Introduction: Policy Influence on Inclusive Teaching Practices
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A teacher training program is a process which makes a teacher more capable of handling students and distributing knowledge and understanding. Modern pedagogy equips training and development which promotes the learning method and environment. The learning process ensures that the students are benefited from the learning cycle. Inclusive learning is beneficial for students because in this procedure every student gets the opportunity to overcome their weaknesses. Student entitlement respects people, enables participation and promotes diversity. In this report, 5 tasks have been completed to define the role of teachers and the importance of inclusive learning methods. A reflective account has been presented in this report to signify my personal strengths and areas for development. It will help me to promote an inclusive learning environment which is required to support a diversified strategy.
Task 1
Inclusive practice and factors that influence learning
Inclusive practice is a teaching approach which helps to identify student diversity and uses them to motivate the students. Children in an inclusive environment receive the same treatment, equal opportunities and respect.
Factors that affect inclusive learning include:
Inequality is a fundamental issue which is influenced by social factors. It has become an issue in education due to rapid globalisation.
Social exclusion can be signed with marginalisation which is against the affirmative action of some groups of people in society.
Poverty is another issue which defines the lack of shelter and deprivation from different dimensions.
Disparity which can be defined by the difference in the region, age, gender and ethnicity. Due to a lack of potential economic development, the people are facing the issues of isolation.
Impact of personal, social and cultural factors on learning
Personal factor
Personal factors of students include age, gender and personality which can influence the learning ability of a student. Age can influence the understanding capability of a student. For instance, young studies have better grasping capacity. On the other hand, the concentration level of young students is low which affects their learning quality. Age and biological factors effects are interlinked which defines physical and brain development of a student from their early age. Educators have the to influence their learning capacity irrespective of their age, social factors and religion (Calabrese and Tan, 2020). It motivates the students to increase the capacity of the people. A conducive environment is required for a student to process a responsive personality and increase self-confidence. Interests, self-confidence and abilities of students define their cognitive development and behaviour in class.
Social factor
Social factors include society and family where students were born and brought up. It impacts on their learning cycle and makes influences their learning behaviour. Peer pressure can define the ways of learning (Dube, 2020). Peers include parents, other family members and friends. Education leads to development and change builds character and moral values are shaped by social and religious belief. It can change the vision and ways of thinking. The socio-economic background may affect their learning opportunity as well. The supports children receive from their early age varies based on socio-economic background which shapes their learning ability and educational participation. The socio-cultural tightness depends on economic background of parents of the children which varies from high and low-context culture. For example, I think that a learner with good educational background has a soothing educational journey. On the other hand, a student from poor educational backgrounds may face issues in their learning journey. The pedagogical training and development of the teachers are important to increase the abilities of students.
Cultural factor
The cultural presentation of students may help them in their learning process which depends on their cultural background. Cultural factor may affect educational aspects as female education is prohibited in some culture beliefs. Depending on culture the children experience childhood specialisation, ecological adaptation. Sociocultural tightness and language. Thus, it shapes their cognitive development and affects their learning abilities as well. Children's adobe language and behaviour from their societies influence their learning behaviour. For instance, a learner from a multilingual background may have fewer educational challenges. It promotes the strength of the students and influences learner ability as well.
It has been evaluated from the above that all three factors can influence physical abilities, and learning abilities and contribute to cognitive development. It can boost the capacity of grasping learning materials which are required for positive learning outcomes. I think that the pedagogical training of teachers mitigates the challenges they are facing to understand language and learning.
It has been evaluated from this task that these three factors can shape the educational experience of a student. It will foster a positive learning environment which will promote physical activities and the mental well-being of students. Thus, the factor will contribute to cognitive development which is important for future improvement.
Impact of different cognitive, physical and sensory abilities on learning
Cognitive abilities: These skills are used to acquire and process knowledge and insights. They are the core skills which help the brain to learn, think and remember. It helps in the learning process by encouraging people in decision-making critical thinking and decision-making which is important to grasp learning materials. Autism (ADHD) is associated with neurocognitive impairment and executive dysfunction which creates social cognition deficit. It affects their critical thinking skill and cognitive development. Training-based intervention for cognitive remediation is required for students with ADHD.
Physical ability: It is an integral part of learning which is required in early childhood. It helps children to interact with people and contribute to their collaboration skills which is important for learning. For example, capabilities include flexibility, stamina. Coordination and psychomotor skills are improved with physical education from early childhood. The teachers have the role to encourage them in physical practicing to improve their flexibilities.
Sensory ability: It defines that children should learn better and actively engage their senses having better insights and knowledge. It helps them to pay attention in their learning materials which is required for managing learning style. Students with Autism Spectrum disorder (ASD) have neurological disorder which affects their sensory skills. They have the difficulties of proprioception which affects their balanced movement.
Task 2
Three key features of inclusive practice
The principle of inclusive learning is to establish an environment beneficial for students and help them in their growth. The design of the activities and features help the teachers to gauge the performance and development of the students. Key features of inclusive learning are as follows:
Communicating with students
Inclusive communication between students and teachers influences learning behaviour. This may include giving relevant information to the students and improving their knowledge and insights. The hectares have the responsibility to explain the concepts to the students so they can understand language and theories as well (Paulsrud and Nilholm, 2020). A key to commutation is clarity of expectations which refers to students having different expectations. Teachers have to understand their expectations, it will help them to promote respectful discussion.
Making teaching accessible
The key feature of inclusive learning is that it benefits all students by making the materials accessible. It includes the readability of material and helps them to participate in greater autonomy (Florian, 2019). It can reduce the needs of the students they can retrospectively spend time on effective learning. On the other hand, it is important for disabled students who participate in the learning process.
Diversification
The role of teachers is to reflect on the issues and diversify their learning procedures. Pedagogical training and development learn the diversified methods by which they can deliver knowledge and insights to the students (Sulasmi and Akrim, 2019). It may include group projects or audio-visual learning. I think that technological inclusion helps students and teacher to make the learning process effective. The students should have the ability to recognise their tasks and complete them with appropriate guidance. Different approaches will contribute to their sense of inclusion and engagement.
Figure 1: Attributes of the inclusive learning environment
Three benefits of an inclusive learning environment
The benefits of inclusive learning involve developing a sense of engagement with peers. I help their cognitive and social development (Pizarro et al. 2019). They become better prepared to handle a different situation which makes them culturally ready. It motivates the students for a fruitful future.
Inclusive learning gives more opportunities to students. Diversity and inclusion of students are experienced by the students which will be effective for their future growth and development (Ashrapovich, 2022). Students can verify their issues and make the teachers informed. The role of teachers is to make them understand the proper solution to overcome it.
Cultural respect is received in this learning environment, and educators foster their acceptance abilities. It is important for managing their social behaviour. Inclusive learning aims to encourage more involvement of the students with communication, collaboration and inclusion.
Three ways to promote equality, and value for diversity in a learning environment such as the classroom
Figure 2: Diversity and equality in learning
Diversity and equity are important and children should learn from an early age. It will increase their acceptance ability which is a social strength. The ways to improve diversity and inclusion in the classroom are as follows:
Treating students equally: Treating all the students equally and giving them the opportunity to express their classroom challenges. The students have the role to know students and understand their expectations (Gerhard et al. 2020). It will clarify the demand and make it a diversified classroom. Students should have the same importance irrespective of their age, gender, cultural preference and ethnicity.
Respectful communication: A respectful relationship should be made between students and teachers. It will help them to maintain consistency in their relationships. Consistency of communication should be maintained by the teachers to promote an effective classroom with diversity.
Practising cultural sensitivity: Cultural sensitivity is important for the social development of a student. It helps to promote a sustainable relationship in the classroom. It is required to understand the cultural nuances of students (Honobolin et al. 2020). Appropriate resources should be available in the classroom which will promote a diversified strategy. I noticed that technological application helps teachers to process cultural diversity in the classroom.
Cultural values: The teachers have the role to encourage education by respecting people from different cultures. It will help in managing diversity in classroom. Special focus should be given on women education as in some culture it is not being prioritised. Governmental policy is required to promote women education and to support people from lower socio-economic group. The teachers have to participate in pedagogical training to foster diversity irrespective of culture and economy in the classroom.
Three ways to promote inclusion in a broader school community
Inclusivity refers to understanding the student's needs in a diverse culture. It is important in a broader student community where students feel free to express their opinions and clarify their expectations.
Respecting diverse culture and their demand: The teachers should give importance to diversity by promoting cultural sensitivity of the students. Respect and values are the keys to managing relationships between students and teachers (Rachmadtullah et al. 2020). Pedagogical training makes teachers about giving importance to diverse students. Collecting feedback is a way of communication which will help the teachers to clarify the demand and expectations of students.
Respecting diverse talent: The teachers give importance to the skills and capabilities of students. It will give importance to the students and tier learning behaviour as well. It will motivate the students and encourage them to promote a positive relationship with their educators and peers as well. The teachers may improve their knowledge and insights according to their abilities and interest. For instance, if a student shows more interest in making a presentation the teachers should give importance to their skills. It will promote a diverse talent pool which motivates the students for improving their talents.
Encourage interaction: Communication and collaboration are important for managing an inclusive environment. The teachers may take a strength-based approach for the student which will promote their skills and abilities (Astuti et al. 2019). It will help to assess the areas for development which is needed for future career development. They can make suitable changes as well to encourage them in an inclusive environment classroom. For instance, paired learning, interactive whiteboards or student-led presentations will help the teachers to signify the issues and improve the existing skills of the students.
Increasing self-confidence: Th teacher should increase self-confidence of the students by encouraging them to share their expression and opinions. It will make them feel valued. Students from their early childhood should have a respectful relationship with their teachers which will promote their sensory abilities and cognitive development as well.
Partnership working in education and training
Partnership working refers to a form of communication, collaboration and cooperation which supports a child for future development in learning. Pedagogical training makes me realise the importance of collaborative learning. It helps to sustain training and educational program. Teachers need to implement, sustain and develop the learning process to determine the student's goals. Educational partnership promotes comprehensive restructuring of teaching (Herodotou et al. 2019). It fosters child support and unfolds different areas for education. For instance decision, design and action are the major part of educational factors which helps to improve the policies in educational institutes. The partnership with cultural segments (family, community and society), educational agents/agencies (teachers, schools, parents, therapists and psychologists), and community members. Each has a role in child and educational development and it indicates educational partnership. As per the views of Astuti et al. (2019), the educational partnership has been a signified form of unification which assists and supports children's growth and development. The partnership covers cooperation which contributes to students' education.
School is an education which involves guides and directs students for social partnership. A network can be formed with the educational stakeholders including teachers, and guides. The educational policymakers, pupils and teachers. Partnership activities are important for improving the educational field (Kusumaningrum et al. 2019). It requires actions and gives material support which involves students in an inclusive environment. The partnership is crucial and it may be influenced by cultural features including cultural, social and educational factors. A network of schools, communities and families is created which maintains a collaborative environment and partnership.
Three strategies for effective liaison between professionals involved in inclusive practice
A partnership will assist the students with a range of interactions between the students and students. It is important to create a diverse environment and make the environment protective. The liaison is responsible to promise collaboration, communication and interaction to make different educational policies among parties and stakeholders.
Proactive communication: It will promote a transparent relationship among the educational partners. Proactive and effective communication should be reciprocal among students which will promote educational proceedings (Martin et al. 2019). The role of the teacher is to create a diverse culture and ake diverse team for proactive development.
Sharing professional expertise and knowledge: Pedagogical training and development helped me to learn the culture of sharing. It develops the knowledge and understanding of a person and their knowledge of them as well. Communicating and collaborating within a team will promote a reflective relationship that is important for managing professional expertise.
Professional relationship: It is the responsibility of the members of the educational partnership to show respect to all the members irrespective of their gender, age and ethnicity (Schwarzenthal et al. 2020). Professional relationships will be maintained for managing a positive environment appropriate for education.
It has been evaluated from the above that a diverse and inclusive environment is necessary for promoting educational enforcement. It is necessary for students and teachers as well. Hence, pedagogical training ad development improves the skills of teacher which I think will make me more professional in my career.
Task 3
Inclusive practice policy and regulatory frameworks, and how they influence organisational policies on inclusive practice
Student discrimination is unlawful in the UK. Every team member should get equal chances here the duties of teachers are associated with diversity and inclusion.
“Special Educational Needs and Disability Act (2001)”
The act outlines that disabled students can participate in the activities relevant to them. They shroud get the opportunity to have education which guarantees the quality of inclusion. The responsibilities should be taken by the schools and other educational institutions (Howard, 2019). They can influence organisational policy giving importance to the students who are specially-abled. It underpins the Rights of the children under UN conventions which is sustainable for an organisation. In Wales and England, the regulatory framework guides the members and policymakers to im[rve child protection and their education as well. “Disability Discrimination Act 1995” strengthens the rights of children further and helps them to participate in mainstream education.
“Children Act 1989”
The welfare checklist is given by the regulatory framework of this act. It defines the act as making decisions effectively and following welfare. The effects have been noticed in organisational policy. The students get the opportunity to participate in an inclusive environment. The best interest of the children has been considered which creates a motivated organisational culture and effective student education.
The educational needs of the students have been identified by educational policymakers. It improved the relationship between students and teachers and make fruitful changes. The policies and regulatory framework have been created to enhance the opportunity for students and teachers.
“Education Act (1996) part 4”
Some important changes have been applied in the “Education Act 1993” which was related to special education needs. The “Code of Practice” has been followed to make the educational policy ethical and sustainable. The major innovations of this act include the SEN tribunal and “The Code of Practice”. It looks after evidence for taking care of the children and assesses them to give a protective environment for children. It ensures the children are getting enough treatment with high-quality education and consolidate the princess of the education system.
“Children and Families Act 2014”
Under these regulations, the policy of special children's education has been defined. The resources have been identified and some important changes have been done to secure the provision for disabled children. It helps in decision-making for the policymakers which takes into consideration the challenges faced by the children.
“The Equality Act 2010”
The legislative framework guides the management and organisation to make significant changes where all the members get major importance. personal, cultural and social factors do not influence the changes in children's education. The application of this act guides the characteristics of the policy where children can participate in a diverse culture of education irrespective of their age, gender, ethnicity, race and disability.
How do the policy and regulatory frameworks identified above influence my own inclusive practice as a teacher or trainer
First, I will give importance to the educational policy which made significant changes in my earning and development. It helped me to understand the regulatory framework related to education. It is necessary for make student education to follow an approach to organizational policy. I studied the rules and regulations to participate in a diverse and inclusive environment of student education. For instance, the “Special Educational Needs and Disability Act (2001)” helped me to understand the education and resources appropriate for disabled children. I make myself ready to give them appropriate and effective knowledge which will prime their behaviour. It will promote my personal and professional development as well. It is needed to improve the quality of education and follow the best practices required as a teacher (Wilson, 2008). On the other hand, the code of practices increases my ability to understand the requirements of the children.
In my pedagogical training learned about the code of practice that should be folwed by a teacher. It is important to give the same importance to disabled children by making them participate in quality education (Mihelj et al. 2019)). I learned quality education is the right of every child irrespective of the personal factors. It is against the act of “The Equality Act 2010”. It is important to participate in regular training and development to give quality education to the students.
It has been evaluated from this task that the teachers need to learn the children's education act and regulatory framework. They should participate in regular training to enhance their pedagogical skill. ‘Teaching Regulation Agency” (TRA) defies the professional and personal conduct of a teacher which guides the educational sector. The standards are applied to the teachers to overcome the existing challenges and give a proactive opportunity to the students.
Task 4
Points of referral
The persons who can meet the needs of the children in educational settings. It is important to find out external and internal points of referral to help the children and fulfil learners' needs (Fuentes et al. 2021). For example, internal points of referral include first aiders, socialist colleagues, and language interpreters. On the other hand, external points of referral include charities, healthcare workers, health centres, police, relevant websites, teachers and doctors.
Five points of referral are available to meet the individual learning needs of students
The role of points of referral is to promote education in the regional platform and meet learners' needs.
Teachers: They are responsible to increase the knowledge and insight of the students. They aim to follow the code of practice is followed to give best practices to the students (Alam et al. 2020). They make an inclusive environment to give opportunities to diverse students and encourage them to participate in the learning culture.
Support group: Children may face different psychological issues which affect their mental health and well-being. Support groups are responsible to give them appropriate services and address mental challenges. It will help them in their cognitive development which is necessary from an early age.
Language interpreters: It supports multilingual capacity and gives the same opportunities to students from diverse environments. Students from different countries are accustomed to their country's language (Avis et al. 2019). The role of language interpreters is to support their learning culture and motivate their interest.
Administrators: They are the educational policymakers who define the regulatory framework of teacher training and the student learning process. It helps them to shape the functional capacity of educational opportunities which is important to prevent educational challenges.
Educational institutes: Schools are the major educational institutions where students collect their life experiences and gather knowledge for future applications (Cohen et al. 2010). It is important to support their career opportunities and make them physically and mentally strong. Teachers are responsible to respect them and influence their performance positively.
Five roles and responsibilities relating to the inclusive practice as a teacher or trainer
Inclusive practice should be created and monitored by the teacher. Disabled children or students from diverse cultures will have the opportunity to participate in an inclusive environment. The role and responsibilities of the teacher to maintain inclusive practice are as follows:
Promote communication and collaboration: The teachers have the role to collaborate with all team members in educational institutions. It will help them to promote a diverse culture effectively (Corder, 2007). They should communicate and collaborate with the students and other professionals for managing an inclusive environment. Human diversity is embraced with inclusivity where teachers are responsible for supporting the education system by following pedagogical rules.
Promoting social development: Social factors influence the behaviour of a student which is important for their cultural significance. The teachers are responsible to develop their understanding and develop respect for different cultures (Crawley , 2010). It will help them to accept a diverse culture which they will experience in future.
Friendly relationship and respect: The teachers are responsible to make a positive relationship with the students. A better friendship will promote their performance and give them sustainable opportunities in the international segment. They have the role to satisfy learners' needs and motivate them to perform better. It will help them to mitigate their learning needs. The gap between what is learned and what should be learned will be assessed by the teacher for future improvement and cognitive development.
Academic success and extracurricular activities: The role of a teacher is to support their academic success. Involvement of extracurricular activities promotes their cognitive development and social responsibility as well. It will be beneficial for disabled and non-disabled students. Hence, the role of teachers is to encourage them to manage their performance in educational programs. They should identify their special capacity and encourage them to utilise it for further improvement.
Using different formats: Collaborative culture should be followed by the teachers to foster a healthy relationship between teachers and students. They should signify students' interest to focus on and implement them in future (Duckworth et al. 2010). For example, a student may show interest in pictorial representation. The teachers should address their interests and provide opportunities to use different formats. They may reduce the text-based learning approach and replace it with pictorial graphics. It will motivate the students to participate in a diverse and inclusive environment of a classroom.
Relationship of my role with that of other professionals to support students in their learning
My role is to support the professionals who are part of the point of referral. They can promote students learning effectively and mitigate the challenges. For example, I can identify their issues with social and cultural factors. It can construct their cognitive development which is required in an early age. My role is to consult the support group members and mitigate the challenges of the children. Thus, it will maintain a valuable relationship within an inclusive classroom. On the other hand, my role as a teacher is to collaborate with other professionals. It will make a complete environment to make the students to learn (Gould, 2012) For instance, I have the responsibility to make an inclusive environment in the classroom which is an important element for diversification and equity.
Educational policymakers are responsible to make different policies beneficial for a student. As a teacher, my role is to identify the current situation and challenges facing students and teachers. After that, it will be to the administrator or educational policymakers for successful improvement. Similar to the context they can collaborate with caregivers. It will help a teacher to assess their daily activities and their interests. It will be more helpful for disabled students and make the diversified classroom culture fruitful (Wilson and Easen, 1995). Hence, the teacher has a crucial role with other professionals where they are responsible to participate in pedagogical training. It will promote their performance and contribute to their physical, social and cultural development.
It has been evaluated from this task that with teacher’s other professionals can also promote the learning behaviour of a student. With the application of the collaborative approach, the teachers should communicate with other professionals included in the point of referral. It will help to promote a healthy child with physical and mental well-being.
Task 5
Reflection on Inclusive practice as a teacher or trainer and three areas of strength
Inclusive practice is important for a teacher by following the code of practice. I think that participating in an inclusive environment will promote my skills and development which are important for career opportunities. My three major skills for inclusive practice are as follows:
Communication skill: It is an important skill and a major attribute of a teacher practising inclusive learning. I have excellent communication skills which help me to listen and fulfil student demands. Communication makes a friendly relationship with my peers which is necessary for professional and personal growth.
Emotional intelligence: I have this soft skill which I think is important to develop as a teacher. It helps to signify the challenges students are going through which affects their growth and learning capacity. Sometimes students face issues due to their learning gap and cannot connect with peers and learning materials (Wilson, 2008). It is the responsibility of a teacher to promote high-quality education for students. It will also create an appropriate relationship between student and teacher. It will help me to collaborate with other points of the referral who can better manage the situation with their professional skill. For instance, I may need the help of a support group where my strength of communication skills will help me to collaborate with them.
Motivate students: I can motivate the students for future improvement. It will encourage students to participate in extracurricular activities. I want to implement different forms of learning processes to improve and encourage students. Motivational skills will help me to work with disabled children or students from diverse cultures (Wilson, 2008). The implementation of a text-based approach, audio-visual commentary, and pictorial presentation encourages students to make participants in an incisive environment.
Two areas for improvement to enhance my practice of inclusion
The reflective practice helped me to assess my skill which I will be monitored continuously to follow inclusion activities. There are areas for development in which I will become an effective teacher. The areas for development are as follows:
Identify student needs for disabled children: Disabled students are part of an inclusive culture. In this era of inclusive learning, I have to focus on my professional growth and development. The strategies should be followed to communicate with disabled students. I should collaborate with support groups that will help me to develop my skills and knowledge in inclusive learning.
Critical thinking: This skill is important for improving the decision-making and problem-solving skills of a teacher. As a teacher, I think that practising communication, and emotional intelligence, solving problems of children, and focusing on parental concerns are important. It will give me career opportunities which are required for professional and personal development.
Action plan of five strategies I will take to further develop my knowledge and skills of inclusive practice.
Action plan
Activities
Time required
Improving knowledge and insights of inclusive practice
I want to improve my knowledge and insights of inclusive learning to participate in a diversified culture. I will take feedback from my peers and educators to improve my skills. I will assess my key strengths and weakness for further development and upgrade them for positive outcomes.
4 months
Participating in pedagogical training and development schemes
There are 5 major factors in pedagogical training and development schemes. I want to participate in continuous learning and development. Constructivism is a major attribute for a teacher which will promote my teaching skills. I want to improve my collaborative and reflective skills by increasing communication. After that, I will assess my performance in a reflective account to signify further areas for development
3 months
Critical thinking skills
I want to improve this skill for problem-solving and decision-making in further action. It will be improved by asking questions and being curious. I want to research for deeper data collection and it will help to improve my knowledge and insights.
3 months
Skills for curriculum modification and adaptation
I want to design different tasks and activities for the students so that they will feel motivated. It will encourage them to improve their performance. For example, some students feel more interested while making pictographs. I will motivate disabled and non-disabled children to share an activity together. It will make them physically and mentally active which is important for cognitive development.
4 months
Empathetic skills
I want to improve my emotional intelligence to listen to the learner's needs. A student from a different cultural background may have different issues in participating in an inclusive culture. I want to improve my emotional intelligence to understand their issues.
2 months
Table 1: Action plan for future improvement
As per table 1, the action plan has been designed to improve my teaching skill. It is expected that it will give me opportunities to improve my personal and professional development. An action plan is required for a teacher for further development. As per the views of Herodotou et al. (2019), an action plan will guide a teacher and trainers in assessing their skills in future. I want to improve them to maintain professionalism which is followed by a timeline. I focused on my career opportunities with soft skills and improved my experience. I aim to be a professional teacher by following the code of practice and making myself an ethical teacher.
Conclusion
It has been concluded from the above that teachers should participate in pedagogical training to improve their skills. It will help them to identify the issues with an organisation and follow the country's code of conduct. The points of referral have a major role to influence the learning environment and fulfil learner needs. The role of a teacher is to support students irrespective of their age, gender ethnicity or special abilities. Professional and personal development is required for a teacher to make their action plan effective. I made an action plan with different activities to make it effective. As a teacher, I want to focus on learner needs. In terms of assessing learners' needs communication skills and emotional intelligence should be improved. It will help to fulfil the strategies and make my action plan fruitful.
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