Analyzing Inclusive Practice: Policies, Roles, Environment & Impact

This essay provides a comprehensive overview of inclusive practice within an educational context, emphasizing the importance of adapting teaching methods to accommodate diverse learning needs. It examines the impact of personal, social, and cultural factors, as well as cognitive, sensory, and physical abilities, on learning. The essay delves into policy and regulatory frameworks, such as the Special Educational Needs and Disability Act (2001) and the Equality Act (2010) in the UK, and how these influence organizational policies and individual inclusive practices. It further explores the roles and responsibilities of educators, the relationship between these roles and other professionals involved in inclusive practice, and available referral points to meet individual learning needs. Key features and benefits of an inclusive learning environment are discussed, along with strategies for promoting equality, valuing diversity, and fostering inclusion. The essay also reflects on the effectiveness of inclusive practices, identifies strengths and areas for improvement, and proposes a plan to enhance skills in inclusive practice. Desklib offers a wealth of similar resources for students seeking further assistance.

Inclusive Practice

Table of Contents
INTRODUCTION...........................................................................................................................3
TASK 1............................................................................................................................................3
1.1 Impact of personal, social and cultural factors on learning...................................................3
1.2 Impact of different cognitive, sensory and physical abilities on learning.............................3
Task 2...............................................................................................................................................3
2.1 Policy and regulatory frameworks relating to inclusive practice..........................................3
2.2 Policy and regulatory frame work influence organizational policies relating to inclusive
practice.........................................................................................................................................4
2.3 Policy and regulatory frameworks influence own inclusive practice....................................4
Task 3...............................................................................................................................................4
3.1 Own role and responsibilities relating to inclusive practice..................................................4
3.2 Relationship between own role and the roles of other professional involved in inclusive
practice.........................................................................................................................................5
3.3 Points of referral available to meet individual learning needs..............................................5
TASK 4............................................................................................................................................6
4.1 Key features and benefits of an inclusive learning environment...........................................6
4.2 Ways to promote equality and value diversity......................................................................6
4.3 Ways to promote inclusion....................................................................................................6
4.4 Strategies for effective liaison between professionals of inclusion practice.........................7
TASK 5............................................................................................................................................7
5.1 Effectiveness of own inclusive practice................................................................................7
5.2 Strengths and areas for improvement in inclusive practice...................................................7
5.3 Plan to improve own skills in inclusive practice...................................................................8
CONCLUSION................................................................................................................................8
REFERENCES................................................................................................................................1

INTRODUCTION
Inclusive practice is all above refers to in educational context for application of new
methods in student learning. Education department has duty to engage inclusive practices in
distribution of knowledge to student because individual has different responds in leaning things
some student capture things with very fast manner and some of not (Rojas Pernia and Haya
Salmón, 2021). This study will develop effective information that which policies, regulation
require in inclusive leaning practices and how it supports to individual for betterment of talent
and achievement of goals with equality and values diversity development. It will also define
articles reviews for determination of factors effects on learning activities.
TASK 1
1.1 Impact of personal, social and cultural factors on learning
Cultural, social and personal factors heavily affect learning as it affects learning styles of
students and ways of interacting with each other’s. Some examples of social, cultural and
personal factors include: biological effects, educational and family background, sociocultural
tightness (Oyemomi and et.al., 2019). For example: in some societies, female children are not
allowed to go to school and gain knowledge but when they are being sent then their perception
and childhood socialization affect the way they learn. They are less likely to participate in group
task. So, on the basis of this example and factors, it can be said that all these factors affect
learning.
1.2 Impact of different cognitive, sensory and physical abilities on learning
Sensory processing, cognitive and physical abilities play a vital role as it makes students
able in adapting learning materials and gain knowledge. Students with sensory and physical
disabilities find problems in understanding teaching and learning new things. It changes the way
they learn and gain knowledge and tutors may also find difficulties in teaching (Doherty and
Forés Miravalles, 2019). Sensory abilities such as hearing, viewing and feelings are important in
learning as it makes students able in understanding what tutors are explaining.

Task 2
2.1 Policy and regulatory frameworks relating to inclusive practice
It’s very essential that government develop higher consideration towards with the
distribution of learning without discrimination activity. UK's government develop Special
Educational Needs and Disability Act (2001) and Equality act (2010), where they develop rules
that education department has duty to engage diversity practices with learning distribution
practices. It means they do have duty to engage individual child without identification of their
gender (Gheyssens and et.al., 2021). And in the classroom they provide equal importance to
individual children. Expansion and implementation of policies with education sector motivate
teachers towards with that they have duty to engage inclusive practices in learning because
individual has different capacity in leaning so teachers have duty to engage new practices in
education.
2.2 Policy and regulatory frame work influence organizational policies relating to inclusive
practice
Policies and regulation makes more clarity that which type of education practices
important into organization for quality improvement in education process for individual better
growth. Inclusive practices mainly refer to develop focuses that individual student is equal,
distribution of education on the basis or their religion of background evaluation is not god
approach. Also, it impacts on children mindset. Education organizational policies mainly
depends on effective rules application in education. Not only single teacher has duty to follows
policies of inclusive learning (Raley and et.al., 2021). Individual teacher who provide education
to student, its important term that they follow inclusive learning to include with new methods'
application, equality involvement and many more.
2.3 Policy and regulatory frameworks influence own inclusive practice
From the evaluation of education activities and policies or rules of education, it’s been
identified that almost educational department follows and consider equality in education
distribution because its makes education more effective. And from the development of
experience with participation in institute it’s been clear that inclusive practice develops better
learning and it raises attraction towards with the learning (Breyer, Lederer and Gasteiger-
Klicpera, 2021). Because having appropriate and sustainability in education reduce stress of

student. Because they do have authority to ask question, and in case they don't understanding any
topic they can easily ask teacher for application of new method or approach application in
education distribution.
Task 3
3.1 Own role and responsibilities relating to inclusive practice
Individual teacher has duty to engage inclusive learning practices within education
activity. Specific education can only possible when teachers’ professors includes specials needs
satisfaction of student with new practices application like individual not gain information and
learning throughout the normal leaning of any topic so in this case professors has duty that they
involve practical with video context add on or any other approaches. Also, teacher has
responsibility that they follow questioner process within classroom because this practice
provides ideas that which specific individual not capable to understand this topic from this
specific method. Also, teachers have duty to engage diversity in raising questioner and
answering practices. Professionals when engage inclusive practice regulation within education
environment they do have duty to applies proper practices so student can achieve their gaols with
proper learning.
3.2 Relationship between own role and the roles of other professional involved in inclusive
practice
Professionals mainly includes inclusive practice in learning because they mainly prefer to
include extra activities which improve and develop more effectiveness in education substantiality
and education distribution. Professional has duty to satisfy students specific needs (Sholikhati,
Prayogo and Santoso, 2021). Thus, for the satisfaction of special needs, this term mainly refers to
includes and maintain quality and consistency with the best alternative implementation for
knowledge and information distribution. Professional mainly provide education which requires
into professional course because their professors have responsibility that they engage and
involves appropriate practical methods for better learning. Individual teacher has role that in case
student get not learn specific topic so try to include new practice or methods. Also, professors
have same duty that they include diversification within distribution of lessons.

3.3 Points of referral available to meet individual learning needs
Individual has duty to develop specific formate of learning things. Appropriate learning
guidance mainly beneficial and it raises individual skills of study or learning process. Because
utilization and application of appropriate methods create better learning needs satisfaction.
Better guidance provides information to individual for how they can make better learning with
application of appropriate methods like written practices, practical methods or approaches
application and many more. Education distributor organization has duty to engage appropriate
teachers who have great knowledge in terms knowledge distribution who provide information to
student that they maintain good relation with other, maintain discipline in classroom and many
more. Individual needs can easily fulfil within application of inclusive learning practices in
education.
TASK 4
4.1 Key features and benefits of an inclusive learning environment
It develops acceptance and understanding towards with the different activities, new
practices, methods, when engage into education by experts makes more clarity in goals
achievement and success development in the future (Sandoval, Muñoz and Márquez, 2021). Its
not only develop lessons learning, thus it also provides and develop etiquettes and how to
maintain relation with others and many more which is essential aspects for daily routine. It
increases stunted learning growth with great manner. And student also raises their interest
towards with the learning because practical learning defiantly raise quality and consistency of
education. Inclusive practice major motive is diversity expansion in education, so from the
diverse approaches connects and develops knowledge of different culture, behaviour of people
which is very beneficial for new things learning.
4.2 Ways to promote equality and value diversity
Equality act 2010 is one of the best ways of promoting equality in schools. By encouraging
students to treat each other’s in an equal and fair manner, value diversity can be promoted. Along
with this, tutors can set clear rules about ways in which teachers and students need to treat each
other’s. By challenging negative attitudes and by rewarding positive behaviours of students,
equality and value diversity can be promoted in classrooms (Thompson, 2020). by promoting

team working and allowing students to understand each other’s and their cultural values,
diversity can be promoted.
4.3 Ways to promote inclusion
There are some common ways by which inclusion can be promoted. Some strategies by
which schools can promote inclusion include:
Offering diverse library: Diverse students have different styles of learning and they all
need to be taught in a manner that is suitable with their learning styles. So, for this purpose,
tutors need to offer diverse library where students can use learning tools in all shapes, size and
colours.
Differentiate instructions: Tutors need to use differentiate styles of teaching by using
diverse content, materials and ideas. Tutors can take training for increasing this skill.
Continuous support: It is important for tutors to support students in learning better ways
of using resources for learning. By providing detailed information to parents and students, tutors
can open doors for future conversation.
4.4 Strategies for effective liaison between professionals of inclusion practice
It is important for tutors to make a link between their professionalism with inclusive practice
and communicate with students in a fair manner. One of the best strategy for effective liaison
between professionals of inclusion practice is: sharing information and staying up to date as it
improves cooperation among professionals (Vlachopoulos and Makri, 2019). By adhering anti-
discrimination policies, engaging in group discussion and team working, communication can be
improved that lead inclusive practice. Working with multidisciplinary team in a group and by
sharing information on continuous and clear manner, liaison between professionals can be
developed.
TASK 5
5.1 Effectiveness of own inclusive practice
In general, I can say that inclusion and inclusive practice promotes a culture of equality of
opportunities and high achievement for children. As a lecturer, I want to share my feelings
regarding effectiveness of inclusive practice. I encouraged students for sharing their personal
views on lesson learning. I identified their style of learning and celebrated their uniqueness. By
treating each child in a fair manner, I found that it increases students’ engagement in teaching

and learning process (Klibthong and Agbenyega, 2020). It had great impact and helped me out in
getting positive academic outcomes. By promoting inclusion in classroom, I made students
aware about diversity and decreasing discrimination and it increased sense of belongingness.
5.2 Strengths and areas for improvement in inclusive practice
On the basis of self-evaluation, I found some areas where as a lecturer I was good and
areas where I need to improve myself for promoting inclusive practice. I feel that the way I
communicate and listen to my learners is one of my skill that can help me out in promoting
inclusive practice. It makes students feel valued when they are being listened and understood. It
can make me able in improving relations with diverse students.
Whereas, I found that I am lacking behind in differentiation. As an inclusive lecturer, it is
important to have an ability to select differentiate instructions but I find difficulties in selecting
appropriate teaching strategy and differentiate instructions.
5.3 Plan to improve own skills in inclusive practice
On the basis of above discussion, I can say that I am lacking behind in decision making
and differentiate instruction skills. Development of behaviour management plan and professional
development plan can be the best way of improving my skills for promoting inclusive practice.
By developing behaviour management plan, I can make a list of students that has similar learning
style. I can make a list of students who have disruptive behaviour and by sharing this plan with
parents, we can lead positive behaviour and accordingly can use appropriate teaching strategy
(Pit-ten Cate, Markova, Krischler and Krolak-Schwerdt, 2018). By rewarding students on the
basis of their positive behaviour as well as peer support can help me out in improving inclusive
practice and differentiate instruction skill.
CONCLUSION
It has been summarised from the above study that inclusive learning and practice plays a
vital role as it makes teachers able in understanding different needs of students and improving
their academic performance. It makes students beneficial and by getting equal treatment, they
find easier in getting positive academic outcomes. It has further discussed impacts of regulatory
frameworks and policies on inclusive practice. Along with this, this report will discuss some
strategies by which tutors can promote inclusive practice in classrooms.

REFERENCES
Books and journals
Breyer, C., Lederer, J. and Gasteiger-Klicpera, B., 2021. Learning and support assistants in
inclusive education: A transnational analysis of assistance services in Europe. European
Journal of Special Needs Education. 36(3). pp.344-357.
Gheyssens, E., and et.al., 2021. Creating inclusive classrooms in primary and secondary
schools: From noticing to differentiated practices. Teaching and Teacher Education.100.
p.103210.
Klibthong, S. and Agbenyega, J.S., 2020. Inclusive Early Childhood Settings: Analyses of the
Experiences of Thai Early Childhood Teachers. International Education Studies. 13(1).
pp.21-31.
Pit-ten Cate, I.M., Markova, M., Krischler, M. and Krolak-Schwerdt, S., 2018. Promoting
Inclusive Education: The Role of Teachers' Competence and Attitudes. Insights into
Learning Disabilities. 15(1). pp.49-63.
Raley, S. K., and et.al., 2021. The impact of the Self-Determined Learning Model of Instruction
on student self-determination in inclusive, secondary classrooms. Remedial and Special
Education. 42(6). pp.363-373.
Rojas Pernia, S. and Haya Salmón, I., 2021. Inclusive research, learning disabilities, and inquiry
and reflection as training tools: a study on experiences from Spain. Disability &
Society. 36(6). pp.978-998.
Sandoval, M., Muñoz, Y. and Márquez, C., 2021. Supporting schools in their journey to
inclusive education: Review of guides and tools. Support for Learning. 36(1). pp.20-42.
Sholikhati, N. I., Prayogo, M. M. and Santoso, J., 2021. The Effect of Distance Learning on
Learning Outcomes of Children with Special Needs in Inclusive Schools in the New
Normal. ijds: indonesian journal of disability studies. 8(1). pp.145-154.
Thompson, N., 2020. Anti-discriminatory practice: Equality, diversity and social justice.
Bloomsbury Publishing.
Vlachopoulos, D. and Makri, A., 2019. Online communication and interaction in distance higher
education: A framework study of good practice. International Review of
Education. 65(4). pp.605-632.
Online
Oyemomi, O. and et.al., 2019. How cultural impact on knowledge sharing contributes to
organizational performance: Using the fsQCA approach. [ONLINE]. Accessed through <
https://www.sciencedirect.com/science/article/abs/pii/S0148296318301024>
Doherty, A. and Forés Miravalles, A., 2019. Physical activity and cognition: inseparable in the
classroom. [ONLINE]. Accessed through <
https://www.sciencedirect.com/science/article/abs/pii/S0148296318301024>
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