5/30/2022 Inclusive Practice

INCLUSIVE PRACTICE 1

Table of Content

Introduction......................................................................................................................................3
TASK 1............................................................................................................................................3
1.1 The Impact of Personal, Social and Cultural Factors on Learning........................................3
1.2 The Impact of Cognitive, Physical, and Sensory Abilities on Learning................................4
TASK 2............................................................................................................................................5
2.1. Summarise policy and regulatory frameworks relating to inclusive practice.......................5
2.2. Explain how policy and regulatory frameworks influence organisational policies relating
to inclusive practice.....................................................................................................................6
2.3. Explain how policy and regulatory frameworks influence own inclusive practice..............7
TASK 3............................................................................................................................................7
3.1. Own role and responsibilities relating to inclusive practice.................................................7
3.2. The relationship between own role and the roles of other professionals involved in
inclusive practice..........................................................................................................................8
3.3. Points of referral available to meet individual learning needs..............................................9
TASK 4............................................................................................................................................9
4.1 Review key features and benefits of an inclusive learning....................................................9
4.2 Analyse ways to promote equality and value diversity........................................................10
4.3. Analyze ways to promote inclusion....................................................................................10
4.4. Review strategies for effective liaison between professionals involved in inclusive
practice.......................................................................................................................................11
TASK 5..........................................................................................................................................12
5.1. Review the effectiveness of own inclusive practice...........................................................12
5.2. Identify own strengths and areas for improvement in relation to inclusive practice..........13
5.3. Plan opportunities to improve own skills inclusive practice...............................................13
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Introduction

Teaching is an important aspect of education since it has an impact on students' ability to learn.
Individuals with the necessary skills and experience frequently lead the activity, ensuring that
students acquire new concepts at the end of each session. Spring Joy is a well-known
kindergarten and elementary school in the United Kingdom that provides a positive learning
environment for children. The school has been able to affect children's performance through an
inclusive curriculum and excellent processes and standards of behavior. Spring Joy believes in
every student's vision and, as a result, develops a welcoming learning atmosphere. The essential
features of inclusive learning in regard to the school cohort are discussed in this paper, as well as
how different circumstances influence learning. The research also discusses teachers' roles and
duties in supporting and understanding inclusive practice.

TASK 1

1.1 The Impact of Personal, Social and Cultural Factors on Learning

Age, gender, learning abilities, learning requirements, and self-confidence all have an
impact on how a student learns in the classroom. Every student has a distinct personality and set
of features that distinguishes them (Kahu and Nelson 2018, p. 61). Every student has a varying
amount of interest in learning and in specific subjects, depending on their cognitive and
emotional well-being, which affects the learning outcome. In my school, I discovered that the
majority of the kids have strong personality qualities that make it difficult for them to learn a
new language or culture.

When it comes to socio-cultural influences, it's clear that differing norms and beliefs have
an impact on learning styles. Some societies are taught to believe in the beliefs they are taught
through acceptance without examination, according to Efthymiou and Kington (2017). In such
circumstances, someone is trained to 'wrap' the new knowledge in a special way. Some
civilizations, on the other hand, may foster the exploration of new ideas. Individuals in such
societies are encouraged to analyze and question the information they receive, as well as to
investigate ideas further. Through activities such as playing games and discussing music events,
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the children were taught about the benefits of learning in a multicultural setting, as well as
introduced to a varied team.

1.2 The Impact of Cognitive, Physical, and Sensory Abilities on Learning

Cognitive, physical, and sensory capacities are significant determinants of an individual's

learning abilities, according to research. The mental abilities that aid in the processing and
learning of knowledge are referred to as cognitive skills. Individuals with good cognitive skills
are able to learn more easily and quickly. Gross motor skills and other physical qualities are also
important in determining learning. Walking, hopping, skipping, running, crawling, and sitting up
need the usage of greater muscles in the body (Kunter et al. 2013, p. 805). Physically capable
students are more likely to perform well since their cognitive functions such as memory and
attention are improved. Students were active in mental development at Spring Joy through visual
learning, role acting, book reading, and group discussions. Students were able to strengthen their
thinking and decision-making abilities by sharing ideas, resulting in improved cognitive growth.
Students were also required to participate in at least three physical education courses per week to
ensure that they remained active in the classroom.

The ability to have a sense of touch, sight, and hearing is referred to as sensory skills. Learners
benefit from these skills because they influence their engagement and concentration, anxiety
management, self-regulation of behavior and emotions, and task planning, sequencing, and
organization (Efthymiou and Kington 2017). During the classes, it became clear that students
with hearing loss took longer to acquire the classroom topic because they reacted slowly to
instructions, had intermittent hearing, and were more likely to misunderstand information.

TASK 2

2.1. Summarise policy and regulatory frameworks relating to inclusive practice.

The Convention on the Rights of Persons with Disabilities is one of the most important
pieces of legislation dealing to inclusive practice (CRPD). Article 24 of the law states that
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everyone has a right to education, which must be given in a nondiscriminatory manner at all
levels (Anderson 2019). It mandates that disabled children be included in the general education
system with other members of the community. There is a need to develop learning tools in a way
that fosters inclusion in a learning environment with children with special needs. Similarly, the
Equality Act of 2010 states that everyone, regardless of physical ability, age, gender, or color,
has the right to education, employment, and other services (Knowles 2017, p. 16). This means
that the educational system should take crucial initiatives to promote physical traits that help
people with special needs learn more effectively. The Child Protection Guidelines also urge
institutions to carry out their duties while considering the wellbeing of all children, particularly
the most vulnerable, and to protect them from any inappropriate behavior. Checks with the
Criminal Records Bureau are required.

Trainers can use the Deaf and Visual Awareness frameworks to help them create a more
inclusive learning environment for students. The frameworks are designed to give teachers
advice on how to communicate with students who have hearing or vision problems. According to
the Deaf Awareness Act, educators must take precautions to guarantee that students with hearing
impairments can function in the classroom (Anderson 2019). This entails keeping eye contact,
not concealing one's mouth while speaking, and ensuring that the student is paying attention
prior to speaking. Inclusionary practice is also influenced by the educational curriculum. The
implementation of the curriculum, according to Knowles (2017), can impact educators' acts of
inclusion. A curriculum is frequently focused on involving pupils in learning and obtaining the
skills and competences required for societal survival. The Code of Professional Practice governs
teacher conduct and how they should conduct themselves in the classroom (Knowles 2017, p.
15). Respect, professional practice, responsibility, professional integrity, criminal offense
disclosure, responsibility, and reasonable care are among the code's guiding principles.

2.2. Explain how policy and regulatory frameworks influence organisational policies

relating to inclusive practice.

The policy and regulatory frameworks mentioned above have a significant impact in the
creation of organizational policies. They serve as a guide for developing institutional rules that
enhance quality assurance and diversity (Pit-ten CateMarkova, Krischler, and Krolak-Schwerdt
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2018, p. 49). The Disclosure and Barring Service, for example, demands that teachers who
intend to engage with children at school undergo a rigorous criminal history check under the
Child Protection Guidelines. Individuals having a criminal background, in particular, are
prohibited from working with children, and companies that knowingly employ such a person
may face criminal penalties (Kunter et al. 2013, p. 805). The state curriculum typically
influences the curriculum of an institution, and as such would incorporate all of the necessary
inclusion clauses.

2.3. Explain how policy and regulatory frameworks influence own inclusive practice

Individual teachers' implementation of inclusive practice is also influenced by the

legislative and regulatory framework. Teachers are made aware of current inclusion legislation
as a result of these rules, and they recognize their roles and duties in supporting inclusive
learning. The school curriculum also serves as a framework for diversity, allowing instructors to
assess and define their own standards (Pit-ten CateMarkova, Krischler, and Krolak-Schwerdt
2018, p. 50). Teachers will build their own classes in a way that appeals to both general and
special needs students if the curriculum produces learning materials that consider students on the
Autistic Spectrum, for example. Inclusion policies encourage teachers to work together to create
an environment that encourages all children to study well..

TASK 3

3.1. Own role and responsibilities relating to inclusive practice.

As a teacher, it is my obligation to model inclusive practice through instructional

approaches and the learning environment. One of my responsibilities is to create a curriculum
that meets the needs of students with special needs. To address the requirements of unique
children with speech, text, visual, or hearing needs, the teacher is expected to alter lesson plans
and instructions as well as explore extra learning materials (Kunter et al. 2013, p. 805). When
creating classes at Joy Spring, each instructor considers the skills, weaknesses, and interests of
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each student. This ensures that the instructional practices in place aid in the achievement of the
learning objectives.

Educators show a co-teaching paradigm in the classroom, in which special education and
general education teachers collaborate to give inclusive teachings. As a teacher, I use a learner-
centered approach to teaching, which frequently entails organizing brainstorming and dialogue
sessions about various topics in the curriculum (Anderson 2019, p.2158244019826000). In my
persuasive writing class, for example, following a time of brainstorming and discussion with my
students, I let them choose which issue they wanted to investigate. My pupils were able to
investigate areas that they were interested in, resonated with, and had background knowledge
about in this manner. This teaching technique, according to Mitchel (2010), increases student
performance by encouraging them to take responsibility for their own actions.

3.2. The relationship between own role and the roles of other professionals involved in

inclusive practice.

To traverse the curriculum of inclusive learning in the classroom, every teacher

requires help and feedback. The school should review its professional practice framework to
ensure that teachers are aware of the best practices for delivering inclusive learning, which
includes the use of educational technology and a variety of instructional resources (Pit-ten
CateMarkova, Krischler, and Krolak-Schwerdt 2018, p. 50). As a teacher, I always seek help and
guidance from my colleagues to ensure that I am teaching in an inclusive manner. Colleague
guidance aids in my adaptation to inclusive learning approaches, such as the use of verbal and
nonverbal cues to foster cohesion.

Teachers must collaborate with other agencies to support learners in order to create an
inclusive learning environment. A teacher may seek advice from other services such as an
educational psychiatrist, visual support team, family support workers, early years support team,
speech therapy, occupational therapy, and school nurses, depending on the requirements of the
students (Avramidis 2006, p. 110). Because I've worked with youngsters with vision impairment,
I work with a vision support team. These organizations assist in the support of students with
special learning needs.
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3.3. Points of referral available to meet individual learning needs

Meeting the individual requirements of each student necessitates a teacher's

understanding of those needs, particularly throughout the induction process and in the classroom.
It is necessary to consult suitable resources to ensure that the teacher meets these standards.
Working within learning needs organizational policies is one source of reference (Florian 2002,
p. 35). Teachers at Joy Spring use the curriculum and the specified Codes of Practice to ensure
that the appropriate inclusion approaches are used. Teachers also make use of available support
systems, such as parents, colleagues, functional skills, and the school administration, to ensure
that the children's social and cognitive requirements are satisfied.

TASK 4

4.1 Review key features and benefits of an inclusive learning

Creating a learning environment that respects diversity, promotes participation,

anticipates learning requirements without excluding any student, tolerance and empowerment,
and better engagement through the use of a variety of learning materials are all major elements of
inclusive learning. One of the advantages of inclusive learning is that it encourages children to
learn in a positive setting. Inclusive learning acknowledges that students learn in a variety of
ways (Messiou 2019, p. 770). As a result, teachers employ specially developed instructions to aid
each student's success. Inclusivity also necessitates the use of differentiated education, such as
visual aids, colored materials, and manipulatives, by teachers to assist children with special
needs in learning new concepts (Mitchel 2010, p. 5). Pupils with special needs will acquire a
sense of belonging in a regular classroom since they will be learning in the same environment as
other students. An inclusive approach guarantees that students benefit from a diversity of
teaching approaches, allowing them to acquire superior cognitive and social abilities.

4.2 Analyse ways to promote equality and value diversity

Teachers must follow explicit inclusiveness guidelines informed by the Codes of Practice
and the curriculum in order to promote equality and diversity in the learning environment.
Regardless of their ability or abilities, students must be treated honestly and equally (Pit-ten
CateMarkova, Krischler, and Krolak-Schwerdt 2018, p. 50). Teachers should also learn to avoid
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prejudices that exclude students with special needs from the rest of society. Diverse teaching and
evaluation strategies that suit the specific requirements of individual students are required to
promote diversity.

4.3. Analyze ways to promote inclusion.

It is critical to create a safe and secure learning environment free of harassment and

victimization. Due to the organizations' special restrictions and activities, their tutors will not be

able to provide this service to students who, among other things, are involved in violence (Avila

2019, p. 25). Inclusion also necessitates the construction of an environment conducive to

intentional learning, in which students can study in a way that makes them feel good about

themselves, at ease, hopeful, and valued. To begin, I'll make sure that the school where I wish to

teach follows all health and safety rules and that the classroom is sufficiently prepared to accept

pupils (Baldiris 2019, p. 242). Students have agreed that the fundamental principles would be

applied as another way to create a secure and inclusive learning environment. I believe that

following the laws of the learners implicitly is a smart strategy in my class because the laws are

less likely to be broken if I follow them clearly. If I don't provide the fundamental rules to the

students, I may tell the others what I expect of them in general. In addition, I recommend that we

form positive relationships with our students.

4.4. Review strategies for effective liaison between professionals involved in inclusive

practice.

In order to provide practical guidance and help, tutors may be paired with a professional
instructor in the same subject area. Because of the activity, the teacher will be able to see how
the concepts are being applied. It is critical to share resources. Tools and information networks
are brought together in this process; the more representative this network is, the more likely it is
to support egalitarian action. It also has the added benefit of saving money. It also provides the
added benefit of lowering risk, according to Avila (2019). In order to undertake a risk
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assessment, certain sources must be examined. Once such dangers have been found, they are
assessed to see if the candidate is willing to participate. It is vital that we do so because we have
a responsibility to protect all children, and some students may be too volatile to participate. If
hazards cannot be avoided, the inclusive practice comes to an end because we are unable to
provide them with a service in this case (Baldiris 2019, p. 243).

Effective techniques are more likely to result in stronger working connections, therefore liaisons
need more opportunities to build or replace learning experiences. When dealing with extremely
odd challenges and solutions that cannot be solved at home, professional personnel who can
offer professional advise and competence, as well as understanding of legal requirements, are
quite vital. It is almost always accompanied with a cost, and this is true throughout history (Chao
2016, p. 1145). Legal problems that could be more costly both professionally and in terms of
reputation should be avoided in the future.
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TASK 5

5.1. Review the effectiveness of own inclusive practice.

As suggested by Chao (2016), I always review student performance by evaluating whether they
understand the class ideas and providing them with some support, such as personal tuition, to
measure my progress in applying inclusive practice. Gibbs' (1988) reflective cycle, which
consists of six stages of reflective thought, also comes to mind when I consider my own teacher
preparation. I go through the contents of the lessons in the first stage, explaining the objectives
and what I was able to accomplish. I'd try to describe my thoughts and how I communicated
them to the pupils. I'll share examples of how I felt and how the learners felt as the event
progresses. I'd try to figure out what happened in the next phase, which is evaluation. I am
constantly able to enhance my lesson plan through reflection, so that I can affect the performance
of all of my pupils. As an instructor, I'll ask students to complete feedback questionnaires at the
end of each block of classes, which will help us grow and retrieve the course. I'm trying to figure
out what's worked well in the past.

5.2. Identify own strengths and areas for improvement in relation to inclusive practice.

Because training takes into account the environment, I believe it a vital trait in myself to
place a high value on teaching. I encourage educators to contribute their personal perspectives to
the classroom by leading by example throughout the instructional process. The negative
consequences of prior educational experiences would be mitigated due to the good advantages of
this pathway. Kirkpatrick's 4-tier notion, which he devised, will become a more frequent element
of my work approach in the future (Attri 2018, p. 34). The learners' reaction phase is the initial
step in determining how pupils feel about training or studying. Throughout their studies, students
are evaluated on two levels for academic progress. Inquiring minds want to know if students are
learning and encountering the stuff they should be studying. (Attri, p. 35, 2018) This third
dimension examines how the learner communicates knowledge, abilities, and attitudes, as well as
how the learner's behavior has changed as a result of the learning experience. To the degree
possible, I should examine the children's behavior, development, and goals. Kirkpatrick
concludes by discussing the outcome, which is his final point. I should judge how well the course
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went if the student's results are in accordance with expectations. I might utilize the student
training plan as a tool for evaluation.

5.3. Plan opportunities to improve own skills inclusive practice.

Working with others to identify and construct one's own activities is one approach to
improve one's inclusive education understanding. Furthermore, the contributions of others
broaden your career options because they bring a greater degree of knowledge and insight to the
table. Talking about and discussing ideas can help to better organize continuous improvement.
Every day, the organization holds CPD classes and networking activities to guarantee that all
instructors, including me, are interested in our profession (Black-Hawkins and Florian 2012, p.
568). As a teacher, I am able to boost student learning by introducing current ideas that engage
pupils on a daily basis. Another approach is to congratulate or encourage new students, or to
gently challenge them while reinforcing their previously stated aims and objectives. In addition,
where possible, I should allow pupils to clarify issues they don't fully comprehend on their own.
I can adapt and seek out new skill sets in addition to professional growth and knowledge if I keep
my material up to date and update it frequently. Peer review and other forms of progress will be
utilized to the utmost extent possible by me.
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