are also promoting diversity in one
another. It proves that each culture is independent of each other and the caring attitude and
behaviour is necessary to understand diversity. There are also cultures which create barriers for
physical, cognitive or language in learners. There are a number of learners who can successfully
translate material languages in order to make sure that they understand it better and easily. In this
way culture is supporting learners and inclusive learning to give better results.
Analyse the impact of different cognitive, physical and sensory abilities on learning
Cognitive Skills
Cognitive skills are necessary for learning. Some of the cognitive skills which are
important to learning are reading ability, learning and so on. It is necessary for a learner to read
and make sure that they are making learning easy. The learner who is able to read can easily
learn then the one who does not know (Moriña, 2017). Learners also have good analytical skills
and they can easily understand the learning which is communicated to them easily. Visual
awareness is also one of a cognitive skill for learner which helps people to successfully learn. It
is necessary for learners to have visual ability in order to make sure that they critically
understand all the information and visual images in various instances. All these are various
cognitive skills and they are having great influence and impact upon learning.
Physical abilities
Physical abilities are also helping learners to boost learning as it is easy for those learners
to complete the task related to learning when they have good physical abilities. It is often seen
that learners with any physical challenges find it difficult to learn when do not have enough
support equipment available with them for learning. When a learner is physically fit it becomes
easy for them to attend the classes regularly, engage themselves in class at it and also
successfully conduct all the activities related to good learning. Examples can be seen such as it is
difficult for blind learners to learn as they need a number of the forces so that they can learn
using their fingers.
Sensory abilities

Sensory abilities are also important abilities for learning. It is necessary to develop
sensory abilities which is also related to development of brain. Development of brain makes it
easy to promote learning in learners (Gresham-Austin, 2020). There are a number of sensory
skills such as body in space, listening so on. Hearing is one of the important sensitive skin which
is necessary for a learner as it makes their learning easy. Good hearing ability allows learners to
grasp information which is communicated and also make sure that they are keeping their doubts
in-front of teacher. It makes learning effective.
TASK-2
Review policies and legislative frameworks influencing a school and teacher’s practice of
inclusion
There are a number of policies and legislative framework which has to be following by
both school and teacher in relation inclusion practices. Some of these policies and legislative
frameworks are discussed below which are directly related to performance of duties and
responsibilities by the school and teacher and practices of inclusion:
Education without discrimination in UK law: It is a legal Framework which is
designed to provide education to each and every individual within the UK as well as top
unlawful practices related to education within children (Tan and Thorius, 2018). Under this law,
it covers private or independent provider to discriminate between people on the ground of race
sex disability sexual orientation gender resignation and other believes in relation to education.
This provides equal opportunity to each and every individual in regarding education. This law
was converted in equality act 2010 in October 2010 after merging different kind of laws under
single law for providing better equality opportunities in whole UK.
Policy in supporting inclusive education in UK: Legislation is UK profit
discrimination in education and support the inclusive education. UK always has obligation under
the international human rights law to provide inclusive education for all children.
Inclusion education policy in South Africa: In 1996 South Africa adopted inclusion
education policy but passing a lot in their constitution. Under this, each and every individual
within the Africa is entitled to get education and equal opportunities within education. Under this

system and provide equal rights including the fundamental rights to basic education and
preventing unfair discrimination against anyone on any ground. The constitution further provides
a special challenge to all of individuals within Africa II is that each individual have to give all
learner the fundamental right to the basic education addressing the imbalance of the past by
focusing on the key issue of access, equality address (Crawford, 2020). This program included in
different kind of systems where the five major factor of this policy are the white paper on
education training and democratic South, South Africa school Act, the white paper on integrated
national disability strategy, the national commission on special educational needs and training
and the national committee on education support services.
All these programs are directly related to different kind of benefits to this school and
teachers as these frameworks guide the teachers and students in appropriate way so that they can
teach each and every individual in appropriate manner. There are different kinds of frameworks
which provide information regarding do's and don'ts which can be used according to the
situation. After reviewing all this legislation and policies there are certain benefits which can be
identified. These benefits are based on different principles related to the structure and framework
of these policies formulated by different governments or legal authorities. Relation to this screen
principles which are reviewed from the perspective of teacher and school are mentioned below:
 Ownership by whole school community: The Framework engages the whole school
community in a reflective process. This promotes a shared understanding of inclusion for
the pupils with special educational needs and commitment to its development. Successful
engagement with the Framework is facilitated by whole school ownership of the process.
 Reflective of pupil and school diversity: Individual student with special education need
have different kind of abilities characteristics and learning needs. Under this system, they
are educated in mainstream primary e post primary and special schools. According to the
law, this provide special sitting which reflect uniform of education and help in managing
diversity of the people deserved.
Supporting engagement: Under this factor, all schools have a responsibility to inclusive in
their policies and practices. This directly states that school are invited to determine how the best
to use the educational Framework so that they can support and in interrupted system of education
by reducing the discrimination and the education policies of the school and set their own

priorities(Gray, Wilcox and Nordstokke, 2017). The Framework within the UK is designed to
allow the maximum flexibility to the user across the setting and is non-perspective school engage
in the process of self-assessment. This help in measuring inclusion learning within the individual
and assisting them to achieve a proper self-assessment system.
 Embedded in on-going whole school planning: Under this principle, the engagement
within Framework is designed to integrate with the informed school development
planning activity and continuing professional development programs in relation to
inclusive learning. This template provide the school a document evidence of the current
policies and practices in relation to its strength and priorities related to the area for
developing relations diversity within the individuals with special educational needs. In
UK, this is a valuable process itself which provide inclusion in achieving the on-going
dynamic processes and managing these processes for the benefit of firm.
 Evidence and practice based: After reviewing whole frameworks and policies regarding
this system within UK and other countries. This can be seen that this Framework is based
on throughout review of international literature on inclusive education of students with
special educational needs. It can be seen that it is an initial draught of the Framework
which was subjected to an executive consultative process with the major educational
partners. These partners are staff in the cool and other members to help in identifying the
feedbacks. It is essential to setup advisory group which represent education and other
stakeholders in whole framework and different nations. This will improve the continuous
involvement reviewing the draught and overseeing the development. This will help in
achieving the objectives and maintaining the functions in effective way.
After reviewing the above-mentioned information it can be evaluated that there are
different laws rules and regulations related to inclusion. This can be followed by school and
teacher to promote this type of teaching and education system which help in reducing the
discrimination and providing education to each and every individual.

TASK-3
Explain the purpose of point of referral in meeting the individual needs of learners.
There are a number of points of referral for students in order to make sure that they are
effectively and practically learning inclusivity. This point of reference include organisation
advocating for inclusivity, referrals for learning needs of students such as the Equality act. Act
also helps in providing guidelines on inclusivity and it is necessary for all the people to
understand inclusivity practices in peace areas.
Learners can also be referred to as existing policies on inclusivity to learn various
guidelines of inclusivity and why serious disclaimers and inclusivity are included while making
communication for example recruitment advisements (Finkelstein, Sharma and Furlonger, 2019).
The curricula of inclusivity is also a good point of referral for learners in order to understand
various principles of by inclusivity. The ways in which our school is ensuring the curriculum for
students is necessary to be achieved by them. When the learner is taking their curriculum
successful it helps them in understanding their future and also assessing how education
institutions are helping them with their guidelines.
It is also necessary for students to seek mentorship from the people who already have
knowledge as well as experience on best ways of inclusivity. It is necessary that learners are
getting practical and ensuring useful knowledge of learning. Mental health learner in providing
an enriching experience. It is necessary for learners to understand real life challenges and make
sure that they are effectively coming out of these challenges. Along with getting attached to
mentors it is also necessary to provide students with various guest speakers to promote inclusive
learning. There are also a number of techniques available such as online tutorial classes which
will develop inclusivity in learners.
Counselors and psychologist can also be used as a good reference point for students in
order to enhance inclusivity and learning. It is seen in most of the cases that students are
suffering from harassment and discrimination while they are being referred to counselors. It is
necessary to refer learners who suffer from such conditions to make sure that they are getting
professional care whenever need arises (Altemueller and Lindquist, 2017). The practical

experience of counselors and psychologist is helping learners to successfully gain knowledge on
inclusivity and also make sure that they are providing protection to learners at various stages.
Discuss five professionals which a teacher can work with to promote inclusion in schools
There are a number of professionals who can help teachers in promoting inclusive
practice. It is often seen that teacher abstain for looking from assistance when they have
experience. But taking help from other professionals might make it easy for learners to
understand learning. It is also seen that teachers have good relationship with head teachers and
looking for direction and taking help from head teachers can help them to make sure that
students are successfully getting inclusive learning. When looking in view of various discoveries,
for investigation it is seen that teacher’s vocation is necessary for great connection between
teachers and head teachers (Magalhães and Hane, 2020). Head teacher is required to develop
various methods for attending the emerging requests.
Some of the ways are present which demonstrates the meaning of inclusion practice
among the students. Teachers are involved in developing lectures and questions for discussions
and analyzing case studies, assignments, and exams include language, examples, socio-cultural
contexts, and images that reflect human diversity. There are several topics as well as materials
which are used for reflecting various perception of field in which teachers are working. There is
need of Model openness for the viewing of courses and deepening of relevance and discipline
(Zarestky, Sisco, and Collins, 2019). There is necessity of analyzing and understanding of
information and knowledge for producing the collaboration and conversation. This includes
managing of analyzing different viewpoints. These are involved in managing of effective ways
for providing equality traits.
There are different professional training who can be used for shaping and managing
content and study material properly. This is helpful in increasing encouragement and motivating
students and providing them history, literary, and art-historical canons–as well as the criteria for
defining these canons–are defined and have evolved over time.
There is need to Establish a climate in classroom that will be helpful for managing the
errors and faults effectively. There are several events and they are used for managing the
learning process in order to assist whole class in effective manner. There are some pose inquiries

to enable the understudy to distinguish how the person in question showed up at that answer.
Teachers have to assist students within classes for comprehension at any rate. This is involved in
managing errors and faults effectively for managing the methods of addressing discussions that
take place in managing classroom. There are various ways which the teacher can use for
incorporating effectively and reaching the point of explaining students. This is associated with
managing of effective services and teaching students.
Teachers can Encourage a "development mentality". This includes managing possibility
for analyzing impression for enabling capabilities and skills to maintain the classroom
discussions and activities. It is considered that presentations within classroom are provided for
explaining students about new and enhanced way of inclusion practices and learning. This
includes managing of regular capacities and skills for managing the learning level. This includes
development outlook in which there are various ways for developing and improving task and
test. There is recognition of 2-3 new methodologies for improving effective zones. There are
several event when there is instructing about points. These are generally affecting the probability
of producing contradiction or contention. This includes recognizing clear goals and planning
proper way for educating students. There is need of managing collaboration and cooperation for
examining the permit for enhancing networks. In different cases, there are discussions with
singular understudies outside of class and these are known as one of the best strategy. There are
several events that took place for managing the work In the event of understanding inclusion
practice through discussion after the class meeting is over includes recognition of understudies.
These are affecting the commitment of time toward the beginning of the following class meeting
to examining the trade.
TASK-4
Analyse how a teacher can promote inclusion, equality and value diversity in the classroom
There are a number of ways for promoting equality and ensuring that diversity is
maintained in an institution. In order to ensure equality there is necessary for teachers to make
sure that they are promoting quality learning in institution in all their classes. Studies have seen
that when learners are getting similar quality of content in learning it will help in reducing the
gap between them and will successfully promote equality. It is also necessary that teacher in a

classroom is valuing diversity and also inculcate thing these values in the learners which will
help in promoting diversity in institution as Willis in society. In order to ensure that equality and
diversity is successfully in class it is necessary for teachers to make sure that they are creating
shared opportunities across class which will help in celebrating diversity.
Another way of promoting equality is showing a positive attitude towards individuals
successfully. It is often seen that when people are treated with a positive attitude it helps in in
calculating the feeling of belongingness in them (Hoffman, Blessinger and Makhanya, 2019).
Positive attitude is a sign of appreciation and also that one is valuing diversity and others believe.
Engaging learner and empowering them is also one of a good way which can be used by teacher
to promote equality and also diversity in a classroom. When a learner is engaged in classroom it
can be helpful in identifying gaps and action can be taken to promote diversity successfully.
Another way to promote equality and diversity by teachers in the class is promoting
teamwork. When learners are working together in team they can easily understand believes and
values of others. Teamwork is successfully helping to understand the value of diversity as
various individuals come from different backgrounds and engage in similar activity. They
appreciate it and hence each other which successfully develops value for diversity in them. When
in a team efforts of all the individuals are valued it increases the value of diversity as well
because the learners are appreciating each other regardless of their origin, age, disability, gender
and so on.
It is also necessary for teachers to make sure that they are handling any cases of
discrimination in institution in order to promote equality and diversity. It is necessary for them to
make sure that they are tackling with cases of bullying in institution as well. If a learner is
feeling safe in learning environment they can understand the importance of equality and diversity
successfully. Teacher can also take help of various community and specialist group in order to
promote equality and diversity. These working communities help learners to gain experience on
how to deal with real life situation and also ways to appreciate diversity (Owen and Riley, 2020).
Learners also understand ways to appreciate equality and advocate for equality while they are
working with specialist group in real life. It is necessary that teacher is imparting practical
knowledge and experience so that students can successfully value equality and diversity.