Report: Teaching and Learning in Inclusive Practice at Sands School

This report provides a detailed analysis of teaching and learning practices, specifically focusing on inclusive education at Sands School. It begins by examining the impact of social, cultural, and personal factors, as well as cognitive, physical, and sensory abilities on learning, highlighting the importance of understanding individual student needs. The report then explores the policy and regulatory frameworks relating to inclusive practice in the UK, including the Equality Act 2006, and how these frameworks influence organizational policies. It further investigates the roles and responsibilities of educators and other professionals in inclusive practices, and identifies points of referral for meeting individual learning needs. The report also outlines key features of an inclusive learning environment, strategies for promoting quality and diversity, and methods for effective liaison between professionals. Finally, it reviews the effectiveness of inclusive practices, identifies strengths and areas for improvement, and proposes opportunities for enhancing skills in this area. The report emphasizes the significance of inclusive practices in fostering an effective learning environment for all students.

TEACHING AND
LEARNING

Table of Contents
INTRODUCTION...........................................................................................................................3
TASK 1............................................................................................................................................3
1.1 Review the impact of social cultural and personal factors on learning:-.........................3
1.2 Review the impact of different cognitive, physical, and sensory abilities on learning:- .4
TASK 2............................................................................................................................................4
2.1 Policy and regulatory framework relating to inclusion practice......................................4
2.2 Policy and regulatory frameworks influence on organisational policies relating to
inclusive practice....................................................................................................................5
2.3 Policy and regulatory frameworks influence own to inclusive practice..........................6
TASK 3............................................................................................................................................6
3.1. Roles and responsibility related to inclusive practices....................................................6
3.2. Relationships between own role and roles of other professionals in inclusive practices.6
3.3. Points of referrals available to meet individual learning needs.......................................7
Task 4...............................................................................................................................................8
4.1 Key features and benefits of an inclusive learning environment.....................................8
4.2 Ways to promote quality and value diversity...................................................................8
4.3 Ways to promote inclusion...............................................................................................9
4.4 Strategies for effective liaison between professionals involved in inclusive practices....9
TASK 5..........................................................................................................................................10
5.1 Review the effectiveness of own inclusive practice.......................................................10
5.2 Identify own strengths and areas for improvement in relation to inclusive practice......11
5.3 Plan opportunities to own skills in inclusive practice:...................................................11
CONCLUSION..............................................................................................................................11
REFERENCES .............................................................................................................................12

INTRODUCTION
Teaching refers to the process of delivering knowledge to students. This activity is
performed by an individual who contains certain experiences and qualifications (Alderman,
2013). It ensures that they gain learning after the end of session provided to them. Motivating
and inspiring is the main purpose of this. It is essential to implement changes in kids teaching is
the driving force towards that. Sands school is well known academy situated in UK. It believes
in building pupil personality, their learning environment on their own as the foundation of this is
based on vision of students and teachers. It has successfully improved career of children by
implementing effective policies and procedures. In the following report various elements are
being studied in details such as factors affecting learning through micro teaching session,
analysis of policies, framework and their influence on organisation. It also studies roles and
responsibilities of teacher and understanding of inclusive practice.
TASK 1
Being educator it has been understood students that personality plays huge role in
shaping their career, it differs from person to person. Key to persuade them to possess certain
skills requires patience and great deal of understanding. Some of the students were not paying
attention in the class there can be many reasons to that. It is concerned with respect to various
factors affecting the learning and teaching aspects.
1.1 Review the impact of social cultural and personal factors on learning:-
Personal factors such as their interest, abilities and traits impact the way pupils of sands
school behave in class. Majority of them possess strong traits which were resulting in resistance
on their part during session. Teachers had to take measures like building strong bonds with the
peers in order to gather their attention towards them.
Social and Cultural factors like the family and society in which they have been born and
brought up also impacted their learning. Students of sand stone were only aware of the British
culture and society hence they were reluctant in acquiring the teacher's perceptive. Therefore
they were being taught about the beauty of diversity by introducing them to it through variety of
different techniques like playing games and discussion about festivals. This helped them in
becoming more open minded about the world and changing their perception about the things they
were unaware of.

1.2 Review the impact of different cognitive, physical, and sensory abilities on learning:-
Cognitive learning is associated with the mental skills of individual. During session
students were asked to be more initiative (Bresler, 2013). Educator were involving students
through discussing case studies, visual learning, reading and role playing. By putting itself into
situations and thinking about other possible alternatives has helped them in improving their
mental abilities. Physical abilities of students were also discovered. They were asked to
perform certain physical activity based on specific information provided by the instructor. This
is good technique to evaluate capacities of each student. Each one of them were taking different
amount of time to learn that task. It is an important factor that needs to be determined as it
guides teachers about using different methods to motivate them.
Sensory abilities are related to person's ability sense things with touching hearing and
seeing. Improving these skills helps in impact the understanding of various aspects . Effective
measures were taken to hold the attention of those who does not possess strong sensory skills.
Allotting them with objects to determine the feel, smell and structure helped in improving
knowledge. For example engaging children through food by asking them to smell it's aroma,
looking at various items allowing them to mould the textures along with tasting it to interpret.
Teachers playing such activities in class helps them to focus using their senses.
In the end it is concluded this micro teaching is technique that prepares teachers to deal
with variety of students. Establishing teaching skills in them is the main purpose of this method.
It allows them to experiment with real classroom situation that they are going to face in future.
This also helps in identifying the right candidate for the potential teaching job.
TASK 2
2.1 Policy and regulatory framework relating to inclusion practice.
In UK, inclusive education is define as a practice that includes disabled and non-disabled
persons those are learning together in the main schools, universities and other education centres.
Different polices and legislation have been established by the UK that prohibits discrimination in
education sectors and further support in inclusive practice. So it is essential for every school,
colleges etc. to include the policy framework formed by government in order to avoid the any
kind of discrimination in workplace and also improve the inclusion practices (Chalmers and

Fuller, 2012.). There are some main rules and regulations relating to the discriminations and to
special educational needs that are implemented by every schools are mentioned below:
 Equality act 2006
 Special Educational Needs and Disability Act 2001
 Education act 1996.
It is unconventional for any education sectors such as independent or private schools, colleges to
discriminate any of their student or pupils on the basis of sex, colour, disability, religion or
beliefs etc. at the time of admission. The Equality Act 2006 is an Act that is established by
Parliament of UK, that means each and every student have a right to be part of education system.
2.2 Policy and regulatory frameworks influence on organisational policies relating to inclusive
practice.
Different legislation and regulatory frameworks formed by UK government are needed to
be followed by almost every education provider sector. Proper implementation of these laws
support to improve the quality of education (Dunleavy and Dede, 2014). Government make these
policies and plans in the favour of both to the organisation and to the students. It is important for
the organisations that they need to be aware about what are the acts and rules regarding to the
education. Sands school also make policies in order to government regulations and policies
which impact on their educational quality positively. Basically these regulatory frameworks
bring improvement in the education system, brings equality etc. Policies and regulatory
frameworks effects in following way:
 Equality in policies- Due to government regulations, policies become equal for all the
policy holders. Organisations can't make changes according to their suitability.
 Reduction in flexibility- Organisations can't make change in the their policies. It reduces
the flexibility. They have to follow same pattern even in any kind of situation.
 Policies become must to follow- Policies become must to follow because of government
policies and regulations. Organisations needed to make policies in context to the
government and must to follow those.
 Policies become more focused towards students- It is an major impact on the
organisational policies, it becomes more suitable for the students.
 Brings transparency in policies- It brings transparency in the policies. Organisations can't
keep it private. Everyone becomes known about the policies.

2.3 Policy and regulatory frameworks influence own to inclusive practice.
Eventually, policy and regulatory frameworks are made to impact educational system
strong and future centred (Fernandez and Yoshida, 2012). These policies effect an individual
positively. With the help of it, everyone can fight against any kind of harassment or inequality. It
boost the rights of education for all the students. Due to government regulations and policies, a
student can focus with full of mind because, no one can theft rights of education. In addition
those who are from lower financial background or from lower personality, this helps all of them
in keeping them as equal to all others. On the other it puts some restriction also on an individual
because government policies and regulations are not designed only for students. So it becomes
sometimes duty to follow these policies for students too. Each act and policy is designed in
perspective of both to the organisation and to the students but in all manner these policies helps
individuals in get good quality of education as well as to treat in an equal manner. So policy and
regulatory frameworks influence own in a positive and helpful manner.
TASK 3
3.1. Roles and responsibility related to inclusive practices.
Inclusive practices are the teaching practices which create and maintain the learning
environment to engage all the participants to share the ideas, knowledge with others (Horsfall,
Cleary and Hunt, 2012). I as a teacher will follow various roles and responsibilities of inclusive
practices in Sands School which includes providing knowledge to students in order to enhance
their knowledge, more interacting with others, providing more choices to students, devoting
more time in reading books, emphasizing on improvements in high order thinking skills,
performing cooperative and collaborative activities, appropriate usage of communication
channels to share the information, skills, knowledge with the students, formulating appropriate
methods to manage the behaviour of special needs students, maintaining the direct interaction
with various students.
3.2. Relationships between own role and roles of other professionals in inclusive practices.
There are various professionals performing their duties in Sands school. All the
professional bodies are expert in performing their roles in the selected organization. Other than a
teacher there are clerical assistants, educational administrators also (Kukulska-Hulme, 2012). A
teacher in Sands School majorly focuses on improving the skills and knowledge of the students

to motivate them to achieve long success. Clerical assistants are involved in sorting the mails,
answering phone calls, greeting parents and clients, scheduling meetings and keeping records of
various activities of Sands School. Educational administrator manages the routine along with day
to day activities to direct the educational programs of the selected organization.
Relationship of a teacher with the other professionals:
Role of Teacher Role of Clerical assistant Role of Educational
administrator
Teacher is an individual who is
an instructor who guide,
improves knowledge and gives
directions to their students to
become the responsible
citizens.
Clerical assistants are the
individuals who performs
various clerical tasks and are
very organised in performing
their roles.
Educational administrator are
the group of people who
provides direction related to
day to day activities .
Teachers plays a role of
educating the students in order
to enhance their knowledge
and skills.
Clerical assistant plays a role
of preparing documents,
processing mails as well as
answer the telephone calls
(Maier and Warren, 2013).
Educational administrator
performs the role of hire and
supervising staff, manage
budgets and takes effective
decisions related to academic
community.
3.3. Points of referrals available to meet individual learning needs.
Every teacher believes and understands that all students are not same. The understanding
and learning abilities of a student is different from other students. In Sands School, the teachers
are aware that they will meet learners with different hopes, aspirations and needs of learning.
There are various ways to improve the learning abilities of an individual. Some are as follows:
 Using various learning methods, a teacher can enhance the knowledge of its students.
 A teacher can improve the learning skills by providing practical knowledge instead of
theoretical knowledge of the students.
 By providing various video lectures an individual learning skills can be improved.
 Providing students to monitor their self goals, students are able to find deviations in their
performance and taking corrective actions (Saavedra and Opfer, 2012.).

 Encouraging the students to study in team helps in improves the knowledge quickly.
 Providing various assignments related to same topic also improves the learning ability of
an individual in effective manner.
Task 4
4.1 Key features and benefits of an inclusive learning environment.
There are diverse areas in the society which provides individuals with various advantages
to learn with full potentiality. Inclusive practices means valuing each and every learner and
giving them time without any discrimination. A teacher should appreciate and motivates all
learners to move in the correct and another path. Inclusive practices are based on the strength of
the learner.
Features of an inclusive learning environment at Sands School:
 It is based on valuing all the learners without discrimination.
 These enables the learners to analyse their own skills and potentiality.
 It provides opportunities to the learners to participate in group learning activities.
 It prepares all students for future life (Silverman, Kurtz and Draper, 2016.).
 It increases understanding among various students with the teachers.
Benefits of an inclusive learning environment at Sands School:
 It helps in improving and developing skills through various methods of learning.
 It benefits by building the relationships, networks and social interactions.
 It increases the participation and collaboration among the students.
 It motivates by appreciation and acceptance of individual differences.
 It results in greater academic outcomes.
 It helps in learning from the others failures.
4.2 Ways to promote quality and value diversity.
There are various approaches which enhances the quality and value diversity in Sands
School. Some are as follows:
 Co operative learning: Co operative learning helps learners to learn as a team and the
contribution of each individual in the group is valued accordingly (Simonson, Smaldino
and Zvacek, 2014). Teachers encourages the learners to learn in group in order to
improve the quality of learning.

 E- Learning: Using the e- learning and technologies, the teachers can ensure that the
learners have full access in improving quality of learning as well as learning diverse
things.
 Experimental learning: Experimental learning means learning through the experiences.
The teacher conducts various lectures of the experience professionals who motivates the
learners to enhance the quality and adds values in learning.
4.3 Ways to promote inclusion.
Inclusion is the result of improving quality and managing diversity in learning with the
group members. The aim of the teachers is to motivate the learners to achieve their goals in
inclusive manner. Sands School applies various ways in order to promote the inclusion which are
as follows:
 Equality of opportunity: Equality of opportunity means every individual must be
provided equal and fair access to the opportunity without any barriers in order to enhance
the inclusions in the educational learning (Tobin, 2012).
 Learning Material: Learning material are the educational materials which are used by
the teachers to enhance the knowledge of the learners. It is the responsibility of a teacher
to ensure that the learning material used must be according to satisfy the needs of learners
in order to promote inclusions.
4.4 Strategies for effective liaison between professionals involved in inclusive practices.
Liaison are the communications which builds close effective relations between the people
in any organization. There are various strategies for managing effective liaison between
professionals involved in inclusive partners followed in the Sands School. Some are as defined:
 Collaborative planning and teaching: when different professionals collaboratively plan
the teaching material as well as sharing of resources and diversifying them are more
likely related to building liaison between professionals.
 Learning opportunities: Liaison helps in providing more opportunities towards success
which reflects as the effective strategies for building working relationships between
professionals involved in inclusive practices (Vandergrift and Goh, 2012).
 Managing risks: It is very essential for a teacher to recognize and eliminate various risks
to expand the inclusive practices.

 Mentoring: A teacher can learn through the practices of another mentors to match and
improve its own skills in order to provide improved knowledge to its students. Sharing
the knowledge as resources with another professionals helps in building effective liaison
between professionals involved in inclusive practices.
TASK 5
Inclusive education refers to involving every individual in order to make them learn
together in school, college and universities. This type of education is for every student
irrespective of their ability and disability. Special practice is incorporated to provide learning and
development in students. The main motive of this is to make them feel respected and welcoming.
This requires extra measures on the part of teachers. It has been noted that this sort of education
has helped in increasing the productivity and skills of disable children which was not the case
with regular teaching methods.
5.1 Review the effectiveness of own inclusive practice
Being teacher of sands school it was my responsibility to promote healthy and safe environment
in the classroom. I developed inclusive practice to prepare my students for their individual
growth. As my class was filled with diverse group of students they should given equal treatment.
They participated in various extra curriculum activities conducted by me. Special strategies were
created for kids suffering from disabilities. Effectiveness of such practices can be seen with
variety of information being exchanged which helped in expansion of skills. Teamwork was built
amongst them that led to creation of new ideas and solving issues. Children felt wanted and
appreciated. It helped in generating sense of belonging so that they can contribute towards their
development, it removes roadblocks that occurs during the learning. Use of inclusive practice
should be increased in schools and universities. Challenges concerning them can be dealt with
applying this strategies. This method is becoming famous day by day due to success that comes
with it.
5.2 Identify own strengths and areas for improvement in relation to inclusive practice
Inclusive practice needs one to have certain amount of strengths to sustain hectic
environment. Significant amount of patience is required and that was my main strength. It has
assist me dealing with students. Every child is different and has varied needs which needs to be
understood. As some of them takes longer period of time to understand things thus patience is

must. There are times it gets frustrating for as but my ability to take hold on my emotions
provided great benefits (Woods, 2012).
Creativity- Special children needs special approach to make them adaptive to the
complexity of environment. I initiated variety of creative activities in my classes involving
games and others. I was successful in determining their talents and positive traits. It was useful in
pushing them to achieve their personal goals.
Acceptance- For students to feel welcoming it is important for us as teachers to be more
accepting to them. Often it happens that we failed to see their their part and do not accept them
for being different from us. It was my another strength that provided aid in improving their
learning. Just like every other human there are certain weaknesses that I posses as well. Lack of
intuitiveness is one of the key area where I need to improve along with calming nature because
lot of times I failed to take control of my emotions.
5.3 Plan opportunities to own skills in inclusive practice:
In order to improving my own skills with respect to inclusive practice, I developed plan
to identify potential opportunities. At first I managed to establish channel through which I
received feedbacks. It is important to do so as to evaluate your working style. Changes can be
made if suggestions are made. Well developed communication system through oral as well as
written provided help in understanding the views of pupil suffering from autism or any other sort
of inability.
CONCLUSION
From the above report it has been concluded that the teaching and learning are vital part
of one own self growth and development. Through micro teaching method helps in evaluation of
skills that teachers should possess later it has been discussed about the policies and framework
needed to be implemented in the working place. Variety of roles and responsibilities along with
study of inclusive practices develops scope towards major areas.
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