Comprehensive Report: Inclusive Practices, Factors, and Policies

This report delves into the multifaceted aspects of inclusive practices in education. It begins by reviewing the impact of various personal, social, and cultural factors on the learning process, including cognitive, physical, and sensory abilities. The report then summarizes key policy and regulatory frameworks, such as the Equality Act 2010 and the Disability Act 2010, emphasizing their role in promoting equal opportunities and addressing the needs of diverse learners. Furthermore, it explains how these frameworks influence organizational policies within educational institutions, highlighting the importance of quality control standards, adequate staffing, and additional support for students with disabilities. The report underscores the significance of creating inclusive learning environments that cater to the diverse needs of all students, ensuring equitable access to education and fostering a supportive atmosphere for all learners.

BROCHURE

INCLUSIVE PRACTICES
.1 Review the impact of personal, social and cultural factors on learning
There are various factors that can impact process of learning. The impact can be positive or negative in
nature. It includes the following:
Personal factor: There are various personal factors such as age, gender can affect the process of
learning. Like for example children are at really young age, so there are chances that they might not take
learning seriously (Zagona, Kurth and MacFarland, 2017). There are also chances that old people who
are involved in learning may not have sharp memory like young people, so they cannot grasp the things.
Gender can also affect process of learning such as females in most cases are more attentive than men
when it comes to learning. Students who have higher level of confidence can usually find it more easy
to learn and grasp things. It has also been analysed that students who are really young can get bullied or
also because of peer pressure they are not involved in studying.
Social factor: There are chances that students do not have better financial conditions, and because of
this reason their process of learning can affect. They are not being provided with better resources which
can assist them in enhancing their knowledge as well as abilities. The educational background of
learners can also affect their learning abilities. Learners might get engaged in consuming drugs because
of peer pressure which affects their learning.
Cultural factor: Culture can influence ability of students to learn. This is because students are
developed with the thought that learning is important. It has also been evaluated that learners which are
developed or brought up in the multilingual setting has easy time to learn as they have able to identify
language used in different settings.
1.2Review the impact of different cognitive, physical and sensory abilities on learning
Cognitive abilities: Cognitive skills are really essential to enhance an individual’s learning. It has been
evaluated that some of the cognitive skills which are important for learning includes reading. An
individual who has an ability to read can learn better than those who cannot read properly. Better
cognitive skills assist learner in solving complex problems and also they can grow up their career
aspects. If they have better analytical skills and aptitude complex structure can be broken down in
simpler one.
Physical abilities: If the physical abilities of learner are effective then they can find it really easy to
complete all the tasks related to learning such as reading and writing. Students who are physically
challenged may find it difficult to learn. They can face more issues if they do not have better supportive
equipment’s. For this a document must be maintained by teacher where all information related to
students physical and cognitive abilities must be kept.
Sensory abilities: These abilities are essential in process of learning. It has been evaluated that an
individual with poor sensory abilities many not be able to learn properly. Low brain development is
linked to poor learning ability. Like for example hearing effects can affect learners, as learners who
have ability to hear what is being taught can learn better than those who do not have proper hearing
skills.
2.1 Summarise policy and regulatory frameworks relating to inclusive practice.
There are various policies implemented by parliament in order to make sure that inclusive practice is
been used by teachers. It includes equality act 2010. According to this act teacher need to make sure
that every student is been treated equally irrespective of their gender, colour, disability, belief. In this
people living with disability must be provided with equal opportunities. The other act is disability act
2010. In this people should not face biasness because of their disability (Amor and et.al., 2019). The 14-
19 curriculum is also being designed so that inclusive practice is been used in learning procedures. This
curriculum is being developed in order to meet learning needs of people irrespective of their gender,
disability etc. It also focuses on enhancing the quality of teaching so that expectations of learners are
been met. These curricula are basically being developed in order to enhance experience of learners
which is really necessary.
2.2 Explain how policy and regulatory frameworks influence organisational policies relating to inclusive
practice
National policies and regulatory frameworks are being designed in order to influence organisational
policies which is being related to inclusive practice. In this policies are being implemented by criminal
record bureau (Tomlinson, 2017). They have provided guidelines that those who are been engaged in
committing discrimination crimes can be traced. CRB is been engaged in enhancing the inclusive
practices so that better learning can be given to students. Every educational institution has also
implemented quality control standards. They make sure that adequate training is been given to teachers
so that better learning can be provided by them to students. Organisation also make sure that staffing
ratio is adequate and there is no shortage of teachers as this can hamper learning of students. In this
educational institutions are expected to offer additional opportunities to those students who are disable
or physically challenged.
References
Moriña, A., 2017. Inclusive education in higher education: challenges and opportunities. European
Journal of Special Needs Education, 32(1), pp.3-17.
Haug, P., 2017. Understanding inclusive education: ideals and reality. Scandinavian Journal of
Disability Research, 19(3), pp.206-217.
Tomlinson, S., 2017. A sociology of special and inclusive education: Exploring the manufacture of
inability. Taylor & Francis.