Applied Business Academy Diploma in Education and

Training (DET)

Unit 417: Inclusive Practice

Unit code:L/503/5384

Student Name:

Student ID:
Table of Contents
Introduction......................................................................................................................................3
Task 1: Factors that influence learning............................................................................................3
1.1 Impact of personal, social and cultural factors on learning.................................................3
1.2 Impact of different cognitive, physical and sensory abilities in learning..............................4
Task 2: Understand the impact of policy and regulatory frameworks relating to inclusive practice.
.........................................................................................................................................................5
2.1 Policy and regulatory frameworks relating to the inclusive practice.....................................5
2.2 How policy and regulatory frameworks influence organizational policies relating to
the inclusive practice...................................................................................................................6
2.3 How policy and regulatory frameworks influence their inclusive practice...........................7
Task 3: Understand roles and responsibilities relating to inclusive practice...................................8
3.1 Summarise own role and responsibilities relating to inclusive practice................................8
3.2 Relationship between their role and the roles of other professionals involved in the
inclusive practice.........................................................................................................................9
3.3 Points of referral available to meet individual learning needs.............................................11
Task 4 Understand how to create and maintain an inclusive learning environment......................12
4.1 The key features and benefits of an inclusive learning environment..................................12
4.2 Ways to promote equality and value diversity.....................................................................13
4.3 An analysis of ways of promoting inclusion........................................................................14
4.4 Strategies for effective liaison between professionals involved in an inclusive practice....15
Task 5 Understand how to evaluate your inclusive practice..........................................................16
5.1 Effectiveness of own inclusive practice...............................................................................16
5.2 Strengths and areas of improvement on inclusive...............................................................16
5.3 Plan opportunities to improve their skills in inclusive practice...........................................17
Conclusion:....................................................................................................................................18
References......................................................................................................................................19
Introduction
This comphensive report divided into five parts disuuses various issues regarding inclusive
practice in teaching profession. I have shared my own experiences and suggestions while
developing this report. I hope it will be benefial for all the readers who are in this teaching
profession.

Task 1: Factors that influence learning.

1.1 Impact of personal, social and cultural factors on learning.

In any learning personal factors plays abig roel. For instance, As far as gender is concerned,
women pay more attention than gentlemen. Apart from the confidence to continue attempting
complex tasks, people with high levels of trust typically find it easy to learn. A well-developed
teaching language is simple compared to a language that is not developed. Since language is used
in learning, good linguistic development for efficient learning is important for a learner. People
sometimes wonder why children can take a dialect so quickly. The explanation is that the ability
to consider another dialect is at the head of a young age and the process of dialect learning
becomes much more successful. When we become more experienced, taking a dialect for a
moment becomes a moderated technique that sometimes takes a long time to learn and practice.
Even when the dialect is spoken about in the region, people cannot in any case see a shift in their
voice. To achieve this, special planning and rehearsal are frequently required. They agree that
teaching does not necessarily lead to learning, but rather facilitates and encourages a conducting
atmosphere in which learning may be properly situated, according to those prominent authors: N,
Granitz, K. Koering and Harich, 2009. The main idea of the theme is faith as a component of
creating a conducive atmosphere for learning.

If students are motivated to enjoy early sexual relations, their focus during learning may be
affected. The learner's education has a positive or detrimental impact on his learning skills. A
student with a strong education history and foundation would probably be easy for all learning
activities. The financial condition of a student's family may have a variety of implications for
learning skills. Financially effective teachers can receive a good education and encouragement,
while weak learners do not receive such support and their learning abilities have a negative
effect. The delivery of lessons for learners with a similar ethnic background would probably pose
no difficulties as compared with the delivery of lessons with a different ethnic background: an
English student, an environmentally friendly teacher or a bunch of American students born into
Asian, native and trained students in multicultural settings. Teachers need to adapt the teaching
methods for learners in this situation, one of the ways to do it is by reading newspapers, regional
newsletters, social networking and blogging, keeping up-to-date on current trends so they can be
used as an ice breaker before the lesson starts. It is all about building connections and learning
accountability by supporting people in all of society. By directing and guiding the learning
behaviour, culture plays an important role in the cognitive growth of learners as well.

1.2 Impact of different cognitive, physical and sensory abilities in learning

Cognitive

In learning, cognitive abilities are indispensable. The reading skills include some of the cognitive
abilities critical for learning (Bower, 2008). A student who can read is easy to learn in contrast to
a student who cannot read. Apprentices with good analytical skills are good at learning as
compared with those with no good analytical abilities. Excellent analytical qualifications
improve learning because a student can understand and evaluate complex concepts (Bower et al.,
2008). Intrinsic experience is an important cognitional capacity to understand. In certain cases,
students are supposed to be able to retain knowledge in visual images.

Physical abilities

Strong physical skills improve learning since learners can easily perform all learning activities,
including reading and writing. Physical challenges can be difficult for students to learn especially
if the students failed to manage the required supporting materials (Bower et al., 2008). However,
Physical impairments (for example, hearing, visual impairment, speech impairment) harm
learning which requires interventions to meet these needs so that they cannot disadvantage their
ability. Such initiatives include the provision, by design and level of specifications, of specialist
services (equipment and installations). Students who have visual disabilities have to sit down,
use braille, language treatment and speech impairment.
Sensory abilities

For both learning and brain growth, developments of sensory abilities are significant (McGann,
2015). A well-developed brain makes learning all skills and conducts simple for people. Low
brain growth is related to poor learning skills. Sensory development facilitates learners' cognitive
development that contributes to better learning. Sensory abilities like the space body allow
students to recognize the position between objects and people when placing between them. The
body is important as it is essential in social interactions. For eye movement and the establishment
of left or right sides, which is the essential skills of reading and writing needed for learning,
sensory laterality is important. Aspects due to inadequate competence, inappropriate
learning/working practices and bad experience tend to influence the learner's learning process. To
learn and understand, I constantly review the student master's levels before progressing to other
subjects.

Task 2: Understand the impact of policy and regulatory frameworks relating to

inclusive practice.

2.1 Policy and regulatory frameworks relating to the inclusive practice

There is a range of legislative strategies and mechanisms in place to ensure inclusive learning
activity. At the national level, the rule is named when it is called a policy at school, college,
university or institution, all of which must be coordinated. The legislation provides protections
for students with disabilities before and after 16 years of schooling as the care of a student with
disabilities is unfavourable. The Equality Act 2010 embraces age, gender and disability non-
discrimination. All citizens, regardless of social class, must be treated fairly. Youth and old alike
should be handled as well. People with disabilities, like anyone else in society, should be granted
equal rights. Fair rights and care for pregnant mothers and individuals of various races are
required under the Disability Act 2010.

In all facets of life, the Equality Act 2010 promotes equality and justice. It is also relevant for
education and learning where the educational institutions should meet the requirements for equal
rights set down in the Act. Fair education opportunities should be provided for people of all
races, gender, religion and people living with disabilities as stated in the Equality Act 2010. The
programs and assistance to address the defined needs of the learners ensure equality
in opportunities and progressiveness. This act, which protects workers from dismissals,
employee redundancies, education , wages and support, is analyzed and used as a guide to
communicating with employees, employers, workers and related stakeholders. This act raises
awareness and provides me with instructions about how to take action if one is wrongly
discriminated against, includes making a formal complaint to the appointed official, finding
assistance through mediation and alternative dispute resolution. Tomlinson's report shows that
students with special educational needs are inferior to their previous education and
apprenticeship experience in post-compulsory education, excluded from access to broader
curricula and may have a lack of self-esteem.

2.2 How policy and regulatory frameworks influence organizational policies relating to
the inclusive practice

The mechanisms inform stakeholders, including the students and teachers, about policies that
directly and expect to build and maintain a secure and conducive environment in which all are
comfortable to remain and to communicate with each other. This helps all to permeate good
actions and to meet the roles and obligations that must be taken into account in the
assessment/performance assessment of employees. The workers can access the details on the
organization's strategies and guidelines to help their continued professional growth and ensure
consistent quality.

The laws regulating public and private workers mandate that organizations apply the values of
inclusiveness in their recruiting procedures (Alexiadou, 2014). Organizations must comply with
the gender rule in the recruitment of people and also take disadvantaged people and individuals
with disabilities into account through legal means. The inclusivity requirements as set out by law
must be followed during recruiting processes. The entire nomination and selection process must
also satisfy the inclusiveness requirements in which both sexes and individuals with disabilities
are taken into account. Organizations shall also be required by law to create specific standards
for how discrimination, victimization and abuse should be documented. The regulations are
structured to ensure that all operations within an organisation take into account aspects of
inclusiveness. In the forming of the chain of command, legislation and legislative mechanisms
help record hierarchical accountability for their acts and holding individuals responsible for their
activities. This information provides employers with information and allows them to learn about
the scarcity of professional employees and to assess the abilities of their employees in terms of
credentials that relate to an organization's quality assurance framework. Several legislation is
available that is designed to counter those that do not meet the rules on inclusiveness. Policies
and norms are the only foundations of inclusiveness in the community as a whole.

2.3 How policy and regulatory frameworks influence their inclusive practice

The system allows me to understand more clearly my positions, duties and responsibilities as laid
down in the policy document so that I strive to achieve the expected results and ensure the
progress of all students. The mechanisms provide me with opportunities to review my
approaches within the curriculum guidance on how to achieve full inclusiveness by maintaining
the relevant support levels for all students. The lesson plan represents equity and diversity by
building the defined support levels into individual learning plans, in which their learning needs
are addressed by various teaching methods. The Charter of Services includes the inclusiveness of
all acts and decisions. Both the existing inclusivity legislation and all articles in public gazettes,
to ensure that the latest legislation is known to people. The same updates in the Gazette are sent
by staff e-mails to ensure that employees are updated on new legislation.

Various methods of education, including group dynamics for group work, peer work, tasks and
quizzes, are utilized to facilitate social engagement between different groups. All students have
time to answer questions that can be open or close according to their skill and given their fair
share of time, timely and positive feedback while engaging in one-to-one discussions. All
students are allowed to provide input on the effect of their learning on my teaching methods and
activities and to make suggestions on areas of improved learning that are constantly analyzed,
assessed and evaluated

When I teach or evaluate students in a class, I make sure that everyone is included, and those all-
inclusiveness considerations, such as race, age and I always opposed to favouritism or actions
that benefit and discriminates against one individual or party. I continue to address all of the
inequitable problems that I face by enlisting the support of others to ensure that they do not arise.
I serve as a supporter and was a pioneer in the use of inclusive practices.

Task 3: Understand roles and responsibilities relating to inclusive practice.

3.1 Summarise own role and responsibilities relating to inclusive practice.

Inclusive practice means giving equal opportunitues to every students in terms of physical and
mental disability issues. I ensure that my lessons are prepared, conducted, assessed and handled
in a classroom and that adequate resources are given to provide them with the appropriate
support. Analytical, summative and formative assessment is used to define and provide, where
applicable to one's jurisdiction, the type and standards of help sought by individual students.

I encourage students to adapt and advance their personal, behavioural and critical thinking to the
highest levels of ability to understand their development by taking part in them, responding
positively to feedback and by engaging with peers, educators and stakeholders. I guarantee
inclusion among all students, promoting proper behaviour and adherence by applying my
organizational policies and guidelines on behavioural management, establishing basic rules and
measures with students to control, challenge and address negative behaviour, and reward positive
behaviour among students.

Some of my responsibilities in maintaining inclusiveness at my workplace include the strict

observance of corporate inclusiveness policies. Concerning the inclusiveness rules, I ensure that
all my acts are done. I treat everyone in my workplace equally and fairly as a way to show the
need for inclusiveness. Typically, I share the need for inclusiveness with my students in all their
efforts to ensure that they are good people who obey the inclusiveness guidelines.

Updates and messages about policy changes are taken seriously, and I share positive things with
my students and those with whom I interact. When I have time, I talk to my coworkers about
inclusiveness and engage in gender and inclusiveness events. When it came to school inclusion, I
prioritized student inclusion. Regardless of their gender or race, all students endorse fair
treatment. Black students in many institutions feel discriminated against because they are not
treated with the respect and dignity they deserve (Florian & Spratt, 2013). In my university, it is
different as stringent rules on inclusion require all persons to comply with the regulations. There
are no grounds for prejudice. I was also at the forefront of reminding all my students that if
anyone is found to be discriminated against or threatening someone because of sex, age, race or
disability, they will face significant discernment. In my handles in social media, I normally share
articles about inclusion as a way to lead the movement to ensure inclusiveness in all aspects. In
my classes and even outside my classes, I also challenge unsuitable behaviour when I find it.

In general, I encourage my students to engage in group activities involving both sexes, race, old
age and disabled people. This allows students to understand how to communicate with different
people who have different backgrounds. I typically reward groups that have followed all of the
inclusive guidance and ensure that all participants in the assigned task in the classroom.
Inclusion principles and fairness to students while still at school are motivated by this approach
and these values are the basis for maintaining inclusiveness in their field after school.

I typically search for inclusiveness training and workshops and encourage my students to join to
learn more about inclusiveness laws, policies and how they impact society. I have focused on
internal inclusivity initiatives for institutions used to teach students about inclusiveness to
complement regulations.

3.2 Relationship between their role and the roles of other professionals involved in the
inclusive practice.

Educators have constraints on meeting the needs of students, which require steps to connect with
and refer students to other professionals, internal and external entities, to meet these needs
accordingly. For the advice, guidance and know-how on appropriate actions to address emotional
problems/persistent and unmanageable behaviours, I am contacting pastoral services, senior
colleagues, managers and mentors. Team meetings and discussions with management and
colleagues provide an excellent forum for discussions and ideas on improved practice on lesson
plans, action studies.
I work with other professionals such as the dean of students and relevant stakeholders to
guarantee that everyone has a role in ensuring that learning resources and facilities, including
special education, needs learners, are available. Together with the Line Directors and colleagues,
team meetings and discussions provide a good way to discuss and collect ideas for the
improvement of ongoing practice about lesson plans, action research, lessons study, teach
studying and implementation strategies.

According to the NAHT, a large number of teachers are often confused about the teacher in that
way, their relationship with the headteacher is characterized by fear. in the key years of their
teaching. In these cases, teachers should not seek the guidance of the headteachers when they
have problems (Harris, Day& Hadfield 67). Despite the experience, skills and learning that they
develop, most teachers seem to have a good relationship with the headteachers and can now seek
the guidance and help of the headteachers. Given the discoveries of this research, it becomes
evident that the development of the vocation of teachers will foster close relations between
themselves and the teachers. In this way, the headteacher should provide openings to teachers to
develop their job. Headteachers should visualize and find ways to cope with new demands.
Headteachers should organize broad partnerships with teachers since this will help to achieve and
enhance the performance of the students (Avi-Itzhak and Ben-Peretz 231).

My part as a teacher contributes to the inclusiveness of many other practitioners. As a lecturer,

my students can study all facets of inclusiveness and maintaining an inclusive classroom. I must
ensure that all students are aware of inclusiveness policies and regulations from school. One
aspect I use to ensure that inclusion campaigns and expertise remain meaningful and shared is
through relationship building. Meeting various stakeholders including parents, guardians and
other educators in other institutions helps develop the relationships required to promote
inclusiveness. Negotiations are performed on behalf of students with the appropriate
organizations before students are referenced in compliance with their organizational policies to
specialized practitioners such as dietitians, psychologists and language therapists. Education
professionals are scheduled to provide basic assistance and to manage specific educational needs,
such as the knowledge/understanding of sign language for welcoming/praising and adjustable
chairs when wheelchair users are unable to customize as needed. External agencies/organisms
are consulted, including the Citizens Advising Bureau, police and Social Services, as financial
issues are dealt with.

When a training program on inclusion exists, I act as the connection between training institutions
and students In general, I encourage my students to engage in these programmes. I frequently
collaborate with other students and the management of institutions to identify resources for my
students and my colleagues for inclusive training. I choose courses that teach inclusiveness to
ensure that the students are facilitated to attend schools in conjunction with school
administrators. Often I invite guest speakers from institutions that promote inclusiveness to
inspire students in ways that ensure inclusiveness at school and in society as a whole.

3.3 Points of referral available to meet individual learning needs

Teachers' key duties are to assess the various needs, existence and level of needs of learners and
to take suitable steps to address them appropriately. The instructor deals with these needs within
his or her professional limits, whereas externally applicable experts, internal and external
institutions are concerned. In the referral process, the instructor makes use of organizational tools
and policies.

The Department of learning assistance offers specialized services for disabled learners such as
braille for visual impairments, ear aids including loops for hearing disabled people and support
for life specialists and learning by offering personal support for persons with low functional
skills. The Department provides specialized resources for disabled learners. Learners may be
assisted by household assistance, additional tutorship, referred to language specialists and/or
referred to training services where they can be part-time and online for classes to increase and
allow them to advance their skills.

Mentoring students from individuals with prior awareness and experience in inclusion is one of
the best ways to ensure that learning about inclusion offers practical and valuable knowledge.
Mentors provide learners with an enriching experience, which is essential for them in their jobs
to solve real-life challenges. They can also listen to guest speeches on inclusivity during their
school years or use technology for accessing online inclusive tutorials, in addition to getting
students attached to mentors. Psychologists and consultants are a good place to think about
inclusiveness. Counsellors are referred to in most cases of abuse and prejudice. I apply to these
professionals students who suffer from disabilities when the need arises. Counsellors and
psychologists possess enriching realistic knowledge which can help students gain insights into
inclusiveness and how others can be avoided or covered.

Task 4 Understand how to create and maintain an inclusive learning environment.

4.1 The key features and benefits of an inclusive learning environment

Multiple and especially important characteristics and benefits of an inclusive learning setting are
the opportunities to encourage inclusive approaches to education/learning, inspire students to
celebrate success, respect for others, develop positive attitudes and a culture of tolerance, enable
students to work in collaboration and cooperation.

A variety of attributes include appreciation for diversity, for example. An inclusive learning
world embraces diversity and supports all people regardless of age, sex or disability (Shevlin,
Winter & Flynn, 2013). An integrated learning environment considers all students, including
those with special needs, as learning needs. When an educational system acknowledges that
individuals have varying requirements for successful learning, it promotes equality for all,
including disabled people.

The egalitarian learning climate facilitates equal and fair consideration of those participating in
the learning process. All students receive equal and equitable consideration of their learning
needs and differences. In an egalitarian learning climate, teachers inspire their students to
progress in every respect, irrespective of the learner's capacity. Learner enthusiasm encourages
them to ask questions free of charge and communicate openly with others to enhance learning.
This helps the teacher to value both the learners and others by encouraging good conduct, the use
of acceptable words, courtesy and compliance with school policy for proper
conduct/inclusiveness, while learners are made to shape a teacher's positive actions. The essence
and level of improper conduct as extreme negative actions would depend on that.

An inclusive educational environment allows students to become involved in their learning and
to assume their role by actively engaging in and helping them to excel. In this way, the teachers
will play their part in congratulating the teacher's opportunities to ensure a secure, conducive and
promoting learners' full achievement. The variety of methods, tools and differentiation strategies
coupled with the teachers' specialist skills and pedagogical abilities to give engaging lessons
enable students to be enthusiastic and to respond to positive input from teachers promptly.

4.2 Ways to promote equality and value diversity

When learners have access to the same quality, learning differences can be minimized and equity
encouraged. Respect for diversity and value inculcation helps to promote diversity in education
institutions and society as a whole.

The incorporation of equity analysis/impact evaluation processes in own course creation to

ensure inclusiveness and accessibility encourages equal rights and diversity. Learners are
encouraged to participate in projects and quests and peer/group work/evaluations in various
groups and to actively participate in activities that allow them to share their varied experience,
thereby adding value to learning experiences for all. Vark teaching styles and adaptation to
practices to foster equity and diversity are the result of the diversity of own teaching methods.

To make things fair and reinforce the value of diversity, it is important to create resources that
can be exchanged across boards and to celebrate diversity. It's a sign that people appreciate and
respect diversity. Establishing and sharing opportunities ensures that everyone, regardless of
gender, age, or disability, has access to the possibilities. Most people in disadvantaged positions
will miss out on opportunities if they are not shared. It is also critical to create and share
opportunities to promote equity and inclusion.

Interaction among students, parents, co-workers and experts promotes a flow of information for
successful preparation and formalized evaluation processes to enhance teacher response.

Equalization and the value of diversity are encouraged with teamwork. The assembly of students
to learn in teams ensures that all students access the same content. Learners will get the
idea from each other and this leads to reducing inequality. The students who are persuaded that
everyone is equally relevant are adding value for diversity to each team member. The role of the
instructor in good behaviour and attitudes, such as timeliness, attendance, mutual respect,
friendliness and professionality, promotes equity. This includes the use of acceptable language,
laughing, the awareness of student names and the use of the basic laws, to check negative
behaviours.

4.3 An analysis of ways of promoting inclusion

Studying, knowing and implementing one's relevant legislation will facilitate incorporation in
one's activities as guidelines. Guidelines and policies shall be used in own teaching to assure
compliance with the regulations and standards and achieve quality standards such that standard is
sustained and improved continuously. Applied and used to implement good conduct that results
in orderliness, certainty and security, without any learner's fears, threats and intimidations should
adequately inform teachers and teachers of the standards and expectations for behavioural
governance.

Adherence to corporate policies and procedures can be encouraged in various ways. If school
teachers and teachers adhere to the guidelines and concepts of inclusiveness, the same ideals
shall be passed on to the learners (Mazur, 2015).

If inclusiveness is encouraged, the teaching style used by students and teachers in the learning
institution. Inclusion is encouraged if teachers are fair and equal to their students, regardless of
sex, age, race or disability. It helps to foster inclusiveness in all areas of learning when people
work together well.

Inclusion in one's education is encouraged by the introduction of different teaching and learning
methods that meet the recognized needs of learners such as special educational necessities to
make sure that no learner is at a disadvantage. This ensures that the necessary learning resources
are available to help them fulfil their full potential.

Projects are identified by the level of the student; the weighing activities are conducted in simple,
increasingly complex ways before the goals and objectives set out in their learning plans are
achieved. Many of those who need help with their core skills are helped by help and skill-
building. Worked examples take learners; they assess their understanding before moving on to
another theme and periodically revisit and analyze previous lessons to refresh their memory. The
anxious students should inquire and engage in group presentations and discussions.
Empowering students is one of the methods used by educational institutions to foster
inclusiveness. Students are encouraged to feel part of the learning process and this increases their
inclusiveness (Mazur et al., 2015). Inclusiveness can be encouraged through positive attitudes
towards others that allow them to feel that they belong. Success reward and best practice
encouragement will help to promote inclusiveness. If students are praised for constructive
inclusive practice, it inspires others to do likewise.

4.4 Strategies for effective liaison between professionals involved in an inclusive practice

Conferences may be the best forums for communicating with colleagues and more
knowledgeable personnel on the effects of the observation and review of the lesson plans, the
analysis of lessons, priorities, targets, suggestions, feedback and positive corrections to enhance
student success.

A variety of types, such as daily contact, may make connecting between various persons
efficient. Usage of mobile telephones, e-mails and teleconferences may be used to ensure that
there is a consistent link between all practitioners. Professionals may also engage in student
meetings and provide motivating conversations on good inclusive practices. Continuous
knowledge exchange and updates help improve co-operation amongst inclusive professionals.
The lessons designed to keep learners aware of current trends could be expressed in such
consultations. A common example of this was the implementation of a training course as new
legislation was introduced. This is then used to review the lesson plan, where students learn
about the new legislation.

Proper event preparation would help to create strong cooperation and educate all developments
of other professionals. Regular preparation and comprehensive practice plans will help to ensure
productive professional interaction (Role, 2014). Communication and collaborations lead to
fruitful social settings. It is also important for all practices to remain professional and be models
of inclusive cooperative practice. Positive attitudes among the practitioners often decide the
successful partnership.

Task 5 Understand how to evaluate your inclusive practice.

5.1 Effectiveness of own inclusive practice

The Strategic analysis is useful to define its strengths, limitations, opportunities and challenges
and the knowledge collected is used to develop weaknesses continuously and enhance strength
areas. It is my weakness that I don't have time because I choose to use it for a great deal of time
because of my passion. My teaching platform also offers some of the choices for making my
inclusive practice more effective. I can share my students' inclusive practice. Some of the
problems of it are the non-compliance with the legislation. Many businesses conduct unfair
policies, particularly in recruitment, but these organizations have little to do with them.
Effectiveness of learning is accomplished by differentiating the goals, tasks, activities and
evaluation standards of learners in terms of their capacity to ensure inclusiveness. A variety of
modes of learning (VARK) are used in line with Fleming and Mills (1992) to properly address
learner learning needs and to provide sufficient tools, including exhibits and PowerPoint
presentations. The use of imaginative, enthralling and demanding assignments, with a variety of
skills, makes learning better and motivates more people to read.

The use in creating my lesson plans of the Kolb Model (1984) gives me effective methods to
enhance future teaching that extends the realization and encourage the maximum learning
outcomes through realistic, reflective evaluation, abstract conceptualization and active
experience.

5.2 Strengths and areas of improvement on inclusive

One of my strengths in terms of integration is self-awareness. I know how necessary it is in

practice and in everyday life to comply with the law and legislation of inclusiveness. I generally
use reflective practice to teach my fellow mates. The use of reflection assists in the consideration
of certain shortcomings in both individuals and policy guidelines. In inclusive practice, I can still
learn more and develop new skills. In any case, I value others' efforts and I am mindful of the
negative effects of discrimination. Reflective practice is the teachers' method of analyzing an
issue. (Schon, 2002) including review and appraisal of one's procedures using various methods to
promote the critical reflection potential of one's best practices. Self-evaluation assists myself in
improving analytical skills, assessing my performance, learning from errors, posing important
questions, identifying strength/faults and areas of behaviour. Student input by questionnaires,
courses/end of the module and modes of evaluation provide job knowledge for the further
advancement of their activities. Self-assessment enhances transparency, validity, informed
improvements and changes encouraging inclusiveness, effective teaching/learning and learner
achievement. Being diligent and open-minded, I am committed to my practice. By watching
online teaching videos, I am still searching for new ways of managing more supreme habits.

5.3 Plan opportunities to improve their skills in inclusive practice

Several resources are available for developing one's competencies in inclusive practice, including
the creation of one's activities, with others (teachers, colleagues, line managers). Continuous
professional development inputs from other countries represent a more extensive field due to
their greater insights and skills that are useful to develop improvement areas. These ideas can be
harmonized by exploring and exchanging and forming a more concentrated continuous growth
opportunity. Networking, educational forums/Blogs/groups, e-learning, professional
membership, a subscriber to training courses and familiarization with inclusiveness policies are
available to create opportunities. Related competencies, training, seminars and workshops with
schedules are developed and implemented to resolve these criteria through training needs review
and action plan. Networking, educational groups, e-learning, professional membership,
subscription to educational training and familiarization with the policies on inclusiveness will
access growth opportunities. Work exposures where observations are made about the efficacy of
Finance department professors in the practice of inclusiveness utilizing preparation, teaching
skills and acquisition opportunities that allow me to evaluate their practice against them. Other
training visits are useful for various award-winning bodies where the various practice associated
with their learning results are observed and measured, which are used as a basis for a comparison
between individual learners' success levels through various awarding agencies.

Conclusion:

This is necessary for us to practice inclusively in a world without prejudice and injustice. The
smartest move are indeed schools and educational institutions. In educational institutions,
various participants such as parents, practitioners, employees, policymakers, experts etc. are
involved in inclusive learning. It is crucial that all relevant parties be aware of the rules and
policies in force to ensure the efficacy of the inclusive practice. Building self-consciousness
among students who can otherwise help to create their affiliation. There is various training
courses that can explain these pupils' psychology.
References
Alexiadou, N.A.F.S.I.K.A., 2014. Policy learning and Europeanisation in education: The
governance of a field and the transfer of knowledge. Transnational policy flows in European
education: The making and governing of knowledge in the educationpolicy field, pp.123-140.

Armstrong, F., Armstrong, D., and Barton, L., 2016. Inclusive education: policy, contexts
and comparative perspectives. Routledge.

Beacham, N. and Rouse, M., 2012. Student teachers’ attitudes and beliefs about inclusion
and inclusive practice. Journal of Research in Special Educational Needs, 12(1), pp.3-
11.

Bower, M., 2008. Affordance analysis–matching learning tasks with learning

technologies. Educational Media International, 45(1), pp.3-15.

McGann, J.P., 2015. Associative learning and sensory neuroplasticity: how does it
happen and what is it good for?. Learning & Memory, 22(11), pp.567-576.

Schmeck, R. R. (Ed.). 2013. Learning strategies and learning styles. Springer Science
& Business Media.

Shevlin, M., Winter, E. and Flynn, P., 2013. Developing inclusive practice: teacher perceptions
of opportunities and constraints in the Republic of Ireland. International Journal of Inclusive
Education, 17(10), pp.1119-1133.