Inclusive Learning: Policies, Practices, and Professional Development

This report provides a comprehensive overview of creating an inclusive level playing field in education. It begins by examining the impact of personal, social, and cultural factors on learning, as well as the influence of cognitive, physical, and sensory abilities. The report then summarizes relevant policy and regulatory frameworks, explaining their influence on inclusive practices and organizational policies. It details the roles, responsibilities, and boundaries within organizations that support inclusive roles and specialist support. Furthermore, the report discusses the professional's role in inclusive practice, the relationship with other professionals, and available referral points to meet individual learning needs. It highlights the key features and benefits of an inclusive learning environment, analyzes ways to promote inclusion, equality, and value diversity, and proposes strategies for effective liaison between professionals. Finally, the report reviews the effectiveness of personal inclusive practice, identifies strengths and areas for development, and explores opportunities to improve skills in inclusive practice.

Creating an inclusive level playing field

Table of Contents
Task-A...................................................................................................................................................2
Section-A...............................................................................................................................................2
Impact of personal, social and cultural factors on learning................................................................2
Impact of different cognitive physical, cognitive and sensory abilities of learning...........................2
Section B...............................................................................................................................................3
(2.1) summarises policy and regulatory frameworks and explained how they influence own practice
...........................................................................................................................................................3
(2.2) Policy and regulatory frameworks influence organizational policies related to inclusive
practice..............................................................................................................................................4
(2.3) Organisational policies, including roles, responsibilities and boundaries, support roles and
specialist support roles.......................................................................................................................4
Task B...................................................................................................................................................4
(3.1) Own role and responsibilities relating to inclusive practice......................................................4
(3.2) Relationship between own role and the roles of other professionals involved in inclusive
practice..............................................................................................................................................5
(3.3) Points of referral available to meet individual learning needs with examples provided:...........5
(4.1) Key features and benefits of an inclusive learning environment...............................................6
(4.2) analyse ways to promote inclusion, equality and value diversity..............................................6
(4.3) Analysis of various ways to promote inclusion.........................................................................7
(4.4) Strategies for effective liaison between professionals involved in inclusive practice................7
Task C...................................................................................................................................................8
(5.1) review the effectiveness of your own inclusive practice...........................................................8
(5.2) Strengths and areas for development in relation to inclusive practice, and identified
development opportunities.................................................................................................................8
(5.3) Opportunities to improve own skills in inclusive practice.........................................................8
References:............................................................................................................................................9

Task-A
Section-A
Impact of personal, social and cultural factors on learning
Learning is influenced by a number of factors such as personal, social and cultural
factors, and included cultural variables.
 Impact of personal factors on learning: Personal factors such as age of a
learner, their preferred learning style, their specific needs and attitudes as well
as motivation towards learning. For example young people have good memory
so they learn things very fast. However, people who are old, forgets things
easily and find it difficult to learn new things. Also it was researched that
women mature faster than men so they pay higher levels of concentration on
learning as compared to men (Finkelstein, Sharma and Furlonger, 2021).
 Social factors: Social factors also impact on the learners such as peer pressure.
If a learner feel pressurised, it influence their behaviour towards learning.
They will resist and avoid learning new things. On the other hand if the
learning environment is good, it will motivate the learner which will reflect in
their attitudes and behaviours.
 Cultural factors: Culture have a huge impact on the learning of an individual.
For example the cultures which motivate the learners to improve their learning
states that they understand the importance of learning. However, the cultures
which do not support the learning creates barriers in the learning such as in
some cultures education to girls is not given any importance.
Impact of different cognitive physical, cognitive and sensory abilities of learning
Various cognitive, physical and sensory abilities of learning puts a huge impact on learning.
The impact is described as follows:
 Cognitive abilities: Cognitive skills are the skills which involves the brain’s core
functionality. Some of these skills involve reading ability, speaking ability and the
ability to understand. If a learner have good cognitive skills it can boost their learning
and motivate them as well. However, cognitive disabilities can impact learning as a
person might not be able to grasp learning as compared to people with good cognitive
learning skills.

 Physical abilities: Physical abilities such as good eyesight and other tasks which are
related to learning like writing and reading can boost learning. If a learn find physical
challenges it can influence their learning because it might not provide them necessary
support (Giangreco, 2021). However if an individual have good physical abilities, it
can provide them necessary support and enhance their motivation for learning.
 Sensory abilities: Sensory abilities are considered important in learning as they are
important in brain development. If an individual have strong sensory abilities it can
make it easy for them to learn new things. On the other hand if a person have low
sensory abilities it can influence the ability to learn as low sensory abilities are linked
with low brain development. The multi-sensory classroom teaching can be very
beneficial in learning as it makes the information easy to understand through the use
of multiples senses such as video and audio.
Section B
(2.1) summarises policy and regulatory frameworks and explained how they influence own
practice
There are various policies and regulatory frameworks which influence the inclusive practices
in teaching. Some of those frameworks are described as follows:
 Equity Act 2010: The equity Act 2010 states that there should be no discrimination
between people in workplace, educational institutes and other institutes regardless of
their age, occupation, status, gender and disability (Johnson, 2019). They should all
be treated as equal. People should not be treated bad or disrespectful due to their
beliefs in a specific religion or sex orientation.
 Disability Act 2010: This act states that there should be no discrimination between
people due to their physical or mental disabilities. They should be provided equal
chances for learning and work.
(2.2) Policy and regulatory frameworks influence organizational policies related to inclusive
practice
Regulatory frameworks and national policies of government are the key elements
which influence organizational practices. Companies have to observe these principles and
imply them into its own policies. Through these frameworks, companies can ensure that there

is no discrimination and bias between its employees. These frameworks involve legislation,
SET, Code of Conduct, Duty of Care, safeguarding etc. (Sannen and et.al., 2021).
For example: The Equality Act ensures that there is no discrimination between employees
and everyone is involved in the organizational practice. This will promote inclusive practices
in organization and allow them to feel involved and values in company as well.
(2.3) Organisational policies, including roles, responsibilities and boundaries, support roles
and specialist support roles
The organizational polices are the guidelines for conduct in the company. The
existing policies of company promote inclusive practices in organization. The company
makes it essential for it to involve inclusivity in its daily practices. In the study, the own role
and responsibility is to work in collaboration with others as well respect them. Though my
practices I have to ensure that there is no bias between genders on the basis of disabilities. I
have to ensure inclusiveness and address the issues emerging on forefront. As the institution
provides opportunity for the company to undergo training on inclusivity aligned with its
existing policies (Yada and Savolainen, 2017).
Task B
(3.1) Own role and responsibilities relating to inclusive practice
As a professional teacher I have various responsibilities regarding inclusivity to
leaners. Through ensuring an inclusive classroom I have to teach students all the aspects of
inclusivity. I also have to ensure that the students pass out of their classes with the knowledge
and information on inclusivity policies and regulations. As a mentor I have to guide the
learners with the experience and knowledge I already have. As an assessor I have to ensure
that assessment is carried as per the criteria set by the qualified specification. As a tutor and
facilitator I have the responsibility to provide the leaners knowledge which is required for
leaner to pass out of their classes and gain knowledge on their particular area of
specialization chosen (Valle and Connor, 2019).
(3.2) Relationship between own role and the roles of other professionals involved in inclusive
practice
In inclusive practices maintain a good relationships is very important. As a practitioner, i
have to fulfil the responsibility of a verifier and assessor. As an assessor, I have to ensure that
all the assessment s are correct and as a verifier I have to ensure that there is a consistent and

uniform approach as well as application of assessment process. As a profession I have
various responsibilities with other professors as well.
 Other teachers/colleagues- A professional have to maintain positive relation with
other professions so that inclusivity can be promoted and there is overall development
in leaners.
 Team leaders – As a professional I have to involve the team leaders in every process
so that they have knowledge on the levels of education provided to learners.
(3.3) Points of referral available to meet individual learning needs with examples provided:
Referral: It is the process in which an individual is official send to someone such as a person
or authority who is qualified to deal with them. Referral also benefits a learner as it can help
in ensuring effective and practical learning on inclusivity in practice (Kormos and
Nijakowska, 2017). It can also help the learner to understand laws which guide inclusive
practices in general social context when learning the referrals for legislation. Through these
legislations the leaner can draw conclusions laws and the actions prohibited regarding them.
Learners can also be referred to existing policies on inclusivity so that they are able to learn
on the guidelines and frameworks of inclusivity.
 Internal: The internal referrals might involve the parties such as Health and Welfare
Officers, learning support staff, mentors, counsellors, first aiders, IAG staff and
student support staff. For example a mentor can guide the leaner regarding inclusivity
through their existing knowledge and experience.
 External: The external points of referrals involve CAB, Awarding Organisations and
career and help lines as well. For example counsellors are the referral point of
learning on inclusivity as they provide knowledge and help to people who suffer from
harassment and discrimination.
(4.1) Key features and benefits of an inclusive learning environment
Inclusive learning environment is an environment which is free from discrimination, unfair
treatment and harassment of others. It encourages others to treat equally and fairly. It
motivate the leaners as well. The features of inclusive learning environment are as follows:

 It understands diversity and also respects all the people regardless of their gender,
disability, status and age as well.
 It also understands the needs of learners regarding learners including the learners who
have special needs such as needs of disabled learners.
 In this environment the teachers motivate their leaners to perform better regardless of
their disabilities (Mohamed Emam and Al-Mahdy, 2020).
Benefits of Inclusive learning environment:
 Inclusive learning environment is beneficial as it increases he respect for others and
makes the leaner comfortable to be involved in that learning environment.
 It also helps in creating an environment which promotes tolerance and cooperation
between various learners.
(4.2) analyse ways to promote inclusion, equality and value diversity
There are various ways in which inclusion, diversity and equality can be promoted
and valued in leaners. Equality can be promoted through ensuring the quality of learning
being offering the learning centre. When all the leaners have same quality of content of
learning it can help in reducing the gas in learning, thus promoting quality. Having the value
of diversity can help the leaner to promote diversity in learning centre and in general as well.
Equality and diversity can help in creating awareness regarding various stereotypes and
challenge those stereotypes as well. To break those challenges various methods such as
displaying positive attitude to individuals, providing them equal opportunities for celebrating
and sharing diversity and encourage team spirit and team work between the learners as well.
Advantages of inclusive practices:
 These practices can help the teachers to teach their students regarding quality and
diversity and its importance as well.
 It helps in encouraging confidence, cooperation and self-image between the leaners.
 It enhances the abilities of leaners to emphasise with others.
Disadvantages of inclusive practices:
 Leaners might feel pressurised to rush towards success.

 It can disrupt the learning environment for other students sometimes.
(4.3) Analysis of various ways to promote inclusion
There are various ways through which inclusion can be promoted. Some of these was are
explained as follows:
 Encourage interactions: In the learning environment every student must be provided
with equal opportunities to interact and communicate with each other. It will help in
building communities and friendship between people (Venkatesan and et.al., 2019).
 Embracing diversity: Positive environments help the students to learn about their
strengths and weaknesses and also help in realising their individual needs. All this
will lead the leaner to embrace their diversity. So in learning environment diversity
must be promoted so that inclusive environment can be promoted.
 Promoting change: Inclusive environment can also be promoted through promoting a
positive learning climate where learning is promoted.
(4.4) Strategies for effective liaison between professionals involved in inclusive practice.
Liaison is the practice in which working with each other in collaboration is promoted. There
are various strategies through which effective liaison between professionals can be promoted.
Some of these strategies are explained as follows:
 Channels of communication: Regular communication can be done through face to
face meetings in order to exchange ideas. It can also make the communication result
in effective management of inclusive learning environments.
 Coordination: Through networking and creating positive relationships between
people, coordination can help in facilitating effective liaison between people involved.
Coordination can be enhanced through maintaining professionalism in all the
activities.
Task C
(5.1) review the effectiveness of your own inclusive practice
I have followed organizational policies on inclusive practices so my practices are quite
effective in my opinion. I have the strength to engage my students in embracing the inclusive

environment and my colleagues to promote inclusive practices through their practices as well.
Sometimes my effectiveness reduces as I have limited time to prepare. I have also realised
that I am very effective when it comes to motivate other people. I always get feedback of my
students and my colleagues on my practices and also them to describe the areas in which I
need improvements. I have also helped my students to create a campaign on inclusive
practices in learning centre.
(5.2) Strengths and areas for development in relation to inclusive practice, and identified
development opportunities
I have realised my strengths related to inclusive practices in a learning environment. One of
my strength is that I am able to encourage and motivate my students towards inclusive
practices and also teach them regarding the importance of inclusive practices. Another
strength of mine is that I am self-aware. I can understand the need to lead and take initiative
by making myself as an example and stick by rules and regulations laid down by regulatory
frameworks.
(5.3) Opportunities to improve own skills in inclusive practice
There are various opportunities through which inclusive practices can be improved. One of
these opportunity is to gain multicultural knowledge of inclusive practices as well. Visiting
other learning organizations can also help in understanding various aspects of inclusive
practices.
Action Plan linked to Developing, Using and Organising Resources in a
Specialist Area.
What? When? Achieved/
Progress.
Professional reading
5/02/21
Writing lesson plans
20/02/21
Research into current specialist curriculum
developments and updating current developments
15/03/21

References:
Books and journals:
Finkelstein, S., Sharma, U. and Furlonger, B., 2021. The inclusive practices of classroom
teachers: a scoping review and thematic analysis. International Journal of Inclusive
Education. 25(6). pp.735-762.
Giangreco, M.F., 2021. Maslow’s Hammer: teacher assistant research and inclusive practices
at a crossroads. European Journal of Special Needs Education. 36(2). pp.278-293.
Johnson, K.M., 2019. Implementing inclusive practices in an active learning STEM
classroom. Advances in physiology education. 43(2). pp.207-210.
Kormos, J. and Nijakowska, J., 2017. Inclusive practices in teaching students with dyslexia:
Second language teachers’ concerns, attitudes and self-efficacy beliefs on a massive
open online learning course. Teaching and Teacher Education. 68. pp.30-41.
Mohamed Emam, M. and Al-Mahdy, Y.F.H., 2020. Teachers’ efficacy for inclusive practices
in the Sultanate of Oman: Effect of gender and teaching experience. School
Psychology International. 41(2). pp.170-192.
Sannen, J. and et.al., 2021. Connecting teacher collaboration to inclusive practices using a
social network approach. Teaching and Teacher Education. 97. p.103182.
Valle, J.W. and Connor, D.J., 2019. Rethinking disability: A disability studies approach to
inclusive practices. Routledge.
Venkatesan, A. and et.al., 2019. Towards inclusive practices with indigenous
knowledge. Nature Astronomy. 3(12). pp.1035-1037.
Yada, A. and Savolainen, H., 2017. Japanese in-service teachers’ attitudes toward inclusive
education and self-efficacy for inclusive practices. Teaching and Teacher
Education. 64. pp.222-229.