Click here to access top-notch assignment help provided by our native assignment help company.
Introduction: Navigating Individual and Cultural Influences on the Learning Process
Task 1: Report
1.1 Effectiveness of Individual, cultural, and social factors on the learning Process
Individual factors: Learning is an effective process and various factors affect it. Personal factors are one of them that influence inclusive learning. Here, inclusive practice refers to the technique or teaching style that mainly acknowledges as well as makes spaces for children to learn (Akl, 2021). There are various ways related to this learning process and multiple children get the benefit based on their needs. It is seen that personal factors influence learning in a great way if the individuals are not prepared for this. Therefore, it is seen that if an individual is not prepared to acquire new things, then this factor will not be fruitful.
The individuals will have to be mentally prepared for different activities to make the process of learning meaningful. Sensation, as well as perception, is called psychological concepts that influence learning. The sensation refers to the factors of different organs such as eyes, ears, skin, nose, and tongue and they are the pathways for knowledge.
Cultural factors: Culture is most important for the “cognitive development” of a learner that decides the learning behavior of children. There are different values of culture and it is different for each learner. Some cultures give importance to IQ whereas others give importance to skills for development (Bierle et al. 2021). Therefore, it can be said that the experience of culture decides how children will respond to work. The cultural values, as well as experiences of early life, influence the learning process as well as the inter-relationship between the values. These factors are directly connected to a child’s academic achievement. Some features such as dedication, morality, as well as interpersonal skills are considered to be more valuable than “cognitive abilities”.
Social factors: Social as well as emotional development is most important for a child to decide how a child will learn. The factors include the abilities of children and their ability to maintain the situation (Nieminen and Pesonen, 2022). These expressions mainly promote “socio-interaction”, interpersonal relationships, learning environments, as well as a positive behavior. Children can get special abilities in the workplace by applying the above-mentioned. The social environment influences learning with the creation of a language as well as an experiential environment. This factor mainly stimulates the mind to grow and rewarding the children is another factor related to it that gives scope for children to learn. Social interaction is the most important factor for the learning of children. They can be able to organize their thoughts through interaction with other people (Akl, 2021). The other important factors included recognizing the gaps in their reasoning as well as analyzing their understanding. An environment of learning is most important for children for the development of their brain and social collaboration and connection. Therefore, it is called that social, personal, as well as cultural factors have a great influence on the learning process of a child.
1.2 Impact of Various Cognitive, physical, or sensory abilities on Learning Practices
Cognitive abilities: Cognitive skills are referred to as mental skills and it is applied to acquiring knowledge. It is the thing that mainly separates good learners from common learners (Ngwenya et al. 2021). It is described that strong cognitive skills help in the easy and fast learning process of a student. This matter indicates the aspects of mental functioning and the factors include remembering and memorizing things, the ability to quickly learn, the ability to focus, as well as reasoning.
Figure 1: Cognitive abilities
The cognitive factors mainly influence the learning range and it starts from the basic learning process. The processes include the memorization of facts as well as the information, understanding of the application, evaluation as well as analysis (Bierle et al. 2021). Sometimes cognitive ability is also called “general intelligence” and it is important for the survival as well as adaptation of humans. There are various matters related to it and they include planning, reasoning, problem-solving, abstract thinking, comprehending complex ideas, and quick learning.
Physical abilities: Physical abilities are most important for learning and the effectiveness of this process is seen from early childhood. This type of learning process engages the child directly in the process of earning and physical abilities help children to interact with the world. When a child consists of more physical abilities, then he or she can be able complex learning (Mouchritsa et al. 2022). Regular physical ability helps children with their development and the development includes the growth of senses, muscles, brain, body, as well as skill. Therefore, it is called that learning depends on the different abilities of a learner. The abilities are the cognitive, physical as well as sensory abilities. The abilities include various factors such as the ability to read, analyze, skill development, physical abilities, as well as the ability to specific learning.
The physical factors include health, nutrition, visual defects, and the matters that influence the behavior. It is seen that the bad health of a learner can slow down physical as well as motor development. Lack of vitamins also influences the ability to learn, concentration, as well as physical growth (Akl, 2021). Those learners who have visual, hearing, and other physical defects face difficulty in learning. Therefore, efforts have to be made for their proper learning. Children who have come from disadvantageous families have faced physical, sexual, or emotional abuse and these matters can be removed through the maintenance of proper bodies.
Sensory abilities: Sensory differences have been seen as a negative effect on school life for “autistic pupils”. Both the teacher, as well as parents, believe that this kind of issue disturbed the process of learning as well as school participation (Bierle et al. 2021). These differences are the main reason for distraction, distress, as well as anxiety. The issues make the situation hard for the children and their success. Kids who are sensitive to nature can be overwhelmed by bright light as well as loud noise. The children may face trouble in paying attention in learning for their uncomfortable clothes.
Task 2: Report
2.1 Policy or regulatory frameworks of inclusive practice
“The Equality Act 2010” is an important act that has described the protection of human rights. This act has also replaced all the acts that have been placed before related to “equality legislation” (Lister et al. 2022). They include “Special Educational Needs and Disability Act 2001 and Discrimination Act 2005”. According to these acts, protection has been provided against the matter of discrimination against students who are disabled. The included fields are training, education, and other services. These acts said about disabled student’s legal right as well as their illegal threats. It hinders the unlawful treatment by the other students as well as gives focuses on the inequality of sex and age. This act also focuses on creating awareness related to visual and deaf students within the organization.
It includes how the community and education sector can accommodate as well as support disabled students without any discrimination. It focuses on providing equal opportunities to the students and the students who need special focus will have to provide proper support. The organization will have to take proper care as well as reasonable measures for the disabled students to prevent substantial disadvantages that have arisen within the organization (Knight and Crick, 2022). A transparent, improved, and accountable system is required to support the students. These effective steps can include needed changes as per the requirement of the course, different policies as well as practices, and building physical features.
The course delivery systems, material provision in various forms, as well as practices also include these factors. This act focuses on providing equal service to all students and identifying their needs. It gives protection from redundancy, dismissal, and training in a time of interaction with employees, other stakeholders, and staff (Kirupainayagam and Sutha, 2021). This act helped me by guiding me so that I can take proper steps for the development of students. It creates awareness and guidelines that if one feels discrimination then they can make direct complaints or take help from the organisation.
2.2 Impact of policy and regulatory frameworks on organizational policies in inclusive practice
The policies, as well as regulatory frameworks, mainly influence the organizational policies in inclusive practices. It ensures that the relevant policies of the organization are well documented and can be accessed by the learners, teachers, and different staff. It helps to maintain the standard and gives information about the practices. The matters include the promotion as well as advertisement of the courses of the organization (Junaidi et al. 2022). The frameworks mainly provide information on the responsibilities of the stakeholders such as the teachers as well as the students. The policies will give guidance in maintaining safety as well as a conducive environment. Inclusive education values diversity as well as contributes uniquely to every student in the classroom. It is seen that in a setting of inclusive education, each learner feels safe and consists of a sense of belonging.
The learners, as well as their parents, participate in the setting of learning goals and they also take part in making decisions. Inclusive education is one of the ongoing processes that aim to provide quality education to all kinds of learners (Hernández-Torrano et al. 2022). The matter respects diversity as well as various needs, features, abilities, and expectations of the learners. The students have come from different communities and there is no discrimination against them. Therefore, it is seen that the policy and the framework of regulation have influenced the policy of an organization. The matters include the organization’s advertisement as well as promotion with the application of the proper approach. The frameworks and policy mainly give documentary information and it can help in better performance of the organization (Das, 2021). Here, the organization is optimistic about the staff and their roles and responsibilities.
2.3 Impact of policy and regulatory frameworks on individual skill in inclusive practice
The regulatory framework as well as the policy can influence the inclusive practice of an individual. “The Equality Act, 2010” is an important act that has focused on protecting people from discrimination in the workplace as well as in wider society (Alzyoudi et al. 2022). The present framework helps me in studying the documents and to understand their implementation in my organization. This framework helps me to get a transparent understanding of my responsibilities as well as my role. This is the importance of this framework and it is an effective framework.
This aspect gives opportunities to understand different approaches and there are guidelines for the curriculum. It helps to understand how the students can get maximum effectiveness from this. Diversity as well as equity is mainly reflected in the plan of the lesson. In this part, the development has been noticed that supports the individuals to learn the plans as well as styles (Nieminen and Pesonen, 2022). Therefore, it is called that the regulatory framework, as well as policy, is most important for an individual that improves their skill about the practice of inclusive. The learners can get help from various learning methods such as quizzes, group discussions, and assignments and these will help them in social interactions.
The students have to provide proper time to respond to the questions and questions can be closed or open. The matter depends upon the abilities of the students and the students have given chances for giving feedback. The improvement of these areas will help the learners to make a better analysis of the situation and improve according to the situation. The specialist staff and the professionals are responsible for making organizational planning and they provide a better environment for flexible learning, accessibility ease, and different activities (Ngwenya et al. 2021). The approaches to this matter are important and they are reviewed periodically so that they can support the learning process of the students.
They are protected from discrimination and support has been given for their improvement. I make sure that the learners' inappropriate behavior has been checked out and rules have been set for them. I think this matter will provide a safe environment for the learners and their learning.
Task 3: Report
3.1 Role and responsibilities of learning mentor in inclusive practice
My responsibilities, as well as the role, are teaching, the impartation of my skill and knowledge, and the skill for preparing the learners for the assessment. I have learned various approaches so that I can take care of the needs of the students and drive huge success. The matters include managing, evaluating, planning, assessing, and delivering different activities in the classroom (Mouchritsa et al. 2022). Different approaches of assessment such as “initial, diagnostic, formative, and summative” have been used to understand the student’s nature. Here, the referral has been created so that the policies of the organization can be applied properly.
My duty was to make sure that the students should understand their personal, professional, and social responsibility. It will develop their skills for understanding by participating, giving responses to feedback, and engaging with other students and teachers (Lister et al. 2022). My role was to ensure that the students should adopt proper behaviors. There were different rules for the students for managing their behaviour and proper actions have been taken after checking this. The promotion of equity and diversity was my responsibility and I have applied it. I have taken care of the matter that students get the same opportunities for their education.
The mentor is referred to as a role models who develop a relationship, guides the students, and gives them advice. A mentor will have to be a continuous learner and have to give open feedback to the students (Knight and Crick, 2022). They have to give support, guidance, and motivation to the students so that they can overcome their learning obstacles. I have learned all these ideas from the research and it helped me in playing my role as a mentor in the education field.
3.2 Explanation of personal and other professionals' role in inclusive practice
A mentor is one of the most important professionals in an educational institution with inclusive learning practices as the individual has to guide the students within the classroom. The students are very much dependent on the person in a different aspect other than the learning process (San Martin et al. 2021) Therefore; the mentors of inclusive practices should provide complete guidance in terms of emotionally and physically. Being a mentor, I always support my students to be confident in their role and try to mitigate all their issues single-handedly to become emotionally strong. Apart from that, I maintain a collaborative classroom culture that guides one learner to others. Apart from that, the main job role of the mentor is to motivate the learners and encourage them to proceed with their goals (Paju et al. 2022). A mentor should be emotionally strong to improve the mental strength of the learners.
The learners of the organization should guide the learners in terms of exploring their appropriate career goals, setting academic goals as well as improving the contracts. Apart from that, the principal responsibility of a mentor is to properly identify reliable resources from which they can gain a great piece of knowledge (Paju et al. 2022). I always try to find out the best possibility for a learner and guide to improving the quality of an individual. Other professionals are also very important for the learner’s improvement. Apart from that, the learners are very much dependent on these professionals who support them in various activities like doing their work and strengthening their physical abilities. The other professionals like program managers are very important in setting up the curriculum and the practices that the students should abide by (Yada et al. 2021). The curriculum setter can be very important for inclusive learning practices as they help in the growth of the mental ability of different students of various backgrounds.
3.3 Identification of referral points for meeting personal learning needs
Being a mentor of DET with inclusive learning practices I make aware and realize the need for every learner that has a great impact on the learning process. The issues of the learners can be from financial, family as well as transportation issues. Apart from that, I must have the ability to assist the learners in dealing with their problems and set up the resources for the learners who are not attending the class regularly (Sigstad et al. 2021). Two different types of referral points are generally seen as external or internal. The internal referral that I faced in terms of meeting my individual learning needs is support from students, career service issues as well as meaning from mentors. Apart from that, internals official issues can be a referral point for a mentor.
The external referral points can be effective on the roles and responsibilities of a mentor of inclusive learning practices. Regional education councils have a great impact on the mentor's role. The mentor is also influenced by the job center as well as other agencies for the improvement of inclusiveness within the classroom (Sigstad et al. 2021). The referral points for personal learning requirements are self-knowledge, the implementation process of different inclusive models and theories within the classroom culture, and learning the process of gaining knowledge. Apart from that feedback-giving process and the creation of opportunities for better learning are other important referral points for an individual. Innovative ideas for learning guidance can be an appropriate point of referral points of personal learning needs.
Task 4: Report
4.1 Features and advantages of an inclusive learning environment
Inclusive learning practices are essential for any educational institution because they are focused on personal learning practices and improving the organizational culture. Apart from that, it guides to improvement of the collaboration among the learners and mentors of the organization. This type of learning practice is very helpful in learning with own strengths (Stauffer et al. 2021). It is also helpful in the identification process of personal shortcomings. The critical components of this type of learning practice are showing respect for the diversity among students in terms of cultural, economic, social as well as family background. It directs all the students to take part in all types of learning practices and fulfill their learning potential.
Identification of the learning requirements as well as choosing the preferences they can meet within the educational organization. Apart from that another key feature of this learning process is to ensure the background of different students (Stauffer et al. 2022). Inclusive learning practices allow all types of students and it is regardless of their cultural or social background along with their learning styles as well as personal abilities. Apart from that, this type of learning practice guides to remove all the barriers and also prevents all the learners from learning. Inclusive learning practices do not at all discriminate against all the bases like age, gender reassignment, and mental or physical disability (Muñoz-Martínez et al. 2021). Marriage or civil partnership, race, and religion are the most important factors that do not create any issues in inclusive learning practices.
There are several benefits in inclusive learning practices that are very beneficial for the learners as well as the other professionals. The advantages of these practices are socially inclusive. It helps to become more effective for all types of people with disabilities both physical and mental. It shows a greater level of respect for diversity (Muñoz-Martínez et al. 2021). The inclusive learning process guides reducing any situational issues within the educational organization by mitigating teasing, and bullying as well as the exclusive from cultural diversity.
Learners with intellectual disabilities are regularly included in this practice and exclusion of practices is mostly reduced from this type of learning practice. Learners with “play unified” can gain more amount of patience as well as the capability for compromising. On the other hand, the students without disabilities hold a great number of positive attitudes towards their peers the learners with disabilities.
4.2 Analysis of the promotion process of equality or value diversity
Equality and value diversity are the most important components of an educational institution that can be very effective in promoting inclusive practices in the education procedure. Equality, as well as diversity, refers to multiculturalism which is an important idea for accepting as well as promoting the differences among learners within an educational organization (Page et al. 2021). The fundamental objectives of these factors guide to promote equality for raising awareness and it should be made sure that all the learners are successfully treated fairly.
The promotion procedure includes setting a clear objective of the process of how should the people behave within the institution. Apart from that, treating all the students as well as other professionals equally is very important to a mentor. Creation of all references of an inclusive environment within the education center should be done and the process through the activity of all types of learning practices with the help of multicultural practices (Kazanopoulos et al. 2022). The promotion of different multiculturalism in the curriculum of the learners is a very important guide to improving the organizational practices, as well as creating reflective lessons, which is essential for the promotion of diversity as well as equality within the classroom.
“Inclusive pedagogy theory” is one of the most important theories that guide the improvement of the promotional process of inclusive practices. According to this theory, by using different types of assessment tools and methods inclusive practices can be easing promoted within the promotion (Gosbell, 2021). This theory also proposes a wide range of learning or learning modes that guide the promotion of inclusiveness among the students within the classroom. Apart from that, ensuring all the processes or policies are non-discriminatory can be another promotional process of inclusiveness among learners.
4.3 Analysis of the different points of inclusive promotion
Several key components can be seen in inclusive promotional activities as are improvement of relationships among learners and mentors and the sharing of experiences with classmates or mentors. Other key points of inclusive practices are advocacy as well as the identification sensibility which can be very effective for the students along with the learners (Gosbell, 2021). Transparency and the value of diversity are some other core components that can be promoted within the classroom for the promotion of inclusive learning practices. Apart from that, equality among the students without any discrimination in terms of cultural, social religious as well as economic background is very helpful in the promotion of inclusive practices.
In the context of curriculum setting inclusive practices are also very important that depend on accessibility, availability, as well as acceptability. Apart from that, the adaptability of the students is a very essential component that guides to improve the classroom practices as well as the personal efficiencies of the learners (Monteiro and Forlin, 2021). General education practices as well as the appropriateness of mentor support or services are the most important practices in inclusive practices. Planning of learning and strategy implementation should be always evaluated and changes as per the requirements.
4.4 Strategies for useful liaison between professionals of inclusive learning
Effective strategies can be included for the liaison between the professionals within the educational institutions with inclusive learning practices. Active participation of all the learners as well as the other professionals is required to successfully promote inclusive learning practices (Monteiro and Forlin, 2021). All the students required a great sense of belonging that guides them to achieve the “IEP Goals”. Clear direction of teaching and learning is important and using all existing skills or knowledge is important to improve the shared language for practicing. The promotion of respect for difference and shared leadership responsibility is essential for the promotion of inclusive learning practices.
The creation of a sensitive environment and providing motivation or encouragement are some significant strategies that can guide inclusive learning within the classroom. Other strategies for this type of learning are expressing positivity and supportiveness and facilitating the activeness of students in the curriculum within the classroom (Pavlovic et al. 2022). It is regardless in terms of their gender, cultural or social background religion as well as physical or mental ability. In the promotional process of equality and value diversity within the educational institution, one should consider all the challenging attitudes of learners as well as other professionals by avoiding the stereotypes in terms of curricular resources.
Task 5: Report
5.1 Effectiveness of Personal Inclusive Practice
As a mentor in “Diploma in Education and Training,” personal inclusive practices are very important and will be very helpful in the teaching process as well as in communicating effectively with the learners. Being a mentor in a DET, I embrace the uniqueness of all students and celebrate the activeness of all learners. Personal or individual inclusive practices guide improving the sense of belonging in the educational perspectives. Improvement of inclusive culture within the classroom helps other people feel respected, valued as well as important (Pavlovic et al. 2022). An individual should feel a positive supportive family and commitment from other professionals so that they can provide their best performances within the classroom as well as in future professional life.
I always welcome all the educational or curriculum values for the contribution of students. My communication skills are good I will be very supportive of inclusive practices. Apart from that individual learning practices should be improved the treatment of all children along with their families without any discrimination in terms of social, cultural, economic as well as religious background (Pavlovic et al. 2022). The inclusive learning practices of an individual refer to embracing or celebrating the uniqueness of all students individually. It improves their confidence and self-motivation which guides them to better their academic results along with personal development.
The key components of personal inclusive practices are exploring access to the importance of a gracious welcoming environment to create inclusiveness within the classroom. I implement different policies in the classroom practices to make them inclusive. My collaborative skill as well as advocacy and identification as they share my personal experience improves their confidence and motivate them. A positive attitude towards all students equally and support diversity. The choice for the strategy for effectively implemented within the curriculum. Effective collaboration with students along with other professionals is very important for the improvement of personal inclusive practices (Reraki, 2022). I always equally treat all my students without any kind of discrimination which can guide to primitive inclusiveness among people. I am very supportive of each student regardless of their ethnic background. Effective communication and the implementation of different policies are very important for the development of inclusive learning practices (Reraki, 2022). Several opportunities should be created for the students to the active participate of all students in terms of the educational process.
5.2. Personal strengths and opportunities as a mentor in inclusive learning practices
The mentor of a DET with inclusive learning should be liberal and diverse to all knowledge and all people. Being a mentor of a DET, I always try to communicate with all students individually which guides to improve inclusiveness within the classroom. Apart from that, I treat all the learners equally any kind of discrimination cannot be seen within the institution among the students and guides to increase the participating percentage in the curriculum. Flexibility is a very essential quality that should have within a mentor of inclusive learning practices, and this quality guides communication with all students of different backgrounds along with other professionals (Secures et al. 2021). Being honest and candid I judge all the issues within the classroom relevantly that develop effective collaboration and close bonding among the students.
A mentor of a DET with inclusive practices should be a good listener because the individual should listen to all the problems of learners carefully and then try to solve the issue accordingly. My sounding board is good in that I try to listen to all the students carefully and make suggestions as per the regulations of the institution. Apart from that, the perspective of mentors in terms of value diversity is very important and guides to improve the inclusiveness among the students within the classroom. I always try to maintain the diverse culture among the students by arranging different practices as celebrating all religious festivals within the institution. I always try to provide constructive feedback so that they can improve their efficiency and rectify their shortcomings.
To be a good mentor in the promotion I have to gain some knowledge and experience in this subject that will guide me to improve my skill to properly guide the students. Apart from that, non-judgemental is one of the most important aspects of a mentor of inclusive learning practices that guide to improvement of the culture and efficiency within the classroom (Kazanopoulos et al. 2022). I should collect a great piece of knowledge in this sector that guides me to improve my non-judgemental qualities. I have to find networking resources to improve my skills.
5.3 Action plan for improving personal skills in inclusive practices
Areas for improvement
Objectives
Methods of improvement
Current position
Knowledge
Improvement of the personal research skill to gather knowledge in this section and communicate if work with other experiences and efficient professionals for gaining better knowledge.
I have to deal with different students from various backgrounds to gain knowledge from them about their culture and ideas. I communicate with other professionals who guide me to improve my problem-solving skills as well as decision-making skills.
Good but it needs development
Judgemental quality
I have to improve my judgemental quality so that I can maintain equality with value diversity within the classroom.
For that purpose, I have to gain ideas for inclusive learning practices and I should be more attentive to others to give a wise judgment.
Average
Resource-finding quality
I need to improve my resource-finding quality to improve my inclusive practices.
For that purpose, I have to gain knowledge about authentic and reliable sources to collect valuable resources that can help maintain inclusiveness within the classroom. Apart from that, I have to improve my collaborative skills with experienced and efficient professionals as they can guide me to work behaved.
Average
Table 1: An action plan for improving personal skills in inclusive practices
References
Akl, L., 2021. The implications of Lebanese cultural complexities for education. In Educational Scholarship across the Mediterranean (pp. 272-293). Brill.
Alzyoudi, M., Al Nuaimi, S. and Almazroui, K., 2022. Inclusive Education Practices for Children with Disabilities in the United Arab Emirates. Africa Education Review, pp.1-15.
Bierle, D.M., Ganesh, R., Wilker, C.G., Hanson, S.N., Moehnke, D.E., Jackson, T.A., Ramar, P., Rosedahl, J.K., Philpot, L.M. and Razonable, R.R., 2021. Influence of social and cultural factors on the decision to consent for monoclonal antibody treatment among high-risk patients with mild-moderate COVID-19. Journal of Primary Care & Community Health, 12, p.21501327211019282.
Das, K., 2021. Inclusive mathematics education in classroom practice. Shanlax International Journal of Arts, Science and Humanities, 8(3), pp.1-5.
Gosbell, L., 2021. Universal design for learning in Christian higher education: Inclusive practices for students with and without disability. In Innovating Christian Education Research (pp. 423-442). Springer, Singapore.
Hernández-Torrano, D., Somerton, M. and Helmer, J., 2022. Mapping research on inclusive education since Salamanca Statement: A bibliometric review of the literature over 25 years. International Journal of Inclusive Education, 26(9), pp.893-912.
Junaidi, A.R., Dewantoro, D.A., Shanti, P. and Rahmita, G., 2022. Inclusive Education in Higher Education: Baseline Study at Universitas Negeri Malang. Journal of ICSAR, 6(2), pp.196-204.
Kazanopoulos, S., Tejada, E. and Basogain, X., 2022. The Self-Efficacy of Special and General Education Teachers in Implementing Inclusive Education in Greek Secondary Education. Education Sciences, 12(6), p.383.
Kirupainayagam, D.S. and Sutha, J., 2021. Technology facilitation on inclusive learning; higher education institutions in Sri Lanka. International Journal of Educational Management.
Knight, C. and Crick, T., 2022. Inclusive Education in Wales: Interpreting discourses of values and practice using critical policy analysis. ECNU Review of Education, 5(2), pp.258-283.
Lister, K., Pearson, V.K., Coughlan, T. and Tessarolo, F., 2022. Inclusion in Uncertain Times: Changes in Practices, Perceptions, and Attitudes around Accessibility and Inclusive Practice in Higher Education. Education Sciences, 12(8), p.571.
Monteiro, E. and Forlin, C., 2021. Enhancing teacher education by utilizing a revised PGDE curriculum as a fundamental resource for inclusive practices in Macao. In Resourcing Inclusive Education. Emerald Publishing Limited.
Mouchritsa, M., Romero, A., Garay, U. and Kazanopoulos, S., 2022. Teachers’ Attitudes Towards Inclusive Education at Greek Secondary Education Schools. Education Sciences, 12(6), p.404.
Muñoz-Martínez, Y., Gárate-Vergara, F. and Marambio-Carrasco, C., 2021. Training and support for inclusive practices: Transformation from cooperation in teaching and learning. Sustainability, 13(5), p.2583.
Ngwenya, N., Makoelle, T.M. and van der Merwe, M., 2021. Participatory action research as change strategy: a case of developing inclusive teaching and learning practices in an adult education Centre in Gauteng East District of South Africa. Interchange, 52(3), pp.393-414.
Nieminen, J.H. and Pesonen, H.V., 2022. Politicizing inclusive learning environments: how to foster belonging and challenge ableism? Higher Education Research & Development, 41(6),
Page, A., Anderson, J. and Charteris, J., 2021. Including students with disabilities in innovative learning environments: a model for inclusive practices. International Journal of Inclusive Education, pp.1-16.
Paju, B., Kajamaa, A., Pirttimaa, R. and Kontu, E., 2022. Collaboration for inclusive practices: Teaching staff perspectives from Finland. Scandinavian Journal of Educational Research, 66(3), pp.427-440.
Pavlovic, M., Simonton, K.L. and Casey, L., 2022. Inclusive Practices in Physical Education: Considerations for Students With Dyslexia. Journal of Physical Education, Recreation & Dance, 93(6), pp.15-21.
Reraki, M., 2022. Inclusive practices for dyslexic language learners: an intervention study in the Greek EFL setting. Support for Learning, 37(3), pp.480-494.
San Martin, C., Ramirez, C., Calvo, R., Muñoz-Martínez, Y. and Sharma, U., 2021. Chilean teachers’ attitudes towards inclusive education, intention, and self-efficacy to implement inclusive practices. Sustainability, 13(4), p.2300.
Secules, S., McCall, C., Mejia, J.A., Beebe, C., Masters, A.S., L. Sánchez?Peña, M. and Svyantek, M., 2021. Positionality practices and dimensions of impact on equity research: A collaborative inquiry and call to the community. Journal of Engineering Education, 110(1), pp.19-43.
Sigstad, H.M.H., Buli-Holmberg, J. and Morken, I., 2021. Succeeding in inclusive practices in school in Norway–A qualitative study from a teacher perspective. European Journal of Special Needs Education, pp.1-14.
Stauffer, C., Case, B., Moreland, C.J. and Meeks, L.M., 2022. Technical standards from newly established medical schools: a review of disability inclusive practices. Journal of Medical Education and Curricular Development, 9, p.23821205211072763.
Yada, A. and Alnahdi, G.H., 2021. A comparative study on Saudi and Japanese in-service teachers’ attitudes towards inclusive education and self-efficacy in inclusive practices. Educational Studies, pp.1-19.
Share this
Cite This Work
Go Through the Best and FREE Case Studies Written by Our Academic Experts!
