Inclusive Practice in Healthcare: Unit 21 Report, 2018/2019

This report, prepared by a student and available on Desklib, examines inclusive practices within a healthcare context, focusing on the factors that affect learning, encompassing personal, social, and cultural influences. It analyzes relevant UK education and training policies and regulatory frameworks, including their impact on organizational practices. The report delves into the role and responsibilities related to inclusive practice, emphasizing the importance of collaboration among healthcare professionals. It highlights the key features and benefits of inclusive learning environments, explores strategies for promoting equality and valuing diversity, and provides insights into fostering effective communication between professionals. Furthermore, the report assesses the effectiveness of inclusive practices, identifies areas for improvement, and outlines opportunities for skill development. The assignment is a comprehensive review of the topic, with a focus on practical application within the healthcare field.

Running head: HEATHCARE
Inclusive Practice In Healthcare
Name of the Student
Name of the University
Author’s Note

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Table of Contents
Introduction................................................................................................................................3
1.Task 1......................................................................................................................................3
1.1 Factors affecting or impacting learning...........................................................................3
1.2 Personal, social and cultural factors affecting learning...................................................4
1.3 Factors affecting my learners as a post 16 customer service teacher...............................5
2.Task 2......................................................................................................................................6
2.1.1 Policy and regulatory frameworks relating to inclusive practice in UK education &
training...................................................................................................................................6
2.1.2. Policy and regulatory frameworks relating to inclusive practice at your work place. .6
2.2...........................................................................................................................................7
2.3...........................................................................................................................................8
3. Task 3.....................................................................................................................................8
3.1. Summarise role and responsibilities relating to inclusive practice.................................8
3.2. Relationship between own role and the roles of other professionals involved in
inclusive practice....................................................................................................................9
The fact is important to notice that in the practice of inclusion, the healthcare trainee and
social care lecturer have the most important to role to include all students equally in the
class while educating everyone. Though the teacher’s paedological practices must be
inclusive there can be allied factors where the students might feel offensive. In such case,
the health care trainee must co-ordinate with other professionals to deal with the situation.
If situation arrives, where the students feel defenseless, because of a nasty situation created

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by peers or others, the trainee must consult with senior colleagues to deal with the
situation. If still the situation aggravates, the person might need to get police help to deal
with the matters. Firstly, the trainee must urge a social worker to raise awareness among
the students so that in near future any problem does not occur (Redmond 2017).................9
3.3.1 Define Point of referral.................................................................................................9
3.3.2 Draw the diagram from your placement to indicate how you maintain the flow of
referral..................................................................................................................................10
3.3.3 Explain how you ensure and maintain points of referral available to meet individual
learning needs.......................................................................................................................11
4. Task 4...................................................................................................................................11
4.1 Key features and benefits of an inclusive learning environment...................................11
4.2.1 Equality and value diversity........................................................................................12
4.2.2 Ways the institution promotes equality and value diversity.......................................12
4.2.3 Ways I incorporate equality and value diversity during teaching...............................12
4.3. Analysis of the ways equality and value diversity is promoted....................................13
4.4 Strategies for effective liaison between professionals involved in inclusive practice...14
5.Task 5....................................................................................................................................14
5.1 Review the effectiveness of own inclusive practice......................................................14
5.2 Identify own strengths and areas for improvement in relation to inclusive practice.....16
5.3 Plan of opportunities to improve own skills in inclusive practice.................................16
Conclusion................................................................................................................................17
References-...............................................................................................................................18

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Introduction
According to Wingate (2015) inclusive practice is the phenomenon of approach to
teaching considering the diverse area of socio-cultural factors, personal choices of individual,
all students’ equal access to resources and fully involve all during the learning procedure.
The same can be considered while working in a place, where intersts of all colleagues are
taken into place. Inclusive practice can be helpful to create a positive teaching or working
environment concerning all people without considering caste,creed, disabilities etc
(Wambacq et.al 2019). Here, all factors considering inclusive practice and healthcare is
discussed. The impact of personal, socio-cultural factors affecting learning in UK, policies
regulating inclusive practice and how such policies effect the process of inclusive learning
and the trainer’s own practice are discussed here. A healthcare trainee and social lecture’s
duty concerning the same and interactions of the same person with others for effective
practice. The point of referrals available to meet individual learning needs are also deliniated
in details here. The key features of benifits of inclusive learning theory, ways to promote
equity,inclusion, and valuing diversity, strategies of relation between professionals involved
in inclusive practice, are detailed here. Apart from that, the effectiveness of one’s incluisive
practice, the strengths and areas of improvement, opportunities to improve own skills, are
also discussed in details in thius assignment.
1.Task 1
1.1 Factors affecting or impacting learning
There are several factors influencing the process of learning that includes
physiological factors, psychological factors, environmental or cultural factors and social or

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personal factors. Abraham Maslow, an American psychologist in 1943 published the famous
theory concerning motivation associated with learning and is famously known as Maslow’s
Hierarchy of needs. He emphasized the fact that people have five main needs and he
highlighted them in order of importance, simultaneously being, physiological needs,
psychological needs, belonging needs, self-esteem needs and self-realization needs ( Call of
the Wild, Developing individuals and organisations, 2019). Shih et al.(2018) demonstrated
the linkage between needs of patients in haemodialysis and sociodemographic factors
governing the same. A cross- sectional study consisting of 159 patients was done. The
results showed (p value < 0.05) that there was highest need of medical staff care followed by
physical needs. They have the lowest requirement for spiritual needs. Hertzog’s theory states
that teaching style have direct effect on teacher’s efficiency because it dictates the moulding
of the student and motivates them (Auclair and Fairclough 2015). Seo et al. (2016)
demonstrated in rural patients with heart failure the effect of diaphragmatic breathing. The
study design was randomized control trial. They designed the sample size according to the
guidelines of Hertzog. It was detected that compared to control group; the intervention group
had greater physical activity. So, it was concluded that the intervention was fruitful.
1.2 Personal, social and cultural factors affecting learning
Francis proposed the theory of multifaceted character of social deprivation concept,
wherein he stressed that apart from poverty, social isolation is also considered as a form of
dispossession. It is believed that exclusion starts from very early in childhood. Stressing on
these factors from the very early childhood can improve the comprehensive quality care and
provide them a better chance to flourish in later-life of school. The personal factors impacting
the learning process are individual preference, accomodation of learners, behavior faced by
them, disabilities, and personal capabilities. The cultural factors include religious or spititual
beliefs, ethnic customs, and cultural knowledge. Social factors involve isolation by peers, and

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peer pressure (Slee 2018). Mikkonen et al. (2016) suggested that in a clinical environment
language and culture barriers were revealed to be significant as the persons did not feel
motivated to learning. So, they suggested that making people aware about these kinds of
problem can improve the learning experience in a clinical atmosphere. Cooper and Jacobs
proposed the theory that only being present in school can socially,and culturally as well as
personally may include all the students, is a delusional and dishonest form of exclusion. It
was proposed that these educational guidelines and theories is in favour of effective
education for those with special needs and disabilities. ( Hornby 2015). It was pointed out
that to improve the quality of competencies of health care professionals, it is duty of
admistrators to deal with the matter of diversities and try to diminish care disparities
(Teunissen 2015).
1.3 Factors affecting my learners as a post 16 customer service teacher
Multimodal theory of Kress highlights on how people intercommunicate with each
other not only through conventional ways of writing, speaking but also through various
technological tools and as well as via dance, art, etc. The multimodal theory can be applied
in enhancing the communicative spectrum in field of medicine, where texts and medically
relevant messages are created to develop the future learning of the students. It emphasizes
how cognitive and physical interactions can improve the method of learning (Kress 2015). It
was highlighted that health care professionals must provide world-class care to the learners
and hence, health services information must be suffieciently known to the teacher. The
factors that affect the learners include funding, student requirements, local preference,
leadership provided by administrators, etc. But as a post 16 customer service teacher, it is the
duty of the person to ensure easy access to primary healthcare, provide quality medical
assistance in crisis conditions, mandate effective strategies for general monitoring and
screening immunity, provide appropriate health education and to give access safe

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environment for proper learning. They should process personalized education planning to
integrate each student, evaluate personal and emotional difficulties, should undertake
employee wellness strategies (Vogusa and McClelland 2016). The professional should create
different training style, prepare interactive programs, follow com puter-based teaching,
consider employee’s needs, evaluate the progression of students at each level, emphasize that
training which reflects one’s skills ( Damali et al. 2016).
2.Task 2
2.1.1 Policy and regulatory frameworks relating to inclusive practice in UK education &
training
Alexiadou and Essex (2018) suggested that throughout Europe there is urgent
requirement of teacher education to promote inclusive practice to develop skills of teachers.
Contemporary policies dictating quality of teachers are important. In 2010, the Government
has issued policy statements challenging the university-teacher’s teaching method in search
of effectiveness and impact of the procedures. Again, emphasis has been provided on quality
of teachers and it is mentioned in the framework that the teachers have to develop certain
qualities among the students. The Convention on the Rights of Persons with Disabilities
(CRPD) urges to provide equal right to all regarding education. The first international policy
undertaken regarding inclusive approach was in 1990, when World Conference on Education
for All demanded equal educational rights for all children. In 1993, Standard Rules on the
Equalization of Opportunities for persons with Disabilities issued rights of all students with
disabilities to get educated in a school. In 1994, the UNESCO World conference on Special
needs for education, first emphasized on inclusive education as a whole (Cera 2015).

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2.1.2. Policy and regulatory frameworks relating to inclusive practice at your work
place
Freitas and Martin (2015) suggested that public intervention in decision-making could
bring about better services. It was pointed out that the ethnic communities and the migrants
are often underrepresented while considering others in any decision regarding health issues.
They further added that market principles and consumerism have immense effect on deciding
any policies, so, during any decision making, the healthcare provision is often undermined.
Further, political intervention in this arena have suppressed public’s voice regarding these
issues. Therefore, these considerations must be done while performing inclusive practice at
the work place. Shore, Cleveland and Sanchez (2018) pointed that with enhancing amount of
diversity in workplace, the organizational leaders have become more aware of implementing
policies to curb these issues. An inclusive workplace is concerned with all culturally; socially
diverse employees in one place and gives importance to everyone equally. Several inclusion
factors that can be implemented are leadership inclusion, inclusion by work group, inclusion
by the organization, and creating a feasible atmosphere for inclusion.
2.2. Organizational policies relating to inclusive practice influenced by policy and
regulatory frameworks
Shore, Cleveland and Sanchez (2018) focused on various factors of inclusion and
their effects in the workplace. While emphasizing on work-place inclusion, they suggested
that individuals tend to keep a balance between their individuality and the work-place culture.
This helps them to be motivated, committed, and focused along with getting a sense of job
satisfaction. Leadership inclusion helped leader-directed positive behavior and creating a
feasible work atmosphere. Organizational inclusion can happen by various processes like in
decision-making procedure, inclusion in a group, inclusion during various discussions and
provide proper access to resources to all (Freitas and Martin 2015). It is important to create a

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positive work atmosphere by encouraging all employees despite of their cast and creed. It is
important for a health care personnel or leader to invite all employees in any discussion and
to give equal chances and options to everyone. It can make them feel like they are an
essential part of the organization, like any other employees. Therefore, it will be the trainer’s
responsibility to educate their students regarding the same (Angeli and Jaiswal 2016).
2.3. Policy and regulatory frameworks influencing own inclusive practice
Maciver et al. (2016) suggested that the increase in number of culturally diverse,
socially different, and diverse persons with disabilities in organizations has led to an increase
in interest of employees to do their daily job. It is evident that formulating inclusive practices
can lead to better participation of students, increased zeal to perform daily work within them
and a peaceful environment in the workplace. As a health care trainee and social issue
lecturer, if inclusive practice is followed within the training program, it can lead to better
grades among the students and can motivate them, and help in providing better opportunities
for the individuals. Inclusive practice is not all about workplace relation, practicing this can
lead to better acceptance, improved participation by all and very refined social interactions.
Aysola et al. (2018) referred that to create a diverse workplace environment proper the health
care respondent must develop strategies. He suggested that advocacy campaigns must be
undertaken by each organizations where everyone gets equal opportunity to voice against any
discrimination done to them in the workplace.
3. Task 3
3.1. Summarise role and responsibilities relating to inclusive practice
Though various policies and frameworks are in place to delineate the importance of
inclusive practice, it is important to note that the task of practicing the same in real life is

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very daunting. The role as a trainee and social care lecturer is much important. Practicing
inclusion is all about considering all individuals’ right and recognize them to be equal be in
workplace environment or while training students. As a health care trainer, one can be easily
approachable to all the students under him, create an atmosphere where every students are
treated equal. He can make everyone aware about the issues, include all students equally in a
lesson and give everyone equal opportunity to learn. During evaluation process, everyone
should be examined on a similar scale (Birken et al. 2018).
3.2. Relationship between own role and the roles of other professionals involved in
inclusive practice
The fact is important to notice that in the practice of inclusion, the healthcare trainee
and social care lecturer have the most important to role to include all students equally in the
class while educating everyone. Though the teacher’s paedological practices must be
inclusive there can be allied factors where the students might feel offensive. In such case, the
health care trainee must co-ordinate with other professionals to deal with the situation. If
situation arrives, where the students feel defenseless, because of a nasty situation created by
peers or others, the trainee must consult with senior colleagues to deal with the situation. If
still the situation aggravates, the person might need to get police help to deal with the matters.
Firstly, the trainee must urge a social worker to raise awareness among the students so that in
near future any problem does not occur (Redmond 2017).
3.3.1 Define Point of referral
Referral is defined as a process where teacher seeks extra help for students for various
issues quite often. In various sectors, there are three known kinds of referrals. They are
necessarily for disciplinary matters, foe educational evaluations, and for counseling services
(Wamsley et al. 2016)

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A referral is often required in situations when students need assistance to deal with various
matters to overcome difficulties. Therefore, largely the behaviors, or the steps taken by
students dictate the situations. Therefore, points of inclusion are always about supporting the
needs of the students, but in some cases, it may be difficult for the teacher in question to deal
with the same issues. Therefore, it is a teacher’s prime responsibility to be aware of when to
seek help from others, and in case of need urgently do so. Points of referral will differ
according to the organization (Gould and Tailor 2017).
3.3.2 Draw the diagram from your placement to indicate how you maintain the flow of
referral.
The health and social care lecturer can seek help from senior colleagues to deal
with minor situations.
The person can contact Human resources Department in case of situations, which
needs disciplinary action.
In case of emergencies, the person can seek help from professional experts like
social workers, and counselors to help students who go through traumatic
experiences due to any cause.
In case of special educational evaluation, to determine whether the students need
special treatment such as assistance, or speech therapy, the lecturer must contact
the governing body or the higher authority.

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3.3.3 Explain how you ensure and maintain points of referral available to meet
individual learning needs
I will consider special needs of each students into account like the initial stage of
examining, individual learning plan or the methods of work etc. I ensure to give equal access
to resources and provide a suitable environment for better learning of students. I will follow
various styles to help all students equally during the teaching procedure, and will ensure to
highlight any special needs. During the induction period of the learners, I will make sure to
discuss policies regarding equality, the procedure for issuing complaint and importance of
equality in the institution. I will set appropriate rules and regulations during the very first day
and make my students aware about that. It will be my duty to let my students know that not to
use abusive language or perform any unwanted behavior.
4. Task 4
4.1 Key features and benefits of an inclusive learning environment
The key features of inclusive practice must include accurate promotion of equality
and diversity will aid in the development of a healthy learning environment where all the
learners will be able to absorb the knowledge positively and where the learners will be
recognized without any prejudice and judgments along with open discussions addressing the
expectations of the teachers and learners while imparting knowledge to a classroom filled
with students of diverse backgrounds (Gale, Mills and Cross 2017). The benefit of such an
inclusive healthy learning environment is to achieve maximum interest and equal
participation of all the learners involved so that all the learners are inspired to ask questions
and pay attention while gaining knowledge.