Strategies for Effective Implementation of Inclusive Practice
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Qualification |
Unit number and title |
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| Level 5 Diploma in Education and Training | Unit 417: Inclusive Practice
Unit code: L/503/5384 Level: 4 Credit value: 15 credits Guided Learning Hours: 50 |
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Designer Name: John Doe Date: 15/09/2020 |
IQA Name: John Doe Date: 16/09/2020 |
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| Date issued | Completion date | Submitted on | |
| Sep 2021 27/09/2021 | 15/11/2021 | ||
| Assignment title | Inclusive Practice | ||
Introduction
The teaching and learning environment is gradually transforming to accommodate inclusive learning due to the global move towards a “knowledge economy.” The frameworks put in place to implement inclusive learning recognize the diversity of learners with respect to their gender, ability, culture, language, and age. They offer specific learning design principles to ensure that all types of learners access the learning environment. Harrow College is one of the colleges that have embraced inclusive education to enable learners with diverse needs to further their education. The College offers vocational and academic courses for young people and various non-professional and professional programs for adult learners. It also provides courses for learners with learning difficulties and disabilities. This report will review the application of inclusive learning in Harrow college, including my role and responsibilities relating to inclusive practice in the College.
Task 1: Report
1.1 Review the impact of personal, social, and cultural factors on learning
Personal factors such as learning styles, disabilities, and abilities affect learning. Learners with disabilities require specific adaptations to be made in the learning environment. In some instances, I am forced to end my lecture when a learner with mental health problems starts disturbing other learners in class, particularly if they are violent. Some learners are also slow in understanding what is taught in class, thus requiring me as an educator to keep reviewing what was taught in the previous class to enhance their retention of the content learned. Personal learning styles also impact learning because some students understand content when they learn through lectures, while others require group discussions, hence prompting me to develop lesson plans that include both discussion sessions and lectures to accommodate all learning styles. The main social factors impacting learning in my classroom are marginalization and exclusion. Some of the learners attending my lectures come from marginalized groups and are excluded from the community. They are, therefore, reluctant to participate in class and rarely ask questions or engage in discussions initiated during the lectures. Learners are also affected by cultural factors such as culturally determined knowledge. This has been evident during various discussions held during my lectures, where students are unwilling to embrace new ideas and focus their arguments on the meanings they have developed due to their culture.
1.2 Review the impact of different cognitive, physical, and sensory abilities on learning
According to Willy A. Renandya (2013), learners attending have different cognitive, physical, and sensory abilities. Cognitive abilities impact learning by affecting the concentration of learners. I, therefore, have to adjust my lectures to accommodate the concentration abilities of all learners by including discussions and asking questions within the lecture. The physical abilities affecting learning during my lectures are injuries that could either be permanent or temporary. For instance, one of my learners recently had a motorcycle accident and cannot write while I dictate lecture notes, hence forcing me to print handouts and issue them to all students to facilitate effective learning. The sensory abilities impacting learning during my lectures are visual impairment and hearing loss. Some learners are either long-sighted or short-sighted and may not see what I write on the board, affecting their learning process, while others have hearing problems and cannot hear what I say during my lectures.
Task 2: Report
2.1 Summaries of policy and regulatory frameworks relating to inclusive practice
According to De Luis (2016), the success of inclusive learning relies on the ability to create equality and eliminate discrimination. The main regulatory frameworks that can be applied to achieve this are, therefore;
- Education Act 1993
This Act was enacted to ensure that all governments have a special type of program catering for learners with special needs (Harris, 1994). It is revised every year to ensure that learners with special needs are provided with a good learning environment and a learning experience equal to the other children.
- Equality Act 2010
The Act provides that individuals, especially children with special needs, should receive equal treatment based on an inclusive practice under the subtopics of supporting learning, enabling environment, development, and positive relationships (Richardson, 2010).
- The Disability Discrimination Act 1995
The Act protects people with disabilities by prohibiting discrimination practices against them, particularly during the purchase of goods and services, job applications, education, work ad renting (Diesfeld, 1996).
2.2 Explain how policy and regulatory frameworks influence organizational policies relating to inclusive practice
Policy and regulatory practices influence organizational policies relating to inclusive practice through quality assurance and one’s own practice (Ydesen and Andersen, 2020). Quality assurance focuses on maintaining a high level of service. Harrow College focuses on achieving this by offering high-quality education to diverse learners, including learners with disabilities. The College is also improving quality assurance by embracing equality in the learning environment. In my practice, the policy relating to diversity and equality is very important because it helps establish my roles and responsibilities. I am required to know how to handle learners with various special needs and ensure that they do not feel excluded in the learning process. I am also required to collaborate with other lecturers and learners to improve inclusive practice through benchmarking and encouraging feedback from learners.
2.3 Explain how policy and regulatory frameworks influence your inclusive practice
I am required to adhere to policy and regulatory frameworks in the learning environment and focus on areas of improvement to ensure that I create the best inclusive environment for my learners. I, therefore, have to regularly review and adjust my teaching practices to accommodate the needs of learners. For instance, I have to employ a mix of lectures and group discussions to promote concentration in class and encourage the participation of every learner in the learning environment. I also encourage learners to provide feedback on how the learning environment can be adjusted to meet their needs so that every learner’s needs are considered.
Task 3: Report
3.1 Summarise your own role and responsibilities relating to inclusive practice
I have a responsibility to share my knowledge with all learners, educate them, and prepare them for evaluation using various approaches to meet their defined needs to achieve their learning and career goals. I also have a responsibility to plan, execute, assess and manage my classroom activities in line with my lectures and ensure that learners have sufficient material and human resources to help them in the learning process. My other responsibility is to regularly assess students to determine their understanding of the concepts taught in the learning environment and identify their learning needs to help them grasp the content they learn. I am also required to reinforce good behaviour among the learners to eliminate destructive behaviours such as discrimination against other learners.
3.2 Explain the relationship between your own role and the roles of other professionals involved in inclusive practice
My main role is to create an inclusive learning environment that accommodates the learning needs of all learners (Hampe, 2014). To effectively complete this role, I require support from other professionals such as school managers, the Dean of Students, and other educators. The role of school managers is to provide all the resources I require to create an effective inclusive learning environment, such as unique learning materials for students with disabilities. Managers also have a role in setting policies and procedures that promote inclusive learning, such as prohibiting discrimination in the learning environment. The role of the Dean of Students is to facilitate the implementation of different teaching practices aimed at promoting inclusive learning by approving lesson plans.
3.3 Identify points of referral available to meet individual learning needs
One point of referral that can be used to meet individual learning needs is in-house support to allow learners to get the help they need, such as extra tutoring for slow learners and access to online courses for developing learners’ progress. The other referral is the Department of Learning Support, which provides learners with disabilities with resources such as braille, hearing aids, and cognitive skills and learning assistance to create progress for learners with limited functional abilities.
Task 4: Report
4.1 Review the key features and benefits of an inclusive learning environment
One of the key features and advantages of inclusive learning is enabling the efficient use of different learning and teaching methods to respond to learners’ needs (Sree Priya, 2016). These approaches include differentiated lesson plans, suitable tools, and learning preferences to ensure that a learner’s full potential is reached. Another key feature and advantage is eliminating discrimination in the learning environment, hence facilitating effective learning and development of skills and abilities (Sree Priya, 2016). An inclusive learning environment allows and encourages students to participate in their academic roles by actively contributing to academic progress.
4.2 Analyse ways to promote equality and value diversity
According to Bennett (2009), equality and value diversity play a significant role in fostering collaboration and eliminating conflict. One of the strategies that can promote equality and value diversity is encouraging learners to collaborate in group assignments and share their experiences to add value to the learning experience. Another strategy is allowing learners to share their culture through programs such as cultural weeks. Cultural weeks provide a healthy, fun, and welcoming environment that helps all learners develop trust in one another and their educators and displays mutual respect and tolerance.
4.3 Analyse ways to promote inclusion
Inclusion can be promoted by accommodating learners with diverse needs and ensuring that the institution provides all the resources every learner requires (Considine et al., 2017). The institution can also set policies and procedures regulating educators’ behaviour towards learners with special needs. Such policies could include prohibiting discrimination and adjusting teaching practices to accommodate the learning needs of every student. Inclusion can also be promoted by allowing students to participate in their education by embracing different types of learning and providing feedback on the effectiveness of the teaching approaches used by their educators.
4.4 Review strategies for effective liaison between professionals involved in inclusive practice
Professionals involved in inclusive learning can effectively collaborate by holding regular meetings to review existing inclusion practices and recommend improvements (Reynolds and Lategan, 2021). Another strategy that can be used is providing reports on the progress of inclusive practice. These reports can be used to assess the progress of inclusive practice, its progress, areas of improvement, and additional resources that should be provided to improve it. Reynolds and Lategan (2021) argue that constant communication among professionals also needs to be maintained to ensure that all professionals are aware of the required levels of preparedness and priorities that need to be met.
Task 5: Report
5.1 Review the effectiveness of own inclusive practice
Based on my application for inclusive practice at Harrow College, I can conclude that my effectiveness in inclusive practice is still average. Although I am able to ensure that all learners are engaged in the learning process and that no learner is discriminated against, I am still experiencing challenges in adjusting my teaching methods to accommodate the needs of all learners. I am already used to lecturing to the extent that other teaching approaches, such as group discussion, seem ineffective to me because some learners may not participate in the discussions, thus limiting their learning progress.
5.2 Identify own strengths and areas for improvement in relation to inclusive practice
My main strength is being able to eliminate discrimination in my classroom. I am very good at identifying odd behaviour among my learners and determining whether a student is being excluded or feels excluded in the learning environment. This helps me eliminate discrimination before it adversely affects learners. My main weakness is a lack of flexibility. I am experiencing a hard time embracing group discussions as one of my teaching approaches due to the fear that some students may not grasp the content I teach them due to limited participation in the discussions.
5.3 Plan opportunities to improve own skills in inclusive practice
I intend to improve my skills in inclusive practice by taking a short course on inclusive education. With my current degree in education, it will be easier to get accepted for a short course in inclusive education. I can then apply the knowledge and skills I gather from the course in my current work environment, thus improving my expertise in inclusive practice.
References
Bennett, T., 2009. New ways of promoting equality and diversity in the workplace. Equal Opportunities International, 28(5), pp.443-447.
Considine, J., Mihalick, J., Mogi-Hein, Y., Penick-Parks, M. and Van Auken, P., 2017. How Do You Achieve Inclusive Excellence in the Classroom? New Directions for Teaching and Learning, 2017(151), pp.171-187.
De Luis, E., 2016. Inclusive education in Spain: promoting advocacy by legislation. Support for Learning, 31(2), pp.164-176.
Diesfeld, K., 1996. The Disability Discrimination Act, 1995. Tizard Learning Disability Review, 1(3), pp.34-35.
Hampe, S., 2014. The Goal of a Culturally Inclusive Learning Environment—Laudable, if Unattainable? The Goal of a Culturally Inclusive Learning Environment—Laudable, if Unattainable? PsycCRITIQUES, 5959(2626).
Harris, N., 1994. The Education Act 1993 and Local Administration of Education. The Modern Law Review, 57(2), pp.251-263.
Reynolds, M. and Lategan, I., 2021. Collaborative Practice in an Inclusive Environment. IASL Annual Conference Proceedings.
Richardson, R., 2010. Equality Priorities and Equality Objectives – the Equality Act 2010, a cautious welcome. Race Equality Teaching, 28(2), pp.6-11.
Sree Priya, D., 2016. Challenges and Benefits of Inclusive Education. Bonfring International Journal of Industrial Engineering and Management Science, 6(4), pp.191-193.
Willy A. Renandya, 2013. Essential Factors Affecting EFL Learning Outcomes. English Teaching, 68(4), pp.23-41.
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Question 
| Qualification | Unit number and title | ||
| Level 5 Diploma in Education and Training | Unit 417: Inclusive Practice
Unit code: L/503/5384 Level: 4 Credit value: 15 credits Guided Learning Hours: 50 |
||
| Designer Name:
Date: 15/09/2020 |
IQA Name:
Date: 16/09/2020 |
||
| Date issued | Completion date | Submitted on | |
| Sep 2021 27/09/2021 | 15/11/2021 | ||
| Assignment title | Inclusive Practice | ||
Scenario:
You are working as a lecturer/mentor in a college where your program manager has had no opportunity to undertake the Diploma in Education and Training (DET). He has recently heard of inclusive learning, legislation, roles, and responsibilities relating to inclusive practice. He is interested in knowing whether the College is in line with standard Practice and has appointed you to review or develop inclusive practice in a course on which you are lecturing and acting as a mentor. You have the additional responsibility to prepare a comprehensive report and present it to the staff at your workplace so that everyone can gain the advantage by implementing it in their practices.
Strategies for Effective Implementation of Inclusive Practice
You are supposed to consider your own working context or choose a working environment which you are familiar with. You should produce references from academic sources to strengthen your points of view and relate these to practice in your chosen workplace. Be sure to review current publications, journals, articles, books, etc.
Note: You are required to review recent articles, books, and other relevant literature. The use of self-edited sites such as Wikipedia is strictly not allowed to answer any part of the task. You must reflect a practical understanding of each question and are required to provide references to any evidence you have in relation to your answer.
Task 1:Report
In the College that you are working at, you should:
- Review the impact of personal, social, and cultural factors on learning
- Review the impact of different cognitive, physical, and sensory abilities on learning
Note: You must attach at least two recent articles with at least one page of analysis in them. You should review two publications before attempting to answer this question. Be sure to include these as part of your portfolio.
Task 2:Report
You are required to respond to the following questions after reviewing one article in each question. You need to ensure you review recent policies at your workplace and state how this may affect the general work environment.
- Summaries of policy and regulatory frameworks relating to inclusive practice
- Explain how policy and regulatory frameworks influence organizational policies relating to inclusive practice.
- Explain how policy and regulatory frameworks influence your own inclusive practice.
Task 3: Report
In this task, you are required to summarise your own role in the organization where you work. You should produce your reflection on inclusive practices on your role and responsibility, motivating and devolving responsibility from lecturer to learners, including recognizing the need for boundaries.
- Summarise your own role and responsibilities relating to inclusive practice.
- Explain the relationship between your own role and the roles of other professionals involved in inclusive practice.
- Identify points of referral that are available to meet individual learning needs.
Task 4: Report
In this task, you need to be motivational, show a positive attitude, stress discrimination points of view, and show tolerance for each other. In a report format, you are required to address the following issues:
- Review the key features and benefits of an inclusive learning environment.
- Analyse ways to promote equality and value diversity
- Analyse ways to promote inclusion
- Review strategies for effective liaison between professionals involved in inclusive practice
Task 5: Report
In your own workplace or placement organization, you are required to reflect on the effectiveness of inclusive learning strategies in the college, in the classroom, and in all learning opportunities. You are required to:
5.1 Review the effectiveness of own inclusive practice
5.2 Identify own strengths and areas for improvement in relation to inclusive practice
5.3 Plan opportunities to improve own skills in inclusive practice