DET21AB40KA: Inclusive Practice - Teaching Strategies & Policy Impact

This report defines inclusive practice in teaching, evaluating factors for inclusive learning environments, the impact of cognition and learning environment, and relevant policy frameworks. It identifies steps for implementing an inclusive school culture and discusses collaboration with professionals to meet student needs. The report also assesses the impact of inclusive practices on student achievement, identifies personal strengths, and proposes a continuous development plan for educators. It emphasizes the importance of government and school policies in supporting inclusive education and the role of teachers in creating equitable learning opportunities for all students, irrespective of their backgrounds or abilities.

INCLUSIVE PRACTICE IN TEACHING
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Table of Contents
Introduction................................................................................................................................3
Task 1.........................................................................................................................................3
Providing definition of inclusive practice and evaluation of factors that helps to design
inclusive learning and teaching during teaching practice (L.O 1.1).......................................3
Task 2.........................................................................................................................................4
Evaluation of impact of cognition ability and learning environment (LO.1.2)......................4
Task 3.........................................................................................................................................6
Identification and explanation of policy framework and policy of organizations that
influence inclusive practice (L.O 2.1, 2.2 & 2.3)...................................................................6
Task 4.........................................................................................................................................7
a) Identification and explanation of five steps for implementation and maintaining
inclusion culture in school......................................................................................................7
b) Identification of three professionals to work with for meeting student’s need (L.O 3.1,
3.2, 3.3, 4.2, 4.3 & 4.4)...........................................................................................................9
Task 5.........................................................................................................................................9
a) Assessment of impact of practice on achievement and agenda of inclusion of students
(L.O 4.1).................................................................................................................................9
b) Identification of own strength (L.O 5.1, 5.2)...................................................................10
c) Continuous development plan (L.O 5.3)..........................................................................11
Conclusion................................................................................................................................12
Reference list............................................................................................................................14
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Introduction
Inclusive teaching practice allows teachers to evaluate needs and background of all students
in order to provide equal values within classroom. This study focuses on importance of
developing learning environment, where every student gets equal right to get educated. In
addition, this study is evaluating impact of inclusive teaching practice on achievement of
students.
Task 1
Providing definition of inclusive practice and evaluation of factors that helps to design
inclusive learning and teaching during teaching practice (L.O 1.1)
Inclusive training and learning practice are considered as an instrument that helps to create
and maintain a proper learning environment (Miškolci et al. 2016). In this learning
environment, all participants are helped to get fully engaged and they are given freedom to
share their ideas and perspectives.
Main purpose of inclusive education is to provide right to education for all students. Children
with disability and difficulties in learning can achieve benefits from inclusive practice of
teaching. Another essential purpose of inclusive training is to provide enjoyment to learners
by taking care of all needs of learners. As stated by Carrington et al. (2015), equality act 2010
states that diversity in society needs to be maintained by providing equal opportunities to all.
Hence, it is another purpose of inclusive training is to provide equal chance to all children
those who seek education.
There are different factors that help to design inclusive learning, which includes needs of
learners. In a diverse classroom different student has various needs and disabled students
must be given special attention. As opined by Hemingway and Armstrong (2016), in a
modern-day diverse classroom each student has unique learning abilities and styles. Hence,
teachers in a diverse classroom must be able to provide differentiation for meeting needs of
students. In addition, diversity in classroom is another essential factor that impacts in
inclusive training. Generally, students come from different social and cultural background
with different experiences and unique abilities. Hence, teachers need to prepare those
students to gather knowledge in an inclusive classroom. This can be done by setting a
common goal for all students. Mangope et al. (2018) contradicted that collection of diverse
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range of students in an inclusive classroom can help to prepare them as a diverse workforce
in future.
For designing an inclusive classroom it is essential to consider factors like religion and
language. Teachers need to know academic abilities of students rather than comparing
backgrounds of students. An inclusive classroom needs to be free from any discrimination on
the basis of culture and language. In addition, different cognitive abilities of learners
likeability of taking new lesson and processing speed need to be considered. According to
their abilities education must be provided that can be suitable for them to understand and
process. Other factors like school policy must be considered while designing inclusive
learning. Learning curriculum of school needs to support inclusive learning that is able to
provide proper value to various needs of students. However, support from government is
another main factor that can impact on designing process. As mentioned by Poon-McBrayer
(2016), government needs to have a wide policy for inclusive education that can help to
provide proper support to this process. Different ministries like education, planning and child
protection need to be involved in this process.
From the above discussion, it can be concluded that personal biases of a teacher do not matter
while designing an inclusive learning process. However, different essential factors like school
and government policy, diversity and abilities of learners are essential during planning
process.
Task 2
Evaluation of impact of cognition ability and learning environment (LO.1.2)
The word “cognition” refers to mental ability of people to acquire knowledge from learning
process and this aspect varies with different individuals. As opined by Mulholland and
O'Connor (2016), cognition is gathering of information through a process of learning and
personal experience.
Cognition abilities include perception, attention, memory, efficiency and verbal reasoning
those support in learning through a continuous process. According to Navarro et al. (2016),
cognition ability is different in all students and these abilities have great impact on their
learning and achievement. Some students are attentive to class lectures. However, some of
the students do not find the lecture interesting and pay less attention to teachers. Teachers are
liable to treat them equally and make them understand the importance of being attentive at
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class. As mentioned by Richards and Armstrong (2015), it can be seen that memory of
students vary and teacher can sense the difference. Students with less effective memory need
to take care of by teachers within inclusive classroom. On another hand, teachers make them
feel that they are an important part as others within learning environment. Verbal reasoning
is another cognition ability of students that helps to understand information based on
language provided by teachers in class. According to Carrington et al. (2015), it can be seen
that level of this ability is different in different students. Based on these cognition abilities,
efficiency of learning differs from one student to others.
Cognition is closely associated with surrounding environment of students. As mentioned by
Aragón et al. (2017), it can be noticed that environment of home and school are different
from each other and this difference affects cognition behavior of students. Parents are the first
teacher of students and they positively influence development of cognition abilities in
students. On another hand, Buli-Holmberg and Jeyaprathaban (2016) have argued that
teachers nurture cognitive abilities of students by providing proper support with help of their
teaching skill. Regular practice and accumulation of proper information help students to
improve their cognitive abilities. However, getting equal right in home and school, influences
students to work on gaps in their abilities.
Environment and nurture are potent to greatly influence learning ability of students. As
opined by Gould (2012), proper support and encouragement from parents and teachers allow
students to stay comfortable in both home and classroom. Students develop cognitive abilities
by observing their parents. They provide their best effort in order to achieve academic
success. Parents show them appropriate way to enhance ability. On another hand, Dogan et
al. (2016) have mentioned that continuous support and affection from students help them to
learn with efficiency. It can be noticed that performance of students varies with different kind
of life situation and guidance of teachers as well as parents influence performances. If
teachers are able to provide interesting lectures in class, it may attract attention of students.
Ability of teachers to explain their point helps students to memorize lesson (Ofsted.gov.uk,
2019). Teachers praise initiation of students to enhance the ability and this aspect makes
students understand that they are equal to their classmates. This thought process helps them
in better learning within minimum time period.
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Task 3
Identification and explanation of policy framework and policy of organizations that
influence inclusive practice (L.O 2.1, 2.2 & 2.3)
Policy framework is a set of guidelines that is framed by government of a country, which
helps to achieve long term goals. This framework helps by giving a direction regarding
improvement of education in a country (Ifl.ac.uk, 2019). On another hand, organizational
policies are policy of a school that is being made by including government policies.
Different policies of government like equality act 2010 states to create opportunity of
education for all irrespective of race, culture, and language. Discrimination between children
on these grounds in unlawful and can be considered as a punishable act. As stated by Potter et
al. (2017), discrimination of disabled children or on the basis of race and culture. On another
hand, in article 26 of UN declaration of human rights, it is mentioned that education needs to
be available for everyone. Education especially elementary education must be available for
everyone that strengthens human rights. In addition, higher education needs to available to
everyone and selection can be done on the basis of merit. Other policies of government
include supporting disability community and protecting children from other violence in
school.
These regulations by governing bodies place an obligation for schools and their
organizational policies. Different policies of schools are impacted by this policy framework
and it helps to increase protection of children. Schools that provide inclusive education needs
to abide rules of these governing body and frame own policies that protect rights of learners.
As mentioned by Done and Murphy (2018), government policies guide educational
institutions to protect rights of every learner. Government and other authorities like the UN
have developed a blueprint that can be used to produce future human capital. This is done by
framing educational policies that meet requirements of every learner. In addition, any form of
discrimination can be avoided by adopting rules like right for education in equality act 2010.
Quality of inclusive training and learning can be improved by the help of government
policies. These policies can help an educational organization to design education process.
Moreover, Ewing et al. (2018) argued that educational organizations consider these rules to
arrange all resources like human resources and budget. Adequate teachers and proper
infrastructure are required for providing inclusive training to all students.
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These educational policies framed by government and other authorities also impact on
teachers. This is because teachers have duties and responsibilities to prepare inclusive
learning for all students. These obligations help a teacher to maintain rules of teaching and
eliminate the risk of discrimination. Special care for disabled students and designing learning
process on the basis of cognitive abilities of a student is done following rules framed by
organization and government. It can be said that education depends on policies of schools and
efficiency of teachers but policy framework of government impacts by setting guidelines for
operation in learning.
Task 4
a) Identification and explanation of five steps for implementation and maintaining
inclusion culture in school
Different strategies are there those support teachers in implementation of inclusive culture in
school. Five strategies that can help to implement inclusion culture within schools are
mentioned below,
I. Communication with students within class
Effective communication with students helps teachers to understand issues facing by students
throughout teaching process. Gaps in learning can be easily identified with this step. On
another hand, Dogan et al. (2016) have commented that teachers get opportunity to know
about all students personally. This aspect helps them to treat all students equally. Concerns of
students are observed and teachers provide their best effort to solve issues. Students are asked
to respect cultural background of others in order to respect them. This approach is helpful to
develop good interrelationship among students.
II. Implementation of Universal design for learning
Universal Design for Learning (UDL) is the new approach in education industry that allows
teachers to improve learning process. This approach is about mapping and planning of
curriculum in order to provide equal opportunity to students with different needs as well as
strength (Infed.org, 2019). This design has been developed based on theories of multiple
intelligences by Howard Gardner. Implementation of this design is capable to help in
implementation of inclusive culture in school.
III. Asking students to take part in classroom discussion
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Discussion helps to identify issues and develop strategies to mitigate issues of learning.
Students are asked to take part in open discussion in classroom. As opined by Haug (2017), it
helps students of all strength to express their queries and opinion regarding topic. Teachers
understand their problems and help them to learn quickly. Self-confidence of students
increases as they understand that they are getting equal opportunity to take part in classroom
discussion.
IV. Avoidance of biases in and outside classroom
Biases towards students prevent teachers to create inclusion culture in school. Due to this
reason, teachers are liable to avoid all kinds of biases inside and outside of classroom. This
attitude of teachers helps students to perform their best to achieve success. On another hand,
Kovač Cerović et al. (2016) has mentioned that bias-free decision of teachers teaches
students to make bias-free decision in every stage of their lives.
V. Meeting with parents once in 3 months
This strategy is used outside the classroom by teachers in order to discuss abilities and
progress status of students with their parents. As suggested by Sailor (2017), parent-teacher
meeting must be arranged at least once in 3 months in order to involve parents in the process
of implementation of inclusive culture in school. Teachers gather information about activities
of students at home in order to understand effectiveness of learning process.
Figure 1: Five steps for implementation and maintaining inclusion culture in school
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Fivestepsforimplementationandmaintaininginclusioncultureinschool

(Source: Influenced by Kovač Cerović et al. 2016)
b) Identification of three professionals to work with for meeting student’s need (L.O 3.1,
3.2, 3.3, 4.2, 4.3 & 4.4)
Certain professionals are there those helps in ensuring inclusive teaching practice in schools.
Working with professionals such as specialist of special education needs, social workers and
educational psychologists are helping in supporting learners with different ability levels.
❏ Working with specialists of special education needs
According to Kumaran et al. (2016), these specialists understand special educational needs to
students, who are differently able. Working with these people helps to understand issues of
those learners and process to provide education to them. It can be learned that this kind of
learners needs equal attention like other students.
❏ Working with social workers
Social workers mitigate all barriers to provide benefits to needy people and working with
them itself is a great experience. Teachers learn to provide their best support to needy
students in order to enhance their ability. Selfless contribution of teachers in developing
characters of students, get influenced by social workers.
❏ Working with educational psychologists
Education psychologists evaluate cognitive ability of students and ability of learning.
Working with this kind of people helps to understand the process of learning and process of
retaining knowledge (Rahimi et al. 2015). Teachers learn psychological facts related to
ability of students to learn. Education psychologists help to create inclusive culture in school
by providing effective advice to teachers.
Task 5
a) Assessment of impact of practice on achievement and agenda of inclusion of students
(L.O 4.1)
There is different impact of inclusion to many students that includes creation of a cooperative
environment. As said by Poon-McBrayer (2016), inclusive training helps to develop a
positive environment and good understanding between different students. They learn to give
respect to different community and a diverse environment gets created. This gets developed
when children from different culture and skills learn and play together in an inclusive
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environment. In addition, this training helps to promote multiculturalism. This happens when
individuals from different culture and race enjoy same benefits and have equal rights.
Elimination of discrimination among students promotes multiculturalism. Moreover,
Hemingway and Armstrong (2016) contradicted that a safer environment creates in an
inclusive learning setting. School is considered as an essential place for students for
developing skills and gaining knowledge. Friendly environment gets developed in an
inclusive setting and children without or with disability gather skills and knowledge from
each other. Other benefits like provision of equal chance for all students can be achieved by
designing an inclusive learning setting. Students with any disability can achieve and learn
same as students without disability. UN’s guidelines of education for all students can be
fulfilled by initiating an inclusive classroom.
b) Identification of own strength (L.O 5.1, 5.2)
Inclusive practice helps to increase ability of a teacher to recognize and arrange different
requirements for every student. I treat learners equally and in a friendly manner that can be
identified as own strength. As said by Mangope et al. (2018), treating students in a friendly
manner helps to eliminate learning difficulties. Cognitive abilities of students can be explored
in an efficient way by this strength. In addition, I have the ability to support less able
students. This strength increases effectiveness of inclusive training and helps learners with
disabilities to get accustomed to learning environment. Another essential personal strength is
communication, which helps to increase collaboration with learners and their parents. As
mentioned by Mulholland and O'Connor (2016), proper communication with students in an
inclusive setting helps to know their personal targets and issues. Different cognitive skills can
also be known by this process of communication. Moreover, I can push able students to
increase their performance. This can help them to achieve new feats. Able students with
proper cognitive skills can be motivated continuously to increase their engagement with
learning. I am able to create an inclusive classroom that eliminates any sorts of
discrimination. Study and process of knowledge collection continue in a collaborative
manner. This is another strength that is helpful to provide education for all students. This
strength can help a teacher to devise different strategies of inclusive learning and help to
increase learning experiences of both able and disabled students.
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c) Continuous development plan (L.O 5.3)
Below mentioned plan is continuous development plan on inclusive teaching practice
Action to be performed Responsible person Expected outcome
Attending training session
on inclusion
Teachers This action may help
teachers to enrich their
knowledge with more
information regarding
inclusion.
Observing action
performed by colleagues
Teachers This action will help to
understand perception of
others towards inclusion.
Teacher will be able to help
their colleagues to fulfill
gaps in their approaches
towards learning equality.
Conducting research on
inclusion
Teachers and school
authorities
This action helps to gather
knowledge regarding
different processes for
implementation of inclusive
culture in schools.
Sharing responsibilities of
leaders
Teachers This action includes
encouraging school
authorities for allowing
leaders with effective
leadership style. This action
can help teachers to discuss
new practices that can help
to maintain inclusion culture
within school (Carrington et
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al. 2015).
Promoting respect for
people from all cultural
background
Teachers and parents Teachers will make their
colleagues and students
understand that they must
provide respect to people
from all cultural background
in order to fit themselves in
inclusive culture (Miškolci
et al. 2016). On another
hand, parents will teach their
children to respect different
cultures of their classmates.
Table 1: Continuous development plan
(Source: Influenced by Carrington et al. 2015)
Figure 2: Stages of Continuous development plan
(Source: Influenced by Carrington et al. 2015)
Conclusion
From the entire discussion, it can be concluded that inclusive teaching practice provides
opportunity to students of all kinds to take active part in learning process. Maintaining
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