Inclusive Education: Policies, Practices, and Personal Reflection

Desklib provides past papers and solved assignments for students. This report explores inclusive teaching practices.

Teaching Inclusive Practice
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Table of Contents
Introduction......................................................................................................................................3
Task 2...............................................................................................................................................4
Task 3...............................................................................................................................................6
Task 4...............................................................................................................................................7
Task 5...............................................................................................................................................9
Conclusion.....................................................................................................................................11
Reference List................................................................................................................................12
Appendix........................................................................................................................................13
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Introduction
Inclusive practice can be referred to as an approach related to teaching, which identifies the
differences between the wide varieties of students. The concerned approach provides all the
students with the facility of access to the content of their respective courses and assists them to
participate in the learning activities actively. In this study, various aspects related to inclusive
practice in terms of teaching will be discussed.
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Task 2
2.1 Summarise policy and regulatory frameworks relating to inclusive practice
The policies along with the regulatory frameworks related to the practice of inclusive education
include “SEN Code of Practice 2014”, “Equality Act 2010” and many others. The policy of
“SEN Code of Practice 2014” provides the educational institution with guidance regarding the
special educational requirements for a student with particular needs. The regulatory framework
of “Equality Act 2010” is one the key legislation that has strengthened the inclusive practice
(Inclusive-solutions.com, 2019). This law safeguards the diverse students from discrimination in
educational institutions.
2.2 Explain how policy and regulatory frameworks influence organisational policies
relating to inclusive practice
The policy of “SEN Code of Practice 2014” affects the practices of the educational institution in
terms of inclusive practice in the following ways:
 The policy states that educational institutes should have a better focus regarding the
participation of the students and their guardians in decision-making at the strategic and
individual degree (Assets.publishing.service.gov.uk, 2019).
 The educational institute must take a “graduated approach” for assessing and supporting
students with special requirements.
The regulatory framework of “Equality Act 2010” has influenced the organisational policies
connected to inclusive education.
 According to the legislation, the educational institute cannot discriminate between students
on the basis of disability sex, race and others as such
 The educational institutions must develop a new policy that will consider both direct and
indirect discrimination, along with harassment and victimisation to be unlawful behaviour.
2.3 Explain how policy and regulatory frameworks influence own inclusive practice
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The policy of “SEN Code of Practice 2014” and the regulatory framework of “Equality Act
2010” have influenced my own inclusive practice as a teacher (Ijear.org, 2019). Now I have to
talk to the students, along with their guardians during the discussions along with the decisions
regarding their local provision and individual support. I also have to provide them with relevant
information and proper advice, along with the support that the students require in order to make
them capable of participating during such discussions as well as decisions.
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Task 3
3.1 Summarise own roles and responsibilities relating to inclusive practice
As a teacher, I have various roles as well as responsibilities in the context of inclusive practice.
Firstly, I will require accepting the students with disabilities. This practice will assist me in
assessing the student possessing disabilities and refer them to experts for additional assessment
and treatment. Moreover, I also have to eradicate architectural barriers as much as possible. This
will help the disabled student to move independently. In addition to that, I require making
appropriate modifications to the curriculum transaction for assisting the disabled students in
learning properly. Furthermore, I have to provide counteractive instructions to the students.
3.2 Explain the relationship between own role and the roles of other professionals involved
in inclusive practice
As a teacher, I require developing a positive attitude for normal as well as disabled students. This
is very important for accepting disabled children. The other professionals engaged in the
inclusive practice; for instance, the other teachers must develop a similar kind of outlook for
facilitating the disabled children in an appropriate manner. Apart from that, professionals of
inclusive practice, for instance, the experts whom I refer to identifying a disabled child, assist
with recognising the further treatment required by that child. Therefore, it can be stated that my
roles and responsibilities are interconnected with the same of other professionals engaged in
inclusive practice.
3.3 Identify points of referral available to meet individual learning needs
Points of referral can be termed as the situations in which the opinions of the experts involved
with inclusive practice are necessary. The points of referral are discussed as follows:
 On identification of a student possessing disability, she or he must be referred to an expert in
order to examine the specific requirements of the student and check if that person needs any
kind of treatment. This is known as special education referral.
 If a student is suffering from a traumatic issue or seems to be depressed, the person can be
referred for counselling services.
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Task 4
4.1 Review key features and benefits of an inclusive learning environment
Key Features
 All the student must be accepted unconditionally into regular into of classes.
 The students, teachers, as well as classrooms must be provided with maximum support for
making sure the participation of each student.
 The educational objectives must be built by focusing on the individual capabilities of the
students
Key Benefits
 Every child is capable of becoming a part of her or his individual community. It has provided every student with an improved scope of learning (Bctf.ca, 2019). It enables children to work on their personal objectives.
4.2 Analyse ways to promote equality and value diversity
The different manners of promoting equality along with value diversity are discussed and
analysed below:
 All the students must be treated fairly. This will set examples for the students regarding how
to behave with each other. Therefore, it can be stated that this is an effective method.
 An inclusive environment must be created within the educational institute. This will enable
the disabled students along with the normal ones to be comfortable and perform efficiently.
Thus, this method can also be referred to as helpful.
 Equality along with value diversity can also be promoted through making sure that every
student has equal access in terms of scopes (Ed.ac.uk, 2016). This will allow all kinds of
students to participate in the process of learning actively. Therefore, this is also an effective
way.
4.3 Analyse ways to promote inclusion
The different methods of promoting inclusion are explained and analysed as follows:
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 Developing an inclusive environment within the educational institute will assist with
promoting inclusion. This is an assistive method of promoting inclusion as will allow all the
students to learn together in regular classes.
 Inclusion can also be promoted through the encouragement of interaction (Curletto, 2018).
This will provide the student with the scope of knowing each other and develop friendly
relation, which in turn will promote the concept of inclusion. Therefore, this is an effective
way of promoting inclusion.
4.4 Review strategies for effective liaison between professionals involved in inclusive
practice
Liaison can be referred to as cooperation or communication that allows a close working
relationship (O'Hanlon, 2017). The teachers have to work cooperatively with the experts in the
inclusion practice for facilitating and supporting the disabled students. The strategies for
successful liaison between inclusive practice professionals are reviewed as follows:
 Mentoring: The experts can provide guidance to the teacher regarding the manner in which
the person can support a student with special requirements. This will assist the two
professionals to improve their communication and work collaboratively. Implementation of a range of media: The teachers and the experts can take the help of
media such as the internet for effective liaison. Nevertheless, it can only be carried out
through recorded video and audio or email.
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Task 5
5.1 Review the effectiveness of own inclusive practice
Inclusive practice must be carried out effectively in order to provide the disabled students with
their individual requirements. I attempt at reflecting inclusive practice through my teaching so
that I can provide knowledge to all the students equally. In addition to that, I focus on each of my
students individually at the beginning of a session, in order to figure out if anyone needs any
kind of special attention or support.
5.2 Identify own strengths and areas for improvement in relation to inclusive practice
Strengths
 I can communicate all my students easily.
 I am capable of motivating students with special needs to express their issues.
 I been able to create an inclusive environment in my classroom.
Weaknesses
 I am not always able to assess the particular requirement of a student
 I cooperation skills require enhancement.
5.3 Plan opportunities to improve own skills in inclusive practice
Specific Measurable Achievable Realistic Time bound
Ability to assess
specific needs
Being able to
identify the
particular
requirements of
students
effectively
By taking
mentoring
sessions from the
experts
This technique
has helped my
fellow teachers.
Two months
cooperation
skills
Being capable of
working
collaboratively
By using a wide
range of media,
such internet,
This method has
been helpful to
my colleagues.
One month
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with the experts mobile devices
and others
Table 1: Plan of Skills Improvement
(Source: Created by the learner)
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Conclusion
From the above study, it has been deduced that inclusive practice in terms of teaching assists the
students to comprehend as well as appreciate diversity. In this study, the impact of the regulatory
structures and policies on inclusive practice has been explained. Additionally, their own roles
and responsibilities have been summarised. Moreover, the manner in which an inclusive learning
environment must be created and sustained has been reviewed.
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