Inclusive Practice in Teaching and Learning: A Report
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Desklib provides past papers and solved assignments for students. This report analyzes inclusive teaching practices.

INCLUSIVE PRACTICE
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Executive Summary
In the current report, a systematic analysis has been conducted based on the inclusive practice
of learning and teaching. It has been found that inclusive practice helps to engage the people
according to their ability and knowledge of assessment in the learning process. In the first
part the factors that are related to the inclusive practice including age, gender, social status,
financial condition, teachers’ ability, educational background, cultural barriers and so on has
been discussed. It has been found that cognitive abilities, physical abilities, and sensory
abilities play an important part in this study procedure. Organizational policies and their
effects have been discussed in this study. Some strategies have been used to improve the
inclusive practice program among the students.
In the current report, a systematic analysis has been conducted based on the inclusive practice
of learning and teaching. It has been found that inclusive practice helps to engage the people
according to their ability and knowledge of assessment in the learning process. In the first
part the factors that are related to the inclusive practice including age, gender, social status,
financial condition, teachers’ ability, educational background, cultural barriers and so on has
been discussed. It has been found that cognitive abilities, physical abilities, and sensory
abilities play an important part in this study procedure. Organizational policies and their
effects have been discussed in this study. Some strategies have been used to improve the
inclusive practice program among the students.

Table of Contents
Introduction................................................................................................................................4
Task 1.........................................................................................................................................4
Define inclusive practice and evaluate the factors of inclusive teaching and learning during
teaching practice.........................................................................................................................4
Task 2.........................................................................................................................................5
Evaluation and impact of cognitive abilities and environments of learning..............................5
Task 3.........................................................................................................................................6
Identification and explanation of how organizational policies influence inclusive practice.....6
Task 4.........................................................................................................................................8
a. Identification of 5 strategies...................................................................................................8
b. Three professionals who help in the needs of the students..................................................10
Task 5.......................................................................................................................................10
a. Impact of practice on students’ achievement and the school’s agenda of inclusion............10
b. Identify your own strengths in designing inclusive practice................................................10
c. Improvements need to be done for inclusive practice..........................................................11
Conclusion................................................................................................................................12
Reference list............................................................................................................................13
Introduction................................................................................................................................4
Task 1.........................................................................................................................................4
Define inclusive practice and evaluate the factors of inclusive teaching and learning during
teaching practice.........................................................................................................................4
Task 2.........................................................................................................................................5
Evaluation and impact of cognitive abilities and environments of learning..............................5
Task 3.........................................................................................................................................6
Identification and explanation of how organizational policies influence inclusive practice.....6
Task 4.........................................................................................................................................8
a. Identification of 5 strategies...................................................................................................8
b. Three professionals who help in the needs of the students..................................................10
Task 5.......................................................................................................................................10
a. Impact of practice on students’ achievement and the school’s agenda of inclusion............10
b. Identify your own strengths in designing inclusive practice................................................10
c. Improvements need to be done for inclusive practice..........................................................11
Conclusion................................................................................................................................12
Reference list............................................................................................................................13
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Introduction
Inclusive practice is an approach of teaching that recognizes the student’s diversity, all
learners’ ability to participate in the learning activities and demonstration of their strength of
knowledge of assessment in a same learning environmental condition. Inclusive practice
refers to include each and everyone regardless their diversity and ability. This study has
discussed about the student who has special needs to incorporate into the mainstream of their
study. It is an approach to support both normal and disabled students in an educational
system. Moreover, this study has discussed about the impact of cognitive ability and
environment learning to increase the learning abilities of students.
Task 1
Define inclusive practice and evaluate the factors of inclusive teaching and learning
during teaching practice.
Inclusive practice helps everyone to engage them in a teaching practice including their ability
and diversity. This practice helps student to increase their knowledge of assessment and
demonstration power. In addition to this, inclusive practice supports everyone to access their
facilities and make enable every student to participate in their learning process.
There are many factors in this teaching practice such as age, gender, educational background,
financial situation, teaching ability, social status, cultural barriers, and confidence so on. Age
is an important factor. It may be a barrier for the students. In spite of that the educational
background of students and their family can help them to incorporate more actively in this
learning process. Everyone needs a support from their family as well as their surrounding
people. It can help to increase their knowledge of assessment and demonstration power.
Teaching faculty has also needed improve their teaching process. Inventions of new skills
help to develop student’s ability of judgment, thinking power. Teacher efficacy is also crucial
for this learning practice. Financial support is also very important for inclusive teaching and
learning during teaching practice. It can be a barrier for a student. There are also cultural
barriers for a student. One student who belongs to a good cultural supportive family then it
may help them to progress in their study. It is an important issue in the inclusive teaching
practice.
As mentioned by Lyons, (2016), diversity of learning is to recognize, respect and value of
differences between people in contributing and realizing their potentials by promoting for
learners in an inclusive practice. Diversity refers to the value of differences between the
students and the way how this value of differences contribute to increase their ability of
judgment, their knowledge, their creative power in the learning environments. Assistive
Inclusive practice is an approach of teaching that recognizes the student’s diversity, all
learners’ ability to participate in the learning activities and demonstration of their strength of
knowledge of assessment in a same learning environmental condition. Inclusive practice
refers to include each and everyone regardless their diversity and ability. This study has
discussed about the student who has special needs to incorporate into the mainstream of their
study. It is an approach to support both normal and disabled students in an educational
system. Moreover, this study has discussed about the impact of cognitive ability and
environment learning to increase the learning abilities of students.
Task 1
Define inclusive practice and evaluate the factors of inclusive teaching and learning
during teaching practice.
Inclusive practice helps everyone to engage them in a teaching practice including their ability
and diversity. This practice helps student to increase their knowledge of assessment and
demonstration power. In addition to this, inclusive practice supports everyone to access their
facilities and make enable every student to participate in their learning process.
There are many factors in this teaching practice such as age, gender, educational background,
financial situation, teaching ability, social status, cultural barriers, and confidence so on. Age
is an important factor. It may be a barrier for the students. In spite of that the educational
background of students and their family can help them to incorporate more actively in this
learning process. Everyone needs a support from their family as well as their surrounding
people. It can help to increase their knowledge of assessment and demonstration power.
Teaching faculty has also needed improve their teaching process. Inventions of new skills
help to develop student’s ability of judgment, thinking power. Teacher efficacy is also crucial
for this learning practice. Financial support is also very important for inclusive teaching and
learning during teaching practice. It can be a barrier for a student. There are also cultural
barriers for a student. One student who belongs to a good cultural supportive family then it
may help them to progress in their study. It is an important issue in the inclusive teaching
practice.
As mentioned by Lyons, (2016), diversity of learning is to recognize, respect and value of
differences between people in contributing and realizing their potentials by promoting for
learners in an inclusive practice. Diversity refers to the value of differences between the
students and the way how this value of differences contribute to increase their ability of
judgment, their knowledge, their creative power in the learning environments. Assistive
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technology is a term including assistive, adaptive and devices that rehabilitative for
individuals with disabilities and any other things that might be used to make up for lack of
these abilities. These includes low technology devices like crutches or special grip for a pen
or high technology devices like computer with specialized software for dyslexic students.
The main aim of this assistive technology in this inclusive study is to rehearse and to guide
the students (Francis et al. 2015). These devices can be used up by the students in their own
assistance. There are some assistive devices such as touch control devices, alternative mouse
and keyboards, speech to text word recognition tools etc. This technology is used to fill up
the gap in between the educating children in the same classroom including those who are
physically, mentally disabled. It can help them to overcome their barriers that have been
preventing them by their peers at the same classroom. The interaction between the students is
crucial in inclusive learning practices. They need support from their surroundings to
overcome their problems. Hence, it can be said that without this support might happen that
they think they are different from their surrounding people and this might be decrease their
progression on this study procedure.
Task 2
Evaluation and impact of cognitive abilities and environments of learning
Cognitive abilities are the factors that determine the capacity of learning of an individual.
Cognitive abilities are mental skills that are used to obtain knowledge of someone in the
learning process. These abilities are used to distinguish the good learners from the average
ones. Cognitive ability challenges are memorizing capacity, creativeness, analyzing power,
problem solving capacity, processing, communication, language, attention, planning, reading
or writing, organizing, consistency and so on (Gill and Prowse, 2016).
It has been found that more cognitively able student choose a closer number to equilibrium
and converge more frequently to equilibrium play. In order to increase the cognitive ability of
a student learning skills such as attention, memorizing capacity and thinking capacity may be
develop. Communication between the students can increase due to this study and this is vital
for them. As much as they can communicate with each other it helps them to learn more
quickly.
As opined by Ahmad, (2015) some assistive technology can be used to enhance the cognitive
power of a student. The devices that are used must be easier and comfortable for the students
and it must be interesting towards them. It must be safe for the users and of course used in
any situation. It should be inexpensive and easier to handle. There are some genetic factors
responsible for cognitive ability but most of the development skills that used are learned by
individuals with disabilities and any other things that might be used to make up for lack of
these abilities. These includes low technology devices like crutches or special grip for a pen
or high technology devices like computer with specialized software for dyslexic students.
The main aim of this assistive technology in this inclusive study is to rehearse and to guide
the students (Francis et al. 2015). These devices can be used up by the students in their own
assistance. There are some assistive devices such as touch control devices, alternative mouse
and keyboards, speech to text word recognition tools etc. This technology is used to fill up
the gap in between the educating children in the same classroom including those who are
physically, mentally disabled. It can help them to overcome their barriers that have been
preventing them by their peers at the same classroom. The interaction between the students is
crucial in inclusive learning practices. They need support from their surroundings to
overcome their problems. Hence, it can be said that without this support might happen that
they think they are different from their surrounding people and this might be decrease their
progression on this study procedure.
Task 2
Evaluation and impact of cognitive abilities and environments of learning
Cognitive abilities are the factors that determine the capacity of learning of an individual.
Cognitive abilities are mental skills that are used to obtain knowledge of someone in the
learning process. These abilities are used to distinguish the good learners from the average
ones. Cognitive ability challenges are memorizing capacity, creativeness, analyzing power,
problem solving capacity, processing, communication, language, attention, planning, reading
or writing, organizing, consistency and so on (Gill and Prowse, 2016).
It has been found that more cognitively able student choose a closer number to equilibrium
and converge more frequently to equilibrium play. In order to increase the cognitive ability of
a student learning skills such as attention, memorizing capacity and thinking capacity may be
develop. Communication between the students can increase due to this study and this is vital
for them. As much as they can communicate with each other it helps them to learn more
quickly.
As opined by Ahmad, (2015) some assistive technology can be used to enhance the cognitive
power of a student. The devices that are used must be easier and comfortable for the students
and it must be interesting towards them. It must be safe for the users and of course used in
any situation. It should be inexpensive and easier to handle. There are some genetic factors
responsible for cognitive ability but most of the development skills that used are learned by

students and can be improved with proper training. Analyzing power of students is increased
due to proper training procedure. This inclusive training process helps to increase the
creativeness of the students. This study makes them more creative as the time goes on. Their
problem solving power increases during this practice. Some devices are used to increase their
reading capacity like touch control devices and there are some devices that increase their
writing capacity such as computer with specialized software and so on.
There are some non cognitive skills in these inclusive practices. These include pattern of
thoughts, feelings and behavior throughout their lives. It also includes capability of critical
thinking, emotional condition, and social skills and so on. Some factors are also important
such as teamwork, self control, creativity, communication, organizational skills. The nature
nurture debate is concerned that influence to make human behavior such as personality,
cognitive traits, temperament and psychopathology.
Cognitively able students choose the number closer to equilibrium and they can convert the
tasks more near about the equilibrium. Cognitive ability and character skills both are
influenced by behavior, success and learning process. The influence of cognitive ability is
75% more than character skills (Milat and Li, 2016). Cognitive ability can be increased by
engaging a student frequently in the tasks. The influence of cognitive ability is not dependent
on character skills. Cognitive ability effects on the behavior of the cognitively able subject
marginally whether the changes in character skills are influenced on the behavior of the low
cognitively able subject.
There is a relation between intelligence and the capacity to learn. The cognitive ability also
helps to predict attainment in school. There is also some debate between nature and nurture
which is concerned with the contribution of these skills that both of these influence on human
behavior such as personality, cognitive traits, temperament so on. Learning skills such as
attention, memory, thinking ability are involved in the development of the cognitive ability of
a student. One can increase their ability by using some devices like specialized computer with
specialized software, by the use of a special hand grip pen. In case of increasing, the
cognitive ability of a student genetic backup is also important. Most of the cognitive skills are
learned and thereafter improved with the proper training program.
Task 3
Identification and explanation of how organizational policies influence inclusive
practice
due to proper training procedure. This inclusive training process helps to increase the
creativeness of the students. This study makes them more creative as the time goes on. Their
problem solving power increases during this practice. Some devices are used to increase their
reading capacity like touch control devices and there are some devices that increase their
writing capacity such as computer with specialized software and so on.
There are some non cognitive skills in these inclusive practices. These include pattern of
thoughts, feelings and behavior throughout their lives. It also includes capability of critical
thinking, emotional condition, and social skills and so on. Some factors are also important
such as teamwork, self control, creativity, communication, organizational skills. The nature
nurture debate is concerned that influence to make human behavior such as personality,
cognitive traits, temperament and psychopathology.
Cognitively able students choose the number closer to equilibrium and they can convert the
tasks more near about the equilibrium. Cognitive ability and character skills both are
influenced by behavior, success and learning process. The influence of cognitive ability is
75% more than character skills (Milat and Li, 2016). Cognitive ability can be increased by
engaging a student frequently in the tasks. The influence of cognitive ability is not dependent
on character skills. Cognitive ability effects on the behavior of the cognitively able subject
marginally whether the changes in character skills are influenced on the behavior of the low
cognitively able subject.
There is a relation between intelligence and the capacity to learn. The cognitive ability also
helps to predict attainment in school. There is also some debate between nature and nurture
which is concerned with the contribution of these skills that both of these influence on human
behavior such as personality, cognitive traits, temperament so on. Learning skills such as
attention, memory, thinking ability are involved in the development of the cognitive ability of
a student. One can increase their ability by using some devices like specialized computer with
specialized software, by the use of a special hand grip pen. In case of increasing, the
cognitive ability of a student genetic backup is also important. Most of the cognitive skills are
learned and thereafter improved with the proper training program.
Task 3
Identification and explanation of how organizational policies influence inclusive
practice
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Organizational policies are diverse and it can influence on the age, gender in inclusive
teaching practices. There is a relation between organizational diversity and organizational
policies. But the benefits of diversity are complex. Diversity refers to the value of the
differences among the learners. It can make a way in which the differences can contribute to
a richer, more creative and more productive learning environments. The characteristics of the
team members of the organization such as age, gender, experience influence on the
performance of the inclusive practice.
As stated by Yada and Savolainen (2017), diversity related to the task impact on the quality
and quantity of the performance between the team members. The diversity of the organization
especially gender and age have influenced on social performance. Policies of an organization
influence on the teaching practices. Teaching faculty must be supportive of the student. They
must know how to behave with normal or disable student in an inclusive practice.
Additionally, organizing members can include some activities that they lead to increase in the
capacity of a student and it must be users' friendly. Similarly, some cultural activities can set
by the organization that makes the student interested in this teaching and learning process.
Along with these, the organization can build the statement among school personnel about the
values of the inclusive practices and beliefs that related to the disability. On the other hand to
create a successful path for inclusion it is crucial to build a relationship by trust and respect.
The organization can build a planning team to make a decision about inclusive practice and
all the related things (Buse et al. 2016). In spite of this, they can maintain leadership to assess
current services such as delivery, staffing and resource allocation. Knowledge, skills are very
important to increase the success of an inclusive practice. Knowledge about the policies
relative to education among the students can improve their relationship with practices.
Instead of the organization build rules to increase communication among the students and the
teachers.
The organization needs to fulfill the commitments that they are implanted. Along with this,
the organization must follow that the students are interested in the range of resource,
activities that are engaged with their study and this must be easy for them. Beside this, the
organization innovate some new, interesting models for the students' to increase their interest
in the learning process. It must keep on mind that student feels interested in inclusive
teaching and learning practices. Similarly, some activity can be included to improve the
student's interest such as cultural activities or so on. Teachers must be helpful and they need
teaching practices. There is a relation between organizational diversity and organizational
policies. But the benefits of diversity are complex. Diversity refers to the value of the
differences among the learners. It can make a way in which the differences can contribute to
a richer, more creative and more productive learning environments. The characteristics of the
team members of the organization such as age, gender, experience influence on the
performance of the inclusive practice.
As stated by Yada and Savolainen (2017), diversity related to the task impact on the quality
and quantity of the performance between the team members. The diversity of the organization
especially gender and age have influenced on social performance. Policies of an organization
influence on the teaching practices. Teaching faculty must be supportive of the student. They
must know how to behave with normal or disable student in an inclusive practice.
Additionally, organizing members can include some activities that they lead to increase in the
capacity of a student and it must be users' friendly. Similarly, some cultural activities can set
by the organization that makes the student interested in this teaching and learning process.
Along with these, the organization can build the statement among school personnel about the
values of the inclusive practices and beliefs that related to the disability. On the other hand to
create a successful path for inclusion it is crucial to build a relationship by trust and respect.
The organization can build a planning team to make a decision about inclusive practice and
all the related things (Buse et al. 2016). In spite of this, they can maintain leadership to assess
current services such as delivery, staffing and resource allocation. Knowledge, skills are very
important to increase the success of an inclusive practice. Knowledge about the policies
relative to education among the students can improve their relationship with practices.
Instead of the organization build rules to increase communication among the students and the
teachers.
The organization needs to fulfill the commitments that they are implanted. Along with this,
the organization must follow that the students are interested in the range of resource,
activities that are engaged with their study and this must be easy for them. Beside this, the
organization innovate some new, interesting models for the students' to increase their interest
in the learning process. It must keep on mind that student feels interested in inclusive
teaching and learning practices. Similarly, some activity can be included to improve the
student's interest such as cultural activities or so on. Teachers must be helpful and they need
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to support for the entire student (Alexiadou and Essex, 2016). The training program on a
frequent basis can improve the student's ability. These programs must be interesting to the
students.
Lack of interest in the learning process can decrease the students' improvement. Moreover, an
organization must include more diverse team members, but if only the policies and practices
allow this. Team management must focus on the policies that deal with knowledge,
behavioral supports. As mentioned by Mulholland and O'Connor (2016), the organisation can
take policies on improvement of the students and they must focus on this regards. Apart from
this student's priority is important and make them feel that the students are a crucial part of
this inclusive study practices. An organization must include new programs or activities that
make the students' more interested in the learning process. Organizational diversity can
recognize and respect the value of differences of the students. However, the management can
include some activities by that the student can realize their potential in these inclusive
learning environments.
Task 4
a. Identification of 5 strategies
Strong leadership is something critical and leaders at school sites play a major role in making
inclusive practices an important thing in schools. Principals and the other people in the
leadership roles must be having sufficient knowledge regarding the inclusive practices and a
way of mobilizing staffs so that the practices are implemented effectively. They should
believe that all students can learn.
frequent basis can improve the student's ability. These programs must be interesting to the
students.
Lack of interest in the learning process can decrease the students' improvement. Moreover, an
organization must include more diverse team members, but if only the policies and practices
allow this. Team management must focus on the policies that deal with knowledge,
behavioral supports. As mentioned by Mulholland and O'Connor (2016), the organisation can
take policies on improvement of the students and they must focus on this regards. Apart from
this student's priority is important and make them feel that the students are a crucial part of
this inclusive study practices. An organization must include new programs or activities that
make the students' more interested in the learning process. Organizational diversity can
recognize and respect the value of differences of the students. However, the management can
include some activities by that the student can realize their potential in these inclusive
learning environments.
Task 4
a. Identification of 5 strategies
Strong leadership is something critical and leaders at school sites play a major role in making
inclusive practices an important thing in schools. Principals and the other people in the
leadership roles must be having sufficient knowledge regarding the inclusive practices and a
way of mobilizing staffs so that the practices are implemented effectively. They should
believe that all students can learn.

Figure 1: Strategies of inclusion
(Source: based on the ideas of Hind et al. 2018)
● Determine current practices
Collaborative relationships might be challenging and might be requiring support from
leadership. Clarification of certain responsibilities and roles and planning’s which are
ongoing. The inclusion philosophy means eradicating the focus on the labels of the students
and supports all the needs of the determining factors in the placement settings. Schools
should take measures in implementing more useful inclusive practices (Vajravelu, 2018). It
involves good leadership for creating a framework that is flexible. There are many ways for
implementation of inclusive practice. The special education teachers are sharing the
instructional responsibility or not. In order to see the variety of each tier of the RTL process
and the availability of which resources are there. In order to check which staff requires
professional development. Co-teaching model should be introduced. A need assessment
should be made. Baseline data should be made for baseline data.
● Establish an inclusive planning
An inclusive leadership team addresses the whole implementation of the inclusive practices
in the whole school. This team should carry on with some beliefs that all students possess the
ability of leaning. All students have a right and ability to progress. Students should be
supported and given confidence for proceeding. The leadership team should meet often for
revision of the implementation plan (Hind et al. 2018). The implementation of practices
needs to be done school wide. The practices should be reviewed often for revising the
Professionaldevelopment
(Source: based on the ideas of Hind et al. 2018)
● Determine current practices
Collaborative relationships might be challenging and might be requiring support from
leadership. Clarification of certain responsibilities and roles and planning’s which are
ongoing. The inclusion philosophy means eradicating the focus on the labels of the students
and supports all the needs of the determining factors in the placement settings. Schools
should take measures in implementing more useful inclusive practices (Vajravelu, 2018). It
involves good leadership for creating a framework that is flexible. There are many ways for
implementation of inclusive practice. The special education teachers are sharing the
instructional responsibility or not. In order to see the variety of each tier of the RTL process
and the availability of which resources are there. In order to check which staff requires
professional development. Co-teaching model should be introduced. A need assessment
should be made. Baseline data should be made for baseline data.
● Establish an inclusive planning
An inclusive leadership team addresses the whole implementation of the inclusive practices
in the whole school. This team should carry on with some beliefs that all students possess the
ability of leaning. All students have a right and ability to progress. Students should be
supported and given confidence for proceeding. The leadership team should meet often for
revision of the implementation plan (Hind et al. 2018). The implementation of practices
needs to be done school wide. The practices should be reviewed often for revising the
Professionaldevelopment
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school’s mission to check all members are in favor of inclusive practices in school. The
guidance is needed for effective inclusive practice.
● Action Planning
Educators claim that they are making a system which meets the needs of the students so that
they achieve required amount of success. Action plans and short-term goals are made to
achieve the required aim. The action plans need to be reviewed and when the leadership
team. A plan which consists of goals and timelines is a step towards realizing the vision.
When the plan is developed, presenting it in front of the faculties and staffs helps and when
the leadership team progresses step by step then their work needs to get reviewed. Changes
can only be issued if the suggestions do not make a difference (Gould, 2017). Clear
commitment to the plan brings goals which need to be achieved. The plan must be updated in
a way that it gets easy to implement. The goal can be achieved.
● Implementation
This involves the identifying of students with the support of implementation. The process of
‘students need first ‘must be carried on. Different process of scheduling is done. It needs a
starting point to get started. Data collected at this period will be very helpful. First have to
identify which are implemented already. The information regarding how many students are
there with disabilities that are included in the class of general education is required (Veland et
al. 2015). Based on the performance standards, how the student with disabilities are
performing. The way they are scheduled for the classes mainly depends on their needs and
numbers.
● Professional development
In addition to the workshops, seminars and in-services might want to observe some inclusive
processes. These measures help in the development in a professional way. Meaningful family
engagement is also needed for professional development of the kids with disabilities.
Teachers and the other professionals, who feel supported, are getting enthusiasm in the
contribution towards the students with disabilities.
b. Three professionals who help in the needs of the students
● School works directly with the local therapy services. Local SLT services are
provided to the students. School appoints their own speech therapists or commission
therapy services. Speech and language therapists play a role towards the children of
the school with SLCN and support services across the universal and targeted basis.
They play roles in assessing and planning and developing and delivering and
evaluating Speech therapists play a major role in schools and they help in the
guidance is needed for effective inclusive practice.
● Action Planning
Educators claim that they are making a system which meets the needs of the students so that
they achieve required amount of success. Action plans and short-term goals are made to
achieve the required aim. The action plans need to be reviewed and when the leadership
team. A plan which consists of goals and timelines is a step towards realizing the vision.
When the plan is developed, presenting it in front of the faculties and staffs helps and when
the leadership team progresses step by step then their work needs to get reviewed. Changes
can only be issued if the suggestions do not make a difference (Gould, 2017). Clear
commitment to the plan brings goals which need to be achieved. The plan must be updated in
a way that it gets easy to implement. The goal can be achieved.
● Implementation
This involves the identifying of students with the support of implementation. The process of
‘students need first ‘must be carried on. Different process of scheduling is done. It needs a
starting point to get started. Data collected at this period will be very helpful. First have to
identify which are implemented already. The information regarding how many students are
there with disabilities that are included in the class of general education is required (Veland et
al. 2015). Based on the performance standards, how the student with disabilities are
performing. The way they are scheduled for the classes mainly depends on their needs and
numbers.
● Professional development
In addition to the workshops, seminars and in-services might want to observe some inclusive
processes. These measures help in the development in a professional way. Meaningful family
engagement is also needed for professional development of the kids with disabilities.
Teachers and the other professionals, who feel supported, are getting enthusiasm in the
contribution towards the students with disabilities.
b. Three professionals who help in the needs of the students
● School works directly with the local therapy services. Local SLT services are
provided to the students. School appoints their own speech therapists or commission
therapy services. Speech and language therapists play a role towards the children of
the school with SLCN and support services across the universal and targeted basis.
They play roles in assessing and planning and developing and delivering and
evaluating Speech therapists play a major role in schools and they help in the
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development of communication schools and they provide screening to the students for
determining specific strategies (Ozer et al. 2017). Training, coaching and modeling is
done by the speech therapists. Good practices in the classrooms should be maintained
for that trainings are given to the students with disabilities. Support for children is
provided Schools are becoming the commissioners of the speech and language
therapy services.
● Teachers also play major roles in making the students learn and for making the
students with disabilities learn to attend the general classes. Teacher’s help in making
the students learn a number of things and they somehow help in development of the
personalities of the people.
● Role of counselors in the schools make the students get psychologically strong and
functioning. The counselors listen to the problems of the students and help them
develop a personality and try to solve any problem they are facing.
Task 5
a. Impact of practice on students’ achievement and the school’s agenda of inclusion
This school has developed in a big way when it comes to the children with disabilities. The
staff of the school is presenting their knowledge for the development of the special children.
In future educations of the children the staffs play a significant role. They ensure the
distribution the expertise and presenting their skills for the betterment of the children with
disabilities (Jahnukainen, 2015). The challenge faced by this school is that it might get
converted to the resource centers. It puts focus on both the infrastructure and philosophical
stance off the school. Bridging the gap is required between the students and the teachers.
b. Identify your own strengths in designing inclusive practice
I have understood that students with special and exceptional abilities and needs should be
placed in an inclusive learning school. The teachers, who are not trained in teaching kids
with special abilities, can feel stressed so I think teachers who are trained specially can train
the students without any stress or anxiety. I think, it would support general teachers only can
take the responsibilities of the students. I look into it that all the students have the useful
means to learn whatever is needed. It’s important to connect with the students who have
special abilities. The seat of such students should be looked upon, where they are sitting so
that the student feels comfortable around his/her peers and teachers. Students who have
attention problems should not sit near the doors and the windows so that they do not get
determining specific strategies (Ozer et al. 2017). Training, coaching and modeling is
done by the speech therapists. Good practices in the classrooms should be maintained
for that trainings are given to the students with disabilities. Support for children is
provided Schools are becoming the commissioners of the speech and language
therapy services.
● Teachers also play major roles in making the students learn and for making the
students with disabilities learn to attend the general classes. Teacher’s help in making
the students learn a number of things and they somehow help in development of the
personalities of the people.
● Role of counselors in the schools make the students get psychologically strong and
functioning. The counselors listen to the problems of the students and help them
develop a personality and try to solve any problem they are facing.
Task 5
a. Impact of practice on students’ achievement and the school’s agenda of inclusion
This school has developed in a big way when it comes to the children with disabilities. The
staff of the school is presenting their knowledge for the development of the special children.
In future educations of the children the staffs play a significant role. They ensure the
distribution the expertise and presenting their skills for the betterment of the children with
disabilities (Jahnukainen, 2015). The challenge faced by this school is that it might get
converted to the resource centers. It puts focus on both the infrastructure and philosophical
stance off the school. Bridging the gap is required between the students and the teachers.
b. Identify your own strengths in designing inclusive practice
I have understood that students with special and exceptional abilities and needs should be
placed in an inclusive learning school. The teachers, who are not trained in teaching kids
with special abilities, can feel stressed so I think teachers who are trained specially can train
the students without any stress or anxiety. I think, it would support general teachers only can
take the responsibilities of the students. I look into it that all the students have the useful
means to learn whatever is needed. It’s important to connect with the students who have
special abilities. The seat of such students should be looked upon, where they are sitting so
that the student feels comfortable around his/her peers and teachers. Students who have
attention problems should not sit near the doors and the windows so that they do not get

distracted (based on the ideas of Dematthews, 2015). Implementing universal designs for
learning will help in managing tasks effectively.
Figure 2: Inclusion strategy
(Source: based on the ideas of Dematthews, 2015)
UDL makes the students learn and express. The measures which the teachers can take are
making the students write in cursive, making them writing a simple letter, note taking skills
and study skills are being developed. Studying in collaboration is promoted. Communication
with all the students is necessary as communication is pivotal. Daily updates are posted and
classroom rules are fixed. While the students work, they are checked. Sometimes discussing
with students is necessary for their development and I think this is a good thing to do. Giving
student’s organizational works is necessary.
c. Improvements need to be done for inclusive practice
School leaders need to play a pivotal role in promoting and sustaining the whole thing.
Inclusive schools might include educator, parents and community members for gaining and
improving the whole thing. Schools should consist of rich diversity then only the plan might
get super successful. Inclusive decision-making should be promoted for better development
of the students. Values and beliefs are present. Some laws signify that all students are given
equal amount of attention for their individual development. This requires school to monitor
progress. The teaching conditions need to be developed with full involvement of the staffs
that are responsible in the development of the behavior and image of the special kids
(Vajravelu, 2018).
learning will help in managing tasks effectively.
Figure 2: Inclusion strategy
(Source: based on the ideas of Dematthews, 2015)
UDL makes the students learn and express. The measures which the teachers can take are
making the students write in cursive, making them writing a simple letter, note taking skills
and study skills are being developed. Studying in collaboration is promoted. Communication
with all the students is necessary as communication is pivotal. Daily updates are posted and
classroom rules are fixed. While the students work, they are checked. Sometimes discussing
with students is necessary for their development and I think this is a good thing to do. Giving
student’s organizational works is necessary.
c. Improvements need to be done for inclusive practice
School leaders need to play a pivotal role in promoting and sustaining the whole thing.
Inclusive schools might include educator, parents and community members for gaining and
improving the whole thing. Schools should consist of rich diversity then only the plan might
get super successful. Inclusive decision-making should be promoted for better development
of the students. Values and beliefs are present. Some laws signify that all students are given
equal amount of attention for their individual development. This requires school to monitor
progress. The teaching conditions need to be developed with full involvement of the staffs
that are responsible in the development of the behavior and image of the special kids
(Vajravelu, 2018).
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